法国电影《我要》完整播放 Googlepalooza on February 22, 2017 at Monty Tech, Fitchburg, MA.

Wonder what the 法国电影《我要》完整播放 Googlepalooza is all about?  Check out this video from last year.

Space is limited to 100 educators so REGISTER NOW!

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Looking for an exciting way to spend one day of your February school vacation? Join other educators for a full-day of learning and networking at 法国电影《我要》完整播放’s third annual Googlepalooza.  This is a perfect way to learn with your colleagues in a relaxed and fun setting. Register now as this event is limited to 100 educators.

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We’re looking forward to this year’s Google-themed February break workshop, 法国电影《我要》完整播放 Winter Camp. Building off of last year’s Googlepalooza, we were struck with the overwhelming response by educators excited to take a day from their February break to dive into using Google Apps for Education to enhance and transform teaching and learning.

Spending a day at a workshop is an investment – how do you ensure the day is a success?  How do you maximize your experience at Winter Camp, or any workshop?

Here are just a few things to keep in mind to get the most from Winter Camp:

1 – The Law of Two Feet

Too often we feel trapped to stay in a workshop or session that’s not meeting our needs due to the fear of seeming rude by exiting the room. The law of two feet, one of the core aspects of the EdCamp model, frees everyone to keep learning at the heart of the day. If you aren’t actively learning or contributing to learning, it’s your responsibility to respectfully find a place where can do one or both of those things. If you get into a session and it’s not the right fit for you, quietly find one that is! Don’t worry about seeming rude – the session facilitators expect and encourage you to find a space that works for you, and the seat you vacate will likely be filled from someone leaving another session.

2 – Learn by Doing

Be selfish in your learning and experiment with new ideas during the workshop. As teachers, we work to create hands-on experiences for our students to learn, as we know that active learning is the most successful. But when given the space to get active in learning new methods, techniques, and models, it’s easy to become passive. The sessions at Winter Camp are designed to be hands-on. Take advantage of it! Try out a new tool, start planning a new project, or start acollaboration. You can’t improve your student’s experience by listening – get doing!

3 – The Smartest Person in the Room is the Room

One of the best parts of a conference is being surrounded by other teachers who are passionate about improving education. Strike up conversations, follow each other on Twitter/Instagram/Voxer/etc, and make some connections. While Winter Camp has an experienced group of Google Certified Teachers and Trainers, the wisdom of the crowd is the most valuable asset of any conference. Don’t be afraid to share – what you’ve found in your classroom is likely really valuable for others.

During Lunch, join the Demo Slam, where attendees give fast-paced 2-minute tricks, tips, and more. Short, to the point, and potent, these slam sessions are always a highlight.

4 – Different Strokes for Different Folks

Learning is not one size fits all. We know this from our students, but with PD we too often give every educator the same experience. Winter Camp has something for everyone, with sessions designed for a wide range of topics and levels. Facilitators also work to provide hands-on experiences in each session so you can find something that’s right for you. Customize your day – make a schedule that works for you, challenge yourself, and find what works for you. And if you ever find yourself in a session that’s old hat or over your head, follow the law of two feet.

We’ve been working hard to design a Winter Camp that works best for you. By following these tips, you can help ensure your time results in better learning for your students.

About the Author: Jonathan Schmid is the Director of Innovation & Technology at The Meadowbrook School of Weston, 老太bbw搡bbbb搡bbbb, which was recently recognized as an exemplar school by the Partnership for 21st Century Learning. He has presented at numerous conferences such as ISTE, NAIS, 法国电影《我要》完整播放, and AISNE on subjects including Digital Citizenship, Design Thinking, 3D Printing and Making. Jonathan is a certified Google Education Trainer and Certified Google Administrator. He can be found online at tech.savvyteachers.com and on Twitter @schmidjon.

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When you think about technology in the classroom what do you think about?

• Electronics because our classroom has a lot of those such as computers, laptops, lights, the printer, microwave, and the SMARTboard.
• Tools such as pencils, calculator, scissors, expo markers, sharpies, pencils, pens, erasers, tape, staplers, markers, glue sticks, chalk, and highlighters. (Not all technology is something plugged in rather a tool to make our lives easier!)
• Google Drive, Prodigy, and discovery quests
• Google Chrome and discovering new facts
• Any machine that runs on power.
• I think of inventors and how they changed our world.
• The Internet as it is the main source where we can buy and talk about stuff.
• I don’t think about technology unless I am designing something. It definitely helps us learn better.
• Mobile devices and texting
• How people invented all these creative ideas that changed the world
• It is helpful to look things up and do projects.
• Animation and any type of screens
• I mostly think of video games.
• Technology is things that I can make when I grow up.
• I think about science and wonder how we will expand our current technology.

What kinds of technology should be in a classroom?

• Calculators, pencils, mechanical pencils, scissors, lights, chalkboard, erasers, chalk, highlighters, computers, and a SMARTBoard
• Math games and you need a school network
• A keyboard and a mouse
• Access to a document camera and a phone
• Instead of books we should have Kindles and use laptops to do our 老太bbw搡bbbb搡bbbbwork on and tablets to use in school.
• Desks, books, chairs, learning booklets, the room itself, folders, clock (both digital and face), projectors, nametags, cushioned reading chairs, lots of learning programs, writing supplies, and water fountain
• CPUs, notebooks, clipboards, tape, and legos
• Mobi views, flat screens, TV, X-box, and super computers

Think about your experiences with the Google Drive. What things do you love about that technology?

• I love that I can share documents with people. I also love that I can share slideshows with people.
• I love that you can do projects with it.
• You can open it up anywhere and you can make anything on it.
• I love that it has a big map so you can mark places you love, want to go, or to randomly find places you never knew about.
• It has drawing, typing, and presentations you can use.
• It makes organizing things simple. With Google Sheets you can send information with the click of a mouse.
• I love that I can talk with my friends.
• I love the way it is set up, well programmed, and you can give amazing presentations.
• It is awesome that you can copy and paste images on things.
• How you can make things spin and zoom on or off the screen! It takes normal things like drawing and writing to a computer.
• You can insert an image or a link and you can underline, highlight, and bold type.
• You can email, present, copy, and do just about anything!
• If someone is in a different country you can talk to them!
• You can put personal things on it.

If you could meet with the principal of the school and tell her how using technology effects your learning, what would you tell her?

• Computers helped me learn things by searching things up on the Internet. I would also tell her an eraser helps me erase mistakes I write with a pencil.
• Google Docs is a great way to learn!
• It helps me because we wouldn’t be able to have Google Drive or get information online. And since the pencil is technology if we made a mistake you would not be able to erase it.
• It tells you everything you want to know without thinking, but you learn!
• Technology makes learning fun. It’s easy to use, and you can ask Google anything. (touché)
• There are learning websites and then there are addicting websites!
• Computers make everything from using the dictionary to learning math easier.
• On the SMARTBoards we watch our math video and that definitely helps us learn.
• It would be easier to do your 老太bbw搡bbbb搡bbbbwork on a laptop because you would never be able to do your 老太bbw搡bbbb搡bbbbwork on the bus and everyone always loses their 老太bbw搡bbbb搡bbbbwork so this saves it (So true- I am sure we have all lost things once in our lifetime)
• It is one of the most important sources to learn something.
• Every classroom should be as great as Ms. Freedman’s and she should inspect the class so other kids can actually like school.
• There are many cool websites and apps to choose from and they help me improve on my math, spelling, and digital skills.
• Since the world is getting more complex we need to know how to work with technology to get a job and learning at a young age will help us improve our skills later.
• It effects learning greatly. It allows students to look up information quicker. It also lets students communicate when working on at 老太bbw搡bbbb搡bbbb projects together.
• I think it is a great experience for children. It makes projects easier and you can do it with classmates and work with each other. It has changed my thinking about Google. It is fun and has a lot of ways to do work.
• Technology helps you remember things. It makes learning easier because if you didn’t write something down it would be hard to remember.
• I like the SMARTBoard and the computers because all I have to do is listen.
• It helps me with my schoolwork.
• It gives students new experiences but can mess up your eyesight.
• Technology is AWESOME!

Reference:

https://www.iste.org/explore/articleDetail?articleid=284&category=ISTE-Connects-blog&article=Are%20you%20prepared%20for%20tech%20planning%20month&utm_source=Facebook&utm_medium=Social&utm_campaign=EdTekHub

About the Author: Rayna Freedman is beginning her 15th year at the Jordan/Jackson Elementary School in Mansfield, MA. She has taught grades 3-5 and is an ITS. She is also embarking on her doctorate through Northeastern as she hopes to change the field of education some day. Rayna is a member of the 法国电影《我要》完整播放 Board of Directosr and has been presenting at the annual conference since 2010. She serves on the DESE Digital Literacy and Computer Science Standards Panel and was the North Attleboro Chamber of Commerce Teacher of the Year in 2011.

For more articles by Ms. Freedman, she is published in Early Childhood Education Today 12th and 13th edition, Building Teachers: A Constructivist Approach to Introducing Education 2nd edition, and Fundamentals of Early Childhood Education 7th edition.

The post Out of the Vacuum appeared first on 法国电影《我要》完整播放.

About the Author: Rayna Freedman is beginning her 15th year at the Jordan/Jackson Elementary School in Mansfield, MA. She has taught grades 3-5 and is an ITS. She is also embarking on her doctorate through Northeastern as she hopes to change the field of education some day. Rayna is a member of the 法国电影《我要》完整播放 Board of Directors.

The post Through the Eyes of a Child- A New Lens appeared first on 法国电影《我要》完整播放.

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App Inventor Boot Camp was a summer professional development experience for teachers to learn MIT App Inventor, a free visual blocks-based programming system for Android mobile devices that can be used to teach computer science concepts through the creative design of apps for smartphones and mobile devices. In this hands-on workshop, educators built their own apps and explored how to integrate app programming and computer science principles into their curricula in computing, technology, science, and math classes. The workshop included time to develop curriculum exercises and share them with colleagues, as well as begin to build a learning community of educators using App Inventor.

A photo of the instructors (minus Rajia who had to leave early) of the Bootcamp.

Starting Tuesday, August 13, 2013 at 8:30 AM until Friday, August 16, 2013 at 1:00 PM, teachers gathered at the 老太bbw搡bbbb搡bbbb Green High Performance Computing Center for an App Inventor Boot Camp: a 4 day workshop geared on teaching teachers about App Inventor and computational thinking. Mark Sherman, PhD candidate at UMass Lowell and part of the MIT App Inventor Training Corps led the workshop with assistance from myself and James DeFilippo and Rajia Aziz: both undergraduates at UMass Lowell in the Engaging Computing Group.

About 15 educators participated in the Boot Camp, including teachers and professors from middle schools, high schools, and even colleges. Participants had a mix of backgrounds, from very strong programming experience to none at all. But by the end of the bootcamp, everyone was able to build apps and understand basic computing concepts by using App Inventor.

As part of a project to get participants using App Inventor and integrating the tool and computing principles into different content areas, participants sorted themselves into groups of 2-3 and made an app for an infusion activity. Each app needed to serve an educational purpose that combined App Inventor and the computational thinking it affords with another subject area. Participants also wrote worksheets that complemented the apps. Some of the apps were: a College Tour of Western Mass colleges, a Physics app about gravity on Earth and other planets, a growing a plant app that teaches a bit about plants, a Spanish teaching app, an app that teaches and tests reading a ruler, and an app that teaches about computer/technology costs. All the apps, with source code and descriptions can be found in the App Inventor Gallery.

A photo of all of the teachers and instructors from the last day.

Overall, it was a great experience, learning and teaching App Inventor. Thank you so much to MGHPCC for hosting and for CAITE and ECEP for sponsoring. And thanks again to MIT’s App Inventor Group and UMass Lowell’s Engaging Computing Group for providing the instructors.

Original Post

Submitted by Joanie Weaver from  老太bbw搡bbbb搡bbbb Institute of Technology

http://appinventor.mit.edu/explore/blogs/joanie/2013/08/app-inventor-boot-camp-western-mass.html

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Changing technologies are exciting for everyone. So many of us latch onto new technologies in our free time. Today’s kids are no strangers to the latest technologies, limited only by their allowance. From Facebook to iTunes, GarageBand to YouTube. Oh yes, iMovie is fun. These technologies will be there and grow with them for years to come. Knowing something about them is useful. As citizens of this digital age, it is vital to know effective uses of advanced techniques in order to be efficient content creators and digital-literate consumers of information.

The right tool for the job

What tools should we be using in education? Let’s consider a broad brush and look at the big picture. What is the value of some of the Web2.0 tools or tablet apps that are emphasized now in education? Sure bells and whistles are attractive and motivating, the glow of a new app on an iPad is very exciting.

I explore tools in my technology classroom and have tried some of the latest-crazed tools such as NING, Edmodo, Wallwisher, SlideShare, Animoto, PBwiki,  Prezi, WizIQ,, Quia and VoiceThread. Remember those?  And OMG, there are so many more. I have distributed many logins to my students  and had my own content die a slow death in many online environments. At one point I had so many pots in the fire that I found myself confused, and my students, too, were increasingly annoyed.

Simulated tools that mimic “real” ones  

Video/slide tools like Animoto or SlideShare create an easy cookie cutter approach to video- or photo-sharing creations.  Sites like NING and Edmodo provide a simulation of a social network that have been used in an educational setting. Personally I latched on to NING as a teaching tool and my PLN. I’ve enjoyed manipulating the tool to do many things for my classes, but with many tools I’ve always found limitations. Nonetheless, NING was once free and help promise for educational use that I revered as the tool that was going to float to the top, become mainstream, and I wasn’t going to have to learn another tool ever again. It was viewed as a “safe” protected environment. For me, course management with NING became too cumbersome and soon lost its appeal. It wasn’t designed for what I needed, and students had to log in to yet another “thing” and NING as a platform never took off with the general public and my PLN anyway.

Edmodo is another social network, which includes grading, group creation and has some appeal. Students can post content and carry out discussions. It is a decent PLN too. As educators we gleam when we can share our month-long student projects which demonstrate six minutes of understanding. Kids think it’s fun the first few weeks. It looks like Facebook.

Online apps and iPad apps are the hottest things to talk about in education. Emphasis on technology tools show up more in educational literature and make for filled conference rooms and large-budget purchases — higher than assessment and pedagogy. Tom Daccord of EdTechTeacher said in a speech, “Future Learning Spaces”, we have adapted iPad app and iPad devices on an unprecedented scale. There is an overemphasis on content apps.

While the popularity of these tools have been gaining in education, it begins to become apparent to me that using social networks like Edmodo in schools provides a false sense of the real world. Continuity between what tools are mastered in school and what tools are needed in the real world is overlooked. Far too much focus and attention is placed on asking educators to use these tools in their classes as a way to improve their technology use in education. Especially when common, free everyday tools are available and present already.

Let’s be real.

Efficiency is important in time on learning.  Teaching with multiple tools at once can be time consuming. From creating and managing accounts to students having to use trial-and-error techniques to learn a tool, the heart of the lesson can be compromised.

As a tool teacher, it is important that I provide students with experiences that will have lasting effects. Time dedicated to tools like Edmodo for me might be wasted time. Will kids leave it behind as they go on to college? What tools will they be using after high school?  How many tools come and go, close up shop and disappear?

Clearly we should look at learning management tools that are used in colleges. Tools such as Blackboard, Moodle and Desire2Learn are ones that come to mind. Maybe that is not a financial option or maybe a bit too “serious” for a middle school student. Regardless, if sharing content is my goal, there are more mainstream tools I’d prefer to use.

Facebook may be a stretch. It provides too many opportunities to cross over into personal life with professional/educational life.  Not a good place for file delivery. It has potential, but I’m not ready to use it as a “learning tool”.

How about Google?

A group on Google+, “Using Google as a Free LMS” explores the idea K-12 and higher education using Google as a free learning management tool. The concept of using a tool that may be already in the hands of students and sure likely to be around in 10 to 20 years makes sense for exploring this concept.

What do we know so far? We know that Google is a long-standing company. We know that their tools in the simplest form can be used in education. The tools are great for collaboration and sharing. Digital portfolios can be created with sites and blogs. Conversation can happen in discussion groups, Google+ circles, and comments on documents, presentations, and drawings. It is no secret that Google is a leader in providing learning tools for students. These tools can be carried with them into the real world as well as the products they have created. A digital portfolio that can be recycled into adult use.

How does it fare with time efficiency? Google has presented itself as the easiest most diverse online environment to date.  All you need is a free Gmail account. The library of tools Google provides integrates nicely with each other. File management and online sharing are a cinch. Google apps for education/business allow for administrative control. It can be deployed throughout the entire school community with little professional development. Moreover it is cross-platform.. And it syncs with a phone or tablet.

Daccord, Tom. Future Learning Spaces, edtechteacher/法国电影《我要》完整播放 Leading Learning the Future 2013, Worcester MA. https://www.youtube.com/watch?feature=player_embedded&v=v60B0v48O0o

Kevin Murphy is a technology teacher at Frontier Regional School in South Deerfield MA. Formerly a Spanish teacher, he is dual certified and recently obtained a third certificate in online teaching. In addition to teaching full time, Kevin is the outreach coordinator at Frontier Community Television, Chair of the 法国电影《我要》完整播放 Communications Committee and actively engaged in filming events for 法国电影《我要》完整播放. The original post can be found at http://bloginthenewworld.wordpress.com

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