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Tracy Watanabe

Attracting Blog Comments | Integrating Technology in the Primary Classroom - 0 views

  • Be part of the blogging community: To put it simply, you can’t expect people to comment on your blog if you don’t ever comment on theirs.
  • Finish your post with questions: Take some of the guesswork out of commenting and give readers some suggestions on what they could comment on
  • Make sure you include open-ended questions that appeal to a wide audience.
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  • Don’t write all the answers: I may be a little guilty of this with this post but if you write an open-ended/incomplete post then people feel like they have something to contribute and will be more likely to comment
  • Publish in a timely manner: People won’t be very interested in commenting on an event that happened three weeks ago. We try to publish a post as soon as possible after a class event on the 2KM and 2KJ blog. Students and families are more likely to comment when their enthusiasm about an event is high
  • Reply to comments: I have said this before but I believe that it is basic blogging etiquette to reply to all/most comments. Acknowledge your readers’ comments, interact with them and they will be encouraged to comment again
  • Be original and diverse: I encourage my students to post about not only what appeals to them but what they think might appeal to their audience.
  • Educate readers on how to comment: Don’t assume that all teachers/parents/students know how to leave a comment. I provide parent handouts and a video on how to comment. You might choose to have a “how to comment” page on your class blog like I have.
  • Publicly read and praise comments: We start each school day with 20 minutes of whole-class blogging. This provides a chance for students to read out the comments they have left at home and school in the past 24 hours. We have found that there was a big increase in comments when we started doing this. Students respond well to praise and are eager to get their five minutes of fame
  • Hold a commenting event: We have held a few special class events to stir up some new enthusiasm for commenting with great success. Some of these events included the Family Blogging Afternoon and Family Blogging Month competition
  • Invite people to comment:
  • Inform people of new posts:
  • Have a pattern to publishing:
  • Remember, it takes work and ongoing effort to attract comments on your blog, however once you build up the momentum the effort decreases and the rewards increase
Tracy Watanabe

Education Week Teacher: Redefining Instruction With Technology: Five Essential Steps - 0 views

  • First, I had to learn a hard lesson: Just bringing new technology in your classroom and working it into day-to-day routines isn’t enough. The iPads arrived two days before my students, and I quickly made plans to integrate them into our curriculum. Despite my high hopes, the next two months were less than successful. A casual observer would have witnessed a sea of students glued to glistening tablets, but the effects were superficial. The iPads were not helping my students make substantial progress toward self-efficacy, academic achievement, or social-emotional growth. Around the end of September, I took a step back—it was time to evaluate and reflect on what was happening. I asked myself: "What have we been doing so far with this technology?" Students used math apps instead of math card games. They’d made slideshow presentations for isolated units. They’d done some research on the Internet. In short, things were going ... OK. Nothing to write home about. Not what I would consider "worthy" of a $20,000 grant. Clearly it was time for a change. The problem, I began to realize, was my own understanding of how the iPads should be utilized in the classroom. I had seen them as a supplement to my pre-existing curriculum, trying to fit them into the structure of what I’d always done. This was the wrong approach: To truly change how my classroom worked, I needed a technology-based redefinition of my practice.
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    Fab read. I've only highlighted a few paragraphs... then it goes into concrete ways to improve tech integration using the example of the iPad. ---- "n: Just bringing new technology in your classroom and working it into day-to-day routines isn't enough. The iPads arrived two days before my students, and I quickly made plans to integrate them into our curriculum. Despite my high hopes, the next two months were less than successful. A casual observer would have witnessed a sea of students glued to glistening tablets, but the effects were superficial. The iPads were not helping my students make substantial progress toward self-efficacy, academic achievement, or social-emotional growth. Around the end of September, I took a step back-it was time to evaluate and reflect on what was happening. I asked myself: "What have we been doing so far with this technology?" Students used math apps instead of math card games. They'd made slideshow presentations for isolated units. They'd done some research on the Internet. In short, things were going ... OK. Nothing to write home about. Not what I would consider "worthy" of a $20,000 grant. Clearly it was time for a change. The problem, I began to realize, was my own understanding of how the iPads should be utilized in the classroom. I had seen them as a supplement to my pre-existing curriculum, trying to fit them into the structure of what I'd always done. This was the wrong approach: To truly change how my classroom worked, I needed a technology-based redefinition of my practice."
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    Fab read. I've only highlighted a few paragraphs... then it goes into concrete ways to improve tech integration using the example of the iPad.
Tracy Watanabe

Grading and Reporting Philosophy and Purposes - 2 views

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    Guideline 1:! Relate grades to the achievement of the district's course/grade level standards. Guideline 2:! Use agreed-on performance standards as the reference points when determining grades. Guideline 3:! Separate achievement from all other dispositions and behaviors. Guideline 4:! Sample student performance. ! Don't score everything & don't include all scores in grades. Guideline 5:! Grade in pencil and maintain records so they can be easily updated. Guideline 6:! To determine grades at the end of the grading period, use professional judgment when considering the body of evidence. Grading must involve more than just crunching numbers. Guideline 7:! Use quality assessments and properly record evidence of achievement. Guideline 8:! Involve students in the assessment and grading processes throughout the learning cycle. No zeros for missing or incomplete work At Middle school: "Student work in the Lesson Practice & Progress Checks portion will be recorded as Missing (M) in the grade book if a student does not turn in an assignment. Middle school students will have until the end of the quarter to complete these practice activities or the Missing (M) will remain. The Missing (M) will factor into the overall average as a zero. However, leaving the Missing (M) in the grade book will communicate that the work has not been turned in. And, because the Lesson Practice & Progress Checks portion of the grade book is weighted just 20% of the overall grade, the Missing (M) for the practice work will not have significant impact on the student's grade." At High School: "A score of zero will not be entered in the grade book. Instead, M or I will be entered to indicate that work is not yet complete. In grades 9-12, students will have five days beyond the assignment due date to complete Lesson Practice and Progress Checks, unless there are extenuating circumstances. An M (Missing) will be entered in the grade book until the work is turned in or until the end of the nine-w
Tracy Watanabe

3 Must Have Google Drive Tools to Improve Students Writing ~ Educational Technology and... - 2 views

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    "Google Drive has recently announced the addition of add-ons to its features. These are third party extensions that you can install on your Drive to enhance its performance.I have been trying out some of these add-ons and decided to feature three of them here. The add-ons I selected are ideal for helping students improve their  writing."
Tracy Watanabe

The 9/12 Generation Project - 0 views

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    "Please see the (link) New York Says Thank You and The 9/12 Generation Project Hurricane Sandy School Penny Drive! WE WOULD LOVE TO HAVE YOUR SCHOOL PARTICIPATE! We are looking for a huge push through the next 30 days as a second round of storms are on the way this week!!    We will have updates on NY and NJ schools latter this week at www.912generationproject.org and on our Facebook page! Over the next 30-60 days we will also have a more detailed needs assessment completed with projects that meet specific needs but at this time the 912GP Hurricane Sandy Penny Drive is the quickest way to provide fuel, lumber, cleaning supplies, and meals, etc. Please feel free to contact me with any questions you may have. We look forward to working with you and your youth! Remember to send us your stories and your goals and we will keep you updated on the recovery!!    Best,  Lori   Lori Sullivan The 9/12 Generation Project*Project Manager/ Educator New York Says Thank You Foundation lori@newyorksaysthankyou.org"
Elizabeth Francois

Coaching Chronicles Video - 7 views

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    Being a visual learner, this was perfect. I was imagining my year's experience as I listened to your presentation. Yep, so many of us were all locked up at the beginning of the year and have since allowed ourselves to be unlocked to what technology has to offer. I know I'm somewhat unlocked. My lock is still rusty and the inside mechanisms don't move smoothly, but then there's next year for that! Thank you.
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    This was a terrific video. Not only was a sense of humor used, but it was right on as far as how we felt as coaches at the beginning and how the teachers were feeling when we started. Now it truly is a collaboration process for all teachers, students, and the school as a whole. If I was not a Collaboration Coach, I would want to be one now! I am excited to be apart of this program again next year!
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    Collaboration Coaching at AJHS has allowed us to better use our instructional time and resources to effectively engage and inspire students. Through training sessions and frequent interactions, we have been able to share ideas, receive encouragement, and seek guidance on lesson plans. In looking forward we anticipate creating a stronger support system, increasing student achievement and accountability, and discovering resources to better teach 21st Century skills.
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    You hit a major point when you discuss the isolation that teachers feel. We used to be alone--but with coaching it brings us out of our "dungeons" and gets us together. The coaching and the technology have been the light at the end of the tunnel for so many of us! Great video! Very nicely done.
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    I love the visuals! The symbolism of being isolated on an island is something we can call relate to. Your video made the collaboration process seem positive and exciting. You chose a great narrator, too!
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    Love the analogy! It's great to see the different ways an "assignment" can be interpreted. Your video did a perfect job of describing how it can come together, and we can all (students and teachers) share success from collaboration. Thank you for sharing.
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    Loved the video. It does a great job of showing the journey and how the excitement spreads when collaboration is involved. I'm wondering how we can "free" those still locked in the dungeon.
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    Superb summary of your/our experiences for this year.
Shauna Hamman

HLWSkypers (Hello LIttle World) - 0 views

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    This is a wiki with a very active group of teachers, from all over the world and all age groups, who like to communicate and collaborate by Skype. Request to join the wiki, then they'll add you as a contact on Skype. If you log on to Skype from time to time you can follow the conversation to see what types of projects people are doing and which you'd like to join, or you can put out a request for collaborators on your own. 
Tracy Watanabe

Exploration Design Challenge | NASA - 0 views

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    "All students and educators participating in the challenge will have their name flown on the Exploration Flight Test-I mission as a member of the virtual crew. This mission will be unmanned and will launch in late 2014. So, kids can be a "virtual explorer." There are 4 challenges, age appropriate, to help design protective radiation protection for astronauts. We need to get students interest in space travel for a variety of reasons. This is a lovely real world project for students to join. "The goal of the Exploration Design Challenge is for students to research and design ways to protect astronauts from space radiation. NASA and Lockheed Martin are developing the Orion spacecraft that will carry astronauts beyond low Earth orbit and on to an asteroid or Mars. Protecting astronauts from radiation on these distant travels is an important -- and very real -- problem that needs solving. NASA would like your help!"
Tracy Watanabe

Google Images & Creative Commons - 1 views

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    "You can use Google Images to search the web for images that have been licensed under Creative Commons or  GNU Free Documentation licences (GFDL).  Images licensed under Creative Commons or GFDL are still subject  to copyright, but the creator or copyright owner has chosen to allow other people to use their material under certain  conditions. These images can be freely used in teaching material, as part of research publications, on blogs, wikis  and other websites, and in University publications.  Not all images on Google images are available under Creative  Commons or similar licences; this guide explains how to limit your search to Creative Commons and similar  material." Then the rest goes into how to search Google Images, and how to give proper attribution. It's a tutorial walking you through step by step.
Tracy Watanabe

Education Week: Educators Evaluate 'Flipped Classrooms' - 1 views

  • the flipped-classroom technique has also garnered criticism from some who believe that flipping is simply a high-tech version of an antiquated instructional method: the lecture
  • "My concern is that if you're still relying on lecture as your primary mode of getting content across, … you haven't done anything to shift the type of learning that's occurring," said Andrew Miller
  • "That's not how all of us learn," he said. "Just because you flipped your classroom doesn't mean your students will watch the videos. How are you engaging your kids?"
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  • "Everyone initially thought that [flipping] was an innovative way [to teach] because we're so rooted in this idea that students don't like homework," he said. "However, when you step back a little bit, what you're looking at is simply a time-shifting tool that is grounded in the same didactic, lecture-based philosophy. It's really a better version of a bad thing."
  • 2. Be thoughtful about what parts of your class you decide to “flip” and when.
  • Tips for Flipping
  • "It's a thing you do in the context of an overarching pedagogy," not the pedagogy itself, he said.
  • 1. Don’t get hung up on creating your own videos.
  • What's the best use of your face-to-face instruction time?
  • 4. Address the issue of access early
  • 5. Find a way to engage students in the videos. Just having students watch videos instead of listening to lectures doesn’t guarantee that they will be more engaged. Requiring students to take notes on the videos, ask questions about the videos, or engage in discussion about them will help ensure that they watch and absorb the material.
  • mastery-based model
  • made adjustments to the flipped classroom, moving from what they call the "traditional" flip to the "mastery based" flipped classroom.
  • 3. If possible, find a partner to create videos with. Students enjoy hearing the back-and-forth conversation of two teachers, especially when one teacher plays the role of mentor while the other plays the role of learner.
  • work through the material at their own pace
  • "For students who had not been challenged in the classroom, this was an opportunity for them to just fly," she said. "For others, it was an opportunity to take the time that they needed to move slower. And for some, self-paced became no pace," and teachers had to step in and create deadlines.
anonymous

CCJH Coaching Chronicles - 13 views

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    This year our coaching experiences ranged from nervous anticipation to almost feeling like we knew what we were doing. The redeeming facet of our task was that so many of our peers benefited from the collaborative efforts from each house/team, the grade level, and throughout the school. As a result, our students have demonstrated amazing academic results. Please see the website to learn more about our perspectives from this school year.
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    Very well done and comprehensive. I really liked all the different presentation tools used for the chronicles. It's refreshing to learn that we alll had the same apprehensions and the same successes!
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    Wow! I like the way you all added your take on how you felt about collaboration coaching. The fact that each of you utilized a different piece of technology. I got many ideas of things to use in my own classroom.
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    Even the presentation was a collaborative extravaganza! To have all the different technologies showcased as each group member shared their experience is a wonderful touch and offers the opportunity to experience a new resource. Well done!
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    I love it! Very visual and from so many different points of view, but all with the same idea, what to expect? The approach you took to represent how you felt in the beginning and how you feel now was done perfectly. Thank you for sharing.
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    This was very grabbing! If I didn't know about Collaboration Coaching and what it entailed, I sure do now. :) This would be a great thing to share at Meet the Teacher night and get parents excited about things going on in our classrooms and schools. Great visuals!
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    It is refreshing to know that others felt the same way I felt when beginning this collaboration journey. The nervous anticipation was there as well as a feeling of dread because of the unknown. Thank you for sharing your thoughts.
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    I love how everyone contributed something different to your Chronicles. It really showcased all the resources that are out there to fit every personality and teaching style. Your presentation showed that the collaboration process works! I love the animation---I'm going to have to try that.
Shauna Hamman

Elementary Coaching Chronicles - 9 views

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    Technology is in the forefront of everything we do as collaborators in the classroom. Teachers incorporating the use of technology while lesson planning increases engagement and rigor. Lessons are enhanced and students are focused. Many of the projects we were involved in incorporated technology and we collaborated with others at the school site and across the district. Valuable relationships were formed among the students and the teachers. Teachers not involved with the collaboration process also benefited from this through observing what was taking place in our classrooms. These teachers then requested to be involved in the program. Relationships were built, the use of technology was increased, and a 21st Century classroom was created.
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    Your video was outstanding. It was encouraging to see so many students engaged with so many different types of technology. These activities would not have been happening if it weren't for the coaching that took place to support the teachers in implementing the technology. I wonder how you feel about your accomplishments?
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    It was great to watch this video and see so many different instructors using so many different types of technology, at multiple locations! Since my son is one of the people that has benefited because of the changes that have been made I want to thank you not only as a member of your community but as a parent! Thanks for doing what is best for kids!
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    This is an awesome video. It does a great job of depicting how far we have come as a district in using technology to create a 21st Century learning environment. I am wondering how we can still reach the hesitant few that haven't yet embraced technology.
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    Another great presentation. Wow, AJUSD really uses technology to help students learn! It was really interesting seeing the students use technology in different ways! Great day.
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    I am in awe over what you have achieved with your students. It was encouraging to know that the students that are heading up to the high school will already have so many of the basic skills necessary to be ready for year thirteen. I love vimeo, too, and am going to incorporate it into my lessons next year. Thanks for sharing!
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    This really does a wonderful job of showcasing how effective collaboration coaching has been for not only those coaches directly involved, but how much the students have benefited as well. Excellent job in presenting the experiences of your year.
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    Those students are going to be coming up to the junior and senior high so prepared. Thank you! Knowing that they are coming up to the higher grades with the ability to work with technology and work with each other at the same time is reassuring. Excellent work, guys!
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    I love how your video focuses on how becoming a 21st C classroom is a process that we (teachers & students) are somewhere along the spectrum.
Tracy Watanabe

Experts & NewBIEs | Bloggers on Project Based Learning: How Does PBL Support Authentic ... - 0 views

  • To incorporate authentic literacy, be sure to answer these questions when you design and implement a project:Does the project include an authentic written product that someone outside the school context would create?Does the project include a written product that meets a real need?Does the project set students up to generate their own questions to frame their investigation into the Driving Question?Does the project enable students to find answers to their questions?Does the project include critique, ideally by an expert or the product recipient?Does the project allow students to present their work to the intended recipient?If you can answer “yes” to these questions, you’ve got it: a fully authentic literary experience for your students.
  • For example, in the Small Acts of Courage project at King Middle School in Portland, Maine, students researched and wrote about local stories of the Civil Rights Movement. In response to the Driving Question, “What was Maine’s contribution the Civil Rights Movement?“, they created a book for a public audience which included people who participated locally in the struggle for civil rights.
  • Learn more about this topic in BIE’s “Webinar Wednesday” on Authentic Literacy, which may be found on BIE's YouTube Channel.
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    Awesome on authentic learning.
Meaghan Davis

E Pals - 1 views

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    "The mission of ePALS Classroom Exchange is to offer safe, innovative ways for learners to make contact with other cultures. They currently connect over 4.5 million users from 191 countries, speaking 136 languages, by providing built-in Webmail language translation and safety features such as monitored e-mail and profanity filters. All of the tools and resources on the site are free to anyone with a computer, anywhere in the world. The site also offers collaborative projects that students can join, as well as tools for creating projects and contacting students in remote locations."
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    This is the site that I found our Kenya buddies project.
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    ePals is the social network optimized for K-12 learning. Over half a million classrooms in 200 countries and territories have joined the ePals Global Community to connect, collaborate and exchange ideas. ePals now translates in 35 languages! It looks like a great way to connect with other students and classes around the world. It had projects you can collaborate on with other classrooms. I noticed many of these topics were about content we worked on this year in second grade.
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    ePals is the social network optimized for K-12 learning. Over half a million classrooms in 200 countries and territories have joined the ePals Global Community to connect, collaborate and exchange ideas. ePals now translates in 35 languages! The benefits of the site are that the students can connect with other students and classrooms around the globe. You connect with them by the projects that you are working on in the classroom. This gives the common ground to talk about back and forth. The possible pitfalls are if you get a classroom that is not as involved as yours. It could be a let down and you may have to find another classroom that you could connect with.
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    This site is free and connects you with other educators seeking to connect classrooms for global projects. It has great safety features and has a variety of projects for all content areas and grade levels. You can form e-mail pen pal connections with classrooms around the world. Very cool!
Tracy Watanabe

Becoming a 21st Century School or District: Use the 4Cs to Build Professional Capacity ... - 0 views

  • Welcome back to our series on becoming a 21st century school or district! For the earlier installments of this series, please scroll to the bottom of this page. Previously we focused a lot of attention around the 4Cs: Critical thinking Communication Collaboration Creativity
  • Another strategy for using collaboration to transform PD is "peer coaching."
  • Reflections How would you rate the quality of professional development in your school or district? Does your PD challenge your educators to: Think critically and reflect deeply on their practice? Communicate and collaborate effectively? Bring innovative and creative practices to their classrooms? Have you established professional learning communities? Are they focused on the 4C's? Conclusion We have two major recommendations on PD: Be sure your PD exhibits the characteristics of the 4C's; Focus your PD on how teachers teach and assess the 4C's.
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    Building 21st Century Schools with collaboration coaching...
Tracy Watanabe

Social Bookmarking with students: Quality not quantity! | The Edublogger - 0 views

  • Knowing how to organise, filter, research, evaluate and bookmark resources online is a valuable skill for students to gain. However, we can’t assume giving students access to a social bookmark tool means they’ll know what’s expected or will gain the necessary skills.
  • Students need explicit instructions and instructions to get the most out of social bookmarking. Students must see the point of aggregating bookmarks that they can return to for further use. Don’t expect them to initially appreciate the value of why they should bookmark. Students need to be aware of the types of bookmarks they can save. I teach history, so a bookmark could be a link to maps, photos, documents, quotes and so on –it’s like collecting different artifacts online. Students need to understand bookmarking is about finding quality links and not quantity.
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    This is one of the things we need to model for our students (older grades)
Tracy Watanabe

Activity 7: Fair use, copyright, and introduction to using images | Teacher Challenge - 0 views

  • Introduction to copyright, fair use and using images in blog posts You can’t just use any image you like in a blog post. Why?  Because unless stated otherwise, the law automatically grants full “copyright” over any creative work a person makes.
  • I’m sure you’re probably thinking it is okay because as educators, we have a few more flexible rules, called “Fair Use”, to play by.  Fair use, in some cases, if an image, text, video, etc. is being used for educational purposes, means you may have more flexible copyright rules. The trouble is, most of the laws and rules that cover fair use and education were written well before the invention of the web.  They don’t apply to use of copyright material on the Internet.  Using copyright material leaves you open to copyright infringement. So what does this mean? You need to: Learn what images you are and aren’t allowed to use, and why. Learn how to attribute images you are allowed to use. Educate your students that you can’t just use any images off the Internet in their blog posts, show them how to source and attribute images they are allowed to use. Understanding digital copyright is an essential skill we need to understand and teach our students.  This post focuses on use of images.
Tracy Watanabe

Tagul - Gorgeous tag clouds - 2 views

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    This one even links to URLs on the web.( DVES used this one during Collaboration Coach Training Session 2)
anonymous

epals global community - 1 views

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    The topics are standards-based and of global interest. Each project is designed to be used as is or customized to your classroom's needs. An easy way to find a classroom with which to partner is to check the "Connect with Classrooms" forum on the project index page for posts by interested classrooms. Topics include holidays and festivals, digital storytelling, spanish, global warming, habitats, weather, and natural disasters.
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    List of projects that make use of global connections to study various topics for late elementary to middle school aged students. I love how the project calendar lays out a specific timeline for when to introduce concepts and exchange emails. The website provides a forum to find cooperating classrooms. The possible pitfall could be not finding a class to exchange ideas.
Tracy Watanabe

Out My Window | Smore - 1 views

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    global collab The Project Launched at the 2013 Global Education conference, "Out My Window" was born from a quest to have students gain global perspective. "Out My Window" classrooms share their world. Inspired by the five themes of geography, students reveal cultural awareness and understanding through original poetry and photography. The Process 1. Take a photo "out your window". 2. Write a poem incorporating the 5 themes of geography - place, location, human environment interaction, region, and movement. Look below for poetry and 5 themes resources 3. Edit your photo to your liking. Look below for editing tips. -We suggest overlaying the text onto the image like the example shown, but you can also add it separately if you'd like. 4. Share! Sharing 1. Create a Flickr account if you don't already have one. The Flickr #outmywindow group is public and by submitting you agree to the group norms 2. Once you have logged into Flickr and been added to the #outmywindow group, you can start uploading your finished product! 3. Be sure to use our Twitter hashtag - #omw1415 to continue sharing your work!
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