Past+Meeting+Notes

**May 21, 2014 Tech Network**

 * Lunch Meeting
 * Attendance: Loni, Mark, Kevin, Roxanne, Dave, Julie
 * Agenda:
 * Meeting times next year:
 * How many times 4-5 per year
 * Day of the week Julie will send something out in August to determine which day.
 * Time of day Look at afternoons

AUP K-12
 * eBooks in Library Media Centers
 * MackinVia http://www.mackin.com/corp/via/via.html
 * OverDrive possible, Destiny/Follet, Catalyst NJPA CAN set up a day to have various vendors come in to present.
 * Julie will look into 3-M partnerships? -Digital Books, GALE ebooks
 * Preferred vendors
 * What to districts doing:
 * over the summer
 * fall open houses
 * orientation for new students
 * parent/teacher groups
 * social media
 * Discussed who is in charge of marketing and communications/community relations
 * Clarity Results
 * ** [] **
 * Sharing the experience


 * The C's
 * Communication
 * Collaboration
 * Critical Thinking
 * Creativity/Creative Problem Solving

Look at the Horizon Report 2013 Here's a link to the 2014 Horizon preview. May 1st Autodesk is giving away all of their software to secondary school Personalized Learning Summit
 * LMS Moodle, Schoology. Google Classroom (?)
 * Minecraft for EDU
 * STEM, STEAM, STREAM
 * Global Literacies and Competencies
 * Digital Literacy
 * Other
 * [] **
 * [] ** Coding software

**February Tech. Network February 27th, 2014**
Agenda Attendance: Landon, Bernadette, Roxanne, Julie Kevin from Pequot is wondering about processes at other schools for cyclical form data and entry. For example, we have paper copies of health information coming in throughout the year but most are at the beginning. Currently, they're kept in paper format only. Our nurses would like to digitize this but figuring out a way to do this without spending hours on data entry has been a challenge. This also applies to look for a good solution to regularly check and see that SIS information is accurate at the beginning of the year and beyond. It looks like every school is maintaining hard copies of submitted health information.
 * Items from participants:**

Bernadette would like to know what people are using for an Acceptable Use Policy for grades K-5. Are students in grades 4-5 allowed to play music (from the internet in the background while they do other work?  Roxanne shared the Pierz AUP which includes information about audio.  Copyright issues  This site also have some terrific resources for video production.  **Clarity Surveys-How are they going?**  Roxanne shared info on where Pierz is at in the process and had a concern about two questions she thought might skew the results. She would like the option to answer "no".   **Discussion brought these web tools to the surface:** Voicethread Authentic audience for multimedia projects [|Knowmia-Lesson Recording] [|Digital Techbook project] Look at the bottom for a list of books that have been created. I forgot to mention [|Coursemart Digital Textbooks] A resource for digital textbooks Search engine information shared by Bernadette-screen shots of a lesson she presented on a Promethean board Search engines

A lesser known search engine: Directory Search Engine

Content and education paid for by public fund should be free: Cable Green: Slideshare notes that go with the youtube video Slides that accompany Cable Green youtube Cable Green talk: Cable Green

Notes from January meeting. Technology Network Meeting January 10th, 2014 8:30 Agenda Some things that I would encourage you to consider prior to the meeting:

•If you attended T.I.E.S. please be prepared to share two or three of the sessions that made the biggest impression or which you thought were most valuable to you

•What you know about “Coding”

•What your district is doing, is planning, or needs to consider for the Minnesota Career Field “Arts, Communications, & Information Systems” ?

•ISTE NETS for students, teachers, and coaches. (I will put copies of these documents on the Technology Integration Wiki.

•These statements taken from The Pedagogy of Technology Integration Mabel CPO Okojie, Anthony A. Olinzock, and Tinukwa C. Okojie-Boulder

The Journal of Technology Studies


 * To instruct someone ... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in

the process of knowledge-getting. Knowing is a process not a product. (p. 72)
 * When you go to the hardware store to buy a drill, you don’t actually want a drill, you want a hole, they don’t sell holes at the hardware store, but they do sell drills,

which are the technology used to make holes. We must not lose sight that technology for the most part is a tool and it should be used in applications which address educational

concerns. (p. 87) •There is no blueprint for technology integration, however, it is suggested that effort be made to link technology for instruction to all levels of pedagogical processes and activities as described next. •Identifying learning objectives in a technology-based instruction requires teachers to select and/or adapt instructional technology to match the objectives based on the students’ needs. •Presenting instruction using technology as part of the instructional process requires teachers to choose the methods that are relevant to the objectives, the technology selected, learning styles, modes and pace of learning. •Evaluating technology-based instruction requires teachers to select appropriate evaluation techniques that are relevant to the objectives, methods of instruction, and to technologies that have been used. •Designing follow-up activities using technology requires teachers to select appropriate follow-up materials that are relevant to the objectives of the instruction and technologies that are accessible to the students as well as easy to use. •Developing course enrichment materials using technology requires teachers to provide opportunity for students to explore issues related to the course materials and to provide them with the opportunity to select and analyze course enrichment materials using technology in ways that broaden their problem-solving skills. •Locating sources for additional instructional materials using technology requires teachers to use the internet and multimedia networks to develop additional learning materials and expand instructional resources aimed at broadening the knowledge and the skill gained. •Designing a dynamic classroom using technology requires teachers to provide a learn- ing environment that is colorful, engaging, exciting, interactive and energetic as a way of encouraging students to venture into the world of technology and to discover knowledge for themselves.

Add your topics in a reply to this. julie.mertens Jan 10, 2014

9. Do you tweet? Check out these tweet discussions.

https://docs.google.com/spreadsheet/ccc?key=0ApE1l0nnysLEdGFsV290X2hobWd1WDVoMkFRV1liZ1E#gid=0 akalthoff Jan 10, 2014

goo.gl/ozrl6C Unconference in St Cloud akalthoff Jan 10, 2014

http://www.edcampmsp.org/schedule.html The schedule for the edcamp Neil talked about in meeting.

Bruner (1966)To instruct someone ... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product. (P.72) Fletcher, (1996) When you go to the hardware store to buy a drill, you don’t actually want a drill, you want a hole, they don’t sell holes at the hardware store, but they do sell drills, which are the technology used to make holes. We must not lose sight that technology for the most part is a tool and it should be used in applications which address educational concerns. p. 87) 8. There is no blueprint for technology integration, however, it is suggested that effort be made to link technology for instruction to all levels of pedagogical processes and activities as described next. • Identifying learning objectives in a technology-based instruction requires teachers to select and/or adapt instructional technology to match the objectives based on the students’ needs.
 * 1) Attendance: Kevin F., Neal A.,
 * 2) Meeting time discussion:
 * 3) If you attended T.I.E.S. please be prepared to share two or three of the sessions that made the biggest impression or which you thought were most valuable to you
 * 4) What you know about “Coding” []
 * 5) What your district is doing, is planning, or needs to consider for the Minnesota Career Field “Arts, Communications, & Information Systems” ?
 * 6) What is your district doing with the ISTE NETS for students, teachers, and coaches? (I will put copies of these documents on the Technology Integration Wiki)
 * 7) These statements taken from The Journal of Technology Studies The Pedagogy of Technology Integration Mabel CPO Okojie, Anthony A. Olinzock, and Tinukwa C. Okojie-Boulder

• Presenting instruction using technology as part of the instructional process requires teachers to choose the methods that are relevant to the objectives, the technology selected, learning styles, modes and pace of learning.

• Evaluating technology-based instruction requires teachers to select appropriate evaluation techniques that are relevant to the objectives, methods of instruction, and to technologies that have been used.

• Designing follow-up activities using technology requires teachers to select appropriate follow-up materials that are relevant to the objectives of the instruction and technologies that are accessible to the students as well as easy to use.

• Developing course enrichment materials using technology requires teachers to provide opportunity for students to explore issues related to the course materials and to provide them with the opportunity to select and analyze course enrichment materials using technology in ways that broaden their problem-solving skills.

• Locating sources for additional instructional materials using technology requires teachers to use the internet and multimedia networks to develop additional learning materials and expand instructional resources aimed at broadening the knowledge and the skill gained.

• Designing a dynamic classroom using technology requires teachers to provide a learn- ing environment that is colorful, engaging, exciting, interactive and energetic as a way of encouraging students to venture into the world of technology and to discover knowledge for themselves. 9. Do you tweet? Check out these tweet discussions. [|https://docs.google.com/spreadsheet/ccc?key=0ApE1l0nnysLEdGFsV290X2hobWd1WDVoMkFRV1liZ1E#gid=0] 10. Tech Camp July 21-22 unconference

Technology Network Possible agenda for Nov. 8 Remind me to start the recording! Onsite: Loni, Rick, Julie Telepresence: 1. Ready on the Set invitation 2. Anything from the last meeting to review, correct, expand upon? 3. Kevin's Network Issue-any recommendations? 4. Neil's blog topic 5. Have we talked about digital content and intellectual property? [|Cedarburg, WI Policy] 6. Good explanation of updated Blooms Author's Copyright notice 7. I know time is precious and short, but... if you are looking for webinars related to 21st century teachers, education etc. look here:Connected Educators 8. Podcasts Podcast Teachers Teaching Teachers
 * Rick Meyer from Pine River Backus joined us today! We hope Rick will continue to attend!
 * We had a good discussion about Viewpoint-a dynamic data warehouse tool. Rick shared information and provided some views of the data available to teachers.

9. How can attendance be improved? How can we make this worthwhile?
Video of meeting 11.8.13 media type="custom" key="24405042"

Oct. 13th Meeting Notes

 * Attendance-Neil
 * TelePresence: Landon

I apologize that I didn't get the recording started at the beginning. This is about half of the meeting. media type="custom" key="24319788"
 * 1) Fieldtrips. CAPSpace. [|**http://projects.twice.cc/**] We discussed the usage of telepresence equipment for virtual fieldtrips, connections with experts and authors
 * 2) [|**http://www.twice.cc**] This is a connection to an organization that arranges connections between classrooms.
 * 3) [|**http://cilc.org/**]
 * COPPA, CIPA, FERPA laws & Google Apps
 * [|**http://venturebeat.com/2013/06/19/coppa-10-rules-every-business-should-know-before-july-1/**]
 * [|**https://sites.google.com/a/dcsdk12.org/google-for-students/**]
 * Due to Government shutdown I was unable to retrieve document regarding COPPA, CIPPA we had a short talk about it. Perhaps more at the Nov. meeting.
 * Becoming a Connected Educator and having Connected students.
 * MOOC's
 * Badges
 * Gamification

Video of meeting 9.20.13: media type="custom" key="24271690"

1. Clarity by Bright Bytes
2. Meeting dates and times The attendees agreed to meet the 2nd Friday of each month except December. We chose a 9:00 start time with an open ending time.
 * [|www.brightbytes.net/]
 * .50 for each survey
 * [] Rob Mancabelli

3. Unconference
4. Encouraging others to join.
 * []
 * []We talked about this but we were unsure about what this would look like with our group.

=**Random Notes from previous meetings:**= What topics would you like the group to explore this year? jillmariewalter Sep 30, 2013

I would be interested in getting more information and training about how to use the RUS grant equipment. How would this look for elementary teachers and getting author visits going and also going on virtual field trips? lbrainerd Oct 9, 2013

I would like to discuss COPPA Laws and their impact on Google Apps for ED. DigitalLearning482 Nov 6, 2013

For the past few months, I have been beating my head against that wall trying to figure out Blogging and why it is important to what I do. If anyone has any thoughts, I would love to hear them. julie.mertens Nov 7, 2013

In this post from http://steve-wheeler.blogspot.com/ Steve Wheeler shares some good reasons to blog.

Seven reasons teachers should blog I have written extensively on what makes a good blogpost and why it is so powerful. From personal experience blogging is one of the most beneficial professional development activities I have ever engaged with. I learn more from blogging than I do from almost any other activity I participate in. Here are 7 good reasons why teachers should blog: 1) Blogging causes you to reflect. Donald Schon suggested that reflection on, in and through practice were vital components of any professional practice. Teachers naturally think back on what has happened in their classroom, and often wonder what they could have done better. Blogging can help with this process, enabling teachers to keep an ongoing personal record of their actions, decisions, though processes, successes and failures, and issues they have to deal with. 2) Blogging can crystalise your thinking. In the act of writing, said Daniel Chandler, we are written. As we write, we invest a part of ourselves into the medium. The provisionality of the medium makes blogging conducive to drafting and redrafting. The act of composing and recomposing ideas can enable abstract thoughts to become more concrete. Your ideas are now on the screen in front of you; they can be stored, retrieved and reconstructed as your ideas become clearer. You don't have to publish if you want to keep those thoughts private. Save them and come back to them later. The blog can act as a kind of mirror to show you what you are thinking. Sometimes we don't really know what we are thinking until we actually write it down in a physical format. 3) Blogging can open up new audiences. You can become a teacher within an infinitely larger classroom, and as you blog on subjects you think are interesting, you will discover that there are plenty of other education professionals 'out there' who are also interested. People who are interested will eventually find your blog and visit it regularly to see if they can learn something new from you. 4) Blogging can create personal momentum. Once you have started blogging, and you realise that you can actually do it, you will probably want to develop your skills further. Blogging can be time consuming, but the rewards are ultimately worth it. In my own experience, I find myself breaking out of inertia to create some forward movement in my thinking especially when I blog about 'edgy' topics that may be emotive, controversial, challenging. The more you blog, the better you become at writing for your audience, managing your arguments, defending your position, thinking critically. 5) Blogging can give you valuable feedback. As you gain feedback from your readership, you gain a sense of peer review, sometimes challenging and refuting your ideas (tricky to handle, but be open minded and you will learn a lot from constructive criticism) or affirming what you already believe to be true (some feedback from readers adds further value to your blogpost, and it's there for all to read). Affirmation of your own beliefs can be a powerful enabler for you as a professional practitioner. 6) Blogging can be creative. If you persist with blogging, you will discover that you develop new and creative ways to articulate what you want to say. As I write, I often search for alternative ways to express myself, and this can be through images, quotes, a retelling of old experiences through stories, videos, audio, or useful hyperlink to related web resources. You have many ways to convey your ideas, and you are simply limited to your own imagination. Try out new ways of communicating and take risks. Blogging is the platform that allows you to be creative. 7) Blogging can raise your game. Blogging is immediate. As soon as you press the Publish button, your ideas are on the web in front of a potential worldwide audience. Time and again I have heard from other teachers (and students) that they take much more care over grammatical construction, spelling and punctuation when they discover they have an audience.

Creative Commons License

Seven reasons teachers should blog by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Technology Network

 * = Attendance-Neil =
 * = TelePresence: Landon =
 * 1) = Fieldtrips. CAPSpace. [|**http://projects.twice.cc/**] We discussed the usage of telepresence equipment for virtual fieldtrips, connections with experts and authors =
 * 2) = [|**http://www.twice.cc**] This is a connection to an organization that arranges connections between classrooms. =
 * 3) = [|**http://cilc.org/**] =
 * = COPPA, CIPA, FERPA laws & Google Apps =
 * = [|**http://venturebeat.com/2013/06/19/coppa-10-rules-every-business-should-know-before-july-1/**] =
 * = [|**https://sites.google.com/a/dcsdk12.org/google-for-students/**] =
 * = Due to Government shutdown I was unable to retrieve docum =
 * = Due to Government shutdown I was unable to retrieve docum =
 * = Due to Government shutdown I was unable to retrieve docum =
 * = Due to Government shutdown I was unable to retrieve docum =