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Purpose & ObjectivesThis BYOL session will model the use of 1-to-1 wireless laptops to support student inquiry in the classroom. The presenters represent three urban school districts adjacent to Boston, MA engaged in the implementation of a three year U.S. Department of Education Teaching American History grant. The Voices Rising project has resulted in teacher-created Project-Based Units (PBUs) that require students to analyze, evaluate, and synthesize digitized primary source documents. These primary source documents were obtained from the archives of Boston area national parks and historic sites and the Boston Public Library (BPL). A library media specialist worked with project teachers and the BPL’s digitization laboratory to create digital media assets from maps, handwritten letters and journals, printed books, portraits, industrial patents, and film. It is the first time that a majority of these primary source documents have been made available through the Internet. One major outcome of the project has been improved student and teacher access to and use of primary source documents. A separate Massachusetts’s DOE Technology Enhancement grant has enabled our collaborative to ensure that American history content is merged with effective technology driven pedagogy to maximize student learning in American history. This session is designed to place participants into a student’s role using their laptops as they research and investigate the origins of American industrialization. A virtual exploration delivered through several PBU curriculum websites will begin in 1646 at the Saugus Iron Works, known as the first successful integrated iron works in North America and end in the 19th century at the Lowell mills. The Lowell mill system successfully used water to power the largest textile manufacturing operation of the American Industrial Revolution. One purpose of this activity is to expose participants to the empowerment that students feel when they are able to access and manipulate digital media in school and at home. Participants will be able to (1) access a free database of teacher-created PBUs, (2) explore examples of how digital media assets are integrated into standards-aligned curricula, (3) facilitate student inquiry experiences that use digitized primary source documents. Participants will know that effective PBU teaching and learning occurs when students use 1-to-1 computing to research, collaborate, and produce a final product that represents their knowledge.
Outline05 m Introduction and background
Participants will be assigned to one of 4 Digital Media Investigative groups depending on where they are located in the room.
• Pictures and portraits
• Audio and video
• Printed text
• Handwritten text
• Maps
• Diagrams and IllustrationsA Student Response System (SRS) will be used to facilitate group sharing. 05 m How to use and post to the session wiki site. All session links will be posted to wiki site. 05 m Guided PBU Instruction – Participants follow along with the instructor as he/she navigates through a PBU.
Each group will download and open an activity graphic organizer with a set of guiding questions. (Adobe PDF form that allows participates to enter, record, and save their responses) The graphic organizer will keep participants focused and help them locate and investigate 3-5 digitized primary source documents. Adobe Acrobat Reader 8 or higher required. 25 m Groups use laptops to research and explore PBUs. Instructors circulate through room to help those who may fall behind. 10m Debrief and sharing through wiki discussion tool. 10m Questions
Outline (for BYOL)05 m Introduction and background
Participants will be assigned to one of 4 Digital Media Investigative groups depending on where they are located in the room.
• Pictures and portraits
• Audio and video
• Printed text
• Handwritten text
• Maps
• Diagrams and IllustrationsA Student Response System (SRS) will be used to facilitate group sharing. 05 m How to use and post to the session wiki site. All session links will be posted to wiki site. 05 m Guided PBU Instruction – Participants follow along with the instructor as he/she navigates through a PBU.
Each group will download and open an activity graphic organizer with a set of guiding questions. (Adobe PDF form that allows participates to enter, record, and save their responses) The graphic organizer will keep participants focused and help them locate and investigate 3-5 digitized primary source documents. Adobe Acrobat Reader 8 or higher required. 25 m Groups use laptops to research and explore PBUs. Instructors circulate through room to help those who may fall behind. 10m Debrief and sharing through wiki discussion tool. 10m Questions
Supporting ResearchLorrie Jackson. "One-toOne computing: Lessons Learned and Pitfalls to Avoid." Education World. 01 Sept. 2004. 03 October 2007. Kristin Pazulski. "Local Professor's Book Explores Use of Laptops in School." The Chesnut Hill Local. 11 Jan. 2007. 03 October 2007. Pamela Livingston. 1-to-1 Learning: Laptop Programs That Work. Eugene, OR; Washington, DC: International Society for Technology in Education, 2006. Presenter BackgroundRobert Simpson
Adobe Education Leader (2005 to present)
http://www.adobe.com/education/community/k12/leaders/profiles/rsimpson.html
Malden Teacher Learning Center Director - (1999 to present)
HP Technology for Teaching Leadership Grantee (2006-2007)
Completed ISTE Institute (2006-2007)Dianne Stratton
M.Ed. in Educational Technology
Everett Teacher Learning Center Director (1999 to present) Elizabeth Tousignant
M.Ed School Library Media
Library Media Specialist at Medford High School (2000-present)
Boston Public Library liaison for Voices Rising Project (2007-present)
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Search Result Details
Simpson_digital_inv_handout_NECC08.pdf