Purpose & Objectives

On completion of the session the participant will be able to:
1. Describe five 21st Century Skills
2. Identify the student NETS skill set
3. Implement 10 Web 2.0 tools
4. Create 5 classroom projects
5. Share with the group how to implement projects into the teachers own classroom

Learn about 17 FREE software applications you can use in your classroom for students to explore the cornerstones of media—research, technology, and literature—through minds-on, hands-on learning that prepares them for living and working in the 21st Century. The workshop will provide hands-on activities using FREE programs that include: Blogs, PodCasts, Wiki, Vlogs, Streaming, Photo Story, Digital Story Telling, Photo Express Editor, Visual Literacy, Skype, PodSafe Music, WikiSpaces, Itunes, Juice, PodCast Alley, Ipodder, Audacity, YackPack and Interactive Video Conferencing. Hands on activities are included.
Who are the Digital Natives and Digital Immigrants? Learn how emerging technologies can be used to support comprehension and 21st Century information literacy skills in the classroom. What will the Digital Classroom look like in the next 5 years? Find out in this workshop.
Attendees will use FREE software, and create applications for the 21st Century classroom. Activities will include Digital Storytelling to teach 21st Century Literacy skills while gaining expertise in the use of digital communication, Web 2.0 and authoring tools, Wiki creations, Blog creation, PodCasts creation and Interactive Video Conference with global partners. Projects will allow students to learn 21st Century skills and prepare them to meet the demands of the global community, engage them in mastering core curriculum and key 21st Century skills. The projects are models for driving education change and transforming educational institutions into model learning environments that cater to the broadest range of users and use collaboration tools in creating Blogs, Wikis , PodCasts and Digital Stories.
Learn how to integrate programs into the classrooms with new knowledge, skills, and strategies that are critical to individual use of digital information resources. Join us and learn how to improve learning through Digital Media and Multimedia Magic.
The software applications and programs will be provided to attendees on a CD.

Outline

Outline – Lecture – Interactive and hands-on session
30 Min
I. 21st Century Leaning-what is it?
II. Collaboration and the Global Community
III. What are the 21st Century skills
IV. Why ISTE NETS standards are important
V. Visual Literacy and Digital Story Telling
VI. Web 2.0 Tools for your classroom
VII. Authoring Tools
VIII. Copyright and permissions

2.5 hours –
Hands on projects and Collaboration- application
IX. Software applications –

1. ZOHO http://www.zoho.com/
2. Jing Web site for the download: = www.jingproject.com
3. Memories on Web –Folder http://www.codejam.com/
http://www.codejam.com/slideshow/mow.htm#tips
4. i-Google : What is iGoogle?
http://www.google.com/support/bin/answer.py?answer=20324
http://www.c4lpt.co.uk/Top100Tools/igoogle.html
5. Scratch - Download the software - http://scratch.mit.edu/download
6. Journey North : Journey North Project
Web Site: http://www.learner.org/jnorth/
Journey North for Kids:
7. e-Pals www.epals.org
Brand New To ePals Tips for Starting ePals Our ePals Friend from Arlington
Choosing a project Using ePals' Database, Germanys
Travel Buddy Exchange
8. Zamzar- file converter www.zamzar.com
9. Audacity with Podcasting - www.audacity.com
Audio Grabber http://www.audiograbber.com-us.net/
9. Google Docs
10.  Documents
11. Spreadsheet
12. Presentations
13. Surveys
14. Best Part of ME - Best Part of Me – Lesson Plan http://www2.scholastic.com/browse/lessonplan.jsp?id=218
15.. Blogs -  Go to website blogger-blogspot = https://www.blogger.com/start
https://www.blogger.com/start WorkShop Blog http://toolsfortheclassroom.blogspot.com/
15. Photo Story – sample show “Let Them Be Little
http://www.toolsfortheclassroom.com/page6.html
http://www.microsoft.com/downloads/details.aspx?FamilyID=92755126-a008-49b3-b3f4-6f33852af9c1&DisplayLang=en
http://www.toolsfortheclassroom.com/page8.html
17. . Book Publishing – Lintor Create A Book
Create-A-Book: http://www.lintorpublishing.com
18.. Wiki  http://toolsfortheclassroom.wikispaces.com/
GETTING STARTED – CREATING a WIKI: PB WIKI
Website for educators: http://www.wikispaces.com/site/for/teachers
Wikispace Conference; http://toolsfortheclassroom.wikispaces.com/
PB WIKI - PB WIKI for teachers http://www.pbwiki.com
19. Picasa http://picasa.google.com/index-new2.html
20. Pixamo Photo Store and Share- demo
Web site: http://www.pixamo.com/sys/login
18. uStream ustream http://www.ustream.tv/
19. Voicethread http://voicethread.com/#home
20. SKYPE …… www.skype.com
21. Brains Breaker program version 4.9 http://www.brainsbreaker.com/download.htm

Supporting Research

Supporting Research
2008: Research:

· Evaluating Internet Resources
http://www.eduscapes.com/tap/topic32.htm

Annette Lamb, Eduscapes
A useful analysis of what students need to know to effectively evaluate web resources.

· Information and Its Counterfeits: Propaganda, Misinformation and Disinformation
http://www.library.jhu.edu/researchhelp/general/evaluating/counterfeit.html

Elizabeth E. Kirk
Reading for older students that clearly defines propaganda, misinformation and disinformation, pointing out the differences between these and the accurate information that students go to the Internet expecting to find.

· Visual Literacy K - 8
http://www.k-8visual.info/

Steve Moline and David Drew
A clear explanation of visual literacy and using it in the classroom.

Raising Student Achievement with Technology
The keys to raising student achievement are to provide students with a solid foundation of basic skills and to motivate them to learn. Technology can help by engaging students and igniting their imaginations. It helps teachers stimulate young minds in ways that make a profound and lasting difference. A summary of research projects conducted over the past two decades show the positive impact of technology on student achievement.
http://www.apple.com/education/research/index2.html
Summary of Findings
1. Mastering Fundamental Skills
The addition of technology in the classroom has helped students master reading, writing, math and science inquiry skills that provide a foundation for future learning. Students, especially those with few advantages in life, learn fundamental skills better and faster if they have a chance to practice those skills using technology. Educators can also individualize lessons by integrating technology into their curriculum and customize it to the needs of individual students so all children can achieve their potential.
2. Becoming Proficient Users of Technology
Technology literacy affects students’ ability to write better, express themselves more clearly with digital media tools, and understand presented material faster and with greater recall. By giving students access to a broader range of resources and technologies, students can use a variety of media to communicate their ideas more clearly and powerfully.
3. Preparing Students with 21st-Century Skills
The effectiveness of technology in K-12 classrooms prepares students with the skills to succeed in college and in the workforce at large. Students who regularly use technology also take more pride in their work, have greater confidence in their abilities, and develop higher levels of self-esteem.
4. Motivating Students to Higher Levels of Achievement
Technology engages students, and as a result they spend more quality time on basic learning tasks than students who use a more traditional approach. Students who have the opportunity to use technology to acquire and organize information show a higher level of comprehension and a greater likelihood of using what they learn later in their lives. The integration of technology into the curriculum has been shown to decrease absenteeism, lower dropout rates, and motivate more students to continue on to college.

1. International Data Corporation (IDC) — IDC conducted in-depth interviews with several K-12 education institutions to probe the perceived benefits of using Apple technology. Observations were drawn from conversations with school districts that ranged from large and small to urban and mountain locations. Two of the districts have deployed a 1 to 1 learning program where every student received an iBook computer and are showing remarkable results including improved test scores, lower absenteeism and higher graduation rates. The districts report that Apple’s solutions enhance the learning environment by engaging students in ways that help them absorb information more rapidly and thoroughly.
Source: Apple Computer and the K-12 Market, IDC, May 2004
2. Apple Classrooms of Tomorrow (ACOT) — The ACOT project is the first longitudinal research about changes that resulted from the routine use of technology in students and teachers and on learning and teaching. During the ACOT project from 1985 through 1997, researchers investigated a variety of questions in technology-rich home and classroom environments.
Source: Teaching with Technology: Creating Student Centered Classrooms, Sandholtz, Judy, Ringstaff, Cathy, and Dwyer, David C., 1997
3. North Central Regional Education Laboratory (NCREL) — The NCREL has published hundreds of studies on the impact of technology on teaching and learning. One of these reports takes an in-depth look at three distinct phases in technology uses and expectations and addresses whether the use of technology has a positive effect on student learning.
Source: Computer-Based Technology and Learning: Evolving Uses and Expectations, Valdez, Gilbert, McNabb, Mary, Foertsch, Mary, Anderson, Mary, Hawkes, Mark, and Raack, Lenaya May 2000
4. ROCKMAN ET AL — Beginning in 1997, ROCKMAN ET AL conducted three years of studies among hundreds of students and teachers who use laptops regularly in schools. Students with access to their own laptops at school and at home were compared with those who had access to computers at home and school, but did not use laptops regularly.
Source: The Laptop Program Research, ROCKMAN ET AL - June 1997, September 1998, June 2000
5. U.S. Department of Education — The No Child Left Behind Act provides $15 million for a five year research study to identify the conditions necessary for technology to improve student achievement utilizing scientifically based research methods. Every program in the No Child Left Behind Act is an opportunity for technology funding since technology can be used to help accomplish specific program goals. No Child Left Behind requires that every student be technology literate by the time they finish the 8th grade.
Source: US Department of Education, Office of Educational Technology.
Other Research Sources
1. Partnership for 21st Century Skills – Based on a collaborative effort of education, business and government leaders, several tools were released to address the challenges of learning in the 21st century. These reports are the result of thousands of hours of research, development and feedback, and include Route 21: An Interactive Guide to 21st Century Learning; The Road to 21st Century Learning: A Policymakers’ Guide to 21st Century Skills; and Learning for the 21st Century. They are freely available to schools and communities as they work to integrate 21st century skills into education.
Source: Partnership for 21st Century Skills
2. Enhancing Missouri’s Instructional Networked Teaching Strategies (eMINTS) — A two-year evaluation of 85 eMINTs classrooms showed that the students who participated in the program scored consistently higher in every subject area on the state’s standardized tests. Each eMINTS classroom is equipped with a teacher’s desktop computer and laptop computer, a scanner, a color printer, a digital camera, an interactive white board, a digital projector, and one computer for every two students. All computers have basic productivity software and high-speed Internet connections.
Source: eMINTS Evaluation Team Policy Brief, January 29, 2002
3. Software Information Industry Association (SIIA) — This report summarizes educational technology research from the late 1980s through 2000. It is based on 311 research reviews and reports on original research projects, from both published and unpublished sources. The report provides research findings on the effects of technology in the areas of student achievement, student self-concept and attitude about learning, and interactions involving educators and students in the learning environment.
Source: 2000 Research Report on the Effectiveness of Technology in Schools, 7th edition, Software Information Industry Association (SIIA), 2000
4. North Central Regional Education Laboratory (NCREL) — This website provides an extensive online bibliography of research and resources on technology and engaged student learning. These reports document the important replication findings from different studies in different situations.
Source: North Central Regional Education Laboratory
5. Web-Based Education Commission — The Web-based Education Commission was established to provide a national focus to fulfill the Internet’s promise to help transform learning and improve student achievement. This document provides information from educators, education researchers and policymakers on how the Internet is being used to enhance learning opportunity for all learners. The Commission defines the key barriers that are preventing the Internet from realizing its full potential for enhancing learning, and provides recommendations for addressing these barriers.
Source: The Power of the Internet for Learning: Moving from Promise to Practice, Web-Based Education Commission, Washington, DC, December 2000
Discover more research studies and resources on how the integration of technology in education has contributed significantly to an increase in student motivation and achievement.
Critical Issue: Using Technology to Improve Student Achievement
RESEARCH RESULTS

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm

In a 2000 study commissioned by the Software and Information Industry Association, Sivin-Kachala and Bialo (2000) reviewed 311 research studies on the effectiveness of technology on student achievement. Their findings revealed positive and consistent patterns when students were engaged in technology-rich environments, including significant gains and achievement in all subject areas, increased achievement in preschool through high school for both regular and special needs students, and improved attitudes toward learning and increased self-esteem.

O'Dwyer, Russell, Bebell, and Tucker-Seeley (2005) found that, while controlling for both prior achievement and socioeconomic status, fourth-grade students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores on fourth grade test scores on the Massachusetts Comprehensive Assessment System (MCAS) English/Language Arts test.
Michigan's Freedom to Learn (FTL) initiative, an effort to provide middle school students and teachers with access to wireless laptop computers, has been credited with improving grades, motivation and discipline in classrooms across the state, with one exemplary school seeing reading proficiency scores on the Michigan Education Assessment Program (MEAP) test, administered in January 2005, reportedly increasing from 29 percent to 41 percent for seventh graders and from 31 to 63 percent for eighth graders (eSchool News, 2005).
n examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.

Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.

Researchers are also making progress on the more complicated task of investigating the impact of technology use on higher order thinking skills as measured through means other than standardized tests. They are examining students' ability to understand complex phenomena, analyze and synthesize multiple sources of information, and build representations of their own knowledge. At the same time, some researchers are calling for newer standardized assessments that emphasize the ability to access, interpret, and synthesize information.

While research linking technology integration, inquiry-based teaching, and emphasis on problem solving with student achievement is emergent, some research exists that suggests a connection. In a 2001 study of Enhancing Missouri's Instructional Networked Teaching Strategies (eMints) program, a statewide technology integration initiative, eMINTS students scored consistently higher on the Missouri Assessment Program (MAP) than non-eMINTS students, including eMINTS students classified as having special needs. The higher MAP results were found to be associated with the instructional practices (Evaluation Team Policy Brief, 2002). The eMINTS program provides teachers with professional development to help integrate technology so that they can use inquiry-based teaching and emphasize critical-thinking and problem-solving skills.

The program has since expanded to not only Missouri schools and districts but also other states as well. Currently, 232 Missouri districts, 10 Utah districts, 56 Maine districts, 2 Nevada districts, and 1 Illinois district, representing 1,000 classrooms and 22,500 students now take advantage of the eMINTS program offerings. Test results continue to show that, on most state tests, students enrolled in eMINTS classrooms scored higher than students enrolled in non-eMINTS classrooms and that low-income and special education students in eMINTS classes generally score higher than their non-eMINTS peers (eMINTS, 2005).

Roschelle, Pea, Hoadley, Gordin, & Means (2000) identify four fundamental characteristics of how technology can enhance both what and how children learn in the classroom: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. They also indicate that use of technology is more effective as a learning tool when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school's capacity for change.

Research shows that 94 percent of kids access the Internet from home. Some of them are already well-versed in using the Internet by the time they're in fourth grade, or 8 years old, according to a study from the Media Awareness Network, which is funded largely through government grants, conducted in Canada. Eight years old is a pivotal age for children developmentally because that's the time they seek out social networks and start to get a sense of who they are, Nightingale said.

Presenter Background

Speaker/Presenter Credentials:

Dr. DiBlasi has extensive experience in the education field (20 years) business leader (10 years) and as a Technology Director (14 years). He has presented at over 50 various conferences from local to International. Conferences include; NECC, TCEA, TxDLA, NETA, FETC, TIE and November Learning; Building Learning Communities to name a few. His emphasis is on Digital Technology, multi-media, Interactive Video Conferencing and 21st Century Learning. He is a Master Certified Trainer and has received certification from two National certification organizations. He is a recognized leader in these areas and has extensive hands on experience in the listed areas of Technology, multi-media, Interactive Video Conferencing and 21st Century Learning.

In a recent article for e-school news by Kathie Ivy, she said. “His TCEA workshop was one of the most dynamic conference presentations I have attended in some 30 years. Howie is charged with energy, willing to share, and open to suggestions.”

A list of my qualification below:

1. A member of the Alan November Consultants Team
http://novemberlearning.com/index.php?option=com_content&task=view&id=15&Itemid=56
2. 2007 N.E.C.C. Presentation “17 Free Software Applications for the 21st Century” selected as one of the ‘Best Of The Best” by I.S.T.E. and the Senior Director of ISTE Education Leadership
3. TCEA 2009 – Featured Presenter
http://www.tcea.org/convention/2009/Attendees/Pages/FeaturedPresenters.aspx
4. TCEA –Workshop (3) Austin, Texas – feature article in eSchool News ( link below)
http://www.eschoolnews.com/search/?id=52215;_hbguid=1aff6a25-310d-4cf1-bf71-60b540c9223e
5. SIG-IVC International President
6. I.S.T.E. – Featured Presenter
7. C.I.L.C – Featured Presenter
8. Keynote- Education Service Distance Learning – Texas 2008
9. Keynote- Michigan Media Conference 2008
10. Keynote- Arizona Technology in Education Alliance 2008-Conference Series http://www.aztea.org/

11. Keynote – Regional XI Distance Learning Conference – Texas
12. 2008 – Workshop at N.E.C.C – Feature Presenter for 2 workshops on 21st Century Classroom Skills
13. 2008 – Feature Speaker at Nebraska Educational Technology Conference
14. 2008 – Feature Speaker – SOAR 13 Educational Technology - Nebraska
15. Produced the “Did You Know II, 3 and 4 Video used is school districts around the country to kick start “Change in Our Schools” with over 150,000 views on YouTube of “Did You Know II”
http://www.youtube.com/watch?v=65wE6yFYgP8

I have been called "The Emerging Technology Evangelist” and for the past 14 years, I have been the C.I.O. (Chief Information Officer) for the Durango School District. Over the past several years I was recognized as “Vocational Teacher of the Year” for the State of Arizona and nominated as a finalist in the “Top Secondary Leaders in America”. I have been featured in several magazines as “A CIO that really thinks outside the box”.