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Numbers in parentheses following each performance indicator refer to thestandards category to which the performance is linked. The categories are:

1. Basic operations and concepts2. Social, ethical, and human issues3. Technology productivity tools4. Technology Communications tools5. Technology research tools6. Technology problem-solving and decision-making tools

Ø Use input devices (e.g., mouse, keyboard, remote control) and outputdevices (e.g., monitor, printer) to successfully operate computers, VCRs,audiotapes, and other technologies. (1)

Ø Use a variety of media and technology resources for directed andindependent learning activities. (1, 3)

Ø Communicate about technology using developmentally appropriate andaccurate terminology. (1)

Ø Use developmentally appropriate multimedia resources (e.g., interactivebooks, educational software, elementary multimedia encyclopedias) tosupport learning. (1)

Ø Work cooperatively and collaboratively with peers, family members, andothers when using technology in the classroom. (2)

Ø Demonstrate positive social and ethical behaviors when using technology.(2)

Ø Practice responsible use of technology systems and software. (2)Ø Create developmentally appropriate multimedia products with support

from teachers, family members, or student partners. (3)Ø Use technology resources (e.g., puzzles, logical thinking programs,

writing tools, digital cameras, drawing tools) for problem solving,communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)

Ø Gather information and communicate with others usingtelecommunications, with support from teachers, family members, orstudent partners. (4)

Ø Use keyboards and other common input and output devices (includingadaptive devices when necessary) efficiently and effectively. (1)

Ø Discuss common uses of technology in daily life and the advantages anddisadvantages those uses provide. (1, 2)

Ø Discuss basic issues related to responsible use of technology andinformation and describe personal consequences of inappropriate use. (2)

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Ø Use general purpose productivity tools and peripherals to supportpersonal productivity, remediate skill deficits, and facilitate learningthroughout the curriculum. (3)

Ø Use technology tools (e.g., multimedia authoring, presentation, Webtools, digital cameras, scanners) for individual and collaborative writing,communication, and publishing activities to create knowledge productsfor audiences inside and outside the classroom. (3, 4)

Ø Use telecommunications efficiently to access remote information,communicate with others in support of direct and independent learning,and pursue personal interests. (4)

Ø Use telecommunications and online resources (e.g., e-mail, onlinediscussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products foraudiences inside and outside the classroom. (4, 5)

Ø Use technology resources (e.g., calculators, data collection probes, videos,educational software) for problem solving, self-directed learning, andextended learning activities. (5, 6)

Ø Determine which technology is useful and select the appropriate tool(s)and technology resources to address a variety of tasks and problems. (5,6)

Ø Evaluate the accuracy, relevance, appropriateness, comprehensiveness,and bias of electronic information sources. (6)

Ø Apply strategies for identifying and solving routine hardware andsoftware problems that occur during everyday use. (1)

Ø Demonstrate knowledge of current changes in information technologiesand the effect those changes have on the workplace and society. (2)

Ø Exhibit legal and ethical behaviors when using information andtechnology, and discuss consequences of misuse. (2)

Ø Use content-specific tools, software, and simulations (e.g., environmentalprobes, graphing calculators, exploratory environments, Web tools) tosupport learning and research. (3, 5)

Ø Apply productivity/multimedia tools and peripherals to support personalproductivity, group collaboration, and learning throughout thecurriculum. (3, 6)

Ø Design, develop, publish, and present products (e.g., Web pages,videotapes) using technology resources that demonstrate andcommunicate curriculum concepts to audiences inside and outside theclassroom. (4, 5, 6)

Ø Collaborate with peers, experts, and others using telecommunications andcollaborative tools to investigate curriculum-related problems, issues, andinformation, and to develop solutions or products for audiences insideand outside the classroom. (4, 5)

Ø Select and use appropriate tools and technology resources to accomplish avariety of tasks and solve problems. (5, 6)

Ø Demonstrate an understanding of concepts underlying hardware,software, and connectivity, and of practical applications to learning andproblem solving. (1, 6)

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Ø Research and evaluate the accuracy, relevance, appropriateness,comprehensiveness, and bias of electronic information sources concerningreal-world problems. (2, 5, 6)

Technology activities introduced in isolation will have little impact on improvingreading and writing in the classroom. Formal and informal frameworks helpguide our teaching, and help us see where technology can be introduced to helpsupport students learning.

Here are some of the things I do to support literacy acquisition in my classroom:

Use the space below to create a graphical representation of your ideas,organizing your thoughts into bigger themes or concepts. Share your visual mapwith a partner or with a small group. (Follow-up: Use Inspiration with the wholegroup to gather and organize ideas).

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As an example of a literacy framework, the following graphic outlinescomponents of a Balanced Literacy framework for grades K-3, from The OhioState University’s Literacy Collaborative Framework.

In the Literacy Learning Strand, you will learn how to use technology to supportdifferent components of a literacy program. Although the framework yousubscribe to might be different than the one pictured above, we believe that youwill be able to adapt what you learn in this learning strand to fit your ownneeds. Therefore, as you engage in the different activities over the next fewweeks, keep thinking about your classroom, your students, your teaching, andsee if you can think of ways to use technology to help students develop intocompetent readers and writers.

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1. Introductiona. Framework Discussionb. Select and prioritize module choices

2. Graphic Organizersa. Types of Graphic Organizersb. Inspiration/Kid Pix

3. Acquiring Digital Imagesa. Digital Camerasb. Scannersc. WWW clip art sitesd. CD-ROM clip art/stock photos

4. Slideshowsa. PowerPointb. Kid Pixc. AppleWorksd. Copyright and Fair Use Guidelines

5. Desktop Publishinga. Software: AppleWorks, Word

6. The Internet (Search Engines and Search Strategies)7. The Internet (Managing Bookmarks)8. The Internet (Educational Applications)9. The Internet (Email projects)10. The Internet (Other topics)

11. Interactive Spreadsheets

Multimedia Development, Web Page Development, Spreadsheets, Databases

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1. Introduction: What are Graphic Organizers?In this session we will explore how to use graphic organizers as tools toorganize students’ ideas and thought processes. Graphic organizers are visualrepresentations of information. There are various types of graphic organizers

2. Discuss various types of graphic organizer formats (use resources from theWeb site section). Samples include: brainstorming, concept-mapping, Venndiagrams, matrices.

3. Identify general software that can be used to create graphic organizers(Microsoft Word, AppleWorks, PowerPoint, KidPix). Introduce concept-mapping specific software – Inspiration – as a tool for facilitating thisprocess as the program automatically creates boxes and arrows.

4. Skill Acquisition: Review techniques for using Inspiration1. Creating a blank page2. Formatting page properties3. Rapid Fire Brainstorming4. Basic Concept Mapping5. Inserting images

1. Discuss classroom activities that use Graphic Organizers to promote readingand writing. (See Sample Projects for some ideas).

6. Brainstorming: Have pairs brainstorm ideas for using graphic organizers intheir classroom. Write down these lesson ideas.

7. Share ideas with the entire group (Facilitator should use Inspiration tocapture main ideas).

Use Graphic Organizers to construct a timeline of events. For example,you may create a timeline of story events from a book the students arereading or you may create a timeline of things students did on a classfieldtrip. Have the class use the timeline to write their own summaries ofwhat took place,

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Use Rapid Fire in Inspiration to brainstorm ideas for the area under study(e.g. type a word and brainstorm different adjective; type an idea andbrainstorm different events or areas for character and plot development).Use these ideas to help guide the writing process.

Use Graphic Organizers in Kid Pix to create Venn Diagrams to be able tocompare and contrast stories (e.g. comparing different versions ofCinderella stories, comparing themes from The Giver and present day life)

Ø Where might graphic organizers be useful in your curriculum?Ø Have the activities described above given you some ideas for how you

might use graphic organizers in your classroom with your students topromote reading and writing?

Ø Jot some of your ideas below:

1. Have students use Inspiration to visually map out their ideasa. Who, what, when, where, why, and how of a topicb. Map out cause and effect: what is the idea about, what happened,

so what?c. Use as a comprehension tool to map out their understanding of a

text selection, main ideas, etc.

2. Use Inspiration to create graphic organizers for students. Give studentsblank organizers and/or partially fill them in for other students. They canbe used to take notes during a lecture or reading assignment or toorganize important information to review for a test.

3. Turn the inspiration map into an outline, and use this outline as a writingguide.

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4. Use inspiration to aid in the pre-writing skills: have students create ideasin no particular order and then move them around to categorize ororganize ideas.

5. Add pictures to graphic organizers, and/or show students how to addpictures.

6. Consider using Kidspiration software as an alternative. Remember, somestudents with mild disabilities have difficulty with abstract reasoningskills. Simplifying the cognitive demands of the software program mayassist even older students.

7. Remember that many students with disabilities have problems withreading fluency, text comprehension skills, vocabulary learning, andabstract reasoning from text presentations. Developing and using graphicorganizers to assist these students has been a traditional recommendationto assist the students to focus on the important ideas of the text.Inspiration is a great way to develop these graphic organizers. Consider avariety of uses: i.e. setting out text structure, important vocabulary,cause and effect, etc. Teach the students how to use Inspiration orKidspiration and let them analyze their text as an aid to learning.

8. Combine Inspiration with a text or screen reader program, so that thestudent with poor reading fluency skills may have auditory input.

Ø Grades K–3: Awesome Authors p.36. Brrr, It's Alive, p.40Ø Grades 3–5: Les Voyageurs: The Explorers, p.82Ø Grades 6–8: Birthstone Project with a Multimedia Twist, p.52

Here are some sample sites, but be sure to check out Project Impact Resourcesite for more links: http://web.utk.edu/~impact/resources.html

Ø George Mason's PT3 project has archived Web videos on using Inspirationat: http://www.techmentor.org/webcasts.html

Ø Graphic Organizer Printables http://www.teachervision.com/lesson- plans/lesson-6293.html

Ø The Graphic Organizer http://www.graphic.org/ Ø S.C.O.R.E. Language Arts: Graphic Organizers

http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm Ø Student examples: http://home.earthlink.net/~tsdobbs/go/go.html Ø Write Design Online: Graphic Organizers

http://www.writedesignonline.com/organizers/ Ø NCREL Graphic Organizers:

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm

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Ø Graphic Organizers:http://www.smcps.k12.md.us/mbms/writing/graphorg.html

Ø Graphic Organizer Guidelines:http://www.wm.edu/TTAC/articles/learning/graphic.htm

Ø Excerpts from http://www.ascd.org/readingroom/books/hyerle00book.html#intro

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1. Digital Images: OverviewIn this session we will explore how to capture digital images from a variety ofsources to promote literacy development. To complete classroom projects,most of the digital images you capture will typically be used in conjunctionwith other software applications such as presentation tools or desktoppublishing software. However we will start you off with some sample digitalimaging activities and build on these skills as we progress.

2. Discuss classroom activities that use digital images to promote reading andwriting. (See Sample Projects for some ideas).

3. Skill Acquisition: Review techniques for capturing images from the followingsources listed below (depending on what is available at the site). If morethan one facilitator is present, set up multiple stations, divide the class intosmaller groups, and have them rotate through each center.Ø Digital cameraØ ScannerØ WWW pagesØ Clip art CD-ROM

If advanced users are present or stations are full, encourage students to workwith one another to brainstorm different classroom applications.

4. Brainstorming: Have pairs brainstorm ideas for using digital images in theirclassroom. Write down these lesson ideas.

Ø Share ideas with the entire group (Facilitator should use Inspiration tocapture main ideas).

Ø Transition into presentation tools or desktop publishing.

Digital Picture CardsUse a digital camera to capture a classroom event or fieldtrip. Print yourpictures and laminate them to create cards that the class can use to retellthe event place “cards” in sequential order.

Adaptations:Scan pictures from a book that the class is reading. Print these images andcreate cards that students can use to retell the story and practice placingitems in sequential order.

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Create activities that are based on books your students are reading. Forexample, after reading by Dr. Seuss, you can print outpictures of household objects taken from Web sites, scanned images, orfrom the digital camera, and have students work in pairs to sort thepictures using various classification strategies.

Scan newspaper clippings, cartoons, magazine articles, etc., to discuss andillustrate the use of various writing conventions. Have studentscontribute to the discussion by bringing in published samples they wish toadd to the scanned file collection (later, you will learn how to importimage files into a slideshow tool like PowerPoint or AppleWorks). Try tofind non-examples and misprints, and build your collection of digitizedsample files.

“…the envious , who is already sick and palewith grief that thou her maid are far more fair thanshe.” Romeo: Act II, scene II, lines 4-6

This excerpt from Shakespeare’s Romeo and Juliet is one example of howan author uses imagery to paint vivid pictures in our minds. After theclass has studied the use of imagery in writing, you can use the digitalcamera, scanner, or pictures from the Web to present rich visual imagesfrom which students can express their own forms of imagery. Studentsmay also capture their own images from various sources.

Ø Where might digital images be useful in your curriculum?Ø Have the activities described above given you some ideas for how you

might use digital images in your classroom with your students to promotereading and writing?

Ø Jot some of your ideas below:

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Digital images are very useful for individuals with disabilities, and thepossibilities for curriculum adaptation are endless. Two general categories areoffered here—teacher use of digital images and student use.

Teacher use:Make a class directory for younger students using digitally capturedimages. Incorporate students’ pictures into language experience stories.Use digital images to illustrate stories and worksheets.

Student use:Teach students how to capture images from the internet and show themto how to use these images in reports or stories.

Ø Grades K–3: Home Sweet Home, p.140.Ø Grades 3–5: You Were There!, p.48Ø Grades 6–8: Creating a Heroic Character, p. 56

Digital Image Collections and Clip Art Sites. Here are some sample sites, but besure to check out Project Impact Resource site:http://web.utk.edu/~impact/resources.html

Ø The A-1 Clipart Archive: http://www.free-graphics.com/ Ø Art Today: http://arttoday.com/PD-0028209 Ø Clipart Connection: http://www.clipartconnection.com/ Ø Clipart.com: http://www.clipart.com/

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1. Introduction: In this session we will explore how to use presentation tools(slideshows) to create a variety of student-centered instructional activities.

Explain the common features of presentation tools (combination of text andimages, sounds, and other forms of multimedia to present information in alinear and non-linear manner). Common presentation tools include: Kid Pix(K-2), AppleWorks slideshow, Microsoft PowerPoint, and mPower.

2. Discuss traditional (lecture) and non-traditional uses of presentation tools inthe classroom. Share relevant non-traditional, student-centered projectexamples from Sample Project section.

(Adaptation: If resources are available, divide the class into groups and assignthem a project from the Sample Projects list in order for groups to collectdigital image samples. As participants learn to use PowerPoint, they caninsert the images they captured, modeling procedures needed to completethe classroom task/activity).

3. Skills Acquisition: Go over basic features of the presentation tool(s) of yourchoice. We recommend starting with as the knowledgeparticipants gain can be transferred to other applications.

1. Creating a new project2. Selecting a presentation design template3. Selecting a layout4. Typing and formatting text – menu bar and button options5. Inserting a new slide6. Adding images: from clip art, WWW, scanner, camera7. Editing formatting images: cropping, adjusting colors8. Different views: slide, sorter, notes, outline, slideshow9. Deleting slides

4. Brainstorming: Have pairs brainstorm ideas for using presentation tools intheir classroom. Ask participants to select one idea they would like todevelop and use this as a basis for developing a sample slideshow project

6. Extension: As groups enter the “open lab” working stage, you may introduceKidPix to the K-3 teachers and give them the option to develop theirslideshow idea using this tool. Cover the following:

1. Opening a new blank page.2. Using various drawing tools.3. Saving a page (Use some type of naming convention. Unlike

PowerPoint, each page in KidPix must be saved separately. Once all“pages” of the slideshow are created, you can open the “Slideshow”module to import files, create transitions, and record sounds.

7. Share ideas with the entire group.

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by Kjell B. Sandved documents the entire alphabetreproduced in close-up photographs of the wings of various butterfly andmoth species around the world. by Stephen T. Johnson isanother excellent resource for emphasizing letter recognition. As theauthor describes in the book's introduction, "The idea for Alphabet Citycame to me while I was walking along a city street. I noticed anornamental keystone that looked like the letter S. Then suddenly I sawthe letter A in a construction sawhorse and the letter Z in fire escapes. Atthat moment, it became clear that in urban compositions I could discoverthe elements that form the letters of the alphabet."

Based on their knowledge of the letters they are studying, students canuse digital cameras to find letters of the alphabet that are naturallyoccurring in their environment. Students insert these digital images into aslideshow tool to create their own alphabet books to share with the class.

Story emulators follow the basic outline and structure of a book, withsubstitutions to the content. This allows students to practice reading text,with the aid of scaffolding provided by familiar story structures. Examplesinclude the following:

After reading by Eric Carle, students can createtheir own books following this format, but replacing the main characters(e.g. Black cat, black cat, what do you see? I see a white mouse staring atme.) Other examples include the following:

After reading By Margery Cuyler. Students canwrite and draw pictures to illustrate their own version of a That’s Good!That’s Bad! storybook. Students can share their finished product with thewhole group and with other classes.

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Story extenders use the storyline of a book as a springboard for furtherdevelopment, to extend the plot or content of the original story.Examples include the following:

In Frank Ashe’s book , Sam invites his friends to a Halloweenparty, and everyone ends up bringing popcorn. Students can contribute toa slideshow that builds on this story in the following manner: Sam isplanning another Halloween party and you’ve been invited to join in thefun. Design a slide that illustrates the costume will you wear and the foodyou plan to take to the party.

Develop creative activities based on books the class is reading. Forexample, talks about the Japanese tradition offolding paper cranes to make wishes come true [check this]. Interviewyour family members and work in teams to create slideshows about whatyour group has discovered about one another about common and uniquecustoms.

Urban safaris require students to use the digital camera to document andcapture phenomena being studied. Here are some examples:

The Giver describes a society that operates by a different of acceptablerules and consequences. Using a digital camera, document evidence ofrules and consequences that are present in your everyday life. Construct aslideshow to share your findings.

After reading a book about the environment, students can use the digitalcamera and slideshows to present evidence of both positive and negativeimpact people have had on the environment in their community. To tiethis into project-based learning or service-learning, students mightpresent their findings to the school, and propose a plan for implementingan eco-friendly school project such as a creating a school garden,greenbelt, walking path, etc.

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Ø Where might presentation tools be useful in your curriculum? How arestudents involved in your activity ideas?

Ø Have the activities described above given you some ideas for how youmight use presentation tools in your classroom with your students topromote reading and writing?

Ø Jot some of your ideas below:

Teacher-created applications:

Student-created applications:

Presentation programs are powerful tools that can be used to transformcurriculum materials to make it easier for students with mild disabilities tounderstand the content. The following are just a few simple suggestions forusing the multi-media power of these programs:

1. If something is written, provide an auditory alternative (have theprogram read the text or digitally record a reading of the section)

2. If an auditory cue or section is provided, then offer a text or visualalternative. For example, if digital speech is offered, provide a writtenversion of the speech.

3. If a picture is displayed, provide a textual description of the picture withan option for it to be read.

4. Keep each screen simple—do not try to put too many concepts on onescreen.

5. Keep fonts readable—simple and large.6. Test the readability and contrast of all color combinations. Make sure

that text is visible on certain backgrounds. (For example: avoid yellowtext on white background)’

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7. Make sure that colors are pleasing to the eye and not distracting (or hurtyour eyes) to read. (For example, be careful with purple text on redbackgrounds)

Consider using power point as a learning tool.1. Provide the outline version of a power point presentation as an advanced

organizer, similar to the skills discussed in the Inspiration section of thistraining outline.

2. Since power point is readily available on most home computers, considere-mailing power point presentations to students (with or withoutdisabilities) who may need more practice time.

Encourage the use of presentation tools as a tool for student expression1. Encourage gifted and talented students to express their understanding of

a topic by developing a power point (or hyperstudio, etc.) presentationthat incorporates text, pictures, video and sound. Remember, giftedstudents need work that encourages creative and divergent thinking.They are turned off if simply given more work to do—and extra worksheet or similar extra work that they interpret as more of the same.

2. Allow students with writing difficulties to use presentation programs as amedium for book reports and class reports.

Ø Grades K–3: Awesome Authors, p.36Ø Grades 3–5: You Were There!, p.48Ø Grades 6–8: Birthstone Project with a Multimedia Twist, p. 52, Creating a

Heroic Character, p. 56

Here are some sample sites, but be sure to check out Project Impact Resource site:http://web.utk.edu/~impact/resources.html

Ø PowerPoint in the Classroom: http://www.actden.com/pp/ Ø Microsoft Power Point Knowdule:

http://www.microsoft.com/education/?ID=Tutorials Ø Power Point in the Classroom: http://www.velsoft.com/ Ø PHS CyberSchool: Slide presentation evaluation rubric:

http://www.wcape.school.za/subject/CS/PHS/evppt.htm

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1. Introduction: Kid Pix is a drawing program designed for young children. Thisopen-ended software tool allows students to create original pictures, usebuilt-in stamp tools, import images, record sounds, etc. in order to createvarious types of projects.

2. Skills Acquisition: Go over basic features of Kid Pix (start off by focusing on“painting a picture” module, then tie into the “slideshow” module.

10. Kid Pix (“painting a picture” module)11. Toolbar overview12. Rubber Stamps13. Importing digital images

14. TIP: If you are creating a project for a center, lock the file so you canuse it as a “template” that students can open. The template will notallow students to overwrite the file, and will force them to save it assomething else. This preserves the original file for other students to beable to use.

15. TIP: Promote collaboration and dialogue by having children work inpairs to complete different activities. Make sure to set up ground rulesfor sharing the keyboard and the mouse, and model and reinforcethese behaviors.

16. Slideshow module17. Planning the show: Use storyboarding techniques to do “off-

computer” planning18. Importing Files: Each page or file in KidPix must be saved

separately. Once all “pages” of the slideshow are created, youcan open the “Slideshow” module to import files. Werecommend you have some sort of naming convention thatincludes page numbers so you can easily decide the order inwhich you choose to import the slides.

19. Creating transitions20. Inserting sound effects and recording voice-overs21. Controlling the time delay for each slide22. Looping movies23. Deleting slides24. Saving the show (Kid Pix format, Stand Alone format, and

QuickTime format)

3. Brainstorming: Have pairs brainstorm ideas for using presentation tools intheir classroom. Ask participants to select one idea they would like todevelop and use this as a basis for developing a sample slideshow project

4. Share ideas with the entire group.

(see Web site section for additional project ideas)

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Use the “oval” shape tool to draw a circle on the KidPix screen. For asimple sorting activity. Use one circle and use the select objects from therubber stamp toolbox that students can sort into the rule that you’ve set(eg. The circle contains red objects, or the circle contains things that startwith the letter “B”)

Insert a picture that students can label using words from their word bank.Be sure to include lines as a guide to help direct students’ attention. Teachstudents to use the Moving Van (“move” tool) to move each word to theappropriate line.

The possibilities are endless! Here are some ideas: Class autobiographies,story extenders and story emulators (See PowerPoint section for projectdescription), Riddle books, Birthday books, concept maps.

Ø Have the activities described above given you some ideas for how youmight use Kid Pix in your classroom with your students to promotereading and writing?

Ø Jot some of your ideas below:

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1. Use the “Record Voice” option to provide auditory cues for childrenwho have difficulty reading instructions.

2. Encourage gifted and talented students to express theirunderstanding of a topic by developing a slide show thatincorporates text, pictures, video and sound. Remember, giftedstudents need work that encourages creative and divergentthinking. They are turned off if simply given more work todo—and extra work sheet or similar extra work that they interpretas more of the same.

3. Allow students with writing difficulties to use Kid Pix as a mediumfor book reports and class reports.

4. Any of the suggestions listed for the general curriculum will workfor students with disabilities. Look for activities that encouragestudents to work cooperatively in groups.

Ø Grades K–3: Awesome Authors p.36Ø Grades 3–5: Wall of Fame p.44Ø Grades 6–8: Creating a Heroic Character, p. 56

Here are some sample sites, but be sure to check out Project Impact Resource site:http://web.utk.edu/~impact/resources.html

Excellent handouts and descriptions of sample Kid Pix activities can be found atthe following sites:Ø http://www.mcps.k12.md.us/curriculum/littlekids/kidpix_activities.htm 4. Kid Pix Website: http://www.nji.com/kid/index.html 5. Marilee's Kid Works and Kid Pix Page:

http://www.ameritech.net/users/macler/kidworks.html 6. Kid Pix: http://members.aol.com/MrsGoudie/kidspix.html

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1. Desktop Publishing: OverviewDesktop Publishing (DTP) simply means using your desktop computer toproduce printed pieces of work. With the advent of the personal computer,anyone with access to the necessary hardware and software can createdesktop published pieces of work, often by combining text and graphics. Youcan use the following pieces of software to create DTP documents: MicrosoftWord, AppleWorks, KidPix, Microsoft Publisher.

2. Discuss classroom activities that use Desktop Publishing to promote readingand writing. (See Sample Projects for some ideas).

3. Skill Acquisition: Review techniques for using Microsoft Word orAppleWorks (word processing and/or drawing modules) to create simpledesktop published documents.

6. Adding and formatting text7. Inserting and moving graphics8. Manipulating page layouts

If advanced users are present, encourage participants to work with oneanother to brainstorm different classroom applications and begin working ondeveloping some ideas.

4. Brainstorming: Have pairs brainstorm ideas for using desktop publishing intheir classroom. Write down these lesson ideas.

5. Share ideas with the entire group (Facilitator should use Inspiration tocapture main ideas).

1. Weekly or monthly class newsletters2. Anthologies of written pieces of writing (poetry, non-fiction, short

stories, mysteries, etc.)3. Recipe books4. “Walking tour” documentation of community landmarks5. Designing bookmarks, trading cards6. Fractured Fairy Tales, Story Starter, Journals

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Read Tomie dePaola's book . Students will useKidPix to explore the sounds of the letters in their name, explore picturesthat begin with the sounds of the letters in their name and the numbersof those pictures. They will create a class name book. Using KidPix letterstamps: ask students to (1) write their name, (2) find all the pictures thatbegin with each letter of their name, (3) stamp the number of pictures ineach column, and (4) add for a total.

Have students Interview classmates working in pairs about families.Write letters to relatives asking about family stories. Create desktoppublished autobiographies using scanned photos, graphics, and text.

Ø Where might desktop publishing be useful in your curriculum?Ø Have the activities described above given you some ideas for how you

might use desktop publishing in your classroom with your students topromote reading and writing?

Ø Jot some of your ideas below:

Ø Use a text or screen reader to read the desktop publishing file for astudent with reading difficulties.

Ø Use the template feature to develop outline for book reports or as atemplate for tests or worksheets. Allow students to work on thecomputer to complete these assignments.

Ø Do not insist on keyboarding skills as a pre-requisite to student’s use ofword processing or desktop publishing. If a younger student has greatdifficulty with the QWERTY keyboard, an alternative keyboard inalphabetical order or an on-screen keyboard can be provided. For olderstudents, consider 15 minutes twice a week of practice in a typinginstruction program (typing tutor, Mavis Beacon Teaches Typing, etc.),but allow free expression and movement in use of desktop publishingkeyboarding.

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Ø Use word processing to facilitate collaborative writing.Ø Word processing makes the physical process of revising easier because

text can be edited without rewriting the entire paper.Ø Software that checks spelling provides significant assistance for poor

speller.Ø Make certain that students are familiar with the writing process before

you introduce them to desktop publishing or word processing.Ø Use the power of desktop publishing to increase multi-modal input and

expression. For example, a teacher made assignment containing text andvisuals gives students more input opportunities for understanding. Astudent generated document containing text and visuals allows moreopportunities for expression.

Ø Grades K–3: Awesome Authors p.36Ø Grades 3–5: You Were There!, p.48Ø Grades 6–8: Birthstone Project with a Multimedia Twist, p. 52

Here are some sample sites, but be sure to check out Project Impact Resource site:http://web.utk.edu/~impact/resources.html

Ø Desktop Publishing tutorial:http://desktoppub.about.com/c/ht/How_index.htm?once=true&

Ø Design and Publishing: http://www.graphic-design.com Ø DTP & HTML: http://www.dtp-aus.com/ Ø Desktop Publishing tips: http://internetbrothers.com/desktoppub.htm

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1. The Internet: OverviewThe Internet impacts the way students do research, the resources they use,and the way they organize information. Information processing skills will beaddressed. Participants will locate and organize WWW sites for use in theirown research and for student research projects and use various searchengines.

2. Search Engine TypesWhat is a search engine? Discuss and explore the different types of searchengines (e.g. directory vs. index-based). Assign groups a keyword to researchand have them explore the various types of search engines listed on theproject Web site: http://web.utk.edu/~impact/searchengines . Discuss resultsand the number of "hit" each engine brought back then lead into a discussionabout search strategies.

3. Search Strategies: What can you do to help narrow a search or conduct amore focused search?

• Use different keywords or synonymous phrases• Use different search engines• Try a phrase/• Boolean/logic operators (AND, OR, NOT, etc.)• Other strategies?

- select 2-3 search engines and look at “help” or “hints” tocompare and contrast search strategies. Share findings with the group.

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1. Bookmarks: OverviewBookmarks (or Favorites) are used to “remember” Web site, by placing it inthe Bookmark/Favorite list. However, this list can become unwieldy as youadd more and more links. Understanding how to manage and organize yourbookmarks will allow you to sort through the pieces of information andretrieve your resources more efficiently.

2. Practice bookmarking, organizing, saving (exporting) and importing sites

3. PROJECT WORK: Search and bookmark sites that you can use to support atopic you plan on teaching.

Ø Select a topic, concept or unit you will be teaching thissemester. Use search strategies to find sites that will beuseful to you (personal research, planning) and/or to yourstudents. Bookmark these sites.

Ø List the authors of books your class will be reading this year.Se search strategies to see if any of these authors haveofficial (and unofficial) Web sites. Bookmark these sites.

Ø If you’ve found enough sites for the topic/concept/unit youchose, select another one and organize your sites intodifferent folders.

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Bookmarks are useful for marking specific Web sites you find. If you'vebookmarked a Web page, you can continue to explore the Internet and theneasily come back to the page you've marked by going to the Bookmarks optionin the menu bar.

• Open Netscape.• Find a Web site you like and would like to bookmark.• Press your mouse on in the menu bar and choose

.• To see if your bookmark is there, press your mouse on in the

menu bar and you should see the Web site title appear on the bottom ofthe list.

In some cases, you will want to:• delete old bookmarks that you don't need• organize your growing list of bookmarks into folders• rearrange the order of your bookmarks• rename existing bookmarks• save your bookmark file to a disk• import your bookmark file into another computer.

To do all of these and more, you will need to access you "bookmarks window".To do this, select the option in the menu bar from the mainNetscape page and choose . A new window will appear. This isyour ‘Bookmarks’ window. The features described in the following sections canbe accessed from this new window.

At some point you might find it useful to remove old bookmarks that somebodyelse has left on the computer or bookmarks that you don't need anymore.

• Once you are in you bookmarks window (see Section 2), click on abookmark to select it.

• Press the key.

You can select and delete more than one bookmark at a time by either:• holding down the key and clicking on as many bookmarks as you

want, • putting your mouse to the left of a bookmarked item and then dragging

downwards or upwards diagonally (a rectangular box will show up onyour screen and anything within this box will be selected). Let the mousego when you are satisfied with your selection.

• Once you have your bookmarks selected, press the key.

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When you have a long list of bookmarks, you may find it helpful to createfolders in order to organize bookmarks into categories.

• When you are in your bookmarks window (see Section 2), go to the option in the menu bar and select . A new window will appear.

• Give your folder a name and click on the . button.• Your new folder will now appear in the bookmarks window.• Drag a bookmark into a folder to place it within that folder. (To drag,

hold the mouse down on top of a bookmark and move it on top of thedesired folder)

In addition to creating folders, you can create separators (a line separatingbookmarks)

• go to the option in the bookmarks menu bar and select . (if no new separator line appears, try clicking once on a

bookmarked item and then try this step again).• You can drag this separator line in between bookmarks to mark off

separate sections in your list.• You can also move bookmarks around by dragging them to different

places

Close the bookmarks window (click on the close box) to return to Netscape'smain window. When you select Bookmark from the menu bar, you should nowsee your bookmarks organized into neat little folders (the triangular icon meansthat additional items are contained within that area and will appear as a sub-menu).

Saving a bookmark file is useful if you want to share the bookmarks you'vemarked with another person or if you want to transfer the bookmarks you'veadded to another computer.

• From your bookmarks window (Section 2), go to the option in themenu bar and select . (Note: you MUST be in your bookmarkwindow – if you are not, you will end up saving your web page and notyour boookmark file)

• A new window will appear and you can choose a place to save your file to(in most cases you will choose your floppy disk ) and also give your file aname.

• Name your file with a single word (i.e. name the file "bookmark" or"art_bookmarks" as opposed to "My Art Bookmarks") and click the button.

Now that you have a bookmark file saved to a disk, you can take it to anothermachine and import the Web sites you've marked. Any bookmark list file youimport will be added to the existing bookmarks on the machine (use what youknow about deleting and reorganizing bookmarks to organize your list).

• Insert a disk that contains your bookmark file.• Access the bookmarks window (Section 2).• Select from the menu bar and choose

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• A dialog box will appear asking you to locate the file you wish to open.Navigate through this window to locate your floppy disk and once youfind the bookmark file, click the button.

• Close the bookmark window. From the main Netscape page, access the menu and you will now see your bookmarks added to the list.

(Note ** selecting file from the bookmarks window will onlydisplay your bookmarks in a Web page. It will NOT add your list of bookmarksto the Bookmark menu)

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1. Educational Web sites: OverviewWe will explore the use of the Internet as an educational tool in theclassroom. Participants will learn to use the Internet for conductingresearch, participating in on-line projects, taking virtual field trips, publishingpapers, and more.

2. Divide the class into three groups and have each one explore one major areaof Judi Harris’ Activity Structures (see Project Impact's Resource Section orgo to: http://ccwf.cc.utexas.edu/%7Ejbharris/Virtual- Architecture/Telecollaboration/ )

Ø Interpersonal ExchangesØ Information CollectionsØ Problem-solving Projects)

3. Ask the class to explore the WebQuest matrix( http://edweb.sdsu.edu/webquest/matrix.html ), finding examples that areappropriate for their grade level and content area.

4. Explore the following sites:Ø www.gritsonline.org Ø www.hprtec.org Ø http://www.kn.pacbell.com/wired/bluewebn/

5. ACTIVITY WORK - Did Activity Structures/WebQuest matrix give you ideas?

6. Share projects and resources

Write a description of a lesson or unit, which uses Internetresources. Develop a brief lesson plan describing the overallobjectives, task, processes, and evaluation criteria. Include a list ofWeb sites students might use. Develop a helpful resource listof sites for your area of interest. Organize your bookmark list usingfolders and separators.

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Email Projects: OverviewEmail is a simple way to provide an authentic audience for your students asthey compose and edit their written pieces of work. Email can be used toconnect geographically separated classrooms, whether they are down theroad, in another state, or perhaps located in another country.

Pair up older grades with younger grades. Older students will impersonatebook characters and respond to email questions from the youngerstudents. Impersonators will have to remain true to the facts andpersonality traits of their character. For example, students mayimpersonate Ramona Quimby, Bunnicula, Clifford, etc.

Traveling buddies are stuffed animals or dolls that students get to takehome for a visit, and send away on journeys to other classrooms. Eachbuddy has a bag or backpack containing writing materials, a journal, andother goodies. Classes hosting the traveler are responsible for writingemail messages to keep in touch with the larger group. This activity canbe tied into a common book that all classes are reading.

Collaborative EditingArrange an opportunity for your students to correspond with a writer.Explore the possibility of working with the UT English department. Theauthor will send out drafts of his or her "Work in Progress" over e-mailand gave students opportunities to comment on and suggest revisions,explaining reasons for adopting certain suggestions and rejecting others.

Ø Where might email projects be useful in your curriculum?Ø Have the activities described above given you some ideas for how you

might use desktop publishing in your classroom with your students topromote reading and writing?

Ø Jot some of your ideas below:

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1. Arrange specific bookmarks in a file for particular student.2. Help the student develop a word list—correctly spelled—that the student

can incorporate into a search engine3. Text-to speech feedback (using a screen reader or similar program) can

enable students to work with higher-level passages or unknownvocabulary.

4. E-mail class notes, assignments, presentation outlines, etc. to the student.5. Most internet text is digitized; therefore, it can be manipulated or

transformed in size, font, color and layout to accommodate a student’sparticular needs.

6. Check out the concepts from the Center for Applied Special Technologyfor information on Universal Design and on developing accessible websites. http://www.cast.org/

7. Text-to speech freeware is available on line:

a.   ReadPlease 2000 text-to-speech freeware (Windows) <www.readplease.com>

b.   PlainTalk text-to-speech freeware ( MacIntosh) <www.apple.com/macos/speech>

Ø Grades K–3: Awesome Authors, p.36. A Number a Day, p.98Ø Grades 3–5: You Were There!, p.48Ø Grades 6–8: Birthstone Project with a Multimedia Twist, p. 52.

Here are some sample sites, but be sure to check out Project Impact Resource site:http://web.utk.edu/~impact/resources.html

1. Alta Vista: http:// www.altavista.com/ 2. Excite: http://www.excite.com 3. Google: http://www.google.com/ 4. SavvySearch: http://www.search.com/