THE MASTER TEACHER®

Leadership LaneP.O. Box 1207Manhattan, Kansas 66505-1207

Phone800.669.9633

Fax800.669.1132

Technology Integration for TeachersTM

is the perfect tool to enhance studentlearning in today’s classroom

Technology Integration for TeachersTM

Using technology to enhance student learning is an essential part of today’s classroom. To help teachers keep abreast of thisconstantly evolving discipline, THE MASTER TEACHER developed Technology Integration for Teachers. It offers an economical,accessible way to provide teachers with quality professional development on integrating technology into their classrooms andprofessional practice.

In addition, Technology Integration for Teachers is aligned with the National Educational Technology Standards (NETS) forboth teachers and students.

Features:• A simple, digestible monthly newsletter that introduces concepts,

new products, and practices associated with the quickly changingtechnology arena.

• Access to curricular resources and tools that improve instructionimmediately, such as a “Print & Teach” student project.

• Weekly email tips that expand or supplement the content given ineach issue.

• An emphasis on free or reasonably-priced technology solutions toeveryday classroom situations.

Benefits:• Teachers acquire the tools to incorporate different technologies into

classroom lessons and planning.• Teachers gain an understanding of wider issues in the world of

technology and education, such as digital citizenship and technologysupport.

• Teachers develop the ability to align their curriculum with theNational Educational Technology Standards (NETS) for bothteachers and students.

• Students are excited and encouraged by the increased relevance oflessons to their personal lives through the inclusion of technology inlearning.

One of the benefits of the publication is that the information can bedistributed by administrators rather than searched for by the teacherpersonally. It’s a way for the administrator to support the technologicaladvancement of each classroom and not leave it to the teacher topursue technology training on his or her own.

Each issue includes:• Curricular strategies designed by teachers for teachers.• Discussion of current technology topics.• Ready-to-use lesson plans.• Exposure to many free, helpful websites that can enrich lessons and

the classroom environment.• Reviews of products useful to classroom teachers and other

technology support staff.

Web 2.0

By Carol S. Holzberg, Ph.D.

B y A m y Tru j i l lo NETS-T IIIA,C

Bloggers

One of the best ways to keep up with thetechnology tools teachers actually use—and usesuccessfully—is to hear about their experiencesfirsthand. This volume of Technology Integrationfor Teachers will feature a different educationblogger or company blog in each issue. THEMASTER TEACHER also has a new blog, if you’dlike to check it out:www.masterteacher.com/blog/client.

Education WeekByy Leee Ne l son

NETS-T VA,C

http://edweek.org

If you are in the field of education, you’ve heardof Education Week. Now, you can get the latestopinions on education topics online, from theexperts at Education Week and those working inthe classrooms across the country. From thehome page, you can read the commentary of theday, investigate the resources available on thesite, or participate in discussions of articles andblog posts.

Education Week features many news and opinionblogs. The Digital Education blog(http://blogs.edweek.org/edweek/DigitalEducation) features asenior writer and others who cover technologytopics and trends in K-12 education. The newsblog offers continual comments each week fromstaff, and the discussions range from topics ofpolicy to trends in schools to learning outside theclassroom.

Executive Editor: Laura Homer Product Manager: Lenay Marteney

PANEL OF EXPERTS

THE

MASTER TEACHER,

f o r T e a c h e r s

Michae l B lo o m

Robe rt C laymier

L au ra Gan ley

C arol S. Holzberg , Ph .D.

J ohn Homer, Ph .D.

Bi l l ie McConnel l , Ed.D.

Hol ly Olberd i n g

M i ke S. R ibbl e, Ed.D.

T weed W. Ross, Ed.D.

A m y Tru j i l lo

In the Eye of the Beholder: IPEVO Gets the Big Picture!Byy Caroll S.. Holzberg,, Ph.D.

Enabling students to videoconference orcapture still images of work in progress

requires the right equipment—webcams that cansupport videoconferencing as well as digital stillcaptures. If classroom computers are laptops,chances are good that each has a built-in webcamera to support these tasks. If you connect awebcam-enabled laptop to an LCD projector,whatever the camera “sees” can be projected ona big screen for classroom viewing. Capturedcontent can also be posted online.

What are your options for working withwebcams if your computer does not have onebuilt in? In a previous column, I reviewed theLogitech QuickCam Vision Pro (December2008), a webcam that captures VGA-qualityvideo at up to 30 frames per second. The IPEVOPoint to View (P2V) is a 70 gram USB webcamera that works just like the Logitech device,but it does a lot more.

Equipped with a 2 megapixel CMOS sensor,two autofocus modes, and an optional spring-loaded adjustable monitor clip, the P2V supportslive video streaming in several resolutions (up toa maximum of 1600 x 1200). To stream smoothrather than choppy video at 30 fps, however, beprepared to operate the device at 640 x 480resolution. If you don’t already have a

microphone, you will need to purchaseone for videoconferencing.

Install the bundled software, connectthe camera’s USB cable to a computer,launch the software, and you’re readyto point the camera lens at an object(e.g., a worksheet, page from a book,or a 3-dimensional object), or someonesitting at the computer. P2V iscompatible with several videoconferencing applications, includingSkype, Google Talk, Windows LiveMessenger, iChat, Yahoo Messenger,and AOL Instant Messenger. Whateverthe camera sees will display on thecomputer screen with good colorcontrast in a variety of lightingconditions.

If the computer is connected to an LCDprojector, you can project whatever thecamera sees for display to the wholeclass. With a built-in macro mode fordetail shots as close as 2 inches (5 cm),it’s easy to zoom in for a closer look.For example, you could display scienceexperiments, a flower, a butterflyemerging from its chrysalis, and more.Additionally, the IPEVO does a greatjob of capturing what’s on the screen ofiPod Touch, iPhone, or iPad if youwant to show your students what’s inview. For more information about thisproduct, please visit our website.

While IPEVO P2V USB Camera Sh M h M !

Producing digital content for cyberspace has its drawbacks. Wheneveryou post online, you leave a digital footprint. What you share in the

click of an instant could come back to haunt you long after you’vemoved on to other projects. Without even knowing your trail of digitaldetritus exists, you can compromise your personal identity or yourcomputer’s security.

On the other hand, not all digital treks lead to problems. For example,virtual field trips and digital tours often help students master importantcurriculum. With Google Earth (http://earth.google.com) anda KMZ file downloaded from Google Lit Trips(www.googlelittrips.org), students can travel the highways andbyways of great literature, experiencing other places and time periodswithout physically leaving the classroom.

Google Lit Trips: No Passport NeededI discovered Google LitTrips in March 2010, at the5th Annual TechnologyLeadership Symposium.Technology integrationteacher Kevin McGonegal(Cambridge Public Schools)demonstrated a Lit Tripcreated by Maryland-basedtechnology resource teacherMary Ellen McNamara.Using the virtual mappingcapabilities built into GoogleEarth, she created a virtualtour mapped to placesmentioned in RobertMcCloskey’s Make Way forDucklings. Thanks toGoogle Earth, her students could follow the adventures of Mr. and Mrs.Mallard on their travels through Boston in search of a home for theirbrood of ducklings. McNamara’s Lit Trip also includes a slideshow ofimages captured from the trip.

other resources in a pop-up window. In Make Way for Ducklings, if youclick the checkbox next to the Terrain (Layers Panel), Google Earthdisplays 3D rather than 2D views of the story.

The Best Things in Life…Google Earth is free. All you need is a computer connected to theInternet to download and use the application. Several helpful tutorials(list available on our website) will teach you Google Earth and GoogleLit Trip basics. The Google Lit Trip home page also has links to user-friendly tutorials, webinars, and step-by-step instructions.

Google Lit Trips can enrich a reading lesson by providing a visualreference for story characters and places. It can also motivate learning byencouraging students to create trips and tours to share with others. Ifyoungsters are required to produce their own Google Lit Trips, not onlywill they become invested in doing their best work, they will alsobecome skilled at finding accurate information, marking importantplaces on the Google Earth globe for return visits, and obtainingpermission to use supporting resources they find online. With Google LitTrips, reading becomes a personalized adventure that can leap acrosstime and space. Where do you want your students to travel tomorrow?

Webb 2.0Trekking the Globe with Google Earth Literature WalksByy Caroll S.. Holzberg,, Ph.D. NETS-T IA,B; IIA,B,C; IIIA,D

Youblisher: A Quick and Simple Way to PublishB yy A m yy Tru j i l lo NETS-TT IIIA,C

By Lee Ne l son

THE

MASTER TEACHER,

Michae l B lo o m

Robe rt C laymier

L au ra Gan ley

C arol S. Holzberg , Ph .D.

J ohn Homer, Ph .D.

Bi l l ie McConnel l , Ed.D.

Hol ly Olberd i n g

M i ke S. R ibbl e, Ed.D.

T weed W. Ross, Ed.D.

A m y Tru j i l lo

In this digital age of emails and websites, it’s easy to forget the look andfeel of books. Youblisher (www.youblisher.com), a free, simple

website, brings the joy of books to PDF files. The program converts PDFfiles to a format which, instead of making the reader scroll to see the nextpage, lets him or her turn to it with a click.

It sounds too simple to actually make a difference, but seeing parentsread their child’s writing in this format can be an incredible experience.Not only can they read the document right there on the screen, but theycan share it with their family members and friends.

By Carol S. Holzberg, Ph.D.

Grade Level: Grades 7 to 10Time Frame: Three 50-minute language arts, social studies, or health

sessions

Content Standards:• Language Arts – Use spoken, written, and visual language for learning,

enjoyment, persuasion, and the exchange of information.• Health Education – Students express information and opinions about

health issues.• Social Studies – Analyze and explain the ways groups and cultures

address human needs and concerns.

In t roduction:Students will research information about health human rights andunderstand the three articles of the Declaration of Human Rights thatpertain to health care. Students will also demonstrate understanding ofgood health care by utilizing two websites—Wordle and Voki.

Objectives:• Students will apply the concept of health as a basic human right in

comprehending examples of health solutions.• Students will be able to analyze historical documents and relate their

content to practical life experiences and behaviors.• Students will identify at least one current health issue and an action

they would take to address it.• Students will learn how to utilize two Web 2.0 sites—Wordle and

Voki—to visually display their understanding of health and humanrights.

MMaterialls:

Steps of Project:

5. Have students complete the Human Rights and Health Needsworksheet. They can do this individually or in small groups.Summarize results on a flip chart, document camera, or overheadprojector.

6. Have students adjust and complete their worksheets and hand them in.The sheets will be handed out at the beginning of the next lesson.

7. Ask students to learn what they can about health issues in the nationalor international news.

Lesson Two1. Have students review the History Matters website

(http://historymatters.gmu.edu). Hand out the worksheets that werecompleted during the last lesson.

2. Have students go to www.wordle.net and www.voki.com to sign upwith a designated user name and password.

3. Engage students in a discussion of health care needs and theirknowledge of current events pertaining to health care.

4. Ask students to go to the Wordle website and have them list the wordsthat tie into health care and human rights. They can utilize theworksheets they developed during the first lesson.

5. Have students in small groups go to the Voki website and develop adialogue between two characters on the benefits of good health care.

Lesson Three1. Have students complete their Wordle and Voki projects.2. Ask them to present their work to the class.3. After their work is completed, tell them to save the files to their

computer desktop. Then they can either attach the files to an email andsend it to you or print out their work and hand in a hard copy.

P roject Deliverables and Assessment:

Notes:

print & teachStudent ProjectStudent ProjectHuman Rights in Health CareByy Michaell Blo o mNETS-T IB; IIA,B,CNETS-S IB; IIA,B,D; IVA

Volume 15 Number 2

By Michael Blo o m

Ways to order: Online, Mail, Phone, Fax www.masterteacher.com