IPOD+Touch+Mini+Grant

Amy Krajeck Mini Grant Returning to the Woods – This Time with iTouch Technology is project that is centered around the essential question, “What is the responsibility of an individual in society?” A part of our ninth grade literature curriculum theme: Celebration of the Individual, this project aims to increase student achievement by integrating iTouch and various other technologies with ELA, science, social studies and art to foster the development of higher order thinking and problem solving skills.
 * Project Abstract 15 p**

Returning to the Woods – This Time with iTouch Technology is project that is centered around the essential question, “What is the responsibility of an individual in society?” A part of our ninth grade literature curriculum theme: Celebration of the Individual, this project aims to increase student achievement by integrating iTouch and various other technologies with ELA, science, social studies and art to foster the development of higher order thinking and problem solving skills. Project Description (40 Points) Specific Learning Goals: • Students will use primary research to explore real-world problems and challenges • Students will develop confidence and better communication skills through written, oral and visual mediums • Students will work collaboratively to develop critical thinking, reasoning and creativity • Students will use 21st century tools (specifically the iPod Touch) to develop technical proficiency at a foundational knowledge level in software application and elements of digital technology (ICT Tech Foundations Standard) • Students will create artifacts that will become part of their digital portfolios
 * Project Description**

Proposed Professional Development to meet specific learning goals: Team leader is currently participating in the Technology Leader Cohort, which is focused on project based learning, technology integration, iPod Touch applications for the classroom, and ICT Literacy Standards.

Team members will participate in an online digital portfolio class through the Online Professional Education Network New Hampshire to set up and use digital student portfolios.

Team members as well as other faculty and staff members who anticipate using the iPod Touch devices in their classrooms will attend a 6-hour Digital Literacy Workshop held at the high school and led by a certified Apple instructor. During this workshop, “iPod Touch in the Classroom,” teachers will discover how mobile learning can be further implemented at Portsmouth High School while learning new ways to use the iPod Touch as a mobile learning device. Participants will also explore digital learning environments and discuss setup and classroom management techniques when using the iPod Touch devices/cart.

Objectives • Students will interpret how Transcendentalist ideas have encouraged individual thought to determine individual responsibilities and rights • Students will reflect upon their own philosophical ideals and create a personal credo • Students will use iPod Touch technology to aid in observing and researching the nature around them to develop critical thinking skills • Students will use iPod Touch technology to research historical events to develop critical reasoning skills

Introduction: American writer Henry David Thoreau may have viewed technology without enthusiasm, yet his life of solitude near Walden Pond demonstrated the importance of project-based learning. In fact, Thoreau wrote in his journal dated October 15, 1859: "We are all schoolmasters, and our schoolhouse is the universe. To attend chiefly to the desk or schoolhouse while we neglect the scenery in which it is placed is absurd." Thoreau knew that in order to progress, truly learn, and think critically, students could not solely rely on textbooks or their instructors. To be a true learners, they must engage in observation and they must be at the center of their learning. “Returning to the Woods – This Time with iTouch Technology” relies heavily on student-centered learning, integrates technology with English language arts, social studies, science, math and art while encouraging students to develop critical thinking skills necessary for the 21st Century.

How Project is Appropriate for Current Situation: According to the Grade 9 English Curriculum at Portsmouth High School, “The freshman program, which explores the theme of ‘Celebration of the Individual,’ emphasizes literary genres and a varied writing agenda, the center of which is the writing process.” One of the works of literature studied in this curriculum is Lawrence and Lee’s play The Night Thoreau Spent in Jail, which explores Thoreau’s protests of America’s involvement in the U.S.-Mexican War. Students discover how this influential historical figure remained true to his individual values and beliefs though “civil disobedience.” Thoreau stated, “If the law is such a nature that it requires you to be an agent of injustice to another, then I say break the law.” Throughout the unit, students will “evaluate how [Thoreau] developed ideas that have profoundly affected America [and the world]” (SS:HI:12:3.1). Students will analyze how Thoreau’s “civil disobedience” subsequently influenced others including Mahatma Gandhi, Rosa Parks and Dr. Martin Luther King.

By using the newest iPod Touch educational applications, this project will promote technology integration in the core content areas of English language arts, science and social studies.

Technology Integration #1: Create a Class Library of Transcendental Songs (NETS Teacher #2) Students will be discovering the values and beliefs reflected in Transcendentalism or will discover that "We will walk on our own feet; we will work with our own hands; we will speak our own minds...A nation of men will for the first time exist, because each believes himself inspired by the Divine Soul which also inspires all men" (Ralph Waldo Emerson). Students will research and select songs with lyrics that represent the ideals of Transcendentalism. Once students submit their song suggestion and “provide relevant details to support the connections made” (R:LT:10:4.2), a class library of the songs will be created and stored in the “Music” section of the iPod Touch under the playlist “Transcendentalist Songs.” The library will allow the class to share their selections, which will be played at the beginning of class to increase student engagement.

Technology Integration #2: iPod Touch Science Apps to Aid in Accurate Observation (ISTE NETS Students #3, #4) Students will keep a journal similar to Thoreau’s, which documented his observations, especially those dealing with nature. Students will spend one week observing nature – weather, sunlight, growth or death of plant life, and birds. Using the iTouch application, “Peterson’s iPhone Guide to Backyard Birds,” students will “accurately identify [birds] according to binomial nomenclature” (S:LS1:11:1.3). This app allows students to search birds by zip codes. Birds are then displayed in list form with picture, common name and binomial nomenclature. Once students touch the bird in the list the image is enlarged and students listen to the call of that particular bird. The National Science Foundation is working on a similar app to identify plant life. The ability to conduct primary source research is an important 21st Century skill since students today resort to the information found by others, relying on second or third-hand opinion rather than initiating research on their own. Students will use their own observations and findings to write a one-page reflection/analysis of “how relationships between humans and the physical environment lead to the formation of ‘place” (SS:GE:12:2.2). This project segment underscores the value of critical thinking vs. “blind faith,” forcing students to master adult life skills.

Technology Integration #3: iPod Touch App to search Thoreau’s Quotations (ISTE NETS Student #1) The app “Thoreau” is a searchable dictionary of Thoreau’s quotations. Students will browse and search the dictionary for quotations that inspire them, that they agree with, or that they believe speak directly to the heart of Transcendentalism. Once students have chosen their quotations, our high school’s technology integrator, Terra Merry, will show students how to use Adobe Illustrator to illuminate their quotation, which is aligned with visual arts curriculum standard 2: Identify and apply the elements of visual art and principles of design to create works that use the principles of design to communicate and express ideas. The final project will be added to students’ digital portfolios as well as published on our class wiki so the work can be shared. This segment of the project teaches students how to communicate visually, another 21st Century skill.

Technology Integration #4: Selected reading from iTouch app “Walden” (ISTE NETS Student #6, ISTE NETS Teacher #3) In addition to searching Thoreau’s quotations, students will read selections from Walden via the iTouch app “Walden.” The app is divided into 17 chapters. Each student will be assigned a chapter to read and create a bullet list of main ideas, meeting Reading standard R:LT:10:1.2: “Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text.” Working collaboratively, students will understand that life is a series of choices that must be made through careful thought and planning. Thoreau lived by principles that he considered vital for a productive life. ***Affording the ability to differentiate instruction for my struggling readers, an iTunes audio recording of Walden is available.

Technology Integration #5: Using the iPod Touch to Research a Historical Event (ISTE NETS Student Standard #3, Teacher #3) Throughout the unit, students will research the U.S. –Mexican War since Thoreau refused to pay his poll taxes because he didn’t believe America had the right to invade Mexico. Students will “determine the extent to which Manifest Destiny has been a driving force behind American ideology” (SS:HI:12:2.4) more specifically how Manifest Destiny was used to justify the U.S.-Mexican War. Students will use the iPod Touch to access credible documents on the Web to do their research. When students have completed their research, they will use a Moodle forum to respond to the following question: “Given what you know about Manifest Destiny, was Thoreau justified in not paying his taxes? Use information from your research to support your opinion. Remember to cite all research.” This learning segment unites historical moments with current events.

Project Based Learning Choices and Digital Artifacts to be included in student portfolios:

Students will participate in a field trip to Walden Pond, the setting of the play and Thoreau’s own writing. This on-site visit is critical to understanding Thoreau's approach to life. Today’s students need to be given opportunities to reflect upon how others make decisions based on thought or principle.

Before going to Walden students will choose a project to complete or develop a proposal for an original project idea.

1. Using “Flip” cameras, students will create an advertisement for Thoreau’s alternative school. Students will focus on the art of persuasion – “Using precise and descriptive language that clarifies and supports intent” (W:IW:10:2.5). Students will also need to frame the visual shots in a way that is aesthetically pleasing and would encourage someone to enroll. In 2009, the art of persuasion relies heavily on visuals since students are much more inclined to look at a visual than read a pamphlet. This project involves students in the creative and analytical process of visual literacy. This project option combines student creativity with analytical visual literacy.

2. Students may choose to take digital pictures of Walden Pond and/or sketch the landscape and use these visuals as inspiration to “write a poem that expresses the speaker’s moods, thoughts or feelings” (W:EW:10:3.1). Students will use Adobe Illustrator to illuminate their original poetry with their photography/sketches, which will become a part of their digital portfolio. This project option fuses visual literacy with technology to create meaning.

3. Students will design their own Walden gift shop. First, students decide what types of items to feature in their shop as well as how much people would be willing to spend on each of the items. After “deciding the most effective method (e.g., survey) and sampling techniques (e.g., random sample) to collect the data” (Math:DSP:HS:6) students will conduct their research. Once they have collected their data, students will design the merchandise and create a Web page (integrating spatial / visual literacy as outlined in the ITC literacy standards) that features their merchandise. Examples could include Thoreau T-shirts with famous quotations, journals, framed photography/art, etc. Web pages will become part of the students’ digital portfolios. This project option demonstrates numeracy, problem solving, decision making as well as spatial/visual literacy.

5. Because Thoreau was as much an environmentalist as he was a writer and philosopher, students may choose to become involved in an environment cause program such as New Hampshire Department of Environmental Services Costal Cleanups or Pet Waste Outreach Campaign. Involvement in an environmental project meets several science standards: “Identify ways humans can impact and alter the stability of ecosystems, such as habitat destruction, pollution, and consumption of resources; and describe the potentially irreversible effects these changes can cause” (S:LS3:11:1.1). Students who choose this option will keep a reflection journal that “shares their thoughts, observations, or impressions” (W:HW:10:2.2) and analyze the significance of their personal involvement in this project, reflecting on personal learning or personal growth (W:EW:10:5.2). Students’ journals will become part of their digital portfolio. This project option unites individualism with societal needs.

Culminating Project Based Learning Experience: Using the iTouch App Subscription to NPR’s “This I Believe” “This I Believe” podcasts provides students with models to "Make sure your [student] story ties to the essence of your [his/her] daily life philosophy and the shaping of your [personal] beliefs." After students create their own essays, they will use cap mics and the “Voice Memos” app to record their own podcasts, which will become part of their digital portfolio (another 21st Century skill).

Just as Thoreau documented his philosophy of living, so will my students. It is vital that today's students understand that writing, visualizing, and recording personal beliefs are necessary steps to take toward adulthood. Project-based learning provides the link between schooling and education, two very divergent aspects of the 21st Century and intertwined and thus enhanced with 21st Century technology.

As a final presentation students will share their life philosophies with the community – either at the high school or at a local coffee shop reception/open mic celebration. (This communal spirit of socialization has been and will continue to be an important part of the quality of American life.)

The Determination of Need Portsmouth District’s SMART goal for this year is to increase the number of teachers who are scoring at a level 3 and above on the Levels of Technology Innovation index. (LoTi). We are also continuing our effort at requiring digital artifacts from our students to be saved in a portfolio. All of our digital portfolio projects (K-8)have been examples of project-based learning and have been interdisciplinary. We have not piloted a model of these digital artifacts at the high school level. This will be our first time doing this. All of these activities align with the NETS standards for students. Many of them align with the performance indicators suggested for grades 9 - 12. This project with ninth grade students will help inform us of our students’ competencies with mobile technologies. A pre and post survey of student engagement with the topic, the technology, the completed digital artifact, and presentation will help us plan for more projects of this nature at the high school level.

Support for this project has been obtained from the superintendent and the principal as evidenced through their individual e-mail letters of support. Both Principal Collins and Superintendent McDonough encourage all teachers in Portsmouth School District to integrate technology with project based learning to improve student achievement.

Portsmouth Public School District is committed to transforming education through the integration of technologies in all classrooms. The district is committed to implementing and supporting technologies that provide a high quality, safe learning environment allowing all learners to achieve at their highest potential. Technology should play a vital role in meeting the broad range of abilities and learning styles represented in all of the schools. The district and school committee have built goals that include technology integration and expectations for student technology skill acquisition into all of its program plans including professional development. Our SMART goals this year include creating an action plan to move the score on our levels of technology innovation index to a three instead of a two. To that end, we will need leaders and coaches who are familiar with using technology to teach higher level thinking skills, to inspire teachers to create student-centered lessons and assessments, and to provide models of what this new 21st century classroom looks like to all stakeholders.
 * Capacity for success**

The principal and teachers mentioned here make it their mission and their avocation to spread the benefits of technology integration to their colleagues. All of them publicly articulate the need for change and utilizing mobile tools to engage, inspire, and design digital age learning expectations, instruction, and assessments. The teachers mentioned encourage and inspire their colleagues to enliven their classroom lessons with technology integration. They believe that (1 to 1) access in classrooms will happen for all students and teachers in the next few years and they want to lead their colleagues to be ready to experience its benefits. The team has a hunch that when students use their tools to create meaning and share it in their social networks, their pride and ownership in learning is increased substantially.

Much of our technology plan was built on the premise of moving toward providing coaching and team teaching in all of our classrooms. In the past two years, we have added 4 technology integrators. This is really the key to inspiring and supporting our content area teachers to work and learn with the 21st century tools. We are moving away from the separate lab model of delivery to using mobile and networked portable technologies for all students. When the technology comes into the classroom space, the classroom culture changes. The teacher is more of a facilitator and calls on students to lead with the technology. After school workshops, conferences, training at Seresc, and training at SPDC help us all to learn about the possibilities of what could be possible in our classrooms. With the training of classroom tech leaders in our buildings, more departments and professional learning community meetings will include classroom tech leaders who will share their knowledge and expertise to inspire and support more classroom teachers. All of our teachers should have the knowledge of using technologies as instructional strategies to improve student achievement. Currently, we are limited by our capacity in classroom tech leadership to spread this knowledge out to all teachers in the district. Currently we have the support of our current school board chair and his fellow board members to augment our capacity to integrate more technologies into the classroom spaces.
 * Capacity for Success**

Amy Krajeck has participated in the Tech Leader Cohort over the last school year. She constantly strives to use new technologies in her classroom to engage students, differentiate instruction, and mentor her other English teacher colleagues in adapting new technologies. She is a very positive, can-do, self-initiator and would give all of her energies to collaborating with the HS tech integrator, Terra Merry, to make the iPod Touch infusion a success. Amy is very creative and wants all students to find their voices and succeed in her literature classroom. She has high energy and uses it to impact her students’ success. She has a very approachable personality and has the respect of her high school colleagues and the technology district staff. This integrated project allows students to create innovative products, build community outreach and participation, and feel pride and ownership of several products that highlight their unique voice.

Terra Merry is the technology integrator at the high school. She teaches web page design, computer graphics and computer animation and has been instrumental in helping many teachers learn how to use Web 2.0 tools and management tools in their classroom practice. She is also well respected by the faculty. She is approachable and can flexibly schedule herself to co-teach, support, and design the logistics of how a tech classroom would work with a 1 to 1 iPod Touch implementation. Both teachers are creative and highly energetic and work well together. Terra has much experience in adult learning theory and has trained practicing as well as pre-service teachers in a graduate program setting. In addition to being a technology leader at Portsmouth, she teaches a chemistry course online for the Virtual Learning Academy Charter School.

Jeff Collins, the high school principal, is supportive of teachers using technology to support student achievement. He has a great deal of pride and respect for his technology integration staff and calls on them frequently to bring others along into the 21st century. He is willing to release both teachers to go to meetings, professional development opportunities, conferences, and peer sharing collaborative workshops. He has applied for the tech leadership program himself and has made the commitment to learn more about the actions and behaviors that principals must take to make sure that technology integration is a valued expectation for all teachers. He has also made the commitment to many of his staff to support technology tools as intervention strategies to improve math, science, music, and literacy success. For example, Jeff recently supported funding for the purchase of 25 netbooks for the students enrolled a new business and economics program at PHS. The business teacher and tech integrator collaborate weekly on projects that mimic projects that would be undertaken in the workforce.

Jeff is looking forward to the Intel session and attending Christa McAuliffe this year. He, Terra, Amy, and Sue, another tech coordinator, have committed to attend the Mini-Grant celebration in Meredith. Jeff is looking forward to learning more about the digital portfolio process and how it can impact student learning in other subjects at the high school.

At a school-wide faculty meeting, the team will highlight their 1 to 1 iPod Touch project. The video documentary will be seen by all teachers in closed circuit TV on a media/technology day that is planned for district wide professional development in the spring. Moreover, both teachers will showcase their work to incoming 8th grade parents and students in the spring. If funding is received for a summer institute for technology, the team will highlight their 1 to 1 project at it.
 * The Extent of Impact within the School**

Looking forward, the team hopes that they can present their work at Christa McAuliffe and even NECC next year if funding allows this to happen.
 * The Extent of Impact to Other Schools**

Hardware Apple iPod Learning Lab, which includes a PowerSync Cart and 20 iPod Touches – this technology will allow us to implement our SMART goal of increasing the score on our levels of technology innovation index to a three instead of a two.
 * Budget**

Macbook to sync the iTouches (A Macbook costs $949. The additional $48 will be supplemented by our local technology budget.)

Supplies Chill Pill Rap Cap Microphone for iPod Classic Touch 2G (5 @ $13.64 ea. = $68.20), which the district will supplement with our local technology budget. The mics will allow students to podcast their original “This I Believe” narratives.

Professional Development Activities (must be at least $2,500) Team leader is currently participating in the Technology Leader Cohort, which is focused on project based learning, technology integration, iPod Touch applications for the classroom, and ICT Literacy Standards (Paid for though last year’s TLC grant.)

Team leader will participate in an online digital portfolio class through the Online Professional Education Network New Hampshire to set up and use digital student portfolios (Paid for through last year’s TLC grant.)

Team members as well as other faculty and staff members who anticipate using the iPod Touch devices in their classrooms will attend a 6-hour Digital Literacy Workshop held at the high school and led by a certified Apple instructor. During this workshop, “iPod Touch in the Classroom,” teachers will discover how mobile learning can be further implemented at Portsmouth High School while learning new ways to use the iPod Touch as a mobile learning device. Participants will also explore digital learning environments and discuss setup and classroom management techniques when using the iPod Touch devices/cart. (The workshop costs $2900. The district will supplement this training with $900 from the professional development line item of our local technology budget.)

Team’s required participation at the Celebration Event in May