Group Leadership Project

For the Group Leadership Project, our group chose to create our project around the ShowMe iPad app. For our project, many tools were used to create the end product. First, Bill, Randy, and myself created our individual ShowMe's using the iPad app and uploaded them to the ShowMe website. As a group we used Google Presentation to storyboard and begging the script for the project. Sarah acted as the director. She took the storyboard and script ideas and created a narrated, powerpoint presentation. From there, I took the presentation and imported into Keynote and embedded the ShowME videos. Next, I imported the Keynote presentation into iMovie to create the final product. So, in short, the final production was done in iMovie and uploaded to You Tube for easy sharing and embedding.

The final product development took a little long than I anticipated mostly because I am new to using a mac, but I wanted to explore and learn about this programs available. I learned that powerpoint imports very well into Keynote with most of the formatting intact. I learned that it isn't always easy to export from Keynote and have the finish product what you are expecting. I learned how to use iMovie and I am now a HUGE fan. I can't even imaging how I could have done a project as easily and with the a similar result on a PC.

If I were to create a similar project, I would begin creating it in iMovie from the beginning. The options for adding pictures, videos, and audios were so much easier (or at least easier to learn) than anything I have ever used. With that being said, I'm to sure that using iMovie or even powerpoint is the best for creating a multimedia, collaborative project. I need to explore other options for multimedia collaborating when working with a group of people.

WPP Part C - Implementation

This podcast/vodcast describes the implementation phase of my Wicked Problem Project regarding SMART Board use within the classroom.




SMART Board pre-training survey displayed below. Results can be found here.

Mobile Learning Lab

For the Mobile Learning Lab, I explored use of a flip video camera, PollEverywhere, and use of mobile devices (iPad and Smartphone) during my WPP training session.

For the Flip video camera, I had the opportunity to attend a workshop session at eTech Ohio Conference about creating your own common craft style video. The simple point, click, and video of the flip camera makes it perfect for using within the classroom. Here is the finish product of our Fun Fractions common craft style video.

My next tool to try was the use of PollEverywhere. I thought the use of the PollEverywhere during my SMART Board implementation would help give me an idea the audience. I know most of the teachers, but not exactly sure of their experiences as well as get a feel for if additional trainings were something they would be interested in attending. I also thought that incorporating the use mobile technology within the session might begin the conversation of using mobile technology in the classroom. The results are as follows:

poll taken before session started

poll taken after the training was complete

As for my classroom, I think that mobile technology will focus around using iPads/iPods within the classroom as devices to explore and create. I would like to explore the use of iPods to develop the student's independence through visuals schedules and communication apps. I also see the use of flip video cameras for video modeling or the use of mp3 players as a way to provide greater access to the general education curriculum. At this point, the use of other mobile technology tools, such as PollEverywhere or Smartphones, are not appropriate for them.

One mobile technology I would like to see used in middle and high school is the use of "back-channeling" using a twitter hashtag. I experienced the power of "back-channeling" this past week while at the eTech Conference. While attending my sessions, I was tweeting with the hashtag #oetc12 sharing session notes and web links. Others where doing the same thing. By the end of the conference, I had resources for many more sessions that I could have even attended myself. I can't help but think of the implication this would have for the classroom. Students could send comments, questions, and share links via the class hashtag. It would also allow for all the students taking the specific class to interact even if not in the same class period. My comment in Classroom 2.0 reflected this idea of "back- channeling".

Data Visualization

For my data visualization, I chose to use the "Show Summery of Responses" option in Google Spreadsheet. I was interested in gaining the visualization of this data because it was related to the results of the survey I created for my Wicked Problem Project. For me, I was a much easier to way to see how the respondents responded. According the the survey, 5 respondents were not interested in a lesson demonstration within their classroom; whereas 4 were interested. The second questions was related to observing my students using the SMART Board within in my classroom. Here 8 respondents showed an interest in observing within my classroom.

Responses to questions from SMART Board survey for my WPP 

I also did a visualization of my diigo tags. I have been using diigo as a social bookmarking tools for about 8 months. I bookmark for a variety of educational topics so I was very curious on how the sites I bookmark were distributed. Here is a screenshot of my diigo tags. My top tags relate around technology, AT (assistive technology), web 2.0 tools, and education. You can also see that i Pad and sped (special education) are also frequently tagged.

I'm not sure that I had an AH-HA moment while creating these visualization. I think that my AH-HA moment came when I was watching the TEDxLansing video. So many times I think that we (educators, society) get caught up in the words. That video really made me think on how sometimes a picture or graphic would make the difference between a student "getting" a concept or not! I will be discussion UDL with some teachers over the next couple weeks and I plan on discussion this concept, possibly showing part of that TEDx video.

GLP Part B - Storyboard and Script

For our storyboard and script, we utilized Google Presentation to organizes the project. I found this to be a very effective way to collaborate on the storyboard as we all could view and edit the presentation. The speaker's notes section worked out as a section to create the script. As I created a slide for the storyboard, I would then type what I would say if I was "talking" about the slide.

Each of the team members with iPads (Bill, Randy, and myself) created a ShowMe video relating to our given subject area. We posted the link into the storyboard. Sarah was the "stage manager" of the group. She organized the production "how to's" of the presentation and transferred the information into a powerpoint presentation for final production.

In an effort to have the script all in one place, I copied and pasted the "speaker notes" into a doc. Here we can continue to collaborate and fine tune the script in preparation for the final production. The script can be found here.

WPP Part B - Application of TPACK

Application of TPACK within my Wicked Problem Project

The technology I chose for the WPP was developing teacher skills in using the SMART Board (interactive whiteboard) as a student interactive tool. WIthin my building, almost all classroom are equipped with a SMART Board; however, students are not having the same experiences using the board from classroom to classroom or grade to grade. The methods that I chose to implement are directly related to what I see as being needed to support the teachers in making this transition. The "direct" mini-workshop approach is needed for the teachers who need to the visual of the SMART Board in use. I wanted the teachers to feel a little more in control of the sessions and planning; therefore I incorporated the use of a survey to poll them on there needs and what they want to learn. I also used this tool as a way for the staff to reflect and assess on their strengths with using the SMART Board.

The use of the interactive whiteboard technology (IWB) creates so many classroom possibilities and allows for various presentation methods. The use of the IWB allows for opportunities to engage the recognition, strategic, and affective networks which are the principles of Universal Design for Learning. By engaging these principles, all students will be able to participate and engage in the lessons. Using the IWB to display information, such as videos, websites, photos, the recognition networks will be engaged. I find that with my students, just the mere fact that the SMART Board is larger than they are, helps them focus on the content. Developing a graphic organizer or manipulating data for a meh problem would incorporate the strategic networks. Lastly, using the IWB to create excitement over a topic or allow the topic to become "real" related to the affective network.

The pedagogical choices for the WPP create an accessible learning environment. The solution (WPP plan) utilizes various assessment and teaching strategies. The mixture of direct instruction, time for reflection, peer modeling, and model lessons allow for all individuals to be involved as well as choose which learning method would be best for them. With the direct interaction, the staff will see how the basics of the SMART Board and be able to ask questions. The survey allowed for staff to reflect on their own needs and relay needs on an anonymous basis if they chose to do that. I think this is important for some people who are interested in learning, but are afraid to say they might need help. (Yes, there are still people out there!) The peer modeling and model lesson were something that I think is necessary to truly understand how integration of an IWB can happen. I foresee these are the two sections of the plan will be the most uncomfortable for staff.

GLP PART A - Brainstorm Session via Web Conferencing

The web conferencing session was a little difficult from most of us having trouble finding the link to trying to conference in a small hotel room with children sleeping. We used the adobe connect "classroom" so that we would have the opportunity to use the video, audio, and screen recoding capabilities. We experienced issues with audio. (We could hear a member, but he had difficulty hearing us.) I also lost internet connection for a few minutes which resulted in having to reconnect and enter the room. Adobe connect is new to must of us (I think) and our experiences have been limited to the MSU sessions. I think for next time I would choose a conferencing tools that I am more familiar with such as Skype or Google or facebook chat.

Within the classroom, I could see web conferencing being very valuable. I could see if being used to bring field trips "into" the classroom as budgets are getting tighter. I could see it being used to connect classrooms from around the city, state, or world. From a special education perspective, web conferencing could be used to hold meetings with parents when they cannot make it to school or help bridge the home/school gap when students are on home instruction. I think the most interesting use of web conferencing that I have recently heard about it speech therapy via Skype. Not sure the it is as good as face to face, but the potential to provide therapy when otherwise there would be none is something to think about.


For our Group Leadership Project, we are choosing to create a tutorial for the iPad app ShowMe. It is an interactive whiteboard app that allows you to record what is written on screen and voice. This presentation can they be posted to the web to allow for introduction of information, reteaching, or for extension activities. Show Me could be used within various subjects and across multiple grade levels.


Here is a partial transcript of the chat portion. The session was recorded as well, but due to  some of the internet issues in the hotel I was demoted from host. Thanks to Melissa for posting our Adobe session link.