Our Spoken Word Poetry Showcase With Ipads – Chromebooks, Regina Berg, Librarian, Brooks College Prep

It’s the end of the year and my students are getting ready for their showcase. The poems are written and shared on Google drive. The poems are done and they are now working on performances. The iPads have been excellent tools for self-assessment.  The students video taped themselves as they worked toward their final presentations. One of the requirements for the group pieces was that they be memorized. The students were not happy with that. I wanted them to be able to see themselves as the audience will. After viewing the videos, they agreed with me. They were also able to listen for problems with articulation and movement. I have included a few of their videos here.

https://vimeo.com/127299889    and   https://vimeo.com/127299890

 The school had Chromebooks last year, but they weren’t solely for the library. My Chromebooks have been integrated into my curriculum this year, even more than last because they weren’t being pulled for things outside of the library. Many of the things I learned with my students were easily transferred into projects with other teachers and I anticipate greater things next year.

The Final Report, KC Boyd, Librarian, Phillips Academy

The opportunity to use iPads and Chromebooks with my students has been a wonderful experience.  Two clubs have been formed at my school as a result of this grant,  The “Behind the Paws Student News Crew”  - https://www.youtube.com/watch?v=a-SsLLOiwNg

and “The Phillips Anime/Manga Club - http://phillipsanimemangaclub.weebly.com/ 

The students in these clubs have influenced students and teachers alike to become more comfortable using technology.

My students recently supported the school’s very successful ‘College Decision Day’ celebrations.  They created promotional materials such as promo videos that were played on the monitors throughout the building.  Some of the promo materials included a digital animation/music video, https://www.youtube.com/watch?v=rOex4nEjQiM, and a student generated hashtag, #PhillipsDecisionDay that was used on Twitter.  This involvement gave them a sense of pride and also recognition among their peers for doing something positive.

Were there bumps along the road?  You betcha!  Sometimes I just wanted to push the iPad and Chromebook cart back into my office and scream.   Ironically, the students mirrored my feelings as well.  When they used Animation HD Creator for the iPad for the first couple of times, they grew increasingly frustrated that they could not get the program to display the desired outcome result.  I also can recall how the students got frustrated when they couldn’t import the desired animation into Google Slides.

Despite this outward expression of frustration the students and I experienced, all of us had to recognize that when you begin a new journey in trying something new, there will be successes and many failures.  It is through the failures you benefit the most from.  I’m very proud of my students for many reasons.  They didn’t give up and they hung in there.  I take my hat off to them because through all of my grandioso ideas, my leave of absence, and do overs, they survived the journey and will apply what they have learned during their post-secondary experience.

Google Slides Comic Strips, KC Boyd, Librarian, Phillips Academy

Anime/Manga is a genre that is often misunderstood yet insanely popular among teens from around the world.   The books have a visual stimulating colorful appearance and have book series that seemingly goes on until eternity.  Moreover, these books focus heavily on character development which is not as present in American comics.  It is this character development that keeps teens fan loyal and wanting more and more.

I got the idea to create comic strips out of Google Slides from Google teacher, Eric Curts.  He has a ton of material online so I suggest that you check him out.  His YOUTube video, “Creating Comic Strips with Google Presentations” provided me with the extra push to move forward with this project.     https://www.youtube.com/watch?v=5cisL47_k_E  According to Curts, there are several reasons why students should use Google Presentations to make comic strips.

First of course it’s absolute free!  My students are already gmail users through school and their own personal accounts.  Animation can be added to the comics and the students can edit and use the same project at the same time.  As the teacher, I love that I can view their work at any time, handheld device, desktop computer etc.

At first, my students were a little hesitant to get started on this project.   Eventually they did get on board because this was yet another avenue for them to express their love for the genre and show off their creativity.  As I explained to them, creating comics through slides is another way they can create AMV’s and express their passion for the genre.

The end result has been positive.  The students work has been posted to our school’s Pinterest page in support of the College Readiness curriculum https://www.pinterest.com/pin/490892428110264459/  .  In addition, some of the content level teachers enjoy viewing the student’s work.  My hope is that the students can take a simple concept taught in class, create a comic and give it to the teacher to use as a ‘Do Now’ or another resource that can be used when teaching the lesson.

Powtoon with Chromebooks, Marcia Mariscal, Goethe Elementary

 I wanted my middle school students to do a book summary for the month, but needed something new and lively.  I was excited to see that Powtoon was an available app that could be accessed through Google Drive. What is Powtoon? Powtoon is  a program that allows you to create energy filled animated videos with eye-popping images and active text sequences.  This application is similar to PowerPoint presentations, with an animated feature, so it is easy to use.  What I really liked about using Powtoon is the variety of animated characters that could be used to capture your audience’s attention and imagination. It was very exciting to see that almost all of my middle schoolers  had never worked on Powtoon before. So here are the steps I gave them for accessing Powtoon.  

Instructions for Students *

1. First to to your CPS Google Drive
2. Click on Create or New (red icon)
3. Click on Connect More Apps
4. Search Powtoon EDU, and click on the green connect button
5. Proceed to go back to Create/New (Red Icon) and click on it and the Powtoon icon should be there.
6. Once Powtoon opens, go to “Edit Ready-Made Powtoons” to get started.

*Instructions could change based on Google Drive updates

Quick Wins about Powtoon

Powtoon has ready made animated slides (Less than 1 ½ minute in length)  that can be edited to fit your project. I had my students choose “Edit a Ready-Made Powtoon Book Report.”  Then they quickly click on the ready-made templates and fill in the blanks.  It is that simple.  It includes eight slides with an introduction and an ending.  The notebook paper theme, animation, font, and music have been selected for students who are beginners with video creation. Animation tools that help you create professional-looking animation videos are located on the top of the page.  Some icons include, add and delete slides, undo, redo, cut, copy, paste, text, sound, image, and embed video icon.   You also have the option to change your presentation from an animated video to a slide presentation.

For students that are more advanced, they can add additional animation, change the music and theme.  I usually have a 45-minute class period.  As I circulated to help my students, I found Powtoon to be a safe and easy application to use by all my students.  Since my students have different varying degrees of video-editing experience, it allowed for my advanced students to explore its additional easy to use features.  For the tech-advanced students, you can point out that the bottom of the page bar controls the sequence of the text, animation, and music in the video.  They can manipulate the icons to where they want them to appear on the page.

Another quick win is the ability to be able to access Powtoon in their Google Drive.  It is important for them save it or the changes will not be able to be accessed in Google Drive.  When they are ready to share they can do so through their CPS Google Drive (click on the box, share it) or publish it.  When it is published they cannot edit the video.

Suggestions

Here are tips for guiding students through when working with a ready-made Powtoon:

1. Play the animated video for each slide and then pause, so that you can see what changes need to occur.
2. You won’t notice until the arrow goes over each section, but there is a tiny pad and pencil on the left side of the text box. Students need to click on this icon and then they can edit.  Or they can do it the traditional way of double-clicking, that sometimes is not as quick.
3. Always change the font size.  Some of the font sizes are 40 and can be too large when sentences are added.
4. Students should not write paragraphs, which they want to tend to do because they want to summarize the book.  It is vital to choose words, phrases to describe the book.  The slides are animated and move to fast for the reader to be able to read what has been written.  This is usually very hard for students to do.
5. Finally, students tend to want to add many animated free features.  Set a limit or you will have overkill.  

I find that using Powtoon for book reports was a way to get my student to really think what were the important themes, plot, strengths, and weakness in the book.  Using a few words or sentences was the hardest part for them.   The best part about teaching students to use Powtoon is their ability to transfer this knowledge to their other classes.  Some of my student told me they were now using this application to present projects for their other teachers.  This made me very happy.  Thanks for reading.

See a sample here:  http://bit.ly/1DGjO0i

Smyser Students DRIVE their Chromebooks, Emily Porter, Librarian, Smyser Elementary

Using Chromebooks in our library has allowed us to practice saving ongoing projects in the Google DRIVE. Each class in grades 4, 5, and 8 have a folder and documents saved in the DRIVE dedicated to artifacts created in library or media class.  The flexibility to store photos, documents, and audio clips is beneficial to long term projects. At my school, I am asked to teach in the classrooms during MAP and PARCC testing so that the upper grade classes can rotate through the library’s computer lab in order to take the exams. The Chromebooks and DRIVE make the transition into the classroom seamless because we can continue our library lessons without bringing all of our class materials with us. This shift in my lesson planning wasn’t too difficult. I took materials that I had already created as a Google Doc and shared them with my students through the DRIVE. I found digital activities through PBS Learning Media that could enrich units relating to classroom activities. The Chromebooks allow the classes to connect wirelessly to any internet resource.  The greatest advantage to using the DRIVE has been teaching the students to organize their class work in a folder called LIBRARY. A long term goal I have as a teacher is to measure student skill retention using a portfolio model from one academic year to the next. The DRIVE is a terrific place to store student work and help the students learn to self evaluate, review work from previous years, and create new learning activities as apps and GAFE develops. Being able to scaffold student learning from one year to the next is an exciting way to watch the students I teach develop as learners. The Chromebooks make this effortless. In four years, I will be able to measure the impact my teaching has on library learners long term. It will be exciting to look back at all of the library activities we conducted over the years and analyze which ones work and which ones need to be changed - all done with input from students as we examine authentic artifacts that represent six years of being MY teaching on these students.

Comparing our Options, Eric Currie, Librarian, Hitch Elementary School

I started this REVTIAL journey with practically no dedicated technology at my disposal in the library.  The REVITAL grant brought with it more support from my administration, who had purchased chromebooks for the library and a couple of classrooms in the building.  Teachers saw the benefit of having these devices in their classrooms and began to piecemeal their own collections through CTU reimbursement funds, DonorsChoose, etc.  I’d like to take this opportunity to talk about when these technologies shine and how I’d like to use them moving forward.

I personally feel that the iPad excels as a creation tool rather than a consumption tool.  The device and the apps that we used are generally very intuitive to where students can usually figure out how to begin creating on their own.  Sharing out and app smashing is where things can get tricky, but this is where having an understanding of the iPad ecosystem comes in handy.  Students from one 2nd grade were able to come in during an open period to use the iPad’s Green Screen by DoInk app to film some informative texts they had made in their classroom.  WIth the help of their classroom teacher, 31 students were able to find an image and record their short vignette in 45 minutes.  Though this might be more an example of excellent classroom management, I think the intuitiveness of the iPad played no small roll.

Chromebooks, however, feel more efficient.  Maybe it’s the keyboard, maybe it’s the productivity tools that are easily at your fingertips with GAFE; but I feel that a chromebook represents a time to work.  That is not necessarily a bad thing.  Chromebooks win hands down when it comes to collaborating digitally in real time.  The iPad can do it, but the collaborative tools feel more at home on the Chromebook.  I find myself typically having students start off on chromebooks to complete research and then moving to do something creative on the iPads.  In a recent project, students conducted short biography research on the chromebooks and created a Chatterpix on the iPad.  I just started a project with my middle schoolers where I’m flipping this idea in that students are creating something on the chromebooks (a book trailer) and using the iPads as the consumption tool via the Aurasma app.

Moving forward I would really like to take some of of the things I’ve learned from attending Tech Talk 2015 to use technology more effectively in the library.  One of the biggest take aways from that event was from Wynter Rose’s session “Gamification: Personalized Learning and Assessment.”  Aside from the idea in general (which I think is a great way to get buy-in, differentiate, etc.) I like that she first looks at the skill she wants to focus on and builds the “Quests” around that skill.  Technology only plays a role in how kids are going to demonstrate their mastery of the skill.  It made me realize that I might have gotten too caught up with wanting to provide my students with technological experiences that I might have lost sight of what I truly want them to learn.  Thanks Tech Talk for getting me back on track!

Reaching for the Moon, Juan Fernandez-Saines, Librarian, Pickard Elementary School

The impact the addition of the Chromebooks have been having at our school has been seismic.  Since the start of the school year, I have calculated that the classes I have taught in the school library have yielded close to 5,000 individual assignments using only Google Drive.

On top of that, within the last two quarters we have had eight classrooms come to the library for reading intervention using the Chromebooks.  I get many requests from my colleagues to collaborate in lessons and special projects. I wish I had more devices to accommodate all the requests.  One such request came recently from Ms. Donohue, who is our 6th grade science teacher.  She asked me to help the students to do research about the moon and have the students create a slide presentation using Google Slides.

Their research was based on the higher order thinking question: Can we live on the moon?

Ms. Donohue shared a list of facts about the moon, but the students had to think critically about whether or not humans could live on the moon.  One quick question that was answered was lexicon based.  Students hit a brief bump learning the difference about the use of the words, "on" as opposed to "in".  This was a clue so to speak to encourage the students to think more critically.  Many of the students thought superficially, like many of us would.  "Of course we cannot live on the moon!  It would require too many resources that are not available".  That was the general consensus.

There were a couple of students that thought “outside the box” and answered the question affirmatively---"Yes, we can live on the moon!"  They gathered their evidence to support why humans can live on the moon if they wanted to.  Roy came up to me privately and confided, "Mr. Fernandez, look at all of the students, they are answering no.  But we say ‘yes’, because with the right balance of oxygen and water, and if we find a way to transport those elements and store them, we can live ON the moon!"  It was quite a revelation for them.  

The student scientists will share their findings when their project is due after Spring Break.

Goals for the Library, Stacie Bell, Librarian, Pirie Elementary School

Thanks to the ReVITAL grant, I have not only received technology to invigorate my students’ learning, but have had the benefit of working with an amazing group of librarians. They have inspired me to push my limits and innovate my curriculum. The connections I have made with them will have a more lasting effect on my teaching because even when the iPads and Chromebooks become outdated, my fellow librarians will continue to grow, learn, and create. Despite everything I’ve already achieved in the past two years, I am already looking ahead at what comes next and how I want to continue to improve.

This year I have dabbled in Google Classroom. Next year, I’d like to expand its integration into the curriculum. As part of the pilot this year, I experimented with creating classes and having students complete assignments. I have had some success, but at times felt overwhelmed. Learning from these trials will help me next year start strong with a new group of students.

My second goal is to create a maker space in the library. With the cool new Chromebooks, I have not been using the iPads very much this year. However, I see vast potential in using them as part of a Maker Space. Stop animation seems cool, but I think using a green screen might be more my speed. I have lots of ideas of how to integrate a maker space into the curriculum, I’ll just need to play around with the technology so I am prepared to teach it to a class.

Now that I have a better handle on the Chromebooks, I would like to do a training with my staff. Based on the work of this grant, my principal has purchased two classroom carts of Chromebooks. So far, they have only been used to access the same programs that are otherwise accessed in our computer lab. Using the Google Apps, though, offers many more avenues for collaboration and creation. What I have started in the library can have an even larger effect if it is continued to be practiced in the classroom.

Even though this grant is coming to an end, it is not the end of my learning. I will continue to innovate and explore new ideas and techniques. I’m excited to see what I will be able to accomplish next.

REVITAL, A Look Back, Caryn Mikkelsen, Librarian, Volta Elementary School

As I write my final blog post for the REVITAL Program, I am reflecting on the two years that I have been part of this technology grant.  It has made such a positive impact on my library program.

Bringing the iPads and Chromebooks into the library, has elevated the technology, student learning and educational experiences for all the students in my school.  When I think about all the great projects shared by all the CPS librarians in the grant and all the wonderful resources generated from this grant, it has really impacted the way I use technology in my library.  Students are able to collaborate at school, create at school, and publish at school all which meet the Common Core standards.  

With the purchase of additional Chromebooks from my administrators, I now have 1:1 technology in the library. Students are highly motivated to work and I am able to create projects that are engaging and meaningful for student learning. Because the Chromebooks are so easy to use, easy to share, easy to manage and have such a long battery life, the students in all grade levels, first through eighth, love having this technology available in the library.

This has been such a positive experience, I am so grateful for the opportunity to have been part of this wonderful grant.  At Volta, we are 21st Century learners and thinkers!  Thank you, REVITAL Program!

Google Drawing inspires Third Graders, Erin McDonald, Librarian, Nightingale

My third grade students were so excited to learn to use Google Drawing.  I found a great beginners tutorial on YouTube created by another teacher.  We watched together and then jumped right in.  Initially, they created a Drawing about themselves.  I wanted them to concentrate on specific skills, inserting an image, word art, line, shape and text.  Then I asked them to change font size, style and color.  Spending time on these basics, with the focus being just about the technology not the content really helped their confidence level.

I had several conversations with the teachers and the students about how we could use Drawing to create a project that would support what they were studying in the classroom.  One student actually showed me how they could insert shapes like the sun and clouds and that they were studying the water cycle and weather.  Done.  Thank you Armando, you’ve just come up with our next project.  

The students and I share a library Gmail account.  They created their drawings within that account and we shared them with their teacher.  A lot of steps but they got it, they were so engaged and excited to “show off” their skills to their homeroom teacher.  I also printed a hard copy to give to the teacher if she wanted to use them for a bulletin board in the classroom.

Issues we encountered were mainly in sharing the account.  Due to so many attempts at logging in, twice Google had me change the password.  This was confusing for the students and yet I think an important lesson.  I had to remind them that when they are logging in, they really need to take their time and check their spelling.  If we could reduce the number of incorrect log in attempts then the security might not be questioned.

All in all, the students felt very smart completing this project and learning about the Google Apps.  We are moving on to Slides next!

Older Students Working with Chromebooks, Meghan Gabler Slattery, Librarian, Sabin Elementary

How is it already April? Or should I say it’s finally April! What a crazy few months it has been with snow days and testing and finally making it to Spring Break! I feel that my curriculum and plans have really gone out the window and come back in again with all of the shifts. Thankfully my students are resilient and have weathered the storm. I’m hearing less of “how do I take a screenshot” and more of, “can you add some pictures into your Drive on the Chromebook so I can access them on the iPad?” The teamwork and collaboration is everything I had hoped for and more.

I feel this whole year has been focused on my older students. However, the high school project that they undertook has really taken it’s roots and the final pieces are all starting to come together. I will give patience to the delay because of testing and snow days. When one group finished I was able to use it as an example for all of my other classes. A few strong iMovie’s, a few strong Prezi’s and even a few strong Google Slide’s have aided in my demonstration of what great work looks like. It’s motivating those students that are almost done to make the quality of their work as such that I would also use it as an example. Nothing like some good peer demonstrating to get the focus back to where it should be.

As for my intermediate students the push is on to dive into Google Drive and their email accounts. My single class of fourth graders, because I only see one, not all three, is ready to grab those Chromebooks by the horns and get creative. I discussed using their email addresses in the beginning of the year so we could work in Google Drive and I was faced with a lot of confusion and even fear. I am so happy to see that with the help of my older students and their amazing creations via Prezi and Google Slide’s, Forms and even Sheets, that there is so much that can be accomplished. I look forward to seeing what they can and will create in our last quarter.

Lastly, my primary students. In many ways they still love the iPad’s and the ease of the swipe. However, the more they are exposed to the Chromebooks the more I see them requesting to use them. This week was their favorite week of the quarter, P.A.T. time. P.A.T. stands for preferred activity time. It’s my way of rewarding them for their good behavior which can be good listening, following the rules and overall participation while in Library Media. They bank it all quarter to have it all added up and used in one final day of the quarter. Many classes made it to twenty plus minutes. The difference in this quarter is in the amount of primary students that requested the ability to have their P.A.T. time on a Chromebook! It was so nice to watch them sitting near their friends, showing one another where and how to navigate, and at the same time lowering their noise level because they could sit as close to each other as they wanted. From a teacher’s point of view it was just amazing to see my Kindergartners navigate my library website on the Chromebooks and find website’s that they wanted to visit. I love when you can see learning in motion!

I truly cannot wait to see what other amazing projects and artifacts my students from all grade levels will continue to create with the Chromebooks and iPad’s!

A Satirical Look at Chromebooks, Nicole Guevara, Librarian, George Washington HS

George Washington HS English teacher, Mr. Rising, wanted to try something different. Students were to start their new unit on satire when they got back from spring break. He wanted to keep things fresh and students invigorated for the few weeks still left in the school year.  We decided to bring them into the library for a brief introduction to the new topic.

I created a lesson on the pathfinder page of the GW Library Website. Students are familiar with the site because every time I work with a class, they can find the materials in the same place. The lesson combined technology skills and library resources which is always a win. Students used Chromebooks, Google Drawing, and magazines.

First, students had table discussions about the three political cartoons show on the pathfinder. They used the three questions I posted to guide conversation. The “voter turnout” cartoon was hotly debated. Students found subtle differences in the message which led to various interpretations. Next, students sifted through magazines I provided to individually analyze a cartoon using the “Analyzing Document” that I created through Google Forms. If time allowed at the end of the period, I asked tables to create and share a Google Drawing where they uploaded photos of their cartoons.

During the lesson, I focused on the tech skills while Mr. Rising facilitated discussion. We both circulated assisting with analysis. Students liked the change in scenery trying something different. I also think they are interested in learning more about the topic of satire. I liked that I was able to incorporate multiple skills in one short lesson.

Fables, Google Apps and Time, Rosalie Buenrostro, Librarian, Taylor Elementary

My students had a silent class of interpreting a fable and creating a slideshow using Google apps.  They could only communicate by sharing within their group using the comments section of Google.  They had to interpret a fable, download an image to communicate the meaning of the fable, and create a slideshow to present to the class.  They found they enjoyed the CCSS learning process while using technology.  I heard many times “how cool library is” or “library is now my favorite class.”  I found how much easier it is to teach with an intrigued group of students.  

I can’t believe it has been two years since I applied for the REVITAL grant.  I wanted to be a recipient so badly but at the same time I was afraid I was going to be chosen.  I was afraid because I was not familiar with the iPads or the Chromebooks and knew I had to commit to two years of learning, sharing and applying new knowledge and apps.  I can not say I am extremely proficient in either today, but I can confidently say I am not afraid to try new apps or further explore what CPS has available for us.

I do not learn alone.  I have had help from Colleen and Lisa whenever I needed it.  They have made this grant commitment a step by step process that consists of involvement, communication, application and exploration.  Posting with the other recipients has been a saving grace many times.  You have a question, you post it and your comrades answer it or direct you to an answer.  Collaboration is awesome.  Students are also more knowledgeable than we may think.  Many times my student’s and I have had learning experiences with the computers.  They have helped me through many issues and have become group leaders and helpers in the process.

If you have an opportunity for a grant like the REVITAL do not be afraid.  Take the chance and be rewarded with great technology, wonderful advisors and support from new friends that are in the profession of teaching just as you are.  

Researching with Google Cultural Institute and Creating with Build with Chrome, by Katherine Hlousek, Librarian, Emiliano Zapata Academy

While searching for Chrome apps and extensions to explore with students, I discovered Build with Chrome. Students love Legos and Build with Chrome provided the perfect opportunity to incorporate and blend research with creativity, making, and technology in the library.

During this unit fourth grade students explored two resources from Google: Google Cultural Institute and Build with Chrome. Google Cultural Institute is a “digital platform that aims to make world culture available to anyone, anywhere. It brings together millions of artifacts and includes collections from all kinds of museums, historical foundations, and education-focused organizations.” There are a wide variety of collections to explore on Google Cultural Institute, such as World Wonders. Also, if needed, there are brief videos of how to use the Google Cultural Institute site as well as additional information about the Google Cultural Institute.

Students explored several world landmarks using Google Cultural Institute before selecting a building or architect to research further. After selecting a building, students then used Encyclopedia Britannica and the Gale research databases to seek answers to research questions. Students organized their research using a graphic organizer that was shared with students via Google Classroom. Once students completed their research, students advanced to the next portion of the unit, designing a building or structure using Build with Chrome.

Build with Chrome allows students to virtually design, build, and create using 3D LEGOs. Build with Chrome is web-based and works on desktop or mobile devices using the Chrome browser. Within Build with Chrome, students can select an exact location on a Google Map to build their virtual LEGO creation. When building, students can select from a variety of Lego bricks, change the color, and rotate the bricks or the entire board.

Before building, I shared this short video from Build with Chrome with students. Also, Build Academy provides a number of tutorials and challenges to introduce students to features within the Build with Chrome creation site. Depending on the class, some students might jump right into building, while it might be helpful for other students to explore the tutorials on Build Academy to become familiar with the various building tools. The tutorials begin at a basic level, such as learning how to rotate the baseplate, and become more complex to develop one’s master builder skills.

In order to save one’s final project on Build with Chrome, one has to log in using a Google+ account. An option going forward would be to have students use a general library Gmail account to save and share projects. Finished work that has been shared using Google+ appears on a Build with Chrome Google Map. Zapata students took a screenshot in order to share their final creation with the class.

This project allowed students to explore, imagine, research, and create using the library Chromebooks.