Group+B+Workspace

=Home > Group B Workspace=

To add your VoiceThread:

 * 1) Click the **Edit** tab in the upper-right corner.
 * 2) Scroll down the page until you you reach the bottom of the Learning Activity 4-C-1: Create a VoiceThread section.
 * 3) Click under the last link of the Learning Activity 4-C-1: Create a VoiceThread section.
 * 4) Type your first name and last initial followed by "VoiceThread" (ex. TimF VoiceThread).
 * 5) Highlight your your name and VoiceThread name.
 * 6) Click the **Link** button on the Editor bar.
 * 7) Click the **External Link** tab, if you are not currently on it.
 * 8) Copy and paste your VoiceThread link in the Address textbox.
 * 9) Click the checkbox next to New Window.
 * 10) Click **Add Link**.
 * 11) Press **Save** on the Editor bar.

To edit the Overcoming Barriers table:

 * 1) Click the **Edit** tab in the upper-right corner.
 * 2) Scroll down the page until you you reach the Learning Activity 6-D-1: Overcoming Barriers section.
 * 3) To add a barrier, highlight "Enter barrier here." text and type in your barrier. To add a solution, highlight "Enter solution here." text in the cell to the right of the barrier and type in your solution. If another solution already exists, type your solution under it. Note: Be sure to add your initials at the end of your barriers and solutions so you receive the correct amount of credit for your work.
 * 4) Press **Save** on the Editor bar.

To comment:

 * 1) Click on the **Discussion** tab at the top of the page.
 * 2) Click the **New Post** button.
 * 3) In the **Subject** field, enter a descriptive title.
 * 4) In the **Message** field, type in your feedback.
 * 5) Click **Post**.

__ Michelle S VoiceThread __
Christopher C. VoiceThread

[|Don C. VoiceThread]

Learning Activity 6-D-1: Overcoming Barriers
Barriers ||~ Solutions || Some students may be unfamiliar with certain digital tools. This could take up valuable instructional time. -CC ||< These skills could be slowly embedded over the course of weeks or months leading up to the ultimate IMP. DC Peer tutoring could work in this respect; many digital tools are relatively easy for students to grasp.-CC Peer tutoring helps and students usually grasp the digital tool quickly. Also, learning a new digital tool is important for 21st century learning - JF || Not all homes are "up to date" with current technology; it is incorrect to assume that all students have a working computer. -CC ||< Be sure not to penalize students for their inability to access computers and create more opportunities for use during school hours than probably needed. DC Many school libraries and public libraries allow students access to computers. MS Our district opens the library one night a week for students and community to have access - JF || Scheduling access to computer labs or libary media centers may be difficult. -CC ||< Discuss equitable ways to share computer resources with your colleagues. DC Ask the library media specialist for a schedule in advance. -CC

PLAN AHEAD! MS || Lack of common planning time makes it difficult to collaborate on multimedia projects with more "technologically savvy" colleagues. -CC ||< Suggest helpful professional development sessions with administrators. DC Someone mentioned "Techie Friday" as a before school option for teachers to share. We hope to try it in our district this fall. - JF || There are so often technological difficulties that are beyond our expectations, ranging from missing keyboard pieces to a failed network. DC ||< Always have a "backup plan." Technology doesn't always work, so it's important to have an alternative planned. -CC || At best there is one computer for two students, this can make completion of the assignment "awkward" as one student at any point is doing most of the work. DC ||< Assign specific roles for each student and require each student to spend an allocated amount of time on the computer. -CC

Have students work in stations. Students can be working on another activity while others are working on the computers. MS I work with large groups/classes. Assigning roles will be important. - JF || Students chronically forget their log-in information. DC ||< Students should provide the teacher or computer specialist with their login information as a safeguard. -CC Have a master list of log-in information available to teachers. MS || Saving work to either a shared folder or posting it online creates opportunity for vandalism or human error. DC ||< Encourage students to use GoogleDocs. MS || Students do not complete assignments within the allotted time. MS ||< Send parent letters home outlining specific due dates. -CC With a specific rubric in place and clear expectations, students will soon learn the impact on their grade with incomplete work. Motivation and excitement will be critical. JF || Parents do not agree with students using the internet. MS ||< Provide alternative methods through differentiation. -CC Call the parent. -CC || Students choose not the use the technology correctly. MS ||< Be sure to provide a rubric specifying proper use of technology. -CC Be consistent with students as to expectations - JF Make sure that students sign a contract or use policy that spells out consequences for not using the technology correctly. Christined || More time is needed in the computer lab to complete the project, but other classes are using the lab for their long-term projects already. MS ||< Require some work to be completed at home or in the library after school. -CC Meet with staff members to try to schedule long time projects ahead of time. Christined || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. ||