Validating Species-Habitat Models

Four high school science teachers and 60 of their students have been working closely with

Michigan Department of Natural Resource (DNR) wildlife biologists to help them with a

special high-tech wildlife management program. The DNR has produced aerial infrared

photos of natural habitats in the Upper Peninsula as a first step in developing a system for

identifying "healthy" habitats. In order to "read" the maps, biologists must be able to

determine particular tree species "on the ground." Following training on tree identification,

as well as use of GPS equipment and hand-held computers, students inventory plant life in

selected areas. Currently they are working in a major natural preserve a few miles from

their schools. They identify particular trees, use GPS to locate the coordinates of the tree,

and enter the data into the palm computer. This information is later "dumped" to an

electronic mapping program, Geographic Information Systems (GIS). Biologists can then

match tree species with the infrared photo markers. As data are also gathered about

wildlife species, it will be possible to correlate habitat and wildlife populations. This

program is part of MIWILD, a high-tech wildlife management information and assessment

system developed by the Michigan DNR.

The science teachers involved have received GPS/GIS hardware and software through

Project TELL, as well as extensive professional development on how to use it. Some of the

teachers are in their third year in using these programs to support their science curricula.

They have previously conducted studies on their school grounds and nearby areas, as well

as doing mapping activities using data gleaned from the Internet. The DNR collaboration is

their most ambitious, and clearly a true real-world experience for their students.

Teachers tell evaluators that learning GIS programming has been challenging, but they are

now seeing the "pay off" as they are able to provide their students with "unimagined

experiences before Project TELL came along." One teacher said, "Although this project

takes a lot of class time, it is worth it because I can now develop concepts in ways that I was

never able to do in the past. This is a highly motivating activity for students, and it shows

them how technology supports the work of wildlife scientists. They are learning skills that

will help them no matter what career they pursue."

Enhancing the School Newsletter

Students in this K-6 school produce a monthly newsletter for their small community. They

now use digital still cameras to import pictures of school events to enhance the reporting of

the "news." One purpose of the newsletter production is to provide students with a "real world"

communications experience, since the newsletter is distributed throughout the

community.

Everyone a Published Author

This K-8 school set out to have every student write, illustrate, and "publish" a book, and

then present it in a public forum. This was a school-community effort. It began with

students having opportunities to interact with authors and artists from the community to

learn how they do their work, including a musician who shared how she writes lyrics for her

songs. Teachers also conducted mini-writing workshops, read from books with a variety of

genres, and showed a video clip of a handicapped 11-year-old author. Once inspired,

students wrote their own books, receiving help from parents and teachers with editing and

proofreading. Students interviewed area residents, took pictures, accessed illustrations from

the Internet, and created original art work. Art teachers help students create appropriate

illustrations and covers for the books. The computer lab instructor and teachers facilitated

word processing. Digital cameras, scanning equipment, and computer software were used

to process illustrations and create cover designs.

According to teachers involved in the project, creation of the books required students to

combine knowledge and skills from many curriculum areas--social studies, science,

language arts, fine arts, and technology. It was also a great way for students to use various

kinds of technology to create their books. One said, "The quality of their books are greatly

enhanced by computer technology."

Parents, teachers, grandparents, and other adult volunteers helped students assemble the

books in preparation for a public exhibition and open house. A "Meet the Authors" event

was held, in which students shared their books and demonstrated the processes used to

create them. Exhibitions were held at the local shopping center and library.

This project was designed to address goals in the school improvement plan--improve

communications skills. It was also an effective way to engage ALL students with varying

degrees of abilities. All could succeed in creating a high quality finished product.

According to the team of teachers who facilitated this project, it "forced the team to have

better organizational skills. Our technology skills were greatly improved." The school also

received various equipment--scanners, digital cameras, computers and printers, publishing

software--through Project TELL, that can be used "throughout future years."

Website to Improve District-Community Communications

A team of teachers and administrators began their effort by surveying parents and teachers

to gather information about their impressions of the existing district website and what they

would like to see on an enhanced site, as well as their technology and technology training

needs. The goal of the project was to create a district/school website that would showcase

student work; display "points of pride"; and record student, teacher, and school

accomplishments. To begin the "remodeling" of the website, the project team modified

existing guidelines for the website to ensure the integrity, quality, and usefulness of the site.

They also arranged for web page development training for several teachers, with the

intention that they would eventually create their own websites for their classrooms. Actual

enhancement of the website began with showcasing a 2nd/5th/12th grade cooperative

project, "Selected Logging and its Effect on the Woodland Environment." A cadre of high

schools students learned to use JamCams, who, in turn, trained a class of fifth and a class of

second graders so they could document their logging project, including highlights from

associated field trips.

 

"PowerPoint" Catalyzes Student-Parent Partnership

This project began with a new long-term assignment for members of a high school freshman

English class. A major goal for the project was to increase and strengthen parent

involvement in their high school student's learning, while at the same time improving student

technology skills and course content knowledge. In the English class, this was accomplished

by the following assignment: Identify a controversial social, scientific, economic, political,

or other issue. Through library and Internet research, learn about the issue. Engage your

parents in the process. Use community people and other resources to gather various

viewpoints. Create a PowerPoint presentation.

This assignment "caught on" with the class. Two students served in leadership positions to

model the work for their fellow students. Teachers prepared materials designed to inform

and engage parents with their students. One of the "hooks" was student-parent cooperation

in learning how to use the technology necessary to complete the project. This meant making

the school computer labs available after hours. Teachers indicate a strong response from

parents. Parents worked closely with students to see the assignment to completion. There

were a few "bumps" along the way. Teachers realized that their computer system did not

have enough storage space for the PowerPoint presentations, forcing down-time for the

computers and students while the system was adjusted.

A second project for sophomores was also initiated. In the world geography class, students

were given this assignment: Research your family's genealogy. The intent of this project

was to promote a mutual student-parent effort. As appropriate, they were to contact

relatives in the area or elsewhere (via the Internet) or other community members who could

be informative. Time ran out before this project was completely developed, but plans are to

fully implement it in the current school year.

Teachers decided to try to determine the impact of the project on student learning. The

same assignment was made in a "control group" class, but using traditional methods for

completion. Teachers report that the quality of student work was higher in the

"experimental group" as evidenced by a higher proportion of "A" grades in the experimental

group than the control group. They also asked students about the degree to which their

parents were involved in the projects. Three fourths of students indicated they shared their

projects with a parent or other adult.

Student Electronic Portfolios

Third graders in this school used HyperStudio software to create their own electronic

portfolios. Teachers identified student portfolios as a way to help students make judgments

about their own work, encourage creativity, show growth over time, create a high quality

product, and develop a variety of technology skills. Students evaluated and chose examples

of their own best work to be included in their portfolio. Scanners were used as appropriate.

At the end of the school year, portfolios were transferred to CD so students could share with

their families. Teachers did a pre- and post-survey of students to assess their technology

skills and use of computers. Results suggest a significant increase in student skills and

computer use by the end of the school year.

Technology Facilitates Consolidation of Two Elementary Schools

Declining enrollment necessitated the closing of one elementary school, with students

moving to another school in the district. Staff of the two schools decided they would design

and implement a smooth transition. They had three overlapping goals: help students and

parents feel comfortable with the transition, nurture a strong feeling of unity before the

school closing took place, and stay focused on student learning (avoid just "fun" activities).

With an increasing interest in making more effective use of technology at the school, staff

decided to use available technology as much as possible to facilitate the transition and, at

the same time, increase teacher and student technology literacy. Project TELL provided

funds to purchase digital cameras and associated training.

A brief survey of students and parents was administered to gather information about their

views of the pending move to the new school. Fourth graders used spreadsheet software to

compile results and fifth graders graphed the data. Fourth graders also conducted several

videotaped interviews of students to gather more in-depth concerns about the move.

Individual classrooms devised activities to facilitate the move. First graders developed pen pal

booklets using digital cameras, word processing, and printers. Students from the

"closing school" wrote questions or comments about their move. The "receiving school"

responded to them. Another class made a "digital friendship quilt." The quilt included a

digital picture of each student accompanied by a sentence describing themselves. Other

activities included exchanging stories, "wanted" posters, and maps. A planned visitation to

the receiving school included taking a tour of the building and going on a scavenger hunt.

Fourth graders mapped the school and created a computer-based blueprint to aid in the

scavenger hunt.

Teachers report that these "transition" activities helped develop positive attitudes in both

schools about the combining of the student and teacher populations. In the process,

teachers and students learned a variety of technology skills.

Spinning into the Web

A first grade teacher and her students work with each of the other grade levels over a six

week period to complete a book. The first graders invite another class to work with them,

beginning with second graders, then third, then fourth, and finally fifth graders. Together,

the 3-4 student teams write, word process, design, and illustrate the books. A variety of

skills are required to complete the task--imagination, writing, typing, illustrating. Other

skills are developed, including reading comprehension, vocabulary, fine motor skills,

technology skills, and team work skills. The teacher says, "My students and those in the

other grades both improve their cooperative learning skills by working together on these

books." A few comments from the first graders: "I now know more big words," "I like

reading better because my partner likes it, too," "My partner helped me learn to type better."

An older student said, "I like being able to help the little ones learn what I know."

Digital Video Production--Several Examples

• In this K-12 school, a team of students is producing a video year book. Students have used

digital video cameras to capture school events and activities through the year and have

scripted the yearbook for graduating seniors.

• This school has created a documentary in cooperation with the local mining company,

focused on wetlands habitat owned and managed by the company. Students are interested in

rare and threatened species, including the Osprey. This project continues from 8th grade

through graduation, so information accumulates over time. Digital video is used to

document student work and produce "stories" to air on local cablevision. The teacher says,

"This is a great alternative to traditional written term papers."

• Students in this school documented their trip to a local natural river area, recording their

observations. Prior to the visit, students researched the area through printed materials and

the Internet. As a follow-up to the trip, students created a video "story" of the field trip.

• Second graders are studying simple machines. Their assignment is to design and construct

their own machines to demonstrate "simple machine" concepts. Each student was

videotaped explaining their machines. As a group students watched the video to elicit

discussion of simple machines and made it available for parents during an open house.

• Students in this K-12 school filmed a movie to be included in a time capsule that will be

opened in 50 years. They included things reflecting their community and school at the

beginning of the 21st Century. Knowing the speed at which technology is developing, they

included a set of written instructions on how to access the contents of the video.

• Middle school students are producing instructional videos for use by other students.

Examples: promotion of reading in families, anti-smoking message, and "frequently asked

questions by fifth and sixth graders" as a transition to middle school.

• Several schools in the ISD participated in a film festival conducted at a local cinema. The

films were produced by teams of students from the various schools. This provided them with

a way to showcase their films, since families and the community were invited to the "Night at

the Movies."

Intergenerational Writing

The fourth graders in this school are exchanging letters with an elderly person of their

choice. They find a pen pal who has access to email or fax machine. They begin writing

letters to each other. As the students correspond with the pen pal, they are required to make

greater use of the computer to prepare their correspondence. For example, the first letter

may be hand written, the second must be word-processed, the third emailed, the fourth

faxed, and the next few must include a scanned picture or a PowerPoint presentation. As

the student’s technology skills increase, they are to share this new knowledge with their pal.

The pen pal, however, does not have to use anything other than the fax machine for return

letters. Teachers indicate that the success of the project depends on the willingness of the

pen pal to respond. Some student comments: "I received a very long letter about my pal's

life history and family tree," "I like being able to use the fax machine to send and receive

letters," "I like being able to learn more about my grandmother,"

Web Search

Fifth graders are engaged in brainstorming about the solar system. They work, as a class,

to identify interesting topics they would like to explore on the Internet. Then they work in

pairs to identify the three most important topics they want to pursue on the Internet. A goal

of this part of the lesson is to determine key words on which to search. As students work in

pairs, the teacher circulates, asking such questions as, "Is this idea narrow enough for a

search on the computer? Is the term, 'stars,' too broad? How about 'North Star?'" or "Is

the term 'moon' too broad? How about 'Saturn's moons' for a key word?"

Once key words are identified, students conduct searches during their computer lab times

during the week or at home. The teacher also gives them a specific website to explore a

particular question: "How do the planets revolve? How do the planets rotate?"

The class created a solar system website address book that all students could use to pursue

questions about the solar system. The final outcome of the project was to write their reports

based on the questions identified by the student pairs.

Tracking the Underground Railroad

This fourth grade geography class is studying the movement of slaves through the

Underground Railroad and the influence of geography on two major routes. The goals of

this unit are organized around specific social studies curriculum standards. Arcview GIS

software is used to map out the locations of the Underground Railroad on a classroom computer, then projected so all students can observe and analyze the map using the

software. This allowed the teacher to ask a variety of questions, including "What's wrong

with the ocean?" "Why can't I see Canada?" “Let's identify the states." Students used

information from the plotted map to help answer questions on a worksheet of Underground

Railroad routes in Michigan. Big questions to be answered included: "Why were New York

Accessing Mars

Using wireless laptops with airport access to the Internet, students in this fifth grade science

class log into a MarsLink website. Their unit on planets was greatly enhanced by being

connected to an interactive site, allowing them to learn about Mars online. One link, for

example, students were asked to predict their weight on Mars. Then they were able to

access information to verify their predictions by entering their own weight. A major unit

assignment is to produce a "travel brochure" for those who might want to visit Mars. This

required students to be creative in assembling what they learned through their Internet

research. Word processing and art software are to be used to create the brochure.

A Middle School Makes Extensive and Creative Use of Technology

• Students produce daily video announcements using iMovie, Final Cut Pro, and a video

mixer to broadcast via an internal television network.

• Reading Renaissance is a school-wide reading improvement program that combines

technology and reading practice with a goal of significantly increasing reading skills.

• Lab-Volt's fourteen modules allow students to experience and creatively problem-solve

real life situations.

• Students use a software program to design, create, and produce a video yearbook.

• The school History Day Team produces research-based historical video documentaries

with Final Cut Pro software, using primary sources and personal interviews.

• Clay animations are designed to use in "public service" announcements over the internal

television network.

• Eighth graders use self-assessment and career exploration software, preparing a four-year

plan for high school, culminating in a job shadowing experience.

• With DreamWeaver, students create a personal web page to showcase their work.

• Through School Planner teachers keep students and parents informed of daily activities in

classrooms and provide a school/home link through email.

• Language arts skills are reinforced through the production of a school newsletter in

computer class using MS Publisher.

• Using the Internet, students interactively share information with scientists and agencies,

such as NASA and participate in web quests and simulations with other schools.

• All eighth grade students prepare a segment of a photo montage using Photo Paint 7,

which becomes part of a video shown to the community and parents at graduation.

• School wide research and inquiry learning utilizes the Internet and available software to

produce projects that enhance and reinforce mastery of curriculum standards.

• The media center is a hub for research in the school. An automated system is efficient and

easily accessed by all students from their classrooms and home.

• Skyward, an office management program, is used to manage scheduling, grading, and

attendance.