Infusing Technology Across the Content Areas

Tuesday June 9, 2009

Presenter: LMS Angelina Bove

Location: MLK JR. School Media Center

Topics for Discussion:

Acceptable Use Policy:

Teachers will become well informed in understanding the importance of the AUP. They will be educated in the instructional philosophies and strategies to be supported by internet access in the schools.

Using MS Office for Classroom Projects :

At the completion of this workshop staff will feel more comfortable navigating MS Office 09. Word – writing in all content areasExcel – graphing in Math and SciencePower Point – culminating projects

Agenda

9:00a.m. - 10:00a.m. Union City School District AUP

10:00 a.m. - 11:00pm. Tutorial on creating a Word Document

11:00 a.m. - 12:00p.m. Tutorial on Excel

12:00p.m. - 1:00 p.m. Lunch 1:00 a.m. -2:00p.m. Tutorial on Powerpoint 2:00p.m. -3:00p.m. Questions and Survey

Handout 1 : Aup

ACCEPTABLE USE OF COMPUTER NETWORK(S)/COMPUTERS AND RESOURCES

The Board shall develop a technology plan that effectively uses electronic communication to advance and promote learning and teaching and guides the schools in the development of school level technology plans as part of the school operational plan. This system of technology shall be used to provide local, Statewide, national and global communications opportunities for staff and pupils. Educational technology shall be infused into the district curriculum to maximize pupil achievement of the Core Curriculum Content Standards. Each school under the direction of their administrative team will oversee the coordination with the district technology plan.

Acceptable Use of the Internet

1. Purpose

To support its commitment to providing avenues of access to the universe of information available, the district�s system of electronic communication shall include access to the Internet for pupils and staff from within the district or as permitted via remote access.

2. Limitation of Liability

The Internet constitutes an unregulated collection of resources that changes constantly, so it is not possible to totally predict or control the resources that users may locate. The Board cannot guarantee the accuracy of the information or the appropriateness of materials that a user may encounter. Furthermore, the Board shall not be responsible for any damage users may suffer, including but not limited to, loss of data or interruptions of service nor shall the Board be responsible for financial obligations arising through the unauthorized use of the system. Access to the Internet is exclusively for educational purposes.

3. District Rights and Responsibilities

The computer system is the property of the district, and all computer software and hardware belong to it. Therefore, the district retains the right to monitor all access to and use of the Internet. The Board designates the Administrator/Supervisor of Technology and Information Systems as the administrator of the district system. The Administrator/Supervisor of Technology and Information Systems shall recommend to the Chief School Administrator and Board Secretary qualified staff persons to operate and maintain the system. The Senior Network Administrator shall maintain technical operations within the guidelines of this policy and any regulations developed to ensure implementation of this policy. Each Principal shall coordinate the district system in his/her building, ensuring that teachers receive proper training in the use of the system; ensuring that pupils are adequately supervised when using the system; maintaining executed user agreements; and interpreting this acceptable use policy at the building level. The Principal is responsible for ensuring compliance at the school level of all technology related policies and procedures.

4. Access to the System

This acceptable use policy shall govern all use of the system. Sanctions for pupil misuse of the system shall be included in the disciplinary code for pupils, as set out in regulations for Board policy. Employee misuse may result in appropriate discipline in accord with the collective bargaining agreement and applicable laws and regulations. All pupils and employees of the Board shall have access to the Internet through the district�s networked or stand alone computers and with permission, via remote access. Parent(s) or legal guardian(s) shall be informed of this policy by newspaper advertisements, school Board notes, at �Open House� nights and copies made available upon request and publicly displayed on the district web site. To deny a child access to the district�s internet/network, parent(s) or legal guardian(s) must notify the Building Principal in writing. To comply with the Children�s Online Privacy Protection Act (COPPA), the Union City Board of Education does not allow children under the age of thirteen to release personal information to web site operators nor does the Board of Education allow teachers to give such consent to release information on the parent�s behalf. If this release of information is deemed to have educational value by the teacher/administrator, written permission must first be obtained from the parent(s) or legal guardian(s) via the Union City COPPA form available from the Office of Technology.

5. Filtering Policies

The Board shall ensure the acquisition and installation of blocking/filtering software to deny pupil/staff access to certain areas of the Internet to comply with all federal/State filtering requirements such as the Children�s Internet Protection Act (NCIPA) and Neighborhood Children�s Internet Protection Act (NCIPA) and to address concerns of the community and school administration. Due to the ever evolving Internet base of information, this blocking cannot guarantee that pupils may not access material that may not conform to Union City�s curricular educational standards nor conform to regulations such as CIPA/NCIPA. Teacher/staff supervision of pupil�s use of the Internet and online services while pupils are in school is required and expected. If a pupil has permission for remote access to the district�s network, the parent(s) or legal guardian(s) is expected to monitor the pupil�s home use.

E-mail (accounts issued under union-city.k12.nj.us):

a. Classroom E-mail Accounts

Pupils in grades Kindergarten through grade eight may be granted Internet based e-mail access through classroom accounts only. Pupils in grades nine through twelve may also be issued e-mail access through classroom accounts. Parent(s) or legal guardian(s) shall be notified that a class is using a classroom account for e-mail. To deny a child access to a classroom account, parent(s) or legal guardian(s) must notify the Building Principal in writing. Classroom accounts are to be administered by the classroom teacher.

b. Individual E-mail Accounts for Pupils

Pupils in grades nine through twelve may be granted individual e-mail accounts and remote access to the system at the request of teachers and with the consent of parent(s) or legal guardian(s). Pupils in grades Kindergarten through eight may be granted remote access at the request of teachers and with the consent of parent(s) or legal guardian(s). An agreement shall be required for an individual e-mail account and/or remote access to the school systems network and must be signed by the pupil and his/her parent(s) or legal guardian(s). Pupils in grades Kindergarten through twelve may be granted Intranet based e-mail accounts as part of special projects. Such intranet based accounts will not allow communication via e-mail over the Internet and do not require an agreement.

c. Individual E-mail Accounts for District Employees

District employees shall be provided with an individual e-mail account. VPN access to the district system may be requested. Use of the provided e-mail account and/or district system access constitutes agreement with this policy.

6. Use of E-mail accounts not issued by the Board of Education (i.e. Hotmail):

Access to the Internet implies the ability to use Internet-based commercial email accounts. Use of such is done subject to all provisions, practices and regulations of this policy except that agreements are not required due to the fact that the Board of Education is not issuing these accounts.

7. Online Chat Rooms

Pupil use of chat rooms on the Internet/intranet shall be limited to educational use only and under the supervision of qualified staff. The district may filter/block chat rooms that are deemed non-educational related.

8. Supervision of Pupils

Pupil use of the Internet shall be supervised by qualified staff while the pupil is in school.

9. District Web Site

The Board authorizes the establishment and maintenance of a district web site. The purpose of the web site will be to inform the district educational community of district/school programs, policies and practices.

Individual schools and classes may also establish web sites that include information on the activities of that school or class. The building Principal/designee shall oversee these web sites.

The Administrator/Supervisor of Technology and Information Systems shall publish and disseminate guidelines on acceptable material for these web sites.

Written permission for web posting of pupil personally identifiable information shall be obtained from parent(s) or legal guardian(s) as per State Department of Education approved consent form in order to comply with New Jersey statutes.

10. Parental Notification and Responsibility

The Chief School Administrator along with the Administrator/Supervisor of Technology and Information Systems shall advertise and disseminate this policy so that parent(s) or legal guardian(s) are notified about the district network and the rules governing its use. Parent(s) or legal guardian(s) who do not wish their child(ren) to have access to the Internet must notify the Principal in writing.

Written permission for web posting of pupil personally identifiable information shall be obtained from parent(s) or legal guardian(s) as per State Department of Education approved consent form in order to comply with New Jersey statutes. This signed agreement shall remain in effect until rescinded in writing by sending a letter to the Principal of your child�s school. (as per consent form)

11. Staff Notification and Responsibility

Staff shall be informed of this policy and any resulting regulations that ensure policy implementation by e-mail and postings in all school buildings.

12. Pupil Safety Practices

Pupils shall not post personal contact information about themselves or others. Nor shall pupils engage in any kind of personal contact with individuals they meet online. Attempts at contact from such individuals shall be reported immediately to the staff person monitoring that

child�s access to the Internet. Personal contact information includes but is not limited to names, home/school/work addresses, telephone numbers, or personal photographs.

13. Prohibited Activities

� Users shall not attempt to gain unauthorized access to the district system or to any other computer system through the district system (hacking), nor shall they go beyond their authorized access. This includes attempting to log in through another individual�s account or accessing another�s files.

� Users shall not deliberately attempt to disrupt the district�s computer system performance or destroy data by spreading computer viruses, worms, �Trojan Horses�, trap door program codes or any similar product that can damage computer systems, firewalls, servers or network systems.

� Users shall not use the district system to engage in illegal activities.

� Users shall not access material that is profane or obscene, that advocates illegal acts, or that advocates violence or hate. Inadvertent access to such material should be reported immediately to the supervising staff person.

� Users shall not plagiarize material that is available on the Internet. Plagiarism is presenting another�s ideas/words as one�s own.

� Users shall not infringe on copyrighted material and shall follow all dictates of copyright law and the applicable policies of this district.

14. Prohibited Language

� Prohibited language applies to public messages, private messages, and material posted on web pages.

� Users shall not send or receive messages that contain obscene, profane, lewd, vulgar, rude, inflammatory, or threatening language.

� Users shall not use the system to spread messages that can reasonably be interpreted as harassing, discriminatory or defamatory.

15. System Security

� Users are responsible for their accounts and should take all reasonable precautions to prevent unauthorized access to them. In no case should a user provide his/her password to another individual.

� Users shall immediately notify the supervising staff person or data processing department if they detect a possible security problem. Users shall not access the system solely for the purpose of searching for security problems.

� Users shall not install or download software or other applications without permission of the supervising staff person.

� Users shall follow all district virus protection procedures when installing or downloading approved software.

� Users are subject to online monitoring of their use of the network through methods such as but not limited to:

� IP address logging

� Shadowing of network access by authorized staff

16. System Limits

� Users shall access the system only for educational, professional or career development activities. This includes but is not limited to discussion group mail lists and chat rooms.

� Transmission of any material in violation of any United States or State regulation is prohibited. This includes, but is not limited to: copyrighted material, threatening or obscene material or material protected by trade secret. Use for commercial activities is generally not acceptable. Use for product advertisement or political lobbying is also prohibited.

17. Privacy Rights

� Users shall check e-mail frequently and delete messages promptly.

� Users shall respect the privacy of messages that they receive and refrain from reposting messages without the approval of the sender.

� Users shall not publish private information about another individual.

� Note that electronic mail (e-mail) is not guaranteed to be private. People who operate the system do have access to all email. Messages

relating to or in support of illegal activities may be reported to the authorities.

18. Sanctions

Pupil sanctions to be detailed in Board Policy, and/or established by school administrator(s).

Staff sanctions to be determined by applicable laws/contracts and/or on a case by case basis administered by the Office of Human Resources.

Violators of this policy are subject to denial of network access at a minimum and subject to all State and federal laws and sanctions they may impose.

19. Implementation

The chief school administrator and the Administrator/Supervisor of Technology and Information Systems shall prepare regulations to implement this policy.

The Administrator/Supervisor of Technology and Information Systems along with the district technology task force shall establish guidelines as needed to clarify policy issues.

This policy shall be reviewed annually as new technologies emerge.

N.J.S.A. 2A:38A-3Federal Communications Commission: Children�s Internet Protection Act.

Adopted: 26 July 2005Revised: 31 July 2008

This article comes from Union City Onlinehttp://www.union-city-nj.org

The URL for this article is: http://www.union-city-nj.org/modules/AMS/article.php?storyid=11

Handout 2: Microsoft Word ( Fragment of Doc)

Getting Started with Microsoft Word

This handout provides an introduction to the fundamentals of Microsoft Word. It covers starting Word, the Word interface, creating a Word document, editing a Word document, selection techniques, paragraph and character formatting, spell checking, printing, graphics and tables.

Starting Word

1. On the PC, select Start, Programs, and Microsoft Word from the Start list.

2 Double-click on the icon of any Word document. Word documents can be anywhere. Word opens with the selected document already loaded.

Exploring the Word Interface

Components of the Word Window

Besides the usual PC window components (close box, title bar, scroll bars, etc.), a Word window has other elements, as shown in the following figure.

Handout 3- Excel (Fragment of Doc)

Getting Started with Microsoft ExcelThis handout introduces the basic features of Microsoft Excel, a spreadsheet program on Macintoshes and on computers running Microsoft Windows. The handout covers entering and editing data, formatting, formulas, page setup, and printing spreadsheets.

Starting Excel

You can start Excel by:1. Double-clicking on the Microsoft Excel application icon. This application is usually in a folder called Excel. An alias for this icon appears on the desktop of the computers in the Student Microcomputer Facility.2. Double-clicking on the icon of any Excel document. When you double-click an Excel document, Excel opens with the document already loaded.

 

Exploring the Excel Interface

Components of the Excel Window

Besides the usual window components (close box, title bar, scroll bars, etc.), an Excel window has several unique elements identified in the figure below.

Handout 4-Powerpoint Presentations (Fragment of doc)

Getting Started with Microsoft PowerPointPowerPoint is a program to help create and present presentations. This handout introduces the basic features of Microsoft PowerPoint and covers the basics of creating simple presentations and editing and formatting the PowerPoint slides.

Starting A Presentation

Start PowerPoint by either of two methods:

1. Go to the Start menu. Choose Programs and then click on Microsoft PowerPoint. 2. Double-click the icon of any PowerPoint document. When you double-click a PowerPoint

document, PowerPoint opens with the document already loaded.

A PowerPoint presentation consists of slides that can contain text, graphics, charts, and other data types. When you start PowerPoint, you can start with a blank presentation, or you can begin from a template or use the AutoContent Wizard.

The AutoContent Wizard is series of step-by-step instructions designed to assist you. The Template button accesses slide templates to help create a consistent, professional look for your slide presentation.

Assessment Rubric Example: Powerpoint Presentation

This rubric may be used for self-assessment and peer feedback. The project grade will be based upon the following evaluation scale:

A - Exemplary: 40-44 points B - Proficient: 36-39 points Partially Proficient or Incomplete: Needs to be resubmitted - less than 36 points

PowerPoint Rubric

ACTIVITY Exemplary Proficient Partially Proficient

Incomplete POINTS

Research and Note taking

6 points Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, and accurate sounds and evaluated alternative points of view.

4 points Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.

2 points Note cards show you misinterpreted statements, graphics and questions and failed to identify relevant arguments.

0 points Note cards show you recorded information from four or fewer resources, did not find graphics or sounds, and ignored alternative points of view.

 

Preproduction Plan - Storyboard  

6 points The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.

4 points The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order.

2 points The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information.

0 points There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation.

 

Introduction 3 points The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.

2 points The introduction is clear and coherent and relates to the topic.

1 point The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.

0 points

The introduction does not orient the audience to what will follow.

The sequencing is unclear and does not appear interesting or relevant to the audience.

 

Content 8 points

The content is written clearly and concisely with a logical progression of ideas and supporting information.

The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

Information is accurate, current and comes mainly from * primary sources.

6 points

The content is written with a logical progression of ideas and supporting information.

Includes persuasive information from reliable sources.

4 points

The content is vague in conveying a point of view and does not create a strong sense of purpose.

Includes some persuasive information with few facts.

Some of the information may not seem to fit.

Sources used appear unreliable.

0 points

The content lacks a clear point of view and logical sequence of information.

Includes little persuasive information and only one or two facts about the topic.

Information is incomplete, out of date and/or incorrect.

Sequencing of ideas is unclear.

 

Text Elements 3 points

The fonts are easy-to-read and point size varies appropriately for headings and text.

Use of italics, bold, and indentations enhances readability.

Text is appropriate in length for the target audience and to the point.

The background and colors enhance the readability of text.

2 points Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.

1 point Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.

0 points The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.

 

Layout 3 points The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space.

2 points The layout uses horizontal and vertical white space appropriately.

1 point The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.

0 points The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.

 

Citations 6 points

Sources of information are properly cited so that the audience can determine the credibility and authority of the information

4 points Most sources of information use proper MLA citation, and sources are documented to make it possible to check on the accuracy of information.

2 points Sometimes copyright guidelines are followed and some information, photos and graphics do not use proper MLA citations.

0 points No way to check validity of information.

 

presented.

All sources of information are clearly identified and credited using MLA citations throughout the project.

Graphics, Sound and/or Animation

3 points

The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships.

Original images are created using proper size and resolution, and all images enhance the content.

There is a consistent visual theme.

2 points

The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content.

Original images are used.

Images are proper size, resolution.

1 point

Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts.

Most images are clipart or recycled from the WWW.

Images are too large/small in size.

Images are poorly cropped or the color/resolution is fuzzy.

0 points

The graphics, sounds, and/or animations are unrelated to the content.

Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.

 

Writing Mechanics

6 points The text is written with no errors in grammar, capitalization, punctuation, and spelling.

4 points The text is clearly written with little or no editing required for grammar, punctuation, and spelling.

2 points

Spelling, punctuation, and grammar errors distract or impair readability.

(3 or more errors)

0 points

Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required.

(more than 5 errors)

 

TOTAL POINTS      /44

Teacher SurveyThis survey is designed to get your feedback to the professional developmentworkshop you have just attended. Please take the time to answer the questionsthoughtfully. If you do not wish to answer a particular question for any reason,

you may leave it blank. If at any point you decide that you feel uncomfortabletaking this survey, you may choose not to do so.

What grade level(s) do you teach?

What subject(s) do you teach?

How clearly was the material presented at this workshop?Very clearSomewhat clearNot very clearVery unclear

How useful was the presented material?Very usefulSomewhat usefulNot very usefulUseless

Would you recommend this workshop to a fellow teacher?Definitely!Only if they were interested in the subjectNo

Did you see anything at this workshop that you would like to use in your class?YesNoIf so, what?

What level of support would you need in order to incorporate these ideas intoyour classroom?

Do you anticipate that you will receive this support?YesNoNot sureNot relevant

If you do plan on using activities, about how many students do you teach whowould be impacted by these activities?