Tagxedo

I found Tagxedo (www.tagxedo.com) on accident the other day. I have not used this site yet, but it looks really neat! It can be used by teachers and/or students!

Tagxedo allows you to create tag clouds... turning words (famous speeches or slogans, phrases, articles, etc) into an amazingly attractive word cloud! This can be used as a poster in your classroom, or you can have students create assignments with the site. You input words into the program, choose a shape, select font style, colors, themes, and then a cloud is created. You can re-spin your words as many times as you'd like. It can be saved for printing and sharing.

Let me know if anyone has something that would like to create - I'd love to try it out!

How Can School Systems Receive More Money for Technology Funding?

While speaking with a technology and social studies teacher, several ideas were discussed that educators embrace and struggle with regarding technology. First, it is important to understand the background of this teacher. She graduated at the end of the fall 2007 semester with a bachelor’s degree in secondary education, social sciences, not computers or technology. After interviewing for a position, she was offered a different job: technology teacher for a semester as an emergency hire. The lack of technology educators and coordinators proved to be one of many issues with technology in schools today. Because many schools lack trained technology teachers, students are not receiving as much technology training as possible. Also, we discussed how many classrooms lack the resources to operate a proper technological classroom of the twenty-first century. Often classrooms are left with out-of-date or damaged technological equipment. Several classrooms in her school lack a VCR or DVD player, or even a television. Also, this teacher discussed that because much of the resources are out-of-date, the students are suffering later in their schooling. At school, the students operate Microsoft Word 2003 for creating documents, while all the University of Alabama’s computers use Microsoft Word 2007. This setback is a disadvantage because students planning to attend the University will have to learn to use the 2007 program while other UA students already have this knowledge. This learning curve makes the transition from high school to college or a work environment more challenging because students have not been properly trained with the most current forms of technology.
In the article “Make It Stretch,” Rama Ramaswami (2008) challenges school systems to take full advantage of their financial resources to promote technological uses. Although educators and legislators declare that technology is essential in 21st century education, the funding continues to be cut. “According to the 2008 ‘National Trends’ report from the State Educational Technology Directors Association (SETDA; www.setda.org), funding through the No Child Left Behind Act plunged 45 percent--from $461 million to $253 million--between fiscal years 2005 and 2006.” (Ramaswami, 2008) Most states use money from No Child Left Behind (NCLB) to fund their educational technology, so school systems have suffered as more cuts have been made. Schools systems have to take the initiative to use these financial resources and extend them as far as possible. Many school systems, such as Idaho’s Fremont Joint School District 215, are creating programs so they can make the most of the funding they receive on both state and federal levels. The majority of the money they receive is allocated for networking, buying only a few new computers each year. This school system has teaming up with a low-cost virtualization software company, NComputing, which enables several students to share one computer simultaneously. In Pennsylvania, Gerry Balbier, the vice president of Apangea Learning and developer of SmartHelp, has been helping local school systems, too. His company works with schools to obtain state and federal grants, and then they will match the grant. As the schools succeed with new programs, Apangea turns over the financial responsibilities to the school system. As federal funding deteriorates, schools like in Idaho and Pennsylvania must investigate similar financial opportunities to enhance their technological resources.
“10 Technology Funding Sources in NCLB” by Charles Blasche (2003) offers suggestions for how school systems can use NCLB to fund the purchases of technology to meet NCLB standards. While the implementation of NCLB does not require technology, it is almost impossible to execute these provisions without using technology. First, technology-based instruction resources have been proven successful to improve student achievement in both math and reading. Studies have found that integrated learning systems have formed significant academic increases, especially in math, science, and reading. Second, school systems have to align their curriculum to correlate with state assessments and standards. Using technology can assist with better technology based alignment and teacher monitoring resources. This cannot be done easily without computer assistance. Third, diagnosis, prescription, and intervention are essential to cover the requirements for Title I. Intervention strategies have increased the need for an instructional management system. Funding can be used for both the systems and teacher training. Fourth, computer based testing is important for creating accommodations for special needs students. Computers can help integrate all the requirements to report data. Fifth, NCLB technology funding can be used for administrative tracking, reporting, and data activities. Title I money has not been allowed for these purchases in the past. Sixth, this funding can relieve many of the unintentional negative Adequate Yearly Progress (AYP) penalties. Data tracking programs could eliminate these errors. Seventh, NCLB has focused on school-parent contact, so technology funding can be used for such things as student and school report cards, e-mail, web sites, and proper telephone equipment. Eighth, supplying proper training for aides and teachers to make sure they are highly qualified can promote technological funding. Professional development opportunities can be offered through the Internet to give information and mentoring. Ninth, NCLB allows that up to fifty percent of funds may be transferred to any title as long as the funding is tracked and reported, which can be difficult without a proper technology program. Finally, the tenth prospective way to gain access to NCLB funds is to use the funding for The Individual Disabilities and Education Act (IDEA). Purchasing technology programs for non-special education students can fall into this funding. Overall, taking advantages of these ten opportunities to meet NCLB standards can increase technological funding in school systems around the country.
As the funding for technological resources continues to decrease, there are ways for school systems to gain access to additional finances. As suggested by “Make it Stretch,” many school systems around the country are finding alternate ways to increase their technological funding, such as through private companies and federal or state grants. Also, taking advantage of the ten points offered in “10 Technology Funding Sources in NCLB” can allow students to receive more money.
 
References
Blaschke, C. (2003). 10 technology funding sources in NCLB. T H E Journal, 30(10), 22. Retrieved from http://search.ebscohost.com.libdata.lib.ua.edu/login.aspx?direct=true&db=aph&AN=9927679&site=ehost-live

Ramaswami, R. (2008). Make it stretch. T H E Journal, 35(8), 32-33. Retrieved from http://search.ebscohost.com.libdata.lib.ua.edu/login.aspx?direct=true&db=eric&AN=EJ809950&site=ehost-live; http://www.thejournal.com/the/magazine/archives/viewissue/?issdate=8%2f1%2f2008

Lesson Plan

This is a lesson plan I have created to integrate technology in the classroom.

Climates of the World PowerPoint Activity

7^th Grade – Geography

NETS Standards

1. Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. Apply existing knowledge to generate new ideas, products, and processes.

b. Create original works as a means of personal or group expression.

Alabama Course of Study Standards

3. Describe the processes that shape the physical environment, including the long-range effects of extreme weather phenomena and human activity.

a. Comparing how ecosystems vary from place to place and over time.

Teacher Preparation

1. Predetermine groups (six groups total)

2. Sign up to use the library

3. Flash drive for PowerPoint presentations to be saved

4. Create PowerPoint color template

Activity Procedures

1. Starter Question: When thinking about Tuscaloosa, what are common trends of the weather? Explain how it is during the spring, summer, fall, and winter. Now think about the rest of the United States. How is it the same? How does it differ?

2. Review notes from Chapter 2, Section 2: Climate

3. Read introduction of Chapter 2, Section 3: Climate Zones and Vegetation

4. “Climates of the World” Activity

a. Students get into predetermined groups and each group is assigned a climate zone (tropical climates, mid-latitude climates, mid-latitude climates, high latitude climates, dry climates, and highland climates).

b. Using textbook (pages 61 – 68), students will research their climate zone.

c. Students will use the internet to search for at least 3 pictures that represent their zone.

d. Students will create a PowerPoint presentation about their climate zone to be presented to the class. Requirements:

i. Title Slide (Climate Zone and Group Member Names)

ii. Description

iii. Continents/Countries that are located in their climate zone

iv. At least three pictures

v. Give presentation templates (see Accommodation Recommendation)

e. PowerPoint presentations will be made in class the following day.

Tools and Resources

Library Computers

Microsoft Office – PowerPoint 2007

The World and Its People Textbook

Flash drive for saving work

Internet for locating pictures

Assessment Rubric

Multimedia Project : Climates of the World PowerPoint Teacher Name: Ms. Terry Student Name: ________________________________________

CATEGORY	10	7	4	0
Presentation	Well-rehearsed with smooth delivery that holds audience attention.	Rehearsed with fairly smooth delivery that holds audience attention most of the time.	Delivery not smooth, but able to maintain interest of the audience most of the time.	Delivery not smooth and audience attention often lost.
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.	Makes good use of font, color, graphics, effects, etc. to enhance to presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Accommodation Recommendation

J---- has colorblindness with difficulty distinguishing between red and green hues. I will give each group a template as a basis for their PowerPoint presentations. In this template, colors similar to red or green will not be placed as text or background together. This will enable J---- to contribute to his presentation as well as view the others.

Spreadsheet Simulations in Geography

Spreadsheet Simulations are used as an interactive way to engage students in learning. I created a simulation for students to look at the different religions located in different countries in Europe. Students are told they may change the columns that say "# of people." Although the number of people belonging to each religion may change, the percentage columns will always adjust to represent the percentage of the country's total population. A chart represents the distribution of religions within each country, expressed in a percentage.

Student Multimedia Activity in Geography

Multimedia activities can be a fun way for students to "show off" their knowledge about a topic. An exciting way to use a multimedia activity in a geography classroom could be to create a presentation called "Climates of the World." Each group of students could be assigned a climate zone (tropical climates, mid-latitude climates, mid-latitude climates, high latitude climates, dry climates, and highland climates). Within each group, students would have to:

• Make at least one slide about each of the climate regions within the climate zone, including descriptions.
• Pictures to represent each of the regions.
• Areas located within the regions.

Using a Blog in a Geography Classroom

I would like to use a blog in my geography classroom. I think the best way to do this would be to have an ongoing assignment each time the class finishes discussing a country. The assignment would be:

• "Blog Your Way Through School in Another Country"
• Students will pretend that they are a school student enrolled in whichever country we have discussed (France, England, Russia, Egypt, Israel, etc).
• Based on what we have discussed about the culture in this country, write a blog post about what you think it would be like to attend school in this country.
• What types of things would you do? What subjects would you learn? What things would you hear or smell?

Students would have 2-3 days to post on their blog site. Students would be able to see each other's blog sites so they could get different opinions.

Word Processing Activities in Geography

Word Processing can be used in a variety of ways in a geography classroom. Students can write reports, create brochures about different countries, and compare and contrast different cultures.

• After learning about different countries in Eastern Europe, students could create a table in Word to compare and contrast the eight cultural traits that geographers use to study a culture: social groups, language, religion, daily life, history, arts, government, and economy. This activity would allow students to create their own chart to organize their findings.
• After learning about different countries in Western Europe, students could create a brochure on which country they think would be the most desirable place to visit. They could include important aspects of the eight cultural traits, as well as information about the physical aspects of the country (climate, geographic features, tourist information).