Document+Camera!

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Reading and Writing with Elmo!

Wow! Let me tell you about the fun that we have been having with our document camera, ELMO. My students are excited to see how we are going to use it, and they seem to miraculously understand faster and more solidly than before. Perhaps it is because of their refreshed attention to details, the enjoyment of learning beyond paper and pencil, or just the way that their activities are linked to the kind of things that interest them, using technology. Then again, maybe they are just excited about trying to help me gain my sea-legs when using ELMO.

My students and I have been really enjoying the improved dimensions of learning that we have with our new ELMO. The first thing we did was to complete a writing prompt. Each team had to choose one or two prompts from their team and submit them for a class revision. We used ELMO to display each prompt (one at a time) on the dry erase board. Students were able to see each piece and make revision recomendations. As we got comfortable with the activity, students came up and wrote the revisions ontop of the displayed writing samples. Eventually, students were allowed to approach ELMO and change the prompts that were displayed.

One of our other activities was to read a book. Since we are a charter school, we don't have the same books and curriculum as other PGCPS schools. So, we were quite excited to recieve one (1) anthology from a school that could spare it. However, before we got ELMO there wasn't much we could do with the anthology besides occasional teacher read alouds. So, I used ELMO to display a story on the dry erase board. We read it as a class. As we read, I underlined a few words for the dictionary detail to look up. We progressed by having students to turn the pages and mark words that we should define. At some point, we started making notes in the margins too. They were so excited and so was I!

media type="custom" key="3798497" Teacher Technology Standards Adressed:

 Design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration. ||  || 1. Assess students’ learning/ instructional needs to identify the appropriate technology for instruction. 2. Select and apply research-based practices for integrating technology into instruction. 3 Use appropriate instructional strategies for integrating technology into instruction. 4. Select and use appropriate technology to support content-specific student learning outcomes. 5. Develop an appropriate assessment for measuring student outcomes through the use of technology. 6. Manage a technology-enhanced environment to maximize student learning. ||
 * ** V. Integrating Technology into the Curriculum **
 * and Instruction **

Student Technology Standards Adressed: Standard 3.0 – Technology for Learning and Collaboration : Use a variety of technologies for learning and collaboration A. Learning 1. Select and use technology tools to enhance learning a) Use technology tools, from a range of teacher-selected options to learn new content or reinforce skills. c) Assess the use of the selected technology for individual learning of the specific task Standard 3.0 – Technology for Learning and Collaboration : Use a variety of technologies for learning and collaboration

 B. Encourage Collaboration 1. Select and use technology tools to encourage collaboration a) Use technology tools to workcollaboratively ... b) Use technology tools to exchange ideas with individuals or groups ...

C. Increase Productivity 1. Select and use technology tools to increase productivity

d) Use suitable electronic resources to refine presentations and edit texts for effective and appropriate use of language conventions, such as capitalization, punctuation, spelling, and pronunciation

Take a look at my PowerPoint!