The difference: 100%
of teachers shared lesson plans showing evidence of digital story portfolio
projects. Each teacher responded that students showed a deeper understanding
of a subject after creating a story. For example, first graders made an
alphabet book by finding articles with beginning letters of the alphabet,
then taking a picture of that article, then recording themselves saying the
beginning sound and then fianlly as the full word. Once this process was
done, the teacher merged all the pictures and sounds into movie. As the
students watched their movie, they repeated the alphabet, which in turn led
to a quicker grasp of the letter-sound association. The teacher reported that
all her students knew their letters and sounds by the finish of the project,
something that has never happened so quickly and as early in the school
year. Teachers also measured
student responses through tests and anecdotal responses. This is the 4th year of a tech-mentor program at
Merrimack Valley. This is a volunteer program that requires teachers to
commit to one year of training with a promise to train other teachers in
methods they accumulate during the year. As word of this program has grown,
more teachers come forward asking when the next mentor group will begin.
Also, there are continued requests for more training by past mentors as well
as these same mentors recommending it to other teachers. Responses to feedback indicate that the
collaborative group structure was very helpful to the adult learners and they
like the cross district makeup of the mentor groups.
conditions: Money for technology, time for
training, skill and knowledge of trainer, classroom access to equipment as
well as administrative support are essential conditions for the success of
for the future: If this were to
be done again, I would focus on one building and build capacity in one building
at a time to facilitate my ability to meet more often with individual
teachers. I would set evaluation
criteria before the project, know how to evaluate the goal before project
begins, and communicate this to the participants. Consider evaluating 2
components: learning by teachers, and learning by students. Consider how to
monitor long term.
Recommendations: My recommendations are: Gain administrative support. Create Interest by having a primary topic
focus, time frame.Focus on team
collaboration of so that they could help each other and bring their knowledge
to group meetings. The adult learning
was contingent on the cohort groups that supported each other on a daily
basis. Be sure to have teachers who are as enthusiastic about the curriculum,
as they are the tools they receive.
Have the topic focuses on depth not breadth.
our story: Teams share student projects
with colleagues and parents and students. Each mentor is required to present their
project to their faculty or small group of teachers. In there presentations
they always relate the impact on student learning as it evident the students
are in charge of their products.
to share: Moodle, Application,