Webinar Date: January 23,2014
Technology is a tool that can be used to help teachers facilitate learning experiences to address the diverse needs of all students. At the most basic level, digital tools can be used to help students find, understand, and use information. When combined with student-driven learning experiences that are fueled by essential questions and offer flexible learning paths, use of digital tools can break the learning barriers that exist in our classrooms. Join Susan Oxnevad as she provides an overview of digital tools and resources to design learning experiences that effectively incorporate digital differentiation.
LORI: Welcome to today’s webinar, “Digital Differentiation: Tools to Support Flexible Learning Paths for Personalized Learning” brought to you by Simple K12. My name is Lori and I am here with Susan Oxnevad and we are so excited to have all of you here with us today.
Now, we do have lots of great webinars coming up. Hope that you will join us. You can register for those upcoming sessions including those dates of learning inside of the teacher learning community. Now this webinar is brought to you free today, thanks to our sponsor. Dreambox Learning motivates all levels of learners to achieve math proficiency. The result is increased achievement, deep understanding, and life-long confidence in math. Please take a minute to visit our sponsor at the end of the webinar today.
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Once again, we do have a backchannel discussion open for this session. The Titanpad is a great place for you all, as attendees, to take notes and chat with one another. I went ahead and posted that link in the chat area of GoToWebinar. I’ll go ahead and repost that again for you in just a moment.
Now, we will have some time at the end of our session today for some live Q&A. Feel free to submit your questions through that Questions Box of GoToWebinar. Now, it does tend to auto collapse but if you click on that orange arrow, the question box will open and you can type in your question.
Now, a little bit about our presenter, Susan Oxnevad is an educator, EdTech Consultant, and Designer who’s passionateabout using technology as a tool for learning. Now, she’s been a classroom teacher and an active instructions technology facilitator in Chicago for more than two decades. Susan blogs about proper ways to incorporate technology as an efficient and effective tool for learning on her own blog, “Cool Tools for 21st Century Learners,” and is a smart teacher on gettingsmart.com.
Susan, it is a pleasure to be here with you today.
SO: Oh, it’s a pleasure to be here with you, too. Hi Lori and hello everyone in the audience! Thanks for joining in the middle of the day for this webinar, “Digital Differentiation.” I’m just going to make sure that everybody can see my screen and hear me and then I’ll go ahead and begin. Lori, can you see?
LORI: Susan, your screen looks great and your audio’s perfect.
SO: Great! Okay, let me just make it big. Okay, so today we’re here to talk about personalized learning, it’s a day of one-to-one learning, and I’m going to share with you something called “Digital Differentiation” and a little bit about me. Lori shared some great things. I just wanted to pop this on the screen for a minute. I’m going to be sharing a lot of information with you and I have a lot of resources so I wanted you to be able to find a way to connect with me or to find the resources again if you would need them later on. So this is a picture of my blog, “Cool Tools for 21st Century Learners.” Write down the title or write down my Twitter or even just write down my name, you should be able to connect with me again. You see this on my blog, it’s all the different ways you can connect with me and then just try to relax during the webinar. I’m going to show you a lot but it is all written down somewhere and that somewhere is on my blog.
So we’re going to talk about Digital Differentiation, which is a big idea. This is just an overview of Digital Differentiation. In fact, in July, I did four back-to-back webinars on Digital Differentiation. So there is some more content to dig into but this is just going to introduce you to the idea. And the idea is to design learning experiences that use technology as a tool for learning and differentiate, instead of just using technology for technology’s sake; we’re all about the learning process. And the learning is happening as kids are using the technology. And so this is just sort of a way to help students get the benefits of technology, to meet the different learning styles.
So Digital Differentiation has three components and this is just my version of it. I didn’t come up with the name Digital Differentiation but this is what I like to call Digital Differentiation. So the three components are; the activity is fueled by an essential question, and we’ll go through that. It uses digital tools that provide students with flexible learning paths to meet their individual learning styles, and then the learning experiences are facilitated by the teacher rather than the typical instructional method where the teacher stands in front of the room and lectures and gives a test. As we’re changing, as we’re getting more technology, we’re beginning to make some shifts and I have some ways that you could do this that would help you make the shift to be a facilitator of learning.
So, I’m going to start with the essential questions because that’s a big part of the whole Digital Differentiation. You always want to start with a big essential question and I put one on here just as an example. It’s sort of hard to think of one on the spot. I think that thinking of an essential question is sort of a task in itself, but here’s a good one that I came up with, “How and why did the colonists work together to overcome injustice?” So this was a fifth-grade question and that’s a big, big, big question, and here are some pieces—here’s my overview of what essential questions require. I’m going to go through each one sort of quickly, each of these five components of the essential questions. But as you can see from the question right now, it sets the tone for a lot of work. It’s not just a short copy and paste question. It also sets the tone for students to contribute what they can. So some students can really dig deep into this, and they can really get a lot out of answering this question. And some of the other students who can’t read as well and aren’t as literate, and don’t do as well in school can still learn something because everybody can learn something and so that is the idea behind this Digital Differentiation.
So going around the circle here, we’re going to continue to look at the right so we can see where we are. So essential questions are standards-based and that’s really good because we’re all trying to get the Common Core standards in right now and I think it fits really well as part of the whole differentiation picture. So, you’re going to start with those standards. It’s a really good idea to look at the ISTE NETS standards because those give some ideas for way to use technology well and you can combine them all into creating one project that incorporates all of these different things.
Now, I wanted to mention to you that for the Common Core standards, I’m really fond of this app called “Common Core” it’s by Mastery Connect, it works on your iPad, and it just gives you little snippets of the Common Core standards and they’re small enough to work with. So if you have a project, you can just look at the standards for—if it’s a writing project, you look at the writing standards. You get these little snippets and try to fit them in. So that’s a way that you can accomplish all of your goals here.
Oh and here’s my essential question tool kit, and here’s what the Common Core standards looks like. So when you’re trying to put the Common Core standards in, you can use that. I like to use a rubric because if you fill up a rubric correctly and you require students to address some of those standards, then they’ll know what they need to do.
My example here is in this fifth-grade, different project that I’m sharing. But this fifth-grade project, you needed to use a quote and you needed to—it’s all right here, here are the standards listed. You needed to use a quote and you can do something pretty deep with that and so here is a script that a student would write when they were preparing a project and here is a rubric that would guide it. So that’s just a little bit about those. We’re going to go back then after we get through essential questions and look at some projects that you can do. So I think essential questions are also complex, and again, if you can answer it in a copy and paste, it’s not really learning because we could just do that on our computer now. So, it requires students to synthesize and those are all Common Core things as well.
I love this blooming orange here and if you’re not familiar with it, you should maybe write that down. The blooming orange is just a way to look at Bloom’s Taxonomy but it’s arranged this way instead of being a hierarchy, it’s a circle because they recognize that when you are actually doing these things, sometimes you address different standards at the same time and it just doesn’t go in a logical order or pattern for verbs. And they each have six verbs here—one, two, three, four—or seven verbs here, which are really useful when you’re planning a project. You can just, if you want them to create, you can just look at the different words. This really helps me design some really nice projects.
So besides for that, essential questions are connected and they’re connected to the student’s real world. They’re going to get more engaged. So if a teacher has an essential question, they have to study something like Greek Gods and Goddesses. That’s so far removed from children’s lives. But here’s one that actually worked with a teacher that I worked with, “How did the Greek Gods and Goddesses influence our society today?” and of course, the obvious answer—there were a lot of answers but the obvious answer was Nike. And this is an actual student project where they’re tying together their curriculum with their current life. There were a lot of examples here and this turned out to be a really great project. Kids were really into it because they were connected and it got them thinking about their world.
Okay, and then we need to talk about collaborative. Students will work in collaborative groups or they can also collaborate through 24/7 classroom if they’re using technology, through an Edmodo, through a Wiki, Schoology—whatever it is you’re choosing to use that extends the learning 24/7. As they’re collaborating, they’re problem-solving, they’re listening, they’re sharing ideas, they’re thinking critically. They’re doing a lot of things to use their brain rather than just being passive learners, they’re being extremely active learners. That’s really good for students.
And then the final—the result of the essential question, when they’re finally done answering it, they’re going to do something. They’re going to create something original. This is where the beauty of technology comes in as well because you can do whatever you’re capable of doing as a student. So in this case, these students created this collage and I shared the question with you before. It was about the road to revolution, the essential question, and the answer to it here is this picture collage, and then I’m going to show you this project in just a few more slides. You’ll see how there’s audio, and there’s video, and there’s multimedia in here. So students are answering a question with a picture and answering a question with a video, and I think that’s really a nice way to do it. So they’re creating something original to share what they learned and again, it’s not about a great-looking final project. It’s about the learning process that goes on as they’re actually doing the project.
So, that’s all about essential questions. I’m going to stop for one minute and see if anybody has any questions about that, and then I’ll move on to the flexible learning paths.
LORI: Susan, it looks like we’re good to go!
SO: Okay, so flexible learning paths and this is the most exciting part about this digital differentiation because I found a bunch of tools—I like to use a bunch of tools—that helps students learn in their one-to-one learning environment. So what I’ve got here is—this is an interactive graphic that I created last year. And all of these are links to different tools that work to solve the problem. I’m going to take you out and we’re going to explore that a little bit and I’m going to tell you that, on my blog, you’re going to be able to find this again if you want to use it because it’s a resource that can actually probably take you all day to get through.
So this is the flexible learning path, I created it with ThingLink. ThingLink is a tool for creating interactive graphics, and what I can do with this is go around the circle and then all of these things are links to resources and I think it could be really helpful. This is a lot of years of work actually.
So what we want to do when you’re breaking down the test for students to answer essential question, there are a few categories here. Students need a multimedia learning platform, I think, so that they can work in the 24/7 classroom. So that they can collaborate online, so that they can keep organized and so I’ll show you some tools here. And then I think they need tools for finding information, for doing research, because research becomes a really, really important part of the learning process. That’s how they answer the essential question, that’s how they learn. But we don’t just want to send kids to Google and say just find the answer.
We, actually, as teachers need to teach students how to think about searching, how to think about words they’re searching, and we can also share with them some search engines that will meet their learning style. There are also tools for understanding information and if students are struggling and they’re unable to do the reading, of course, there’s also multimedia that they could use but this section has some tools that’ll really help those struggling readers so you’ll want to explore that one a little more.
And then there are digital tools for using information, and that’s where you create the final project, and I’ve picked out some of my favorites here but we’re not limited to those. And then, I think that everybody needs to learn how to write no matter what, and so on this graphic, I’m sharing some digital tools to support writing, and I remade this—I made this graphic in 2012, I remade it again last year in 2013 and I took all the writing and changed it all to Google Docs. This Google Docs did absolutely everything I needed it to do. So there’s a lot of resources there.
And I should also tell you that this graphic needs to be made again and within the next month, it will be because as technology changes, sometimes the tools here change and a few of these are no longer available—most are. So I’m going to go through and just highlight a few of those tools to provide students of flexible learning paths and then you’re going to remember how to get back here if you’d like to.
So, one of the things is we need a multimedia learning platform, and that’s pretty much your own choice. A lot of people use EdModo and I understand why, I think it’s great. I hooked up with WikiSpaces and I just, I still love WikiSpaces. This is what a WikiSpace is. It’s free, it’s flexible, it’s a blank page. The reason I like WikiSpaces is because it doesn’t take a really fancy computer. You can do it from any computer. You can do it from an iPad, of course, you’re going to use Safari ’cause there’s no app. And you can embed just about anything.
So this is an actual Wiki that I created and I’m highlighting WikiSpaces and look, it’s got an interactive graphic. So if you use a Wiki to have students connect, you can have them get information from you here. You can have them contribute to a really nice discussion, that is a very safe and secure online discussion about their work. Students can have an account without having an email and you can embed anything that they would care to create on this page.
So that is a WikiSpace and if I only could share one tool with you, that would be the one that I’d share for today. But there are other really great—it doesn’t matter which one you choose. You’re probably going to choose the one that is best for you.
Now, I’m going to go back to that blog and share with you—in the next category, I seem to have lost it but that’s okay, because now you can see how to find it. So when I search for “Digital Differentiation” in my blog, I’ll come right up with it.
Okay, so let’s go through just a couple of those other things, digital tools for finding information. Now, this is really always a popular thing that I do when I work with teachers. They always really like it. I think that teaching students to search and teaching students to find search engines that work for them is just the most valuable thing you can teach them these days. When they have an iPad or an iPhone, we have the world’s information in our pockets and we need to know how to quickly find that information.
Google has a lot of teaching resources for that but beyond that, there are some search engines that work—all of these search engines work really well for students. Now, this Twerdy is one that I use, is no longer available. So, I’ve been trying to replace it before that and I can’t. That’s one that searches by reading level. The only option you have right now that I know of, is to do it by Google. You can do a Google search and it’ll identify as intermediate, beginner, or difficult text. It’s really nice to be able to level your text, so that’s a good one. I like this InstaGrok tool right here and I’m not sure if anyone’s familiar with it or not, I just at least want to pop it up here.
This will search for you in a variety of different multimedia ways. I didn’t say that right. Let me just show you all, I’m typing. So this hits a lot of different learning styles is what I wanted to say. It’s free. They just released an iPad app, I got a message this morning and I downloaded it; it worked really well, so you might want to try that out.
There’s also an InstaGrok classroom. And this is going to take a little while to load but I just want you to take a look at this. So InstaGrok, this is an education version, too. InstaGrok, I type my picture and it gives me a map right here, it gives me some definitions right here. This is movable, it’s just not moving for me right now for some reason. It gives me websites I can look at, it gives me videos. Let’s say I like this video, I’m going to click the pin and watch what happens to my map. It shows right up on my map so I can collect this information as I’m going through it which is a really, really nice feature. It looks like this, that’s kind of new. I can do images, concepts, this is new and I haven’t seen this before today but that looks like some interesting information—and then you can add your own notes to your map.
Now, the really nice thing is, when I click on journal, if I’m logged in, I can log in as a student and it’s free. If I’m logged in, this collects all of this information and puts it in notes for me. So it’s really everything a student needs to be able to find information and work with it and save it. You can email those notes; you can print those notes so it’s very, very wonderful.
The thing I forgot to mention—this is what puts this on my digital differentiation chart: students can self-select their own levels of difficult from easy to hard. So they do that. They adjust to their own learning styles and then they’re going to make these choices based on what they—what works for them. So maybe they’re text-based, maybe they like images, maybe they need to see the video. This is a really nice—it’s a search engine but it’s also an integrated learning tool and I hope you will explore that because that’s one of the best tools I think I’ve ever found.
Very quickly, getting back to that differentiation model, I want to show you one of the many great tools in here for understanding information. And this will help students who need it. If students don’t need this, they’re not going to bother to take time to use these different programs.
Here’s one that I think you probably don’t know too much about. This is a little known tool, it’s called Text Compactor. And as you can see in my image, I have a video right there. I’m not going to play it for you but this video is of me talking, teaching you how to use Text Compactor. So very, very simple. Word has a similar feature, you take text, you pop it into the box, you slide the scale and you say show me 50 percent of that text and it does. And the text still makes sense. So the student or the teacher can level the difficulty by adjusting the slider and the kid can use this as a support if he needs to understand the information on the page. That’s a very nice tool, very easy to use and if you’re confused about it, there is a video right here. I’m going to move quickly into using digital differentiation, using tools, using the information.
Here’s the part that we’re used to in technology. It’s where students create and what’s going to happen in this section is, they have already found their information, they’re already working in the multimedia platform, they’ve gotten it down so they understand it and now they can choose to create something.
Teachers will probably want to start out with one tool to use to make a creation and the more experienced teachers—the teachers that are more comfortable, can choose multiple tools to create something. I have a slide and I’m going to show you one example of that, and do remember that my preferred digital tool for writing is Google Docs, lots of things you can do and I could spend three hours talking about that.
If you are a Simple K member and you actually have the membership, you might want to go into my resources because I’ve done several Google Docs, webinars that you can review.
So anyway, let’s move on. I’m going to show you, very quickly, because we’re almost out of time. Let me show you the one project that I wanted to show you that had the flexible learning path project. Again this was the Road to Revolution one and I’ve—this would be the third time that I’m showing it to you but I’m going to actually show you the project now.
Whoops! Didn’t get there. So … and this is just filled with multimedia and the way I like to use a project like this—these are all ThingLink projects that I have—the way I like to use a project like this is have students work in groups based on their learning style. And they each get jobs. So one student would be the researcher, one student would be the video researcher, one student would be the graphic designer, and they find their different learning styles and they all find the information and they create something and then they put it together in this ThingLink, and that’s what this is an example of.
So here we have just some websites that we’ve linked to, that the researcher would’ve found for more information. Here we have some videos, Thomas Paine’s Common Sense. We have a debate here somewhere that’s embedded and then we have different examples of how and why the colonists struggled, worked together to overcome injustice. That was the essential question.
So everybody can work at their different learning styles. You can see how these jobs can be adjusted for the different ability levels of your students, too. Everyone can contribute, they can create this great collection—and remember it’s guided by a rubric that has the Common Core standards in—guided by a script and so they are very busy doing their job, working together to create something original. This type of project really does work well and it’s just differentiated so that everybody can learn.
Now, we have just about two minutes left so I’m going to go through the last section which is, you as a teacher as a facilitator. This type of project does not work if you’re trying to do everything at the same time. So you need a little bit of help making those adjustments. And so here are the things that I think you need to be able to do as the facilitator.
And the first thing that changes is that students are going to—or the front of the classroom disappears And this is an old cartoon from 2011 but I think it still holds true that way back in 1955, you can see what the teacher looks like, kids are in rows in desks and the teacher has a long skirt and a blackboard. Here in 2011, I think it’s safe to say 2014, the teacher’s skirt is a little shorter, she has a whiteboard but kids are still sitting in rows of desks with their computers. It doesn’t look like much has changed and there’s still a front of a classroom. That sort of doesn’t fit when everyone is working collaboratively.
So what I’d like to suggest on the next page of this cartoon which I got from the Innovative Educator, is the moral of the story is moving the deck chairs on the Titanic or upgrading them doesn’t prevent it from sinking. Changing practice does.
And so doing something like this, at least giving it a try is a good idea. Just change. You’ll need some guiding when—some tools to guide students. When I do the jobs and I do the projects that are—we have an essential question, every kid has a job, you need some guidance. So that you can say, “Oh, it’s the researchers job to do this,” and so you can lay it all out and so I like to use—there are several tools—I like this one, it used to be called IntraMob till the other day and now it’s called Learning List. But this creates a guided playlist and so I put my directions here and kids have a step-by-step playlist to follow. That keeps the focus on the learning. The teacher can then collaborate with the students and talk to them and test, sort of see how they’re doing and doesn’t have to answer all the rest of the questions.
So students are uncovering the knowledge here and that’s part of the teacher-facilitated experience. That’s how they doing the learning and they are actively researching and synthesizing and putting information together. Again, we talked about collaborative grouping so I’m just going to skip that one because we’ve sort of had done that one.
QR codes, you can use if your students have iPads. If you want to differentiate the material within one lesson, I like to use these color-coded things, QR codes that will take them to levels—at their reading level—content at their reading level so that’s a different way that they could collaboratively work together to collect information.
And the final thing is to informally assess the students and informally—oh, two more, sorry. Informally assessing the students means you’re just checking them all the time. You can give them an exit-ticket on a Google Doc, you could give them a self-grading quiz, and you can make that in a Google Doc but you can also get a script called Flubaroo which will help you create a self-graded quiz. It grades itself and everything.
Now if you back to my blog and you find the Digital Differentiation model, you’ll find a tutorial where I describe how to make that self-graded quiz.
And this is my best tip ever! I saved it for last. As a teacher, you’re going to do this type of project. It’s really helpful to provide some built-in tech support. This is the most effective thing I’ve have ever done. I like to make little tutorials. This is a picture of a slide that’s built right into a student project and each one of these little tutorials tells them how to use the technology. You can see this is a video right here. And so that way, when they can’t remember, I don’t stand in front of them and say do this, do this, do this. I just say “Go do this and when you need to learn how to draw on a slide, watch my video.”
Takes them a little while to get used to but honestly, it’s the best thing that I’ve ever done. So here again, the resources are on my blog, “Cool Tools for 21st Century Learners,” it’s called Digital Differentiation, there are tons of webinars by me and digital differentiation and Google Docs. So if you can’t find those, I hope you’ll connect with me in one of these ways; email me and I’d be happy to help direct you to those resources. So, thank you.
LORI: Great, Susan. Thank you so much for a wonderful presentation. I’ll give you just a couple of moments to catch your breath and then we’ll take some Q&A from our attendees. If you do have a question for Susan, please feel free to submit it now through that questions box at GoToWebinar, we’ll do some Q&A. Now this webinar’s been brought to you free today, thanks to our sponsor; Dreambox Learning is a deeply personalized Math learning experience that differentiates content, pace, and sequence for the highest levels of student achievement. With over 1,200 lessons, Dreambox motivates and guides all levels of learners to persist, progress, and achieve Math Proficiency and the result is increase of achievement, deep understanding, and lifelong confidence in Math.
Just let me take a moment to pop back in to the Teacher Learning Community, share with you where you can find some additional resources if you’d like to learn more, at SimpleK12.com, underneath our courses tab, we do have a link for our resources for differentiated learning. You can click on that link, it will take you to all of our on-demand webinar recordings. There’s some great information there if you’re looking for some additional resources and wanting to learn more.
One of my favorite features inside of the teacher learning community is this keyword search bar up at the top. Now Susan shared a lot of different tools with us. She shared about ThingLink and Google Docs and QR codes and Flubaroo, now if you want to know—if you’re looking for a webinar that is specific and you know the topic that you’re looking for, you can always do a keyword search for that item up at the top. For example, if I wanted to learn more about ThingLink, I could do a keyword search for ThingLink, I’ll go ahead and change this dropdown to webinars, then click on that green search button and it will take you straight to Susan’s presentation that is specific to ThingLink. So lots of great information inside of the teacher learning community if you’re wanting to learn more.
Okay, Susan, let me go ahead and get your contact information up here on my screen. Didn’t have a few questions coming in, just tons of positive comments. Wanted to share this one from Heidi, she says, “Oh my word, Susan is full of great information. Love this!”
SO: Thanks. I never sure if it’s too much.
LORI: We know it’s great. If it’s a lot, it’s wonderful because then everyone can pick and choose what they think that would best suit them, and then go back and explore those few options and then you’ll go back again and watch the webinar recording on-demand, so I think you did a fabulous job and shared so many wonderful resources with us today. Sharon did have a question, so how do you know you have a good essential question?
SO: So, essential questions can be really hard to write and a good essential question will—students of all different ability levels will be able to answer it. It’ll challenge even you. It would require the research and deep thinking. I’m going to tell you that to write an essential question could be difficult and I’ve had a lot of success with Google. So you can Google “essential question, Chicago Fire” and someone, probably some wonderful sharer and collaborator has put a lesson plan up there that is driven by an essential question or it could be something like a project for school but I’ve got a lot of really good ideas for essential questions there and it’s the first starting point—is just to find a bunch and I think it becomes easier and easier once you have one successful one.
LORI: Okay, great, Susan. Question from Maria, she says is InstaGrok a mind map digital creator tool?
SO: InstaGrok, okay so you’re not creating. You’re collecting information, I call it a research—integrated research and learning tool is the term that I came up with. Because you can do all the research, you can collect all the information, and you can do the writing but you have to take all that information and create something original. So without that information, you could create a ThingLink, you could create a PowerPoint, you could create a Podcast or a digital story. That’s up to you. But ThingLink is awesome.
LORI: Okay, great. Question from Berlin, she says in the K–12 setting, how am I sure that I’m serving adequately, a student with a learning disability?
SO: Well, a lot of the things that I showed you are things—I work in a K–5 school right now, a lot of the things that I showed you are—especially in that one section where we talked about understanding information. Those are all specifically designed for students who need support. They need support for their learning so one can read to them and as long as you can differentiate so it works for their learning style, then you’re probably doing it appropriately, and those classrooms where students are smaller, and I really like to just talk to them a little bit and find out how they learn the best, if they learn better with video. And so you can modify it and if your essential question is good then they can answer it. Not as complete or as deeply as the highest learner in the class but they can still answer and learn something.
LORI: Okay, great. I think we have time for one more question, Susan. I’m going to try to combine these two questions. Basically, some tips for getting started, you used quite a bit of multimedia in the creation of your lessons; about how long does it generally take to develop these types of lessons and incorporate so much?
SO: Well, okay, so that’s a really big question. I’m not sure if I can answer that a lot—as thoroughly as I should. So some of these lessons, I’m in a very high level of tech integration which means I’m totally comfortable with it. I’ve actually been a technology integrator for 14 years which is a long time considering technology. So I’m completely comfortable with it. I think you need to start it out with a tool kit of resources that work for you. Once you find those resources, you design it like you design any other lesson except you find ways to do it—you’re thinking of ways to do it with the technology so it’s sort of a process and I would start with something that you’re comfortable with already and a simple lesson and then help it grow.
I have a couple of webinars that I’ve done for Simple K and also a couple of articles that I’ve written on Sammer which is working your way through the stages of technology integration. I think that information’s really helpful because there are just some steps along the way that you can do to go so that you can create a really high-powered lesson.
I’ve spent lots of time on some of my lessons, and some I just whipped out in a few minutes. So it just depends on your comfort level, I think.
LORI: Great, Susan. Thank you again for a wonderful presentation. It’s been a pleasure being here with you today, as always. I look forward to being here with you again for some future sessions.
SO: Yes, thank you Lori and thank you everyone who attended in the middle of your busy day. I hope you enjoy the rest of your day and I hope to see you back here sometime soon. Thanks!
LORI: Thanks again, Susan.