2/2/09: Craig,  AK
Connecting Kids with Space-Past
Working with NASA we have been able to arrange video conference links between K-12 students, the Internation Space Station and the Space Shuttle. Students from the K-12 school in Manokotak, Alaska asked questions about space, living and science of the astronauts on the Space Station. And while classrooms around the state watched, students at the Challenger Learning Center in Kenai, Alaska, were able to interact with the crew (and Alaska's first astronaut) aboard the Space Shuttle. Looking back on the inspirations in each of our lives, we can be confident that these events touched some student(s) and will inspire them too.

2/2/09: Nan, AZ
EETT and Science-Past
In my former district, we applied for and were awarded an Enhancing Education through Technology discretionary grant. This was the first time the Ed Tech department had been allowed to apply for a grant for technology that was beyond word processing and included using technology during the day.

The program gave classroom teachers sets of laptops, an LCD projector, printer, digital camera, and scientific probes. Participants were required to attend training in the summer and quarterly Saturday sessions throughout the school year. At each of these sessions new tools were introduced, participants shared implementation successes and challenges, lesson plans, and supported each other in implementing a new curriculum. I brought in experts from the universities to present content and new ideas on science instruction.

This project was the beginning of the 2-1 Laptop initiative in the district. The teachers in the pilot showed the administrators that technology can be used for learning and should be an integral part of the day. They demonstrated that students could be responsible for their own learning and that the assessment scores would decline in the process.

Over the 2 years of the grant, the teachers who participated in the program grew beyond my wildest imagination. In the second year of the project many of the participants represented their schools at district board meetings and were known as leaders in using technology. One teacher even tried to give me credit for all that she had learned but I told her, that I just provided the tools and she was the one that made all of the learning possible.

2/2/09: Ryan, MT
Hesper.net- Past
I managed a classroom-based simulated business with students in my 9-12th grade classroom.  They did everything from manage the school website to accept donated computers from the public and build and troubleshoot the labs around campus.  The ISTE standards and integration of technology into everything we did was just a part of the way we conducted our business and the way that I organized my curriculum.

Although I've been out of that classroom for over 6 years now, I still stay in touch with the students whose lives were touched by that program called Hesper.net (after the bulldog mascot in North Bend, Oregon). The best memories I have of the classes are the yearly pictures we took next to piles of donated monitors and stripped down PC's, our yearly trips to Portland to see Intel, work at CTL on their assembly lines and helpdesk as well as the Students Recycling Used Technology (StRUT) warehouse in Portland.

I will never know the full impact of this program on the students who took in over my 4 years in North Bend but I love to hear from them as they grow in their personal and professional lives over recent years!

2/2/09: Jacob, MD
Smart Board Participation-Past
My school got 3 SmartBoards for all of us to share and I was one of the first to use one.  I had only had about 40 minutes of training, but I jumped at the chance to use it.  I created a simple Cell analogy program.  The students were able to press a cell part and then the analogy would show up inside the picture of a cell.  Even though it was a very simple program, my students loved it.  I had students volunteering who rarely, if ever, volunteered.  I can't wait to use it again.

2/2/09: Catherine, KY
Rock Stars-Past
Last year, as the building technology specialist in a small public school, I helped the music teacher take his 6th grade CD project into the 21st century using totally free technology.  Students researched different music genre and found clips of their favorite genre on FreePlayMusic.com.  After narrowing their list down to just one song, they wrote lyrics for their selected music.  Using microphones and Audacity they recorded their songs, imported the instrumental music, and rendered them to MP3 format.  Once their songs were burned to CD, they created CD covers and labels.  The pride was evident on their faces when they realized they could record music just like their idols.  Most rewarding for the teachers was the desire of students with typically low self-motivation to spend lunch recess recording and re-recording until their finished product was simply perfect.

2/2/09: James, NY
WEB 2.0 Professional Development-Present
I have struggled with professional development conducted during faculty meetings for 11 years.  As a middle school principal, I wanted to use some WEB 2.0 tools to help with the time constraint of meetings as well as getting teachers comfortable with utilizing blogs, WIKI's and Ning's. 

Our school has developed a WIKI along with a NING.  We also created a book study blog, so teachers can comment on books they are reading.  Our first book study blog was RESULTS NOW by MICHAEL (jpnewt,edublogs.org).  The second blog is called ACTIVE LITERACY ACROSS THE CURRICULUM by HEIDI (fignewton.edublogs.org).  I have found the blog has helped our school to develop a professional learning community.  Hallway discussions are professional instead of the constant complaining about certain students.  My goal is to get staff comfortable using WEB 2.0 tools, so they will begin using these tools in their classroom.  Feel free to check out the blog posts by clicking on the links above. 

2/2/09: Susan, TN
From Trash to iTunes-Past
My experience with computer technology began with punch cards and an IBM mainframe as I took an “elective” course in business computing.  We were assigned to write a program in Fortran.  I was an Office Management major who had no idea what Fortran was.  At my first job following college, I used the incredible IBM typewriters that “remembered” one line at a time.  I was given a TRS-80 Radio Shack computer to use when I transferred to a secretarial job in the auto industry.  I was handed a manual and instructions to start using the word processing program:  Multimate.  I remember spending 8 hours typing one document—then losing it because I left the disk in as I turned off the computer, and TRS-80s erased disks if you left them in the disk drive.  Ah, the memories of carrying around those 10” floppy disks.  I remember memorizing WordPerfect commands and keeping the template on my keyboard, trying to use the Harvard Graphics presentation package, and Lotus 1, 2, 3 and the / key. 

Eventually, I got my teacher’s certification and began teaching typewriting in high school—IBM Selectrics.  Then came the day we were given Magnavox memory writers.  Next came the Apple II computers with Appleworks with two 5.25” floppy disk drives, graphics made with “x’s”.  We loaded the programs with one disk in drive A and stored on the other in drive B.  When our Apple II computers were loaded with 64 K memory, we were sure there would never be a need for any more memory in our computers.  

Next came something called a LAN with IBM PS2 computers that had a hard drive.  Our server had 1 megabyte.  We again bragged we’d never fill this up.    We could broadcast messages to our students from our computer!  Floppy disks went down to 3.5”.  C prompt and MS-DOS commands became our best friends.  No more Appleworks—we were back to Word Perfect and Lotus 1, 2, 3 again.  Microsoft Works was introduced to us with all its keyboard commands—which still are quite useful today.  Then came horror of horrors the mouse, Microsoft Office and Windows.  Surely this was the last great change we would have to survive.  Little did we know.  What is this thing called the Internet.

Now I’m connected to the world through Facebook, blogs, twitter, podcasts, and email.  I store files on jump drives that are larger than the hard drive in my home PC.  I can’t end this story because there is no end, every day is a new beginning when teaching with technology.

2/2/09: Nancy, IL
The World is Our Classroom-Present
In February of 2008, my students received a chance to become a global classroom.  Our school was able to design and implement a Polycom Interactive Videoconferencing system.  This opportunity included my first ever NECC conference which was phenomenal.  The workshops/exhibits created such an excitement about the opportunities that would now be available for our students with IVC.  Plans were made, dreams began and then the work started.  Our implementation challenged us but our efforts with our first major connection was a connection both our students and community won't forget.  Our school connected with a unit in Iraq on Veteran's Day - providing past veteran's an opportunity to talk LIVE with current military personnel.  Our students observed, asked questions, and were in awe with the fact that they were talking with service men and women thousands of miles away.  Our experiences have grown - continue to develop - and have NO BOUNDARIES.  The globe is our classroom now.

2/2/09: Mali, Canada
Learning with the World-Present
“We are Learning With the World” is the banner that my class created to hang above the map in our class. On the map, we have flags,  photos  andletters that indicate our global classmates. On a typical day, my grade five students, can be seen using technology to post a reading response on an iEARN (International Education and Resource Network) forum, talk via web cam to talk to a partner in Australia, upload a photo to a wiki site of their artwork or prepare a presentation for a Literature Circle video conference with  classes in different countries.

Technology  allows my students to communicate, collaborate and share with students from all over the world. By participating in projects from iEARN, we work with several classes  on curriculum based projects that make a difference in the world. For example, in the project, Machinto, classes from Canada, USA, Japan, Mali, Iran and Jerusalem read the beautiful Japanese picture book called “Machinto”. The story is about a little girl who is playing outside in 1945 and is killed by the Hiroshima bomb. Students learn about how war affects children in war, in the past and present. They communicate on  forums and discuss concepts of peace and their roles in attaining peace. They  have the opportunity to ask questions from children living in war affected areas. This year, my students have been able to talk to and support children living in Iraq and the Gaza strip. These communications via the forums are meaningful and sincere. Students create picture books that are distributed to children who live in conflict zones. Our books of peace will be taken to a school in Afghanistan in the spring. Today, my students used video conferencing equipment to read their books to another class, while they also listened to their books. It was an incredible experience to see that the children were so engaged in the process to create and also the showcase their books. Their stories are also uploaded to the Machinto  site (www,machinto.org) where they have the ability to share their work with the world. I have seen time and time again, student writing and achievement level increase significantly when they know that their work is being shared with the world.

The Machinto project is just one example of a global collaborative project in which my students participate. We also create   murals with classes from Japan while learning about each others’ environment on wiki sites; they become My Hero Reporters while they learn about heroes in the My Hero Project. They create a variety of media; web pages, short videos, art, or digital media to be shared with the world on the My Hero Website. (www.myhero.com)

By using technology to communicate, collaborate and share with students globally, my students have become members of a larger “classroom without borders”,  have developed skills to effectively publish in a global showcase and work  and learn WITH others from around the world, instead of simply learning about them.

2/2/09: Gini, VA
Virginia Visits Hanauma Bay, Hawaii- Past  
On April 21, 2008, I, Gini Moore, was visiting Hawaii, where I had grown up. I had made arrangements with the education staff at Hanauma Bay to conduct a videoconference using iChat with my school in Alexandria, Virginia. The students were able to ask questions of the education staff, and Larry Winnik, an underwater photographer. In addition and prior to the videoconference, the education staff and I had filmed creatures we encountered down at the bay. We were especially lucky to spot an endangered Hawaiian Monk Seal, who we found out later was pregnant, and gave birth two days later. All of this fun can be seen by going to http://web.mac.com/vmoore1/Hanauma_Bay_Site/Hanauma_Bay_2008/Hanauma_Bay_2008.html

2/2/09: Robin, SD
Lifelong Learner-Past
After attending sessions at NECC San Antonio, I decided to jump in to trying Google Earth. I partnered with a science teacher. She taught the content and I the technology. It was a great match. We learned so much about using GE in the classroom. Students created placemarks for biomes of the world and then tours. An 8th grade geography teacher happened in to our room while this learning was happening and now she wanted to try a Google Earth project. We have streamlined the process for other teachers new to GE can create a similar project. This spring we are presenting our idea at our state, PETE&C in Hershey. All this from attending a session at NECC andbecomming inspired by another teacher's experience.

2/2/09: Anna, AR
Speaking Spanish with Technology-Present
This year, through a grant, my students now each have a mini laptop to use every day in class.  They start each class period by responding to a prompt on our class wiki asking them to either write a comment in blog format or to record their audio comment and place in my "audio dropbox".  In each unit, they highlight the vocabulary they have learned by combining it all into a story they create, narrate, illustrate and publish using Photostory3.  These stories are then uploaded to TeacherTube.  Each student "journals" his school year on a personal webpage (wiki) which he created at the beginning of the year and is required to add to each week with personal information about what he learned that week, with any questions he has or photos of what was accomplished in class. 

2/2/09: James, WA
The BEST Technology Professional Development EVER-Past
Being a teacher in his 16th year has provided a front row seat to many attempts at failed professional development methods - by many organizations. The most effective, practical, and impactful professional development model has been the Teacher Leadership Project. A Gates initiative in the late 90's, NWESD 189 managed the grant and facilitated the training and support of almost 4000 teachers in Washington state. Designed to provide hands-on training with new classroom equipment, and a regional focus with peer support thereafter, there has not been a better example of how to take teachers to greater heights and allow them to grow so they can help their students become stronger.

TLP started out as a venture to help incorporate technology into teaching and it evolved into a program where great teaching is reinforced and promoted with the use of technology. I witnessed, first-hand, teachers who thought they were done in the profession find new excitement and joy out of the discovery that they didn't have to have all the answers. They could let go and learn beside their students - and provide them tools to go further than ever before.

The structure and potential of TLP has been remarkable. Fortunately, it still continues to provide support and guide the integration of technology into great teaching. It is a fantastic model and I am fortunate to have been a part of it.

2/3/09: Kenneth, OH
Payback-Past
When computers [Apple IIe's] arrived at my school, I was completely uninterested and did not use them. The family of a student was much farther along than I was, however, and their son handed in a word processed paper for my middle school science class. I was as suspicious as uninformed about them and made him rewrite the paper longhand.

I was reminded of this, when, having been shown the usefulness of computers and having become an ardent user of them, both  personally and professionally, that student's mother and I carpooled to Northern Illinois University for a computer programming class. Later I taught a computer class for teachers at NIU.

On our hourlong commutes, she would often laugh at me for my shortsightedness. Over the course of the semester, I truly regretted my previous action.

2/3/0:9 Allen, KY
Wide Open Spaces-Present
I am in my sixteenth year as an educator; and I have not learned as much information as I have in the past seven months.  I taught middle school social studies and computer applications courses and toward the end of my teaching career, I went on autopilot.  I really didn't challenge myself as much as I should have; I then began a four year term as an assistant principal. My growth curve went straight up and I was challenged daily; sometimes the challenges were frustrating and difficult.  I found an opportunity to land the current job I am in; once again my growth curve has gone straight up.  Much of my growth and success has come from my involvement in the iste webinars.  My CIO suggested we purchase some of the webinars and after participating in the first three, we decided we wanted to purchase the yearly membership.   Webinars are foreign concepts to many of the teachers in my district; it has become somewhat of a humorous topic.  I advertise the webinars and as I walk through the district, people tease me about the webinars.  I don't mind because it gives me an opportunity to explain what a webinar is and what valuable technology tools it offers.  Through participation in the webinars I have learned how to use more google tools, taking adventures using google earth, explored the inside of the statue of liberty using virtual field trips, and utilized the free tool of zamzar which helped me develop programs in the schools and helped me at home.  I have a son who is auditioning for acting roles in Hollywood and we were struggling with how to create the correct video format for submissions.  No more... I now use zamzar.  I also had my first introduction to blogging while watching a webinar.  I now have my own blog for the district critiquing the webinars we show; I felt it was important to give them an honest opinion on what I have seen in efforts to avoid any wasted time.  On a personal note, I created a blog for my son while he was in Hollywood, California auditioning for roles; I was home in Kentucky and he and his mother were in California.  He wrote each night in his blog and I was able to feel like I was a part of the experience.  As an added bonus, he learned to add videos and pictures.  He is eleven!    My story can go on and on...

2/3/09: James, PA
Teaching My Daughter about Technology-Present
My greatest educational technology story is how a few years ago I helped my daughter create a multimedia project about Clara Barton for a school project.  My daughter goes to a small school that does not have a lot of technology and does very little in terms of technology integration.  The students in my daughter’s class were asked to do a biography of a famous person.  My daughter, who loves the Civil War, chose Clara Barton.  She asked me if we could use the computer to do the presentation and I set out to show her how to create a digital story with photos and music.  This simple project gave me a chance to work with her one on one and spend some quality "dad" time with her.

After she completed and presented her project, I posted it on my blog and it was then showcased by the Civil War Preservation Trust. My daughter and I now travel around to different state and national conferences and schools presenting to teachers and educators on how to use technology for the teaching of the Civil War.  This simple technology integration project has helped my daughter’s confidence and allowed her to also improve her oral and written communication skills.  This simple project has also given me the opportunity to spend more time with my daughter.

In addition to this, my daughter is now a regular contributor to my blog and her posts are by far more popular than mine.  She is thinking more and more about how some of her school projects can be turned into either blog posts or submitted via technology.  This year, my daughter, with some help from her dad, is creating a ‘follow me’ project for the Pennsylvania middle school computer fair.  This year, she will also be helping me to present at the upcoming Pa Educational Technology Conference, the Civil War Preservation Trust Teachers Conference and my poster session at NECC 2009.

Finally, this simple multimedia project a few years ago has started to help her school see the value of educational technology.  M daughter is now asking her teachers to submit projects electronically, to help her with her new computer fair project and she is helping her teachers to create wikis and blogs.

2/3/09: Michael, TX
Interactive Storyboards-Present
Telling Stories With SmartBoards

My school recently implemented using Smart Boards in all of our classrooms.

Some of the older teachers were hesitant about using new technologies in their classes, but it was not long before the students took off. 

I started a lesson to show students how to create visuals to go with their stories using interactive white boards as the medium.  Most of the primary grade students stayed with some basic graphics programs like KidPix and Kidspiration.  While the upper grades got creative and used digital cameras and created their own graphics for a more personalized story.  They used either PowerPoint or the Notenook software that came with the SmartBoard interactive whiteboards.

By allowing the students to collaborate and share their work they became more engaged in the assignment and the stories got more lifelike and took on a better voice of the individual student.  The students were soon anxious to tell their stories and always excited to take control of the whiteboard and embrace the technology.

2/3/09: Clarena, VT
Reading Comprehension Strategies Podcasts-Present
The middle school English teacher and I collaborated to teach my 8th grade Computer Experience class to make podcasts that teach the 10 Reading Comprehension Strategies.  The students had to write their scripts and work cooperatively together to put the information into a podcast which was then put onto our school website.  Please go to url www.phsvt.org and click on the Reading Strategies link (about in the middle and to the left) to see what they accomplished!

2/3/09: Paula, NE
Overwhelmed-Past
I was overwhelmed when I attended my first ISTE conference in San Antonio last year. The enthusiasm and just the positive "vibe" was so encouraging. I learned so much and took back to my school many ideas that I have implemented with my classes. Thank-you to all who made it possible!

2/3/09: Tammy, CO
A Memorable Moment-Past
My second year of teaching with technology was my first year with students using a mouse. Prior to that, they were using Apple IIe's. I remember asking the kindergarten students to put their mouse on an icon. To my surprise, one of them picked up the mouse and put it on the screen. Considering the student is now college age, it reminds me of how far we have come.

2/4/09: Wendy, AL
Multimedia Fluency for All Students-Present
Attending NECC and creating lasting relationships using the ISTE ning to form an individualized professional learning community enabled me to imagine students in my school using technology in creative and inquiry-driven ways. When my district offered to send me to NECC, I had no idea how it would transform the culture of our school. Based on ideas from the conference, I crafted an inquiry-based research project which made use of lowest-common denominator open source and freely available web-based multimedia tools which reaches every student in our school (enrollment 1200). In collaboration with my school’s senior economics teacher, I lead students in creating a multimedia product that requires students to manipulate audio and video files to support rigorous academic research. I used many of the philosophies – holding students accountable for quality research and source evaluation using digital tools as well as using tools like delicious, VoiceThread and jing to support thje project – which I saw showcased at NECC.

When we read Thomas J. Friedman’s The World is Flat as part of our high school’s Teachers as Readers book group, the economics instructor immediately realized the curricular potential of the book and began to adjust her economics pedagogy to reflect globalization. I sought and received grant funding for a classroom set of that book and used it as a spring board for our quarter-long project. The classroom teacher and I team-teach, beginning graphic organizers to look at the industries Friedman describes and explore the threat of technologically-enabled overseas workers to the American labor force. After discussing about technological “flatteners,” students work in teams to collaboratively write a script. Then students use Discovery Streaming, Library of Congress, and Archive.org to retrieve video files as well as Camstudio to capture streaming video. Students with the hardware often capture their own video as well. Students use the Windows Movie Maker program to edit video and Audacity to create .mp3 audio narration to tell the story of offshoring in that particular segment of the economy.

My attendance at NECC and participation in ISTE paved the way for changes to the twelfth-grade culture at Buckhorn from one where students could simply bide time until work or college to one where they are expected to be active participants in the school and community.  We invite local corporate leaders for the summative projects showcasing the students’ research of outsourcing and offshoring of white collar American industries, and many students have forged lasting relationships with local business people they met through the project.

2/5/09: Catherine, IL
Global Connections: Crossing the Language Barrier-Present
One of the most powerful experiences in learning for my students has been to collaborate to discover ways to cross the language barriers and talk to students from another country.  The students introduced themselves, exchanged greetings, and proceeded to collaborate to learn about each others' countries. 

Using webcams each Wednesday to talk, the students communicated via SKYPE.  My students explored language sites, researched Brazil, created multi-media presentations, and uploaded them to Orkut to share with their Brazilian counterparts.  They also communicated through a blog, asking questions and sharing cultural information.  What an exciting way to use 21st Century skills and authenticate learning. 

Students from disadvantaged communities shared about their lives and learned that in spite of language barriers, they had much in common.  The U.S. students learned how fortunate they are to live in a country where civil liberties provide them with a good education and where cultural diversity is applauded. 

Sr. Santiago e-mailed this to me:  “...I saw your celebration of Obama’s victory at your school!  And I am also proud of our job together.  I would say to you that it is the most special moment in my professional life! Everything has been special to me:  the usage of technology; ethnical problems regarding our audience.  The comparison of the goals black people reached in the US and how black people here live.  Let’s see if Obama’s reference changes things here in Brazil! “ 

As I write in February, it is summer break in Brazil.  We are already planning the next encounter where students will view movies exemplary of their cultures and discuss them through blogs and by webcam.

This is only the beginning as efforts are being made to connect with a classroom in China and in Korea.  Students are excited to become global citizens from the classroom.

2/5/09: Colette, OR
Be the Change you Wish to See in the World-Present
Using the quote from Gandhi, “Be the change you wish to see in the world,” I challenged my middle and high school computer students to brainstorm how we could use the digital tools of today to “be the change.” Students used Inspiration (a digital graphic organizer) to map out ideas of how they could accomplish this and went to work researching a topic of their choosing. I wanted to make sure the parents understood the project and sent home a letter detailing our proposal, including an explanation of how we were going to use a blog for our publishing platform. (A blog is like an online diary where the students could write posts about their topic and share resources.) I set up individual student blogs at http://www.21classes.com. This Web site allows each student to customize their own blog but still be connected to the larger class.

Students posted their first entry explaining their chosen topic and how they hoped to change the world. The topics ranged from encouraging people to give blood, protecting the environment, teenage depression, animal abuse, recycling, and more. They designed original Web banners for their site and research facts to give their blog credibility. To encourage students to read each other’s posting, I set up learning circles of four to five students who read and commented on one another’s blogs. We discussed appropriate commenting, how to encourage further discussion, writing in a manner that was professional, using accurate facts, and citing resources. This activity gave a real-world experience to everything I taught in my earlier digital citizenship unit. We used only first names, did not use identifying photos, and did not reveal our school name.

In addition to discussing their topic and writing personal reflections, students also embedded other forms of media such as digital comic strips and educational public service announcement videos. The students enjoyed receiving comments from their classmates but were eager for a larger audience. I located a group of teachers online who were also blogging with their students and invited them to read our blogs. My students participated in a “comment challenge” to read and post on other classroom blogs. Soon my students were discussing their topics with elementary and high school students from around the US and Canada and as far away as Australia. As a teacher I was able to review and approve all comments before they were posted. The overall reaction to the blogging activity was positive and encouraging.

2/08/09: Patricia, NJ
I Don’t Like Mondays–Not in this Classroom- Past
“I love Mondays,” an eighth-grader named Steven declared as he entered his English class at Kittatinny Regional High School in Hampton Township.

Mondays were vocabulary days, the chance to master 10 new English words and add them to our linguistic arsenal. We could have just reviewed the vocabulary book and took turns reading definitions. But we didn’t.

We used an interactive white board, associated software, and a projector to make our lessons interactive, entertaining, and informative.

In preparation for the lesson, I created an electronic presentation with visual, audio, and tactile appeal that encouraged students to apply higher-order thinking skills. For the vocabulary word “swindle,” for example, students first would guess at the meaning with an example sentence.
“He swindled the elderly woman out of her life savings.” What followed were four possible definitions. Students would pick the correct meaning and the definition would appear on the screen along with a picture to illustrate the word. Then students would have to identify the correct part of speech and its variations.

Every Monday, the excitement in the classroom was palpable. Once introduced to the format, students quickly learned how to run the lesson and teach it themselves. All I had to do was stand in the rear of the classroom and watch the magic unfold. The program presented plenty of opportunities for positive reinforcement, humor, and electronic applause.

Students didn’t even groan over the accompanying worksheet intended to reinforce the lesson and encourage them to make their own mnemonic connections.

We used similar formats for creating different lessons—from grammar to writing.

Yes, Steven, I love Mondays too. I cannot imagine a classroom without technology that has enabled educators to transform teaching from lecture to exploration. Who can predict where this brave new frontier will lead us?

2/10/09: Catherine, OR
Thanks for the Inspiration!-Past
Over the years in my teaching career, I have been inspired by ISTE and NCCE to pursue goals of technology integration in education, first my own classroom, then helping other teachers do the same in their classrooms. This led to me creating a Macintosh lab in the building where I taught. That led to teaching computer electives and keyboarding became a required 9 week class for middle school students. Eventually as I attended more NCCE conferences each year, I continued to return to my building inspired, and I applied for and received grants that led to expansion of the computer facilities, use of a district wide computer grading program, and increased technology throughout the district. The last 2 years of my teaching career, I became the library media specialist for the high school and incorporated on-line resources for students in the district, as well as beginning instruction sessions for both staff and students on how to access and utilize internet and on-line resources. As I look back, I feel lucky to have been a part of all this innovation and change. I now plan to stay involved with education and technology in new and different ways.

2/10/09: Maria, RI
Wiki Works Wonders- Present
I am the team lead for our school's HP Technology for Teaching grant project entitled "Rock'n Rhode Island". I created my very first wiki on wikispaces for our project, hoping it would be a springboard for collaboration among our students and our team. The wiki has far surpassed my expectations! Our students have loved using it to post video and pictures of their experiments, comments about what they are learning as well as what others have posted, and as a means to keep in touch with each other's classroom findings throughout the unit.

Our team has used it to collaborate with one another and to share other resources we have discovered that go along with our unit. Being that we have never incorporated technology into our teaching in this way before, I can certainly say this first attempt has been a great success for all of us. I am extremely proud of how much our students have learned and am thrilled with their excitement level for learning since creating this wiki. Teaching with technology really does impact student learning, motivation, and behavior!
I intend on creating other wikis for other projects we will be undertaking in school.

To visit our wiki, please go to http://rocknriatlauro

2/10/09: Lisa, AL
TechExcitement-Present
I attended my first NECC Conference last summer. What an amazing time. I had so much fun and learned more than I ever thought I would. I am considered the tech junkie at my school, but when I came back from NECC, my title was upgraded to queen. I have implimented about 75%(at this point) of things I learned. My students are excited with all the new technologies they are being introduced to and it has revolutionized the way I teach. I just love finding new ways to challenge my students within their curriculum and NECC provided a new avenue. Each issue of L&L brings even more methods.

2/13/09: Kel, Australia
NECC-Past
Altanta was my first NECC and it was an experience unlike anything I'd ever been involved with in Australia where a conference attendance of 500 is considered large. The sheer scale of NECC was astounding and the way it all ran so smoothly, though no doubt hectic behind the scenes, was impresive and a great credit to the organisers. The variety of material on offer made decisions on where to go very difficult, a good problem to have. Sessions were both informative and thought provoking. The size of the exhibit hall was just just unbelieveable. I returned for San Antonio and was equally impressed. I want to return to Washington but with international currency fluctuations the trip will now be 30% dearer - though the educational knowledge gained is still cheap at twice the price.

2/14/09: Paula, VA
Technology-Present
Technology

I went to college to become a teacher but had difficulty finding a job in 1976. I took another path, getting a job using very old technology; I got a job in a player piano roll factory in Buffalo, New York. I used 70 year old machinery, working with pneumonic recording equipment to record current (1970’s) music. My interest in history now included an interest in machinery and the history of technology, especially recording technology. My husband got a job in Washington DC so I worked in a bookkeeping position with a law firm. There is where I worked with computers for the first time-switching from “books” to “drives”

Two children, a small business and 20 years later, I decided it was time for a change. I wanted back into the realm of education. In 2001, I got my first job teaching and finished off a second masters in education. I loved using computers in my small business and to playfully teach science and math to my children. So I used them to help teach and motivate learning. I taught students to use Power Point and Excel for their projects. Students loved computers and I knew they would learn.

I was asked to attend the NECC in Atlanta in 2007. I spent five days learning how much I didn’t know. There was “second life, digital media”, wonderful vendors and seminars with teachers discussing what tools they were using. I had signed up to take a video conferencing class because my school had the equipment and while I had used it once, I wanted to know more.

My school did not know what hit me! I talked to complete strangers, asked questions, learned new vocabulary, and I came back laden with fliers, “vendor give-a-ways” and a burning desire to blog and wiki. I wanted to make students’ “play” into powerful tools of learning.

My school has since used blogs as tools for our “summer slam” with teachers, students and parents. Our leadership team is using a wiki to discuss assessment readings. We are using student blogs and wikis more than any school in our county, according to our SBTS. We will begin podcasting some of our “lectures” in history this spring. All of this is a direct result from having attended one NECC!

I encourage teachers who ask me for tech help to attend the 2009 NECC. What change we will bring if we get more teachers implementing collaborative tools in their classrooms. What dialogues about best practices and student centered learning would there be if we get an entire PLC to attend! I have discussed this with my principal and we are investigating ways to get teachers to attend in these difficult times. When I came back from my first NECC I was pumped from the synergy of those strangers in Atlanta. Imagine what this local NECC will do for the teachers and students in my school!

2/15/09: Joanne, AZ
Big Baby Steps-Past
I’ll admit it. I’m a digital immigrant, that’s been turned into a 21st Century Learner. I swear I’m still taking baby steps, but thanks to NECC, ISTE, AzTEA, and fellow ‘geeks’ I finding I’m much more tech savvy than I thought.

My best tech experience took place at NECC 2007 in San Diego. While walking the exhibit floor I came across the Best Buy booth where the friendly sales reps were promoting the (new to me) Best Buy Grant. I’d always done a fun Kid Pix project in my social studies/science unit, where my students would research a famous scientist or Arizonan. After the written project was done I would load their pictures on the computer, and using Kid Pix they would turn themselves into their person of note. When I got home from NECC all jazzed to try the new tricks I’d learn, I applied for a Best Buy Grant. I figured why not add some video to the project. I applied in November, and pretty much forgot about it until I was notified in February that I had been awarded $2,000.00! Talk about exciting!! The first year I had to add the video was an afterschool enrichment project since we had already finished the assignment in class, but this year, I plan on having the camera out at the beginning, and turning it over to the students. Because of the recognition I received with the Grant, I’ve become the campus ‘go to’ person in regard to United Streaming, the computerized grade book, Photostory, and my beloved Kid Pix. I applied for the campus technology mentor position, and got it!!! I’ve learned in a very short time that collaboration with my grade level team, school staff, and with people across the state and around the world are making exciting contributions to education both my students’ and mine!

Not too bad for ‘baby steps’!

2/17/09: Debby, FL
Always Connected-Present
I carry a cell phone so that my teachers can always reach me with their tech emergencies. Last week, I was out of town for my parents' 50th anniversary when one of my teachers called me frantic to find a series of books in our media center (the media specialist had gone home for the day). I was in my car, 700 miles from home, accessed our online card catalog via the internet connection on my iPhone, gave the teacher the call numbers of the books she needed, and all was right with the world. Ain't technology grand?!

2/17/2009: Jacob, MD
SmartBoard Participation-Past
My school got 3 SmartBoards for all of us to share and I was one of the first to use one. I had only had about 40 minutes of training, but I jumped at the chance to use it. I created a simple Cell analogy program. The students were able to press a cell part and then the analogy would show up inside the picture of a cell. Even though it was a very simple program, my students loved it. I had students volunteering who rarely, if ever, volunteered. I can't wait to use it again.

2/17/09: Michael, Ontario, Canada
Interactive Whiteboards, Taking Giant Step Into the Future-Present
Interactive whiteboards or IWBs -- are helping a select group of teachers and students with the Waterloo Catholic District School Board combine the power of computer technology, the Internet and various software applications into a dynamic, synergistic curriculum delivery system.

Driven by a standard laptop or PC and digital projector, an IWB can display any computer generated image. But the real draw and appeal of the IWB, for students and teachers, is in its touch sensitive screen capability.

The beauty and allure of the IWB is that, unlike the standard chalk or whiteboard, it engages students -- many of whom are already computer savvy -- and entices them to get involved in and take ownership of their own learning.

Successful implementation of any new technological tool requires sound professional training. No matter how cutting-edge the technology, there is no substitute for quality instruction.

Teachers need extra lesson preparation time and relevant professional development opportunities to adapt to the use of IWBs so as to effectively harness their potential in curriculum delivery and to improve student performance.

Uptake of IWBs in school boards and schools in Ontario has been growing but is largely based upon the whims of the politicians who control the availability of government grants.

Yet, if the results of a recent survey are any indication, the IWBs are hitting the mark with our teachers and students. As the result of a government grant and part of a pilot project, 20 IWBs were purchased and placed in the classrooms of 14 elementary schools and the board's five high schools.

They've been introduced in junior level elementary classrooms, and in Grades 9 and 10 math classes.

IWBs are intended to increase student engagement in course material and overall academic performance and despite some initial, though understandable reluctance from a few teachers to incorporate IWBs into the classroom, the overall consensus is now strongly supportive of the transformative potential this dynamic technology has to improve student learning.

High school math teachers involved in the pilot project indicated that IWBs help address the needs of predominantly audiovisual learners by engaging them through differentiated instruction.

Other educators piloting the new technology pointed out that non-academic students who would otherwise not participate in class are now more likely to behave and interact with the technological features offered by the IWB.

Some students commented that use of the IWB increased their confidence level in class and helped them to better visualize and understand math concepts.

What's increasingly clear is how quickly teachers have been able to adapt to, share control of, and effectively use tools such as IWBs to enhance learning in the classroom.

That will ultimately determine to what extent the individual needs of their students will be met, now and well into the future.

2/17/09: Kim, CA
Making Connections-Future
This story is a snapshot of my journey, past, present and future.

Past: Hit and Miss
1993, the start of a new position there was a computer on my desk “I don’t need that”, my boss replied, “learn to use it or find a new job”

1997, at midnight after nights of tutoring and support learning about MUD’s from an unknown online person I finally asked who are you? The reply was “a 13 year old boy who likes to help oldies”

2001, Teaching students how to search with AltaVista, they informed me there was a better way, “try Google”, I had never heard of it so they showed me.

Present: Networking
Arriving in the USA 18 months ago from Australia, I joined ISTE, starting going to conferences and found a network of support that both enlightened and encourage me to delve into WEB 2.0. and all that the internet offers educators. If there was time I would use my graphic, video, audio and web skills to produce an interactive multimedia file to show how far I have come, but time is short. I sometimes find the depth and breadth of change in technology overwhelming but as Dory would say “just keep swimming, just keep swimming” and with established networks I can do that.

Future: Collaboration
I look forward to continuing to build networks but more so working collaboratively with both my students and others working in education to build a truly dynamic community that can build a better world. Online collaboration is the future!

2/17/09: Kathy, WA
Priceless Parenting Class-Present
I’ve been interested in the topic of parenting for many years. My interest began when I was a teenager and volunteered to watch children while their parents attended Parents Anonymous meetings. I witnessed how important it is for parents to learn effective, non-physical techniques for dealing with their children’s misbehavior.

I began researching and thinking about the impact of various parenting styles on children. While raising our own two children, my husband and I learned many wonderful parenting techniques from classes, seminars and books. Through studying research, I discovered a universal body of knowledge about how effective parents do their job. My Masters of Education degree from the University of Washington combined with a Bachelor’s degree in Psychology and Computer Science from the University of Minnesota enabled me to pull together parenting research into parenting classes.

After teaching parenting classes for many years, I knew that parents really benefited when they learned more effective parenting techniques. Parents consistently reported how much happier and calmer their homes were after using the new techniques. They also asked me to provide more parenting classes than was possible for me to deliver.
I have a strong passion for teaching these parenting skills to anyone who wants to learn them. To allow more parents to learn these skills, I decided to capture the class in an online format so that parents everywhere could learn these valuable skills at their own pace and from the comfort of their own home.

The Priceless Parenting class integrates my narration with pictures, text, stories, videos and concept testing. Parents from all over the world have either tried the first free lesson or completed the course. It’s thrilling to see the positive impact technology has on distributing this parenting knowledge.

2/17/09: Jerrilyn, CA
Guru Heaven-Past
Every year I find some way to make it to NECC because it is there where I find my gurus.

Several years ago I found Kathy and the heavens fell open to me. How could any one person catalogue and keep up with so much material? Bookmarking her site saved me countless hours and gave me an overview of what was happening online, which I could pass on to my students.

The next year it was Alan, and I was transfixed by his passionate, sometimes spontaneous, and always enlightening presentation. Another bookmark, and frequent visits for basic media literacy lessons.

David taught me how to look at technology in a new way. Will got me thinking with a red paperclip, and there have been so many more inspirational speakers who've shown me a new way of looking at Ed Tech.

Revisiting my gurus each year at NECC is something I look forward to now, knowing there will be more to learn and new paths for new ideas. But the extra special part is that though I mentioned the famous ones, many of my gurus come from the audience. Remarkable people attend NECC. I wouldn't miss it.

2/17/09: Sandra, PA
Databases at a Tool for Student Use-Present
After teaching computer skills in a Catholic School for 11 years, I accepted a position as Technology Curriculum Integration Specialist in an intermediate school (grades 6-8) ten years ago. Because the school had no open time slots to teach technology skills as a separate class, my job was to teach both teachers and students to use word processing, databases, spreadsheets, and presentation applications as tools for teaching technology skills while presenting curriculum. I began by becoming familiar with all topics taught in the intermediate school curriculum. I then created lessons for the computer applications mentioned above. Teachers gradually became very familiar with the applications and were able to use them independently, for the most part. Databases were always the stumbling block. I began creating databases for the history, geography, language arts, reading, and science curriculums. I found it enjoyable to do the research and learn new subject matter myself. I also found it delightful to be able to think “outside the box” in order to create meaningful activities using common computer applications. In the area of databases, I had soon created 15-20 databases which teachers used with my help. I discovered that the only limit to the uses of database is one’s imagination. At the 2005 NECC Conference in Philadelphia, I approached the ISTE Book Acquisition’s Editor and asked if anyone had ever written a book on using databases in the curriculum. One of my life-long dreams was to be a published author (I constantly wrote fiction and poetry as a child). When I explained that I used databases to teach map skills, diversity, critical thinking, the scientific method and more, I peaked his interest. This led to the ISTE publication, Database Magic, which includes 16 databases on CD and over 50 ready-to-use worksheets. I am delighted that ISTE gave me the opportunity to share my creative ideas with other educators in a technology-driven world. Now that I am retired, I plan to do presentations at technology conferences and continue to put my technology teaching experiences for the benefit of other teachers and students. My story is one that began many years ago and will continue far into the future.

2/17/09: Kerry, MO
That's All It Took!-Past
I began my journey of belonging to ISTE about five years ago. Before that I didn't even know what ISTE was or that it even existed. I feel so blessed to have been a part of ISTE for the past five years, and especially blessed to be able to attend NECC. What a wonderful land of opportunity awaits those who can attend NECC. I never realized how much technology could influence me or my students. When I first started having technology in my classroom I noticed that the behavior problems went down, motivation went up, and attendance soared to the top! Those three things alone make having technology in your classroom worthwhile. What I didn't realize at the time is how far my students would go in their learning with technology. This year is especially exciting because my students are using my websites and what we have done in class at home on their free time. Many of them have even given up video games to research their classroom projects further on the Internet. I couldn't be more excited! When I think back of what I have gained at the NECC conferences and how I have been able to pass on that enthusiasm to my students it continues to excite me about teaching. One of my favorite things about attending NECC has been that we have been able to also visit some very special places in the cities where NECC has been held. I take along my digital camera, plenty of batteries, and a lot of SD cards and have been so thrilled that in every single city that I have been to for NECC I have been able to go out and take pictures that I actually bring back and use in my classroom. I can't tell you how many times I've used the historical photos of Philadelphia. In San Diego I was able to get some great photos of animals that we use in our third grade science unit on animals. I also used those with my first graders when I taught in their computer lab. I was able to use Martin Luther King photos from Atlanta, and the Alamo photos to help teach our communities unit in social studies. Nothing would thrill me more than to get to go to NECC in Washington, D.C. and have the opportunity to take some great photos of our nation's most historical landmarks and bring those back to teach my students in my class. There's just something special to a third grader about their teacher getting to stand in front of the Alamo or in front of where Martin Luther King, Jr. grew up. I love making history come alive for these children.

2/17/09: Al, FL
Breaking the Online Delivery Barrier-Past
In 1984, I was privileged to create and ran the first online doctoral program in computer education. Having a supportive and innovative university, Nova University (today it is NSU), made it possible to develop something so innovative and controversial for the time. Also unique to the 80s was the fact that there was no Windows; in fact, there wasn’t even a standard operating system of any kind. The type of computer that we were able to provide for the students to carry with them to the twice-a-year week-long meetings was a 28-pound Zorba transportable. It was unique in that it could read and save in any of the five most common versions of the then-current C/PM operating systems.

Here was a novel way to pursue a doctorate. There was almost no online learning at the time – there was no Internet. Students had to connect by placing their phone handset in an acoustic coupler on a 300-baud modem to call in to the University to communicate. Yet it worked. There was a lot of concern that having students online was going to result in a cold, impersonal educational experience. It turned out the opposite resulted. For example, the students got to know each other so well that they bonded. When one member of the first group reported that his wife had left him and he had their daughter so he felt he would have to drop out, the students all came through with email offering him support and encouragement and the University was able to create an “Online Buddy” position that gave him a significant discount on his tuition so he could afford to complete his degree. Then, when the students met for the first time at their first week-long institute after several months in the program, they went up to each other with comments like, “I feel like I know you better than people in my own school.”

The Advisory Board for the degree consisted of national experts like Sylvia Charp, editor-in-chief of THE Journal, Sam of Purdue University and founder of the Audio-Tutorial Approach to Biology, Gabe Ofeish, David Thornburg, and others. They came to the institutes and provided formative evaluation on the program but they also spent quality time interacting with the students.
The winter institutes were originally held in conjunction with technology conferences so the students could attend conference sessions in the daytime and class meetings with their new instructors in the evenings.

Only early adopters dared to enroll but it proved to be a wonderful experience. It broke stereotypes – both in delivery and in that the first three graduates were female. One of these graduates developed the original technology standards for the state of Kentucky. The program continues today as part of the Computer Science School at NSU although now there are many other online programs available for students to take. But this was one of the first trailbreakers that helped lead us to the point today where online learning is an accepted practice.

2/17/09: Trent, MN
Success - Outside of the Classroom-Past
I have been often asked how I define success in my classroom. In my opinion, success happens when a student applies a skill or new learning outside of the classroom. For example, after discussing an application called Microsoft Access, a student created her own database at home. In a more recent experience, a student began using Windows Movie Maker--at home--to create a video from family photos.

2/18/09: Jan, Rumbai, Indonesia
From Paper Keyboards to the Internet-Past
As a bright-eyed, idealist college graduate in 1976, I joined the Peace Corps and found myself in Ghana, West Africa. I had just received my Bachelors Degree and teaching certificate to teach business education. I was placed in a private girls’ school in Takoradi on Ghana’s coast. This school wanted me to teach typing to the students. When they showed me my classroom, I was a bit surprised to see there were no typewriters! My only choice was to draw paper keyboards for each student and write the drills each day on the chalkboard! The students practiced diligently each day and became quite fast—although I couldn’t say how accurate they were for sure! The Peace Corps slogan, “Flex and Cope” certainly applied here! Sometimes I think back on this experience when I am helping one of my current students set up a website or search the Internet and I marvel at how far technology and my teaching methods have come!

2/18/09: Marty, MD
Past, Present and Future-Present
I started my teaching career in 1969 and am still going strong. I started as an English and Drama teacher, but ended up becoming a computer teacher and finally Director of Educational Technology at a day and boarding school in Baltimore. My first computer lab was filled with Apple IIe computers with 64K of RAM! Upgrading to 128K and dual disk drives (5.5 floppies) was a huge deal! We communicated with 300 baud modems! We were happy with Gopher and Pine mail and Lynx. Then in 1993 along came Mosaic and the first graphical interface! We were in seventh heaven! Jump forward 16 years and I am now teaching at a K-8 school for children with dyslexia. Our school is rich with tablet PCs, SmartBoards, wireless data projectors and tech savvy kids and adults. Technology is ubiquitous in our lives; we can’t live without email and Facebook and Ning and smartphones, digital TV, voicemail and Skype. We Google anything to find information; we connect, collaborate and celebrate on Facebook and MySpace. Our professional development is done through wikis and blogs and social networking; important school announcements are sent through email conferences and our students communicate using text messaging and instant messaging.

After all this time and after all these changes, I am still excited about technology. I celebrate with my youngest students when their Excel formulas give the expected results; commiserate when the Scratch project doesn’t work exactly right and young programmers have to debug to find the problem; challenge students to use technology wisely and responsibly; and find myself continuously rushing to keep up with the changes. And I love every minute of it!

2/18/09: Nancy, TN
Moments of Momentum-Present
When I arrived at Oak Ridge High School three years ago, they had just begun an extensive renovation of a WWII era building that had seen little change structurally or instructionally since 1943. Our science and technology based community went to great lengths to support our rejuvenation. Each classroom has now been given digital projectors, tablet PCs for the teachers, a multimedia station to synchronize all the components, and surround sound.

That was the easy part!

The next step was to change the way teachers thought about instruction, and I must tell anyone attempting to do so, you must be strong of heart and persistent. We are beginning to use much more video integration into teacher and student presentations. We can bring larger groups of students together for instruction and have videoconferencing capability. It is a gradual transition made possible by increasing teacher confidence by offering "just-in-time" professional development and training on demand by the full-time Technology Integration Facilitator along with 3 tech support positions in the building, and district support for infrastructure and networking. The momentum arises when teachers begin to see students becoming more interested and engaged in lessons than before. You can put any type of equipment or training in front of teachers without much success, until they see for themselves that it really does "connect" with students.

2/18/09: Harriet, FL
Dolphin Study-Past
Two years ago one of our science teachers received a grant to study dolphins in Greece. She was going while school was in session so we used technology to keep her in touch with her student while she was away. She set up a blog before she left, and regularly updated it with information, pictures, and questions for her students. She was able to give them research topics to work on based on her studies in Greece. We also set up a webcam on her laptop computer, and she broadcast several times from the boat she and her fellow students were conducting their study from. The students were thrilled to follow her trip through the blog and the webcam video conferences with their teacher. The use of this technology brought her experiences right to the students while she was in Greece.

2/18/09: Jonathan, CO
Video Podcasting Changes the Paradigm-Present
When I discovered software that would record my lessons and make it easy to distribute over the internet, I began to record my lessons and post them for students who missed class. This was very successful in my rural school where students frequently miss class for sporting events and other school activities. Then I realized what students really need from their teacher is not to hear me talk and "do the sage-on-the-stage thing," but rather, to get help when they get stuck. This prompted me to dramatically change the way I teach. In the 2007-2008 school year I began to have students watch video podcasts at home and then use class time to do directed problem solving, more experiments, and generally get the help that they needed. This was highly successful and the scores of students made dramatic increases.

Then it struck me. Now that I had a library of instructional podcasts, students no longer have to receive the same instruction on the same day. So, in the 2008-2009 school year I implemented mastery teaching. In this method students have a check-list of things to complete in each unit of study. The list includes the required video podcasts, experiments, one-on-one demonstrations with the me, and appropriate Chemistry problems to solve. When students have completed ALL of the assignments and labs, they must pass the exit exam. If students do not score 85% or better they retake the exam as many times as needed to pass.

My classroom now resembles a three-ring circus. Students are in various places in the content on any given day. Lab stations are set up so students can complete the experiment that is next on their list. This poses safety issues in a Chemistry class, however, with the proper training, the students have quickly adapted to this method of experimentation. Before each lab I spend time with a much smaller group of kids and discuss the main points of the lab and safety considerations. This makes for a more intimate learning experience for each student, giving each student more time with me, their teacher.

A huge benefit of this teaching paradigm is that ALL students are leaning. This facilitates differentiation for all students. Slower students are given the extra help that they need to master the content while advanced students are allowed to accelerate at their own pace.
To see if this model worked, I used the same tests in 2007-2008 as I did in 2006-2007 and compared scores after every unit. The scores showed dramatic improvements.

Since every student is now required to master the content before progressing, all students are learning. This has been magical! Students of all ability levels are really learning! As much as I was excited about the 2007-2008 results, mastery learning has been an even more positive experience for my students. Now, EVERY Chemistry student demonstrates proficiency on EVERY topic in the class, which far surpasses the level of understanding of prior student success.

2/18/09: Rebecca, LA
Teddy Bear Global Exchange-Present
Long ago and far away, in a galaxy not so different from our own, computers required entire rooms behind closed doors and people punched cards to be fed into the gloppity glop machine. That's where I started. Not in punching cards, but standing in awe of the process. As a Coast Guard officer in Washington, DC, I was required to feed the data to those mystical folks who knew how to make the magic happen. Now in the Smithsonian, young folk stand in awe, as I once did, while their iPhone beeps the arrival of a text message. Did I mention that I'm not THAT old?

Fast-forward more than a few years to my second career as elementary school librarian, where students tote around their own computers and my library hums, beeps and clicks with the sound of typing, error messages and the occasional sound byte. Our second graders are in a virtual cultural exchange with a school in Russia through iEARN, a global learning organization. We participate in a Teddy Bear Exchange—yes, REAL stuffed bears take a field trip around the world. We go-go-Google Earth to visit their school and places that the partner students tell us about. The students are jazzed and actually want to write, insert pictures of Mardi Gras and post to Flickr. OK, I post to Flickr, not the students---yet. This year we have learned to write from the bear’s perspective, something new for second graders. We VoiceThread our latest book summary so the Russian students can hear English as they study it and Slide.com our way through our favorite photos. We do the wild Wikispaces dance when we get pictures and letters from Russia. And these are 8 year olds.

What do we get out of it? Engaged learning and smiles every day as we check the computers. Without realizing the extent of their learning across the curriculum, the students are researching print and non-print resources for facts about the language, currency and flag, learning simple hello and goodbye in Russian, comparing cultures, learning about differences in time zones and weather, developing a variety of new technology skills that will translate into other curriculum areas, sharing letters and ideas with students they’ve never met, all in a safe, monitored environment. The technology exists to flatten our world and open our arms to people who are different from us. Or… are they so different?

2/18/09: Kary, TN
New Kid on the Block-Past
In rural northwest Tennessee, you don't have a lot of teachers who update their blog, post pictures on Flickr or surf Facebook for college friends. Most teachers do not even have Internet access at home because dial-up is still the only option. The work area, however, is a different story. In the last few years, our district has put technology on the forefront of investment, realizing our students deserve the opportunity to be above the rest. Every classroom is equipped with an LCD projector, a teacher workstation, and at least one student computer, not to mention the supplemental software such as: Riverdeep, United Streaming, BrainPop, etc.. Because of the investment and so many teachers who were teaching, “old school” my position was created and expectations were high. I dove in head first with ISTE standards in hand. I was fresh out of the business world with little teaching experience, so my district sent me to the mother of all technology conferences, NECC. I packed my suitcase, got on the airplane and flew to San Antonio, Texas. I didn’t know what to expect except that this was the opportunity of a lifetime. I was the representative chosen to gain as much information about classroom technology as humanly possible, filter it and in turn teach it. I was ready, or so I thought. I be-bopped off the plane, grabbed my luggage and walked into the most technology rich environment I'd ever seen. After 4 days of total mind blowing technology and tons of classroom ideas, I was on my way back to coach our teachers. My plan was to transform the classroom into a place of collaborative learning while enhancing classroom instruction with the use of technology. To streamline technology with classroom instruction so they become one and not separate entities. Teachers were surprisingly receptive and excited about new and unique ways to teach students.

Everyday, we utilize all types of technology. I work with teachers on all technology levels and form a level of trust with teachers on a daily basis. Ensuring them I am not trying to replace them but instead trying to encourage them to meet their students on a new style of learning, the digital style. Although its been a bumpy road with lots of failed experiments, teachers and students alike are excited about technology and success stories multiply every day. Its exciting to see a small school district in a rural part of the state embrace a ground breaking, ever changing classroom environment.

2/18/09: Jennifer, MO
Eyes Wide Open-Present
What a roller coaster ride this year has been! Starting with wanting to show teacher’s how technology can truly make their life easier and not piling more onto an over flowing plate they are trying to balance. Teach them the future is technology and no one knows everything but just hang on and try to learn along the way because if you think you got it today it has morphed into something even cooler than yesterday. June 2008- accepting the position of a Technology Integration Specialist, which soon I became known as a TIS! My first “training” NECC 2008 TEXAS I had never been to a National Tech Conference. This was meant to be my first experience so I could brag “wow everything is BIG in Texas!” UGH! After realizing how heavy a laptop could be, but maybe that was because I got lost twice trying to find the correct ballroom? How big is NECC? Going into the sessions and being blown away by the ideas of not only the presenters, no I should call them facilitators, because everyone was so open to ideas for improving themselves to the growth of others thoughts and dreams! To be a part of this inter circle to strive to the best you can be is overwhelming, most of the time I was in awe! Coming out of dream land and entering reality…..discussions with the techs---what do you mean the site is blocked? We can’t just download software? This might slow our connectivity? That is a user rights issue? Curriculum side: Is this an approved curriculum site? Deep breathe—okay heard quite a bit about social networking at NECC maybe I should try this—myspace---not bad—facebook—very simple- many friends from elementary—Twitter—have found a group of kindred tech souls(maybe I’m not in this boat alone)! Hope is starting to soar again! Heck with negative people—starting to meet with teachers in small groups quickly I see my “clickers” / “nonclickers” Clickers—show them something once and they are gone (Speed Racers) trying to show me the cool stuff their kids did in the week I was at other schools. Non clickers—they are teachers—rule followers to the hilt, but what if you don’t answer the pop up message correctly “HELP!” do I click yes or no? “ I have to click the right thing” I am suppose to know the answers for gosh sakes I AM A TEACHER” Sllloooooowwwly easing fears—now they are asking “So how would you use that in the classroom” “Show me?” “This isn’t that hard!” “What do you mean you won’t be here next week? Jury Duty? But I am getting it!” This job is building relationships. Today my eyes are wide open to the possibilities of what we still have to learn—I have a smile on my face as I end this with my email popping up from one of my “non clickers” Hey look I have a Facebook—now what?

2/18/09: Earl, TN
Cellphones In Class-Present
My wife had been making fun of my cell phone and telling me how I needed a new one. I told her that I could make calls and receive calls and that is all I needed. I attended my first ISTE Convention in San Antonio this past summer and attended Hall Davidson's session about cell phones. When he told us to hold up our cell phones, I was too embarrassed to even take out my cell phone. I could not text, take pictures, or videos. I was amazed at how one could use a cell phone in class. When I got back to the hotel room, I took out my phone and told my wife that as soon as we get back to Nashville, I am getting a new phone. I have been allowing students to use their phones in class to take polling data. I also did a session for our faculty showing them how to use cell phones for polling. Some of the high schools in our district prefer confiscating cell phones. Today (Feb 18), our principal was attending a county principals’ meeting when he left temporarily to call me on my cell phone. One of the directors from the central office told the principals to get out their cell phones. He showed the principals a new discovery; how cell phones could be used in class for polling. Thanks to ISTE, my students had been using the polling since August. Since the ISTE Convention, I am now able to text, take pictures, and videotape with my cell phone.

2/18/09: Mona, CA
Computer Use in Context-Past
My love of teaching, my love for learning, and my interest in technology intersected as I conducted research for my Ph.D in Education in 2004/2005. My dissertation entitled, Computer Use in Context: Looking Through the Lens of Language Socialization, looked closely at how students interacted socially while using a web based activity called a "WebQuest".
Findings and implications were numerous and varied. Important points I'd like to mention here are that; as we integrate technology into our schools we need to reaffirm that learning is socially constructed, that social interaction is a learning environment itself, and that technology has a part in organizing that environment in both positive and negative ways.
My study reminded me that our students are not just learning from us, as teachers, they are learning from each other in powerful ways that we often disregard. In addition, when technology is present social interaction can enhance the learning process if facilitated properly or it can often impede the learning process if left unmonitored.

2/19/09: Stacy, MN
Technology is Important-Present
Our school is moving toward the future by integrating technology everywhere we can. First graders can easily maneuver through a website, while fifth graders are building their own. Kids are excited about technology. It makes their learning much more relevant and now. At our school, we are striving to be technology leaders -- thinking about what is coming next and how we can incorporate it into our curriculum to enhance our learning.

2/25/09: Dan, NY
Our First Chats-Past
It was mid 1980s and I was to host an "English and Writing" Forum on CompuServe. Being one of my first online CHAT experiences, I asked the Moderators of the EdForum for assistance. Chuck and Georgia both responded and helped me "learn the ropes" through several practice sessions.

Several weeks later I read a one-page article in TIME Magazine about CompuServe. In it, I saw the name "George Griffith". I read on.. to find that Georgia was both BLIND and DEAF!!!

And SHE was helping ME.

Whenever teachers discuss with me the negative aspects of telecommunications and social networking on the Web today, I reflect on this story of a very special person, and how technology can be an enabling experience for many.

2/25/09: Maureen, IL
BFF@ NECC-Past
Attending NECC has always been an awesome adventure for me. I have learned so much from the speakers, the workshops, the SIGs, and the vendors. NECC has helped me grow as the Technology Director for our school district because I always return with more ideas than I can possibly implement. Among the may benefits of attending NECC, I would have to list as priceless a friendship that started eight years ago.

Chicago NECC 2001 was the first introduction to NECC for this small town technology director from downstate Illinois. Stepping outside my comfort zone, I decided to be a volunteer and attended the training session to guide others around McCormick Place. At the training session I met Sandy – a media specialist from the Chicago area – and we hit it off. When I said I would need to call a cab to get back to my hotel, she offered to drive me. I was impressed! I had made a new friend who likes to drive in city traffic! We connected again that fall at the IETC in Springfield and again at the ICE Conference at Pheasant Run in the spring.

Later that spring Sandy called and asked if I was interested in going to NECC 2002 in San Antonio that summer. It sounded like a good idea to me. We met at the airport in San Antonio, and despite my stinky tennis shoes in the hotel room, we have remained friends and travel buddies who attend NECC almost every summer. As our friendship has grown, I have attended her retirement in 2007, and she attended my son’s wedding in 2008. Most importantly, we have only missed one NECC since 2001.

Sandy and I usually attend different sessions at NECC and then share the exciting information we have learned. As a result of my attendance at NECC and joining an ISTE SIG, my school district is exploring the possibility of implementing a 21st Century Learning 1:1 Laptop Program. When sessions about 1:1 overlapped, Sandy attended one session, and I attended the other. We then spent time brainstorming about what we learned.

Our favorite spot at NECC has to be the vendors! Sandy is much luckier than I am, and has won some really great give-aways. She is very generous, though, and since her retirement I have many t-shirts and freebies to share with my students, thanks to Sandy!
We also have our favorite speakers from NECC. As a media specialist, Sandy was the first to get me “hooked” on Hall Davidson’s presentations. I have convinced Sandy that Kathy Schrock and Ian Jukes always have great sessions. Even now we are studying the NECC website to see who will be making presentations at NECC 2009.

When we drive to NECC, Sandy and I make it an adventure that often takes us off the beaten path. We have dubbed ourselves “Thelma and Louise without the Violence.” We are planning our next great escapade at NECC 2009 in Washington, D.C.!

2/25/09: Elaine, KY
My First NECC-Past
I had heard about NECC and read about NECC. Finally, in 1992, I wrote two grants to take myself and my CIO of our district. It was in Orlando, FLA. Between the sun, fun and learning I was hooked.
I have been lucky to count NECC as a heavy influence in my professional development.
That first trip lead to almost every year for me and after that trip, my former school district takes people most years, too.
Now, with my present job, I am able to bring teachers and students. Spread the word and the joy!

2/25/09: Noreen, AZ
Why I Do What I Do-Past
In 1980 I had access to my first home computer. It was the 64K Apple ll+ my husband brought home in hopes of doing some serious programming. He hooked it up to an old color TV and cassette recorder, but to say I was upset about the $1000 he spent would be an understatement. He knew if he could appeal to my artistic nature, he might not have to put up with my disdain so he taught me how to program in lo-resolution graphics and save the programs to the audio cassette. He never really got a chance to use it much after that.
At the same time, I was a volunteer art teacher at the school my two kids attended. Without really knowing I was integrating curriculum, I had the kids draw a scene from the Bible on a 40x40 grid and then taught them how to write down the programming in Apple Basic thus combining religion, math, art, and technology. The classroom only had one computer so each student had a minimum of time in front of the keyboard but everyone had their turn. I did much of the input at home but I didn’t do any of the actual program writing. That was all them: HLIN, VLIN, PLOT, COLOR =, etc.

I put all the work together on a 5.25” floppy as a slide show and when it was completely done we watched it gathered around the classroom Apple. The most amazing thing about the project was when it came to a slide that everyone ooooo’d and ahhhhhh’d over. It was Jesus praying in the garden of Gethsemane and everyone wanted to know who did that one. I said it was Trini’s work and that made everyone even more incredulous. Trini was the only student in the small school who did not do math or read at grade level and many of the kids had worked with her as a helper. Some of the students resented having to help but there were no aides. Our school was not set up for anyone with special needs and usually Trini got lost in the crowd.

Now those same kids were in awe. No one helped Trini with the grid drawing or the programming. She gained so much self-confidence that she ended up getting an award that year for exceptional progress. I understood the real power of the computer as a tool for making connections between various curricular areas and for empowering those who felt disengaged. The smile on Trini’s face is the fuel that has driven me ever since and is the reason I do what I do.

2/25/09: Shelley, TX
Journeys Past-Past
During the school year of 2001-2002, I was the Computer Teacher and Technology Coordinator for a private school in Houston, Texas. Even back then, I truly believed that the best way for my students to become familiar with technology applications was that it be integrated into the curriculum they were studying in their individual classes. We didn’t have any special equipment or fancy software. Since I taught Kindergarten through 4th grade, I was always meeting with teachers, both classroom and enrichment to make sure I was covering their material in a meaningful way. There are three particular assignments that stood out that year. The first was helping the Greek Teacher and her students make a magazine. In this assignment, the students learned how to make columns in Microsoft Word for a hilarious Greek Want-Ad section. To this very day, that page still resides in my portfolio and I still get laughs about what the students wrote. Another assignment was the writing of Fractured Fairy Tales. Previous to teaching computer, I taught second grade. I was lucky enough to be teaching these students again in the computer lab. One in particular was exceptionally smart. (She was the one that was reading books under her desk while I taught math because she already knew the material.)This student was also an incredible writer. She typed up her 2-page, single spaced, 12- point font Fairy Tale all by herself and inserted her picture. I had never seen a fourth grader produce a perfectly typed paper before and was so impressed. I still have her Fairy Tale in my portfolio. She approached me at the end of the school year, thanked me profusely and told me that she had learned so much technology from me, not only when I taught her in second grade, but in the computer lab as well. This student is a teacher’s dream! My last assignment was one of my favorites. The 4th grade students were reading Hatchet. What a fantastic way to teach students how to make a brochure! My students learned how to create a brochure for a “company” that was selling survival kits. There were certain requirements that the brochure had to contain. My students rose up to the occasion and totally impressed me with their documents. I loved teaching my students in the computer lab. I suspect the skills they learned back then have served them well to this day.

2/25/09: Colin, BC, Canada
Student Achievement-Past
As a Technology Education teacher I have always worked with and around technology. Generally it consisted of table saws, drill presses, and welders. After working as a metalwork teacher for some time I decided that I needed a change, and so I took on a new job as a Drafting and Design teacher.

During my first year as a Drafting teacher I continued on with the curriculum that had been passed down from the last teacher. It was mostly board drafting (drafting using paper and pencils). Although the students still showed up and completed the work, by the second term I felt as though they were just going though the motions. I needed something new, I needed to make the program my own, and I needed to incorporate more technology to do it.

After deciding to change the program from board drafting to computer assisted drafting I was faced with the difficult task of acquiring the hardware. Through fund raising, donations, and sponsorship I was able to provide my students with a computer lab and three dimensional CAD software.

By working with my students, and other teachers from neighboring districts, I was able to create a new curriculum and consequently had a very successful first year with the new course. What I did not realize at the time was that I was having a profound impact on a special group of students that had been left out of the drafting program in the past.

By the second year the enrollment in the new drafting classes had increased substantially. I was now teaching five blocks of three dimensional drafting and design. But what was really exciting was that many of my students were students who were generally labeled “problem” children. I had students who had been kicked out of other schools, students with different learning abilities, and even students who were known to have attendance problems, coming in to work on their projects at lunch and after school.

By changing my class from pencils and paper to an interactive creative classroom, that encouraged hand-on visual learners, these students had finally found their place in our high school. Many of these students have had problems completing their other courses because they did not offer the learning opportunities my new drafting classes offered. These students previously were not able to use their visual and spacial awareness skills in a class that they found fun and exciting.

Although I cannot say that helping these students was what I set out to achieve, it was a direct result of incorporating these technologies into a course that previously had none. I can now see the value of offering a multimedia approach in my class and in many other classes in my school. By using these computers and software in my class I was able to create a new and exciting course. However this achievement is far overshadowed by the achievements of the students I have been working with.

2/25/09: Jannifer, AZ
What a Trip!-Present
Hasn’t it been fun to watch the advance of technology in our classrooms? Do you remember those Apple IIes? I had just one for my class, and I was the only teacher at my school with a classroom computer. Fast forward to the 2000 when I participated in the Project Venture grant; I had 5 student computers in my classroom and a teacher laptop. Wow, a computer I could take back and forth to school. What a novel idea!

Five years later I was no longer a classroom teacher but and educational technology teacher overseeing 4 one-to-one computer-to-student classrooms and each of our teachers had a teacher laptop. Have we made progress? Yes. Is there more progress to be made? Certainly! I have found my patience is often tried as I suggest an innovation only to be held up with bandwidth or electricity issues. They say slow and steady wins the race but I wish we could get into high gear!

2/25/09: Mary, PA
What was I thinking!-Past
In the summer of 1982, or 3, I can not recall exactly which year just now, I went to an intensive, 5 full days per week for three weeks, computer workshop in Boston. My purpose in going was to come home with enough information to be able to justify why we would not be introducing “computer” in our school at that time. I came home three weeks later personally fascinated with computers and with the potential for good in the computer activities to which we had been introduced. Within months, the administration of our school had funded the purchase of one Apple IIe for my classroom and we had found grant funds to purchase the software and other resource materials.

What was I thinking!

We are a school for children who are hearing impaired. Our students are taught to listen, to speak, and to learn. The goal is for them to transition into regular education programs as soon as they have the age-appropriate oral communication and academic skills to do so. The students’ time in our program has always been a carefully allotted commodity; there is so much to be accomplished before they can leave us to continue their education with their hearing peers. Did we have time to put anything else into the curriculum?

In that first workshop, I had experienced the convenience of word processing for both teacher and student, even if it was only with BankStreet Writer at that time. As a teacher who had always created many of her own materials, I saw the Basic programming potential for designing simple little programs to focus math learning in ways I thought could be helpful. But most importantly, I realized, through an introduction to Logo that computers could be a new medium for critical thinking, problem solving development, and creative expression. We would have to find time.

One computer became two in our school. A grant for eight more written by another staff member made it possible for us to start the Homework Apple program: after a parent attended an initial training, families could check out a computer to take home for a week at a time during the school year and summer. The teachers provided activities suited to the age of the children in each family. Eventually there was at least one computer in each classroom, a lab, teachers informally mentoring each other as we learned on our own or sought training elsewhere, various kinds of initiatives to integrate the emerging technology into our curriculum, better and more varied computer applications, families students having access to computers at home, the internet, etc. Fast forward to 2009.

What am I thinking?

Technology is an integral part of life in the 21st century for all students, but for our students. Technology and the skill needed to maximize its potential are a portal to full creative communication in a hearing world. I am a happy witness to these developments and I am very glad we made the time.

2/25/09: Nancy, CA
Breaking Out of the Woods-Past
In 1998 I was living in a small, rural community on the banks of the Tanana River in Alaska. My students watched for moose on their way to school instead of signal lights, and they walked in mud boots across the Tanana River instead of cross walks. My little school had about 50 students from K-12 and I taught language arts and helped coach the speech team in national and international extemporaneous speaking. We did not have a TV, but that year we got our first computer. Wow! Did that ever change my teaching and the way my students learned. Now we could prepare for our speech tournaments by searching current newspapers in New York and Los Angeles, or even Beirut or London instead of relying on week-old magazines and the Fairbanks Daily News Miner. Even though we were still in a little school in the woods, we could learn everything available to the most cosmopolitan student in the largest city. We joined the 21st century that year, and my little school with less than 20 students in high school beat the daylights out of large 2000+ high schools in big cities.
I don’t live in the woods anymore and I got my present job in California before I even left Alaska by searching for jobs online. ISTE and CUE have been instrumental in my continued development as a computer using educator. I am so thankful that being in the woods for 20 years didn’t compromise the education of my students or my own children and that our computers were the link that allowed them to be up to speed with every 21st century skill.

2/25/09: Nancy, IL
Global Classroom-Present
Interaction, connection, and global classroom possibilities describe our dream at St. Michael School. Our students have been given a unique opportunity with our new Polycom videoconference lab to participate in lessons that are the ultimate interactive experience - GLOBALLY. Beginning with a connection on Veteran's Day 2008, our students provided an opportunity for current miitary in Iraq to speak with former VFW to share experiences. We've continued to develop many connections and collaborations - around the world. From the youngest student to the 8th grade student preparing for high school, each student eagerly enters the lab to participate.

2/25/09: Susan, KY
My First Computer-Past
The first time I ever got to use a personal computer was in 1980 when I took a class at WKU and they had a Radio Shack Tandy computer. It was so much fun that the next year I bought a 16K Atari Computer for home. We played games and learned a little about programming. It had a cassette recorder for data storage and a modem that connected to the telephone handset. At school we used the Apple II e and the kids loved to play Oregon Trail. It is amazing to see how much the capabilities have increased since then. I don't know how I could teach without my computer now. I enjoyed NECC in Atlanta and San Antonio and hope to help celebrate the 30th anniversary in DC this summer.

2/25/09: Eva, OR
Students create digital content for Oregon State Parks-Present
Riverbend students create digital content for Oregon's newest State Park at Thompson's Mill. Students are creating enhanced podcasts, videos, a virtual tour for an Oregon State Park. Utilizing existing software, web 2.0 tools and primary source documents they are creating a tour that can be downloaded to an iPod or visited by students from all over the globe! This supports the Oregon State Parks and dynamic, relevant student learning.

2/25/09: Eva, OR
Read It Forward: Podcasted Booktalks-Present
Like in the move "Pay It Forward", students are reading books forward by suggesting great books to friends and getting those friends to recommend the book 'forward'. Students share recommendations through Podcasts that are available 24/7 and for download. Students respect peer recommendations and now have an avenue for sharing recommendations via the Internet.

2/25/09: Ruth
What is Integration of Technology?-Present
In the year 2000, I decided to go back to school to achieve Master Degree in Technology. The same year (2000) we had just received a new Macintosh computer. I was in heaven. I couldn't wait to use the computer. We had just finished a unit i science about the sun, moon, and earth, and I had the 4th graders create a KidPix slide show . They each got a chance everyday to add something to the slidewhow. The end result was that half the class finished before Parent Report Card, and we were able to show it to the parents. I completed my Technology Degree in 2004. Upon graduation,I founda job in my area of expertise TECHNOLOGY! I was to help teachers "INTEGRATE TECHNOLOGY IN THE CLASSROOM". What I ended up doing for 3 years was giving teachers their prep and I was teaching technology skills to students such as PowerPoint, Imovie, MovieMaker, Word, Internet skills, etc. Kids didn't understand why I was teaching them this material. Most of them enjoyed it others didn't care too much. After three years of pushig the "INTEGRATION OF TECH." I decided to go back to the classroom and do my own integration of technology. This year I have tried to use more technology than ever. I won a $500.00 grant and I am going to use that money to create electronic portfolios. Students will add all th ewriting assignments that they have created and will create such as narrative, persuasive, expository, poestry, etc. they will also have a technology component and they have already created and animoto slideshow using animoto.com. We will also be taking this project to Springfield, Illinois. My class will be participating in TECH 2009. We had to submit an application and our school was selected to participate. I am very excited that I will be showing off a project on how I "INTEGRATED TECHNOLOGY WITH WRITING IN THE CLASSROOM" Now som of my colleagues see how they to can "integrate technology."

2/25/09: Maria, TX
TNT (Technology N Teaching)-Past
As a result of attending NECC 2008, I was energized into participating in a local district technology conference. I never thought that I could prepare for such an event. I was nervous, but excited about presenting at this conference. I was able to get help from our district IT services department. They were a great resource to me. My presentation was titled "Video Conferencing using Skype." Both of my sessions were well attended. In my presentation I provided my audience (district teachers) with a
"How to use skype for Video Conferencing" resource. The description read "Learn about the wealth of video conferencing resourses available for K-12 teachers. Whether it is connecting to NASA, the Bronx Zoo, or a classroom in Australia this workshop will enlighten and educate you on how to go about finding video conferencing resources." I gave an actual real time video conferencing presentation with a remote mystery guest. My audience was impressed with the ease of using Skype as an alternative,Low cost video conferencing tool. Some teachers stayed afterwards to Get help with setting up skype on their laptops. I'm happy to say that the teachers were very happy to have this tool ready to use immediately. My presentation was not perfect but I was happy to be able to provide this tool to my fellow teachers. I hope to continue to participate in other conferences, in-services, and staff development in my district to promote technology. Attending NECC is a great opportunity to get re-energized about new technologies. I would love to attend NECC 2009.

2/27/09: Pamela, WA
First NECC experience-Past
My first NECC experience hooked me for life. The setting was Seattle, year 2003. My boss had recommended I attend this National conference and that it would be quite a bit different than the other local conferences I had attended. That was the understatement of the year!

On the registration form, I checked the little box indicating I would be interested in volunteering at the conference, little did I know this would be one of the best professional decisions I would ever make. I was placed as a facilitator in a workshop put on by Dr. Willard Daggett. Not only was this the first time I had ever met Dr. Daggett, but it was also the first time I had ever heard of him! I was very impressed and excited to meet someone who mirrored my own philosophy of education. He captured my attention through the whole workshop that I almost forgot I was the facilitator. The next day, I attended the keynote speaker session and much to my surprise it was none other than Dr. Daggett giving the inspiring presentation.

I know I attended numerous sessions and presentations at the conference, but the one that stuck with me the most was the opportunity to serve as a volunteer for NECC.

2/28/09: Cindy, AL
What Can a Third Grader Do With Their Own Laptop?-Present
My system went to a 1:1 Laptop Initiative for 7-12th graders two years ago. As laptops were upgraded, our TC gave each elementary grade level a charging cabinet with 28 laptops to use in our classrooms. My grade elected to sign up for use on one morning per week and one afternoon, giving us up to 4 hours of uninterrupted use two times a week. My goal was to transform my teaching of all subject areas to laptop based teaching.

My students create weekly ABC order spelling lists in Excel using the ABC sort tool. They collect raw data from surveys from class level to school level and create graphs and charts with all the features- title, colors, etc. using the chart tool in Excel.

They also created PowerPoint presentations for lessons on science concepts, inserting pictures they took using my digital camera and uploaded onto their laptops. One assignment included taking the information from our science text book about the three types of rocks, using the headings and vocabulary words. They created a 10 slide presentation of information. Students discovered the website www.geology.com, which led them to great resources to add to their lesson. It was amazing how much non-fiction reading they had to do, and questioning skills they gained! Collaborative discussions arose spontaneously, and students questioned their findings and made changes according to new information they learned. Decision making skills were developed.

For reading, students created sequence of events presentations to learn transition words using a story we read in class. They discovered and imported sound files and animated graphics from the web to enhance their PowerPoint presentations. They then presented these projects on the Smart board, fulfilling my course of study requirement for speaking and listening skills.

Students published poetry, creative writing, journal entries, and posters, menus, and autobiographies which reinforced non-fiction and functional reading skills.

I created blogs on my Teacher Web page that provided opportunities for students to respond to reading. One blog I created posed questions about story elements. I divided the class into groups and had them post answers to one blog question. Then they had to visit all the other groups’ blog questions to find the answers to other questions. They then took the information and published a summary to the story. This worked great! We also used Gaggle Net email accounts to learn email etiquette and developed a list of positive character traits using the Internet.

We saved our work on a file on our network, so I could access it all from my own laptop. This process in itself taught students to successfully save documents, follow paths and directories, solve problems, and follow directions.

And that is what a third grader can do with a laptop.

3/1/09: Marianne, NY
Train of Thought-Present
Upon arriving home the other day, the first item I saw in my stack of mail was my Leading and Learning magazine. This is the one magazine I look forward to receiving and read cover to cover, not caring about the other demands in my life. I quickly grabbed it and hurried off to the throne room to read undisturbed. Once locked inside, I browsed the cover… “What kind of plant is that growing out of the keyboard? Okay I get the connection to Growing Your Personal Learning Network, but why did they layer the titles over the plant? I would have tried to make use of the white space to wrap them around the idea of growth…. Wikipedia: Friend or Foe? Now that’s a touchy subject with the librarians, I’m interested in reading the friendly argument. Cover done! Now to the inside!”

“Net Support…I wonder if my order for the computer lab has arrived yet? Better ask Doug to check on it… World Book Web, interesting, but the library subscribes to so many databases I’m sure they already have an encyclopedia available… The feature articles are all pertinent to department discussions, can’t wait to read them. OMG – a David Warlick article – must read with pen & highlighter available! …. Hi Anita, I’ll be back! … Should Podcasts Replace Lectures? No surprise here at the 74% negativity rating and the ‘enhance not replace’ response. Looks like I’ve already read the ISTE news on the website… Wikipedia: Friend or Foe? YES, Yes, yes! I agree! The kids are using it! Ask them where they did research for a recent paper and I’m sure a resource will be Wikipedia. Do a Google search and a Wikipedia article is almost always a top return. Why can’t we use Wikipedia to teach higher order thinking (HOT) skills? Foe, David Farhie, himself states, “If I teach my students that Wikipedia articles all come with disclaimers of questionable veracity, they can learn to use such a data bank not as truth itself, but as a road by which they can seek the truth.” Friend, Thomas Hammond, mentioned The Scarlet Letter as a Wikipedia article. Teachers in the HS faculty lunchroom were discussing the lack of student interest in Hawthorne’s book. How can I use Wikipedia as a HOT skills method and incorporate The Scarlet Letter as an example? … Yes, I’m coming. Dinner will be ready in an hour, I promise…I’ll have to think more about this on the drive to work.”