Strategic Plan for implementation of Technology Name of Camp: Camp Web 2.

0 Place where held: Tipp Middle School Media Center Computer Lab Room 134B Day for meetings: Thursday Time of meeting: 2:30-3:30 (students are dismissed at 2:30 and the session will begin once all students are present and accounted for) Cost for Camp: There is no fee related to this camp Instructors: Shari Wickline (WSU Student Intern) & Merrilee Dillon (Library Media Specialist) Expectations for behavior: Students will be expected to follow the district technology and conduct policies that are in place. Each student and family has signed a policy at the beginning of the year. Only students that have a signed policy on file will be permitted to participate. They will be required to stay respectful of the instructors, other students and their selves. Students will need to have a signed Camp registration form on file as well. The form will be a release from parents/ guardians stating an email address the students may use during the camp. The form will also act as a contract stating the parents/guardians are aware that transportation home, after the camp sessions, will not be provided by the district; and that all students need to be picked-up at the back lobby entrance. Materials the students will need: Because there is only approximately 45 min. for each meeting the students will be asked to bring the following items with them to help the learning process. So that they do not have to spend much of their time searching for images and so on...they will need: 1 Pre-saved images of family (can be from vacations or of their choosing), the images need to be saved on a USB card so they can be digitally accessed. The students are being asked to supply the USB card for themselves, but if needed one may be borrowed. 2 Students need to have a parent approved email address they may use when utilizing the various Web 2.0 tools. The following will be gathered and saved at a meeting; they will be shown how to properly gather this information: 1 Type a basic self-intro in Google Drive 2 Gather images (legally) to use in project, and save to Google Drive 3 Gather sound clips (legally) to use in projects, and save to Google Drive Develop a meeting log They will need to make brief entries of their experience and growth of comfort using Web 2.0 applications for educational purposes. This will be done using Google

Docs. Each student will use a pre-developed template to record their responses. This will be utilized for gathering data to show growth in the area of utilizing technology efficiently for educational purposes in a safe and productive manner. The data will also provide information on how educationally useful the students found the various applications. Reason for Club: The club is being designed and implemented to provide a safe and structured environment for students to learn how to effectively use Web 2.0 tools for educational purposes. The club is being implemented as part of a graduate school internship project, and everything the students will be learning is free of charge to both students and the district. Students need to take their skills of utilizing various forms of technology and media for social and personal purposes, and turn these skills into ones that can be applied into educational/ professional situations. Research is showing that students are able to utilize various forms of technology and media for personal purposes; but lack the ability to use these formats as educational tools to enhance their learning experiences. This technology camp will provide a glimpse into how the switch from being technologically savvy to technologically literate can occur with the guidance of specially trained School Librarians/Technology Coaches. Technology Safety and Etiquette: The students will be taught that technology has a purpose in all areas of their lives, but that the uses change depending on when, where, and how it is being used. They will also be taught that there is a right time and place for the use of technology, and what is appropriate for which setting. This will be done when the instructors role play instances of improper and proper use, by direct lessons regarding Cyber-Safety & Etiquette, and by demonstrating proper use each time they are using technology while in the sessions. Standards: The following standards are ones that will be met throughout the fifteen weeks the camp is in session. The Common Core (CC), American Association of School Librarians (AASL, a part of ALA), and the International Society for Technology in Education (ISTE) reflect the National Standards requirements for the integration of technology for educational purposes. Common Core State Standards: CCSS. (2012). Common Core State Standards: English Language Arts. Common Core State Standard Initiative. Retrieved from http://www.corestandards.org/ Informational Text (Integration of Knowledge and Ideas) IT.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. IT.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each mediums portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

IT.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. Writing (Production and Distribution of Writing) W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Speaking and Listening (Presentation of Knowledge and Ideas) SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Literacy in History/Social Studies (Integration of Knowledge and Ideas) LHSS.6.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. LHSS.7.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. LHSS.8.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Literacy in History/Social Studies, Science, and Technical Subjects (Production and Distribution of Writing) LHSSSTS.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (Range of Writing)

LHSSSTS.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ISTE: ISTE. (2007). National Educational Technology Standards. International Society for Technology in Education. Retrieved from www.iste.org/nets 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems

b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies AASL: ALA. (2007). Standards for 21st Century Learners. American Association of School Librarians. Chicago, IL 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.3 Responsibilities 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.3 Responsibilities 2.3.1 Connect understanding to the real world. 2.3.2 Consider diverse and global perspectives in drawing conclusions. 3. Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.5 Connect learning to community issues. 3.1.6 Use information and technology ethically and responsibly. 3.2 Dispositions in Action 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.

3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.3 Responsibilities 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 3.3.6 Use information and knowledge in the service of democratic values. 3.3.7 Respect the principles of intellectual freedom. 4. Pursue personal and aesthetic growth. 4.3 Responsibilities 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.

Schedule of Club: Week 1 Jan. 10th: Introduction to Club Web 2.0. Students will learn about what Web 2.0 is, how they will be learning to use these applications for educational purposes, and about what they will need in order to create projects each week. During the initial session students will be provided with an overview of Cyber-Safety & Etiquette. They will also view a sample of what they will be learning, and they will take a brief survey using Google Forms. The survey is being conducted to track statistically track their growth of utilizing technology for educational purposes, over the fifteen week period. *Before leaving the first session students will be given a form that must be filled out, signed by both student and Parent/guardian, and brought back for the second session. Week 2 Jan. 17th: Introduction to Google Drive, and Docs. Students will learn successfully how to access their log, write a self-introduction, and setup a digital bookmarking account to easily organize their Web 2.0 tools for future use. Week 3 Jan. 24th: Students will learn to legally gather images and sound clips, find ones they would like to use, and save them to their Google Drive or bookmark account. This session will focus on copyright law and how to legally obtain images and music for educational and/or personal use.

Week 4 Jan. 31st: Students will successfully set-up a Voki account using the email information provided by their parent/guardian. The process for setting up the account will be modeled by Mrs. Wickline. They will then be provided with time to set-up their own accounts, and then they will begin to design their avatar. The students will receive support throughout the process by both Mrs. Wickline and Mrs. Dillon. Week 5 Feb. 7th: Students will continue working on their Voki. They will add a voice narration to their Avatar. The process will be modeled by Mrs. Wickline and then the students will be given time to record the pre-developed narrative about themselves. When students have completed their Voki they will take a brief survey to gather data on the process using Google Forms. Week 6 Feb. 14th: Students will successfully set-up an Animoto account using the email information provided by their parent/guardian. The process for setting up the account will be modeled by Mrs. Wickline. They will then be provided with time to set-up their own accounts, and then they will begin the process of choosing their template and music. The students will receive support throughout the process by both Mrs. Wickline and Mrs. Dillon. Week 7 Feb. 21st: Students will continue working on their Animotos. They will upload their images to their template. The process will be modeled by Mrs. Wickline and then the students will be given time to choose the order in which their images will be uploaded. Once they have completed all the necessary steps the students will publish their Animoto. When students have completed their Animoto they will take a brief survey to gather data on the process using Google Forms. Week 8 Feb. 28th: Students will successfully set-up a series of slides by using Google Presentation (Flipbook). The process for setting up the slides will be modeled by Mrs. Wickline. They will then be provided with time to set-up their own slides, and then they will begin the process of choosing an image to be using as a background for the slides. The students will receive support throughout the process by both Mrs. Wickline and Mrs. Dillon. Week 9 Mar. 7th: Students will continue working on their Google Presentation (Flipbook). They will begin to add the images, which visually tell about their favorite sport or hobby, to each slide. The process will be modeled by Mrs. Wickline and then the students will be given time to choose the order in which their images will be uploaded. Week 10 Mar. 14th: Students will finish working on their Google Presentation (Flip book). They will finish adding images, which visually tell about their favorite sport or hobby, to each slide. They will then turn the slides into an animated flip book. The process will be modeled by Mrs. Wickline and then the students will be given time to save their presentation as a movie.

Once they have completed all the necessary steps the students will publish their Google Presentation (Flip book). Week 11 Mar. 21st: Students will successfully set-up a Slideshare account using the email information provided by their parent/guardian. The process for setting up the account will be modeled by Mrs. Wickline. They will then be provided with time to set-up their own accounts, and then they will begin the process of choosing their template. Once they have successfully setup the account and chosen a template, they will begin to upload their projects. The students will receive support throughout the process by both Mrs. Wickline and Mrs. Dillon. Week 12 Mar. 25-29: Spring Break No Camp Week 13 Apr. 4th: Students will continue working on their Slideshare. They will finish uploading their projects to the Slideshare. Once they have finished uploading the various projects they will publish their Slideshare. The students will receive support throughout the process by both Mrs. Wickline and Mrs. Dillon. Week 14 Apr. 11th: Students will use this session to complete any of the projects they have not yet finished. They will then be introduced to a QR code, and how to develop them and use them. The process of making a QR code will be modeled for them by Mrs. Wickline. The students will then be given time to turn their work into a QR code. The students will receive support throughout the process by both Mrs. Wickline and Mrs. Dillon. Week 15 Apr. 18th: Students will successfully record their experiences to a Voicethread. The Voicethread account will be set-up prior to the session. The process of recording a comment will be modeled by Mrs. Wickline. They will then be provided with time to record their comments. The students will receive support throughout the process by both Mrs. Wickline and Mrs. Dillon. Week 16 Apr. 25th: Last meeting The students will have an end of Camp Web 2.0 presentation. Each student will be given the opportunity to show what they have developed over the duration of the camp.