I spent the morning expecting to be scared out of my mind about going online. I was at a presentation by the FBI about the dangers of cybercrime and their efforts through their Safe Online Surfing Internet Challenge to educate students how to stay safe online. The presentation started with an FBI agent explaining the cybercrimes that affect children: child pornography, child enticement, and cyberbullying.

How bad is child pornography? FBI study based on study of a file-sharing network  for one year in the state of Virginia identified 20,000 individual computers with images of child pornography (state of Missouri identifed 7,000 individual computers in thirty days). Main source of distribution is Peer-to-Peer networks, which is often used for illegally traded movies, software. Interestingly enough many resumes are traded on file-sharing network too.

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Child enticement involves using the Internet to solicite children for illicit behavior, including prostitution.

It was good to hear the FBI give the message that there is no correlation between student use of social networking and child endangerment. There is a correlation between student use of social networking and Gandhi dvdrip

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willingness to post sexually explicit material and child endangerment.

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The presenter wrapped up with a discussion that cyberbullying and sexting are becoming topics of concern for the FBI. It was pointed out that statistically students are more likely to be affected by cyberbullying than the other elements of cybercrime.
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The second day of the iTELL Workshop began with a sharing of the digital narratives created during day one. This was followed by a discussion about how digital narratives can be used in a variety of classrooms, such as asking classes to write digital narratives providing learning tips for next year’s students. Participants shared specific lessons that would be enhanced with digital narrative projects. As an example of how technology can be used to scaffold this activity, the iTELL facilitators discussed how the digital narrative project can be differentiated for ELL students. Level 1 and 2 English Language Learners could be a teacher-created digital narrative to review the learning objective. Level 3 and 4 English Learners could be given the image bank and a narrative/word bank to create their digital narrative. Level 5 through English-Only students could be given the image bank only with instructions to create their own narrative for the digital narrative project. It was suggested that all students should be provided with a teacher-created digital narrative as a goal for their finished product.

As an example of using audio editing to promote fluency, the iTELL facilitators discussed creating an audio listening center where students record themselves reading the stories. As a way to promote fluency, a suggestion was to ask a student to record themselves reading a story then use a program such as Audacity or Garageband to edit out the pauses and the misreads. The resulting file can be sent home as a fluency goal that can be heard by the student and parents.

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The next technology resource shared was RubiStar. We were walked through the steps for creating our own rubrics, and I learned that Rubistar provides the ability for teachers to create rubrics in Spanish. As an example of rubrics, the facilitators mentioned Scott County that has used Rubistar to create a group of standard district rubrics.

Inspiration was the next technology resource shared. This was demonstrated during the workshop as participants sorted Marzano and Gardner instructional strategies. This activity was designed to teach the research behind iTELL’s instructional strategies within the context of teaching Inspiration. As a reference to Marzano, the iTELL strategies were based upon the instructional strategies of Similarities and Differences; Summarizing and Note-taking; Non-Linguistic Representation; Questions, Cues and Advance Organizers. Continuing with Inspiration, the facilitators demonstrated how students can be guided through creating content dictionaries. These content dictionaries with student-navigated definitions that contain predictive definitions, contextual sentences, images, web resources, perhaps even multimedia are more effective 

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This was followed by an explanation of BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency) by the workshop facilitators. This explanation utilized an interactive tablet notations were added to images to explain how BICS and CALP impact instructional strategies. As a follow up, the facilitators presented a narrated presentation that demonstrated the problems of idiomatic phrases and discussed how iTELL teachers would spend some time looking at curriculum text to see how idiomatic phrases impact student understanding. This was followed by examples of the impact of academic language upon comprehension. Even though students can read and understand the majority of the words, understanding them in the context of the curriculum can be extremely frustrating. This highlighted the importance of teaching academic vocabulary, with a suggestion that school districts standardize their academic vocabulary and assign each grade level to teach 30 vocabulary words. An interesting technology resource to address this suggestion is to use Wordle or Word Sift with district assessments to find the high frequency academic vocabulary.

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To provide participants with the experience of being Level 1 English Language Learners, the facilitators led a Polish language lesson that incorporated images (non-linguistic representation) and physical response (hand gestures). It was pointed out that teachers should include images that demonstrate the way the word is being (eg. migration has multiple meanings). This led to a demonstration of another way to use images to gather background knowledge from a class. As part of this instructional strategy, the facilitators mentioned that teachers should model citing image sources to promote sound information literacy skills for students.

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Knight Moves move A quick technology question, how do you teach students to keep track of images and their sources for citation sources. Some solutions discussed during the workshop were keeping a document to copy and paste images and their URLS or pasting the URL into the properties of the downloaded image file. Do you have more user-friendly methods for this process?

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As the weather approached an unseasonable 98 degrees, I got the opportunity to attend a trainer-of-trainers workshop on the iTELL (integrating technology for English Language Learners) presented by CTAP Regions 10 and 11. iTELL strategies were based on Marzano, Gardner, Piaget, Cummins, Krashen, GLAD (Guided Language Acquisition Development), SIOP (Sheltered Instruction Observation Protocol), and others. The purpose of this trainer was to develop a cadre of iTELL  trainers with a content dictionary (graphic organizer, image bank, audio assets), sample digital narrative (storyboard, vocabulary chant, narrative) wrapped in a Project Plan Builder. The focus of this first day of training was to explore research by Gardner and Krashen and practice using Word, PowerPoint, and Photo Story with the instructional strategies of summarizing and note-taking, found poem, nonlinguistic representation, and digital narrative.

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A few activities highlighted the importance of prior knowledge and visual representation. The video clip emphasized how all learning is built upon prior knowledge and how the misunderstanding of even one word can make a lesson incomprehensible. I particularly enjoyed the example of using a jigsaw puzzle when discussing visual representation to demonstrate that English Language Learners may not have all of the pieces in order to put together a learning activity. This section of the training included a look at some Krashen research on ELL teaching strategies reinforced with an example of Cornell note-taking as a demonstration of summarizing and note-taking. To wrap up this section, the facilitation team brought up research by Ruhl, Hughes, and Schloss that showed adult learners performed better if they got a two minute break after a class discussion of twelve to eighteen minutes (similar research demonstrated that child learners benefitted from a two minute break after ten minute discussions).

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Air Force One download The next two activities in the workshop focused on creating a digital narrative. First, participants were walked through the “Auto Summarize” tool in Microsoft Word that can be used to condense text. Since teachers have electronic copies of many of their textbooks, this tool can be used to summarize sections of the text. After learning how to summarize, we created a Found Poem. Continuing with the digital narrative project, workshop participants had time to create narrated picture shows with either Photo Story or Garageband.

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