1. Lizanne Wallace Educational Leadership & Technology Summer 2010

4.  Make it fun  Find something that interests them  Integrate technology: Audiobooks  Literature Circles

5.  Thousands of books are available from Apple’s iTunes store  Audio Books are purchased and downloaded to computer  Audio Books are uploaded from the computer onto the iPod  Written copy of the book is paired with audio copy

6. VARY THE PROCESSVARY THE CONTENT  Gardner’s Multiple Intelligence theory  Student can read and/or listen to the text  Student can move at his/her own pace  Grouping is heterogeneous  Different books can be chosen for different groups  Student has control over which book they choose to read

7.  Creativity and Innovation  Communication and Collaboration  Digital Citizenship  Technology Operations and Concepts

8.  Expert on Children’s Literature  Advocate for student literacy  Collaborates with teachers in technology and curriculum  Liaison between the school and community and parents  Instrumental in implementing new technology school wide.

9. SUMMATIVEFORMATIVE  Unit reading tests  Unit spelling tests  Literature circles  Evaluation of comprehension through discussion  Feedback

10. Grant Requirements  Needs Statement Increase reading scores iPods and books  Project Activities Literature Circles  Project Timeline

11.  Potential Sources  ING Foundation Grants  Constance McCullough Award  Bank of America Grant Program (through local branch)

12. Professional Development:  Review format for Literature circles  Review mechanics of using the iPod

13. Are different from student Bring experience to learners training Need to know why they Will not learn until should learn something new they are ready and motivated

14.  7 Stages of Concern Awareness Informational Personal Management Consequence Collaboration Refocusing

15.  V. Integrating Technology into the Curriculum and Instruction  VI. Assistive Technology  VII. Professional Growth

16.  Achievement Gap Chasm between academic expectations and the current achievement level of students within the system.  Data driven decision making Use data to show current student achievement levels and compare them to state and national standards. Then propose ways to close the gap.

17.  Dees,D. Alexander,K. Besara,R. Cambisos,R. Kent,T. Delgado, J.,. (2007, January). Today's school library media specialist leader. Library Media Connection, 10-14.  Gardner, H. (2004). Tapping into multiple intelligences. Retrieved from http://www.thirteen.org/edonline/concept2class/http://www.thirteen.org/edonline/concept2class/ mi/index.htm  Chappuis, S. Chappuis, J.,. (2008). The best Value in formative assessment. Educational Leadership, 65 (4), 1-5.  Stages of concern. (2004). Retrieved from http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd 2stage.htm http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd 2stage.htm  Zmuda, A. (2006, September). Where does Your authority come from? empowering the library media specialist as a true partner in student achievement. School Library Media Activities Monthly, XXII (1), 1-8.

18.  Mtts maryland teacher technology standards online. (n.d.). Retrieved from http://www.mttsonline.org/standards/index.php