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Contract for Grade Page
-- Anonymous, November 11, 1998
Contract for "A" Proposal -- Participate in a Mentorship ProgramStarting this year, the student TechMaster program at Proctor High School will earn one credit toward graduation. Throughout this year (especially in the beginning portion), I would like to develop a course guide, training outline and basic curriculum to enhance the program. Mentoring a student will allow creative and innovative uses of technology while teaching computer ethics. Students will be selected on their computer knowledge, performance in class, attendance and attitude.
I would also like to work out a "PR" plan to spark the interest of other students who have advanced computer skills. Methods of promoting student interest will also be explored. Utilizing our students is the best way to get them actively involved and interested in their education.
Contract for "B" Proposal--Computing skills used to enhance documents, classroom handouts, presentations, etc.
For this contract for grade, I would like to demonstrate the infusion of technology resources within the educational setting. Basic computing skills can be learned by most people with reasonable training time. Skills such as graphic design and layout are not taught through one course or a few months of training. They are skills that are acquired over time. Many people do not realize the commitment of time needed to learn different applications -- technology will not provided advanced skills overnight.
I will assemble varying levels of my own computer generated work to demonstrate the many levels of computer skills used in our schools. This project will emphasize the need for skilled technology- based professionals within education and how technology is now used in every facet of education.
Both contract for grades will be presented in research paper format.
-- Anonymous, November 11, 1998
Jodi Smolnikar-Joki Contract for Grade Grading Proposal January 1998Contract for Grade: Due: May 26, 1999
Contract for "A" Proposal Participate in a Mentorship Program
I would like to continue mapping out the curriculum for the TechMaster program for the second portion of the year. My previous Contract for Grade focused on the first half of the year and consisted of web site creation and video editing. In the second part of the year, I would like to develop a concrete plan on how to teach and provide information on troubleshooting and maintenance of the High School computers. This part of the year will place heavy emphasis on the physical components of the machines instead of the applications.
This Contract for Grade will be presented in paper format
Contract for "B" Proposal A Combination of Three Areas: Creation and Distribution of "Whats on the Web"
This contract for grade will combine three areas: provide web-based technology support, allow access to information on my area of expertise and generate a resource list of educational web sites to all Cohort members.
To satisfy requirements for this contract, I would like to combine the three areas above and provide Cohort members with a newsletter titled "Whats on the Web" for the 1998-1999 school year. I create this original publication each month and it is distributed throughout the Proctor School District to all Administrators, staff and School Board Members. I have reviewed each web site for content and relevance so it will provide a sound base to members wanting to research educational issues or current events on the web.
This project will be distributed to each Cohort member in May 1999.
-- Anonymous, December 01, 1998
CONTRACT FOR GRADES - DUE JUNE 1999CONTRACT FOR 'A' GRADE:
The TechMaster Program Semester Two
The TechMaster program was started September 1997 at Proctor Senior High School and is advised by me. This program allows students to be actively involved in the process of troubleshooting, maintenance and repair of computers. Beginning in 1998, the TechMaster program allows one credit toward graduation. To satisfy graduation requirements, the TechMaster mentoring program needed to take on an added dimension to justify the credit.
The first semester centered on video production and web authoring techniques. The second portion of the year focused on technical aspects of technology such as maintenance/repair of hardware, networking and other related duties.
Vision of Program A major focus of the TechMaster program is to teach the importance of maintaining an ethical approach to computers and technology. Students work closely with members of the Technology Department to ensure that all technology related concerns are handled efficiently and with discretion.
Eligibility Students must be referred by three faculty members, have a grade point average of 3.8 or higher, possess a high proficiency on computers and have a positive attitude. This program is modeled to improve computer knowledge and increase self-esteem. Many students request to be TechMasters but only specific students are selected.
Curriculum The TechMaster program is based on a semester format. The curriculum outlined is a general guide of course path and the timeline for one full semester
TechMaster Curriculum Semester Two
January 18-February 26, 1999
v Set up Computer Administration Tech Log Program v Define and Set Fields v Data Entry School Year Information v Password Protect and Allow Web Site Access from Remote Sites
v Video Editing Project: One Day Per Week for Editing on Action Film
March 1-5, 1999
v Technical Coordinator Role (2 Days) v Day One v Define Roles, Vision and Mission v Decisions Regarding Six School District v Forward Progress of District v Day Two v Class Period Field Trip on Networking v Hubs, Routers and Internet Lines
v Set Up Media Center Computers v Load Software and Network Printers v Ready For Use Within the Media Center
v Video Editing v One Day Per Week for Special Project March 8-12, 1999
v Out-of Class Field Trip with Technician v Define Role in District v Hands-on Day Troubleshooting, Maintaining and Repairing Computers
v TechMaster Website v Updates and New Areas
v Promoting Technology Within Schools v Classroom Connect Calendar/Tech Flash
v Video Editing v One Day Per Week for Special Project
March 15-26, 1999
v Special Project v Choice of: Video (Different Genre) or Other v Possibilities: Instructional/How-To
Spring Break March 29-April 2, 1999
April 5-30, 1999
v Utilities and Maintenance v Run Nortons on High School Machines v Work With Technician to Ready Computers for Next School Year v Teach Faculty to Back-Up Data through Instructions (Verbal or Written) v Create a Schedule for Regular Maintenance for each High School Department. v Video Editing v One Day Per Week for Special Project
May 3-14, 1999
v Networking Layout v Create "Blueprints" for Networking Areas
v Video Editing v One Day Per Week for Special Project
May 17-June 3, 1999
v Finalize Maintenance and Repair of all High School Computers Before Summer Break v Web Site Development v Update Web Site Information v Download Unneeded Links v Update/Prepare Information for Summer Vacation v Contact Athletic/Special Event Advisors for Information v Contact Other Staff for a Method to Publish Information
June 4, 1999 -- End of School Year
Using the TechMaster Mentoring Program as a contract for grade has allowed me to clearly define the program. Although these timelines are a generalization, they have helped to enforce a structured curriculum, which adds credence to the program.
Overall, each TechMaster has told me that this program has been beneficial. Besides being singled out for their skill (and getting a great reference), they were able to delve into an area that other students were not permitted. I believe each TechMaster has realized the uniqueness of their role and has gained some hand-on knowledge because of it.
CONTRACT FOR GRADE 'B' Copies of my monthly newsletter "What's on the Web" will be distributed in class on Wednesday, Mary 19, 1999. Enclosed will be all of the copies from the 1998-99 school year and some favorite past issues.
-- Anonymous, May 13, 1999
October 1999Contract for "A" Proposal A Combination of Three Areas: Creation and Distribution of "Whats on the Web" This contract for grade will combine three areas: provide web-based technology support, allow access to information on my area of expertise and generate a resource list of educational web sites to all Cohort members.
To satisfy requirements for this contract, I would like to combine the three areas above and provide Cohort members with a newsletter titled "Whats on the Web" for the first portion of the 1999-2000 school year. I create this original publication each month and it is distributed throughout the Proctor School District to all administrators, staff and school board members. I have reviewed each web site for content and relevance so it will provide a sound base to members wanting to research educational issues or current events on the web. I did this as part of my contract for grade last year and I had a good response from Cohort members. This project will be distributed to each Cohort member at the end of the first semester.
Contract for "B" Proposal Attending the TIES Conference in Minneapolis I will write a synopsis of events and insights I have gained when attending this technology-based conference in November 21-22, 1999.
-- Anonymous, October 12, 1999
Contract for Grades - December 1999The second portion of my Contract for Grade (What's on the Web) will be distributed in class in December.
The TIES Conference allows a perspective on the outside techie world that I am not always able to experience within the constraints of the Proctor Public School District. I conduct quite a bit of online research and magazine/journal reading in an attempt to stay aware of technology integration issues. However, nothing compares to the insight and knowledge I gain from the dialogue of other technology professionals. My goal at TIES is not to seek information on a particular subject or application. Instead, I intend to take in all of the discussions, questions and information to gain a deeper knowledge base on this ever-changing subject.
I attended one pre-conference seminar: The Other Part of Web Research: Evaluating, Citing Web Sites, Copyright, and Electronic Notetaking and five regular sessions: A Multimedia Approach to Curriculum Delivery, My Avatar: Little Falls High School Goes to Hollywood, Professional Development in your PJs, Create your own WebQuests and Discipline in the Age of the Internet. I have summarized ans assessed the sessions attended below.
Date: Sunday, November 21, 1999 - Pre-Conference Workshop Presenter: Libby Black Time: 12:30p.m.-3:30p.m. Topic: The Other Part of Web Research: Evaluating, Citing Web Sites, Copyright, and Electronic Notetaking
Summary: This session examined issues that are often ignored in web- based research. Topics such as evaluating web site content, copyright issues and citation of web sites were focused upon. Electronic notetaking was briefly skimmed over. This session cautioned educators to be wary of publishing material and accepting questionable Internet- related material from students.
Assessment: This was a great session for a novice Internet user, but contained much review for those who are frequent users of the Internet. The copyright laws are not clear, but the presenter made a hazy subject somewhat brighter. I received a lot of information from the discussion and question time allowed. Examples and questions from the educational trenches proved that copyright, plagiarism and citation is a groggy area for everyone (not to mention one that contains many variables). One part of the session I enjoyed, was critiquing and comparing bogus versus legitimate web sites. This was a great lesson to hone skills in web design and Internet content. Overall, this session contained much information but possessed a lot of a review for those who have researched Internet authoring and design.
Date: Monday, November 22, 1999 Presenter: Bill Hanson Time: 8:00a.m.-8:45a.m. Topic: A Multimedia Approach to Curriculum Delivery
Summary: Bill Hansons presentation outlined the many uses of Quicktime in a multimedia capacity. He demonstrated the newest version of Quicktime, Quicktime VR, Sorenson Broadcast and the physical components of FireWire. This was an informational session based on physical equipment that improves multimedia outlay and production.
Assessment: This session relied heavily on the use of Quicktime. Two sections discussed stand out in my mind. Hanson demonstrated the use of Quicktime VR. This was a great way to demonstrate the effect of 360 degree imaging. He covered the capabilities and possibilities of Quicktime thoroughly. The second section dealt with a product called Sorenson Broadcast. For $199.00 anyone can broadcast a live webcast without the FCC license to do so. Hanson did not make an issue of it, but something clicked during his presentation. It is a bit scary that the capacity for anyone to create a webcast at anytime, or anyplace that is available. The technology we are delving into is opening a Pandoras box of personal privacy issues that has never been addressed. I worry that the makers of new technologies are not concerned about final outcomes -- only financial bottom lines.
Date: Monday, November 22, 1999 Presenter: Jim Norwood and Greg Beck Time: 10:30a.m.-11:20a.m. Topic: My Avatar: Little Falls High School Goes to Hollywood
Summary: This session was facilitated by a Technology Coordinator (Beck) and a Curriculum Planner (Norwood) from Little Falls. The two grouped up and assessed the problems their district was having with Internet issues. One that repeatedly crept up was that students were submitting personal information over the Internet via chat rooms. They knew they could outlaw it at school, but were concerned that the students might continue to do it at home. Norwood and Beck devised a plan to create 3D people called Avatars in image-based chat rooms. These Avatars are digital representations who roam the chat rooms to meet other Avatars. The plot consists of an Avatar named Jenny who meets a male Avatar named Hamlet online. Hamlet gives her a 3D ladybug pin which he attaches to her shirt. This pin is like a cookie in the computer world. It finds out everything about Jenny and her personal likes and dislikes. Soon, Hamlet knows too much about Jenny. Jenny gets scared and pushes Hamlet away. In the end, Jennys best friend ends up missing and Hamlet is found out to be a predator. This project will be distributed and sold to other school districts to use as a teaching tool.
Assessment: At the risk of sounding highly unprofessional -- Wow. Cool. Awesome. This project completely blew me away. The plot, the conflict, the imaging, the ideas -- this is an outstanding piece of work. I have never attended a session that impressed me away as much as this did. Beck and Norwood have created a project that is not only constructive, but incorporates every department in their school in their design. This was an impressive demonstration and I plan to e- mail the coordinators involved to follow the process of this project. This was an outstanding sample of work.
Date: Monday, November 22, 1999 Presenter: Gail Lovely Time: 11:50a.m.-12:40p.m. Topic: Professional Development in Your PJs
Summary: This session touched on development issues that impede educators from gaining knowledge in their profession. Lovely asserted that professional issues such as lack of substitute teachers, the extra work to leave lesson plans, and the expense of workshops often deter teachers from learning advanced skills. Scheduling and personal responsibilities also hamper the pursuit of staff development. To escape the above pitfalls, Lovely suggests utilizing the Internet to create both community-based and project-based learning areas for teachers to swap ideas and lesson plans.
Assessment: This session relied heavily on Classroom Connects Connected University as a place to find and share ideas to improve teacher learning and productivity. An interesting area brought up was David Thornburgs new book and some of the ideas presented within it. Thornburg suggests there are three areas educators have the opportunity to learn through staff development. The Campfire is when the elders share knowledge with others (i.e. teachers teaching a class). The Watering Hole is where staff members share the information they learned (i.e. co-workers around the water cooler relating what they have learned). The Cave is where the worker will go back and reflect on what have been learned (i.e. go back to the hotel room or in your car and think about the topics). These three areas are how information is processed and retained through professional development. Reflecting and discussing what is learned is often a forgotten element in training. This was an excellent analogy to teach others what one person has learned through professional development.
Date: Monday, November 22, 1999 Presenter: Jan Vauthrin Time: 1:30p.m.-2:20p.m. Topic: Create your Own WebQuest
Summary: This session focused on two facets of creating a WebQuest: the idea of what a WebQuest is and the technology to create it. WebQuests can last be short (1-3 class periods), long (one or more weeks) and molded to fit any curriculum. There are five essential parts of a WebQuest: Introduction Task Resources Evaluation Conclusion Assessment: This session was a wonderful idea for those educators who are willing to spend a great deal of time creating an online hunt. The facilitator cautioned us early in the session that the resource section will take us the longest to assemble. For staff in our district, a WebQuest is probably not technologically feasible because of their skills and time constraints. I loved the ideas that Vauthrin showed, but our skill-challenged staff may have a difficult time producing a project like this.
Date: Monday, November 22, 1999 Presenter: Libby Black Time: 2:50p.m.-3:40p.m. Topic: Discipline in the Age of the Internet
Summary: Blacks session concentrated on the following concepts related to Internet usage: The problems schools are facing with the Internet. The strategies used to solve the problems. The resources used to solve the problems.
Assessment: This hot button issue quickly turned into a discussion (via audience participation) of what problems have occurred within our school districts. As always, the events from the trenches always prove to be interesting and challenging. I expected Black to slam technology offenders (i.e. those who look up porn, download nasty lyrics, spam people, etc.) to be harsh. Instead, she possessed a common sense approach of calmly looking at parallel crimes to determine punishment. Example: If a student thrashes software applications, then that action is similar to school vandalism. Take the school policy on vandalism and apply it towards the punishment. Black suggested to step away from the crime and think of it as not technology related. That suggestion - although simple, is a great way to apply punishment without going ballistic because a computer was involved in the offense.
The TIES Conference was a wonderful opportunity to explore the technology-based successes in education, business and select schools districts. Every lecture and session I attended had an idea that could be applied to the Proctor Public School District. I look forward to participating in future conferences hosted by TIES.
-- Anonymous, November 29, 1999
Contract for Grade Proposal Semester Two - January 2000Contract for "A"
To fulfill the requirements for my "A" contract for grade, I will work with the Media and Technology Directors to create a web authoring policy suitable for school board approval. This policy will be presented and hopefully implemented for the 2000-2001 school year.
Contract for "B"
To fulfill the requirements for my "B" contract for grade, I will create a manual for users of the software program Avid Cinema. Using screen captures, graphics, and text, this manual will assist staff and students in creating and editing computer-based video projects.
-- Anonymous, January 04, 2000