Programs: Digital Writing and Learning |
Digital Learning Snapshots |
Resources, Research, and Standards |
School and District Digital Learning Snapshots
To learn more about digital learning and writing in schools and districts across California, we invite you to browse the classroom examples below that are organized by the regions of our state (from north to south).
Thank you to these contributing teachers who remind us to celebrate great teaching, encourage more personalized and relevant learning, and provide access for students to powerful educational experiences.
Thank you to these contributing teachers who remind us to celebrate great teaching, encourage more personalized and relevant learning, and provide access for students to powerful educational experiences.
Northern California | Greater Sacramento Area | Greater Bay Area and San Jose
Central Valley | California Coastal Region | Inland Empire
Greater Los Angeles and Orange County | Greater San Diego Area
Central Valley | California Coastal Region | Inland Empire
Greater Los Angeles and Orange County | Greater San Diego Area
Northern California
Writing Across History: Northwestern California Teaching American History Program
Focusing on content literacy in the social sciences, a cohort of middle and high school teachers representing ten schools from across Humboldt County has been reviewing and researching literacy strategies, mapping to content standards, and modifying lesson plans to incorporate write-to-learn practices. Between face-to-face meetings, findings and questions were shared amongst participants through a blog. Each participant also had the option of an in-class demonstration lesson or lesson observation. The Redwood Writing Project provided the training and support for the inquiry--both live and online--and the Northwestern California Teaching American History program provided participants with professional content-literacy texts and the funding to attend one professional conference upon completion.
Twenty Middle and High School Teachers participated in a professional inquiry on how best to support students in a History Day project, which included expository essays, dramatic performances, documentaries and websites. Topics for the History Day project included best practice in research skills, plagiarism prevention, script writing, story boarding, image and video editing, and website content management. While exploring these topics, teachers will prepare sample projects for students. Teachers received a FLIP video camera, webcam, computer microphone, and a full set of National History Day Materials.
Link here for more info and links to several student-developed History Day websites: http://www.all4ed.org/blog/beyond_digital_curtain_bringing_technology_classroom_and_professional_development
Focusing on content literacy in the social sciences, a cohort of middle and high school teachers representing ten schools from across Humboldt County has been reviewing and researching literacy strategies, mapping to content standards, and modifying lesson plans to incorporate write-to-learn practices. Between face-to-face meetings, findings and questions were shared amongst participants through a blog. Each participant also had the option of an in-class demonstration lesson or lesson observation. The Redwood Writing Project provided the training and support for the inquiry--both live and online--and the Northwestern California Teaching American History program provided participants with professional content-literacy texts and the funding to attend one professional conference upon completion.
Twenty Middle and High School Teachers participated in a professional inquiry on how best to support students in a History Day project, which included expository essays, dramatic performances, documentaries and websites. Topics for the History Day project included best practice in research skills, plagiarism prevention, script writing, story boarding, image and video editing, and website content management. While exploring these topics, teachers will prepare sample projects for students. Teachers received a FLIP video camera, webcam, computer microphone, and a full set of National History Day Materials.
Link here for more info and links to several student-developed History Day websites: http://www.all4ed.org/blog/beyond_digital_curtain_bringing_technology_classroom_and_professional_development
Greater Sacramento Area
Time of Remembrance Oral Histories Project
The Elk Grove USD has an on-going commitment to weave the teaching of social justice into the core curriculum and therefore supports and promotes the Time of Remembrance Oral Histories Project and website (http://www.egusd.net/tor). Through a partnership with the Sacramento Educational Cable Consortium (SECC) and with the help of EGUSD teacher panels, the district conducts and archives interviews with Japanese-American citizens in the greater Sacramento region who experienced racism, discrimination and forced removal from the West Coast following the bombing of Pearl Harbor. Teachers across the district – and nation - are invited to incorporate these primary source video segments into online lessons that initiate conversations and ignite student writing about the importance of standing up for the Constitutional rights of all citizens.
iPads Help Close the Distance between Pen Pals
Susan Mackay-Logue, 5th grade teacher at Woodside Elementary School in the San Juan Unified School District and Teacher Consultant for the Area 3 Writing Project, and her students are using iPads to help them write books about their pen pals' home states. Some pen pals are native girls living in villages in Alaska. Pen pals represent the whole country, so the students are researching and writing using a variety of mentor texts as guides. For example, one pair is writing about Oklahoma, and they are using a family road trip and an Oklahoma fact book of one of the child characters as the premise for infusing facts into their narrative. Students are planning using Poplett, researching using text and online resources, and writing in Book Creator. According the Susan, "The dedication pages are adorable, since they have pictures of their pen pals and the students. Hopefully we will be able to email the finished books to them. So fun and authentic."
The Elk Grove USD has an on-going commitment to weave the teaching of social justice into the core curriculum and therefore supports and promotes the Time of Remembrance Oral Histories Project and website (http://www.egusd.net/tor). Through a partnership with the Sacramento Educational Cable Consortium (SECC) and with the help of EGUSD teacher panels, the district conducts and archives interviews with Japanese-American citizens in the greater Sacramento region who experienced racism, discrimination and forced removal from the West Coast following the bombing of Pearl Harbor. Teachers across the district – and nation - are invited to incorporate these primary source video segments into online lessons that initiate conversations and ignite student writing about the importance of standing up for the Constitutional rights of all citizens.
iPads Help Close the Distance between Pen Pals
Susan Mackay-Logue, 5th grade teacher at Woodside Elementary School in the San Juan Unified School District and Teacher Consultant for the Area 3 Writing Project, and her students are using iPads to help them write books about their pen pals' home states. Some pen pals are native girls living in villages in Alaska. Pen pals represent the whole country, so the students are researching and writing using a variety of mentor texts as guides. For example, one pair is writing about Oklahoma, and they are using a family road trip and an Oklahoma fact book of one of the child characters as the premise for infusing facts into their narrative. Students are planning using Poplett, researching using text and online resources, and writing in Book Creator. According the Susan, "The dedication pages are adorable, since they have pictures of their pen pals and the students. Hopefully we will be able to email the finished books to them. So fun and authentic."
Greater Bay Area and San Jose
Acalanes Union High School District Makes Mobile Technologies a Transparent Tool for Learning
http://www.auhsdonline.org/ipads-ipods
Under the leadership of Apple Distinguished Educator, Cheryl Davis, and with the support of library/media teacher, Karen Findlay, Acalanes Union High School District was an early adopter of mobile learning tools, such as the iPod Touch and iPad, across all content areas. Together they have posted some great resources at this site:
http://www.auhsdonline.org/ipads-ipods.
Bay Area Writing Project (BAWP) Teacher Consultant and English teacher at Acalanes High School, adds these reflections on the power of this support for teachers and students: " I have been involved with piloting the use of mobile learning tools since they have become available. I work closely both with Cheryl Davis and Karen Findlay. Mostly my work with these devices began because they could be such terrific aids to our struggling readers. I used Sony ereaders (which were a bit clumsy) and iTouches before anyone ever heard of an iPad. Now Acalanes High School has over 200 iPads spread throughout all of our departments, and I am the manager for the devices in the English department. I have been involved in demonstrating how we use the devices on a school and district level. Last year, Karen Findlay and I presented a workshop called "Why Use the iPad in the Classroom" at the California League of Schools Conference in Monterey.
As you know, with the continual change in technology, the way we use these tools changes constantly, and it usually improves. That said, my training in BAWP methods has really helped in a few ways. First, by putting the devices directly in the students' hands, they are completing tasks and learning, not just watching. This is similar to the ideology that in order to have students write, they must write often. In addition, students must compose quite a bit as they work with the apps on the iPad. It is often the kind of quick, first-draft writing that BAWP teachers make good use of. Students must jot notes in iBooks, take notes in class, find appropriate research and annotate it, etc. In addition, students' writing becomes more immediate and meaningful because they are not just composing for a teacher. They blog for one another, create presentations using Keynote, etc. Of course, we continue to ask students to write traditional essays, and some students compose drafts using the iPad. It is easy for students to email and/or post their work from a variety of apps. The focus on getting students actively engaged to help improve their understanding and skills is what is common to making effective use of writing project approaches and to using mobile technologies for learning."
Digital Storytelling and English Learners
http://digitalis.nwp.org/resource/463
Cliff Lee and Yumi Matsui, former teachers at Life Academy High School in Oakland and Teacher Consultants for the Bay Area Writing Project, are highlighted in this video documenting a semester-long, project-based learning unit focused on immigration. As part of this project, students created digital stories portraying the immigration experience of a family member or friend. The video shows the project from the beginning stages to the culminating Exhibition Night when students present their work for families and peers.
http://www.auhsdonline.org/ipads-ipods
Under the leadership of Apple Distinguished Educator, Cheryl Davis, and with the support of library/media teacher, Karen Findlay, Acalanes Union High School District was an early adopter of mobile learning tools, such as the iPod Touch and iPad, across all content areas. Together they have posted some great resources at this site:
http://www.auhsdonline.org/ipads-ipods.
Bay Area Writing Project (BAWP) Teacher Consultant and English teacher at Acalanes High School, adds these reflections on the power of this support for teachers and students: " I have been involved with piloting the use of mobile learning tools since they have become available. I work closely both with Cheryl Davis and Karen Findlay. Mostly my work with these devices began because they could be such terrific aids to our struggling readers. I used Sony ereaders (which were a bit clumsy) and iTouches before anyone ever heard of an iPad. Now Acalanes High School has over 200 iPads spread throughout all of our departments, and I am the manager for the devices in the English department. I have been involved in demonstrating how we use the devices on a school and district level. Last year, Karen Findlay and I presented a workshop called "Why Use the iPad in the Classroom" at the California League of Schools Conference in Monterey.
As you know, with the continual change in technology, the way we use these tools changes constantly, and it usually improves. That said, my training in BAWP methods has really helped in a few ways. First, by putting the devices directly in the students' hands, they are completing tasks and learning, not just watching. This is similar to the ideology that in order to have students write, they must write often. In addition, students must compose quite a bit as they work with the apps on the iPad. It is often the kind of quick, first-draft writing that BAWP teachers make good use of. Students must jot notes in iBooks, take notes in class, find appropriate research and annotate it, etc. In addition, students' writing becomes more immediate and meaningful because they are not just composing for a teacher. They blog for one another, create presentations using Keynote, etc. Of course, we continue to ask students to write traditional essays, and some students compose drafts using the iPad. It is easy for students to email and/or post their work from a variety of apps. The focus on getting students actively engaged to help improve their understanding and skills is what is common to making effective use of writing project approaches and to using mobile technologies for learning."
Digital Storytelling and English Learners
http://digitalis.nwp.org/resource/463
Cliff Lee and Yumi Matsui, former teachers at Life Academy High School in Oakland and Teacher Consultants for the Bay Area Writing Project, are highlighted in this video documenting a semester-long, project-based learning unit focused on immigration. As part of this project, students created digital stories portraying the immigration experience of a family member or friend. The video shows the project from the beginning stages to the culminating Exhibition Night when students present their work for families and peers.
Central Valley
Minarets High School: Apple Distinguished School 2012
Apple Distinguished Educator, Jon Corippo, is at the lead of innovations that have earned this charter school national recognition. Minarets teacher and San Joaquin Valley Writing Project Teacher Consultant, Dave Cicoletti took the time to reflect on what the combination of digital learning and writing project support have meant for his students and him.
Apple Distinguished Educator, Jon Corippo, is at the lead of innovations that have earned this charter school national recognition. Minarets teacher and San Joaquin Valley Writing Project Teacher Consultant, Dave Cicoletti took the time to reflect on what the combination of digital learning and writing project support have meant for his students and him.
cwp-piece-storytellers.pdf | |
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California Coastal Region (from Santa Cruz to Oxnard)
Building Active Digital Communities for Students, Parents, and Tech-partners in Salinas, Monterey County
Dr. Natalie Bernasconi (Teacher Consultant for Central California Writing Project) and her 8th graders at La Paz Middle School in Salinas, CA, use a medley of learning activities facilitated by technology, including digital writing, as part of their Student Voice project, and classroom discussion around Digital Citizenship issues that students face. Technology tools include 1:1 netbooks for the AVID Netbook Academy and interactive white boards.
Other ongoing digital projects beyond the classroom at La Paz include:
College Writers Use Digital Tools to Communicate Their Research Findings
Mary Lourdes Silva is an assistant professor at Ithaca College (New York) and a South Coast Writing Project Teacher Consultant (UCSB). Instead of the standard text-based research paper required in first-year writing, Ithaca College writing students were asked to research a local issue, using resources such as their local newspaper, Google Scholar, the campus library, and interviews from local members of the community. The medium students used to communicate their research projects was either iMovie or PowerPoint. Link to two multimodal research projects:
Elisha Hahm: "Cornell Gorge Safety" at
http://www.youtube.com/watch?v=2v8n8XLYjvQ
Dylan Rampa: "Sport-Related Concussions" at
http://www.youtube.com/watch?v=GquYQDKgnMM&feature=youtu.be
Dr. Natalie Bernasconi (Teacher Consultant for Central California Writing Project) and her 8th graders at La Paz Middle School in Salinas, CA, use a medley of learning activities facilitated by technology, including digital writing, as part of their Student Voice project, and classroom discussion around Digital Citizenship issues that students face. Technology tools include 1:1 netbooks for the AVID Netbook Academy and interactive white boards.
Other ongoing digital projects beyond the classroom at La Paz include:
- A Parent Computer Boot Camp class (conducted in Spanish) held 2 nights a week designed to improve the digital literacy of our parents, many of whom are farmworkers who have little experience with or access to the Internet.
- Development of the Tech Mentors Cadre- a group of students who have applied and been admitted to the TMC to provide technical support to our parents throughout the course of the Boot Camp.
- A collaborative partnership with our local public library to host their digital media lab while their facilities are being renovated. Our partner librarians have created a fantastic drop-in library annex where students can participate in a Digital Arts Challenge to improve their skills and expand their (digital) knowledge. Students are also able to create Public Service Announcements (PSAs) as a Service Learning Project to engage their peers in the importance of good Digital Citizenship.
- At the county level, in partnership with the Monterey County Office of Education: harnessing the resources of the Internet and collaborative writing tools to facilitate preparation of our Migrant students (and their team coaches) for the Monterey County Migrant Speech and Debate Tournament coming up in March.
College Writers Use Digital Tools to Communicate Their Research Findings
Mary Lourdes Silva is an assistant professor at Ithaca College (New York) and a South Coast Writing Project Teacher Consultant (UCSB). Instead of the standard text-based research paper required in first-year writing, Ithaca College writing students were asked to research a local issue, using resources such as their local newspaper, Google Scholar, the campus library, and interviews from local members of the community. The medium students used to communicate their research projects was either iMovie or PowerPoint. Link to two multimodal research projects:
Elisha Hahm: "Cornell Gorge Safety" at
http://www.youtube.com/watch?v=2v8n8XLYjvQ
Dylan Rampa: "Sport-Related Concussions" at
http://www.youtube.com/watch?v=GquYQDKgnMM&feature=youtu.be
Inland Empire
High School Students Create Their Own "Essays That Work" in College Essay Writing Camp
http://content.yudu.com/Library/A1t65u/CollegeApplicationEs/resources/index.htm
Stephanie Elliot, Tech Liaison for the Inland Area Writing Project, helped students create an e-book featuring their college application essays which were composed during a weeklong, IAWP-staffed writing academy at Los Osos High School in Rancho Cucamonga.
http://content.yudu.com/Library/A1t65u/CollegeApplicationEs/resources/index.htm
Stephanie Elliot, Tech Liaison for the Inland Area Writing Project, helped students create an e-book featuring their college application essays which were composed during a weeklong, IAWP-staffed writing academy at Los Osos High School in Rancho Cucamonga.
Greater Los Angeles and Orange County
21st Century Learning Tools
http://www.youtube.com/watch?v=PjmId971sfo&context=C3e408d6ADOEgsToPDskKL8WSNpHwjB8H4mnpYL3kT
Lisa Tarkoff, Assistant Principal, Middle School Teacher, and UCI Writing Project Teacher Consultant and her team of teachers— Tom Fish, Christy Williamson, Diane Watts, and Dave Brenner support iTouch and iPad Activities in First Grade; Google Applications for Grades 4 - 8; and Mobile Digital Devices and a Moodle Online Classroom in Middle School at Red Hill Lutheran School.
http://www.youtube.com/watch?v=PjmId971sfo&context=C3e408d6ADOEgsToPDskKL8WSNpHwjB8H4mnpYL3kT
Lisa Tarkoff, Assistant Principal, Middle School Teacher, and UCI Writing Project Teacher Consultant and her team of teachers— Tom Fish, Christy Williamson, Diane Watts, and Dave Brenner support iTouch and iPad Activities in First Grade; Google Applications for Grades 4 - 8; and Mobile Digital Devices and a Moodle Online Classroom in Middle School at Red Hill Lutheran School.
Greater San Diego Area
Crime Time
http://www.sandi.net/domain/4419
Rob Meza-Ehlert, teacher of Digital Media & Design at the Kearny High School Complex in San Diego USD and Teacher Consultant with the San Diego Area Writing Project, invites you to tour his students’ Crime Time project. Top projects from 2010 are featured here.
About Crime Time “Collaborating in teams, students created an interdisciplinary, Flash-based game focused on the principles and applications of forensics. Community partnerships included Millennial Tech Middle School, Grossmont College's Administration of Justice program, a local medical examiner, District Attorney Shawn Tafreshi, and law enforcement officials. Time Warner Cable announced that the top three student groups will be showcased nationally in Time Warner Cable's "Connect a Million Minds" initiative.”
Elementary Students Podcast Their Stories
Kim Douillard and Margit Boyeson, teachers at Cardiff Elementary in the Cardiff School District, co-teach second and third graders in a multiage class. Students created podcasts of their personal narratives using iPod Touches, edited them on Garage Band, and added introductory music, also using Garage Band. Kim is the Director of the San Diego Area Writing Project, and Margit is a Teacher Consultant for the site.
San Marcos Unified School District and San Marcos Writing Project Teacher Consultants Bring English Classes into the Facebook Era
http://www.utsandiego.com/news/2011/may/31/english-classes-enter-facebook-era/
"Using a $1.15 million state ARRA grant, the district bought more than 300 netbooks, a handful of digital cameras and camcorders and other equipment and trained 33 English teachers at Woodland Park, San Elijo and San Marcos middle schools how to use the new tools to stimulate interest and improve writing. The program, which was put into practice in early 2010, is credited with boosting test scores and last month it was recognized with an "impact" award from the Classroom of the Future Foundation."
Read how instruction that incorporates a social-networking model is improving writing:
http://www.utsandiego.com/news/2011/may/31/english-classes-enter-facebook-era/
iREAD in Escondido Union School District
https://sites.google.com/a/eusd.org/eusd-iread/
The iREAD program provides professional development for teachers across the district to use the iPod touch and iPad to teach reading fluency, comprehension, writing, math and more. Teachers have documented promising results in increased reading fluency with a student population that is 53% English learners. Link here to learn more about this award-winning program:
https://sites.google.com/a/eusd.org/eusd-iread/.
Jo-Ann Fox reflects on the connections between her iRead and San Marcos Writing Project experiences:
“Teaching young writers is my passion. Watching my students grow as writers in both content and confidence, is by far one of the most rewarding experiences as a teacher. As a teacher mentor in the Escondido Union School District's internationally acclaimed iRead program, I began using iPods as a tool to promote student engagement, project based learning, and to support reading comprehension. Also as a fellow for the San Marcos Writing Project, I easily saw the natural, seamless way I could integrate iPod technology into my writer's workshop. In fact I can think of at least 6 + 1 reasons to integrate iPods into my writing. At the tips of their fingers, my students have access to the internet to search for great IDEAS and are able to capture images that help t support their topics. They use writing tools such as Evernote to support their writing ORGANIZATION. They enhance their writing by recording themselves reading their drafts to decide where they can improve their writer's VOICE and SENTENCE FLUENCY. They access the dictionary and thesaurus on their iPods to search for better words to improve their WORD CHOICE. My students access numerous apps that help support their understanding of writing CONVENTIONS. Lastly, they have the opportunity to share their writing with their peers by posting their final drafts on Edmodo or creating iBooks (supporting the PRESENTATION trait). The ideas mentioned above are only a few of the many strategies that I am able to utilize during my writer's workshop. Seeing how technology supports my young writers is by far the most career changing experience of my life.”
Cajon Valley Union School District: Enhancing Instruction Through Technology
http://www.cajonvalley.net/spotlight.cfm?sp=3904&school=0
One of the 2011 Classroom Innovations in Education Award Winners — Achieve Award http://www.classroomofthefuture.net/?loc=ia/cuwinners
Digital Media in Middle School
Janet Ilko and Holly French, teachers at Cajon Valley Middle School in the Cajon Valley Union School District and Teacher Consultants for the San Diego Area Writing Project, sponsor the Writing for Change club (W4C) for students who meet before school. This group communicates using Edmodo, and shares their work on the W4C website. Classroom support also includes iPods and laptops.
Sixth Graders in a 1:1 iPad Classroom... for the First Time
Wendy Weisel-Bosworth, teacher at Capri Elementary in Encinitas Union School District and Teacher Consultant for the San Diego Area Writing Project, teaches 6th graders in a 1:1 iPad classroom.
"Here is a blog I have written about my adventures in digital learning:
http://bosworthsblog.blogspot.com/2011/12/creating-neural-pathways.html"
http://www.sandi.net/domain/4419
Rob Meza-Ehlert, teacher of Digital Media & Design at the Kearny High School Complex in San Diego USD and Teacher Consultant with the San Diego Area Writing Project, invites you to tour his students’ Crime Time project. Top projects from 2010 are featured here.
About Crime Time “Collaborating in teams, students created an interdisciplinary, Flash-based game focused on the principles and applications of forensics. Community partnerships included Millennial Tech Middle School, Grossmont College's Administration of Justice program, a local medical examiner, District Attorney Shawn Tafreshi, and law enforcement officials. Time Warner Cable announced that the top three student groups will be showcased nationally in Time Warner Cable's "Connect a Million Minds" initiative.”
Elementary Students Podcast Their Stories
Kim Douillard and Margit Boyeson, teachers at Cardiff Elementary in the Cardiff School District, co-teach second and third graders in a multiage class. Students created podcasts of their personal narratives using iPod Touches, edited them on Garage Band, and added introductory music, also using Garage Band. Kim is the Director of the San Diego Area Writing Project, and Margit is a Teacher Consultant for the site.
San Marcos Unified School District and San Marcos Writing Project Teacher Consultants Bring English Classes into the Facebook Era
http://www.utsandiego.com/news/2011/may/31/english-classes-enter-facebook-era/
"Using a $1.15 million state ARRA grant, the district bought more than 300 netbooks, a handful of digital cameras and camcorders and other equipment and trained 33 English teachers at Woodland Park, San Elijo and San Marcos middle schools how to use the new tools to stimulate interest and improve writing. The program, which was put into practice in early 2010, is credited with boosting test scores and last month it was recognized with an "impact" award from the Classroom of the Future Foundation."
Read how instruction that incorporates a social-networking model is improving writing:
http://www.utsandiego.com/news/2011/may/31/english-classes-enter-facebook-era/
iREAD in Escondido Union School District
https://sites.google.com/a/eusd.org/eusd-iread/
The iREAD program provides professional development for teachers across the district to use the iPod touch and iPad to teach reading fluency, comprehension, writing, math and more. Teachers have documented promising results in increased reading fluency with a student population that is 53% English learners. Link here to learn more about this award-winning program:
https://sites.google.com/a/eusd.org/eusd-iread/.
Jo-Ann Fox reflects on the connections between her iRead and San Marcos Writing Project experiences:
“Teaching young writers is my passion. Watching my students grow as writers in both content and confidence, is by far one of the most rewarding experiences as a teacher. As a teacher mentor in the Escondido Union School District's internationally acclaimed iRead program, I began using iPods as a tool to promote student engagement, project based learning, and to support reading comprehension. Also as a fellow for the San Marcos Writing Project, I easily saw the natural, seamless way I could integrate iPod technology into my writer's workshop. In fact I can think of at least 6 + 1 reasons to integrate iPods into my writing. At the tips of their fingers, my students have access to the internet to search for great IDEAS and are able to capture images that help t support their topics. They use writing tools such as Evernote to support their writing ORGANIZATION. They enhance their writing by recording themselves reading their drafts to decide where they can improve their writer's VOICE and SENTENCE FLUENCY. They access the dictionary and thesaurus on their iPods to search for better words to improve their WORD CHOICE. My students access numerous apps that help support their understanding of writing CONVENTIONS. Lastly, they have the opportunity to share their writing with their peers by posting their final drafts on Edmodo or creating iBooks (supporting the PRESENTATION trait). The ideas mentioned above are only a few of the many strategies that I am able to utilize during my writer's workshop. Seeing how technology supports my young writers is by far the most career changing experience of my life.”
Cajon Valley Union School District: Enhancing Instruction Through Technology
http://www.cajonvalley.net/spotlight.cfm?sp=3904&school=0
One of the 2011 Classroom Innovations in Education Award Winners — Achieve Award http://www.classroomofthefuture.net/?loc=ia/cuwinners
Digital Media in Middle School
Janet Ilko and Holly French, teachers at Cajon Valley Middle School in the Cajon Valley Union School District and Teacher Consultants for the San Diego Area Writing Project, sponsor the Writing for Change club (W4C) for students who meet before school. This group communicates using Edmodo, and shares their work on the W4C website. Classroom support also includes iPods and laptops.
Sixth Graders in a 1:1 iPad Classroom... for the First Time
Wendy Weisel-Bosworth, teacher at Capri Elementary in Encinitas Union School District and Teacher Consultant for the San Diego Area Writing Project, teaches 6th graders in a 1:1 iPad classroom.
"Here is a blog I have written about my adventures in digital learning:
http://bosworthsblog.blogspot.com/2011/12/creating-neural-pathways.html"