Washington County Board of Education

Instructional Technology Workshop

September 26, 2016

Audience
o Kindergarten 5th Grade Teachers

Presenter
o Lenie George, Learning Design Doctoral Student at UGA

Icebreaker
o Telestrations
Resources Needed: Educreations app for iPad
Split class in small groups, students will receive a piece of paper with a
phrase on it. Students will draw what is written on the paper on the
clean slide (1/2). They have one minute to complete the drawing.
Once time is complete, the students will rotate to the right. Now, the
students will guess what the drawing is on the next clean slide (2/2).
They have 30 seconds to write down their guess. They will rotate and
do the same steps using a clean slide each time until they receive their
original iPad. Once they receive their own iPad, they can look back at
all of the slides to see how each person interpreted their drawing.

What are you interested in?

o Apply applications in the classroom
o Enrichment and remediation with devices
o Storage cloud software for music class
o Storage cloud software for music class
o ELL information
o Student presentation software

Teacher-led Presentations
o Seesaw.me
o iMovie
o Classroom Champions
Apply in May
o Quizlet
o Scratch
o Nearpod & Sway
o Skype in the Classroom

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Tackk.com
ABCya.com
IXL Learning
Symbaloo
Mystorymaker app
Green Screen Movie lessons
Redink.com

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Think/Pair/Share
o Think
What are higher-order thinking skills? Think of a definition
that you will share with your partner?
o Pair
Partner with someone across the table
Share definitions of Higher-Order Thinking Skills (HOTS)
Create a simile/metaphor and illustration for HOTS in a
classroom
o Share
o
Blooms Taxonomy
o Video about higher order thinking
How does the teacher help her students develop higher
order questions?
Prior knowledge
Classroom setup & mature setting
Literacy Design Collaborative
Verb starters
Question Stems:
o How can you classify
o What evidence is there that
o Can you identify
o What is
What do you students learn from both writing and
discussing questions?
How do students test the validity of their questions? Why
is this step important?
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Google Classroom
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o Washington County Board of Education
o Instructional Technology Workshop
o September 27, 2016

o
Audience
o Middle and High School Teachers
o
Presenter
o Lenie George, Learning Design Doctoral Student at UGA
o
Icebreaker
o Telestrations
Resources Needed: Educreations app for iPad
Split class in small groups, students will receive a piece of
paper with a phrase on it. Students will draw what is
written on the paper on the clean slide (1/2). They have
one minute to complete the drawing. Once time is
complete, the students will rotate to the right. Now, the
students will guess what the drawing is on the next clean
slide (2/2). They have 30 seconds to write down their
guess. They will rotate and do the same steps using a
clean slide each time until they receive their original iPad.
Once they receive their own iPad, they can look back at all
of the slides to see how each person interpreted their
drawing.
o
What do I want to know?
o Short term projects (one-day activities)
o Flipped classroom
o Engage students with math; use technology for meaningful
instruction
o Communication with the class over content
o Student Email

o
Teacher led Presentations
o Schoology
o iBooks
o Voki avatars
o Move it brain breaks
o Socrative - math
o Quizizz.com
o Tackk.com
o letsrecap.com formative assessment using video/audio
o safeshare.tv
o Mobymax.com
o
o
o
o
o
o
o
Think/Pair/Share
o Think
What are higher-order thinking skills? Think of a definition
that you will share with your partner?
o Pair
Partner with someone across the table
Share definitions of Higher-Order Thinking Skills (HOTS)
Create a simile/metaphor and illustration for HOTS in a
classroom
o Share
o
Blooms Taxonomy
o Video about higher order thinking
How does the teacher help her students develop higher
order questions?
Prior knowledge
Classroom setup & mature setting
Literacy Design Collaborative
Verb starters
Question Stems:
o How can you classify
o What evidence is there that
o Can you identify
o What is
What do you students learn from both writing and
discussing questions?

How do students test the validity of their questions? Why

is this step important?