Virtual Reality

Spofford Students Travel the World with Google Expeditions

 Thanks to a grant fulfilled by the PTO's Teacher Wishes program, several classrooms had a unique technological experience with virtual reality goggles. 

Using our new Google Expeditions kits, students are able to break through the four walls of the classroom and visit places like the San Diego Zoo in California and Moscow, Russia.  Sixth grade students got to tour the home of a Syrian refugee family as they adjust to their life in Lebanon.  And that is just the beginning.  Currently there are over 600 expeditions available for viewing, complete with guided scripts.  Several expeditions come with lesson plans as well.

Through the use of the virtual reality goggles and the read-aloud guided tour from Google Expeditions, teachers are able to supplement what is being taught in the classroom.  Virtual reality goggles immerse students in an interactive, three dimensional learning environment that makes you feel like you're really there.

I guarantee this kit will be well used by classrooms all around Spofford Pond!

Technology Essential Questions:

Are there technological solutions or enhancements to supplement what is being taught?

Why is exploration an important part of learning?
How can a virtual reality experience motivate students and inspire active participation?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:
6-8.CAS.c.1; 6-8.DTC.a.1-2; 6-8.DTC.b.2; 6-8.CT.e.3

Grade 3 Winter Poems

Mrs. Cronin's Class Chills in Front of the Green Screen with Winter Poems

Mrs. Cronin's third grade class used the space to perform their Winter poems.  Actors arrived in costume with their lines perfectly prepared, their set design chosen and

snowflakes flying.

Check out a few of their frosty poetry readings!

Technology Essential Questions:

How can we use this software to create original, innovative works and ideas?

Are there technological solutions or enhancements to supplement what is being taught?

Why are exploration and creation an important part of learning?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.DTC.a.3; 3-5.DTC.b.1

Google Drawing

Six-Word Memoirs

(as written by book characters)

Recently, students in Mrs. Valzania's 6th grade classroom put their Google Drawing skills to work to create six-word memoir titles.  In just six words, students were asked to come up with a title for a memoir that might be written by one of the characters from the novels their literature circles just read.  Additionally, students had to include a image symbolic to the story or character.

Using Google Drawing, students inserted and modified word art and clipart, changed backgrounds, arranged objects on the page and grouped items appropriately.

Check out their finished projects:

By A.H.

By C.D.

By L.C.

By R.O.

Technology Essential Questions:

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

How can this digital tool help us create a project that sparks curiosity?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:
6-8.DTC.a.1-3; 6-8.DTC.b.1

Trying New Technologies

This week teachers and students throughout the building have been trying Kahoot!.  It was great seeing teachers attempt something new, find success and then brainstorm different ways the technology can be integrated into the classroom and the curriculum.

Staff were introduced to Kahoot!, an online game-based learning platform, during a staff meeting.

We used Kahoot for a Spofford Pond staff technology challenge, testing everyone's knowledge of tech trivia and top technology practices.

Grade 4, in it to win it!

Then, throughout the week Kahoot! could be seen in action in classrooms.

Ms. Davis took Kahoot! to her classroom, challenging students to some brainteasers just before lunch.  The next step for this technology tool will be integration into the curriculum.  Kahoot is great for discovering what students already know or reviewing and retrieving information they have learned.

Grade 4 Kahooting

Technology Essential Questions:

How can this digital tool supplement what is being taught?

How can this digital tool help students use the retrieval practice learning strategy?

Celebrating Computer Science Education Week

Hour of Code 2017

In celebration of Computer Science Education Week (December 4-10, 2017) all classes at Spofford Pond Elementary School participated in an Hour of Code.  Hour of Code is a worldwide phenomenon that reaches tens of millions of students in almost 200 countries. Spofford Pond’s school wide coding event is just one of thousands that takes place during this week around the globe.

Spofford Pond teachers and students spent one hour trying various coding activities from the Hour of Code website and with iPad apps like Lightbot and Lightbot, Jr.  Teachers and students learned computer science skills, math skills, problem-solving and perseverance in each coding activity. They worked collaboratively and creatively to solve the puzzles and move through the programming lessons.

It was an exciting week of amazing discoveries, fun creations and confidence building exercises.

SPS Padlet of student feedback about the event:

See media coverage:  Tri Town Transcript - Boxford Wicked Local

Technology Essential Questions:
What are the fundamentals of computer programming?
How are algorithms used in coding?
How can you use computer programming to complete a task?
How is computer programming useful in real life?
How might you use computer programming in your future career?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.CT.b; 3-5.CT.d; 6-8.CT.b; 6-8.CT.d

Teacher Workshop

Hyperdocs Tech Talk with Boxford Teachers

One of the many perks of my job is getting to work with classroom teachers on new ways to integrate technology into their classroom and their curriculum.  At a recent after school Tech Talk, I introduced Hyperdocs to classroom teachers.

We discussed how hyperdocs can transform lessons with a zap of technology, creativity and new ideas.  (For additional information regarding hyperdocs, read this article.).  We learned about hyperdocs and how to design, create, adapt and share them.

We also spent time brainstorming and creating the beginning stage of our very own hyperdocs.  Needless to say we got a lot done in a short amount of time.

So happy to work with a terrific group of lifelong learners and innovative teachers!

Technology Essential Questions:

How can technology be used to enhance a project and communicate knowledge?

Are there technological solutions or enhancements to supplement what is being taught?

How can a hyperdoc encourage student-centered learning?

Why are exploration and creation an important part of learning?