Chrome Music Lab

Exploring the World of Music with Sixth Graders and Chrome Music Lab

Sixth graders recently embarked on an exciting exploration of sound and technology using the Chrome Music Lab! This interactive tool allowed students to dive into the world of music creation while enhancing their tech skills. Whether composing melodies, experimenting with rhythm, or visualizing sound waves, students developed a deeper understanding of the connections between music and technology.

Throughout this hands-on experience, students demonstrated key technological competencies. They practiced problem-solving by adjusting musical elements, collaborated with peers to refine their compositions, and gained experience navigating digital interfaces. Additionally, students explored concepts like patterns, sequences, and algorithms, all while sparking creativity through music.

The Chrome Music Lab project gave students a fun, creative platform to build their technology skills while engaging in the universal language of music.

Technology Essential QuestionsHow can digital tools like Chrome Music Lab enhance our understanding of music and sound creation?
In what ways do patterns and algorithms play a role in the process of creating digital music?
How can we use technology to collaborate and communicate creative ideas effectively in music composition?

Massachusetts Digital Literacy and Computer Science (DLCS) Standards6-8.CS.a.5; 6-8.CT.d.6; 6-8.DTC.b.3

Technology Highlights

Technology Tools for Robust Learning

Spofford Pond School staff and students, whether remote or in-person, have access to a variety of technology tools.  These tools are excellent resources to aid in enhancing curriculum across all subjects and grade levels.  Our digital tools provide students an opportunity to innovate, create and demonstrate knowledge.

One of the most important tools in the Spofford digital tool box is Google Workspace for Education. Google Workspace for Education provides our staff and students free access to a tremendous amount of technology resources from word processing, to digital drawing, to creating presentations and videos. Our school Google accounts truly allow us to make the most of our devices in a collaborative and creative way. Chromebooks are a standard tool in the classroom and used daily for enhancing content engagement and innovative projects.

We also have access to a variety of online like Generation Genius, Brain Pop, Kahoot, Quizlet, Padlet and more!  Be sure to ask your student about one of these great online tools and how they are used in the classroom to dive deeper into all subject areas.
Finally, I would like to highlight the power of the digital badge.  As students learn about various topics, from English Language Arts to Math to Science and more, some teachers encourage further exploration by offering digital badges of completion.  Fun to create, simple to customize and easy to share, digital badges can be a great motivator for anyone!
Check out these digital badges some of our third graders have earned in Science:

Congratulations to our Third Grade SMEs (Subject Matter Experts)!

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 we use this software to address the different needs, learning styles, interests and abilities of students?

Creating a Logo

Logo Designers on the Loose

Students in Ms. Boyle's grade 6 classroom were learning to create logos as part of a design project.  They used the online creation tool, Canva, to take a learner and character qualities words like "kind" to create a simple logo design, befitting of the word.

Check out some of their original logos:

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; 6-8.DTC.c

New Technology

Qball in Action!

Thanks to the PTO Teacher Wishes program and the generosity of the PTO we now have four sets of QBalls for classroom teachers to borrow and use with students. So, what is QBall?  Qball is a soft, throwable microphone that connects to any sound system making Q & A in the classroom even more engaging, fun, lively and audible. Why Qball you ask?  Because EVERY student voice matters and needs to be heard! Thanks again to the PTO for making this resource available!

Technology Essential Questions:
How can this technology foster whole group discussion?
How can a QBall experience motivate students and inspire active participation? How can we leverage a tool like QBall to increase engagement and amplify student voice?

Our Very Own Podcast

Spread the Word! Spofford Pond School Launches a Podcast!

Spofford Pond School's podcast, "The Great Polar Bearier Riff",  has officially gone public with its first episodes.  Over time we plan to add episodes from more classrooms and grade levels covering subjects and topics pertinent to our learning community. Currently we are airing five episodes from the student created, "Colonial Chatterbox".  Created and produced by students in Mrs. Valzania's social studies classes, each episodes delves into the 17th century lives of colonists as they establish their communities in the New World.

Here is their first episode: For more episodes, follow this link to find our podcast directly at Anchor or you can search for and listen to our podcast at:

Pocketcasts, Breaker, RadioPublic and more!

Podcasting Essential Questions:

How can we infuse classroom curriculum with technology that is easily accessible

and simple to use?

How can we use this technology to delve deeper into subject matter?

How does this technology strengthen research, writing and collaboration skills?

How does this technology strengthen speaking and listening skills?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:
3-5.CAS.a.3: 3-5.CAS.a.5; 3-5.CAS.c.4; 3-5.CAS.c.5; 3-5.DTC.a.3; 3-5.DTC.b; 3-5.DTC.c.4; 3-5.DTC.c.5; 3-5.CS.a

Professional Development

Professional Development Workshop was Anything but Scary!

On Wednesday, Oct. 31, 2018, teachers from both Boxford schools spent the afternoon learning new ways to create, invigorate and curate curriculum.
During part of the afternoon we reviewed the many apps and tech tools available to staff and students (see Doc below).  We even played a quick game of Kahoot to test teacher knowledge of the capabilities of such tools.  It was informative and fun!

Teacher Technology Training

Google Doc of Resources:

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

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

How can we use this software to create original and innovative projects?

How can we use this software to address the different needs, learning styles, interests and abilities of students?

Blogging

Using Technology to Write for an Authentic Audience

Students in Mrs. Valzania's grade 6 homeroom are getting ready to blog!  Last week, we spent time discussing blogging and writing for an audience outside of school.  Then each student setup a blog using Blogger.  Students learned to set permissions, comments, layout, theme, format, and sharing and then published their blogs on the internet.
Next steps will include posting their writing, adding images and links and responding to comments.
According to George Couros, author of The Innovator's Mindset, there are at least five great reasons students should blog (article). Blogging: allows for "open reflection". helps to "develop literacy through different mediums".
"gives students a space for their voice to be heard".
creates "an open archive of learning".
"develops a positive digital footprint".
Stay tuned for more about this exciting opportunity and be sure to watch out for our students' blogs as they flourish over the next few weeks.

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can we use this digital tool to create original, innovative works and demonstrate a student's unique voice?

How can we use this digital tool to address the different needs, learning styles, interests and abilities of students?

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

6-8.CAS.a; 6-8.CAS.b; 6-8.DTC.a.3; 6-8.DTC.a.4; 6-8.DTC.b

Augmented Reality With Google

Google's Augmented Reality Pioneer Program Comes to Spofford Pond!

On Tuesday, Google Ambassador Caleb J. spent the day with students and teachers in grades 3 - 6 to demonstrate augmented reality.  In this beta version, students got to see Google's next big undertaking before it is released to the public. According to Google's definition, "Augmented reality is a technology that superimposes a computer-generated image on a user's view of the real world, thus providing a composite view."  Students explored the forces of nature, bees, dinosaures, the skeletal system, plants and more.
It was an awesome experience! Thank you Google for coming to our school and letting us investigate your newest technical endeavor: AR Expeditions!

Student Explorers

Some students left feedback on Flipgrid about their experience.
Check it out:

More Information: The Wild and Amazing World of Augmented Reality (article)
Google Expeditions AR (video)


Technology Essential Questions: Why is exploration an important part of learning?
How can an augmented reality experience motivate students and inspire active participation? How can we leverage a tool like Flipgrid to increase engagement and amplify student voice?
2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework: 3-5.CAS.a.1; 3-5.CAS.b.1; 3-5.CAS.c.4; 3-5.CT.e.2 6-8.CAS.c.1; 6-8.CT.e.2 - .3

Safari Live!

Grade 6 Students Go on Safari!

Social studies students in all three of Mrs. Valzania's 6th grade classes had a unique experience this week.  They travelled to Africa and rode on safaris in Kenya's Maasai Mara and South Africa's Kruger National Park.  Safari Live allows teachers and students to flatten the walls of their classroom and travel virtually alongside real life safari guides. Through Skype, students can ask the guides questions in real time throughout the expedition.  Questions get posted live on the safari video feed and the guides speak directly to students to give their answers! SPS 6th graders saw elephants, lions, monkeys, water buffalo and zebra during their trip.  They asked great questions and had transparent interactions with the safari guides.
How fantastic is that?

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 global, real-time 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

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

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?

Grade 4 Extensions for Google

Collecting the Pros and Cons with Read&Write for Google -Opinion Writing- Ms. Malo's Grade 4

Students in Ms. Malo's 4th grade ELA class recently learned how to use a Google extension called Read&Write.  One great feature of the extension is the ability to highlight information within documents or online articles.  Here, students are reading an online article and highlighting the pros and cons of the issue.  Once complete, the extension allows the student to collect the highlights and sort them in a new Google Doc on their drive, complete with necessary citations.  Students then can use their collection of information to begin writing about their own opinion on the issue.

Technology Essential Questions

What basic skills should students know about this digital tool?

How does this digital tool help students collect and organize information?
2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework: 3-5.CAS.a.4; 3-5.CAS.b.1; 3-5.CAS.b.2; 3-5.CAS.b.3; 3-5.CAS.c.4; 3-5.CAS.c.6; 3-5.DTC.a.2; 3-5.DTC.a.3; 3-5.DTC.c.1; 3-5.DTC.c.4; 3-5.CS.b.1

Chromebooks in Grade 6

Thanks to a generous grant from BEST, students in Mrs. Sierpina's homeroom and science classes are piloting a class set of Chromebooks.

Chromebooks are used on a daily basis during ELA, for conducting research, creating collaborative projects (like study guides and presentations) and taking online quizzes. And that's just the tip of the iceberg! Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

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?

AirPlay in the Classroom

This is Mr. Duffy's homeroom using AppleTV during a writing lesson.  Each student has composed a poem in their Google Docs account on their laptop.  One way they can share it to the entire class is by AirPlaying from their laptop to the AppleTV.  The AppleTV displays to the SmartBoard and "Voila!" the poem is shown for the class to see!  Students take turns AirPlaying their work. Terrific discussions can be started by viewing a classmate's work in a group setting! This is just ONE way we can collaborate on and share our digital work.  Google for Education also allows students and teachers to share with each other right through their Google accounts. The sky may be the limit, but with the cloud, the possibilities are limitless!
Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

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?

iPad Carts Are Ready to Go! Spofford Pond students are fortunate to have access to iPads as a digital tool for creating innovative and original projects through a variety of core Apps. Please check out my iPad Apps Page for an "Apps Review".

Green Screen Technology Comes to Spofford!

Summer 2015 was a busy time at Spofford Pond School.  We were fortunate to have two Masconomet High School students volunteer their time and help Spofford build its very own Green Screen Studio.

The Green Screen studio is located in the library and in conjunction with iPads and the Green Screen app, students and teachers will be able to come to the studio and create in front of the green screen.

Watch for future productions!