Virtual Book Club-Two Summer Programs-Completely Virtual

To keep my students engaged in reading and learning, for two summers now I ran a digital virtual book club.  My students would receive a book that I  purchased for them. I created scaffolded detailed weekly book guides to assist them reading complex historical novels.  I created these  book guides in shared Google Documents broken down into  30 pages at a time. These shared Google Documents gave students a step by step guide, essential vocabulary, visual images of the historical references, and maps of specific locations. They were designed for learners who lacked background knowledge and essential vocabulary to successfully and  independently comprehend the reading without this  level of scaffolding. I shared the Google document digitally each week. We agreed to meet at a  specific time and either chatted within the structure of Google chat on the school website as well as meeting on skype twice to chat in digital visibility.

I did not get a salary for this work, as it was completely voluntary. The novels were chosen  by one or two students, who were the ones  who actually  showed up for our book chats. The first  book was: The Book Thief and the second book was  Sarah's Key. Both novels were Holocaust themed novels.

Here are examples of the book guides I created:
https://docs.google.com/document/d/140rm_7dh9pzoobLhoZIVJkGer4nxUQ3-ATeRUHlbl2Y/edit?usp=sharing

The Book Thief-A sample of a week's scaffolded book guide I created to support reading comprehension

This is Summer 2012-Sarah's Key Scaffolded Book Guide I created to support comprehension

Graduate Level Technology Classes

July/August 2012:GOOGLE TRAININGS

Get the Year Started with Google-3 Graduate Credits: https://sites.google.com/a/askbj.net/get-the-year-started-with-google-apps/description

Certificate: https://docs.google.com/presentation/d/1JuOhzxirs6ARPneRAu5WYiA-wSabs3PqYPfzwwigtpU/edit?usp=sharing

Google Boot Camp: https://sites.google.com/a/nheon.org/nh-digital-resources-consortium/home/nhgafe/google-apps-nh-boot-camp

Online Google Power Search Class: https://docs.google.com/document/d/1qWKeHRoAmeIkeaiAPZQv5msTzwl69eQcrn6AVTzmZDM/edit?usp=sharing

Google Powersearching 2012-Google Powersearching Certificate of Completion
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IPAD TRAININGS:
Keene State College: November 2012

Ipad Class-4 hours-sing the iPad in the Teaching and  Learning Process-Introduction to the iPad - learn basic functions, hardware, and software.

March 2013: Ipad Class-1 Graduate Credit

Castleton Center For Schools-March 2013-1 Graduate Credit-

 iPads in the Classroom - March 2, 2013-iPads for the Classroom is intended to provide educators with basic expertise in using the iPad to facilitate learning for students that will engage and inspire them.  We will learn how to set them up, change settings to meet classroom/student needs, how to find resources and apps as well as pedagogy.  iPads are powerful teaching and learning tools that naturally differentiate learning.

Online Component: Complete various readings, and watch videos regarding: pedagogy and
the iPad, tutorials for the iPad, finding apps for your content area/grade level, differentiating with the iPad, and you will create a lesson that uses the iPad for use in your classroom. You will also take part in an on-going discussion forum regarding your assigned readings/videos as well as support your colleagues in their learning.

ID: 112046 | Style: Blended | Duration: Mar 2, 2013 .
Semester: Spring 2013 | Course code: EDU | Section code: 5515-C01b | Credits: 1



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Walden University  Graduate Certificate Program -Technology Integration Specialist

Fall 2012:

First Course-
Technology Integration Specialist: Impact Tech on Education, Work & Society-6710
Course Description-3 Graduate Credits
Grade for class: A

As new and emerging technologies transform the landscape of education, the possibilities for learning and discovery grow exponentially. Through this course, education professionals examine the history and evolution of technology in society and its influence on education. Education professionals explore technology as a vehicle for broad access, and they employ a variety of digital-age tools, including social networking, interactive learning tools, and collaboration software, to inspire and motivate today’s learners. They also explore and discuss ethical considerations, responsible use, and cyber safety issues. Through practical applications, such as designing a lesson that incorporates blogs, wikis, or podcasts, they gain hands-on experience integrating technology into the classroom.

January 2013:
Second Course-
Technology Integration Specilist-Bridging Learning Theory and Technology- EDUC - (6711I - 1)
Course Description-3 Graduate Credits
Grade for class-A

Education professionals in this course explore various learning theories and research on how the brain processes information as well as how they can use this knowledge to support the use of technology in the classroom. They explore and evaluate various technologies, such as computer-mediated instruction and virtual learning environments, as means to foster learner-centered classrooms where students are motivated. Education professionals also learn how to support and enhance instructional practices using technology and how to integrate developmentally-appropriate practices in teaching and learning with the latest digital resources available. Applying course concepts, they revise a lesson plan to support and facilitate student engagement using technology-based cognitive tools.

My Personal Course Blog-Bridging Learning Theory

UVM: Unversity of Vermont-Educational Technology Integration Specialist-Graduate Certificate Program

• Technology and Inquiry-Based Learning-Spring 2015-last class
• Differentiated Instruction with Technology-Fall 2013
• Teacher Leadership in Technology Integration-Summer 2014
• Current Topics in Assessment and Technology-Sept-Dec 2014
• Learning Theory, Instructional Design and Technology-Spring 2014
• Technology Schooling and Society-Summer 2013

5E Provide collaborative leadership, in the areas listed in (b)(1) – (b)(5) above, to colleagues at all position levels.

I assisted Dan Poisson our Vice Principal who needed assistance on sharing a large document (student handbook for our new middle school-LMS) He couldn’t send it due to the large pictures. First I thought if there weren’t too many pictures, he could take the pictures out and send it, if they weren’t essential. Then I went back up to my room and played with google a bit. I had him import it from his word document to a Google document.  It worked, however he felt unsure about doing so due to the fact that he didn’t trust that it wouldn’t go out to the entire staff. I showed him how the sharing option allowed the sharing to only whom he wanted to share it to and how he could allow them to only view it or edit it, but he could decide that on his own.

Additionally, I offered a training and did some very small group training on my Haiku site and demonstrated how Haiku-LMS, is inclusive and easy to use in a classroom setting. It offers teachers a home for all of their assignments, tracks students' online accessing, allows for completion of assignments and acts a  portfolio home to all of their work. Teachers can post tests and quizzes and Haiku will automatically grade them and offers students immediate feedback. I also showed the teachers how you can import a Google document right into Haiku. 

I have assisted many  teachers when using Google Documents,Google Presentations, ipads and relevant ipad  apps for their students' needs as well as their own individual needs. I have assisted teachers with using and managing Powerschool for adding assignments descriptions, grades, setting up Powerschool gradebook, as well as  how to look up student  information in  the Powerschool  interface.

I  have instructed teachers on how to use Prezi Presentations and Sliderocket for alternatives to Powerpoint. My students have created and maintain a blog using Blogger and I have encouraged other teachers to embrace Blogger because of its ease of use and many applications. Common Core standards can be achieved when students connect their subject learning to blogs!

 

5C Demonstrate the role of digital media literacy’s to best equip young people to succeed in a globally interconnected, multicultural world;

 5C Demonstrate the role of digital media literacy’s to best equip young people to succeed in a globally interconnected, multicultural world;

I have been teaching my students using two different Learning Management  Systems adopted by my district. I began with Saikai, setting up my class and developing instruction and  assignments using this learning management system. After one year,  my district let Sakai go and moved on to Haiku, a more user friendly LMS.  

 I designed my Karabaic  21st Century Reading and Literacy program using these LMS sites, to include-novel questions, discussion boards, test taking practice skills-Newa/Necap Karabaic Practice tests designed from News and stories in the news from around the world. 

I wrote a New Hampshire State Struggling Readers' grant and was awarded 4 ipads and money for downloads of digital books and apps. This was a huge jump in technology use and application and my students and  I embraced  the  ipads as the blessing that  they were. We have  been  using them for  reading our novels with  kindle downloads as well as  using mind mapping apps to track their reading.

Additionally,  students read informational articles relating to the world using news apps of: Pulse, Flipboard, USA Today, The New York Times, The Wall Street Journal, National Geographic-all on our ipads.  Students must have a  knowledge of the world around them as well as the digital tools and the understanding of how to use them. In my 21st Century Reading and Literacy class, my goal is to teach students about the world as they improve their reading, writing, and technology skills-all integrated into my Haiku site and accessible when  using ipads for instruction.

I also have embraced  using QR codes as a way to complete quick pre/post tests, and even  to connect assignments to the novels students  are reading. Since I have larger groups of learning and behavior challenged students this year, technology has been a great asset and bridge, but  for some it's been a learning curve. By having 2-3 reading groups who had to work independently, I had to build  in QR coded scan activities to have students accountable for the reading they were completing  when I wasn't able to be sitting with each group for the entire period. Here is an example of how a QR code can connect to a site. Here is  my classroom blog QR code!

By gaining access to through my grant writing the best digital learning tools available, and  using  them on a daily basis  with my  students, they  are learning important digital skills that they are not even aware they are learning. My students are gaining a digital fluency with Google, Google Search, ipads, mind mapping tools, reading digital content, creating and  maintaining literary and personal blogs, setting privacy settings to insure their blogs are not public, writing blog  posts on an  ipad, practicing their spelling and thinking skills using  apps  designed to develop their thinking skills, rate of performance and keyboarding skills. Introduction to using QR codes linked  to  quizzes, tests and assignments also have allowed students  to notice the QR scan codes in stores and on products. Students are becoming digitally astute even though they are not really aware of that  as they develop their overall knowledge  of  the world around them and their place in this ever changing  digital space.

I maintain my own digital newspaper: Karabaic Digital Newspaper Feed 

 

5B Evaluate, adapt, and reflect on emerging tools and trends by participating in local and global learning communities and by reviewing current research and professional literature;

5B Evaluate, adapt, and reflect on emerging tools and trends by participating in local and global learning communities and by reviewing current research and professional literature;

I am constantly scanning and learning about the available and ever changing 21st century classroom tools through, blogs I follow and articles I read. As I read about and learn about some of the newest tools that are appearing daily throughout the world in technology in education, I am also thinking of how to use or reject the tools I have learned about when I determine  their relevance to  my classroom instruction, student needs, and  my classroom as a whole . Not all the technology tools are appropriate for my classroom. I pick and choose the ones that will best suit my students, my classroom, and student learning styles. I continually read up on the latest and greatest educational technology tools.  

I  have  completed several Graduate level classes related to  digital technology which additionally is  allowing me to evaluate, be exposed to and reflect on  the ever changing digital tools and applications available to  me as an  educator as well  as to me as a  learner and my students as the learners they  are. 

I am enrolled in Walden University graduate certificate program for  Technology Integration  Specialist. In these classes we study theory, application, Learning Theories as they apply to digital tools and digital software, differentiated learning opportunities provided by digital technology tools and ipad/android  apps.

I  follow  a number  of  technology blogs on technology, reading, flipped classroom model, project based learning.  All of  these digital opportunities span the globe and I have  been fortunate enough to connect  through these digital opportunities to other educators in  Africa, Europe, and Asia. 

I've attended several Google Hangouts on Air. I am  always learning more about digital technology and trying to share with others. Here I attended a Google Hangout on  Air with Allison Mollica on April 28, 2013, and shared a project I am  doing  with my class. Here is the link to the Google Hangout  on Air. My short snippet is at the end: Google Hangout On Air-In the UK 

5A Promote and demonstrate effective use of digital tools and resources;

Promote and demonstrate effective use of digital Technology:

My classroom stands as a model for what a digital classroom can and should be. My students use laptop computers, and ipads/Nexus tablets. When I purchase a new app or when my students were first using Google documents as a shared or collaborative tool, I modeled and still model offering them a great deal of scaffolded instruction in the process to use when sharing, collaborating, or renaming a document. The instruction in digital  tools are combined and, go hand and hand with the instructional topic in reading/writing/literacy that is being taught. Since the instruction is presented as embedded as part of our work, the instruction is authentic to their learning situation and more readily usable the next time they need to independently use the tool. 

Here is a blog I created for my personal use and later adapted for use in a graduate class I took named, Integrating Technology into Work, School and Community:

http://kdogs21stcenturyreading.blogspot.com/


Students are instructed in proper use of  these costly and valuable digital tools. They have been instructed on how to walk across the room holding the ipads for maximum safety. Students have read and  reviewed my digital fair use agreement allowing them to use technology. Students  understand how and what they can and cannot do with technology in my class. 

I presented at Christa McAuliffe Technology Conference for the past two years, sharing and explaining how  I use technology in my reading and literacy classroom. Here is  the link to the description of  my presentation:
Stephanie Karabaic's Conference Session Description 

My Sliderocket Presentation for Christa McAuliffe 

4D Facilitate access to digital-age resources which promote cross-cultural awareness and connections.

 4D Facilitate access to digital-age resources which promote cross-cultural awareness and connections.

I develop digitial instruction which accesses articles from a variety of digital sources and subjects and topics. For example, I have  presented students with two articles on the same topic relating to the Transit of Venus. Students read and found facts/opinions within both articles. One article source was a digital  The New York Timesarticle, and the other one was a digital article from the BBC. Students evaluated and compared/contrasted information in the two articles from two different parts of the world. 

Students have read articles and completed Popplets for an  article on The Elephant Whisperer who  recently passed away. The articles and video clips students read and viewed originated in Africa. 

The Google Document where students highlighted and evaluated facts/opinions 


My virtual book club book-where students met with me virtually in Google Chat and  Skype focused on two books relating to the Holocaust. Here is a sample reading  guide, I created for  my challenged readers/learners:
Book  Guide for Holocaust Novel-Sarah's Key-Digital Summer Virtual Book Club