NOW Classrooms, Grades 9-12. Meg Ormiston

Tabor High School

      Winston-Salem, North Carolina

       Table of Contents

       About the Authors

       Introduction

       Building Super Skills for College and Career

       Using This Series

       Using This Book

       Building Background: Know Before You Go

       Conclusion

       1 Embracing Creativity

       Using Digital Images in Projects

       Using Video to Demonstrate Learning

       Using Audio to Enhance Understanding

       Combining Multimedia Elements to Create Effective Presentations

       Conclusion

       2 Communicating and Collaborating

       Using Flipped Video to Communicate and Enhance Learning

       Using Social Networking to Work as a Group

       Collaborating Online Using Live Communications

       Conclusion

       3 Conducting Research and Curating Information

       Gathering Information

       Evaluating Information

       Conclusion

       4 Thinking Critically to Solve Problems

       Identifying and Defining Tasks for Investigation

       Planning and Managing Projects

       Collecting, Analyzing, and Presenting Data

       Conclusion

       5 Being Responsible Digital Citizens

       Protecting Oneself and Others Online

       Engaging in Legal and Ethical Behaviors

       Conclusion

       6 Expanding Technology and Coding Concepts

       Showcasing Work Online

       Managing and Troubleshooting Devices

       Coding and Developing Applications

       Conclusion

       Epilogue

       Appendix: Glossary of Tools and Terms

       References and Resources

       Index

       About the Authors

      Meg Ormiston, in her role as a consultant, partners with school systems that have committed to 21st century learning experiences for everyone. Meg creates a unique partnership in each district, reflecting the mission, vision, and direction that local leaders identify. Her districtwide projects include guiding teams through the visioning process, designing and delivering professional development, facilitating classroom modeling, developing student leaders in technology, and educating parents.

      Meg is a teacher, a keynote speaker, and an author of seven books, including Creating a Digital-Rich Classroom, which received an honorable mention in the education category for the 2010 Foreword INDIES Book of the Year Awards. After twelve years teaching and coaching in the classroom, Meg volunteered on her local school board, facilitated grant projects, and continued researching and writing about best practices.

      Meg has a master’s degree in curriculum and instruction from the National College of Education at National Louis University and travels globally, sharing her passion for real change in the classroom. She lives in the suburbs of Chicago with her husband, Brian; her sons, Danny and Patrick; and her golden retriever puppy, Sonoma.

      To learn more about Meg’s work, follow @megormi on Twitter.

      Scott D. Parker is a science teacher and instructional technology coach for a suburban high school near Chicago. Since 2006, he has also co-taught, with a special education teacher, students with mild and moderate disabilities. As a seventeen-year teaching veteran, he is a passionate and innovative educator who believes in the power of education technology to enhance and better assess student knowledge across all content areas. Since 2015, Scott also has been an instructional coach. He piloted his district’s 1:1 Chromebook adoption to full implementation, which covered nearly 6,500 students.

      Scott has presented at local and state conferences. He received his bachelor’s degree in biology from the University of Iowa. He has master’s degrees in secondary education from the University of St. Francis and in education technology from the American College of Education. When Scott is not teaching, you will probably find him at one of his four kids’ sporting events or activities.

      To learn more about Scott’s work, follow @scottparker013 on Twitter.

      Tom Lubbers teaches mathematics at a high school in the Chicago suburbs. He has taught at both the middle school and high school levels. At the middle school level, he piloted a 1:1 device program, during which time he integrated the Common Core mathematics curriculum with iPads. Tom took this firsthand experience witnessing the impact technology can have on student learning with him to the high school level, where he works with students using Chromebooks. Tom enjoys looking for new ways to incorporate technology in the classroom that promote student appreciation for mathematics as well as deeper content understanding.