Tips Archive » Using Technology » Technology in Class

• Using E-Mail (18 tips)
• Surfing the Web (6 tips)
• Good Computer Habits (9 tips)
• Resources for Teachers (7 tips)
• Using Software (7 tips)
• Across the Curriculum (4 tips)

Using E-mail

Batch Email

From Elaine Hawkins, an eighth grade legal science teacher at The Center for Applied Technology and Career Exploration in Rocky Mount, Virginia:

"I help parents connect with their child's school experience by staying in touch with them via email. I have found that 50% or more of my parents have email either at home or at work. I send out a batch email every other week to notify them of upcoming events and other important information. The parents can respond with any questions, offer help or make suggestions. I've received many expressions of gratitude from parents for this extra bit of communication."

Parent Email

From Terry Bagwell, a language arts teacher at Naylor Middle School in Tucson, Arizona:

"I asked parents for their email address in my Beginning of School letter. I entered the addresses as a group, sent a test mail and received several responses. Through email, I can invite parents to school meetings, answer their questions about progress reports and send assignments to sick students. Email makes me more accessible than the telephone and I make it a point to reply promptly. Parents really appreciate this method of communication."

Weekly E-Mail Newsletter

From Kim Carlson, a physics and physical science teacher at Minnetonka High School in Minnetonka, Minnesota:

"I e-mail newsletters to my students and their parents. At the beginning of the year, I collect the addresses of all those interested in receiving the newsletter. I send out a quick little newsletter about upcoming projects, tests, homework assignments and any other helpful information every week. Since I have everyone's address in a personal distribution list, all I have to do is hit the send button to communicate with the majority of my students and parents. The responses I have gotten are phenomenal. It has really opened up the communication lines. Parents are up to date with what's going on and feel comfortable asking questions via e-mail. They are very appreciative of the effort to get them involved at the high school level. My students are also able to send me e-mail with questions, suggestions and thank-you's."

Electronic Pen Pals

From Shirley Luthman, Mrs. Havill, and Barb Faller, first and fourth grade teachers at Franklin Elementary and Celina West School in Celina, Ohio:

"Our first and fourth grade students are electronic pen pals. The students are each assigned a buddy to correspond with through email. They exchange letters, questions and responses. The result has been new friendships between the young and older students in the building."

History Pen Pals

From a history teacher at Celina High School in Celina, Ohio:

"My history students email a fellow history student at another high school. They each write a weekly report on what they learned in American history class. At the end of the nine weeks, the students meet each other and introduce themselves to their history pen pals. This project is fun for the students, allows them to meet new friends and helps make history fun."

Foliage Across the Nation

From a fourth grade teacher in Celina, Ohio:

"My students are studying the time table of the change of foliage. They are emailing other students throughout the United States and asking them to chart the changing of the leaves in their area. When they get the results, they will compile all the information and display it in a Power Point presentation."

Internet Exchange Concert

From John Stetler, a teacher at Celina High School in Celina, Ohio:

"Our band is going to have an Internet Exchange Concert this year. The student band officers are emailing other band directors in the area to arrange for an exchange concert. The students have a form letter that they can adapt to each school and situation. I am confident that they will find the perfect exchange."

Cutting Costs

From Stan Hughes, a biology teacher at Celina High School in Celina, Ohio:

"A lab that requires a formidable amount of data and costs quite a bit of money can be split between two high schools with the help of email. The data found in the two labs can be used in both schools if the classes email their information to each other."

Art Exchange

From Shawn Mir, a general art teacher at Celina High School in Celina, Ohio:

"My students use email to exchange information with students at another high school. At the end of the year, we use video distancing equipment to interact with the other students and critique each other's artwork."

Fiesta with Friends

From Janet Adams, a Spanish teacher at Celina Intermediate School in Celina, Ohio:

"My young Spanish students meet with a Spanish class at the high school and have a fiesta. We send each other email messages in preparation and anticipation of the big event. This helps the students with language, spelling, reading and communication skills."

Sharing Language Skills

From Pat Naveau, a gifted education coordinator at Celina Intermediate School in Celina, Ohio:

"My elementary French students have electronic French pen pals at the high school. By regularly emailing each other, the elementary and high school students get to practice usage of technology and their French studies at the same time."

Weekly Email

From Ellen Newman, a recently retired teacher from Cheltenham High School:

"When I was teaching, I had almost every students' email address and many of their parents' addresses in my computer address book. I would send them an email every Sunday about upcoming quizzes, tests, homework or in-class activities. The good part is that after the first mailing, they all had each other's email addresses and could help each other over the rough spots. I liked staying in touch with the parents that took the time to respond."

Teaching Students to use Email

From Michelle Pearson, a kindergarten through eighth grade technology teacher at Annunciation School in Denver, Colorado:

"I show students how to use email using heart chain messages. We discuss how positive thoughts make all of us feel good. I send messages to the students and they are required to check their email daily. I pick two students to start the chain and send them the following message: 'This heart note is for ____________. Please add a special thought about this person to the note and send it on to another student in the class. Please send me a copy of the note, as you will get a check in the gradebook when I receive the copy. Forward this to a student that has not received it yet, but do not forward it to the student that you are writing about. If you are the last classmate to receive the message, forward it to me and I will pass it on to the complimented student.' These messages have been known to make a student's day! It's an easy way to teach email concepts and make my students feel good at the same time."

Web 66 to Research Immigration

From Kelley Caryl, an eleventh grade English teacher at Perry High School in Perry, Ohio:

"I teach American literature and American history in a teamed classroom. My students research immigration patterns to America. They e-mail schools from the countries they are researching through the listing on Web 66. This allows them to start a dialogue about immigration with native people from that country."

E-Mail Extras

From Cindy Seese, a physical education teacher at Perry High School in Perry, Ohio:

"I use the digital camera to take pictures of the students participating in class activities. Then I e-mail the pictures to the students in the class. They enjoy seeing their pictures and many times they show the pictures to their parents thus creating a school to home communication link."

Limitless Potential

From Marjorie Rios, a Spanish teacher at Livingston Academy in Livingston, Tennessee:

"As a new user of the computer, I have had a wide range of experiences! Through E-mail I am communicating with friends all over the world, including former international students. Current students write me at home where I am able to take time to communicate on a more personal level. My E-mail address book has expended to include nearly a dozen college students who are former students. Some of my students have been writing to two international students at a local university who said they were willing to share customs and information. The potential for using E-mail as a teaching/learning tool is limitless."

Feedback through E-mail

From Micah Krusenstjerna, a first grade teacher at Clive Elementary in West Des Moines, Iowa:

"Response is integral to learning. I create professional-looking response sheets on our desktop publishing software and post them outside our room for students and adults to record their thoughts and comments about art, stories and other work that we display outside our room. I attach a marker. The response sheets say things like: 'Haunted House Art Comments' or 'We worked hard on this Peter Peter Pumpkin Eater story. What do you think?' The children learn how to write a compliment from reading comments. It also helps build a community between students, teachers, support staff, administrators and parents who all participate. I have also introduced E-mail to my students through E-mailing comments about the work or about help we receive from others. This can be done as a whole-class writing demonstration or through teachers sending comments via E-mail. This is an authentic learning activity with many happy returns."

E-mailing Students

From Linda Spengler, a fourth grade teacher at George Wolf School in Bath, Pennsylvania:

"Some of my students have Internet access at home and I have set up an e-mail exchange with them. They write to me at home on the net several times a week. We exchange jokes, I send them brain teasers, or we just chat. I have also used this forum to discuss school problems with them and also to praise something they have done. These kids feel 'special' because they sometimes know inside info before the class. I can communicate with them when I am out sick or even when the school is closed for vacations or snow days. It is something they really look forward to."

Surfing the Web

Favorite Sites

From Lorene Scheidt, a K-8 multi-media specialist for Lake Central Schools in Schererville, Indiana:

"I teach Internet researching skills and have my students keep a notebook on interesting sites that they would like to return to at a later time. This allows them to continue with their research and know that they can get back to a site they want to see again. The notebook works well because they can't save to a favorites or bookmarked folder."

Info Search

From Marilyn Atlee, a language arts teacher at Memorial Middle School in Houston, Texas:

"Students often remember better the interesting and little known information that we present in our lessons so I employ what I call an 'info.search' to introduce a unit. In the days prior to beginning a unit on an author, each student is required to bring to class unique, interesting, classroom-appropriate trivia about the author. They must cite the sources used. I encourage them to do research on the computer and post several reliable Internet sources on the board to get them started. Students take turns reading the info that they found aloud. Once this is done, I compile an Author Trivia File for students to peruse when they have time. This information, along with basic bio that I present, gives learners a much clearer picture of the author and generates excitement about reading his/her works."

Daily Web Visits

From Jennifer Harper, a third and fourth grade teacher at Cavendish Town Elementary School in Proctorsville, Vermont:

"Each morning we have quick presentations from the Internet. The class meteorologists give the first one from www.wunderground.com. This site gives us our local forecast. Two students record the sunrise and sunset and the length of day on our learning calendar. Other students record the time the moon rose and set along with the moon's phase. We read the maximum and minimum temperatures for the day and the whole class figures out the range. Wind direction and speed are also given on this site. At the end of the week, we graph the results. We also look at the class historian web site at www.historychannel.com/thisday/, www.yahooligans.com/docs/tdih/, and www.nytimes.com/learning/. Certain students are chosen to quiz the class on what's in the news that day. All of these web sites are bookmarked on our home page and the students have their internet accounts set up to come up to this page. Each class historian and meteorologist prints out their page and we store them in a class book. The students can go back and look at the year's weather and history in their spare time."

Direct Access to Project Web Sites

From Dawn Ciferno, a seventh and eighth grade science teacher at Perry Middle School in Perry, Ohio:

"Our district is fortunate enough to be able to develop web pages. I developed a page that allows my students to directly access sites that I have chosen for a project. Students have quicker access to these sites since they have fewer errors with URL's. This project also has the students making Power Point presentations. In the end, the students will have no paper work but instead a technology product. You are welcome to visit the site at www.perry-lake.k12.oh.us/pms/Team7_8/kt%20event%20.htm."

Historical Searches

From Terry Weaver, an industrial technology teacher at Perry Middle School in Perry, Ohio:

"I designed two Internet searches that introduce students to two great Americans. One is a Civil War hero, Joshua Chamberlain, and the other is an American Indian named Chief Joseph. This assignment was designed to provide an orderly search on the Internet and allow the students to learn about two historical figures. When the students have successfully completed the search, they have to select a search of their own. The search must investigate a technology that become important to the world between 1740-1900AD. The students are to do a historical search and try to determine the societal impact of this 'new technology'. Furthermore, they are to determine if the technology is still in existence today and how it has changed to meet the needs of today's society. The students enjoy doing the searches and find that the technology they experience in their everyday lives has not always been available."

Searching for Landforms

From Kathy Gall, a fifth grade teacher at Perry Middle School in Perry, Ohio:>

"I have a project where my students use the Internet to search for information on a landform. They use my web page to access the worksheet that they need to complete. They copy this worksheet to their own disk and then use my web page to access good URL addresses. I also teach them how to do a Boolean search in case they can't find any information they want to use from my web page. The students can also use the desktop encyclopedias to find additional information. Once the children have finished their research and completed their worksheet, they create a 3-D model of their landform. The students share their projects and what they have learned with the rest of the class. Lastly, my students make a video with Hypermedia to show next year's students how to use my web page to complete this assignment."

Good Computer Habits

Computer Monitoring

From Jay Edwards, a resource teacher at Hemet Elementary School in Hemet, California:

"I found the screen saver feature is a great way to monitor students working on the computer. I added a picture of myself with a word balloon to the screen saver. (Virtual Mr. Edwards, version 1.0) They're surprised when the screen saver pops up and alerts them they were perhaps doing more talking than typing. Back to work, kids!"

Keyboarding with Boxers

From Bruce Baker, a business education teacher at Kempsville High School in Virginia Beach, Virginia:

"To encourage my keyboarding students to learn good touch keying and not look at their fingers, I ask them to bring a cute pair of boxer shorts to class. They put the computer keyboard through the elastic and sit it on their desk. They put their hands through the legs and position them correctly on the keyboard. Off they go! They think it's cool and it encourages good keying technique since they can't see and really have to concentrate on their sense of touch."

Touch Typing Skills

From Karen Russell, a third grade teacher at Willett Elementary School in Davis, California:

"An easy and effective way to keep kids from looking at their hands while they are typing is to cover their hands with a box. I use the lids of copy paper boxes. I cut them in half and they fit perfectly over the keyboard with room to type below. I've used this with great success. The students keep their eyes on the computer screen and not on the keyboard. They learn to touch type very quickly."

Good Typing Skills

From Pat Fiedler, a business education teacher at Orange Park High School in Orange Park, Florida:

"Finally, a way to stop students from looking at their keys when learning to touch type! I found some removable garage sale round stickers at Target. I cut each color as it coordinates to the typing text samples into quarters. I then place the ninety-degree angle corner facing the left of the key. This covers just enough of the key to hide the letter and as a bonus the keys look really colorful. I start by putting them on the machine that I will use when testing their alphabet technique and let the students know that this is where they will be tested. Soon many are asking for the covers and are amazed and thrilled when they can touch type. It allows them to gain confidence quickly!"

Taking Turns on the Computer

From Pam Sosler, a third grade teacher at Perry Elementary in Perry, Ohio:

"I have found a way to schedule the computers in my class in a way that is fair and equitable. At the beginning of the year, I purchase index cards in a spiral package. I write down the names of my students on each card. The cards show which student can use the computer. Once your turn is over, the card is flipped and the next name appears. Each day the card file shows a new name so no one has to ask whose turn it is anymore. The cards do it for me."

Keyboarding

From Jane Melroy, a business teacher at Skyline Schools in Pratt, Kansas:

"As I observe the techniques my keyboarding students have, there are three things that are very difficult for them to change when they finally take a formal keyboarding class:

1. using the little finger of the right hand for backspace;
2. using the little finger of the right hand for the enter key; and,
3. using the right thumb for the space bar.

Building speed and accuracy are things that will come with training, but changing years of incorrect practice take a longer time and is very frustrating to the students. So, as you observe students using computers, mention the correct fingering and please help guide them early in the use of correct techniques."

Introducing Keyboarding

From Kathy Gryta, a technology teacher at Kyle Elementary School in Kyle, Texas:

"One of my responsibilities is to introduce keyboarding, even to our kindergarten and first graders, and a large challenge is to get the kids to type with two hands. In addition to using some keyboarding software that divides our keyboard into left- and right-handed keys, I cut a piece of chenille stem (pipe-cleaner) to a length slightly longer than the width of the keyboard. Before the kinder- and first-graders come to the lab, I gently wedge the stem between the 5 and 6 keys and the B and N keys, effectively dividing the keyboard down the middle. Now when they type, I can keep reminding them 'Don't let your fingers jump the fence', and they have a good visible reminder of exactly where that 'fence' is. It also makes it much more obvious to me, from a distance, who is still 'crossing over'."

Disk Cases for Students

From Valerie L. Townsend, a fifth grade teacher at Flint Lake Elementary School in Valparaiso, Indiana:

"I provide a two-disk case for each student to store their disks in for the year. This prevents some of those dirty fingers getting all over the disk and causing problems. One disk is kept for word processing and the other for projects that require a lot of memory like Hyperstudio stacks. I number the disks and assign each student a number. That way they can be used year after year with minimal replacements. All my disk cases are placed in a basket in the room for easy access."

Call for Help

From Cheryl Burk, a computer teacher for grades K-8 with the Kingsland Public Schools in Wykoff, Minnesota:

"In my computer classes I have two plastic cups on each computer -- one red and the other blue. The two cups sit upside down, one inside the other. When the blue cup is on top it means 'Everything is Cool.' When students have questions they quietly reach up and put the red cup on top of the blue cup. That means they need my help. They can continue to work and figure out the problem. The students do not need to keep their hand in the air or call my name. It works like a charm. When I start the year, I am very strict about not answering questions from students who don't use the cup. In about a week they are all used to using the cups and like it. It is also a conversation piece at conference time when the parents ask 'What are the cups for?'"

Resources for Teachers

Teaching Diversity

From Eileen Durgin-Clinchard, Ph.D., a retired teacher now conducting diversity workshops as an avocation from Lincoln, Nebraska:

"There are wonderful resources for teaching about diversity and anti-bias work on the Web. The following three are particularly worthwhile. Starting early with teaching respect and anti-bias behaviors is so important but sometimes a bit scary. These sites will provide you with some tried and tested resources. There is a lot to explore at each location.

www.adl.org/tools%5Fteachers/tools_tips.html
This is a page of the ADL (Anti-Defamation League) directed specifically at educators with practical tips and even an easily printable page "Creating a Positive Environment in which to Raise Diversity Issues" and another whole section for Parents and Kids. There is also much information about teaching about religion in public schools.

www.splcenter.org/teachingtolerance/tt-index.html
Free materials are available from "Teaching Tolerance" for teaching about multicultural issues. They are described on this web page. This is a program of the Southern Poverty Law Center, also a non-profit organization dedicated to the reduction/elimination of hate groups and hate related behavior and violence.

www.usdoj.gov/kidspage/
This web site is published by the Dept. of Justice and is designed for specific age groups. It's a wonderful way to get kids involved and a source for reports and direct student usage."

Teacherline

From Kathy Milburn, a fifth grade teacher in Jackson, Wyoming:

"PBS has established a website at http://2kbb2.pbs.org/tk/welcome.cfm called 'Teacherline' that provides help in integrating technology into classroom instruction and I love it. This site features famous technology experts in live chats, panels of teachers who use technology, tools for integrating the use of technology in our classrooms, has research links, and even provides on-line professional development. I want to use technology as a way to improve student achievement and I have found this site to be a great resource."

Reading and Writing Site

From Mary Airy, Early Childhood Consultant, from Area Education Agency 6 in Marshalltown, Iowa:

"I just found this website, www.nwrel.org/eval/index.html, and it's spectacular! This web site has prompts, rubrics for writing, reading and oral communication, as well as a load of research about teaching these areas. It's an excellent resource."

Web Site for Teachers

From Peg Cagle, a teacher at Lawrence Middle School in Los Angeles, California:

"I developed lesson plans for using newspaper editorial cartoons as a teaching tool in social studies, art, journalism and English from elementary through high school. My husband, a syndicated cartoonist and officer in the National Cartoonist Society, created our web site by approaching his colleagues and asking them to participate. The site includes current cartoons from 24 editorial cartoonists. There is no cost to use the site. Our teachers' guide to the cartoonists' index is at www.cagle.com/teacher. The cartoonists' index site is at www.cagle.com."

Grading Software

From Carol S. Warner, a family and consumer science teacher at Franklin Heights High School in Columbus, Ohio:

"My tip for first time teachers is to purchase Grade Quick 4.0. They never taught me how to grade in methods classes and most I have learned it on my own. This program has been worth every penny and saves me time as well as a wonderful output for students and administrators."

Students Training Teachers

From Julie Woletz, a business education teacher at Cambridge High School in Cambridge, Wisconsin:

"Our school has a severe shortage of staff development time, so I try to use my students to promote computer use throughout our district. One of the programs that I teach is PowerPoint, which is software used to make presentations and something any teacher can use. After my students have completed the unit on this software, their final assignment is to work with a teacher in the district to develop a presentation for one of their instructional units. The students get a look at a 'real' application of the program and the teachers really appreciate having a student help them prepare their teaching material. Even if the teachers do not continue to use the program, they are at least aware of the technology that is available to them within the district."

Training from Local University

From Nora Fleming, a second grade teacher at Gant Elementary School in Long Beach, California:

"Our school is across the street from California State University Long Beach. We go on walking field trips to their new Performing Arts Building for plays like 'Charlotte's Web.' We walk to their Japanese Gardens. We walk to their art museum. The teachers had Internet training in their computer lab when we first got our three computers installed in our classrooms."

Using Software

Displaying Names

From Marcia Chewning, a special education teacher at J.O. Davis Elementary in Irving, Texas:

"I only have one computer in my room so I use my screen saver to say, 'Mrs. Chewning and Ms. Sain's wonderful students.' I have each student's name going across the screen."

Recognizing Quality Writing

From Elaine Hardman, a fourth through sixth grade special education teacher in Andover, New York:

"I use a banner screen saver message on our classroom computers to recognize quality writing. They are easy to change so whenever one of the resident users of a computer does something outstanding, I can easily call attention to their achievement. An example of a current scrolling message is, 'Amy included a related question in her book report!'. When other children read these messages, they are moved to use the same techniques."

Screen Savers

From Mrs. Marty Crutcher, a third grade teacher at Love Chapel School in Erwin, Tennessee:

"My teacher station computer is connected to my classroom TV and I change the screen saver weekly. I usually use the Marquee Screen Saver to say something that I want my students to remember for the week. This really gets the students' attention."

Screen Saver

From Carla Herbert, a fourth grade teacher at Howard Wilson in Leavenworth, Kansas:

"My classroom has five computers but we don't have any pretty pictures for screensavers so I wrote the following on my computers:

Computer #1: Ms.
Computer #2: Herbert
Computer #3: Is
Computer #4: Always
Computer #5: Right

The kids loved it the first time they saw it and of course, they are always trying to prove me wrong!"

Teaching Vocabulary with Power Point

From Colleen Blaurock, a Spanish teacher at Perry High School in Perry, Ohio:

"I use Power Point to present new vocabulary in my classroom. The Spanish words and their English equivalents or pictures continuously scroll across the TV monitor during the class period. For example, the Spanish word 'El Perro' will appear and then five seconds later, the word 'dog' and a picture of a dog will appear."

Message of the Day

From Marty Crutcher, a third grade teacher at Love Chapel Elementary School in Erwin, Tennessee:

"I have my computer connected to my large TV screen. I recently set my screen saver to say one main idea that I want the children to remember for the day. The TV is reminding them every minute of our message for the day. For example, I might put 'Adjectives Are Describing Words' or 'Spelling Test Tomorrow'. The children love to watch the colors and the movements. It really helps them to remember things."

Students Create Power Point Presentations

From Bob Bals, a fourth grade teacher at Perry Elementary School in Perry, Ohio:

"My students create oceanography Power Point presentations on the computer. Some of the topics the children have chosen in the past are The Titanic, submarines, hurricanes, The Bermuda Triangle, and famous oceanographers such as Jacques Cousteau. Power Point presentations can be done in almost any subject or within any topic of study. Students can put together slides and add graphics, sounds, music and factual information to them. Many schools are fortunate enough to have computer labs making it possible for all of the students to have time to complete their presentations. Students can work in small groups if less computers are available."

Across the Curriculum

Writing Autobiographies

From Kathy Woloszyk, a computer teacher in grades eight through twelve in Rogers City Schools in Rogers City, Michigan:

"Students in my computer classes learn how to format reports by writing their own autobiographies. They begin by drawing a 'map' on a plain sheet of paper that I do with them on overhead. In the top right they draw their birth hospital, and in the bottom right they draw the school. In between, they draw the 'highway of life' complete with significant events in their lives as signs along the way. These signs become the side headings of their papers to help them to stay on topic. We make a formal title page together and students are encouraged to add graphical displays. They are directed to use all the features of the word processing program, including the thesaurus, at least once per page. They are also directed to reflect upon the happy moments of their lives and tell no family business. I tell them it is a celebration of their lives to read to their own children some day. For extra credit, I encourage students to create picture displays of their lives that I put up on the walls of the classroom. I get lots of visitors to see these displays."

Total Class Involvement

From Bill Hill, a physics and math teacher at Casey County High School in Liberty, Kentucky:

"I have found that I can use the TI-83 overhead projection device for Calculator-Based Laboratory (CBL) activities and still involve the whole class. After cooperative group assignments, I have one member of each group form a temporary demonstration group. That group performs the activity while other members of the regular groups record data and measurements from the overhead, etc. Once the task is complete, the demonstration group dismantles and students return to their regular groups and complete the analysis, reports, etc. This approach eliminates the problem of not having enough CBLs for every group."

Dear Abby

From Pat Mitchell, a business education teacher at Fort Atkinson High School in Fort Atkinson, Wisconsin:

"Once my keyboarding students begin composing, there is no stopping them! An activity which takes them out of the textbook involves writing a letter to Dear Abby regarding a question or problem they have. Instead of using their names, students sign the letter with appropriate nicknames like 'Upset and Unhappy' or 'Please Help' and their letters are given a number when they are handed in for grading, to protect their anonymity. After a week or so the letters are handed out for another composition session. This time students become Dear Abby and answer a letter written by one of their peers. If there is more than one keyboarding class, this works even better as students won't know who answered their letter. The number assigned will help in getting the letter back to its originator."

Student Creation

From Elaine Hennigan, a fourth grade teacher at John Fuller Elementary School, and Paula Churchill, technology coordinator for SAU #9 in North Conway, New Hampshire:

"Our students use nouns, adjectives and participles to create a diamond-shaped document about themselves. They open a word processing document and follow these directions:

• Do not change the font, size or alignment until instructed to do so.
• On the first line, type your first name.
• On the second line, type two adjectives that describe yourself.
• On the third line, type three participles that describe yourself.
• On line four, type four nouns that describe you.
• On line five, type three participles.
• On line six, type two adjectives that describe you.
• On line seven, type your name again.
• Now change the font to the student's choice.
• Change the font size to between 18-20.
• Highlight all text and center align it.
• Use the thesaurus to change words. Make sure each line doesn't wrap to a second line. If this happens, the font is too large.
• Use spell check to verify correct spelling.
• View print preview.
• Print the document.
• Save the document to the student's disk.

If you have access to the digital camera, you can insert a picture of each student at the bottom of their work, or you can cut and paste an actual photograph."

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Digital Charts

From Cheryl Serg, a second grade teacher at Greene Primary School in Greene, New York:

"I am often frustrated when students do not complete work that is on the board or large charts. It is cumbersome to keep reposting the charts for them to finish copying, but I know that some truly have difficulty with the transfer from chart to paper. I now take a digital photo of the chart, enlarge it and print it out on 8 1/2 x 11 inch paper. I then give this paper to the students who need more time so they have their own desk copies."