Hilliard Schools is proud of the ways it is using technology to teach 21st Century skills to our students. Here are some of the many ways that we use technology to teach and to manage information. Each month we will add new topics to the showcase.
- eCampus
- eSchool
- Teacher Access Center
Hilliard eCampus is an online course management system.
We offer online courses for high school students as well as online
components for the traditional classroom. Staff participate in
online professional development through this site as well.
eSchool is our website for students. It contains over
700 links to educational websites and
pages which help students find information pertainent to their
studies. The eSchool search engine looks for links on the eSchool
site as well as on Hilliard teacher webpages.
Teacher Access Center and Home Access Center- our student information system allows district staff to manage student information, grades, attendance and more. In the fall of 2007, parents will be able to obtain a login to the system to see their child's personal information, attendance, grade cards and discipline.
Norwich Virtues
Fourth and Fifth grade students at Norwich learned about the core virtues: Honesty, Responsibility, Self Discipline, Respect, Compassion, Perseverance, and Giving. In art classes, they worked with the art teacher and the technology teacher to create an animated movie that depicts these virtues.
Students first learned the rudimentary procedures of animation by using Kidpix software to create a moving object on the screen. They created the shape, saved the document, moved the shape slightly, saved it again, and repeated. Then when the documents were played quickly in sequence, the animation became obvious.
Students then wrote scripts and storyboarded the segments of the movie. They planned the creation and movement of characters and sets as well as the addition of text.
Various media were used in the final animations, including paper, watercolor paint, and clay.
The paper images were moved using magnets, and modeling clay was manipulated while being photographed.
Students captured the images using digital cameras on tripods and then imported them into iMovie to turn the images into stop action sequences.
Heritage 8th Grade
French Fry Man
Sneaky Sneaker
Students in 8th grade art class at Heritage Middle School use iMovie, a movie production software, to create their own animated movie. This project allows the students to tap their own creativity and artistic ability in a unique way.
To complete this project, students created a storyboard and a descriptive narrative, which is a plan of what the movie will include from beginning to end. They created their background set using paint or chalk, and also created their main characters out of clay. Digital cameras were used to “shoot” the movie and the pictures were downloaded into iMovie. The students then manipulated the pictures in the iMovie software, created titles, transitions, and added music.
Warhol
This fourth and fifth grade activity was coordinated between an elementary art teacher and a technology teacher. The project was a culminating activity for a study in modern art, focusing on Andy Warhol.
The claymation activity required students to reflect on Warhols variations on a theme and to create a character based on a chosen theme. Cans of Campbell’s Soup were “dressed up” as a character that reflected the flavor of the soup. (For instance, Wedding Soup was dressed in a white gown and veil.)
Through stop motion photography using digital cameras and iMovie software, students created clay models and then captured images and animated them to create a movie. The main character in the movie is Andy Warhol himself. He is seen painting a likeness of each of his soup subjects as they approach him.
Spiraling off of a recent nonfiction study of Russell Freedman’s Immigrant Kids and inspired by a Columbus Dispatch article, a group of students from the C and Blue Teams at Weaver Middle School coordinated their efforts to embark on a study of the proposed sites for the New Seven Wonders of the World.
It was a natural connection to their understanding of the immigrant experience and Ellis Island, with the Statue of Liberty as one of the sites under consideration as a new wonder.
Sue Weaver and Janet Tornow, the Media Center Specialists, offered expertise in introducing students to databased research, then natural curiosity took the forefront as students honed research skills and made discoveries that were recorded in notetaking form and organized to be used in a persuasive format.
Integration with the technology teacher, Steve Starner, allowed students to apply what they had learned by creating persuasive flyers on the mobile laptop lab, using Publisher software and an interactive SmartBoard to promote their researched wonder . It was an exciting and meaningful application of research, writing, geography, history, and computer skills literacy in action as middle school students practiced the art of persuasion (a natural talent!) to advertise and demonstrate their understandings.
A Media Center display of their efforts with a culminating vote for the Seven New Wonders will provide closure and reinforce a realworld application of the significance of the democratic ideal. Results of a worldwide vote, being conducted on the Seven New Wonders website, were announced on 7/7/07. View the results
Students use Adobe Illustrator to create computerized drawings.
Students in7th grade art class at Heritage Middle School, use Adobe Illustrator, a computerized drawing program, to create several drawings. This project allows the students to gain experience with the technology side of art and enhances each student’s computer experience at Heritage Middle School.
To complete this project, students learned the basics of Adobe Illustrator by creating simple drawings while mastering the tools of the program. The project is finalized by creating a realistic computer line and color drawing from a template complete with value and depth.
Samples of student work.
Wellness- Heart Monitors/Fitness Lab
As part of the new Wellness curriculum adopted in 2006, physical education has become a place where technology and fitness go hand in hand. Students participate in regular fitness testing using state of the art heart monitors and software. With use in regular P.E. classes as well as cardio and strength training, this technology provides both a snapshot of personal fitness along with “fitness over time” data.
Students wear heart monitors as they participate in class activities and the recorded information is downloaded into the teacher’s computer. The physical education teacher can then generate numerous reports and charts.
Not only can fitness progress be tracked, but potential health problems can be identified and monitored.
Beyond Heart Monitors
Hilliard students also use computers and Microsoft Excel to create spreadsheets in their physical education class. Students exercise and keep track of their data, which helps them begin to understand that fitness is a process, not a product. After completing the spreadsheet and inserting formulas, students use their results to improve their personal wellness.
Third Grade
Students use the USB digital microscopes to make observations about soil composition.
Third graders study soil as part of their Earth and Space Sciences. Three third grade science indicators were used to guide this lesson. They were: 1) Observe and describe the composition of soil. 2) Investigate the properties of soil. 3) Investigate that soils are often found in layers and can be different from place to place. USB digital microscopes were used to facilitate this lesson. The classes sent letters to relatives from different regions of the country and asked if they would send them soil samples. These various samples were placed on plates and viewed under the USB microscope for the students to make observations. Digital photographs were taken of the samples and they recorded their observations on a record sheet. These were then used to guide further discussions.
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| Texas Soil | Reynoldsburg, Ohio Soil |
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| Fort Worth Beach, Florida Soil |
Kindergarten
Kindergarteners study the nature of matter as part of their Physical Sciences. The USB microscopes were used to meet the indicator that states: Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change. We used the USB microscopes to compare and contrast various objects. We took pictures of the various objects. The students chose one of the objects and wrote a description of what the object looked like under the microscope.
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| Floam | Marble |
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| Salt | Penny |
Hilliard Assistive Technology Team
Hilliard’s Assistive Technology Team (HATT) is a process-oriented team made up of a group of diverse professionals. The team was created to assist and support children with the acquisition, or use of assistive technology. We have developed a thorough evaluation process that includes referral, screening, assessment and recommendations. Observation, interview and evaluation in the classroom and other relevant areas provide necessary information. This process includes input from parents, IEP team members and the Hilliard Assistive Technology Team.
1. Renewable/Non-renewable Energy
This is a big unit in fifth grade that is a difficult concept for the kids to grasp. This activity was used to determine if the students had gotten the “big picture”. They were given the main idea “Energy” and the two subtopics “Renewable” and “Non-Renewable”. Their challenge was to give back as much information as they could about each of the subtopics. This student also remembered to include “The Three R’s” which is a big component in preserving our renewable resources. We also taught them about color-coding the information. In this example, the student color-coded the information according to topic area.
Renewable / Non-renewable Energy Example 
2. Matter Web
This is a fourth grade project. The students were learning about matter, what makes up matter, the states of matter, etc… The students were reading various books to gather data. The classroom teacher wanted to introduce a way for them to take notes as they were reading that would enable them to take the information and put it into their own words. We taught the students how to organize information according to topic area and how to add information under each area. We also taught them about color-coding the information. This student chose to use color to highlight the main idea and the three subtopics.
Matter Web Example
3. Frog Timeline
This is a third grade project combining two programs. The students observed the life cycle of a frog. They drew pictures representing the four main stages of the frog’s life cycle in Pixie. The pictures from Pixie were then imported into Timeliner. The students wrote a brief description of the stage on the timeline. They then went into the notes section and described in more detail what happened in each stage.
Frog Timeline Example
4. M&M Graph
This is a fourth grade activity that introduced using Appleworks to create graphs. The students were given small bags of M&M’s that they sorted according to color. They were then taught how to put that information into a spreadsheet and create a graph. We discussed different kinds of graphs and which ones would show the information in the best way. We also discussed the x and y-axis and the importance of naming them. We named the graphs and learned how to create a legend that matched our graph. As an extended activity, the students determined the mean, median and modes.
M & M Graph Example
Students use video production to enhance their learning experience and display their creativity.
Students use video editing software in a variety of ways in the high school setting. The high school Foreign Language curriculum has four components; speaking, listening, reading, and writing. The video production process incorporates all four of these components. Therefore, many Foreign Language classes use video production throughout the school year.
Video production also allows students to be creative while displaying their understanding of content in their classes. Students in English classes recreate scenes from classic literature. Students in Social Studies classes create political advertisements and public service announcements. They also use video to display their understanding of American History. Several students won awards from C-SPAN for their unbiased videos on political issues. Science and Math classes have used video editing software to prove the laws of motion and principles in Calculus. Chemistry students have produced “Bill Nye the Science Guy” videos to demonstrate their ability to perform scientific experiments.
High school students can take a class in video production where they learn the ins and outs of movie making. Their movies are displayed on the school’s morning announcement show. There is also and annual Film Fest where any student can submit their movie. The show is open to the public. One of our students placed first in the state for his video.
Using Podcasting to Engage Students
First grade students in Mrs. Stover’s class are using Podcasting to enhance their learning. Podcasts available through iTunes help them learn more about Science and Health topics. Using Podcasts allows classroom teachers to differentiate instruction and reinforce concepts. Podcasting also allows students to communicate with a global audience. Integrated into various curriculum units, the first grade students are publishing Podcasts as a result of their research and learning. As Podcasting is Internet based and accessible by a global audience, it provides authentic reasons for publishing and encourages students to perform at their best.
Listen In
Teachers in each of the buildings, k-12 are creating classroom webpages. Teachers are using their WebPages to:
- Put their class requirements online
- List homework
- Show students work
- Create Webquest
- Resource for student assignments
- Classroom calendar and upcoming events
- Extracurricular information
- Communication tool
Sample Sites
High School
Middle School
Elementary
Students use digital video cameras and video editing software to create morning announcements for the school.
Description
Students create a morning news program and broadcast it live throughout the school. Applications used to create the videos include Pinnacle Studio, Keynote and/or Word. Video is captured and recorded using a digital video camcorder and then editied to create captivating movies.
A team of 2-8 students read, record and produce the daily announcements to create an informative video that is broadcasted through the classroom televisions to the student body every morning. Students are putting their learning into action by creating live morning announcement shows that include unique backgrounds and special effects.
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