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Workshop Materials


 * Title: The District Technology Training Plan for Howard County Public Schools **

The purpose of a technology plan should serve as a guide for the district to acquire, utilize, and provide training for a variety of technology resources. This plan should be a cohesive, all encompassing plan that will benefit teachers of all subjects and levels, technology professionals, and administrators. Ultimately, this plan should benefit our students with technology rich lessons, and experiences that will assist them as they enter a 21st century working world. As a result of this plan, the students of the Howard County Public School System (HCPSS) should become productive citizens with and comprehensive knowledge of various technologies available to them. In addition, technology rich lessons and various experiences should even prepare students for technologies that do not yet exist. We are planning to prepare students for the future, future careers, and future technologies. This plan will take the resources already acquired by HCPSS into account, determine whether those resources are current and viable, and also provide a long-term plan for resource acquisition. First and foremost, this plan will ensure that teachers are properly trained to successfully integrate resources available to them to make their learning environments more current and more engaging.
 * Purpo **** se **


 * Goals and Objectives of the Overall Plan **


 * Administrators, teachers, and employees will be able to utilize technology to make everyday tasks more efficient and productive.
 * Teachers and administrators will be able to create and implement 21st century experiences and activities for HCPSS students.
 * Teachers will be able to integrate technology beyond basic applications to engage students and make learning more meaningful.
 * Teachers will have the tools to participate and promote a collaborative culture of technology change within their school.

Howard County Public Schools (HCPSS) provides professional development opportunities for technology teachers, CPD courses (optional), and summer institute. None of the offered professional development encompasses traditional classroom teachers who currently have resources, and may be looking for ways to teach through technology to make their lessons more innovative. All technology plans are school based, if they exist, rather than district based, and resources are school based as well. There is a lack of consistency between schools, plans, and technology resources. In order to sufficiently train teachers how to use technology effectively, there must be resources that are accessible to all teachers such as web-based applications, and web 2.0, as well as professional development that applies to and benefits multiple levels of technological knowledge, various grade levels, and various subject matters.
 * Problem **


 * Technology Needs Survey **

As a way of defining the need for professional development, teachers in the district took a survey. The technology needs survey can be accessed at the following link.

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This survey addresses resources that teachers currently use on a regular basis as well as concerns, and also desired professional developments.

The district currently operates using MacBooks as the primary computer for classrooms, labs, and technology classes. Dell Netbooks are the secondary computers that serve as mobile labs. Every school is equipped with LCD projectors, and ELMO document cameras. Most all schools have access to digital cameras and flip cameras. The district also uses the Dell Power Edge server for all devices, and all schools in the district are wireless. This is the extent of consistent technology offered across the district. Additional technologies in the district include SMARTboards, Mobi mobile interactive whiteboard pads, digital cameras, flip cameras, various types of assistive technologies (ie. Braille machines, iPads, software such as Kurzweil and Co:writer), and MIDI interfaces. These additional technologies are school based and are not consistent throughout the district. In some cases these technologies are funded by sources outside of the district such as grants or the PTA. Although there are discrepancies between resources at various schools in the district, professional development can still be created that addresses the needs of the teachers and utilizes the technology that the district has.
 * Current Resources **


 * District Need for Technology Development **

With the current implementation of common core, the overwhelming need seems to be addressing those objectives in a timely manner as well as teaching to the MSA test. While many of these objectives may overlap, the concern lies with assessment. According to Common Core (2010) the new common core standards are:
 * Assessment **
 * Are aligned with college and work expectations;
 * Are clear, understandable and consistent;
 * Include rigorous content and application of knowledge through high-order skills;
 * Build upon strengths and lessons of current state standards;
 * Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and
 * Are evidence-based. (Common Core, 2010)

While the common core curriculum is making more connections for students, it is an additional implementation that is using teaching time and assessment time. The common core also encompasses a large set of goals. Teachers need to find more efficient ways of assessing students in order to get everything done. Many teachers are still using traditional paper and pencil as a means of assessment. Since the common core will begin to include student progress and student achievement as part of each teacher’s evaluations, teachers need more ways of assessing students than ever. Many teachers who do not have MSA tests to show their student progress are also struggling with ways of showing administration how their teaching has impacted student learning. Many subjects as well as grade levels do not have standardized testing that provides data for student progress.

As a pilot district for the STEM initiative, educators are expected to be able to design and implement lessons that utilize engineering and technology across the curriculum. This new initiative provides challenges because not all teachers are comfortable using technology to drive the curriculum. As a district we want teachers to understand what a STEM lesson should look like. According to NSTA (2012) STEM professional development means giving teachers the competence, confidence, and comfort of being bale to teach STEM to their students” (NSTA, 2012). The NSTA also suggests that STEM professional development goes beyond teaching the basics. These types of PD should integrate science, technology, engineering, and math across every subject to make more connections and experiences for student learning.
 * STEM Initiative **

As a district it is important to realize that our teachers have varying levels of expertise when in come to technology. One professional development is not a suitable way to approach learning. Many teachers may already use technology on a regular basis and are looking for new exciting tools to make learning more meaningful or perhaps communicate and collaborate with colleagues. Other teachers may just be getting started using basic computer applications and Internet Explorer with students. Other teachers may still be reluctant to try technology with their students because they are still somewhat uncomfortable with the technology themselves. Some employees in the district may be utilizing technology to make organizational and administrative tasks more efficient. It is important to realize that for professional development to be successful, and productive, teachers need to come away with something new that they can try with their students and they need to feel comfortable doing so. In addition, as a part of technology professional development, we want to create a culture of change in order to successfully use the resources available to our district and to improve student learning. Technology professional development is not a one size fits all activity. If we differentiate properly, teachers will be more successful and will have new tools for the classroom.
 * Differentiation **

HCPSS currently does not have district wide technology professional development. Therefore, there are very few materials that classroom teachers have access to, because there is not consistent plan for technology development. HCPSS has a “technology plan” that outlines the purposes of purchasing technology for the county as well as acceptable uses. However, this plan does not include any significant or detailed professional development for teachers. This plan was also last edited in 2007, so much of the information needs to be updated. On the county Intranet and Document Repository there are “how to” PowerPoint presentations available for CLC (e-mail and conference), ASPEN (grade book), and IFUS (electronic purchasing and bid list). These are the programs that are consistent throughout the district, that every employee is expected to use. However, there are no tutorials or how to links for instructional technology that teachers can use in the classroom with their students. Any materials that are created for professional development are created at the individual school level, by the technology teacher. Although, technology teachers are not required to provide professional development for the staff. Since there are no district instructional resources available, this makes it difficult for teachers to be able to feel confident utilizing technology in the classroom. Measures need to be taken to offer teachers appropriate development, resources, materials, and workshops so that teachers can unsure that their students are learning in 21st century classroom.
 * Professional Development Currently Available **

The following workshops will be made available to teachers over a weeklong professional development and workshop period. Teachers have the option to attend workshops that will benefit them most. Some workshops are geared more toward secretaries, support staff, administrators, psychology, and special education, while others are geared toward classroom teachers. Some workshops are very basic and require less time, while others are several days. All of these workshops are very hands on, rather than lecture style. The goal is to have the teachers walk away with an experience that they will be able to use, teach, and also troubleshoot. Many of these workshops will walk the teachers through lessons that their students would typically do.
 * Workshop Sessions **


 * Available Workshops and Professional Development **

This workshop is designed for those who are new to more basic technology such as MS Office (excel, PowerPoint, and word), school wide collaborative learning communities, Aspen (grade book and attendance) and utilizing hand-in hand-out folders on the school network. The remainder of the workshops available will not teach computer basics. Other workshops will deal with utilizing technology through instruction. However, there is a need for basic computer professional development, so we want to offer a workshop that will help teachers build the skills needed for more in-depth professional development. This workshop will also go through the process of streaming videos, downloading videos, downloading photos for student use. This workshop will benefit those who are looking for a way to use technology for efficiency, and also as a stepping-stone to becoming proficient in creating lessons and using technology with students.
 * Computer basics (3 hours) **
 * Target Audience: ** Teachers or Instructional Assistants of any subject or level
 * Technology level: ** Beginners

This workshop will focus on ways to improve communication and collaboration with parents and teachers through technology. This workshop is designed for teachers who are proficient in basic computer skills and are looking for a more effective and engaging way to communicate with parents. This will provide a more user-friendly way of communicating with parents in addition to providing alternative means of communication. Traditional notes home and e-mail provide information to parents, but don’t often give an exciting and accurate depiction of what is happening inside the classroom. This workshop will provide teachers with new collaboration tools for creating lessons, as well as fostering parent interest and involvement in their child’s education.
 * Communication Tools Through Technology (2 days) **
 * Target Audience: ** Teachers of any subject or level and administrators. This will especially benefit teachers who have programs such as visual art, P.E., music, instrumental music, dance, technology where it may be necessary to provide program advocacy.
 * Technology Level: ** Intermediate and Advanced

On the first day we will use iTunes and recording on audacity to create podcasts. We will show how this can be a beneficial weekly memo for parents and that it can also be faster and easier than sending home newsletters. This is also a great tool for administrators to get information out to staff. Users can subscribe to weekly or biweekly podcasts and get updated on the go. Each teacher will set up a blog account and learn how to add tabs for different subjects, add weekly updates with photos or videos, and also allow students to add or comment on the blog as an extension of a field trip or a hands on activity. We will have teachers explore sites such as edublog and blogger. Each program has different layouts as well as options for tabs and paged. We will also introduce the free program LiveWriter, which allows the blog author to create, upload, and format posts more quickly and efficiently without opening a web browser. We will set up a collective wiki that teachers will learn how to use, add to, edit, and use information from. This will be a great way for teachers to share ideas, lessons and even information on technology integration.
 * Activities **
 * Day 1: Podcasting **
 * Day 2: Blogging **
 * Wiki’s for Teacher Collaboration **

This workshop will show how technology can be an integral part of a STEM lesson and what the lesson as a whole should look like. This workshop will offer “follow up with professional learning focused on improving the quality of work offered to students related to STEM content knowledge, pedagogy, formative assessment, and other teaching tools. This workshop will be hands on workshop where teachers will take part in the lesson, collaborate as we group, and participate in the same type of cooperative learning that students would in a STEM lesson. Teachers will learn how to add STEM to any subject or level by going through the creating, evaluating, and critical thinking stages of a STEM lesson.
 * What does STEM look like in a lesson? Science and Math through technology (3 days) **
 * Target Audience: ** Teachers and instructional assistants of any subject or level, particularly math and science teachers at the elementary level.
 * Technology Level: Beginner-Advanced **


 * Activities Integrating Engineering and Technology **

Teachers will learn about rocks, soil, and archeology. The lesson will begin with looking at real rocks, and soil. Students will make a prediction based on rocks that are the hardest and will also look at different layers of soil. Students will use various websites such as Soil Net that allow the students to visit various tutorials and do a virtual dig. Students will also watch a video of an archaeological dig on Voice Thread. Students will make written or recorded verbal comments on the video and also look at other classmates reactions to the video. As a part of the engineering piece to the STEM lesson teachers will participate in a “cookie dig” where they will be archeologists and they will be given tools (toothpicks, brushes, popsicle sticks and they will need to figure out how to get all of the chips (bones) out of the cookie. Students will work in a group with a flip camera recording explanations for which tools will work the best for various parts of their cookie dig.
 * Day 1: Soil Net, Rocks and Archeology- Voice Thread **

Teachers will take photos of various shapes. These photos will be uploaded to a file and a presentation will be created using [|www.skitch.com]. Skitch is a site that allows students to draw on, write on and label digital photos. Using this program, students can write on photos to label different parts of the polygons they found. They can also label the polygons. This will give students a visual, but also a real world connection for learning shapes.
 * Day 2: Polygon walks **
 * Teachers will use digital cameras to walk around and find various shapes in their environment. **

Teachers will be given a piece of string and a large bag of colored shapes. Teachers will be instructed to place the string on the table and they can create anything they want using the blocks and shapes as long as it is symmetrical. Teachers can build 3 dimensional designs as long as they are symmetrical. Students will take pictures of their work and look at various designs determining if the design in symmetrical. In addition to this teachers will find other examples of math facts, create visuals, take pictures and create a visual presentation of math facts.
 * Day 3: Symmetry and Math Concepts- PowerPoint/Google Presenter **

Since the district’s transition from Kid Talk to Instructional Intervention Teams (IIT) most data for IIT cases will need to be submitted and kept in an online database. Currently these forms and data graphs are being done by hand. This workshop will guide teachers and case managers through the task of instructional intervention design, implementation, and also how to use the online student data form (SDF). The collaborative IIT support Wiki can be accessed through the link below. We will go through the wiki explaining its uses and benefits. [] The eSDF form can be accessed through the following link. This will open up a word document and all of the live graphs through excel are embedded in the document. Teachers will learn how to input data, fill out the form, and graph student progress. []
 * Electronic SDF Training (3 hours) **
 * Target Audience: Instructional Intervention Team members, School Physiologists, School Counselors, Case Managers, and Administrators **
 * Technology Level: Beginner/Intermediate **
 * Wiki: **
 * SDF **

Often we forget that assistive technology is a part of technology development. This workshop is designed to familiarize teachers who frequently work with special needs students how to integrate programs such as Kurzweil and Co:writer into reading and writing instruction. This will also show teachers how to use text to speech programs for those who have difficulty communicating their thoughts. There will also be brief information about cochlear implant technology and how to teach with FM devices and also sound boards, for students with communication disorders.
 * Assistive Technology (2 days) **
 * Target Audience ** : Special Education and educators that have regular contact with students with special needs.
 * Technology Level: Beginner-Advanced **

This workshop will focus on creating assessment games and drill and practice to use in the classroom. We will look at tools such as eInstruction and clickers, PowerPoint Jeopardy games, and creating quizzes and games using [|www.quia.com]. This workshop is meant to show teachers more non-traditional means of assessment that is more fun and engaging for student. These online assessment tools also do the grading for the teacher, so it saves valuable planning time as well.
 * Making Assessment Fun and Easy (2 days) **
 * Target Audience: ** Teachers and instructional assistants of all subjects and levels
 * Technology Level: ** Beginner-Intermediate

Teachers will create a Jeopardy template that can be used with any subject or any level. **See attached music Jeopardy sample.** Teachers will use Quia to create quizzes, drill and practice and other assessment tools for learning. Teachers will participate in a clicker activity and then teachers will use eInstruction to create their own quizzes. We will go over how to change options from true/false questions to multiple choice, and the various formats that are available. We will also go over how to attach photos or videos to the assessments. Teachers will learn how to import class lists, use the clickers for assessment, and also retrieve class progress reports and graphs of student progress.
 * Day 1- **
 * Part 1: PowerPoint **
 * Part 2: **
 * Day 2: eInstruction **


 * Technology for Student Assessment (4 days) Detailed lesson. See syllabus and lesson plans. **

Technology is an integral part of our teaching world today and it is important for our students to learn in a 21st century classroom. In addition, new implementations in curriculum are making it more challenging than ever or teachers to effectively teach material in the timeframe given. It is important for teachers to have the skills to utilize technology to their advantage, to save time, improve student learning, and teach students valuable skills. This four-day workshop will focus on the arts and the common core initiative to more toward teacher performance based assessment. This workshop will use video, digital cameras, flip cameras, audio, and podcasting to track student progress throughout the year. This workshop will show ways for teachers in the fine arts to have artifacts for student achievement throughout the year. This will provide ways for teachers to provide data and evidence to administrators and supervisors since fine arts do not have standardized assessment. The instructional strategy of this workshop will be cooperative learning and project creation. Too often teachers participate in professional development and do not have the opportunity to experiment with the resources that they are being given. It is one thing to watch someone use a program, but entirely different to have teachers use the program and create the projects themselves. This way, teachers will be able to problem solve some of the issues that their students may encounter, and overall, they will be more comfortable with the program as a whole.
 * Syllabus **
 * Workshop Title: Technology for Student Assessment in the Arts **
 * Target Audience ** : Teachers of all subjects and levels. Focus will be on the arts and creating artifacts for long-term student progress using technology.
 * Technology Level: ** Intermediate/Advanced
 * Prerequisite Knowledge: ** Basic digital camera use, basic flip camera use, general computer functions (ie. Downloading, copy, paste, network folders, saving, importing, exporting)
 * Introduction **
 * Workshop Description **

Teachers will be able to create artifacts that show evidence of student progress. Teachers will demonstrate skills in recording audio, video, and using digital cameras to collect evidence and artifacts. Teachers will be able to collect data for long-term student growth more effectively. Teachers will apply technology knowledge to student content and student artifacts. Teachers will explain how various artifacts demonstrate student growth.
 * Workshop Goals and Objectives **

MacBook laptops for each participant (teachers should bring their own) Digital camera and flip camera for each group. One of each for every four participants Additional peripherals for digital and flip cameras (connection cords, USB, chargers) Projector Handouts- See **iMovie Basics handout**
 * Materials **

This portion of the workshop will focus on collecting video clips for assessment in kinesthetic or hands-on subjects such as instrumental music, dance, P.E., or instrument playing (xylophones, drumming, recorders) in general music.
 * Workshop Schedule **
 * Day 1: Flip Cameras and iMovie: Instrumental Music **


 * 8:00-8:30 am ** We will show teachers how to record and create movies of each student. Show teachers how to download their videos and save them to a folder.
 * 8:30-9:00am ** As a way to save time and allow teachers to delve into the project, in the network folder, there will be various clips of students playing the recorder, dancing, playing instruments, or demonstrating fine motor skills in P.E. The teachers will choose various video clips to create their assessment portfolio, and import them to their editing window in iMovie. The teachers will be able to use these videos to create a video portfolio of student’s musical skills or movement skills.

9:30-10:30am Teachers will be given the opportunity to interview each other using the flip camera. We will do a little bit of role-playing and one person will pose as the teacher, and the other will pose as the student. The teacher will ask interview questions after the student has watched his or her performance video. The teacher may ask the student to explain what he or she thought they did well, or perhaps what needs improvement. Also, maybe what measures the student might take to reach his or her goals. Each teacher will be given an iMovie interface handout, which goes over the basics of iMovie. (See attached handout).

11:30-12:30 Break for Lunch
 * 10:30-11:30 am ** Work on videos. Each teacher will be expected to put together a short video of student progress.

Teachers will look at the common core objectives and discuss how this type of technology assessment addresses the needs of the common core curriculum. Teachers will be looking at the following connections 1:30-2:30pm Teachers will come back together and also learn about various programs on the web where they are able to upload and compile student videos.
 * 12:30-1:30 pm ** Once the teachers have created their video, they will break into groups, share their videos with their groups and discuss other ways that this type of assessment could be useful, such as, cooperative learning, peer review, communication with parents and evidence and promotion of program benefits. Teachers will also discuss how creating video achievement portfolios can help art advocacy and promote programs by showing how the arts fit hand in hand with the common core initiative.
 * 1) 1. Make sense of problems and persevere in solving them
 * 2) 2. Reason abstractly and quantitatively
 * 3) 3. Construct viable arguments and critique the reasoning of others
 * 4) 4. Model with music, art, or movement
 * 5) 5. Use appropriate tools strategically
 * 6) 6. Attend to precession
 * 7) 7. Look for and make use of structure
 * 8) 8. Look for and express regularity in repeated reasoning (Vocal/General music Practices, 2011)

During this workshop teachers will be given the task of creating an ethnography for a specific composer for the morning portion of the workshop. Teachers will be given the composition of Peter and the Wolf and they will record each other telling the story of the Peter and the Wolf. Teachers can have the option to use GarageBand or Audacity for this project. They will use iTunes to upload these as podcasts. They will also be shown how students can subscribe to each other’s podcasts and use the podcasting tool as a way to gain additional information from other student’s projects or perspectives. According to Nardo (2010) “ GarageBand's podcasting tool is also perfect for recording student instructional projects such as music ethnographies, child-narrated musical stories, great composers reports in "interview" style, student compositions, student playing assessments, performances, or anything else you would like to record with added voice-overs.” (Nardo, 2010) Teachers will also be given a script where they will create a composer “interview” that they will also record, edit, and upload as a podcast.
 * Day 2: Recording with Audacity, GarageBand, and podcasting: General/Vocal Music **

For the afternoon portion of this workshop we will focus on using recording as an assessment tool as well as a peer review tool. Students can use audio to record various parts of rehearsal, playback the recording and critique the performance and make changes accordingly. We will discuss how this can tie into the common core initiative, influence best practices, inspire writing prompts, and also encourage the use of subject specific vocabulary and appropriate feedback when critiquing a performance. We will also show how this tool can be used to create artist statement for original student works.


 * Day 3: Digital Cameras: Creating Art Journals and ePortfolios **

The third day is directly related to the common core writing assessments for the arts. During this workshop, teachers will use digital cameras to take photos of student work. The teachers will upload these pictures to various programs such as comic life, Google Presenter, and Skitch, that have different presentation capabilities. For each work of art, students would be able to create some type of written text describing their inspiration, artist explanations for artistic choices, or even history of background on the specific style. Students and teachers would have a full portfolio of student’s work with writing samples at the end of the year. Students also have all of their artwork in a very manageable format. This is an easy way for art teachers to assess students at the end of each quarter by looking at their work, but also looking at the skills, history, concept, and fine-tuning that the student was able to accomplish throughout the year. This is also a great way for art teachers to submit evidence of student progress and achievement throughout the year to parents and administrators.

The last day of the workshop is essentially a review of activities and ways of using technology for assessment. For the last day we will also demonstrate ways of using these dame techniques for other subjects outside of the arts. Teachers should have a holistic view of how these programs can be effective in any classroom and any level. Some examples that we will cover include:
 * Day 4: Using These Assessments Across the Curriculum: Storyboarding, science, and reading groups and fluency. **


 * Fluency ** - Students can use flip camera or audio recordings to work on fluency with reading. This is a great way for students to understand fluency and how to use expression when they read. Not only will students be able to go back a listen to themselves, and teachers will also have clear and efficient assessment.
 * Plants, Science ** - Digital cameras, Skitch, and Comic Life are great ways to log science projects. Students can take photos of the progress of a plant, or a science project and create a daily log with information and a visual.
 * Journaling Write traits- ** Digital cameras and flip cameras are a great way of developing writing skills in young writers. Many teachers are working on bridge words with students, because it makes their writing more interesting and more meaningful. Adding a visual to students writing is a great way to inherently guide students toward these bridge words. For example, students could take a picture of something about them (hands, tummy, eyes, mouth) and they could be given a journal prompt “My favorite part about me is…” Students could create this journal using comic life, Skitch, or simply use the digital image in their journal.
 * Storyboarding ** - Students can use comic life, little bird tales, or Skitch to tell a story by taking photographs with a digital camera, using claymation, etc. Students have the creativity and the elements of a written a story, without the intimidation of writing a story.
 * Field Trip Extensions ** - Students can use digital images and programs like comic life and voice thread to create comments and learning moments on an educational field trip.
 * Historical Figure Interviews ** - Students can use programs like voice thread, comic life, and flip cameras to create first person accounts of the life of a historically famous person.

Following the completion of each workshop, teachers will be asked to complete the following survey. [|https://docs.google.com/spreadsheet/viewform?formkey=dEpGMVBmUTU3YjVyeHV6UkdVRWZQeEE6MQ#gid=0c] Since district wide technology development is something that is new for Howard County, we want to make sure that this initiative was a success and that teachers left with something that they could use in their classrooms. In addition, we want to make sure that we are meeting the needs of a wide audience of teachers. Teachers should feel as though their input matters, and we also want to make sure that appropriate adjustments are made for the next professional development. These surveys will be utilized to determine a continuing need for professional development in Howard County and to ensure that teachers are receiving meaningful, worthwhile instruction that will benefit them and their students.
 * Evaluation of Workshops **

In using HCPSS as a model, the district possesses all of these programs included, or the programs are web based and accessible to all. Due to the inconsistency of technology in Howard County, I wanted to create a plan that would utilize resources that all schools have. Then the schools individually can create PD based on items acquired through PTA and grant funding. The plan would also be to have the PD occur during the 5 days of countywide PD at the beginning of the school year. This is part of teacher’s contracts. Therefore the only funding that would be needed would be for a possible stipend for those teaching the workshop sessions. Typically workshop wages are $100 per day.
 * Estimated Expenses **

Audacity. (2012). Audacity: Free audio recorder. Retrieved from []
 * Resources **

Comic Life (2009-2012) //Comic Life: plasq// Retrieved from []

Common Core State Standards Initiative. (2010). //About the standards.// Retrieved from []

Edublogs (2012) //Edublogs//. Retrieved from []

Evernote Corporation. (2012). //Skitch: draw attention//. Retrieved from [|www.skitch.com]

Google. (2012). //Blogger//. Retrieved from []

Howard County Public School System Common Core for the Arts (2011) //Vocal general music practices// // and their relationship with the common core mathematics and writing literacy standards //. Retrieved from [|www.hcpss.org]

HCPSS IIT Wiki. (2012). //Instructional intervention teams wikispaces//. Wikispaces. Retrieved from []

IXL Learning. (2012). //Quia: Where learning takes place//. Retrieved from []

LittleBirdTales (2012). //Little bird tales//. Retrieved from []

Microsoft (2012) //Windows live: live writer.// Retrieved from [] Nardo, R. (2009). See! Hear! Enhanced podcasting with GarageBand. //General Music// // Today //, 23(1), 27-30. doi:10.1177/1048371309342578

National Science Teachers Association (2012) Exploring STEM professional development. //NSTA Reports//. 23(7), 5.

Voice Thread LLC. (2012) //Voice Thread.// Retrieved from []