portfolio

Ken Kellner’s ITRT Portfolio Email me Class Website Table of Contents Page 1: Mission Statement and Resume Page 2: Project #1: Wikis – 21th Century Jigsaw: view Page 3: Project #2: Blogs – Research, Debate and Persuade: view Page 4: Project #3: Podcasting – Finding Your Voice view Pages 5 - 9 : Testimonials and Adult Learning Theory Pages 10: Conclusion

Mission Statement: To help usher in the 21st century, promote and advance 21st century skills I seek an Instructional Technology Resource Teaching position with a school system that shares my vision.

Education:

Masters in Instructional Technology: Currently enrolled in Virginia Tech’s ITMA, projected graduation 2008

Teaching Licensure: San Francisco State University, 1999

Bachelors of Arts in History: Florida Atlantic University, 1994

Professional Experience: 1999 – 2007

Technology Instructor: EdTech 2006 and 2007. Presented on the benefit of Wikis and Blogs in classroom instruction.

Technology Instructor: Tuckahoe Middle School, 2007 and 2008. Presented in service technology workshops on the benefit of pod casting in classroom instruction.

6th grade US History Teacher: Tuckahoe Middle School, 2005 - 2007. Meeting ideal targets on the TIPChart by integrating technology into core academic classroom instruction.

9th and 12th grade Social Studies Teacher: Henrico High School, 2004 - 2005. Meeting ideal targets on the TIPChart by integrating technology into core academic classroom instruction.

9th – 12th grade Social Studies Teacher: Ida B. Wells High School, San Francisco Unified School District. 1999 - 2004

Project #1- WIKIS: The 21st Century Jigsaw

USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861. USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War. USI.10 The student will demonstrate knowledge of the effects of Reconstruction on American Procedure Overview: Using a secured online wikispace generator, over 100 students, each assigned their own personal Virginia SOL fact, have 4 months to build and link their websites. I give strict requirements that ask students to take ownership, create, and embed video, audio, mapping technology and text into their sites.

By interacting with multi-media web applications students are also required to link their work to other students in order to see the greater connection between various forms of knowledge. This hands-on, project based learning is technology-dependent and student-directed with teacher as a facilitator. 21st Century Skills that are being addressed • Each student is awarded the task to delve deeper into their personally selected SOL fact (SOL USI.8a – USI.10d). • Students make critical choices over specific web content such as images and text, while collaborating by linking their sites. • To develop these learning skills students use a free password protected WIKI account where basic mark up language is required. • Some students are employed to help others and organize the site. How did it improve instruction? By the look of my classes it was obvious that the students loved the responsibility of designing and maintaining their own websites. But what I didn’t expect is what it did for one class.

Of all my classes, my C Block is by far my rowdiest class (all teachers have had classes like this – juvenile behavior and poor academic performance pervading the learning environment). That is, until, I introduced the WIKI project. Much to my surprise the once disaffected learners became earnest web-designers. Astonishingly, the classroom quieted down and a more positive learning environment prevailed. CLICK HERE for a demonstration.

Project #2 - Blogs : Research, Debate and Persuade

SOL USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861. Procedure Overview I facilitated many different kinds of blog projects. Thousands of new blogs are created every day. The Blog revolution has just begun and teachers can get on board now. Imagine a teacher monitored website that presents text, video, audio, file-sharing, surveys and discussion boards. In one project I have more than one hundred students jig sawing research on SOL facts and posting their findings online. Then, students use each other’s research to draw conclusions and build arguments that they then defend. The ultimate goal is for students to persuade other students to reconsider their position and change their minds. To summarize, students state, debate and defend their position on a SOL related topic. This hands-on, project based learning is technology-dependent and student-directed with teacher as a facilitator. 21st Century Skills that are being addressed • Students are required to research with a deeper focus into SOL facts • Students make critical decisions in regards to data collection • Blogs are used to develop persuasive writing and debating skills • Students share the experience of depending on each other as they debate and defend their position on social and political reform How did it improve instruction? In three hours time, students made over 200 postings. I had never had a lesson plan like this before. All 28 students were fiercely typing away vigorously debating on their laptops, while I safely moderated multiple threads of cross conversation between diverse students. The class and I got a pleasant surprise when one student, who was not present in class that day, was participating from home!

Blogs help to redefine the traditional boundaries of classrooms. Blogs allow multiple classes with different teachers all interact with the same lesson plan. With an internet connection, students can participate anywhere at any time. Blog dates can be set outside of class for tutoring, group discussions, or last minute test preparation. Embedded videos, slideshows, surveys discussion boards and more –wherever there is the internet, classrooms can blog. CLICK HERE for the demonstration.

Project #3 : Podcasting – Finding Your Voice

STANDARD USI.7a The student will demonstrate knowledge of the challenges faced by the new nation by identifying the weaknesses of the government established by the Articles of Confederation.

Procedure Overview What are most students really using their iTunes for? Within each student’s laptop exists a recording studio that 20 years ago would have cost a professional hundreds of dollars an hour to use. Bring out the inner DJ in all of your students and have them record their voice. Students can share and use their podcasts via virtual share, over your blog, wikispaces, or website.

Specifically one project was a podcasting competition. I had students record themselves reciting specific SOL facts in a podcasting contest in which the entire class, using virtual share, listened to each others work and voted on their favorite podcast to use on a Quia quiz.

21st Century Skills that are being addressed Tapping into Dr. Gardner’s concept of musical intelligence, students acquire language acquisition, increase rote memorization of SOLs, while interacting with peer grading and multi-media.

How did it improve instruction? In one week, students had to record, mix down and present their podcast to 128 students. Utilizing GarageBand, iTunes and Virtual Share, students competed for votes in a competition. The voting was robust as, SPED, ESL learners and advanced learners all competed, and surprisingly, in the end, the student who acquired over 41% of the vote was one of our shyest classmates. Podcasting gave a voice to each student, encouraged creativity in the audio realm, while hammering home fundamentals. CLICK HERE for demonstration.

Testimonials:

Marilyn Royal Says: You have taken the concept of learning and teaching from “Good to Great.” I initially stopped by your class because, from the sidewalk, I observed all of your students totally engaged in an activity using their iBooks. After stepping into your class, I realized that what I observed from outside only scratched the surface of what was actually taking place. Your students’ were engaging in exploration, collaboration, and evaluation of the abolitionists. During my visit, you shared how you integrate technology and 21st century skills into every lesson. You stated how you use the TIP-C rubric to plan lessons and learning outcomes. You also stated that the chart allows you to focus on higher level thinking skills. Your passion for teaching has transformed your classroom into a place when students enjoy learning and interacting. When exiting your room, you informed the students that they could get in groups for 7 minutes to review for the quiz. You gave them directions saying something about the third letter in their last name. When you said move to your groups, it was obvious that all of the students knew the guidelines and expectations for grouping. Therefore, they moved swiftly and orderly into specific locations in the classroom. Thank you for taking time to highlight the links on your website. I would love to come back to your class when your students are revealing their websites or iMovie projects. You are really making history come alive in your class. What a great opportunity for your students. Sincerely, Marilyn Royal Director of Middle School Education Henrico County Public Schools Office (804) 652-3800 Fax (804) 652-3933

Testimonials:

Martha Fouad Says: I am writing a letter of recommendation for Mr. Ken Kellner. Mr. Kellner has been a sixth grade social studies teacher at Tuckahoe Middle for two years. I have been his assistant principal both for the sixth grade level and for social studies. Mr. Kellner is extremely technology savvy. He is very innovative in creating lessons that encourage students to learn. He uses different technology resources that allow students to work at their own pace, thus allowing Mr. Kellner to facilitate learning. He is instrumental in re-creating the sixth grade social studies curriculum using technology for 90-98% of his class. Mr. Kellner is constantly researching his curriculum to ensure that his students are successful. He makes history “alive.” He facilitates many lively discussions in his class and with his peers from the information that he presents Mr. Kellner has also assisted his peers in learning how to use technology in their curriculum. He partnered with a fellow teacher with technology usage. Mr. Kellner helped this teacher to lose her fears about using the different programs and applications on the iBook. He was extremely patient with her and helps her to improve her usage of technology with her lessons and students. He also taught two podcasting class for our teachers during our first staff development. Mr. Kellner has also been instrumental in preparing our students for the twenty-first century beyond the classroom. He hosts a group every Monday afternoon and teaches them how to use the programs on the iBook. I am honored to write this letter for Mr. Kellner. He would be an asset to your program. Martha J. Fouad Assistant Principal HCPS

Testimonials:

Cynthia Shelhorse Says: It is a pleasure to recommend Ken Kellner to any position involving teaching and technology. He has been, for TMS, and for me personally, a valuable resource and fountain of knowledge. When I can’t figure something out, I’ll can go to him and be assured that an answer or solution will be is forthcoming. Having taught at Tuckahoe Middle School for 41 years and being considered a “high end user” of technology, it is always a pleasure to learn something “new” to incorporate into my curriculum (Spanish). Ken has often provided this new information, whether in the form of staff development (mini-lessons) or a “here’s something interesting” email with a follow-up “how-to” (blogging, inserting audio into a Word document). Ken is at the forefront of technology integration at Tuckahoe Middle School, and I believe he was first to introduce wikis and blogs (with my jumping in and following right along). Both formally and informally he has been a valuable resource for our staff. I attended his technology workshop on podcasting (GarageBand > iTunes) during a staff development day. It was well constructed and allowed for different levels of learners. He regularly shares “helpful hints,” and is always available to advise and encurage us as we strive to become Tuckahoe Middle School 2.0. Having just completed a Web 2.0 class at VCU, I can honestly say that much of what I encountered there had already been “taught” to me by Ken, in an easy, no pressure manner. I appreciate all that he has done for me and I am sure that he would make an excellent ITRT.

Cynthia Shelhorse Tuckahoe Middle School Teacher – Spanish Web Developer

Testimonials:

Jim Astrove, Technology Teacher says,

I believe that Ken Kellner is a good candidate for an ITRT position. He is heavily involved in the use of technology in his classroom to the point where his students are learning at the "cutting edge" as far as their curriculum goes. Ken teaches his students in such a way that they feel comfortable taking off from the plateau he sets for them, and reach for new ways to use the technology. They then can teach others in the class and expand on their own, much in the same way we want teachers to learn. Ken would be good at giving teachers that first lesson (and perhaps some follow-up) so that a teacher would take the information (and Ken's enthusiasm) and run with it, giving a classroom a technological advantage, and letting students then work in a project-based environment where collaboration can lead to even further learning and excitement about education. Ken has a good rapport with his peers, has always been willing to share, lend-a-hand, even jump in with a lesson. I feel he has the energy, the knowledge, and the skills to be a valuable ITRT for Henrico County Public Schools. Michelle Abrams, ESL Teacher says, Mr. Kellner recently provided an outstanding technology staff development workshop on podcasting. As a workshop participant, I felt at ease as he was guiding me through the several steps required to make a podcast using GarageBand. His never-ending patience while answering questions and showing us how to create a podcast was most appreciated. Also, his explicit directions that were available in written form made it easy for technology users of all abilities to follow along with him. The best part of the workshop was having the opportunity to take a look at how Mr. Kellner uses podcasts with his students. Seeing the students’ work provided proof that I too could use podcasting in my classes! Susan Howe, Librarian Says: While I have not taken a workshop with Mr. Kellner, I have frequently asked for his help on a number of technology issues. He is always willing to sit down and walk me through my problems. He does a great job of helping you with enthusiasm and expertise.

Lollie Hoel, Librarian Says: I have taken a staff development class from Mr. Kellner. It was on podcasting using Garageband. The class was well constructed concerning student involvement, content fitting the time allotted, and allowing for different levels of learners. I have also worked with Mr. Kellner’s students in the library when they come in to use the library computers to complete some of his assignments. I love to see his online tests and quizzes and see his students contributing to the class blog. At this school he incorporates technology more than any other teacher. The first year Mr. Kellner was at Tuckahoe Middle School I suggested he write a proposal to present at EdTech, which he did and his proposal was accepted. Thank you for this opportunity to sing his praises.

Guy Gorman, Social Studies Teacher Says: Mr. Kellner is at the forefront of technology integration at Tuckahoe Middle School. He pioneered the classroom use of wikis and blogs for instance. Both formally and informally he has been a valuable resource for the staff. He has given technology workshops during staff development days. (I enjoyed the one on podcasting.) Ken regularly shares techno “helpful hints,” and he is always available to advise and inspire us as we strive to become Tuckahoe Middle School 2.0.

Jean Halterman – Social Studies Teacher Says: I have been a dedicated teacher in Henrico County for 22 years and I would describe myself as ‘not the most’ savvy with computers. I have always depended on the support of others to integrate technology into my instruction. Two years ago Mr. Kellner became my colleague and he quickly and selflessly encouraged, supported and inspired the use of technology in my classroom’s instruction. His willingness and expertise has improved my comfort level with the ibook initiative. I appreciate all that he has done for me and I know he would make an excellent ITRT. Ann Lunnberg Says: Mr. Kellner is one of the most enthusiastic and creative users/sharers of technology I know. He willingly shares his knowledge and explains processes clearly. He has utilized the blog in his reading class that has generated some great student thinking. Through his creative use of technology he has reached all students and is happy to share how he does that with any teacher at our school. He would be a wonderful addition to any school as an ITRT.

Adult Learning Theory

The cornerstone of an effective ITRT must be grounded in the art of teaching, training and motivating adults. Here are some fundamentals:

• Teachers need to see how technology will directly impact and benefit their classroom instruction. • Adults want to know, “How will technology integration make my job better, easier, more efficient?” • Commitment, consistency, enthusiasm and support are qualities hard working teachers expect from their ITRT • Build the Base: One must build a strong ‘base’ of faithful technology users by offering services to them. Once successful the message will spread.

What would be my goal at a school site?

• Maintain a goal of 70 – 75% instructional time and curriculum design. • To work with the principal and leadership committee to set a realistic pace and plan for integration that fits into the culture of the school site. • Professional Learning Committees: to maintain process to have ongoing reflective professional development. • Offer hints, troubleshooting, tutorials, workshops, discussion groups, and seminars.

Conclusion

I would like to close by saying that I know it is my destiny to advance in this revolutionary and creative field of computer integration. I want you to give me this opportunity so my influence can be greater felt and our shared mission can expand. I want to do my part to prepare citizens for a different world and impart 21st century skills. Thank you, Ken Kellner