Mountain Brook is IT!

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In This Issue
Table of Contents 

21st Century Readiness .............................................. 1 
 
Critical Thinking, Problem Solving, & Decision 
Making ....................................................................... 7 
 

Students Get in Touch with iTouch ......................... 10 
 
Meeting the Challenges of Our 21st  
Century Learners ..................................................... 12 
 

Technology Students Learn “Priceless” Skills ......... 14 
 

A “Healthy” Dose of Technology ............................ 15 
 

Communicating and Collaborating‐‐Locally, 
Nationally, and Globally .......................................... 17 
 

Technology‐Rich Environment Enhances Instruction 
and Communication ................................................ 19 
 
High School Fine Arts Students Take Advantage of 
New Technology ...................................................... 21 
 

Moodle—A Virtual Learning Environment ............. 23 
 

Special Teachers Provide Unique Learning 
Experiences and Leadership.................................... 25 
 

Tech Time—Technologies that Transform Teaching 
World Languages! .................................................... 26 
 

District Departments Use Technology  Resources for 
Efficiency and Cost Savings ..................................... 28 
 
Self portrait above provided by instructor Andy Meadows and two of his AP
Photography students, Ian Stone and Virginia Nelson.
Look What’s Cooking at the CyberSpace Café ........ 29 
 

Mountain Brook City Schools Foundation .............. 30 

Registration Now Open!

Join the technology team at the
MBS CyberSpace Café 2010

6th Annual Summer Technology Conference

July 12-July 16
    From the Desk of the Superintendent… 
 
I am proud to introduce this magazine highlighting our school system's efforts to employ
best practices in the use of technology in our classrooms. It can be amazing, if a little
overwhelming, to consider the range of applications of these technologies and how much
difference they can make in the quality of education. Classroom sound enhancement
systems, document cameras, data projectors, and a variety of web-based systems for
accessing and sharing information—all that can significantly enhance the classroom
experience of our students. I have even learned to use some of them myself!

I also want to mention the non-technology side of our Technology Department. We have working in our schools
dedicated, creative, and highly-skilled people, including our Technology Coordinators and other technology
specialists who know we are here to serve our students and teachers and who labor every day to make all these
systems work for the betterment of our schools. My thanks to them and to their leader, Director of Technology,
Donna Williamson.

Dicky Barlow, Superintendent 

 
A Message from the Technology Director…     
     
Technology continues to change the way the world works and the way our children learn.
Many of our students have 24/7 access to a variety of content via a laptop, wii, Nintendo DS,
an iTouch, or a cell phone. With just a few clicks or taps, our students have access to a
colossal amount of knowledge. If there is something they don’t know, they just Google it!

Collaborative tools such as Google docs, forums, wikis, blogs, Glogster, and
VoiceThread; communications tools such as Gmail and podcasting; and the on-line
learning management system, Moodle, are just a few of the technologies provided to Mountain Brook students
and used by Mountain Brook teachers to provide our students a convergent education. With access to vast
amounts of information, our students are also gaining the skills of discernment to understand what online
information is most valuable and accurate. Mountain Brook’s creative teachers regularly use these emerging
technologies for learning and to prepare our students to live and work in a global community.

It is our goal to provide teachers and students with the access and skills to use currently, as well as emerging
technologies. Our classrooms are equipped with computers, mounted data projectors, digital presenters, sound
enhancement systems, as well as optional InterWrite Pads, and response systems. Technologies are available at the
secondary schools and alternative school for video conferencing. Technology access is not limited to core subjects.
We have state-of-the-art digital foreign language labs, music labs, and art labs. Mountain Brook Schools provide
approximately 1 desktop computer or laptop for every 3 students. Since it is not economically feasible for the school
system to provide one device for every child, we have instituted a portal which provides every child access to school
resources and network files from home or any other location with Internet access. In addition, we have also installed a
guest wireless network paving the way for students to bring their own devices, with the permission of the local school,
and connect to their school files via the portal. With the above mentioned technologies, the one-to-one model can
become a reality. In the area of communication to all stakeholders, Mountain Brook Schools maintain district, school,
and class web pages, an Intranet, and a rapid notification system that can, within minutes, contact all of our parent and
staff members via telephone and/or email.

Walking through our schools on any given day, one can witness unbelievable learning and teaching! After reading the
stories in this year’s Technology Update, I am sure you will be astounded at the many ways our teachers and students
are integrating technology resources into daily learning and agree.

Donna Williamson
  BLOGGING/PODCASTING

 PHOTOSTORY/MOVIEMAKER

st
 VOICETHREAD

21 Century
Readiness
Submitted by: Jennifer Collins, Kindergarten; Mandy Boozer and Ashley Paulk, 1st Grade; Mary
Dorough, Kay Haley, Susan Norville, Peggy Pate, and Anne Spurloc, 2nd Grade; Joe Ashby, Jennifer
Bethune, Judy Dyess, Caroline Hoke, Connie Liddle, and Allyson Mouron, 3rd Grade; April Cartee,
Kim Hall, Jennifer Hendrix, Mary Jackson, Jennifer Preston, Laura Waldrop, and Joanne Webster,
4th Grade; Tracy Cole, Jerilyn Packer, Suzy Notarianni, 6th Grade. English

One of the International Standards for Technology Education (ISTE)

performance indicators for students is the ability to communicate
information and ideas effectively to multiple audiences using a variety of
media and formats.

Communicate Clearly
The Partnership for 21st Century Skills,
a national organization that advocates
for 21st century readiness for every
student, states that for our students to be
able to communicate clearly, they
must be able to:
 Articulate thoughts and ideas
effectively using oral, written, and
nonverbal communication skills in
a variety of forms and contexts.
 Listen effectively to decipher
meaning, including knowledge,
values, attitudes, and intentions.
 Use communication for a range of
purposes (e.g. to inform, instruct,
motivate and persuade).
 Utilize multiple media and
technologies and know how to
judge their effectiveness and assess
their impact.
 Communicate effectively in diverse
environments (including multi-
lingual).
To ensure that our students have
multiple opportunities to hone these
skills, a variety of technological tools
are taught each summer to all staff
participating in the summer
technology conference. Not only are
the mechanics of how to use the tool
taught, but also ideas and possible
projects are discovered. Daniel Pink,
author of A Whole New Mind writes,
“We have entered a new age of
commerce, learning, and living and
that this conceptual age will be
dominated by a different way of
knowing, being, and doing.” The
following examples certainly
illustrate new ways of learning as
Mountain Brook teachers integrate
movie making, Voicethreads,
blogging, and podcasting into a
variety of curriculum areas.

Growing Digital Learners

“We have entered a new age of commerce, learning, and living and that this
conceptual age will be dominated by a different way of knowing, being, and
doing.”
   
Page 1
   
 Mountain Brook Blogging: A New
Students Find Version of Written
Their Voice Communication
“A podcast is a pre-recorded audio program that's posted to a
website and is made available for download so people can listen to
BLOG IS SHORT FOR WEB LOG.
them on personal computers or mobile devices. Podcasting takes its A BLOG IS A WEBSITE WHERE
name from Apple's popular iPod line of products, but it isn't limited ENTRIES ARE MADE IN JOURNAL
only to iPod owners and listeners.” STYLE AND DISPLAYED IN A
http://www.entrepreneur.com/encyclopedia
REVERSE CHRONOLOGICAL
Ms. Hendrix, Mrs. Jackson, ORDER.
Mrs. Waldrop, and Mrs. They retyped the poem,
Webster’s 4th grade students giving credit to the original location and then learning to
each shared a favorite book author then illustrated the open their file and print! One of the goals in 4th grade is
read over the summer by poem with an inserted Once their final version was to meet 4th grade level
making a podcast which picture that matched the printed, they not only shared expectations in conventions,
summarized the story and topic of the poem. They also their poem with the class, but spelling, and content. Weekly,
included a favorite chapter. learned to save it on the they also recited it as a students in Mrs. Preston’s class
network drive. These podcast. respond to an outside reading
Ms. Tuck’s second graders youngsters realized that there prompt. This year they are
chose a poem from one of two are many ways and places to Both classes linked to their responding to the prompt via a
specified sites--Giggle Poetry save files before finally podcast on the perspective classroom blog. This has proven
(www.gigglepoetry.com or saving to the appropriate class web pages to expand to be more efficient and has tied
Poetry4Kids and their audiences to parents in their technology skills into
www.poetry4kids.com).
reading assignments. Students
are enjoying this option as a
Lights, Camera, Action method for fulfilling this writing
requirement.
Two of Microsoft’s best kept secrets are PhotoStory3
and MovieMaker.
Using PhotoStory3, slideshows can be created using digital
photos. With a single click, one can touch-up, crop, or
rotate pictures, remove red-eye, add stunning special
effects, soundtracks, and can add voice narration to his or
her photo stories. Then, he/she can personalize them with
titles and captions. Small file sizes make it easy to send
photo stories in an e-mail or watch them on TV, a Mrs. Day’s fourth graders even assisted their book buddies in
computer, or a Windows Mobile–based portable device. Mrs. Collins’ class to help support their project and complete
the text box “I am thankful for......” to tell about their picture.
Windows Movie Maker allows students to learn technical
Among their responses: “I am thankful for my school” and “I
skills necessary for digital story telling. Students can create
am thankful for the world.” With teacher assistance, the
and edit an original work to share ideas and articulate
students’ pictures were compiled into a PhotoStory3 project.
thoughts and ideas effectively using this free download and
The following day the kindergarteners used an external
one of the Dell Windows computers or laptops. They build
microphone to record a voice-over narrating their picture in
their movies with a few simple drag-and-drops, delete bad
PhotoStory3. The completed movie was shared with their book
shots, and include only the best scenes. Teachers can share
buddies, kindergarten parents, and posted on their classroom
their students’ movies by showing them over their class
webpage for others to view. Overall, the children loved the
projector, by showing them on the local school’s broadcast
process and enjoyed watching the completed video to hear their
channel, or by uploading them to SchoolTube.
friends’ voices as they viewed each picture. The parents also
Holidays are always a time of creative projects at the thought it was such a special touch to receive this project
elementary schools. Not only are these students learning before the Thanksgiving holiday.
about holiday traditions, but they are also covering
curriculum standards and learning technology skills.
During a study of Thanksgiving, the kindergarten students Kate (4th grade) with her
in Ms. Collins’ class were asked to reflect on the various book buddy, Hunter
things for which they were thankful. After learning the (kindergarten)
Paintbrush program, students created a picture to illustrate
one of the things that they were thankful for in their lives.
   
Page 2
   
Lights, Camera, Action Cont’d
Second graders in Mrs. Pate, Mrs. and second grade students and for the parents at the holiday
Norville, Mrs. Spurlock, Mrs. class party. Not all parents were able to come and listen to the
  Dorough, and Mrs. Hale’s classes children perform, so Mr. Ashby, Mrs. Bethune, Mrs. Dyess,
   
began their “Shapes” project by and Mrs. Liddle decided to create a video using PhotoStory 3
viewing a shapes movie on the to be shared at any time. The students illustrated the story, and
BrainPOP website and completing then took pictures of their illustrations using the document
the accompanying activities.  camera. Once their images were saved into the students’
Next they created and printed a Jack-o-Lantern using Auto shared drive, the students imported them into PhotoStory3. The
Shapes in Microsoft Word. The assorted shapes were inserted, class took turns recording their sections of the story. The final
sized, colored, copied, pasted, and placed into the document. project was saved and posted to the class webpage. The
The teachers and students discussed the different places where students were so proud of their authentic work, and the parents
documents could be saved on their school network and chose the were excited to see their children perform!
shared directory for saving the projects. Attributes of two-
The culmination of the Structures of Life unit in science found
dimensional figures were described using the terms side, edge,
4th graders creating a photo story about crayfish and Bess
and angle. Students identified triangles, squares, rectangles,
Beetles. Ms. Hendrix, Mrs. Jackson, Mrs. Waldrop, and Mrs.
quadrilaterals, pentagons hexagons, and octagons and
Webster’s children took digital pictures, made slides on
recognized the results of changing the position of the shape by
PowerPoint, and uploaded the data into a wonderful photo
sliding, turning, and flipping each shape.
story. These projects were also placed on their class’ webpage
The students typed a “How To” for making their Jack-o- to be seen and enjoyed by family and friends.
Lantern/holiday ornament followed by another student creating
To celebrate both the Boosterthon Fund Raiser and the trip to
his own Jack-o-Lantern.
Montgomery, these same 4th grade students also uploaded
pictures and music to create a new PhotoStory3. The video
One class teamed up with their 4th Grade Reading Buddies and
was shown on the local broadcast so that other children could
had a “Shape Scavenger Hunt” throughout the school. Their 4th
share in their experiences. The PhotoStory3 projects were such
grade friends took digital pictures of students pointing to
a success, that later this year, they plan to share their Sound
“hidden” shapes, and inserted them into PhotoStory 3. They
Unit in science by creating another project to showcase the
used the Internet to find definitions and descriptions of the
musical instruments students have designed and created.
shapes. The students were excited to learn about shapes with
these hands-on activities and to watch the PhotoStory3, In addition to projects centered around the holidays, other
enforcing what they had learned. classes used movie making to study public service
announcements and in some cases--cyber citizenship. Such
Carol Ann Methvin’s second graders learned similar technology
projects were completed by both Suzy Notarianni’s and Tracy
skills as described, but as a writing project instead of the
Cole’s sixth grade students. The students used Movie Maker to
Halloween themed math project. Her students wrote a
create a 30-second Public Service Announcement to fulfill their
Halloween story using various pictures taken around their
persuasive writing standard. Students viewed a variety of
classroom. They discussed different options for saving pictures
Public Service Announcements (PSA) on-line. Some
and used the “project network drive” to save their work. Using
categories included school drop-outs, bullying, drug abuse, and
the projector, the students sequenced the pictures as a class.
protecting the environment. These sixth graders studied the
Using a microphone and a classroom computer, students
persuasive techniques then wrote and created their own PSA
recorded their Halloween story from a script they created in
using the digital cameras and Movie Maker. Students imported
Microsoft Word. The class selected background music and a
the video into Movie Maker where they edited and added text
small group of children created a cover page. Mrs. Methvin
and sound.
explains, “I decided to try something new this year, and I am
 
pleased with the results. We were able to share our PhotoStory3
with our pen pals at Creek View Elementary. It was a fun
project! To see our project, A Halloween Story, visit:
http://www.mtnbrook.k12.al.us/ces/ClassesGrade 2Mrs.
Methvin’s ClassProjects.”

For the past several years, third grade students have memorized
a holiday poem or story. Movement and props were used in the
presentation. After much practice, students performed for first

    
Page 3
   
Spontaneous Learning Sparks Idea for an Engaging Project
   
Students today live in a multimedia world and appreciate variety in their
Caroline Hoke’s third grade class is no
learning environment. When learning, they find a mixture of text, still images,
exception. Her third grade class has been
sound and video more interesting than “chalk and talk.” They gain
studying about communities by discussing certain
opportunities for higher-level thinking when producing their own digital video
characteristics and what makes a community fun.
clips. Now that it is easier to produce digital media, there are huge
Later that week they were using Google Earth so
opportunities for learning within a school and for global collaboration between
that they could see an aerial view of the different
students and teachers via the Internet. Even small video clips can be very
types of communities. As she and her students
powerful when communicating information and ideas effectively to multiple
were exploring communities all over the world, a
audiences. . .
commercial popped up and played. It happened to
A New Way to Talk about and Share be the very popular “I love the world”
commercial. The entire class watched in awe
Images, Documents and Video (everyone was humming that catchy tune all
afternoon) .
During 2009-2010, the technology team joined by trailblazer Bill Andrews Later that day, she was looking through
introduced Voicethread, a web-based communications network for students her technology standards and noticed several of
and educators. For approximately $1.00 per student, Mountain Brook the skills that had not been covered with previous
Schools added this simple, powerful, and safe, K-12 cloud computing tool to projects! Then she thought, “What could be a
our depository. The addition added to the resources our staff and students better way to utilize our knowledge about
have available 24/7 for creating and collaborating on digital stories and communities, use digital equipment, and do
documentaries, documenting language skills, exploring geography and something productive with that catchy little tune
culture, solving math problems, or simply finding and honing student voices. from the commercial?” Using the same song from
Though this tool has only been available for less than one year, our teachers the commercial, they worked together to change
are already integrating Voicethreads the words to fit their school. Each child then
(http://mtnbrook.ed.Voicethread.com/#q) to produce original works! A few picked a line that he wanted to perform and then
examples are listed below. had a buddy film it using a digital video camera.
Once all the children filmed their line of the song,
Mrs. Boozer’s first grade class spends a couple of weeks learning about Ms. Hoke filmed the entire class singing the
penguins and gathering information for a report. “The students are put into chorus. They worked collaboratively and learned
groups to explore and research non-fiction penguin books and use a how to properly upload video into the computer
then import it into a movie making program. Ms.
template to help them organize facts they should look for and learn. It is
Hoke explained, “Each student had the chance to
amazing to see their love for penguins grow as they gain ownership in the
trim and edit his/her clip, and before we knew it,
penguin they are studying. Once the reports are completed on paper, the our video was almost complete! Lastly, our
students share the reports with their classmates. The culmination of the technology coordinator, Sharon Mumm, helped us
project is an oral presentation using the online tool Voicethread. This find the music from the commercial without the
activity allowed us to share our work with parents and other family words.”
members. We exported our Voicethread and were able to share it with the After about a week of writing, filming,
school through our school’s local broadcast.” uploading, and editing, our class video was
complete! Not only was this a wonderful way for
my students to express their love for their school
and our learning community, but they all also
learned how to film something using a video
camera, how to safely plug in the camera and
upload video to the computer, how to trim and
edit video clips, and the feeling of satisfaction for
a job well done! Visit my website to see our class
video:
http://www.mtnbrook.k12.al.us/cms/Caroline+Ho
ke/5503.html
Continued on next page…
    
Page 4
   
A New Way to Talk about and Share Images,
Documents
 
 
and Video
 
As a first grade introductory technology education project,
students in Ashley Paulk’s class created their favorite holiday
symbols using construction paper. They used Alphasmarts to
type what their favorite holiday symbol was and why and
Microsoft Paint to illustrate. Students placed their work under
the document camera, and I captured and saved the image. Then,
while the computer screen was projected onto the big screen, the
students watched as I imported their images into the
Voicethread. I then added their head-shots into the Voicethread
program, so their picture would appear with their work. The
students then recorded their voice using headphones with a
microphone. The class watched the completed project and
listened to the presentation. Finally, I sent their parents a link to
their Voicethread in an e-mail.

The students were excited about being able to place their work
under the document camera and watch the image appear when it
was imported into the Voicethread. They kept asking when they
could do something like this again! Parents also expressed that
they were pleased to see how technology was being incorporated
into the classroom. Many parents forwarded the finished product
to their family members to enjoy as well! With this simple
project, students were able to use the Alphasmarts to practice
their keyboarding skills, learned how the document camera
worked, saw how pictures could be imported, used the
microphone to record their voice, and began the learning process
of using email and links. Not bad for first grade.”
Each year April Cartee tries to incorporate one new technology
project into her 4th grade classroom curriculum. “This year I
created a Voicethread with a brief summary of a children’s book
I read over the summer. The Voicethread book summary
immediately captured the interest of my students. To my
amazement, many of my students have chosen to read the book
due to the excitement the Voicethread generated. One student
commented, ‘The Voicethread inspired me to read the book.’
Upon completion of the book, students created their own
Voicethread account and used their account to share their
opinions, perspectives, likes/dislikes, and overall review of the
book on my Voicethread. Suddenly, reading became contagious,
exciting, and adventurous. Voicethread sparked a new desire
among my students to be active participants in their own reading
progress. I believe that Voicethread is an invaluable tool that
incorporates technology into the classroom in an exciting and
refreshing new way.”
Kim Hall’s 4th grade students read one of four books by
children’s author Kate DiCamillo. She said, “To culminate
our author study, each small group created a Voicethread
book report/book talk about their book. Because one of our
language arts standards is identifying story elements
(characters, setting, plot events, conflict/resolution), students
were asked to create a script and slides that briefly told about
story elements in the book. Students were to report on story
elements without giving away the ending of the book.
Students gathered pictures related to characters and plot
from the Internet and/or drew pictures themselves and
captured then captured their pictures with the digitizing
capabilities of the document camera. Each group presented a
Voicethread/book talk to the class. Because the student book
talks were done in Voicethread and were posted to the class
webpage, every student in both of my classes, their parents,
and other teachers were able to access the book talks and
comment on them. The students were much more engaged
in creating a Voicethread and working with each other on
what to say and what pictures to use to represent story
elements than simply writing a book report or creating a
poster about story elements. They enjoyed listening to the
comments and responses from others.”
Continued on next page…

    
Page 5
   
A New
 
Way to Talk about and Share Images,
Documents and Video
One way Tracy Cole’s students share books (book talks) this year is by creating Voicethreads. “When other sixth graders
are looking for a good book recommendation, they can go to the Voicethread site and hear a fellow student talk about the
book and listen to other comments from other readers to make a better informed decision about book selection.”

When teaching students to identify persuasive techniques in the media and

literature, Jerilyn Packer thought that having her 6th grade students produce
their own commercials using specific techniques would be a fun way to
extend their knowledge. She says, “I filmed the students performing their
commercials with class digital cameras, and we published them as a
Voicethread. The students recorded an introduction to their commercial
explaining their product and the technique used. They then viewed each
other’s commercials and recorded comments to each other. Sharing the
commercials with parents was easy because of the “get a link” feature in
Voicethread. We pasted links to the commercials in a word document and
attached it to my webpage for easy access. The students loved using the
Voicethread program, and they were excited to share with their parents the
commercials they produced in class.

Two examples: http://mbe.ed.Voicethread.com/#q.b627714.i3334965 and

http://mbe.ed.Voicethread.com/#q.b627702.i3334908

To view all of the class Voicethread projects, you can visit Jerilyn Packer’s
webpage and click the Voicethread Commercials link:
http://www.mtnbrook.k12.al.us/cms/Jerilyn+Packer/10616.html.”

The above examples are only a few of the Voicethreads that are posted on the Mountain Brook
Voicethread site. After the summer technology conference Voicethread workshops and after the
redistribution of licenses to include grades 10-12, this application will expand into areas such as math for
number talks and into the upper grade levels.
 

“I am currently teaching 5th grade English to eighty students in a K-6 elementary school set in a suburban community with
many college educated and/or professional parents. Thus, I am very fortunate to have many teaching resources, with
technology being one of them. So, yes, I feel the pressure to use the new and current technology that our society has become
so dependent on, and I am very grateful. Due to a wide range of writing abilities in my English class, I realize that I must find
a variety of teaching techniques to reach all learners. Using current technology is one way that I found that works for
everyone. For example, to make revision a more appealing goal for my students, I use technology as a motivational tool to
help with my learning sequences. My students are more engaged when using technology and I am very fortunate to have an
InterWrite Pad and Document Camera in my classroom. I am able to display student work under the camera and the students
use the InterWrite Pad to highlight, bold, rearrange, and edit their work as examples for others to observe. They are then very
motivated to revise when using the pad. While the students share their work under the document camera, I observe their
understanding of revision and it helps me determine their needs and informs my instruction during our one-on-one conference
time. The InterWrite Pad has definitely taken away the boring task of using paper and red pen to revise and edit work. Go
technology!! Christy Tidwell, Fifth Grade

    
Page 6
   
A New
 
Way to Talk about and Share Images,
Documents and Video
One way Tracy Cole’s students share books (book talks) this year is by creating Voicethreads. “When other sixth graders
are looking for a good book recommendation, they can go to the Voicethread site and hear a fellow student talk about the
book and listen to other comments from other readers to make a better informed decision about book selection.”

When teaching students to identify persuasive techniques in the media and

literature, Jerilyn Packer thought that having her 6th grade students produce
their own commercials using specific techniques would be a fun way to
extend their knowledge. She says, “I filmed the students performing their
commercials with class digital cameras, and we published them as a
Voicethread. The students recorded an introduction to their commercial
explaining their product and the technique used. They then viewed each
other’s commercials and recorded comments to each other. Sharing the
commercials with parents was easy because of the “get a link” feature in
Voicethread. We pasted links to the commercials in a word document and
attached it to my webpage for easy access. The students loved using the
Voicethread program, and they were excited to share with their parents the
commercials they produced in class.

Two examples: http://mbe.ed.Voicethread.com/#q.b627714.i3334965 and

http://mbe.ed.Voicethread.com/#q.b627702.i3334908

To view all of the class Voicethread projects, you can visit Jerilyn Packer’s
webpage and click the Voicethread Commercials link:
http://www.mtnbrook.k12.al.us/cms/Jerilyn+Packer/10616.html.”

The above examples are only a few of the Voicethreads that are posted on the Mountain Brook
Voicethread site. After the summer technology conference Voicethread workshops and after the
redistribution of licenses to include grades 10-12, this application will expand into areas such as math for
number talks and into the upper grade levels.
 

“I am currently teaching 5th grade English to eighty students in a K-6 elementary school set in a suburban community with
many college educated and/or professional parents. Thus, I am very fortunate to have many teaching resources, with
technology being one of them. So, yes, I feel the pressure to use the new and current technology that our society has become
so dependent on, and I am very grateful. Due to a wide range of writing abilities in my English class, I realize that I must find
a variety of teaching techniques to reach all learners. Using current technology is one way that I found that works for
everyone. For example, to make revision a more appealing goal for my students, I use technology as a motivational tool to
help with my learning sequences. My students are more engaged when using technology and I am very fortunate to have an
InterWrite Pad and Document Camera in my classroom. I am able to display student work under the camera and the students
use the InterWrite Pad to highlight, bold, rearrange, and edit their work as examples for others to observe. They are then very
motivated to revise when using the pad. While the students share their work under the document camera, I observe their
understanding of revision and it helps me determine their needs and informs my instruction during our one-on-one conference
time. The InterWrite Pad has definitely taken away the boring task of using paper and red pen to revise and edit work. Go
technology!! Christy Tidwell, Fifth Grade

    
Page 6
   
Critical Thinking,
Problem Solving, &
Decision Making
Information submitted by: Chad Haller, 5th Grade Math;
Dr. Greg Odrezin, Shannon Millhouse, 6th Grade Math; Adam
Johnson, 8th Grade Pre-Algebra; Wendy Gray, Pre-Calculus and
Geometry; Kathy Ivey and Barry Hartley, High School Chemistry
One of the most exciting and frustrating aspects of our
lives are the vast number of choices we are asked to make
every day. Some of these decisions are easy, but some are
challenging and require that we use critical thinking skills.
These challenges often require that we conduct research to
collect and analyze data to make the best choice.
To compete in the global society in which our students
will live, they must learn to use multiple processes and
diverse perspectives to explore all of the possible
solutions. They will need to learn to identify and define
authentic problems and answer significant questions for
investigation since many of the problems they may face
may not yet exist. In addition, these students will need
experience in planning and managing activities to develop
a solution or complete a project. It is our goal to teach
Mountain Brook students to develop critical thinking skills
and learn how to make informed decisions as to the digital
tools and resources that can be used to solve these
problems and make difficult decisions.
In many of our Mountain Brook classrooms, teachers are
providing opportunities for students to gain these skills.
For example, 5th grade students in Mountain Brook
Schools are introduced to spreadsheets in their math
classes. Math teacher Chad Haller has developed an
effective, challenging, and engaging lesson that involves
mathematics, technology (laptop computers and Microsoft
Excel), and m&m’s candy. The problem is to determine if
the Mars Company, makers of m&m’s, was accurate in
claims of percentages of colors in a standard packet of
candies. Students sampled over 80 packages of regular
m&m’s. Mr. Haller educated his students on the
To compete in the global society
in which our students will live,
they must learn to use multiple
processes and diverse
perspectives to explore all of the
possible solutions.
Page 7
Learning about Percentages
Using M&Ms and Technology
importance of sample size, how to use a spreadsheet to
create data tables and various graphs and charts, as well
as key technological terms including tool bar, desktop,
website, homepage, minimize, and maximize. The
students thoroughly enjoyed all aspects of the lesson and
some even enjoyed using the technology more than
eating the candy!
For the past several years, Dr. Greg Odrezin, 6th grade
math teacher at Cherokee Bend Elementary, has taught a
combined Data Analysis, Spreadsheet, and Graphing
Unit in his 6th Grade Math classes. This unit utilized a
combination of traditional as well as newer technological
tools. He has used either m&m’s, Smarties, or
Sweethearts for this project in the past. “Each has its
advantages.” Dr. Odrezin says, “but most recently, I used
boxes of Sweethearts during the Valentines season.”
In preparation for the project, students engaged in some
smaller scale data analysis activities and also participated
in 2 banks of Easy Tech lessons and quizzes: Spreadsheet
Basics and Graphing in Spreadsheets.
Each student was provided with a box of Sweethearts,
containing 6 flavors/colors, and a packet to be completed
by hand or on computer. There was a personal data
analysis of each student’s own box. The student
estimated or predicted the number of each color they
would find, then made actual counts, created a bar graph
of the actual count of each color, and interpreted this
actual count information by way of fractions, decimals,
and percentages of each color. Simplifying fractions and
rounding decimal portions to nearer hundredths were
additional skills that were employed. Attention then
turned to class data analysis, including the total number
found in each box in the class, and then similar data for
each of the colors. Students utilized TI-34 II calculators
for many of their calculations.
Continued on next page…
 Critical Thinking, Problem Solving, &
Decision Making
Students then used Excel 2007 on laptop computers to follow
a detailed task list, resulting in the eventual creation of two
spreadsheets and their associated graphs related to the Katy Grace's 
personal data. The first of these was a double vertical bar
graph that showed a comparison of predicted and actual
Sweethearts
numbers for each color. The other was a pie chart that
showed the percentage of each color in their box. Students Orange Pink
creatively finished their final graphics. Some of the graphs 9% 15%
were projected on screen in order for the class to critique the Yellow
features that make a high quality graph. 12%
Purple
Students reviewed the entire grade level data by comparing
6% Blue
each class’s data. This information was compared with prior
24%
years and with the manufacturer’s data. A historical timeline
of Sweethearts, the manufacturing process, changes in mottos Green
and colors and flavors from one year to another, and 34%
sculptures made from Sweethearts were projected, followed
by listening to an NPR audio segment about Sweethearts.

Shannon Millhouse’s 6th grade students completed a project

this year to assist a local developer with some market
research. Mr. Derek Waltchack of Shannon/Waltchack, a real
estate investment firm, is developing the site near Highway
280 where PT’s and Mexico Lindo were once located. He
wanted opinions about types of retail stores and restaurants
that local residents would like to see at the site. On October
16, 2009, Mr. Waltchack made a presentation to the 6th
A Student Created Graph of Percentages
of Sweethearts Per Bag
graders about the math involved in developing the site. He
compared and contrasted the cost of developing an office
building versus rehabilitating the existing structures for
retail and restaurant spaces.
Mrs. Millhouse’s 6th grade students agreed to conduct a
survey of 100 students and 200 adults about the type of
restaurants they wanted and develop a report on the
results. For both students and adults, they found that the
majority of votes were for a Sports Bar type of restaurant
with a Mexican restaurant coming in second. Least
popular choices were pizza, Cajun food, and seafood.
Students then used Microsoft’s Excel program to generate
a report with spreadsheets and graphs. Mr. Waltchak
returned to the class on October 26th to see the results of
the students’ market research. He was pleased with their
work.

Students Present Survey Results to Mr. Waltchack of

Shannon/Waltchack, a Real Estate Investment Firm.
.

“September’s book report required students to create a scanner collage by gathering 10 -15 small, 3-D items that are
related to the book the student read. Each student described the item’s relationship to the book; however, descriptions were not used in
the scan. Whole group discussion included accurate technology terminology and the proper use of input/output devices such as a
scanner and flash drive. Each student gently placed his/her selected items face-down on the scanner and successfully utilized the
scanner software. Once scanned, each student manipulated his/her picture into the correct size and margins for printing. All projects
were displayed in the hall in hopes of inspiring others to read books.” Amanda Johnson, 3rd Grade

Continued on next page…

    
Page 8
   
Critical Thinking, Problem Solving, &
Decision Making
 

At Mountain Brook High School, Wendy Gray’s math

students use scientific calculators on a daily basis to
calculate, analyze, and solve problems. They also use
spreadsheet programs to analyze data. A recent activity
involved importing data to create scatter plots. Students
included a trend line and produced “what if” reports based
on predictor behavior beyond the given data, intercept
representation of the data set.

Excel is not the only program math students are using

when solving problems. Adam Johnson, an 8th grade Pre-
Algebra teacher at Mountain Brook Junior High School,
wanted to discover a fresh way to teach the Pythagorean
Theory. He first assessed their previous knowledge about
equations and triangles to be able to guide them to
“discover” the properties of a right triangle. Each class
was split into small groups and given a piece of rope that
was tied into 12 equal sections. They were allowed to
explore the school in search of right triangles. Anywhere
they found a right triangle, they used the rope to create or
illustrate where the triangle was. While doing this, they
took video as well as pictures of their triangles. After
returning to class, they viewed the pictures and discussed
what the triangles all had in common. In order to form a
right triangle, they had to be in sections of 3-4-5 or 4-3-5.
The next step was to put their pictures and examples of
what they learned into a Glog or a virtual poster board
using Glogster.Edu, http://edu.glogster.com. Students
created online projects including video and audio, which
included students discussing examples, a favorite song,
and/or another class from anywhere in the world
discussing the Pythagorean Theorem. Students were
allowed to be creative with their Glogs as long as the 
Students Explored the School to
Find Examples of Right Triangles.
minimum requirements (pictures, sounds and Pythagorean
Theorem examples) were included.
Students in high school Chemistry classes use the
LabQuests probes to collect and analyze data. One activity
involves students monitoring temperatures of several
evaporating liquids. Students then link the LabQuests to
the laptops and print graphs using Logger Pro 3.8 software.
They learn to rescale the graphs, title, make a legend and
interpolate data. They also compare graphs and explain
why the curves are different, which involves the study of 
intermolecular forces in liquids.
Selecting the appropriate tool to solve the problem at hand
is a skill that all 21st Century learners must master. Just as
important is the skill to convey the solution clearly and
concisely.

   
“When moving to Mountain Brook, I was excited about the amount of technology that each classroom contained. After my first
semester, I still continue to be amazed at the wonderful tools that I am provided to teach with. One recent tool that I received was the
TI-Smartview software. This software has been amazing in helping my students navigate the complex world of graphing calculators.

The software provides me with an interface to show each student exactly what is happening on my calculator. A nice feature that the
software contains is the ability to view the key press history. This enables students to see which buttons have been pressed in order to
duplicate the same result.

This software has been extremely helpful in reaching my struggling students. In today’s technological world, this type of software is
needed to grab the students’ attention. With this software, I am also able to teach my students functions and tips that they can use on
future high stakes testing such as the ACT. The benefit of having this software in my class will give my students an advantage
throughout the rest of their academic life.” Chad Sorrells, MBJH Mathematics

http://education.ti.com/educationportal/sites/US/productDetail/us_smartview.html

    
Page 9
   
 Students Get In Touch with iTouch
Information Submitted by: Claire Tynes, Lael Green, Cynthia Mayo, and Katrina McGuire, Special
Education Teachers and Shannon Mundy, Special Education Director
Shannon Mundy, Special Needs Education Director, is
very excited about the new technology available that we
have to provide our special needs students. These new
tools are a vital part of society, and she is very proud
that the Mountain Brook School System supports the
use of innovative technology for our students. Shannon
explains, “Our goal in special education is to provide
student access to new devices in order to promote
success in the school environment. In addition, student
exposure and mastery of current technologies can also
be generalized into other environments, thus enabling
our students to participate in social settings and job
settings just like their peers. The idea of students with
special needs being able to access his or her community
in the same manner as other students is thrilling for me
and my staff!”
As a Speech-Language Pathologist, Claire Tynes often
uses Augmentative-Alternative Communication (AAC)
devices to help students at Brookwood Elementary
communicate more effectively. According to the
American Speech Language Hearing Association,
“Augmentative and Alternative Communication (AAC)
includes all forms of communication (other than oral
speech) that are used to express thoughts, needs, wants,
and ideas.” Claire explains, “We all use AAC when we
make facial expressions or gestures, use symbols or
pictures, or write. People with severe speech or
language problems rely on AAC to supplement existing
speech or replace speech that is not functional. Special
augmentative aids, such as picture and symbol
communication boards and electronic devices, are
available to help people express themselves. This may
increase social interaction, school performance, and
feelings of self-worth.” The availability of AAC
devices has increased recently with the introduction of
the ipod touch (sometimes called an iTouch) into our
educational environment. This fall, an iTouch with an
application called Proloquo2go
(http://www.proloquo2go.com/ ) proved to be a
successful AAC device for a child with autism. While
this student is verbal, she has difficulty expressing
herself. With the iTouch and Proloquo2go, she is able to
use her handheld device for communication. The iTouch
is great for her to have- -it’s socially acceptable with her
peers, and she can use other applications (apps) for other
purposes. The Proloquo2go app and the iTouch have
been so successful, additional units have been
distributed to other students needing Augmentative and
Alternative Communication devices in several other
Mountain Brook Schools. However, the iTouch is not
only used as an AAC, it has also replaced a number of
Page 10
the pen and paper items special needs students require to
be successful.
For example, at Mountain Brook Junior High, there are
students who require binders with data sheets, tally
sheets, homework sheets, and timers in order to be
successful throughout their day. While these pieces of a
behavior support plan are necessary tools, they can also
be very cumbersome for the teachers and the students.
Teacher Lael Green says that they have incorporated an
iTouch to eliminate the binders, white board, and timer
that travel with one of her students everywhere she
goes. The goal is to streamline all of the items she
needs to be successful onto her iTouch encouraging self-
reliance. The iTouch is a popular accessory amongst
many of the students at Mountain Brook Junior High.
Because the iTouch conceals the otherwise identifying
support tools, the student can choose to blend in and
identify more with her peers. Some of the applications
Lael has implemented with the help of Suzan Brandt,
the local school technology coordinator, are iRewards to
reward for positive behavior, Smart Tally to keep up
with her tokens, My Homework where assignments for
the day are recorded, and the timer on the iTouch for
positive reinforcement. Google Apps was also loaded in
order to keep up with papers, spreadsheets, and reports
completed at school and home. There are apps for flash
cards, Spanish tutors, and even math facts that can be
easily accessed during breaks to make learning fun! The
students who use the iTouch, their parents, and the
teachers are all very excited about the possibilities this
new tool will provide Mountain Brook Junior High
students with these needs. Within each special
education department, whether at the elementary, junior
high, or high school level, teachers are finding new and
creative uses for technologies to assist their students.
Transition students in Cynthia Mayo’s classes at
Mountain Brook High School learn how to use a variety
of technologies on a daily basis.
Classroom computers and a mini laptop lab are used to
access an online reading program and to complete daily
reading comprehension assignments. Ms. Mayo uses
the document camera during instruction time for math
and English. She explains, “Having the camera saves me
time trying to copy a chart or graph onto the board and it
looks like the page the student is using. I use the DVD
player during transition class to show clips of real life
examples of what we are studying and use the CPS
clickers, as a way of review after each lesson.” Ms.
Mayo has implemented three new tools for her students
this year: Moodle, gmail, and the Apple iTouch. She
uses the school system’s learning management system,
Moodle, to provide her students with an on-line weekly
assignment using the journal entry or discussion topic
formats. This process has helped to increase her
students’ computer skills and writing skills. She also
has her students sending and receiving daily emails with
her, their families, and their friends. Many parents have
commented to Ms. Mayo on how they really enjoy
receiving these emails. They have even started sending
email addresses of other family members and friends so
students can start communicating with them too. Ms.
Mayo describes her experience with Moodle and gmail
by concluding, “I am so excited to have both of these
tools to use in my classroom. It has enabled me to teach
new skills to my students that we take for granted every
day. I have the assignments on their daily schedules.
They have become so adept that they no longer need my
assistance to log on and check their email. It is so fun to
hear them say to me, “I am going to check my email
now.” These activities are teaching them a skill that
they can take with them for the rest of their lives.” Last
but certainly not least, students in this department are
also using the iTouch.
An iTouch is “checked out” to each applicable student
to use for keeping his/her daily schedule and to allow
the student to access calculator functions. The notepad
is used for task analysis. Other applications are added as
needed. Ms. Mayo noted, “The students are really
enjoying using all of this technology. They have
expressed their excitement to me more than once.”
Teacher Katrina McGuire agrees that the technology has
enhanced the special education classrooms at Mountain
Brook High School.
“Mountain Brook Schools have worked with my daughter to provide a technology program tailored to her
special needs. Resources from across the system worked as one to identify the latest hardware and
applications to enhance both her learning experience and her life needs. Thanks to the whole team for
remembering that technology is a tool that only has value when thoughtfully employed.”
Page 11
Ms. McGuire explains that not only the iTouch but also
the standard iPod nano can be used as a powerful tool
and appears to appeal to all learners. Each iPod nano in
the department is downloaded with an assortment of
audio books that students are reading and discussing in
their English classes. Students with or without reading
disabilities enjoy using the iPods to read along with
their book. The iPods allow students to read for
extended periods of time. Students have reported that
using the iPod actually “draws” the reader into the story
through the narration. These students find difficult
reading tasks easy to tackle and enjoyable. Ms.
McGuire explains, “It is wonderful to see our students
become engrossed in a book. The best part about this
technology is that the students know how to use it at
home. Several students have returned to school and
have described their own success in downloading an
audio book for class. Students have learned that iPods
are more than just portable music players—they are
invaluable educational tools!”
For years the schools have attempted to video record
lessons for homebound students. The large video
recorders were cumbersome and sometimes difficult to
set-up in the classroom. Teachers were delighted when
we purchased a few Flip cameras for use in the
department. Although recording lessons was the initial
purpose, teachers have since expanded their use to
record student presentations, share and highlight
effective lessons with another class, chart student
progress, capture still pictures, and tape mock
interviews for students to provide feedback to one
another.
Moodle and Gmail are great communication tools. The
iPod nano, iPod iTouch, and Flip camera are
technology tools that special needs students are able to
easily understand and navigate with little assistance. In
some cases, students even shared their own tips on how
to use various tech tools more effectively. It has been
an enlightening experience, for both teachers and
students, to see how these tools can have such an impact
on learning.
Charles Evans, Parent
 Meeting the Challenges of Our
st
21 Century Learners
A
fter reading the submissions by various
teachers who teach a mixture of subjects at a
variety of grade levels and use equally
diverse technologies in an assortment of ways,
technology usage surrounds students at all levels.
Compare our 2009-2010 eleventh graders (graduating
class of 2011) to their peers nationally then read how
one teacher is living proof, inspiring others to follow,
that indeed veteran educators can begin the paradigm
shift to transform a 19th Century learning
environments into learning environments that will
meet the challenges of our 21st Century learners!
The graduating class of 2011 is tech-savvy. Like
their peers nationally, over 90% have some type of
cell phone, either a desktop, laptop computer or both,
an MP3 player, and three-fourths of them have a
video gaming system, like Wii. When they are home,
95% of our students have fast Internet access
compared to 80% of their peers nationally. Not
surprisingly, 90% both nationally and locally,
consider themselves to be an average to advanced
tech user.
So how do these young people use all of this
technology? Primarily, they use it for schoolwork
and social networking.
While most students nationally (67%) use
technology to access class information, 93% of our
Class of 2011 use technology to access their
grades, teacher’s notes and presentations, and
podcasts. Nationally and locally, a majority use their
electronic devices to communicate with other students
and teachers about assignments, complete writing and
graphics assignments, and conduct research. Eighty
four percent of our students use technology to check
for plagiarism compared to their peers nationally,
17%. We believe this is primarily due to a
requirement by Mountain Brook High School English
teachers for students to use the paid service,
http://turnitin.com, before submitting their papers for
grading.
When it comes to technology at school, our students
are very similar to the national average. The vast
majority of students feel they have few obstacles to
Page 12
using technology in schools due to lack of equipment,
access, good software, or skill. On the other side of
that coin, 65% of our students feel that the inability to
use their cell phone, smart phone or MP3 player is a
problem. Fifty one percent of students nationally
agree. Most students nationally and locally (60%-
85%) feel that there is little lacking (such as letting
them use their own laptops, better software,
providing unlimited internet access, including access
to social networking sites) that would make it easier
to use technology in the classrooms. But they really
want to be able to use their cell phones at school
(64% of our students and 58% of students nationally).
So if they could use their mobile devices during
school, just what would they do with them? A little
more than half, both locally and nationally, would
communicate with classmates and teachers. A
majority (68% locally and 65% nationally) would
look up information on the Internet and would
receive updates and reminders about school work
(53% both locally and nationally). If allowed, half of
all students would organize their schoolwork, takes
notes and work on projects with classmates using
their mobile devices.
After school, young people are using their
electronic devices for primarily three things: texting,
social networking (Facebook), and loading videos,
podcasts and photo to the Internet. Almost 80% of
our 11th graders as opposed to 42% of their national
peers use Facebook as their primary social
networking site. Nationally, 33% use MySpace
compared to only 2% of our young people. The
majority of students participating in this survey say
that social networking is the primary way for them to
communicate with their friends online. But not all of
their time on Facebook is social. Fifty one percent of
our students say they use the site to get help on
schoolwork or to collaborate on a school project,
compared to only 29% of their peers nationally.
How can we replicate in the classroom the
world in which students are living? READ
ON!
 Meeting the Challenges of Our
st
21 Century Learners
On Any Given Day
Submitted by Denise Wadsworth Trimm, Mountain Brook High School
Here is a sketch of how my regular English 11 uses
technology in our academic lives on any given day. On
the way into work, sitting on I-65, then highway 280
crawling, crawling, stopped, I check my iPhone for school
email. One button and I am there, reading emails from
principal Vic Wilson and assistant principal, Patrick
Kellogg—fire drill today, must change things some,
assembly tomorrow, have to change things tomorrow.
Already I am ahead of the game even as I sit, staring into
the sun. When I arrive at school, I fire up the computer
and make sure that any changes I have made to the weekly
agenda are changed both on Moodle, for my students, and
then on the In10sity web page, for my parents. I then pull
up the agenda, turn on the projector, and freeze it onto the
screen so that each student can view it as he/she walks
into my room. Occasionally I will have an email from a
parent or a colleague that needs my attention, so I respond.
The bell rings. And while my students still ask me every
day as they walk in, “What are we doing today?,” I know
that the answer to that question was there Monday
morning for the week, and every night before the next day,
and every morning before they wake.
In class, I use the data projector for the school broadcast
news, then switch it to the daily/weekly agenda, and go
over what we will do. On any given day, I may do one or
more of the following: show a video using data
projector/DVD/VCR/sound amplification system, show an
educational clip from United Streaming that I downloaded
to my flash drive the day before, show a clip from the
CBS or ABC News, show student work or my own
examples using the data projector, use my Interwrite pad
to mark it up and still walk around, or use the traditional
dry erase white board simultaneously while projecting an
image on the screen. Several days a month, we pull in the
Dell wireless laptop cart from across the hall and write.
Then, we drop our writings (yes, I write with my students)
into a shared network file folder and peer edit using
Microsoft Word’s insert comment feature. The kids love
this and so do I. Without having to use one sheet of paper,
the student’s writing gets read and commented on by three
or four peers during one class period. They then save the
comments and go home, knowing they can access that
writing and the peer comments using the Stoneware portal
to access Moodle, where they have sent the file to the
student network drive.
On any given night, the students usually do the
following. In the comfort of their home, in the middle of
their vast technology, they pull out their laptops and get
updates from me, access handouts I passed out in class,
view the calendar for upcoming work, respond to a forum
I started that serves as a journal entry, email me with any
questions they have about this or any other assignment
listed (and since my above-mentioned iPhone is synched
with my email at school, I get a vibration and answer
within minutes), they write me back to thank me or to ask
another question, they work, submit their work to the file
provided, take a quick ten question quiz I have placed
online for their reading, they access websites I have linked
to their Moodle page and respond, they find more
questions to ask me, and then some just write to tell me
that they are there, thinking about their research paper
topic and wondered if I would think alongside
them…while I am in my living room in Alabaster, they
are in their bedrooms in Mountain Brook. I tell them that
I can’t guarantee that I will answer their questions after
9:00 p.m., but while I get up during the middle of the
night to either drink water or visit the powder room, I
glance at the iPhone next to my bed. One or two students
are working late, they apologize, and don’t expect me to
respond, but if I can…I do. They immediately send back
a smiley face. It’s been a good day’s night and all is well
until the next day when I am sitting in traffic on 280 and
wonder what’s been going on while I was asleep.

“In addition to the freedom to move around the room, my InterWrite Pad, combined with the document camera and data projector, also
provides me with the means to edit student examples for the class without writing on the actual student work. It allows me to cover
significant information on the web and present mini-tutorials in various software programs. It is also a fabulous tool to enhance
student-to-student learning as it allows students to present mini-lessons and projects for the entire class to view. See, it truly is a love
affair. To fellow teachers, if you have not fallen in love with your InterWrite Pad, I implore you to lose your apprehension and discover
the many benefits. You too will soon become a believer. Kristin French, MBHS English, 10th Grade

Page 13
 Technology Students Learn “Priceless” Skills
Submitted by: Cindy Holt, Second Grade; Jill Covington, Career Tech,
and Jennifer Watson, Computer Applications

tudents in the Mountain Brook Schools not only (http://www.mtnbrook.k12.al.us/cms/BTV-

learn using technology but also learn to use
technology. The Mountain Brook Schools
Technology Curriculum Committee believes that the
Technology Curriculum should be an integrated,
interdisciplinary program that is effective, challenging, and
engaging.
Specifically
Access to current technology is a powerful tool for research
and communications; in fact, the skillful, responsible and
ethical use of technology is a defining hallmark of success
for the 21st century.
Relevant and authentic technology experienced through an
interdisciplinary approach engages students of all ability
levels and learning styles.
Ownership in technology is a means to foster and facilitate
life-long learning.
The Mountain Brook Technology Curriculum although
documented in the core subjects, is virtually integrated into
all subjects through the projects completed by students.
The curriculum is based on the state course of study and the
ISTE (International Society for Technology in Education)
standards.
Over and beyond these standards, keyboarding was added
to ensure that our students can use the technology in the
most efficient manner. The introduction of keyboarding
skills begins in kindergarten with an emphasis in grades 2-
4. Thanks to the Mountain Brook City Schools Foundation
grant of $107,000, Dell 2100 mini computers were
purchased for students in 2nd and 3rd grades. Without this
gift, it would have been difficult to accommodate this
addition to the Technology Curriculum.
Second Graders were so excited about the new mini
laptops they decided to share their enthusiasm. Cindy Holt
believes the Dell Mini laptops are the perfect size for
smaller hands. Soon, the bright green covers inspired the
students to create the “Dill Pickle Club”. To share their
enthusiasm with the rest of the school they decided to
spotlight the new minis on the school’s broadcast show.
The students wrote a script explaining the benefits of
learning keyboarding (a new skill for second graders this
year). After many practices and a few takes, they filmed
their presentation and created an original work using
Windows Movie Maker. The students were so proud of
their hard work and loved seeing themselves spotlighted on
the broadcast. To view their projects go to Dill Pickle Club.
The Mountain Brook City Schools Foundation’s grant of $107,000 purchased two carts of Dell 2100 mini laptops per elementary
school. The grade level cart of laptops is rotated among the classes for that grade level at each school. Thank you Mountain Brook
City Schools Foundation and all those that support the Foundation for giving our students this opportunity for learning.
Page 14
+Dill+Pickle+Club+/11601.html)2
In addition to the integration of technology skills into the
curriculum, we also offer technology
specific courses at both the
junior high and high school.
Career Tech goes GREEN.
How many markers does it
take to write the assignments on
the white board? How many pieces of
paper are used when assignments are all printed? The
Business Education Department is one of several
departments at the high school going GREEN! The
Business Education Department has implemented Aplia into
the Accounting curriculum. It is a web-based, interactive
learning system that keeps the students engaged and
prepared for class. All homework and class work is web
based. Students log in to the Aplia web site where
assignments and due dates are listed for the courses in
which they are enrolled. Students first complete problems
working together with the teacher and then work problems
independently. The students receive immediate and
detailed explanations for every answer before completing
problems or a grade. Aplia strengthens students’
understanding of accounting. The homework and class
assignments help students come to class better prepared.
Weebly Wish List Websites! During the holidays, Jennifer
Watson’s 8th and 9th grade Computer Applications students
created their own “Wish List” websites. After choosing
three items they hoped to receive, they were asked to
research these items and use their problem-solving skills to
evaluate product details and make cost comparisons.
The information was organized into an outline which they
later added to their websites. The websites were created
using an easy “drag and drop” interface known as Weebly.
Students added graphics, links, and a Voki to personalize
their web pages. After viewing these creative websites,
Mrs. Watson said, “I was really impressed with the time
and detail the students put into this project. When the
students returned to school after the holidays, several were
excited to report that they had indeed received the items on
their wish list!”
 A “Healthy”
Dose of
Technology
Information submitted by
Suzan Brandt, MBJH Technology Coordinator

Mountain Brook Junior High School 9th grade students have had a new opportunity during the 2009-10 school
year to meet a state requirement to have an online experience prior to graduation. In health classes, these students
have used some of the latest technology available, digital tools, and resources.

Using the Dell XT2 Tablet PC , students use touch screen technology to access, analyze, and create course
assignments and projects. Tablet PCs function like a laptop, but have the ability to act as a notebook and pen.
These tablets allow students to write notes and convert them to text. Often used in the health profession, tablets
are smaller and light weight compared the average laptop.

Not only do students use the latest computer hardware in class, but the latest software available as well. Moodle
(http://moodle.mtnbrook.k12.al.us) is a free online content management system. Mountain Brook Schools chose
to use Moodle as a learning management system because it is the most cost effective and it is internationally
recognized as one of the best learning management systems used in education. It was also chosen for its ability to
help engage students in learning while providing online organization for course delivery.

Using the Mountain Brook City Schools Portal, Moodle is available for students and teachers 24 hours a day, 7
days a week from school or home and gives access to assignments, calendars, forums, chats, Wikis, handouts,
notes, and other features. Students often take tests, surveys and quizzes using the online application as well. The
portal also provides students access to their saved files, Google Docs, email, and announcements.

By moving to an online environment that is accessible around the clock, students are able to access course
assignments from any computer with Internet access. They are also able to engage in quizzes, assignments, tests
and chats while off campus, including student automatic feedback and participating in online study sessions.

Continued Next Page…

Page 15
 Students will have an opportunity
to connect with speakers,
presentations, and other
classrooms and health
professionals by using a two-way
video conferencing system. For
example, Dr. Dale Wisely,
Director of Student Services, was
able to conduct a lesson for
students from his office at the
Charles Mason Building. Health
students were able to interact
with Dr. Wisely and ask
questions in real time. This video
conferencing system not only
allows a cost-effective
opportunity for students to
connect with guest speakers, but
in the future, will allow them to
visit other classrooms, lectures,
and health professionals around
the world.
By using the latest technology
tools available, the MBJH health
class students are not only
learning health curriculum, but
developing 21st Century skills to
succeed in a digital world.

This face-to-face/on-line classroom was made possible by a $69,000 grant from the
Mountain Brook City Schools Foundation to purchase the tablet PCs and the video
conferencing equipment.

Page 16
 Communicating and Collaborating
– Locally, Nationally, and Globally–
Information Submitted by: Michael Neel, seventh grade; Jennifer Hendrix fourth grade;
and Julie Tuck, second grade

In the year 2025, the global economy will look very
different than it does today. Globalization will
change how, where, and for whom people work. The
Mountain Brook Schools Technology Curriculum
outlines the skills our students need to be global
citizens. These skills are needed so that our students
can effectively and efficiently interact, collaborate,
and publish with peers, experts, or others from
within their own school, our school district, the state,
and/or the nation. However, to prepare students to
live and work in the global economy mentioned, we
also need to “reach out” using available on-line
resources and participate in projects spanning global
digital environments. Teachers in the Mountain
Brook School District have made headway into this
arena and will continue to actively seek meaningful
ways to engage our students in collaborative projects
that will perpetuate cultural understanding and
global awareness.
astonishing wealth of information made available
through this process made students the primary
initiators of classroom discussion and resources.
Next, the students transitioned to a Wiki, a
collaborative website which can be directly edited by
anyone, to build their delegation‟s resolution. In a
similar manner to Delicious, the Wiki was updated
with articles and videos relevant to particular
political situations and humanitarian issues. While
the traditional method of JUNA resolution writing
requires months of face-to-face meetings and
discussions, the common web space allowed
students to edit their delegation‟s resolution from
any computer, day or night.

JUNA Students Take Resolution Creation for

Angola, Democratic Republic of Congo, and Fiji
On-Line. In 2009, JUNA was a techno-adventure!
For almost twenty years, Mountain Brook‟s 7th
grade students have had the unique opportunity to
join the Junior United Nations Assembly (JUNA).
These students go on a journey together,
collaborating as teams of UN delegates to learn
about the United Nations, research an assigned
country, identify a global problem, and write a
resolution that proposes real-life solutions. The
destination of this adventure is the JUNA General
Assembly where hundreds of delegates from all over
the state discuss, question, and vote on the
resolutions just as they do in the real United Nations.
The web-based experiment resulted in a number of
As an experiment in the JUNA experience, students prestigious awards at the 2010 JUNA Assembly.
working with junior high teacher and JUNA sponsor, Two of the MBJH delegations were honored with
Michael Neel, took the research and creation of the the award of Best Resolution while another of the
2009 resolutions online. The delegations began by delegations was honored as Most Prepared
using Delicious, a social bookmarking web service, Delegation. Congratulations to the students and
to identify and publicly post relevant articles about thanks to Michael Neel for the techno-adventure!
their respective country for their classmates. The
(Continue on next page)

Page 17
Fourth Graders have been Whooping It Up!
With only one natural, wild flock of whooping
cranes left, scientists and volunteers have been
working diligently to reintroduce whooping
cranes into the wild. Technology has allowed
the Brookwood Forest 4th graders to study and
track the journey of the “Class of 2009.”
Twenty chicks born into captivity have been
learning how to survive in the wild. Journey
North, in collaboration with Operation
Migration, provided resources that allowed
children across the country to track the progress
of a new flock of Whooping Cranes. On
October 9, 2009 twenty young whooping cranes
began their journey south to their wintering
habitats in Florida. Ultra light planes, twenty
young cranes, countless volunteers, RV‟s,
trailers, and equipment began their 89 day
journey in Wisconsin and landed safely with all
20 cranes in Florida on January 20, 2010.
Along the way, the pilots and ground crew recorded
their weather observations, the ins and outs of
typical crane behavior, flight updates, and the day-
to-day accounts of life in the air with twenty young
“crane children.” Jennifer Hendrix and her students
got frustrated when the weather was not cooperating,
they cheered when the cranes flew through Alabama,
“The InterWrite (IW) pad is a MUST for my daily math lesson. Each day before the lesson, we have a
number talk. The students each take turns helping solve problems on the IW pad. Ways we use this in math include; trade-
first subtraction (using base 10 blocks from the “gallery”), telling time, place-value, addition algorithm, and counting
coins! Students keep motivated, when they know it’s almost their turn to use the IW pad!” Katie Wigton, 2nd Grade
Page 18
and they celebrated when the whooping cranes
reached their wintering grounds. Ms Hendrix
commented, “It was a bittersweet „virtual‟ journey
that allowed us to become a part of a real migratory
journey of an endangered species. The commitment
of numerous people, along with some powerful
technology tools, allowed a group of fourth graders
in Alabama to experience a journey of a lifetime.”
To see more about the discovery, reading, mapping,
writing, and investigating involved in the Whooping
Crane Migration Tracking Project visit
http://www.learner.org/jnorth/crane/.
What Will the Groundhog Do? Students in Julie
Tuck‟s second grade class began a project in
February called Project Groundhog 2010.
(http://www.cdli.ca/Groundhog/NewGhog/) It
incorporated math, science, writing, and technology
skills into a single project! Project Groundhog is
about finding out if the groundhog as a weather hog
is myth or truth. For the six weeks following
Groundhog Day, February 2nd, classes recorded the
daily temperature and sky conditions in their area.
The information collected was shared weekly with
the participating schools via email and the Project
Groundhog website. If a school was closed for
weather, these days were recorded too.... students
love SNOW DAYS!!! The class also wrote a
description of the Mountain Brook community so
other classes participating in the project could see
what the community is like. This project was a
novel idea for teaching young students to make
predictions, share data, practice keyboarding and
word processing skills, and collaborate with students
from other areas of the country. Will we have an
early spring? Time will tell.
Whether it is the Mountain Brook Junior High JUNA
teams researching the culture and people of Angola,
the Democratic Republic of Congo or Fiji, Mrs.
Hendrix‟s class tracking cranes from Wisconsin to
Florida, or the Julie Tuck‟s second graders
exchanging information with other second graders in
the U.S. about Groundhog Day, technology tools
enhance research fluency, communications, and
collaboration.
 Technology-Rich Environment
Enhances Instruction and Communication
Information submitted by: Bill Garner, 6th grade, and Missy Cunningham, 6th grade

Sixth Grade show of hands. While this method still proves

students have been effective from time to time, it is difficult to assess the
fully immersed in a more inhibited students. The “clickers” collect
technology-rich student responses to questions and sends them to a
classroom data base that allows teachers to track student
environment with progress more effectively and efficiently.
tools that enhance
communication In the last four years, Mountain Brook Schools have
and instruction, transitioned away from the traditional chalkboard and
tools that equip overhead projector. These have been replaced with
our students to be the Interwrite Pad and Mobi, devices designed with
productive 21st Century students, and tools that allow teachers in mind. This Bluetooth-enabled, wireless
for an effective, challenging and engaging learning pad features Interwrite Workspace software and gives
experience. educators the ability to teach interactive lessons from
anywhere in the classroom. In math, the Interwrite
Sixth grade students and teachers feel fortunate to be Pad is used almost every day. In addition to working
equipped with laptop carts. These carts allow problems out on the screen, the Interwrite Pad has
students access to computers almost every single day. icons that display various math manipulatives
Students have opportunities to research on the including protractors, compass, rulers, geometric
Internet in a safe and supervised manner. All research shapes and line segments. With the Interwrite Pad,
sites are preapproved before students have access to the document camera, and data projector, teachers
them. can photograph textbook and workbook pages and
display them on the screen. The Interwrite and Mobi
Laptops also provide students an opportunity to write allow teachers to write on pages, demonstrate
essays and respond to blogs and journals on Moodle corrections to problems, and show editing and
pages. Students complete many assessments in revising skills for writing. Additionally, these tools
reading, science, social studies, and English using the enable teachers to display PowerPoints and show
ExamView Assessment Suite. ExamView allows for videos.
timely retrieval of significant data that enables
students to understand and track their progress easily. Also the sixth grade uses Microsoft’s Exchange email
It’s also a great tool for teachers because it gives with the Outlook client to communicate with parents
teachers the ability to target specific areas where on a regular basis. We
students might be struggling. distribute class news and
communicate one to one
The CPS with each child’s parents
Response Pad or guardian. Email
(clickers) offers addresses are collected as
rich feedback for a part of our registration
any class. With process each year and the
this powerful list is entered into our
system, a teacher student management
can ask multiple system then exported then
choice and disaggregated by homeroom. This form
numeric questions in classes. Each response pad has of communication helps us to form partnership with
an LCD screen that allows students to view answers parents as we work with their students.
they have entered. In the “good ole days,” teachers
would assess students informally by looking for a

Page 19
Sixth grade level and individual web pages link students and parents to homework site,
School Notes, sites of interest for each subject area, homework help sites and on-line
textbooks. English and social studies have begun using the Learning Management System
(LMS) software Moodle, where students are able share through blogging, journaling and forums. Our Moodle
eLearning sites provide a safe, private place for students to collaborate since it can only be accessed from school or
from home through a password protected Stoneware portal.

With the anywhere, anytime access portal provided by Stoneware, students are able to
research and write away from school and save their work on our district network
drives. In class or from home, students are able to use the web for research on
social studies topics, create presentations, create or comment on Voice Thread
presentations, and create or edit word processing documents. Sixth grade
students create spreadsheets for shopping, following the stock market, and other
data driven projects. We use Microsoft Office 2007 as a tool for school, but for
student home use, we also provided the Google Apps for Education through
the portal. Our Google Apps for Education not only provides a suite of tools
for students to use at home, it also provides all Mountain Brook students with a
Gmail account that is filtered through our district filter.

These technology tools allow us to better communicate with students and parents and to incorporate technology
lessons to complement our curriculum so that it is both relevant and engaging. Technology is in the DNA of today’s
learner, so it is essential that the 21st Century student be equipped with both the necessary tools and skill sets to fully
prepared for life after school.

Mountain Brook City Schools Technology Grants for 2009-2010

Mini Dell 2100 laptops for Grades 2-3; 44 per elementary school for a total of 176--$80,000.00
Portable Video Conferencing for MBJH for the “Blended Online Experience Class”--$35,000.00
24 Table PCs for MBJH for the “Blended Online Experience Class”--$40,000.00
Video Equipment for MBHS and MBJH Video Production Classes--$25,000.00
8 Sound Enhancement Systems for MBJH--$12,772.00

Page 20
Information submitted by members of the Mountain Brook High School Fine Arts Department:
Suzie Davis, Gary Weatherly, and Pat Yates
Anyone can
walk into the
Fine Arts area
of MBHS any
time during the
school day and
find students
engaged in
projects using
state of the art
technology. Fine Arts students use Internet for
research and to access AP College Board Studio
Art submissions and college scholarship
application information or to upload digital slide
submissions. Through Mountain Brook Schools’
Stoneware on-line portal, students access Moodle
to communicate with their instructors, write their
artist’s statements, keep theatre journals, and
submit analytical work. Moodle has also become
an important tool for posting assignments,
handouts, and notes for review; consequently,
students can check missed assignments during an
absence. Moodle reaches beyond the classroom
and into extra-curricular activities by posting
rehearsal calendars and various art events.
Fine Arts instructors demonstrate drawing
techniques, photography, and costume, set, and
stage designs on document cameras. Digital
cameras are utilized throughout the department to
photograph subject matter for the visual arts, film,
and theatre classes. Art students use Photoshop to
prepare digital images for AP College Board and
AP Studio Art Submissions as well as in-class art
projects. Photo II students rely exclusively on
Adobe Photoshop.
Page 21
Photographs help students see what’s really
there! The Drawing & Painting Students at
Mountain Brook High School taught by Sue Davis
use technology to learn how to see light, color, and
shadow in oil pastel rendering. They take
photographs using digital cameras, and then
manipulate the images in Photoshop using
adjustments of color and contrast. Next, they print
their best photos to use as references for an original
18 x 24” oil pastel rendering of a human figure.
The students learn to render human eyes, nose,
lips, ears, hair, and hands in oil pastel. Mrs. Davis
is excited to explain how the students in the 2D
Design art class use the available technology in her
classroom: “Students in the 2D Design Art Class
used Mac Computers and Photoshop to complete
their project dealing with focal points and grouping
objects in space. Several students found web-
based tutorials and created a digital space
explosion. It is exciting to know we are preparing
our students for jobs which may not even exist
yet.”
In Music Technology, Korg midi synthesizer
keyboards are interfaced with a Mac computer.
The powerful pieces of
hardware, along with
software installed on
the computer, allow
detailed control of the
creation of music.
Garageband allows for
the direct creation and
editing of music. Apple
Loops offers fast combinations of sounds to create
music seemingly instantly. This powerful software
makes it possible for students to use the Korg
keyboard to create original compositions and
arrange the compositions with different
instrumental voices on different tracks. Using
IMovie, the film and music technology students
learn the importance of visual images combined
with music, sound and dialogue. This software
allows students to create and edit music video,
commercials and other visual compositions,
attaching music to the video to create a unified
piece. Music Ace is a fun, game-oriented program
that teaches music theory and practice. Students
learn the art of notation and the language of writing
music on a page for documentation through
Sibelius.
The Music Technology Lab is arranged so that
each student has access to a keyboard, computer,
and software and headset to hear his or her work
without interrupting others in the class. The room
is equipped with a data projector, screen, document
camera, and the Group Education Controller 3
(GEC,), which allows the instructor to use these
tools to lecture, demonstrate, and share with the
class examples and procedures in using the
program and equipment. This technology also
allows for the instructor to put the class in
“practice mode.” Therefore, students work
independently, as well as one-on-one, with the
instructor without disturbing the rest of the class.
It also allows students to collaborate in groups.
The hardware in the lab allows students to connect
and record live instruments, voice, and synthesized
sounds from the Korg keyboard. Students can
bring in guitars and other musical instruments,
including small handheld synthesize instruments,
such as the Korg Kaossilator or Korg Touch Pad
devices, to create and experiment with sounds and
music.

“The Mountain Brook City Schools Foundation grant of $23,000 for video/audio equipment has changed the way our
students gather and deliver Spartan2News which airs each morning to the student body. The new cameras provide hands-
on learning opportunities as students learn camera techniques directly related to reporting and live broadcasting. Students
are learning skills necessary to engage their listeners by writing, reading, and delivering the script using the new
teleprompters. Along with the teleprompters, new lighting creates a professional look. Communication between the studio
and control room has been enhanced by means of a new two-way audio headset system. Currently we are designing a new
set which integrates these tools and leads the program into the 21st Century with the use of high definition.” Submitted by:
Ron Seitel, Mountain Brook High School

Page 22
 

Moodle—A Virtual Learning Environment

Information Submitted by Tracy Cole, 6th Grade; Bill Andrews, 5th Grade; and Paul Hnizdil, 9th Grade Social Studies 

“In the past, each 
student was 
responsible for finding 
Exploring new ways to connect an article that related 
During the 2009-10 school year, Moodle has been woven into many
technology integration experiences. Moodle has taken a prominent place
to the topics in our 
among the technology tools used by students and teachers primarily in grades social studies chapter. 
5-12. As defined at www.moodle.org, “Moodle is a Course Management They would write the 
System (CMS), also known as a Learning Management System (LMS) or a usual summary of the 
Virtual Learning Environment (VLE). It is a free web application that
article and how the 
educators can use to create effective online learning sites.” Moodle is one of
several new cloud computing applications available to students and staff this story relates to 
year and is accessible from anywhere with an Internet connection 24/7 history. With Moodle, 
through the Mountain Brook portal provided by Stoneware. In addition to I was able to freshen 
Moodle, students have access to Google Applications (GoogleApps), which up this assignment in 
includes Google Docs and gives the ability to create, store, and share
documents, spreadsheets, presentations, and forms. GoogleApps also
many different and 
provides Gmail, Calendar, and Sites. Many teachers and students have engaging ways.” 
already embraced these tools and are using them in creative ways.
‐‐Bill Andrews, 5th Grade 
Continued next page…
Teacher
   
Page 23
   

  
Tracy Cole’s sixth graders utilize
various technologies in many ways. But
when responding to literature, students
use the electronic journal in Moodle.
Everything is completed electronically
including the feedback from Ms. Cole,
eliminating costly printing and paper
costs. She believes that viewing an
electronic document gives her students
another dimension in revision.
Bill Andrews, a 5th grade teacher, says
his grade level has really opened the
door to Moodle. The fifth grade teachers
have enhanced their students’ learning
opportunities with Moodle not only for
communication between the students and
teachers, but also for interacting with
various lessons and assessments. This
group of teachers believes that Moodle
will become an integral part of their
students’ learning by linking their
classrooms to the students’ homes and to
the world. Mr. Andrews gives the
following example of how his students
use Moodle for current events.
“In the past, each student was
responsible for finding an article that
related to the topics in our social studies
chapter. They would write the usual
summary of the article and how the story
relates to history. With Moodle, I was
able to freshen up this assignment in
many different and engaging ways. For
our first article, I gave the students some
basic facts about Haiti--population,
literacy rate, mortality rate, poor
their ideas. Students also respond
to their classmates by elaboration
on a point, asking a probing
question, or challenge the original
idea. In all discussions, students
are encouraged to include specific
historical evidence in support.
These discussions are not graded,
but highly encouraged because
they allow students to practice the
skills they will need on unit tests.
Via Moodle, students can also
sanitation, very little drinkable water.
share study guides in preparation
Using our class Moodle, I added a link to
for the tests. Moodle allows
a video on cnn.com that showed the
students to share original
damage to Part-au-Prince. Students were
creations such as political
able to log in to the Moodle from school or
cartoons, poems, and historical-
home. After reviewing the information,
fiction with others. Students post
they responded to my two questions about
their work and other students
Haiti: Some people hope that something
respond by offering critique and
good can come out of something so
questions. I use the Chat function
terrible. What good could come out of this
the night before a test. I let
terrible event? Why will rebuilding Haiti
students know I will be in the
be so difficult? Students then sent their
Moodle Chat from 8:00 PM-9:00
response to me through Moodle. I gave
PM. They can then ask questions
them feedback and a grade through
in preparation for the test. Often,
Moodle. I look forward to the future in
students will answer each other’s
learning more features in Moodle I can
questions before I can get to it. It
use with my students.”
is a joy to just to sit back and
Mountain Brook Junior High social studies monitor the live synchronous
teacher, Paul Hnizdil says that the bottom discussion, interjecting as
line is that he LOVES using Moodle and it needed.”
has positively changed his class. He states,
Technology Solutions for Non‐Profits.
“I use the Forum feature but the
interaction on the Chat is also powerful. I
have used the Quiz feature but due to its
Q: Enim neo velit adsum odio, multo, in commoveo quibus premo 
limitations,
tamen.  I will basically use it as more Moodle Training
a surveying tool at the end of the class. 
ofSuscipit, vicis praesent erat feugait epulae, validus indoles duis enim consequat genitus at. 
My students stay more organized with the Interested in learning more
Sed, conventio, aliquip accumsan adipiscing augue blandit minim abbas oppeto commov.  
Calendar feature and the Resource module about Moodle? Join the
Enim neo velit adsum odio, multo, in commoveo quibus premo tamen erat huic. Occuro uxor 
allows all handouts, readings, etc to be
technology team and select
dolore, ut at praemitto opto si sudo, opes feugiat iriure validus. Sino lenis vulputate, valetudo 
uploaded to Moodle.” How is the Forum
ille abbas cogo saluto quod, esse illum, letatio lorem conventio. Letalis nibh iustum 
and Chat modules used in his social
transverbero bene, erat vulpu tate enim esse si sudo erat.  
Moodle trainers at the
studies class? Mr. Hnizdil explains, “For Mountain Brook Schools
Suscipit, vicis praesent erat feugait epulae, validus indoles duis enim consequat genitus at. 
each unit I will initiate a serious of Cyber Cafe July 12-July 16
Sed, conventio, aliquip accumsan adipiscing augue blandit minim abbas oppeto commov. 
discussion threads for students to share  at Mountain Brook High
School!
Page 24
Special
  Teachers Provide Unique Learning
Experiences and Leadership
Reading Coach Christy Christian gives new meaning to
the word energetic! From the wealth of information posted
on her website, to her Wonderful Word Wednesday-
http://www.mtnbrook.k12.al.us/cms/Wonderful+Word+We
dnesday/8705.html, Christy exemplifies a passion for
teaching and learning every day. It was no surprise to learn
that she has formed several book clubs for students. Her
two sixth grade boy book clubs had just begun and she was
searching for a way they could truly get the most of their
discussions instead of using sticky notes and chart paper.
Like so many teachers she knew just where to go for help:
her local school technology coordinator, Sharon Mumm.
Sharon showed Christy how to set up a Wiki and the
collaboration began.
Christy is excited about her Wiki and the students are as
well. Christy exclaimed, “I was shocked at how easy it was
to get started!” For those new to the terminology, a Wiki
(pronounced WIK-ee) is a website that allows users to add
or edit content easily. Since Wikis enable documents to be
written collaboratively by multiple students or invited
experts, it is a great tool for 21st Century learning.
Margaret Hudson, Media Specialist used a different
approach to meet a similar goal. Ms. Hudson, with the
help of Paula Stanbridge, the local school technology
coordinator, created a Book Blog for the students to use
as a forum for sharing opinions on books they were
reading. Ms. Hudson said they chose ePALS
SchoolBlog
http://www.epals.com/groups/about/pages/schoolblog.a
spx because it seemed very user friendly. The blogs
were separated by grade levels, but anyone could read
any blog. The students were encouraged to post blogs
in their own grade level area. Students did not use their
names for Internet safety reasons, but some teachers
assigned pen names.
Margaret met with each grade level (1st – 6th) to
demonstrate how to use the Book Blog. She monitored
the Book Blog daily and posted all appropriate
comments. The students commented on the blog from
anywhere at any time as long as they were able to
access our school web site, and link to our Library
Media Center page. They simply submitted a new
comment and waited for her approval to post. Ms
Hudson stated, “We encouraged students to give the
complete titles of books and the author’s name. Many
of our students have enjoyed blogging and often come
into the media center asking for books they have read
about on the blog. It’s just another great way to
communicate and share great books!”
A Blog – “It’s just another great
way to communicate and share
great books!”

Melinda Storey, the PAGE teacher at Mountain Brook Elementary, has been a pioneer in the area of technology as a tool
for problem solving, creativity, and innovation for the past fifteen (15) years. She has been recognized locally, within the state
and nationally for her efforts.

Problem Solving. Her Robotics unit uses logic and programming. Students program their TankBots and Bugbots to go
forward and reverse, do point turns and loops, follow a black line, and make music. The robots use a touch sensor, a light
sensor, and a temperature sensor to accomplish “missions” such as; modifying robots to go into a circle and push a cup outside
of the circle; using a touch sensor, go toward the wall, touch it and then turn around; popping balloons lined up in a circle; and
using a light sensor to follow along a black line. What a fun way teach problem-solving skills!

Research and Information Fluency. Mrs. Storey’s students create a historical documentary on various topics using the
program iMovie. Students learn to locate, organize, analyze, evaluate, synthesize, and ethically use the information they find
as they plan, edit, and produce a TV quality documentary. Watch out Hollywood!

Creativity. To appeal to the creative side of her students, Melinda has her students read biographies and turn those stories into
plays. Mrs. Storey elaborated, “We have fun creating claymation characters and backgrounds and then taking a series of
pictures that make the clay characters come alive. Some of these claymations can be found at
http://webpages.mtnbrook.k12.al.us/mbe/Claymations/claypage.htm -- check it out!”

   
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Tech Time
Technologies That Transform Teaching World Languages!
Information Submitted by: Amy Barnett, Audrey Laird, David Milton, and Heather Wint
AP Spanish teacher
Heather Wint knew
that technology had
transformed the way
she teaches when a
student asked her
the other day,
“Señora Wint, what
did you do before the InterWrite pad?” The
InterWrite pad, in conjunction with the
document camera, LCD projector, and sound
system, allows her to teach from any area of the
room. Heather’s explained, “I literally use
technology in every single aspect of my daily
instruction. Whether using the InterWrite as a
mobile mouse to access documents from my
computer, or as a tool to write answers on top of
a document under the camera, I am constantly
finding new tools that enhance my effectiveness
as a teacher, and in turn, increase student
learning.” Since so much of the World
Language classroom experience revolves around
auditory skills, Heather utilizes the sound
enhancement system as she plays a speaking
sample, pauses it, writes comments on the
screen, asks for student feedback, and resumes
play, all with a few strokes of the InterWrite
pen.
We are fortunate
that there is a state-
of-the-art, digital
language lab at
both Mountain
Brook Junior High
and Mountain
Brook High School,
for our students to use on a regular basis. To
equip Advanced Placement students with the
knowledge and skills necessary to succeed on
the Spanish AP exam and in college, Ms. Wint
designs activities called Automatic Comparative
Recordings, which allow students to view a
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stimulus, listen to a series of questions, and
automatically record their 20-second response.
Since timely feedback is of utmost importance,
she then listens to each student’s response and
inserts audio comments specific to his or her
strengths and weaknesses. Students use the
headset to listen to their response and imbedded
teacher feedback, without fear of adverse
consequences that might come from listening in
a large group, traditional classroom setting. She
is also able to re-create the circumstances of AP
Test Day, thus reducing the students’ anxiety
and giving them the confidence they need to
succeed.
David Milton says his students “flip” for video.
The February
vocabulary section
in his Spanish
classes focused on
natural disasters and
emergency
response. Much of
the vocabulary was
presented through mock news reports and other
multimedia associated with the textbook. This
unit became particularly relevant to the students
in the aftermath of the 2010 Haiti earthquake.
The class viewed online news clips from CNN
en Español and used other photos to emphasize
vocabulary and the impact of such a tragic event.
The next step in the vocabulary unit required
students to create their own news reports in
Spanish about a given disaster situation, relate
what happened, and tell how they would have
responded. They presented their reports to the
class and were digitally recorded via Flipcam.
They produced twenty-three (23) different
stories. Mr. Milton then reviewed the video
clips and created a sort of video scavenger hunt.
Tech Time
Technologies That Transform Teaching World Languages!
The students viewed thirteen different clips in
the foreign language lab and listened to each
other’s reports. As they viewed
the clips, they wrote answers to
questions posed about the stories.
“My students truly enjoy material
that directly relates back to their
everyday experiences”, Mr.
Milton said. “These emerging
young adults need to consider
how they might respond in times
of tragedy, both domestically and abroad. In
this lesson they gained greater understanding of
the Spanish language by learning more about a
neighboring country coping with disaster. Our
students are humanitarian minded and
international relief efforts to Haiti speak loudly
to them. Finally, creating and analyzing video
clips made by their peers helped them to engage
in Spanish with other students outside their
specific class period.”
To provide a vehicle for students to exchange
ideas outside of class, several of our foreign
language teachers have also incorporated
Moodle forums into their class activities. David
Milton had his students view and read an NPR
article on the presidential coup on Honduras,
post discussion questions, and facilitate an
online discussion. He also used the journal
feature to have students compare paintings by
Pablo Picasso and Diego Velazquez. This
teacher is convinced that writing their
comparisons in Spanish using the on-line
Moodle journal is an efficient and effective
method for reinforcing grammar lessons. Amy
Barnet uses a similar Moodle forum when she
has her students answer writing prompt in
Spanish. All in all, she says she loves using
Wireless laptops are used to administer Career Interest Inventory to seniors. They are able to receive
immediate feedback on careers that match their interest and use the web to explore these careers and colleges that
offer degrees in careers that interest them! Ellanor Dukes, MBHS Counselor
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Moodle with her students and the meaningful
practice that it brings to her classroom. “I have
been amazed at what they are capable of
in their writing!” Ms. Barnett
exclaimed, “We have been working in
groups in class reflecting and correcting
their work posted in Moodle and I am
starting to see much improvement and
fewer errors in their writing as a result.
Using Moodle forums, I am able to give
students the opportunity to practice the
Spanish and to learn from and respond to their
classmates.”
In her French I class, Audrey Laird experienced
a different application in Moodle. “This is my
first wiki and my students’ first wiki,” said Ms.
Laird, “so I know it will be a learning
experience for all of us!” The class created a
project on nine regions in France. In the past,
they have prepared booklets, posters, or
PowerPoint projects. This year the class created
a Wiki. Instead of having individual projects
with repetitive information, the students had one
group project that included more in-depth
information. Every student added information
about each region, and they were not allowed to
repeat facts. Everyone was then required to add
a creative touch to each region’s page. The
students were provided a rubric to ensure they
knew what was expected of them and class time
in the language lab to work on the project.
However, since Moodle can be accessed through
the portal, they also worked from home.
“Muchas gracias/Merci beaucoup for the
technology resources and the wonderful
supporting staff that make these types of
lessons and learning possible!” HS Foreign
Language teachers
 Departments Use Technology Resources for
Efficiency and Cost Savings
Superintendent: In addition to the common instructional support technologies such as email, web pages, Blackberries,
desktops, and laptops, Mountain Brook Schools’ central office administrators have implemented
Mr. Dicky Barlow departmental programs and technologies to make their departments more efficient and to streamline
Assistant to the the services and support they provide the district. In addition, they model technologies when working
Superintendent: with staff. For example, when Dr. Beckham is working with large groups of staff, she uses the data
projector, document camera, and sound enhancement microphones in conjunction with a desktop or
Jackie Simons laptop to “teach”. When working with the curriculum committees this year, she and Lanie Kent
Directors: posted the information on Moodle! Superintendent Dicky Barlow, Technology Director Donna
Williamson, Instruction Director Lisa Beckham, Assistant Instruction Director Lanie Kent, and Finance
 Lisa Beckham, Director Karen Lusk-Smith have created “virtual” meeting spaces using Moodle where agendas,
Instruction
forms, curriculum updates, and other resources are made available to individual groups. Ken Key
 Lanie Kent, uses Schooldude’s Maintenance Direct to track maintenance requests made by the principals and
Assistant Instruction assistant principals and Mrs. Williamson uses IT Direct so that all staff can enter technology service
 Dale Wisely, requests online. Additionally, Mr. Key has implemented Calsense to monitor irrigation, saving money
Student Services while also protecting our landscaping investment. He implemented the Niagara system by Tridium,
Inc. to control energy use. Pam Stembridge uses the PCS Revenue Control System software to
 Shannon Mundy,
Special Education manage revenue and PayPAMS to allow parents to make online payments for their children’s
lunchroom accounts. Several directors are uploading video to Fliqz, then linking to the video from
 Sylvia Harper, their web page or to Moodle to provide online training. A recent example is Dr. Beckham’s
Personnel Disproportionality in Alabama Schools. Dr. Wisely posts training videos and PowerPoint
 Karen Lusk-Smith, presentations allowing for anywhere, anytime training. Reducing printing/duplicating costs and
Finance monitoring energy and water are steps toward Mountain Brook Schools going Green!
 Ken Key, Facilities Finance Department Implements Cost and Time
 Terry Cooper, Saving Strategies
Athletics
 Donna Williamson, Mountain Brook Schools’ Finance Department is often used as a test site for innovations in the
Technology public education arena in Alabama. Karen Lusk-Smith explains, “In trying to be proactive
and staying abreast of the technology world, we implemented various new programs that
 Pam Stembridge,
improved efficiency as well as cost savings.”
Child Nutrition

Purchasing Card Program Document Services Payment Processing-

reduced the following by 25% per
SchoolMessenger  month:
allows the school   requisitions/purchase orders
system to send   invoices received/processed
messages to 4,000   checks printed
Electronic Receipt Module
student homes via   replaced hand written
email, home phone,  receipts by 33%
and cell phone in 5   streamlined general ledger
minutes!  posting by 33%
Time and Attendance
 converted to hand scanners
for clocking in/out
 provided ability to email
employee time card
discrepancies
 finalized interface between
Time and Attendance and
Payroll software eliminating
duplicates
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 implemented email Online Registration
notification of direct  partnered with Compass
deposit statement and W2 Bank for quick, efficient
forms online registration
 provided access to and payment
ability to print stored Miscellaneous
payroll documents directly  implemented process for
by employees daily automatic electronic
Remote Deposit deposit
 installation of remote  completed phase I
deposit software and implementation of fixed
scanners for checks assets/inventory module
Positive Pay  implemented online
 implemented program to requisition process by
ensure prevention of department personal and
fraudulent bank account e-mail purchase order
items approval notification
 Look What’s Cooking at the
CyberSpace Café July 12-16, 2010!

Sessions
 6th Annual Technology Conference – Opening Rotations
 Assessment with ExamView Level 1
 Assessment with ExamView Level 2
 Assessment with ExamView – Elementary
 Make Clickers Work for You
 Picture It! Digital Images
 Digital Classroom – Tips, Tricks, and Troubleshooting
 Using Technology to Tell Your Story
 Get It Together – Get Organized
 Poster Yourself with Glogster
 Learning with the World: Global Collaborative Projects
 Around the World with Google Earth
 Collaborate and Communicate with Google Apps
 Interwrite Level I: Be on the Move
 Interwrite Level 2: Moving On – Take the Next Step
 Elementary Keyboarding
 Showcase Learning with Student Made Movies (PC)
 Microsoft Word 2007
 Microsoft Word 2007, Advanced Features
 Microsoft Excel 2007
 Microsoft PowerPoint 2007
 Microsoft Publisher 2007
 Moodle Level 1: Use Your Noodle – Learn Moodle
 Moodle Level 2: Forums, Choice, and Survey
 Moodle Level 2: Quiz, Grade, and Feedback
 Moodle Level 2: Going Green with Online Assignments
 Digital Expression – Photo Editing
 Watch Out Cameron! Use Technology to Tell Your Story
 Let Your Voice be Heard by Podcasting
 Personalized Learning: It’s a PLN and Much More
 Group Conversations with VoiceThread
 Empower with Web 2.0 to Create, Collaborate, and Communicate
 Our Window to the World: in10sity Webpages
 Get Wiki With It!
 Video Toolbox

Page 29
  
The Mountain Brook City Schools Foundation (MBCS Foundation) is a non-profit corporation created to mobilize
community support for the academic improvement of Mountain Brook Schools. The Foundation is operated
independently from the school system. The Foundation secures resources from individuals, corporations, and
foundations to support technological advances and professional development for the staff of the school system.

Since 1995 when the Mountain Brook City Schools Foundation started making contributions to the Mountain Brook
School district, we have committed over $3.6 million in grants. These grants have benefited each and every student and
staff person in the district. As the endowment grows, we will be able to make even larger contributions to the Mountain
Brook City Schools.

Your Gift Will Keep on Giving:

Guidelines established in its beginnings assure that every donation to the Foundation goes into an endowment operated
under a spending formula that guarantees the school system a minimum distribution each year while preserving the
fund’s principal. In order to continue to provide innovative enhancements to the classrooms, we need to increase our
endowment. To accomplish that goal, we need your help. Please consider a gift to the Mountain Brook City Schools
Foundation which is a 501(c)(3) charitable organization. Donations to the Foundation are tax deductible. Check with
your tax attorney, accountant or tax advisor to see how you can benefit from current tax rules or call 205.414.0042 for
more information. A pledge card is available on our website at www.mtnbrookschoolsfoundation.com.

Ways to give:

Cash

Securities

Bequest

Real Estate

Charitable Remainder Trust

Charitable Gift Annuity

Insurance

Memorial and Honor Gifts

We Need Your Support!

Now, more than ever, the Mountain Brook City Schools Foundation needs your participation in our efforts. The
schools are facing reduced State revenues for the foreseeable future, loss of federal stimulus money within the year,
and decreases in property tax revenues until the economy recovers. Although the leadership of the school system is
doing everything that it can to reduce costs, the decreases in revenue are posing mounting difficulty in meeting the
needs of the students. Although the Foundation cannot solve the financial problems of the schools, it can make a
difference. Your investment in our endowment will help the Foundation increase its grants to the schools. In order for
our school system to continue on a path of excellence, it will need the opportunities for innovation and continuous
improvement that the Foundation can provide. The Foundation helps with those “extras” that would not be possible
otherwise. The success of our fundraising is dependent on your generosity. Please make a gift to the Mountain
Brook City Schools Foundation.

    
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