Technology Integration Form COLLABORATION

GENERAL INFORMATION
Selected Technology/Resource Name: Age/Grade Level: Technology/Resource Type:
Stormboard 9th
Application Software Device Website
Source: (Web address, company name, etc.)
Web address: https://stormboard.com
Company name: Stormboard

Associated Learning Standard(s): The resource may be generally applicable, if so, simply state that. List any ISTE-S standards that
seem to naturally align with the selected resource.
Concept 1: Structure and Properties of Matter. PO6. Describe the following features and components of the atom: Proton,
neutron, electron, mass, number and type of particles, structure, and organization.
Empowered Learner 1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve
them and reflect on the learning process itself to improve learning outcome.
Empowered Learner 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways
Digital Citizen: 2b. Students engage in positive, safe, legal, and ethical behavior when using technology, including social
interactions online or when using networked devices
Innovative Designer. 4b. Students select and use digital tools to plan and manage a design process that considers design
constraints and calculated risks.
Creative Communicator: 6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.

RESOURCE DESCRIPTION
Give a brief description of the technology/resource.

Stormboard is a website that allows students to collaborate with one another. Students can create sticky pads where they can
enter text, images, live whiteboard drawings, videos, and files and post them to a board. Then other students can comment or
vote on the posted sticky pads. The pads can be connected to form something similar to a bubble web so ideas can be connected
together. Students can also chat one another on the side bar incase further communication is needed. There is a free version but
it comes with limitations such as up to five students can collaborate on one board. In the full version, that costs money, an entire
classroom of students could collaborate on the board and more tools are available as well. Stormboard is a great way for students
to share ideas, organize on them, give positive feedback to peers, and vote on each others sticky notes. With the full version a
teacher could utilize it to have students collaborate together as a class or even have students collaborating with other students
that are not in the class. On the other hand, with the free version teachers could utilize this as way for students groups to
collaborate with each other.

INTEGRATION IDEA - COLLABORATION

How might you integrate this resource in a lesson plan to promote collaboration among students in your classroom, or among
students and others outside of the classroom?

One idea I have is students will be grouped into threes and randomly be given an element from the periodic table and they will
form a presentation about the element trying to sell it. The requirements include that they must state the number of protons,
neutrons, and electrons. They must state the mass, number, and show the structure, and organization of their element, where
the element is found, under which group it can be found in the periodic table (metal, non-metal, etc), its properties, and 5
interesting facts. For this I will give them freedom on how they present their items but it must be through some form of
atechnology tool. Examples include, Prezi, movie, ShowMe, etc.

They are also required to use stormboard as their collaboration and brainstorm tool. The teacher will be added to each groups
stormboard to monitor that students are staying on task and completing the stormboard requirements. Within stormboard each
student from the group will post at least 2 ideas, using the sticky notes, on ways to present the groups element and why they
think it is a good idea. Then the students will vote and comment under the idea they like most. After the form of presentation is
decided, students will create a second board where they will put all the information they have found on their element that they
think will be useful in their presentations. Students will be allowed to give comments on the posting of information that was
found, they could compliment on it and/or give feedback. The students will be asked to be nice and know that the teacher will
oversee all the comments. Finally, students will use stormboard to formulate a plan for their presentation, organizing their
thoughts, taking out unnecessary information, etc. The picture that follows is an example I made on stormboard that gives an idea
of what I would expect from my students.

Value-Added Rating Scale

3 2 1

The integration idea described: The integration idea described: The integration idea described:

aligns to content standards aligns to content standards aligns to content standards

transforms a lesson in a way that would enhances a lesson; likely to serves as a nice supplement to a lesson
be impossible or very difficult without it; increase student engagement and but wouldnt necessarily play a critical
very likely to increase student engagement support mastery of the concept(s) role within the lesson
 and contribute to mastery of the will most likely be used by the will most likely be used by the teacher
concept(s) students directly during a lesson (e.g., a demonstration)

optimal in a student-centered
environment where students are active
and engaged in learning content

VALUE-ADDED EXPLANATION
Based on the value-added rating scale above, how would you rate the technology integration you described, using the
selected resource?
Explain your rating based on the rubric indicators.

I believe my technology integration should be rated a 3. The process of allowing students to create their presentation in their own
creative ways and requiring that the students utilizes stormboard as a way of collaborating and organizing thoughts promotes
that the student is an empowered learner, practicing digital citizenship, and communicating creatively. In addition, the idea
incorporates the biology structure and properties of matter standard. The lesson is transformed in a way that would be
impossible to not use stormboard, as their collaboration on stormboard is part of the assignment and would be part of the grade
as well. With stormboard students are engaged in the learning of the properties and structure of matter as they are researching
and empowering their own learning while mastering the use of stormboard and whatever technology integration presentation
they vote on. Finally, this creates an optimal student-center environment, the teacher is simply monitoring the stormboard but
the students are active and engaged in learning about the structure and properties of matter through their assigned element.

This template has been adapted from the following resources:

Christie, A., (2007). Dr. Alice Christies 6C Model for Evaluating Apps. Retrieved from
http://www.kathyschrock.net/uploads/3/9/2/2/392267/evalipad_content.pdf
ISTE, (2012). iste.netss Advancing Digital Age Learning. Retrieved from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2.
LearnZillion, Inc. (July 2014). TeachFest Guide | Mathematics. Retrieved from http://ctcorestandards.org/wp-
content/uploads/2014/08/Math_TeachFest_SA_Guidebook.pdf.
Schrock, K., (2011-14). Critical Evaluation of a Content-Based IPAD/IPOD APP. Retrieved from
http://alicechristie.org/6C/6C.pdf.