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Digital Workshops in Iowa: Classroom teacher Peggy Steffen, Ottumwa High School, Ottumwa, Iowa, expanded upon her knowledge of digital imaging by achieving Instructor Status in the IPT (Image Processing for Teaching) program. Developed by the Center for Image Processing at the University of Arizona, the curriculum is based upon NIH Image, an easy-to-use image analysis program. Steffen, as an instructor, was then able to provide workshops to teach other teachers the value of digital imaging in their teaching. As of the end of Summer 2000, teachers in sixteen school districts from all grade levels have received this inservice opportunity.

Working on Power Macintosh and Compaq computers, along with a variety of cameras, teachers experimented with digital technologies for use in a classroom setting. During the two-day sessions, they practiced with digital cameras, scanners, video cameras and video microscopes and edited still and video projects. Examples were presented of how videotape, NIH image and computer projects can help students understand science concepts and answer questions, including such topics as: "What is the effect of different fin arrangements on the trajectories of model rockets?" and "What antibacterial soap is most effective at killing common hand bacteria?" Best of all, the teachers had the opportunity to use their knowledge in these sessions to create their own materials to use in their classrooms.

Building Integrated Web Sites in Colorado: Stacy Libal, a second grade teacher, teamed with media specialist Patty McNeely at Mary Blair Elementary in Loveland, Colorado, to provide professional development for fellow faculty members. Seeing that there was little time for anyone to move forward in staff development related to technologies, they took the initiative to provide their own nonthreatening, fun teaching environment to encourage effective use of the Internet. When they asked faculty members about types of inservice that would help, the response was: flexible, inexpensive, individualized, time-sensitive and applicable. As a result, Libal and Blair developed online lessons that teachers could use when and as they wished, scheduled twice-a-week individual sessions for those who participated and used email to keep in touch with the individuals. Using these techniques, faculty members who started with little knowledge of technology or the Internet became able to develop a Web page and to provide Web-based activities for their classroom. Take a look at some of the lessons.


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