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Posts from the ‘Parents’ Category


Maker Spaces and 3D Printing

This article was submitted by Salisbury High School Library Media Teacher, Mrs. Robin Burns.

This February, Salisbury High School joined the maker movement by expanding an existing maker space into the 3D printing realm.  The idea of making something is an old one but being re-imagined for the 21st century.  The high school library is an open space that students are able to use with classes and during Falcon Period.  Students are being encouraged to use the library as a center for design and a place to produce, not only consume information.

The MakerBot Replicator 2 began producing 3D designs on Friday, February 21st.  The first deign, a comb, was printed from the Thingverse design warehouse.  During the first week students printed bracelets, keychains, pendants, and creations of their own design.  The MakerBot prints in STL files and can be used in conjunction with Google SketchUp Make, a free 3D modeling software program.

Mrs. Robin Burns, high school library media teacher, has worked with students in Mr. Kelly Wetherhold’s Media Management II class to document the design and printing process.  Students are filming and producing a documentary highlighting the printer and finished products.  The documentary will be shared on the high school’s television show, IMPACT.

Mr. Michael Barna, social studies teacher, has also found innovative ways to include the 3D printer into student projects. Students have been printing models of famous inventions of the industrial revolution such as the Wright Brothers first airplane and Jethro Tull’s seed drill.

Salisbury High School faculty and students are already finding unique ways to connect their content with the 3D design process.  The opportunity to engage students in the design process from inception to completed prototype is something unique to Salisbury High School’s maker space.  Several news outlets have stated the rise of 3D printers in homes and business will lead the way for the next industrial revolution.

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Of Mice and Men….meets Twitter

of-mice-and-men-john-steinbeck-speed-readingThis marking period Mrs. Kelly Butterbaugh, high school English teacher, and Mrs. Robin Burns, high school library media teacher, worked with eleventh grade English students to take part in a Twitter chat for the Of Mice and Men unit.  The project required students to reflect on the story and concept of the American dream after completing the novel.

The weather and frequent delays rearranged plans but students were excited to take part in the  Twitter chat Friday, February 21st.  Students used an interactive whiteboard and a shared Google document to answer the preliminary questions and to share ideas about Of Mice and Men and the concept of the American dream.  The class did a great job keeping up with the stream of dialogue and was able to plug in their shared answers from the Google document.

The opportunity to engage with other students outside of the Salisbury community was really beneficial for everyone involved.  One student commented on how much they enjoyed the activity and how it was “cool to see what other kids thought about the book our class read”.

The entire chat transcript has been archived on Storify and will be used with Mrs. Butterbaugh’s other two eleventh grade classes that meet on even days.


TL2014 Survey Results – Fall 2013

digialacesThe results of the most recent survey (Fall 2013) have been posted to the Assessment/Evaluation page. On this page you can access all documents related to assessment/evaluation of the TL2014 initiative.

If you would like to access the PDF of the latest survey results, click below:


ePals – Connecting with Other Cultures

penpalsThis post was written Carolyn O’Steen, a 7th grade student in Mrs. Beth Prokesch’s English/Language Arts Class.

Having an epal and using the ePals program in my Language Arts class has opened me up to new experiences. By having an epal, I get a new perspective when it comes to school. For example, I realize that I am very lucky to have my MacBook, because the kids in France don’t have laptops. I also learn neat things about the kids in France. For instance, I learned that my class’ epals have two weeks off for every major holiday, but they have to complete a project every time they’re off.

One thing that my class’ epals did was send my class a Smilebox. I think that the Smilebox they sent us was a great use of technology. Also, the Smilebox helped us put faces to names and it was a creative way of doing just that. Since our epals sent us a Smilebox, we learned how to create our own presentation on Smilebox using the program.  As a result, we got to help our epals put our names to our faces. Making our Smilebox was also a really fun way to introduce ourselves to our epals.

One thing that I have enjoyed the most so far was receiving a letter from my epal. When my epal sent a holiday letter to me through snail mail, it was really cool to see his handwriting and to observe how different it was from my own handwriting and vocabulary. Getting the letter from my epal was worth the wait, but I would rather receive a letter using technology. There are many benefits to using technology or a penpal kind of situation to make learning more fun. One of the benefits is that there are programs like ePals available. Another benefit is that letters go through much faster than they would by the postal system. To sum up my thoughts, I think having an epal is an awesome use of technology in my Language Arts class this year and has been very educational.


Google Sites in Anatomy and Physiology

pathogenThis marking period Mrs. Susan Wilson, high school science teacher, and Mrs. Robin Burns, high school library media teacher, worked with Honors Anatomy and Physiology students to create Google Sties for a pathogenic research project.  The project required students to focus on one type of pathogen and then create a Google site to creatively showcase what they learned about their pathogen.  The creation of student sites required students to research their pathogen and then decide on the style and design elements to share their information.  All of the information and digital resources for students are located on the high school library FalconGuides.

Students were given the opportunity to create the style, layout, and how their informational site was set up to fully explore their pathogen.  Student Google Sites were then transmitted as quick response, QR, codes that were displayed on the high school FalconGuides science page.  The QR codes and student sites were shared in class for all students to view their classmates work and answer questions about each pathogen.