• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Want to organize your cloud files? Sign up for a free webinar to see how Dokkio (a new product from PBworks) can help you find, organize, and collaborate on your Drive, Gmail, Dropbox, and Slack files: Weds, May 27 at 2PM Eastern / 11AM Pacific

Lindsey Raulerson

Page history last edited by locotech 10 years, 6 months ago

Lindsey is doing a remarkable job with her students! 


About Lindsey Raulerson


Contact Info:

Lowndes High School




Website: http://lowndescounty.ga.schoolwebpages.com/education/school/school.php?sectionid=129

Twitter: http://www.twitter.com/lraulerson


About Me:

I have been teaching high school English for seven years now.  I teach 10th grade Honors and Gifted students most of the time and I absolutely love the challenge that they present to me each day. I enjoy using technology as a medium for student learning and encourage my students to teach me at an opportunity. 


A Positive Experience with Instructional Technology:

I have my students create wiki pages based around a novel that we read.  Students included comparative poetry and artwork, podcasts, online polls, vhyperlinks, and videos on their pages.  This is a rewarding project for me, but it is mostly rewarding for students to see their finished product and have the self-satisfaction in what they have done. 



  • University of Georgia and athletics 
  • Cooking
  • Reading non-fiction literature and classics.   


My Teach 21 Project

I mainly teach 10th grade, and one required unit is Greek Theatre, more specifically Greek Tragedy.  We will read the plays of Oedipus the King and Antigone aloud and together as a class.  Students will give dramatic readings of the parts in order to prepare for the project.  Students will create podcast of portions of the play and post on their wikis.  These will enable to students to realize the importance of dramatic interpretation.  We will discuss Greek civilization and elements (themes/constructions) of Greek Theatre.  Students will research aspects of Greek civilization and of Greek plays, production, and playwrights online from various online databases.  After reading the plays I will break students into two groups.  Each group will be its own theatre guild.  Within each guild, members are assigned to particular jobs or groups.  The project calls for directors, camera operators, costume designers, marketers, video editors, and actors.  The group will work together to rewrite one of the plays into a modern day production using online story boards and collaborative wiki group pages.  They are required to present the script for review by the managing editor (the teacher) before production could begin.  Student guilds then act out the script that they created using Flip video cameras.  All students would work together to create the master production.  The productions include costumes and props and would require video editing to produce the final product.  Podcasts, videos, and a group photo would be posted on the guild wiki page for viewing by classmates.  The culminating project will be a class film festival allowing students to view videos and celebrate their accomplishments.  Students would then respond, comment, and collaborate on videos through the "comment" section on their wikis. 

ISTE Educational Technology Standards for Students that apply to this project 

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.


6. Technology Operations and Concepts
  Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.

GPS Standards that apply to this project: 

ELAWLRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.



ELAWLRL3 The student deepens understanding of literary works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods.



ELAWLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents.



ELA10RL2 The student identifies, analyzes, and applies knowledge of theme in literary works and provides evidence from the works to support understanding.



ELA10RC2 The student participates in discussions related to curricular learning in all subject areas.


Materials needed for project completion:

wiki space with added security

headsets with microphones for podcasting

flip video camera

video editing software (most laptops have it already)

still digital camera



Comments (0)

You don't have permission to comment on this page.