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  • Students learn better when extraneous words, pictures, and sounds are excluded rather than included. It occurs when students better understand an explanation from a multimedia lesson containing less material that from a multimedia lesson containing more material.
  • Spatial Contiguity: Students learn better when corresponding words and pictures are presented near each other rather than far from each other on the page or screen. Temporal Contiguity: Students learn better when corresponding words and pictures are presented simultaneously rather than successively.
  • Students learn better from animation and narration than from animation and on-screen text. http://www.smarttech.com/us/Solutions/Education+Solutions/Products+for+education/Software/SMART+Notebook+collaborative+learning+software/SMART+Notebook+Math+Tools+software 1.22

Transcript

  • 1. Smart Board Tiantian Jin Nina Proestler King Chu Inacio Jorge Jussa
  • 2. Technologies
    • Digital Vision Touch ( DViT )
    • Digital Ink & Pen Tray
  • 3. DViT
    • Touch-sensitive displays
    • Control computer applications, navigate Web sites or write notes
    • Digital cameras and sophisticated software
  • 4. Digital Ink & Pen Tray
    • Has neither electronic components nor ink
    • Slots
    • Control panel
    • Not only the pens
  • 5. SMART Notebook Math Tools
    • Combines everything a math teacher needs
  • 6. SMART Notebook Math Tools
    • Use easily and effectively
    • Interactive
  • 7. Segmenting Principle
    • Learners can easily use Smart board tools. Individuals can learn more when multimedia messages are presented in learner-paced style. Smartboard has incorporated their techniques with segmenting principles into there software.
    • The Smartboard integration with solution do not allow essential overload with learners with Smartboard in the classroom. The learner can watch the video by processing the step by step development.
    • The next page is an example of segmenting with Smartboard.
  • 8. Segmenting principle: explaining single steps
  • 9. Segmenting principle
    • Math tools makes it possible for students to create step by step lesson activities that encourage involvement.
  • 10. Pretraining Principle
    • Smartboard provides the pretraining of their product and it allows the leaner to process the techniques easily.
    • If we view the smartboard video, we can see “create and explore” this allows the learner to get pretraining for the product.
    • Smartboard builds component models for the learners to know names, components, and to overcome the overload problems.
  • 11. Pretraining Principle explaining parts of the introduction.
  • 12. Signaling Principle
    • Smart Tech shows signaling principle to learners. If we take a look in “Evaluate and Solve, 3:13” video you can see the signaling principle.
    • Signaling principle shows the learner what to attend to.
  • 13. Signaling Principle: Example Highlighted signaling
  • 14. Coherence with Smart Board Media and Technology: SmartBoard
  • 15. Contiguity spatial temporal Media and Technology: SmartBoard
  • 16. Modality
    • Smart Board combines animation and narration
    Media and Technology: SmartBoard
  • 17.
    • Informal & direct conversation: You & I
    Personalization Principle Media and Technology: SmartBoard
  • 18. Voice Principle
    • Smart Board does not replace teacher’s voice
    Media and Technology: SmartBoard
  • 19. References
    • Wiki – Multiple Media Principles
    • Smart Technology
    • Mayer, Richard. The Cambridge Handbook of Multimedia Learning
    • Steffe, L. P., & Olive, J. (2002) Design and use of computer tools for interactive Mathematical Activity (TIMA). Journal of Educational Computing Research, Vol 27(1-2), 2002,pp. 55-76.
    Media and Technology: SmartBoard
  • 20. References
    • Wiki – Multiple Media Principles
    • Smart Technology
    • Mayer, Richard. The Cambridge Handbook of Multimedia Learning
    • Steffe, L. P., & Olive, J. (2002) Design and use of computer tools for interactive Mathematical Activity (TIMA). Journal of Educational Computing Research, Vol 27(1-2), 2002,pp. 55-76
    • Wikipedia