Digital Technology To Support Diff

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Digital Technology To Support Diff

  1. 1. Technology Resources to Support Differentiation Dr. Jann Leppien University of Great Falls [email_address] I like a teacher who gives you something to take home to think about besides homework. Lily Tomlin as “Edith Ann”
  2. 2. Workshop Agenda <ul><li>How Technology Supports Literacy Development </li></ul><ul><li>Resources to Support 5 Literacy Areas </li></ul><ul><li>Finding Alternative Lessons Using Professional Organizations </li></ul><ul><li>Think Like an Ologist-Process Support Tools </li></ul><ul><li>Graphic Organizers </li></ul><ul><li>Assessment Protocols </li></ul><ul><li>Telecollaborative Projects </li></ul><ul><li>Webquests </li></ul>
  3. 3. Technology and Literacy <ul><li>Provides students with opportunities to share experiences with other students </li></ul><ul><li>Assists teachers in locating curricular experiences to attend to student interest, readiness, and learning preference </li></ul><ul><li>Extends the application of lessons to real world </li></ul><ul><li>Simulates problem solving used by scientists, mathematician, etc. </li></ul><ul><li>Enhances text-based curriculum </li></ul><ul><li>Engages students in process-application activities </li></ul>
  4. 4. <ul><li>Find sources of information that are appropriate for students who may have difficulty reading. Some examples are visitations, interviews, photographs, pictorial histories, films, lectures, or experimentation. Remember, these children do not want the curriculum to be less challenging or demanding. Rather, they need alternative ways to receive the information. </li></ul><ul><li>Provide advanced organizers to help students receive and communicate information. Students who have difficulty organizing and managing time also benefit from receiving outlines of class lectures, study guides, and a syllabus of topics to be covered. Teach students who have difficulty transferring ideas to a sequential format on paper to use brainstorming and webbing to generate outlines and organize written work. </li></ul><ul><li>Provide management plans in which tasks are listed sequentially with target dates for completion. Finally, provide a structure or visual format to guide the finished product. A sketch of an essay or science project board will enable these students to produce a well-organized product. </li></ul>STRATEGIES
  5. 5. <ul><li>Use technology to promote productivity . Technology has provided efficient means to organize and access information, increase accuracy in mathematics and spelling, and enhance the visual quality of the finished product. In short, it allows students with learning disabilities to hand in work of which they can feel proud. </li></ul><ul><li>Offer a variety of options for communication of ideas . Writing is not the only way to communicate; all learning can be expressed and applied in a variety of modes. Slides, models, speeches, mime, murals, and film productions are examples. Remember, however, to offer these options to all children. Alternate modes should be the rule rather than the exception. </li></ul><ul><li>Help students who have problems in short-term memory develop strategies for remembering. The use of mnemonics, especially those created by students themselves, is one effective strategy to enhance memory. Visualization techniques have also proved to be effective. </li></ul>STRATEGIES http://www.goknow.com/Products.html
  6. 6. APA:Learner-Centered Psychological Principles <ul><li>The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. </li></ul><ul><li>The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge . </li></ul><ul><li>The successful learner can link new information with existing knowledge in meaningful ways. </li></ul><ul><li>The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. </li></ul><ul><li>Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. </li></ul><ul><li>Learning is influenced by environmental factors, including culture, technology, and instructional practices . </li></ul>Cognitive and Metacognitive Factors
  7. 7. APA:Learner-Centered Psychological Principles <ul><li>What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influences by the individual’s emotional states, beliefs, interests and goals, and habits of thinking. </li></ul><ul><li>The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn . Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control. </li></ul><ul><li>Acquisition of complex knowledge and skills requires extended learner effort and guided practice . Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion. </li></ul>Motivational and Affective Factors
  8. 8. APA:Learner-Centered Psychological Principles <ul><li>As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. </li></ul><ul><li>Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. </li></ul>Developmental and Social
  9. 9. APA:Learner-Centered Psychological Principles <ul><li>Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. </li></ul><ul><li>Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account . </li></ul><ul><li>Setting appropriately high and challenging standards and assessing the learner as well as learning progress--including diagnostic, process, and outcome assessment--are integral parts of the learning process. </li></ul>Individual Differences
  10. 10. Phonemic Awareness Starfall http://www.starfall.com/ PbsKids: Visual Sound Correlation http://pbskids.org/lions/games/pounce2.html First Grade Skill Reinforcement http://www.internet4classrooms.com/skills_1st.htm#l BBC Schools TV Series http://www.bbc.co.uk/schools/wordsandpictures/index.shtml Phonics Through Literature http://readwritethink.org/materials/wordwizard/
  11. 11. Vocabulary Activities Word of the Day http://www.m-w.com/game/ Clifford Interactive Stories http://teacher.scholastic.com/clifford1/index.htm
  12. 12. Text Comprehension Story Builders http://eduscapes.com/tap/topic93.htm Book Reviews http://eduscapes.com/tap/topic87.htm Wacky Web Tales http://www.eduplace.com/tales/ Discussion Tools http://eduscapes.com/tap/topic101discuss.html
  13. 13. Lessons and Resources Read-Write-Think http://www.readwritethink.org/ [email_address] http://www.aolatschool.com/ Microsoft Education: Lesson Plans http://www.microsoft.com/education/default.mspx/ GradeOne Central http://www.geocities.com/GradeOne_ca/Lessons/
  14. 14. Student Tools Kid Publishing http://kidpub.com/kidpub/ The Biography Maker http://www.bham.wednet.edu/bio/biomaker.htm The Young Writer’s Club http://www.cs.bilkent.edu.tr/%7Edavid/derya/ywc.html The MidLink Magazine http://longwood.cs.ucf.edu:80/%7EMidLink/ The World of Reading http://www.worldreading.org/
  15. 15. Communication Tools Gaggle.net http://www.gaggle.net ePals http://www.epals.com/ Mosaic Listserve http://www.readinglady.com/mosaic/tools/tools.htm
  16. 16. Research and Reference Tools Refdesk.com http://www.refdesk.com/ Research It! http://www.itools.com/ Noodle Tools http://www.noodletools.com/ Ask An Expert http://www.askanexpert.com/ Word Central http://www.wordcentral.com/
  17. 17. Literacy Tools Ebooks Tumblebooks http://www.tumblebooks.com/ Microsoft ebook Reader http://www.microsoft.com/reader/default.asp Finding eBooks http://www.free-ebooks.net/ Story Place http://www.storyplace.org University of Virginia http://etext.lib.virginia.edu/
  18. 18. Fluency Virtual Book Club http://eduscapes.com/tap/topic112.htm Reader’s Theatre: Aaron Shepard http://www.aaronshep.com/ Dictionary Toolbar http://dictionary.reference.com/tools/toolbar/
  19. 19. Content Area Literacy SCORE Strategies http://score.rims.k12.ca.us/score_lessons/content_area_literacy/index.html Literacy Matters http://www.literacymatters.org/content/readandwrite/question.htm Instructional Strategies Resource http://curry.edschool.virginia.edu/go/clic/instructional_strategies_resources.html Reading Online http://www.readingonline.org/ Misunderstood Minds http://www.pbs.org/wgbh/misunderstoodminds/readingstrats.html Literature Circles Resource Center http://www.litcircles.org/
  20. 20. Content Area Literacy Strengthening Reading and Writing Using Technology http://score.rims.k12.ca.us/score_lessons/content_area_literacy/index.html Best Practices http://teacher.scholastic.com/reading/bestpractices/comprehension/strategies.htm TextAnalyzer http://www.textalyser.net/ Tools for Reading, Writing, and Thinking-Greece NY http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/Index.htm
  21. 21. Math Tools FigureThis! http://www.figurethis.org/index.html Cool Math http://www.coolmath.com/ A Plus Math http://www.aplusmath.com/ Count On http://www.counton.org/
  22. 22. Math Tools Create a Graph http://nces.ed.gov/nceskids/ National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/vlibrary.html Math Forum http://mathforum.org/
  23. 23. Java Programs http://dmoz.org/Science/Math/Education/Java_Applets/ http://www.arcytech.org/java/ http://surfaquarium.com/newsletter/primary.htm http://mathforum.org/mathtools/cell/m1,ALL,ALL,ALL/ http://www.explorelearning.com/
  24. 24. Create Your Own Surveys <ul><li>SurveyMonkey </li></ul><ul><li>This software allows you to design professional online surveys. </li></ul><ul><li>http://www.surveymonkey.com </li></ul>
  25. 25. Differentiating the Content:Finding Alternative Lessons Using Professional Organizations NSTA National Science Teachers Association http://www.nsta.org http://www.nctm.org http://artsedge.kennedy-center.org/ http://www.ncss.org
  26. 26. Differentiating the Content: Finding Alternative Lessons http://www.econedlink.org/ http://edsitement.neh.gov/ http://www.readwritethink.org/ http://www.sciencenetlinks.com/ National Geographic X PEDITIONS http://www.nationalgeographic.com/xpeditions/
  27. 27. Differentiating Content and Process http://www.nytimes.com/learning/ http://eduscapes.com/ http://www.timeforkids.com/TFK/index.html http://www.marcopolo-education.org/
  28. 28. http://www.goenc.com/ http://memory.loc.gov http://www.dohistory.org/home.html http://historymatters.gmu.edu/ Differentiating the Content: Finding Alternative Lessons http://www.learner.org/teacherslab/math/patterns/index.html
  29. 29. Mathematics, Science, History/Social Studies, Language Arts http://www.score.k12.ca.us/ http://www.my-ecoach.com/resources/litconnect.html http://www.pbs.org/ Differentiating the Content: Finding Alternative Lessons EyeWitness to History http://www.eyewitnesstohistory.com/index.html Jann’s Sites to Support Differentiation http://www.kn.att.com/wired/fil/pages/listdifferendr.html http://www.kn.sbc.com/wired/fil/pages/listsocialsja.html
  30. 30. Primary Sources and Document-Based Questions http://www.kn.pacbell.com/wired/fil/pages/listdocumentpa.html Document-Based Questions http://www.upstatehistory.org/services/DHP/DBQ.html http://www.teachtheteachers.org/projects/AMoore/Crucible.htm http://www.academicinfo.net/histusteach.html Teaching US History Teaching with Primary Sources http://www.primarysourcelearning.org/
  31. 31. Digital Support http://www.digitalhistory.uh.edu/ http://www.sil.si.edu/SILPublications/Online-Exhibitions/ http://www.nicenet.org Online Children’s Stories http://www.ucalgary.ca/%7Edkbrown/stories.html The Collaboratory Project http://collaboratory.nunet.net/cwebdocs/index.html
  32. 32. http://www.koshland-science-museum.org/ http://www.nhgri.nih.gov/Education/ http://science.education.nih.gov/ Thinking Like Ologists http://www.loc.gov/folklife/fieldwork / Folklife and Fieldwork http://www.ology.amnh.org /
  33. 33. http://english.unitecnology.ac.nz/resources/units/lives/home.html The Story of Our Lives http://www.shodor.org/interactivate/activities/tools.html Mathematical Tools http://mathforum.org/ http://www.becominghuman.org/ Becoming Human Thinking Like Ologists
  34. 34. http://scholar.lib.vt.edu/ejournals/ALAN/spring99/brewbaker.html http://scholar.lib.vt.edu/ejournals/ALAN/winter98/harmon.html Thinking Like Ologists http://www.psych.utah.edu/learn/statsampler.html StatsCenter Sampler
  35. 35. Thinking Like Ologists http://www.thirteen.org/edonline/lessons/index_soc.html http://www.kidsclick.org/ http://www.loc.gov/folklife/vets/vets-home.html http://www.primarysourcelearning.org/
  36. 36. On-Line Tools http://illuminations.nctm.org/tools/index.aspx http://matti.usu.edu/nlvm/nav/vlibrary.html http://www.shodor.org/interactivate/ http://pbskids.org/cyberchase/games.html The Pilgrim Story http://myschoolonline.com/page/0,1871,2486-196464-2-51602,00.html
  37. 37. On-Line Tools http://www.visualthesaurus.com/index.jsp http://www.digitalaudiobooks.net/ http://www.lane.k12.or.us/insttech/vtc/Text2Speech.html#osxspeech Technology and Learning Support Services http://www.audible.com http://unitedstreaming.com/publicPages/aboutUs.cfm United Streaming
  38. 38. Research Support http://www.explorelearning.com/ Online experiments in mechanics, density, genetics, etc. http://curry.edschool.virginia.edu/go/frog/ http://www.madsci.org/ http://www.archives.gov/ A Hotlist on Research http://www.kn.sbc.com/wired/fil/pages/listresearchja1.html
  39. 39. Varying the Product: Real World Applications http://www.loc.gov/folklife/vets/vets-home.html http://www.math-kitecture.com/ http://whatkidscando.org/ http://www.edheritage.org/ Montana Heritage Project
  40. 40. The Art of Digital Storytelling “Digital storytelling takes the ancient art of oral storytelling and engages a palette of technical tools to weave personal tales using images, graphics, music, and sound mixed together with author’s own story voice.” Bernajean Porter DigiTales: The Art of Telling Digital Stories http://www.digitales.us http://www.ebookhost.net/tldmc2/ebook.asp Electronic Text Center http://etext.lib.virginia.edu/ebooks/
  41. 41. Differentiating the Process: Graphic Organizers <ul><li>A graphic organizer forms a powerful visual picture of information and allows the mind to see patterns and relationships. </li></ul>http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htm
  42. 42. http://webcenter.netscape.teachervision.com/ http://www2.sandi.net/ocean/go.html Ocean Beach Elementary School Download graphic organizers and keep them in a file for student use. Graphic organizers can be extended to make them more complex. On this graphic organizer have some students justify their selections and provide evidence of how these events have shaped our lives today. http://www.eduplace.com/graphicorganizer/index.html Tools for Writing and Reading http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/Index.htm ReadingQuest http://curry.edschool.virginia.edu/go/readquest/
  43. 43. Assessment Resources Classroom Assessment Techniques http://www.siue.edu/%7Ededer/assess/catmain.html Alaska Department of Education http://www.eed.state.ak.us/tls/Frameworks/mathsci/ms5_2as1.htm Assessment Strategies and Definitions http://www.rmcdenver.com/useguide/assessme/definiti.htm Ongoing Assessment Strategies http://www.saskschools.ca/curr_content/constructivism/how/strategies.html Montgomery County Public Schools http://www.mcps.k12.md.us/curriculum/enriched/giftedprograms/instructionalstrategy.shtm Exemplars http://www.exemplars.com/ Math Performance Tasks http://fcit.usf.edu/math/resource/perftasks.html
  44. 44. Assessment Protocols http://rubistar.4teachers.org/ http://6traits.cyberspaces.net/ Six Trait Writing Assessment http://www.nwrel.org http://www.nwrel.org/msec/index.html Math and Science Education Center http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/ideas_and_rubrics.html Chicago Public Schools http://www.exemplars.com http://www.harding.edu/USER/dlee/WWW/webquest/RUBRICBUILDING.HTM
  45. 45. Differentiating the Content and Process What is a Telecollaborative Project? A telecollaborative project is an educational project that involves sharing information with another person or group of people over the internet. Telecollaborative projects range from setting up simple keypal relationships between your students and another class to involving many classrooms and experts from around the world in an information-gathering project that requires a collaborative effort. http://www.teaching.com/index.cfm IECC (Intercultural Email Classroom Connections) connects educators seeking classroom collaboration worldwide. http://www.teaching.com/act/
  46. 46. Telecollaborative Projects http://www.iearn.org/projects/index.html http://www.ciese.org/currichome.html http://www.birds.cornell.edu/cfw/ Classroom FeederWatch Blue Web’N http://www.kn.pacbell.com/wired/bluewebn/
  47. 47. Collaborative Projects Global Schoolhouse http://www.globalschoolnet.org/GSH/index.html http://www.learner.org/jnorth/
  48. 48. WebQuests <ul><li>A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation. The model was developed in the early 1995 at San Diego State University by Bernie Dodge with Tom March. </li></ul>
  49. 49. A WebQuest About WebQuests <ul><li>Click on the site below to participate in a WebQuest About WebQuests. Work in teams of four to examine five WebQuests from four different points of view. Select the grade level most appropriate for the grade you teach. </li></ul><ul><li>http://webquest.sdsu.edu/materials.htm </li></ul>
  50. 50. Differentiating the Content, Process, and Product Uses of WebQuests Learning Center Activities Hook the computer up to your TV to use as a station. Find WebQuests that help students process the “Big Ideas” in your curricular unit. Tiered Assignments Locate 3 different WebQuests at varying levels of complexity that help students apply the unit’s skills or ideas. Anchor Activity for Research Create your own Filamentality site to assist students in carrying out their research.
  51. 51. What Makes an Ideal WebQuest? <ul><li>An ideal WebQuest </li></ul><ul><li>would have (among </li></ul><ul><li>other things) these </li></ul><ul><li>qualities: </li></ul><ul><li>1. Links are all working and up to date. </li></ul><ul><li>2. Pages are attractively laid out and free of spelling, grammar and technical errors. </li></ul><ul><li>3. The Task is engaging and requires higher level thinking. </li></ul><ul><li>4. What is learned aligns well with your standards. </li></ul><ul><li>5. The readability level and tone matches well with your students. </li></ul>
  52. 52. The Power of WebQuests According to Bernie Dodge (1997), a WebQuest is an inquiry-oriented activity in which students interact with information gleaned primarily from resources on the Internet. http://webquest.sdsu.edu/ http://tommarch.com/ozblog/ http://www.kn.pacbell.com/ Check out the digital dozen and Filamentality
  53. 53. http://www.internet4classrooms.com/tide.htm http://wcvt.com/%7Etiggr/ Bones and the Badge Webquest http://projects.edtech.sandi.net/kearny/forensic/index.htm Webquest Design Patterns http://webquest.sdsu.edu/designpatterns/HS/t-webquest.htm
  54. 54. http://studenthome.nku.edu/~webquest/gabbard/index.htm A Creative Encounter of the Numerical Kind http://studenthome.nku.edu/~webquest/ Other Webquests http://www.manteno.k12.il.us/webquest/high/LanguageArts/RomeoandJuliet/mainframe.html Romeo and Juliet Webquest
  55. 55. Other WebQuests to Explore http://www.kn.sbc.com/wired/BHM/little_rock/ http://bestwebquests.com/
  56. 56. Searching for Existing WebQuests <ul><li>Where do you find good </li></ul><ul><li>WebQuests? Stop by the matrix </li></ul><ul><li>of examples on the SDSU </li></ul><ul><li>WebQuests site. Try it now. </li></ul><ul><li>http://webquest.org/ </li></ul>
  57. 57. Advanced Searching for Existing WebQuests <ul><li>Tighten your search by clicking on the Advanced Search on Google. </li></ul><ul><li>http://www.google.com </li></ul>
  58. 58. The WebQuest Design Process <ul><li>Analyze these design patterns to help you select </li></ul><ul><li>the type of activity that you are trying to create. </li></ul><ul><li>http://webquest.sdsu.edu/designpatterns/all.htm </li></ul><ul><li>Use this site to design your own WebQuests. </li></ul><ul><li>http://webquest.sdsu.edu/designsteps/index.html </li></ul>
  59. 59. What is Filamentality??? Filamentality is a fill-in-the-blank interactive website that guides you through picking a topic, searching the web, gathering good Internet sites, and turning web resources into activities appropriate for learners. It helps you combine the Filaments of the web with a learner’s mentality. Filamentality helps you spin pieces of the Web to design your own learning activities.
  60. 60. Activity Formats
  61. 61. Hotlist <ul><li>Hotlist : The first step in using the power of the Internet for learning is linking to the sites that you find most useful. Doing this will save your learners hours of aimless searching (not an efficient use of class time). </li></ul><ul><li>Example:China on the Net </li></ul><ul><li>http://www.kn.sbc.com/wired/China/hotlist.html </li></ul>
  62. 62. Scrapbook <ul><ul><ul><li>Scrapbook : If learners already have a general understanding of the subject (i.e., they've done some preliminary learning in class or with traditional resources), you might want their first web-based activity to be the exploration of a Multimedia Scrapbook. This format allows learners to dig through a collection of Internet sites organized around specific categories such as, photographs, maps, stories, facts, quotations, sound clips, videos, virtual reality tours, etc. Learners use the Scrapbook to find aspects of the broader topic that they feel are important. They download or copy and paste these scraps into a variety of formats: newsletter, desktop slide presentation, collage, bulletin board, Hyper Studio stack, or web page. By allowing students to &quot;find themselves&quot; in their interests (sparked by the web resources they encounter), the Multimedia Scrapbook offers a more open, student-centered approach. </li></ul></ul></ul><ul><ul><ul><li>Dinosaur Hunter's Scrapbook http://www.kn.pacbell.com/wired/China/scrapbook.html </li></ul></ul></ul>
  63. 63. Treasure Hunt <ul><ul><ul><li>Treasure Hunt : To develop solid knowledge on a subject, you can create Treasure Hunts. The basic strategy is to find web pages that hold information (text, graphic, sound, video, etc.) that you feel is essential to understanding the topic. After you've gathered these links, you are then prompted by Filamentality to pose one key question for each web resource you've linked to. A smartly designed Treasure Hunt can go far beyond finding unrelated nuggets of knowledge. By choosing questions that define the scope or parameters of the topic, students discover the answers and tap into a deeper vein of thought--one that now stakes out the dimensions or schema of the domain being studied. </li></ul></ul></ul><ul><ul><ul><li>Black History Past to Present </li></ul></ul></ul><ul><ul><ul><li> http://www.kn.pacbell.com/wired/BHM/hunt.html </li></ul></ul></ul>
  64. 64. Subject Sampler <ul><ul><ul><li>Subject Sampler: Part of what makes the Internet so great is the quirky, passionate, real stuff that many people and organizations post there. You'll find things on the web that you'd never find on TV, newspapers, or magazines. Subject Samplers tap into this vibrant vein in order to connect students to the chosen topic. Subject Sampler present learners with a smaller number of intriguing web sites organized around a main topic. What makes this a particularly effective way to engage student buy-in is that first off, you've chosen web sites that offer something interesting to do, read, or see. Second, students are asked to respond to the web-based activities from a personal perspective. </li></ul></ul></ul><ul><ul><ul><li>Exploring Chinese Culture http://www.kn.pacbell.com/wired/China/sampler.html </li></ul></ul></ul>
  65. 65. WebQuest <ul><ul><ul><li>WebQuest: When it's time to go beyond learning facts and get into grayer, more challenging aspects of the topic, your students are ready to try a WebQuest. Basically, a WebQuest presents students with a challenging task, scenario, or problem to solve. It's best to choose aspects of a topic that are under dispute or that offer a couple different perspectives. Logistically, all students begin by learning some common background knowledge, then they divide into groups. In the groups each student or pair of students have a particular role, task, or perspective to master. They effectively become experts on one aspect of a topic. When the roles come together, students must synthesize their learning by completing a summarizing act such as e-mailing congressional representatives or presenting their interpretation to real world experts on the topic. </li></ul></ul></ul><ul><ul><ul><li>Look Who's Paying the Bill! http://www.kn.pacbell.com/wired/democracy/debtquest.html </li></ul></ul></ul>
  66. 66. Knowledge Network Explorer <ul><li>Click here to locate Filamentality </li></ul><ul><li>http://www.kn.pacbell.com/ </li></ul>
  67. 67. Steps for Creating a Filamentality Website http://scilnet.fortlewis.edu/edtech/Filament/directions.htm <ul><li>Locate sites on the Internet that you can use for your Filamentality activity. </li></ul><ul><li>Open Word document and record the site location (URL), title, and a brief description. Find as many to complete this search. </li></ul><ul><li>Go to www.kn.pacbell.com/wired/fil , scroll to middle of page and select, “Start a New Topic” and follow the directions. </li></ul>
  68. 68. ThinkQuests Of Mind and Matter: The Mystery of the Human Brain http://library.thinkquest.org/TQ0312238/cgi-bin/view.cgi Peace Makers and Breakers http://library.thinkquest.org/TQ0312702/ http://www.thinkquest.org/ http://eduscapes.com/ladders/themes/webquests.htm Eduscape’s List of Webquests
  69. 69. Download the Presentation http://homepage.mac.com/jannleppien/FileSharing31.html
  70. 70. Provide various options for intake of information <ul><li>Sound </li></ul><ul><ul><li>a text reader can help English language learners as well as students with visual difficulties. It would also be useful to regular Ed students with reading difficulties.  Read Please, a  text to speech program allows the reader to manipulate the size of the text and the reading speed. It can also read several languages. Download a free version of the text reader from http://www.readplease.com/ </li></ul></ul>
  71. 71. http://www.jingproject.com/ http://www.screencast.com/users/Martha_Hickson/folders/Jing/media/3d846816-a13b-4eec-869e-21595247c69c
  72. 72. Search Engines <ul><li>http://clusty.com/ </li></ul>

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