This document provides an overview of various web tools that can be used in education, including Tagxedo for creating word clouds, Voki for making avatars, Animoto for making video presentations, QR codes and geocaching for scavenger hunt activities, and Comic Master for creating graphic novels. It also discusses how these tools can be implemented in the classroom for activities like book reports, book promotion, and reviewing genres to engage students in learning. The document recommends additional resources on technology tools and the importance of teacher librarian collaboration.
Geocaching uses GPS-enabled devices to hide and seek containers called geocaches around the world. Players navigate to coordinates and try to locate hidden containers that may contain small trinkets. This outdoor treasure hunting game has grown into a worldwide phenomenon with over 2 million geocaches hidden across 180+ countries.
Geocaching involves using a GPS device to locate hidden containers, called caches, around the world based on geographic coordinates. Participants navigate to the location using the GPS, then sign a log and trade trinkets before re-concealing the cache. The document provides an overview of how geocaching works, the necessary equipment, educational benefits, and additional resources for those interested in taking up the hobby.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The document lists various Web 2.0 tools categorized into groups such as course management systems, wikis, free websites, social networking sites, videoconferencing, messaging, blogging, media creation tools, surveys, and more. Each tool is listed along with its website URL and potential uses for education. The tools could help teachers explore options for incorporating technology into their classrooms.
The document discusses common asthma triggers such as tobacco smoke, dust mites, cockroaches, pets, mold, pollen, chemical irritants, and physical exercise. It provides tips for reducing exposure to each trigger, including using covers for mattresses and pillows, vacuuming regularly, keeping pets out of bedrooms, fixing leaks to prevent mold growth, talking to a doctor about seasonal allergies and exercise-induced asthma. The overall message is that controlling exposure to various indoor and outdoor triggers can help manage asthma symptoms.
QR Codes in the Classroom discusses how QR codes can be used in the classroom to provide interactive learning experiences for students. QR codes allow students to access internet-based information like websites, videos, audio files and more using a QR code scanner on their mobile devices. Teachers can create QR codes to link to educational content, activities and resources to engage students and make learning come alive beyond the classroom. Examples are provided for how QR codes could be incorporated into lessons in various subjects.
Geocaching uses GPS-enabled devices to hide and seek containers called geocaches around the world. Players navigate to coordinates and try to locate hidden containers that may contain small trinkets. This outdoor treasure hunting game has grown into a worldwide phenomenon with over 2 million geocaches hidden across 180+ countries.
Geocaching involves using a GPS device to locate hidden containers, called caches, around the world based on geographic coordinates. Participants navigate to the location using the GPS, then sign a log and trade trinkets before re-concealing the cache. The document provides an overview of how geocaching works, the necessary equipment, educational benefits, and additional resources for those interested in taking up the hobby.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The document lists various Web 2.0 tools categorized into groups such as course management systems, wikis, free websites, social networking sites, videoconferencing, messaging, blogging, media creation tools, surveys, and more. Each tool is listed along with its website URL and potential uses for education. The tools could help teachers explore options for incorporating technology into their classrooms.
The document discusses common asthma triggers such as tobacco smoke, dust mites, cockroaches, pets, mold, pollen, chemical irritants, and physical exercise. It provides tips for reducing exposure to each trigger, including using covers for mattresses and pillows, vacuuming regularly, keeping pets out of bedrooms, fixing leaks to prevent mold growth, talking to a doctor about seasonal allergies and exercise-induced asthma. The overall message is that controlling exposure to various indoor and outdoor triggers can help manage asthma symptoms.
QR Codes in the Classroom discusses how QR codes can be used in the classroom to provide interactive learning experiences for students. QR codes allow students to access internet-based information like websites, videos, audio files and more using a QR code scanner on their mobile devices. Teachers can create QR codes to link to educational content, activities and resources to engage students and make learning come alive beyond the classroom. Examples are provided for how QR codes could be incorporated into lessons in various subjects.
The document discusses the creation of animated videos and interactive elements by library staff at City, University of London to teach students about OSCOLA referencing and copyright. Powtoon software was used to create engaging animations about OSCOLA basics, citing and referencing, and avoiding plagiarism. H5P was used to add interactive quiz elements to test student understanding. The videos were well-received, with increased complex questions from students. The library staff shared their experience using the tools and discussed ideas for future expansions, such as incorporating other technologies like Camtasia and creating a copyright video.
This document discusses four tools that can be used in forty minutes: PechaKucha, Ignite, Speed Geeking, and podcasting. It summarizes the key points of podcasting, including that podcasts are episodic audio files that can be downloaded or streamed, and research showing they can increase student engagement and reduce dropout rates. The document recommends using podcasts to meet varying student needs and learning styles. It also provides tips on creating podcasts using computer sound recorders or iPad apps.
This document discusses four tools that can be used in forty minutes: podcasting, video, screencasting, and SlideShare. It provides details on each tool: podcasting involves creating audio files that can be downloaded and listened to on mobile devices; video is useful for showing processes and human interactions; screencasting allows demonstrating processes by recording computer screens; and SlideShare allows sharing presentations online. Benefits mentioned include supplementing course materials, allowing flexible access, and demonstrating processes visually.
Using ICT to teach Modern Foreign LanguagesJosé Picardo
This document discusses using information and communication technologies (ICT) to teach languages. It explores how Web 2.0 applications like Animoto, Glogster, GoAnimate, and Voki can be used to create videos, posters, animations and avatars. Microblogging platforms like Twitter and Edmodo are mentioned as a way for teachers and students to communicate. Edmodo in particular allows file sharing, assignments with due dates, and customized groups. The document recommends these tools as engaging ways to incorporate multimedia into language learning.
Roadmap to Blended Learning (4 Nov 2011)Wesley Fryer
Where are we headed in K-12 education with respect to technology and learning? What are the vehicles ("ships" in this metaphor using the Waldseemüller map) that will take us into this future? What activities should characterize effective blended learning in the future? These are Wesley Fryer's slides for a presentation on these topics for New York educational leaders in November 2011.
A presentation by Wesley Fryer for teachers in Canyon ISD, Texas, on August 16-17, 2010. Literacy, learning & work are changing dramatically... as learning leaders, we must also. In our professional learning, by sharing our work as well as that of our students, and utilizing digital storytelling, we can embrace the power of blended learning and empower others to become 21st century learners.
This document provides information and resources for creating and assessing different types of multimedia presentations including TED Talks, infographics, and Ignite talks. It discusses the characteristics of successful infographics and provides links to websites for creating them. It also introduces the CRAAP test for evaluating the credibility of online resources and provides an example of how to apply this test. Students are then assigned different tasks involving researching topics, creating their own multimedia presentations in one of the discussed formats, and sharing their work.
Presentation for inaugural AUPOV conference in Wollongong, Australia, June 19th. http://aupov.com/
NOTE:
- for slide 11 listen to the first minute of video at http://www.youtube.com/watch?v=w1uObOcVxQ0
- for slide 30 (Contexts) eportfolios and live performance support were added to the list.
This document provides information about using Google tools in educational environments. It begins with an introduction from Joquetta "The Digital Diva" Johnson, a library media specialist. The document then discusses various Google products like Google Drive, Google Apps, and how they can be used to organize information, collaborate, and integrate technology into classroom instruction. It provides various resources and links for using Google tools in education.
Technology Driven Differentiated Instruction 330pmVicki Davis
Take a look at learning styles and today’s most current Web 2.0 tools to understand what differentiation looks like in a technology enhanced classroom. Learn about the classroom structure that will reach all learners.
This document discusses meeting the needs of "digital native" learners of English. It notes that digital natives have grown up using technology as a daily part of their lives. Research shows that technology can improve student performance when used to make learning relevant to their real lives, motivate them to learn, and engage their short attention spans. It suggests using social networks, mobile devices, video games and virtual worlds to connect learners from different cultures and give them real reasons to communicate.
The document discusses innovative and creative technologies for education. It begins by introducing José Picardo and his work consulting on the effective use of technology in education. It then asks the reader to consider the technologies they used in school, noting how today's students have constant access to mobile phones, the internet, and web applications. The document defines Web 2.0 and its role in facilitating communication and collaboration online. It then lists José Picardo's top 10 recommended web applications for education, including WordPress, Edmodo, Prezi, Glogster, StoryBird, Voki, word clouds, GoAnimate, Diigo, and Xtranormal. It encourages exploring other tools and provides José Picardo
This document discusses how technology can be used to foster critical and creative thinking in elementary classrooms. It provides examples of different technologies such as Voicethread, smartboards, digital cameras, and web tools that can be used for collaboration, communication, content creation and field trips without leaving the classroom. The document advocates that these technologies can help prepare students for innovation and creativity in the future by supporting skills like research, critical review, problem solving and making connections between ideas.
This document provides an agenda and overview for a 2012 summer teacher training in Atlanta on useful digital teaching tools. The agenda covers cloud storage and bookmarks, basic tools for images, audio and video, digital games, creating simple eBooks, and online resources. The goals are to help teachers and students use technology and add more tools. Teachers are encouraged to sharpen their skills in areas like creating and editing digital content, using social media, and understanding copyright. A variety of free digital tools are introduced, such as Google Drive for file storage, Diigo for bookmarking, and Animoto for creating videos.
The document discusses Web 2.0 and its applications for teaching and learning. It begins with definitions of Web 2.0 and examples of popular Web 2.0 sites like wikis, YouTube, and Facebook. It then explains how Web 2.0 works and how to build a Web 2.0 tool using blogs as an example. The document outlines how Web 2.0 can help students learn and how teachers can integrate and manage resources. It concludes that Web 2.0 allows for easier and faster access to learning for everyone.
Using technology to_assist_ell_s_to_acquire_encarolgaudet
The document discusses various technologies that can assist English language learners in acquiring English skills, including presentation creation tools (Bitstrips, Glogster, Prezi), collaborative writing tools (Google Docs), audio recording/editing tools (Audacity, Windows Movie Maker), storytelling tools (Storybird), blogging, online translation tools, and digital pens. These technologies allow students to demonstrate their knowledge through multimedia projects, collaborate on writing, practice oral language skills, create digital stories, write blogs, and translate texts between languages.
E-Learning for Life: Qatar Academy August 2008Julie Lindsay
1) The document outlines the e-learning strategic plan and professional development opportunities for Qatar Academy for the 2008-2009 school year.
2) It discusses moving to a blended learning platform using over 150 teacher laptops and supporting 21st century skills like digital citizenship, online collaboration, and inquiry-based learning.
3) Teachers are encouraged to attend professional development sessions on using various web 2.0 tools in education and to participate in online conferences and workshops to share best practices in e-learning.
SchoolNet SA offers free online courses, webinars, and premium membership programs for teachers to learn new skills with technology tools. These include using Twitter and Pinterest for collaboration, organizing teaching meets, and curating educational resources online. The document also provides examples of how teachers are using mobile phones, tablets, laptops, and free software like ClassDojo, Microsoft tools, and online platforms to engage students through projects, podcasts, photo stories, flipped classrooms, and connecting with experts and other classrooms around the world.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
The document discusses the creation of animated videos and interactive elements by library staff at City, University of London to teach students about OSCOLA referencing and copyright. Powtoon software was used to create engaging animations about OSCOLA basics, citing and referencing, and avoiding plagiarism. H5P was used to add interactive quiz elements to test student understanding. The videos were well-received, with increased complex questions from students. The library staff shared their experience using the tools and discussed ideas for future expansions, such as incorporating other technologies like Camtasia and creating a copyright video.
This document discusses four tools that can be used in forty minutes: PechaKucha, Ignite, Speed Geeking, and podcasting. It summarizes the key points of podcasting, including that podcasts are episodic audio files that can be downloaded or streamed, and research showing they can increase student engagement and reduce dropout rates. The document recommends using podcasts to meet varying student needs and learning styles. It also provides tips on creating podcasts using computer sound recorders or iPad apps.
This document discusses four tools that can be used in forty minutes: podcasting, video, screencasting, and SlideShare. It provides details on each tool: podcasting involves creating audio files that can be downloaded and listened to on mobile devices; video is useful for showing processes and human interactions; screencasting allows demonstrating processes by recording computer screens; and SlideShare allows sharing presentations online. Benefits mentioned include supplementing course materials, allowing flexible access, and demonstrating processes visually.
Using ICT to teach Modern Foreign LanguagesJosé Picardo
This document discusses using information and communication technologies (ICT) to teach languages. It explores how Web 2.0 applications like Animoto, Glogster, GoAnimate, and Voki can be used to create videos, posters, animations and avatars. Microblogging platforms like Twitter and Edmodo are mentioned as a way for teachers and students to communicate. Edmodo in particular allows file sharing, assignments with due dates, and customized groups. The document recommends these tools as engaging ways to incorporate multimedia into language learning.
Roadmap to Blended Learning (4 Nov 2011)Wesley Fryer
Where are we headed in K-12 education with respect to technology and learning? What are the vehicles ("ships" in this metaphor using the Waldseemüller map) that will take us into this future? What activities should characterize effective blended learning in the future? These are Wesley Fryer's slides for a presentation on these topics for New York educational leaders in November 2011.
A presentation by Wesley Fryer for teachers in Canyon ISD, Texas, on August 16-17, 2010. Literacy, learning & work are changing dramatically... as learning leaders, we must also. In our professional learning, by sharing our work as well as that of our students, and utilizing digital storytelling, we can embrace the power of blended learning and empower others to become 21st century learners.
This document provides information and resources for creating and assessing different types of multimedia presentations including TED Talks, infographics, and Ignite talks. It discusses the characteristics of successful infographics and provides links to websites for creating them. It also introduces the CRAAP test for evaluating the credibility of online resources and provides an example of how to apply this test. Students are then assigned different tasks involving researching topics, creating their own multimedia presentations in one of the discussed formats, and sharing their work.
Presentation for inaugural AUPOV conference in Wollongong, Australia, June 19th. http://aupov.com/
NOTE:
- for slide 11 listen to the first minute of video at http://www.youtube.com/watch?v=w1uObOcVxQ0
- for slide 30 (Contexts) eportfolios and live performance support were added to the list.
This document provides information about using Google tools in educational environments. It begins with an introduction from Joquetta "The Digital Diva" Johnson, a library media specialist. The document then discusses various Google products like Google Drive, Google Apps, and how they can be used to organize information, collaborate, and integrate technology into classroom instruction. It provides various resources and links for using Google tools in education.
Technology Driven Differentiated Instruction 330pmVicki Davis
Take a look at learning styles and today’s most current Web 2.0 tools to understand what differentiation looks like in a technology enhanced classroom. Learn about the classroom structure that will reach all learners.
This document discusses meeting the needs of "digital native" learners of English. It notes that digital natives have grown up using technology as a daily part of their lives. Research shows that technology can improve student performance when used to make learning relevant to their real lives, motivate them to learn, and engage their short attention spans. It suggests using social networks, mobile devices, video games and virtual worlds to connect learners from different cultures and give them real reasons to communicate.
The document discusses innovative and creative technologies for education. It begins by introducing José Picardo and his work consulting on the effective use of technology in education. It then asks the reader to consider the technologies they used in school, noting how today's students have constant access to mobile phones, the internet, and web applications. The document defines Web 2.0 and its role in facilitating communication and collaboration online. It then lists José Picardo's top 10 recommended web applications for education, including WordPress, Edmodo, Prezi, Glogster, StoryBird, Voki, word clouds, GoAnimate, Diigo, and Xtranormal. It encourages exploring other tools and provides José Picardo
This document discusses how technology can be used to foster critical and creative thinking in elementary classrooms. It provides examples of different technologies such as Voicethread, smartboards, digital cameras, and web tools that can be used for collaboration, communication, content creation and field trips without leaving the classroom. The document advocates that these technologies can help prepare students for innovation and creativity in the future by supporting skills like research, critical review, problem solving and making connections between ideas.
This document provides an agenda and overview for a 2012 summer teacher training in Atlanta on useful digital teaching tools. The agenda covers cloud storage and bookmarks, basic tools for images, audio and video, digital games, creating simple eBooks, and online resources. The goals are to help teachers and students use technology and add more tools. Teachers are encouraged to sharpen their skills in areas like creating and editing digital content, using social media, and understanding copyright. A variety of free digital tools are introduced, such as Google Drive for file storage, Diigo for bookmarking, and Animoto for creating videos.
The document discusses Web 2.0 and its applications for teaching and learning. It begins with definitions of Web 2.0 and examples of popular Web 2.0 sites like wikis, YouTube, and Facebook. It then explains how Web 2.0 works and how to build a Web 2.0 tool using blogs as an example. The document outlines how Web 2.0 can help students learn and how teachers can integrate and manage resources. It concludes that Web 2.0 allows for easier and faster access to learning for everyone.
Using technology to_assist_ell_s_to_acquire_encarolgaudet
The document discusses various technologies that can assist English language learners in acquiring English skills, including presentation creation tools (Bitstrips, Glogster, Prezi), collaborative writing tools (Google Docs), audio recording/editing tools (Audacity, Windows Movie Maker), storytelling tools (Storybird), blogging, online translation tools, and digital pens. These technologies allow students to demonstrate their knowledge through multimedia projects, collaborate on writing, practice oral language skills, create digital stories, write blogs, and translate texts between languages.
E-Learning for Life: Qatar Academy August 2008Julie Lindsay
1) The document outlines the e-learning strategic plan and professional development opportunities for Qatar Academy for the 2008-2009 school year.
2) It discusses moving to a blended learning platform using over 150 teacher laptops and supporting 21st century skills like digital citizenship, online collaboration, and inquiry-based learning.
3) Teachers are encouraged to attend professional development sessions on using various web 2.0 tools in education and to participate in online conferences and workshops to share best practices in e-learning.
SchoolNet SA offers free online courses, webinars, and premium membership programs for teachers to learn new skills with technology tools. These include using Twitter and Pinterest for collaboration, organizing teaching meets, and curating educational resources online. The document also provides examples of how teachers are using mobile phones, tablets, laptops, and free software like ClassDojo, Microsoft tools, and online platforms to engage students through projects, podcasts, photo stories, flipped classrooms, and connecting with experts and other classrooms around the world.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
11. *
* Delicious Site :
http://www.delicious.com/stacks/view/U7CxMd
* AASL Best Websites for Teaching and Learning:
http://www.ala.org/aasl/guidelinesandstandards/bestlist/b
estwebsitestop25
* Librarian Collaboration
13. *
blg3 (2009). All New Librarian Action Figure. Flickr Creative Commons
http://www.flickr.com/photos/blg3/3208832266/
Burford, M. (Creator). GoGeocaching (Poster) (2010, July 6th).Geocaching Class – Learning
Geocaching in School [Video] Retrieved from
http://www.youtube.com/watch?v=8jVS_vDLHec.
courosa(2011). Power user. Flickr Creative Commons
http://www.flickr.com/photos/courosa/5536535796/
G2 Duckworth (2006). Geocaching. Flickr Creative Commons
http://www.flickr.com/photos/gregduckworth/243890306/
Johnston, M. (2012). Connecting Teacher Librarians For Technology. School Libraries
Worldwide, 18(1), 18-33.
marylkayoe (2010). My second patio office. Flickr Creative Commons
http://www.flickr.com/photos/marylkayoe/5214250026/
Sean MacEntee (2012). iPad and iPhone. Flickr Creative Commons
http://www.flickr.com/photos/smemon/6972685604/
14. * Thank you for your time and attention! Enjoy the rest of the conference.
Editor's Notes
Welcome to Tools of the Trade, a training session I created to introduce some of the latest web-based tools to enhance your student’s education.
[2 minutes] I’m Cara Dibbs, an elementary school LMS for Virginia Beach Public Schools. I’ve recently completed my library studies at ODU where my I spent the summer exploring new and exciting sites that have a variety of uses in elementary school libraries and classrooms.
[3 minutes]The plan for today is simple, I want to talk about the importance of technology to today’s students, introduce you to 6 amazing tools I found and ways to easily implement them, and talk about how we can keep up with technology trends and answer any questions you might have about the tools I’m going to show you today. Included at the end of the presentation is a Delicious link where I have bookmarked all of the tools and examples I am going to talk about today to make it easy for you to get started when you get back to your libraries.
[3-5 minutes] In 2010 the Department of Education created a Technology Plan calling for educators to transform learning and teaching with digital resources and tools. This new millenial generation is tech-savvy and it is our responsibility to find educational tools that harness their knowledge of technology. We must create a virtual library collection that allows students to access a wide variety of technology from gaming, apps, ebooks, and web 2.0 tools to enhance student achievement. Librarians are vital in this new challenge, and we need to work together to select relevant and educationally appropriate resources that students and teachers can use effectively.
[3-5 minutes] I used www.wordle.com and www.tagxedo.com this summer to create word clouds and found that Tagxedo was an easier, more interesting site to use. I put in the link to the blog I made for class and it took all the words and created a picture with them, the more the word was used the bigger is shows up in the cloud. I love that you can easily see the words Cara, library, book, and share in it. I was able to easily change the shape, size, font and color scheme and save it to my computer for free. I like the search features as well to gather the words, you could use an IRL like I did, or twitter, De.li.ci.ous, RSS feed, news, or random search. I could see kids coming in to do a biography project, have them type their subject's name in the search box and create a word cloud about them to get them started or they could put in their own finished report and have a word cloud made from that to include in their project. It would be a great way to teach summarizing as well, teaching the kids how to succinctly put their research in just a few words. It could be a great writing prompt as well. Have the students navigate to a fan fiction site or blog and have them create a word cloud from the IRL. Then, have them use the cloud as a writing springboard for a blog post or short story. I like word clouds because it really shows the power of individual words, and then how they come together to form a picture.
[3-5 minutes] Animoto’s tagline is “making awesome easier”, and it couldn’t be more true. I really enjoyed using the video making tool for several assignments this summer and found it so easy to use that I knew it had a big place in today’s libraries and classrooms. The most exciting use of Animoto, in my opinion, is the making of book trailers by librarians and students alike. I could see collaboration with the art teacher to make slides, the computer teacher to teach using photo editing programs, and the classroom teacher to determine what kinds of books the students are reading. The use of creating a hook and suspense, and summarizing the plot without giving away the ending are all important reading and writing skills. [play animoto trailer]. That took me about a ½ hour to create using Photoshop to make slides, find pictures from Flickr Creative Commons and find the background and music. You can also teach informational writing skills by having the students write a script on how to do something in the library (self check-out, destiny instructions, library procedures) and then have them create an animoto video to post on the library blog, website or even smart board during open house. Another good use is to throw out the traditional, stuffy book report and let kids report on the book using animoto and have them not only think critically about the book, but match the book’s atmosphere with music, photos and transitions. This tool will excite teachers and will offer you a great excuse for collaboration with several types of staff in the building to build concrete technology and language arts skills.
[3-5 minutes] Howmany of you are familiar with QR codes? This summer, I found out that while I knew they existed, I wasn’t really familiar with their purpose. I use an app www.i-nigma.com to read and create these codes, but there are quite a few out there. If anyone has a smart phone or tablet with a QR app, feel free to use it now if you’d like and share with your neighbors. It is, quite simply, a quick way to have students engage in the technology and it will take you to a specified place on the web. For my example, I would put this QR code in my library by my summer reading display and also on my website and it would take kids to this video. [play part of video]. You can place them by the self check-out stands or the library computers and have them link to the informational videos the students created with Animoto. You can create an instructional scavenger hunt on any number of SOL topics, but librarians could really have fun with it during your orientation lessons. Have students pair up and use classroom iPads or iTouches and scan the QR codes to access videos or websites or Voki’s that talk about what they can find in that area of the library. The ideas are endless, allowing students to move around, collaborate, and use technology to discover important information. How much more exciting is that than just sitting and listening to the librarian lecture about where the Biography books are kept.
[3-5 minutes] So, who knew there was an underground network of Indiana Jones’ out there discovering hidden caches throughout the world? I was completely unfamiliar with geocaching when I started the summer, but I have found this to be a really fun idea that I’ve started with my own family. There are several sites that work with geocaching, but www.geocaching.com is the premiere site. [click on site link]. Here you will find coordinates to hidden caches around the world. You get GPS coordinates, and find your way there using GPS capabilities and search in a slightly hidden area for a box. Inside are usually trinkets and a notepad where you write that you found it, as well as putting it up on the website. It is a courtesy that if you take any of the trinkets, that you replace it with one that is of the same value or higher. Virginia State Parks have an entire geocaching system set up, you’ll find the links in the sesssion’sDe.li.ci.ous account. The ideas for instruction are endless, and can easily be adapted to work within the school grounds or even possibly a field trip setting. My 1st grader went to Back Bay this spring, and with a little work and permission, the teachers could have hidden a cache or two and work together to find something that would enhance the field trip, and the kids could write about the experience when they got back. You could create an SOL review, where questions are hidden around the school in small metal boxes that could contain a QR code to the google document you created that has multiple choice questions on the topic. Here is a great video on the Educational Implementations of Geocaching from a librarian’s point of view. [show youtube video]. Another great motivational idea to get kids learning utilizing there inherent technological skills. This is something I would definitely put up in my website in the Parent’s corner to introduce them to a great family activity.
[3-5 minutes] IfI ask you what section of your libraries is the most circulated, I think many of us would answer graphic novels. They are high interest to a broad range of students, and we spend a large part of our budget filling this need within our libraries. The kids love the visual aspect and the ease of reading the text and teachers love the amount of inference that students must use to understand this genre. Comic Master is a great free site from the UK that allows students the creative liberty to develop their own graphic novel and print it out. The interface is bright and colorful with really great comic sound effects. The choices are a bit limited, but it is a great way to introduce them to the genre and pick there own backgrounds and characters and put in their own text to tell a story. It would be a great way to booktalk your own graphic novel collection. Have your students work together on a classroom set of computers or ipads to create a graphic novel, then showcase some graphic novel series in your collection. It would be a great tool to introduce to your special education teachers and reading resource teachers to get reluctant writers interested in an interactive writing format. It would also be a jump-off point for a larger project, including collaboration with the art teacher to create original art and create a graphic novel from scratch with students.
[2 minutes]I’ve added these links and others I think you will find helpful as you bring these tools back to your staff and students to a Delicious Bookmarking account. I’ve also found the AASL Best Websites for Teaching and Learning to be invaluable to find great resources that have already gone through the selection process. I encourage librarians to connect and exchange information on a regular basis to continually find the latest and greatest the web 2.0 has to offer our students.
[remaining time left] We’ve talked a lot about an array of tools at your disposal to use in the library and to introduce to the teachers in your school. Can I answer any questions or have I sparked any ideas you’d like to share with us?