The document describes Carrie Casto's learning styles through personal stories and examples. As a child, Carrie struggled with memorizing multiplication facts verbally but was able to learn them through writing them down. She needs step-by-step written or visual instructions to learn new technologies. Hands-on learning, collaboration with others, and applying skills across different programs helps her learn effectively. Carrie enjoys learning through doing, exploring, problem solving with others, and visual/tactile activities like Legos, puzzles and building with K'nex.
The document discusses the author's experiences learning about and using various web publishing tools like wikis, blogs, RSS feeds, and Glogster in a class. The author enjoyed jazzing up their wiki page and adding links. They struggled at first to understand RSS feeds and widgets but eventually felt like a pro. Blogs were initially confusing but are now seen as a good tool for student communication and differentiation. The author's favorite tool is Glogster and they want to learn how to add a Glogster poster to their wiki page. They felt accomplished in the class and appreciated learning options for using technology.
This document introduces Mary Learner, a 22-year-old senior at ASU who is about to take her first online course. While she has experience with online elements in previous education, this will be her first fully online class. She is nervous about not seeing her professor or classmates but is confident due to her experience with social media. Mary believes the course structure, opportunities for teamwork and non-linear learning, and use of multimedia will make it a good fit for her learning style.
This document discusses various online tools that can be used in the classroom to engage students and facilitate learning. It describes tools like Google Translate and Image Labeler that allow students to practice vocabulary, as well as Wordle for presenting and revising vocabulary. Moodle is mentioned as a way to keep in touch with students and assign homework. Other resources highlighted include Delicious for finding supplementary materials, Slideshare for sharing presentations, and Screenhunter and Irfanview for creating classroom activities and materials. Wallwisher is proposed as a way for students to leave comments at the end of a course.
This document discusses various online tools that can be used in the classroom to engage students and support learning. It describes tools like Google Translate and Image Labeler that allow students to practice vocabulary, as well as Wordle for presenting and revising vocabulary. Moodle is mentioned as a way for teachers to stay connected with students and assign homework. Other resources highlighted include Delicious for finding supplementary materials, Slideshare for sharing presentations, and Screenhunter and Irfanview for creating classroom activities and materials. Wallwisher is presented as a potential tool for student comments and reflections.
Joshua Mouton is a freelance graphic designer who has worked as both a math teacher for 10 years and a business intelligence analyst. He has a lifelong passion for art and puzzles that stems from his analytical mind and ability to see endless possibilities in creative works. Mouton is currently earning his bachelor's degree in graphic design from Full Sail University.
The document discusses the author's experiences with and views on different technologies. It describes relying too much on technology and learning that backups are important after almost losing school work. It also discusses the author's experience using Photoshop over several years and feeling comfortable with its navigation, while noting potential issues transferring files between Mac and PC. Blogger is described as initially difficult to use but becoming easier with practice, though there were sometimes connection issues when using Macs. The author's use of a camera to create different effects and convey feelings or thoughts through lighting and angles in photos is also summarized.
Alexander Santangelo provides some basic information about himself. He was born in Warren, Michigan and has one mother, one father, three brothers and a sister. He has interests in computer programming, gaming, art and online communities.
23 Things QuotesThese quotes are reflective blog postings about 23 Learning 2.0 Things; a discovery learning program designed to encourage LIS students to explore new technologies and reward them for doing 23 Things
<a>http://sites.google.com/site/23learning20things/</a>
The document discusses the author's experiences learning about and using various web publishing tools like wikis, blogs, RSS feeds, and Glogster in a class. The author enjoyed jazzing up their wiki page and adding links. They struggled at first to understand RSS feeds and widgets but eventually felt like a pro. Blogs were initially confusing but are now seen as a good tool for student communication and differentiation. The author's favorite tool is Glogster and they want to learn how to add a Glogster poster to their wiki page. They felt accomplished in the class and appreciated learning options for using technology.
This document introduces Mary Learner, a 22-year-old senior at ASU who is about to take her first online course. While she has experience with online elements in previous education, this will be her first fully online class. She is nervous about not seeing her professor or classmates but is confident due to her experience with social media. Mary believes the course structure, opportunities for teamwork and non-linear learning, and use of multimedia will make it a good fit for her learning style.
This document discusses various online tools that can be used in the classroom to engage students and facilitate learning. It describes tools like Google Translate and Image Labeler that allow students to practice vocabulary, as well as Wordle for presenting and revising vocabulary. Moodle is mentioned as a way to keep in touch with students and assign homework. Other resources highlighted include Delicious for finding supplementary materials, Slideshare for sharing presentations, and Screenhunter and Irfanview for creating classroom activities and materials. Wallwisher is proposed as a way for students to leave comments at the end of a course.
This document discusses various online tools that can be used in the classroom to engage students and support learning. It describes tools like Google Translate and Image Labeler that allow students to practice vocabulary, as well as Wordle for presenting and revising vocabulary. Moodle is mentioned as a way for teachers to stay connected with students and assign homework. Other resources highlighted include Delicious for finding supplementary materials, Slideshare for sharing presentations, and Screenhunter and Irfanview for creating classroom activities and materials. Wallwisher is presented as a potential tool for student comments and reflections.
Joshua Mouton is a freelance graphic designer who has worked as both a math teacher for 10 years and a business intelligence analyst. He has a lifelong passion for art and puzzles that stems from his analytical mind and ability to see endless possibilities in creative works. Mouton is currently earning his bachelor's degree in graphic design from Full Sail University.
The document discusses the author's experiences with and views on different technologies. It describes relying too much on technology and learning that backups are important after almost losing school work. It also discusses the author's experience using Photoshop over several years and feeling comfortable with its navigation, while noting potential issues transferring files between Mac and PC. Blogger is described as initially difficult to use but becoming easier with practice, though there were sometimes connection issues when using Macs. The author's use of a camera to create different effects and convey feelings or thoughts through lighting and angles in photos is also summarized.
Alexander Santangelo provides some basic information about himself. He was born in Warren, Michigan and has one mother, one father, three brothers and a sister. He has interests in computer programming, gaming, art and online communities.
23 Things QuotesThese quotes are reflective blog postings about 23 Learning 2.0 Things; a discovery learning program designed to encourage LIS students to explore new technologies and reward them for doing 23 Things
<a>http://sites.google.com/site/23learning20things/</a>
The document discusses various methods and tools for teaching animation in the classroom. It recommends using free and accessible technologies like digital cameras, PCs, and free software rather than relying on expensive Apple products. Some recommended animation tools include GoAnimate for creating frame-by-frame animations, Scratch for coding animations and games, and making GIFs using free online tools or Photoshop. Specific tutorials and student examples are provided for using these tools to teach concepts like frames-per-minute and the history of animation.
Victoria Ihssen discusses various web 2.0 tools and technologies she used during her student teaching placement, including 280slides.com to introduce herself, Bubbl.us for student brainstorming, Quizlet for interactive flashcards, and Slideshare to share PowerPoints. She also describes using an Elmo document camera to share student work, Teachertube for lesson videos, Neok12.com for additional videos, and interactive tools on her smartboard for engaging lessons. Ihssen feels more comfortable with technology after using it extensively and sees it as important for the future of education.
This document provides suggestions for free online resources that educators can use to learn from experts, including recommended blogs, videos, and tools. It mentions Wayne Gretzky's quote about anticipating where opportunities will arise. Specific recommendations include blogs by Thinking Stick, Cool Cat Teacher, Steve Hargadon, and Seth's Blog. The document also discusses navigating tools like Netvibes and questions from attendees.
Cindy Sheidy describes her experiences using various social media platforms and bookmarking tools. She shares her Twitter, Facebook, and Delicious accounts. On Twitter, she has few followers and finds some users silly. On Facebook, she struggled to create a fan page for her classroom and finds most posts useless. She prefers using Delicious for bookmarking and Animoto for creating videos. Overall, Cindy feels social media requires time to learn but can be useful for sharing classroom work and gaining knowledge.
This document discusses using iChat in the classroom to facilitate student collaboration and communication with the teacher during guided reading sessions. It provides examples of how iChat allows the teacher to send students reading predictions and receive their responses digitally. While iChat can be distracting if students use it to play games, the teacher finds it useful when properly monitored and after initially allowing students time to learn the interface. Potential issues include students helping each other instead of working independently or communicating off-task. The teacher offers strategies like changing their iChat profile to catch students misusing the tool.
1) The document discusses the author's experience using various technologies in an introductory writing class, including Google Docs, Twitter, Tumblr, Jing, SurveyMonkey, and Wordle.
2) The author found that Google Docs was useful for collaboration but slow. Twitter was helpful for class updates but not something she would use in the future. Tumblr was strange at first but became useful for various purposes like sharing links.
3) Tools like Jing and SurveyMonkey were fun to learn and the author believes she will use them again. Overall, the class helped the author become more technologically literate by learning to use technologies she was unfamiliar with previously.
How I survived teaching my first online course (and actually enjoyed it!)SuSherba
The majority of students enjoyed the online learning environment for this course. They appreciated the flexibility to work at their own pace and from home. A few students mentioned specific challenges with certain technical concepts but overall feedback was positive about the online format.
The document discusses various multimedia tools that can be useful in the classroom, including Animoto, VoiceThread, Pixlr, and YouTube. The author, a teacher of special needs students, found Animoto especially helpful for presenting information visually and engaging students. While initially only familiar with basic PowerPoint, the course introduced the teacher to many new tools. Time was cited as the main challenge to designing more projects, but the teacher was eager to continue learning and applying multimedia tools in teaching.
The document discusses various multimedia tools that can be useful in the classroom, including Animoto, VoiceThread, Pixlr, and YouTube. The author, a teacher of special needs students, found Animoto especially helpful for presenting information visually and engaging students. While initially only familiar with basic PowerPoint, the course introduced the teacher to many new tools. Time was cited as the main challenge to designing more projects, but the teacher was eager to continue learning and applying multimedia tools in teaching.
The document describes several potential problems the student may face during their project and how they plan to address them. Some problems include their computer or iPad breaking and losing work, falling behind on work, apps not working properly, and accidentally deleting files. The student plans to back up their work regularly using cloud storage and USB drives to prevent loss of data. They also intend to stick to a strict schedule to avoid falling behind. The document then discusses experiments the student conducted to improve their animation skills, including a running cycle, jumping, and fighting stance. They analyzed reference videos and drew each frame in their art style on an iPad app. The experiments helped practice techniques but also revealed areas for future improvement.
In this student teaching experience, the teacher integrated technology into lessons when limited resources were available. Careful planning was required to reserve tools like an overhead projector and laptop cart. The overhead projector was used daily to model math problems while maintaining eye contact. An LCD projector was used to display PowerPoints, websites, and videos to engage students in math and science lessons. Students enjoyed interactive lessons using a projector. Web 2.0 tools like Blabberize and Mystudiyo were used on laptops to introduce Bible characters and assess understanding. Students were engaged by the technology tools used to enhance their learning.
Tech Class Final Presentation Reflection On Goalslorrieking
The document discusses the author's experience learning new technologies including blogs, wikis, RSS feeds, webcams, podcasts, and electronic assignment notebooks. The author found that blogs were useful for writing and sharing ideas but could become overwhelming. Wikis have potential for collaboration but the author had not yet created their own. RSS feeds allow for updates but subscription options can be confusing. Webcams enable remote interactions but setting them up required assistance. Overall, the author learned that gaining new tech skills requires time, guidance, and the ability to choose tools matched to the intended learning outcomes.
Wizzley - My Vision of Becoming a Great TeacherTimothy Yohe
The document discusses the author's vision of becoming a great teacher through using technology, humor, and sharing personal stories. Teachers can guide students by creating engaging experiences using visual aids, humor, and honest personal stories. Technology like smartboards allow different types of learners to interact visually, auditorily, and tactilely. While humor is not necessary, finding ways to connect with students is important to influence them positively. The author's goal is to truly make a difference for students like past teachers who inspired them.
Crystal took a learning preferences survey at the beginning and end of class. Initially, she thought she preferred verbal learning but realized she is more of a visual learner. She reflects that understanding her preferences is helping her learn and remember concepts better.
While Crystal chose the "Learning Sage" pathway, she feels she would have benefited more from "Learning Warrior" to focus on fewer social technologies. The social bookmarking and podcast activities helped her understand how they work, though she remains unsure if podcasts ensure enough privacy.
Crystal finds that games, videos, and flashcards accommodating her visual and sensory learning preferences by allowing her to see concepts. While many social technologies can aid learning, she is less engaged
What Can I Do Now That I Couldn't Do Before? V1.02guest4c0cec
Slides from the second half of the presentation I gave at the Council of School Leaders Conference in Winnipeg on 14 February, 2008. Due to technical difficulties with the internet connection on site much of this content wasn't fully explored at the conference.
What Can I Do Now That I Couldn't Do Before? v1.02Darren Kuropatwa
Slides from the second half of a workshop I gave at the Council of School Leaders Conference in Winnipeg on 14 February, 2008. Due to difficulties with the internet connection on site we didn't get to fully explore all the content included here.
Have you ever thought how the tools you use in your job as a UX Designer apply to your life? That they could be used to design a different kind of experience?
These thoughts crossed my mind and this is the second iteration of the idea as presented on Saturday June 7th 2014 at the UX Camp Europe in Berlin.
1. Crystal took a learning preference survey and initially thought she preferred verbal learning but now believes she learns better using other methods after taking this class.
2. Crystal chose the "Learning Sage" pathway but now thinks she should have chosen "Learning Warrior" to focus more on specific technologies.
3. Social bookmarks and podcasts helped Crystal broaden her understanding of how they work, though she remains unsure if podcasts protect privacy enough to use regularly.
Flowers have four main parts - pistil, stamen, petal, and sepals - that help plants reproduce by making seeds. Stems carry water and minerals from roots to leaves and flowers, and also provide support. Leaves produce food for the plant through photosynthesis. Roots are found in soil where they absorb water and minerals while also helping to secure the plant.
Plants are made of cells that are organized into tissues and organs. Both the giant redwood tree and the dandelion flower are examples of plants that contain these cellular structures. The document discusses the basic building blocks of plants starting with cells and how they form tissues and organs.
The document discusses various methods and tools for teaching animation in the classroom. It recommends using free and accessible technologies like digital cameras, PCs, and free software rather than relying on expensive Apple products. Some recommended animation tools include GoAnimate for creating frame-by-frame animations, Scratch for coding animations and games, and making GIFs using free online tools or Photoshop. Specific tutorials and student examples are provided for using these tools to teach concepts like frames-per-minute and the history of animation.
Victoria Ihssen discusses various web 2.0 tools and technologies she used during her student teaching placement, including 280slides.com to introduce herself, Bubbl.us for student brainstorming, Quizlet for interactive flashcards, and Slideshare to share PowerPoints. She also describes using an Elmo document camera to share student work, Teachertube for lesson videos, Neok12.com for additional videos, and interactive tools on her smartboard for engaging lessons. Ihssen feels more comfortable with technology after using it extensively and sees it as important for the future of education.
This document provides suggestions for free online resources that educators can use to learn from experts, including recommended blogs, videos, and tools. It mentions Wayne Gretzky's quote about anticipating where opportunities will arise. Specific recommendations include blogs by Thinking Stick, Cool Cat Teacher, Steve Hargadon, and Seth's Blog. The document also discusses navigating tools like Netvibes and questions from attendees.
Cindy Sheidy describes her experiences using various social media platforms and bookmarking tools. She shares her Twitter, Facebook, and Delicious accounts. On Twitter, she has few followers and finds some users silly. On Facebook, she struggled to create a fan page for her classroom and finds most posts useless. She prefers using Delicious for bookmarking and Animoto for creating videos. Overall, Cindy feels social media requires time to learn but can be useful for sharing classroom work and gaining knowledge.
This document discusses using iChat in the classroom to facilitate student collaboration and communication with the teacher during guided reading sessions. It provides examples of how iChat allows the teacher to send students reading predictions and receive their responses digitally. While iChat can be distracting if students use it to play games, the teacher finds it useful when properly monitored and after initially allowing students time to learn the interface. Potential issues include students helping each other instead of working independently or communicating off-task. The teacher offers strategies like changing their iChat profile to catch students misusing the tool.
1) The document discusses the author's experience using various technologies in an introductory writing class, including Google Docs, Twitter, Tumblr, Jing, SurveyMonkey, and Wordle.
2) The author found that Google Docs was useful for collaboration but slow. Twitter was helpful for class updates but not something she would use in the future. Tumblr was strange at first but became useful for various purposes like sharing links.
3) Tools like Jing and SurveyMonkey were fun to learn and the author believes she will use them again. Overall, the class helped the author become more technologically literate by learning to use technologies she was unfamiliar with previously.
How I survived teaching my first online course (and actually enjoyed it!)SuSherba
The majority of students enjoyed the online learning environment for this course. They appreciated the flexibility to work at their own pace and from home. A few students mentioned specific challenges with certain technical concepts but overall feedback was positive about the online format.
The document discusses various multimedia tools that can be useful in the classroom, including Animoto, VoiceThread, Pixlr, and YouTube. The author, a teacher of special needs students, found Animoto especially helpful for presenting information visually and engaging students. While initially only familiar with basic PowerPoint, the course introduced the teacher to many new tools. Time was cited as the main challenge to designing more projects, but the teacher was eager to continue learning and applying multimedia tools in teaching.
The document discusses various multimedia tools that can be useful in the classroom, including Animoto, VoiceThread, Pixlr, and YouTube. The author, a teacher of special needs students, found Animoto especially helpful for presenting information visually and engaging students. While initially only familiar with basic PowerPoint, the course introduced the teacher to many new tools. Time was cited as the main challenge to designing more projects, but the teacher was eager to continue learning and applying multimedia tools in teaching.
The document describes several potential problems the student may face during their project and how they plan to address them. Some problems include their computer or iPad breaking and losing work, falling behind on work, apps not working properly, and accidentally deleting files. The student plans to back up their work regularly using cloud storage and USB drives to prevent loss of data. They also intend to stick to a strict schedule to avoid falling behind. The document then discusses experiments the student conducted to improve their animation skills, including a running cycle, jumping, and fighting stance. They analyzed reference videos and drew each frame in their art style on an iPad app. The experiments helped practice techniques but also revealed areas for future improvement.
In this student teaching experience, the teacher integrated technology into lessons when limited resources were available. Careful planning was required to reserve tools like an overhead projector and laptop cart. The overhead projector was used daily to model math problems while maintaining eye contact. An LCD projector was used to display PowerPoints, websites, and videos to engage students in math and science lessons. Students enjoyed interactive lessons using a projector. Web 2.0 tools like Blabberize and Mystudiyo were used on laptops to introduce Bible characters and assess understanding. Students were engaged by the technology tools used to enhance their learning.
Tech Class Final Presentation Reflection On Goalslorrieking
The document discusses the author's experience learning new technologies including blogs, wikis, RSS feeds, webcams, podcasts, and electronic assignment notebooks. The author found that blogs were useful for writing and sharing ideas but could become overwhelming. Wikis have potential for collaboration but the author had not yet created their own. RSS feeds allow for updates but subscription options can be confusing. Webcams enable remote interactions but setting them up required assistance. Overall, the author learned that gaining new tech skills requires time, guidance, and the ability to choose tools matched to the intended learning outcomes.
Wizzley - My Vision of Becoming a Great TeacherTimothy Yohe
The document discusses the author's vision of becoming a great teacher through using technology, humor, and sharing personal stories. Teachers can guide students by creating engaging experiences using visual aids, humor, and honest personal stories. Technology like smartboards allow different types of learners to interact visually, auditorily, and tactilely. While humor is not necessary, finding ways to connect with students is important to influence them positively. The author's goal is to truly make a difference for students like past teachers who inspired them.
Crystal took a learning preferences survey at the beginning and end of class. Initially, she thought she preferred verbal learning but realized she is more of a visual learner. She reflects that understanding her preferences is helping her learn and remember concepts better.
While Crystal chose the "Learning Sage" pathway, she feels she would have benefited more from "Learning Warrior" to focus on fewer social technologies. The social bookmarking and podcast activities helped her understand how they work, though she remains unsure if podcasts ensure enough privacy.
Crystal finds that games, videos, and flashcards accommodating her visual and sensory learning preferences by allowing her to see concepts. While many social technologies can aid learning, she is less engaged
What Can I Do Now That I Couldn't Do Before? V1.02guest4c0cec
Slides from the second half of the presentation I gave at the Council of School Leaders Conference in Winnipeg on 14 February, 2008. Due to technical difficulties with the internet connection on site much of this content wasn't fully explored at the conference.
What Can I Do Now That I Couldn't Do Before? v1.02Darren Kuropatwa
Slides from the second half of a workshop I gave at the Council of School Leaders Conference in Winnipeg on 14 February, 2008. Due to difficulties with the internet connection on site we didn't get to fully explore all the content included here.
Have you ever thought how the tools you use in your job as a UX Designer apply to your life? That they could be used to design a different kind of experience?
These thoughts crossed my mind and this is the second iteration of the idea as presented on Saturday June 7th 2014 at the UX Camp Europe in Berlin.
1. Crystal took a learning preference survey and initially thought she preferred verbal learning but now believes she learns better using other methods after taking this class.
2. Crystal chose the "Learning Sage" pathway but now thinks she should have chosen "Learning Warrior" to focus more on specific technologies.
3. Social bookmarks and podcasts helped Crystal broaden her understanding of how they work, though she remains unsure if podcasts protect privacy enough to use regularly.
Flowers have four main parts - pistil, stamen, petal, and sepals - that help plants reproduce by making seeds. Stems carry water and minerals from roots to leaves and flowers, and also provide support. Leaves produce food for the plant through photosynthesis. Roots are found in soil where they absorb water and minerals while also helping to secure the plant.
Plants are made of cells that are organized into tissues and organs. Both the giant redwood tree and the dandelion flower are examples of plants that contain these cellular structures. The document discusses the basic building blocks of plants starting with cells and how they form tissues and organs.
This document discusses various print and digital features used to organize and convey information in texts. It describes features such as font styles, headings, illustrations, hyperlinks, and site maps. The document is organized into sections on print features, graphic aids, informational aids, organizational aids, and online features. Each section lists and provides a brief definition of the relevant features.
This document provides instructions for personalizing a Wikispace by clicking "Manage Wiki", then "Themes and Colors" to try different color and theme combinations without making permanent changes, as the original settings can always be reverted to if needed.
To upload a document to a Wikispace, click Edit to enter editing mode, place the cursor where you want the document to appear, click Upload File to select the document from your computer, choose the file and click Open, then click Save to add it to the page where it can be viewed.
A teacher turned off the messaging features on their classroom Wikispaces account after students used it to bully each other. Monitoring private messages between students is difficult and time consuming. The document provides instructions for disabling private messaging in Wikispaces by signing in as a student, going to settings, and selecting options to not allow private messages from anyone and to disable email notifications.
To embed a PowerPoint slideshow on SlideShare:
1. Create a PowerPoint presentation with your directions and save it.
2. Sign up for a SlideShare account and upload the PowerPoint presentation.
3. Copy the embed code for the slideshow from your SlideShare page and paste it into your wiki page to display the slideshow.
To add an image to a wiki, click edit, place the cursor below text, click file and upload an image from your folders. Select the uploaded file, align and resize it as needed, add a caption by labeling it, then save twice to have the image displayed on the wiki page.
The document provides 9 steps to build a classroom wiki on Wikispaces.com, including creating an account with a school login and email, choosing to make the wiki private and for K-12 education, and then adding pages for classes and filling them with content for students.
2. True Short Story
I tell my fourth grade math students this story every year. When I was in the third grade we
had to memorize our multiplication math facts before we were allowed to go to fourth
grade. My dad was set on helping me memorizing them, so every day, every time he’d see
me, he’d spew out numbers ; I was supposed to be able to shout out the answers right
away. One night my first grade brother Rick and I were in the kitchen washing the dishes
(before dishwashers were in every home…the dinosaurs roamed the earth). Dad was
throwing out numbers right and left and I wasn’t able answer many facts. We were
working on the sevens when he said, “7x7.” I couldn’t remember the answer for anything -
I was so frustrated I just wanted to cry! I’m sure you already know what happened: that
pesky first grader hollered out 49! I looked at Dad, he looked at Rick and said, “Yea! We
have a math student in the house!”
I learned two things that night. First, my brother and I would become fierce rivals for many
years AND we don’t learn the same way!
Like all big sisters, I knew that I had to be better than Rick, so I went to my room and pulled
out those hated flash cards. I practiced until I thought of nothing but those horrid facts. I
still can’t answer you if you verbally ask me a math fact, but if I see it and can write it - I’m
speedy!
Side Note: Rick and I are best pals now; he and Dad have no recollection of the story.
5. So I was given Smartboard training…
We all sat in a first grade room, on first grade chairs and watched a teacher who just learned how to use
her Smartboard herself show us how to use them. She clicked all over the place and told us what we
could do with it. I have NO idea what she said or did but it looked cool. I was dying to get up there and
click myself but there was no time for practice, only demonstration. Two months later, I had a Smartboard
and had no clue as to what to do with it. I forgot! Luckily, I’m not afraid to play with it so I’m pretty
good with a Smartboard.
I went to the MSET convention in Baltimore where many companies demonstrated many ways to use the
Smart Technologies. They include directions for using the tools so we can go home and play on our own
with guidance. Now I can upload videos, build slide shows, include images using the Discovery Ed. Site. I
can refer to the link or template they handed out to remember how to perform these tasks.
Bottom line: I need action or step-by-step written guides to refer to in order to learn.
http://www.google.com/imgres?q=smartboard&um=1&hl=en&client=firefox-a&sa=N&rls=org.mozilla:en-
US:official&biw=1116&bih=462&tbm=isch&tbnid=PhgXvDxnGXcNtM:&imgrefurl=http://webpage.pace.edu/ms16182p/troubleshooting/smartb oard.html&docid=ZNiL2jRoY8O5qM&w=352
&h=284&ei=cbVsToflNYPAgQfulvzuBQ&zoom=1
6. Once I learn one program or
application, I am able to apply
the learning to other
programs…
I’m always surprised when
others aren’t able.
http://sudokublog.typepad.com/photos/uncategorized/sudoku508b4a6b7f4c1d65a5a9a3a78e7e48a2a1.png
http://www.bat-mania.co.uk/guides/images/riddlepic.gif http://www.logostage.com/logos/firefox.png
http://www.peterpuzzle.com/activities/PuzzlesCOM/zoom_PuzzleContribution.gif http://scm-l3.technorati.com/11/04/29/32571/Google-Chrome-logo-540x360.jpg?t=20110429045022
http://www.webcrosswords.com/images/crossword_puzzle.gif http://computechgadgets.com/wp-content/uploads/2011/01/microsoft-office-2007.jpg
7. My husband, Paul, loves to read about kayaking, watch videos,
and see demonstrations. Then he goes out and practices the
skills. I try to read, watch and see but until I’m in the water, none
of it makes sense. If I could take my book, video or demonstrators
out on the water with me, it would work. Instead, I rely on what
Paul has learned and then let him teach me! Does this drive him
crazy? Uh…yep! Mostly because I don’t listen well!
http://www.youtube.com/watch?v=_sP2cYu0NX8
http://www.paddling.net/store/bookCovers/0-07-008499-8.jpg
http://images.clipartof.com/thumbnails/22786-Clipart-Illustration-Of-A-Pink-Man-Paddling-Down-A-
River-In-A-Green-Kayak.jpg
9. I love learning! Well, that is until I get frustrated.
I enjoy doing and exploring. I love the constructivism method of learning. I love
working with other people to solve problems.
The best way for me to learn a new technology is to use it. If I need to have a
webpage, I start playing around with Google Sites or Wikis. If I need to use a blog in
the classroom, I need to play around with blogs and not be afraid to post (I have a fear
of feeling stupid and I’m still not comfortable with blogs in the classroom…I’m still
playing around with them).
I had difficulty with learning Dreamweaver because I needed to be in a room with
other people using it to bounce ideas off of. The collaboration between on-line
classmates took too long. Once my classmates and I realized that we could collaborate
via IM-ing, I was more successful! Using step-by-step instructional maps helped too.
I need visuals, hands on, step-by-step directions
(in written or picture form), and learning buddies in order to learn
effectively.
10. Logical – I like to
solve the mystery.
(Don’t really like
the gore.)
More examples to explain my
learning styles…
http://t3.gstatic.com/images?q=tbn:ANd9GcQuOVPx66LVx4hY0DTZ7rv0x77omC47dMp01uq98GH_baWyhI52
http://t3.gstatic.com/images?q=tbn:ANd9GcTaX2x7Dms-U6zCqWwqAwylaQ7EAK5peC4-XQNbicdyrus7WFEQXg
http://www.babble.com/CS/blogs/strollerderby/legos.jpg
http://www.kidsdadsmoms.com/Shopping/images/15226%20Kid-Knex%20Group%20Set%20131%20pcs.jpg
http://www.comparestoreprices.co.uk/images/unbranded/p/unbranded-puzzle-sliding-numbers.jpg