Class final project
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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.
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Use of new technologies III
Telma Rozzine learned about many new educational technologies from a module, including Padlet, Pinterest, Delicious, Prezi, Primarypad, Evernote, Socrative, Wordle, and Remember the Milk. She was surprised by the capabilities of tools within the Web 2.0 framework and plans to have students complete exercises online rather than printing them. The teacher must be critical and creative in choosing the right tools for each student or group. Rozzine wants to improve her skills with the technologies to make the most of them, as students are changing and becoming more digital. She will start teaching via Skype and finds that tools like Wordle can have educational uses with more thought. The most important discussion was
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After completing a unit plan, the author felt accomplished and enjoyed the process more than originally anticipated. They were initially fearful of building a robot but it became their favorite part and pushed them out of their comfort zone. Creating a video assignment made the author nervous but they were proud of the final product. The author believes using social media like Facebook and Twitter in the classroom will benefit students by allowing discussion on familiar platforms and providing teaching feedback. They created a webquest to evaluate students in a non-test format which reduced their own test anxiety. Overall, the author feels learning to incorporate technology into teaching will benefit both them and their students.
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The student teacher integrated technology into their lessons in limited ways using the available resources at their placement school. They used an overhead projector daily to model math problems and display materials while maintaining classroom management. An LCD projector was also used to show math websites, videos, and student-created PowerPoints. For a religion lesson, students used laptops from a mobile cart to access web 2.0 tools like Blabberize and Mystudiyo created by the student teacher to introduce content and assess understanding. Students responded positively and seemed engaged with the incorporated technology resources.
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The document discusses various multimedia tools that can be used in the classroom including image editors, audio podcast creation software, and video creation software. It provides details on specific tools like Picture2Life, Audacity, and Animoto that can be used for activities such as book talks, storyboards, and commercials. Challenges discussed include needing updated equipment to handle some programs and sites being more suited to beginners or advanced users.
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Telma Rozzine learned about many new educational technologies from a module, including Padlet, Pinterest, Delicious, Prezi, Primarypad, Evernote, Socrative, Wordle, and Remember the Milk. She was surprised by the capabilities of tools within the Web 2.0 framework and plans to have students complete exercises online rather than printing them. The teacher must be critical and creative in choosing the right tools for each student or group. Rozzine wants to improve her skills with the technologies to make the most of them, as students are changing and becoming more digital. She will start teaching via Skype and finds that tools like Wordle can have educational uses with more thought. The most important discussion was
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After completing a unit plan, the author felt accomplished and enjoyed the process more than originally anticipated. They were initially fearful of building a robot but it became their favorite part and pushed them out of their comfort zone. Creating a video assignment made the author nervous but they were proud of the final product. The author believes using social media like Facebook and Twitter in the classroom will benefit students by allowing discussion on familiar platforms and providing teaching feedback. They created a webquest to evaluate students in a non-test format which reduced their own test anxiety. Overall, the author feels learning to incorporate technology into teaching will benefit both them and their students.
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The student teacher integrated technology into their lessons in limited ways using the available resources at their placement school. They used an overhead projector daily to model math problems and display materials while maintaining classroom management. An LCD projector was also used to show math websites, videos, and student-created PowerPoints. For a religion lesson, students used laptops from a mobile cart to access web 2.0 tools like Blabberize and Mystudiyo created by the student teacher to introduce content and assess understanding. Students responded positively and seemed engaged with the incorporated technology resources.
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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.
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Rachel Young scored highly for visual learning preferences and found that multimedia technologies like screencasts and quizzes helped her learn effectively. She explored different learning pathways and activities in her class, finding screencasts and quizzes especially helpful due to allowing her to learn at her own pace and reinforce her understanding. Going forward, she plans to continue using screencasts and quizzes if available and apply various learning strategies, while also hoping to have more opportunities to use digital textbooks and media sharing sites in her future classes and career.
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The document discusses Deb Owen's reflections on using social media for educational purposes. It covers her experiences with several social media platforms including successes and challenges. The main successes were finding platforms that were easy to use and offered useful features for showcasing classroom work. The primary challenges were issues with formatting, limited help resources, and things being blocked at school.
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- How electronic questionnaires using Survey Monkey can efficiently gather responses.
- How to organize and plan work using PowerPoint and include multimedia content.
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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.
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Through completing this coursework, the student learned several technologies:
- How to easily set up and design a blog using Blogger.
- How electronic questionnaires using Survey Monkey can efficiently gather responses.
- How to organize and plan work using PowerPoint and include multimedia content.
- The basics of using Photoshop and InDesign, though they were initially difficult, with practice the software became easier to use.
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This document summarizes Akwoung Saechao's experience investigating different mobile technologies for learning. Some key points:
1) Akwoung was surprised by their learning preference survey results but feels they accurately reflect a preference for visual learning.
2) Akwoung chose the "Learning Guide" pathway to explore how technology can enhance collaboration and learning.
3) Mini-lectures and interactive activities helped Akwoung learn the most by accommodating multiple preferences.
4) The iPad, games/MMORPGs, and multimedia provided engaging ways to actively and sequentially learn through visuals.
5) Akwoung will continue using the iPad for its
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This document provides an overview of the professional learning network of QS Ramokgadi, a passionate ICT specialist and Life Orientation teacher. It describes several digital tools and platforms that Ramokgadi uses for curation, storage and sharing, communication, presentation, and teaching. These include Diigo for bookmarking and annotating webpages, Scoop It for researching and publishing content, Google Drive, OneDrive and Dropbox for file storage and sharing, and Google Classroom, Socrative, and Google Forms for assessing students and facilitating lessons. The document emphasizes how these tools help Ramokgadi in her work as an educator and in bettering herself professionally.
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This document summarizes a TPACK report for an IPT 287 class. It describes the classroom context including 24 first grade students with varying abilities. It outlines the limited technology in the classroom and school, including a boom box, TV, DVD/VCR player, overhead projector, and one shared ELMO projector. Lesson plans are proposed for math using computers, science using photos and presentations, and language arts using an ELMO for shared reading. The implemented lesson used an ELMO for shared reading of the book "It Looked Like Spilt Milk". Student writing was displayed and the teacher reflected on student engagement and technology integration.
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The document discusses an online classroom that a teacher created using Moodle and Webteachertools to teach 4th, 5th and 6th grade computer students. The teacher hopes to incorporate Google Docs assignments and shares the link to their Moodle classroom. The teacher finds benefits to an online classroom like incorporating different media and students accessing rubrics anytime. Online assessment tools discussed include Google Forms, Obsurvey and Quizstar. The teacher provides examples of differentiated instruction projects using Glogster, Timetoast and Lino.
Multimedia
The document describes the author's learning preferences and pathway through a multimedia/interactive learning class. At the beginning of the class, the author's top learning preferences were visual and sequential. They chose the "learning sage" pathway to try different multimedia tools like TV, internet and mobile devices to broaden their understanding. The author found screencasts most helpful as a visual learner. They explored podcasts and screencasts further and feel multimedia accommodates their visual learning style. After the class, the author will continue using visual tools like screencasts to learn.
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This presentation introduces 7 easy to use web 2.0 tools for teachers: GoAnimate for digital storytelling, Prezi as a PowerPoint alternative, WallWisher for discussion walls, Weebly for creating websites, Vuvox for timelines, ScribbleMaps for annotating maps, and Wordle for vocabulary building. Each tool is demonstrated and the pros and cons discussed. The presentation encourages teachers to try integrating one of the tools into their lessons that day. It also provides contact information for the presenter who offers training and curriculum development services.
Math in the 21st century
This document provides an overview of how a math teacher structures their class into three stations where students rotate between reviewing notes, working on practice problems together, and completing projects or quizzes. The teacher emphasizes using timers to keep students on task and providing all materials and information to students through an online wiki or learning management system. Technology tools like projectors, document cameras, and online resources are leveraged to create and share video lessons and tutorials to replace traditional textbook and notes.
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The document discusses various web tools for collaboration and publishing including wikis, blogs, RSS feeds, Voicethread, and more. The author plans to use a wiki to gather lesson ideas and resources for teachers in her department. They enjoyed using Sparklee.com to add visual elements to their wiki and exploring sample pages. RSS feeds were also a new concept that the author learned about through the class. Kidblog.org was highlighted as a simple blogging platform for students. Voicethread was used to have the author's daughter record herself reading a book they wrote together, showing an authentic learning activity. The author was pleased with their second online class and signed up for another, finding the model worked well for their
Cyrused271presentation
Hannah introduces herself and describes her experience in an education technology class. She began the class with limited technology skills and tools like PowerPoint. Through projects on digital storytelling and bookmarking, she learned to use new programs like Prezi, Google Apps, and Moodle. She also gained a better understanding of technology integration in education and online safety issues. While challenging at times, the class helped Hannah become a more proficient technology user and appreciate the educational potential of the internet.
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Final presentation for Social Media for Educator's class
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The document discusses the learner's personal learning preferences and experiences using multimedia technologies. The learner prefers active, hands-on learning and visual learning styles. They find that social learning activities like forums and social bookmarking help provide a deeper understanding of course concepts by allowing them to learn from others and do additional research. Mobile technologies like microblogs, iPads, and iPods support the learner's education and focus by enabling communication, research, and relaxation. Tablet computers and interactive eBooks are seen as having great potential to support multimedia learning anywhere. The learner intends to continue using visuals, collaboration, multimedia, and the internet in their future studies and career.
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1. The document discusses a student's learning preferences and how they changed over the course of the semester. The student realized they were not solely a visual learner and were able to learn using sensing and global styles as well.
2. The student explored different multimedia technologies like screen casting and podcasting. Screen casting helped broaden their understanding the most as they were able to interact with the content.
3. Going forward, the student plans to continue using screen casting and podcasting for work and personal learning. They found these tools helped them learn better as both a visual and auditory learner.
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Devante explored different learning pathways and multimedia technologies. He found that podcasts and multimedia like video games and TV were most effective for his learning style of listening and watching. Podcasts allowed him to review lectures, and multimedia engaged his multiple senses. However, screen casting did not work well for him. Going forward, Devante plans to continue using podcasts and multimedia like video games to learn with others, but will avoid screen casting.
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Zack March completed a learning preferences survey at the beginning and end of his ITEC 299 class. His scores were in the middle and did not change much by the end. He preferred reflective learning over group work. Throughout the class, he learned about different multimedia tools for learning like podcasts, screencasts, and YouTube videos. Podcasts helped stimulate his audio learning preference, while sharing content online helped his global preference. Screencasts were most helpful for his verbal, sequential, and visual preferences. Going forward, he sees value in using different media like screencasts for presentations to engage audiences with different learning styles.
Itec final
Kathy found social bookmarking and multimedia to be the most useful mobile technologies for her learning. As a visual and global learner, multimedia helped her absorb information from multiple sources and skim through content to find the most relevant pieces. Social bookmarking also helped her organize information and share resources with others. While podcasts were difficult for her to follow as a visual learner, she found that multimedia accommodated her preferences by providing visuals like images and graphs. Going forward, Kathy plans to continue using multimedia to support her lifelong learning goals, such as researching teaching as a future career, but will limit non-academic iPad use.
Mobile learning synthesis
1) The document discusses the author's learning preferences and how they discovered they are mainly a visual learner through an assessment at the start of the class.
2) They explored different mobile technologies like microblogs, tablets, mp3 players and how each helped support their learning preferences. Microblogs and tablets best supported their active and visual learning styles.
3) By the end of the class, the author realized visual learning tools like iPads and microblogs allowed them to access information easily and supported taking workload off, helping their learning. They plan to continue using these visual tools to support learning goals and future career.
Multimedia in the classroom final presentation
The document summarizes Julie Hartman's final presentation on using multimedia tools in the classroom. It evaluates tools like iMovie and Schooltube that were useful for creating video lessons. It discusses the successes of collaborating with colleagues to develop online projects and podcasts that will benefit students. It also addresses the challenges of overwhelming resources and deciding which projects support the curriculum. It reflects on using Moodle for adult education but not for young students, and how online learning can help teach and reinforce ideas for students and parents.
Janet Truong's Synthesis Presentation
The student took the class because a friend said it was easy and online, which fit the student's need to be a full-time student. The student wanted to learn different learning techniques and technologies. Through activities and exploring various technologies like iPods, tablets, and multimedia, the student learned how to use them for learning styles like visual and verbal. The student synthesized their experiences using technologies like iPhone, iPad, and multimedia for activities like flashcards, note-taking, and educational videos. Though it required work to be a Learning Warrior, the student was able to learn about technologies in-depth and help others learn about technologies too.
Itecfinal
The document summarizes Alaina Moguel's experience in an Itec 299 class that explored personal learning preferences and different mobile/social/multimedia technologies for learning. Some key points:
1) Alaina chose the "Learning Warrior" pathway to learn more about technology and social networking. She found the various pathways were all relevant to each other.
2) Alaina did not find the podcast activity engaging but learned from other assignments like using an iPod and iPad. She preferred learning tools that were visual and allowed interaction.
3) Alaina felt microblogs were the most interesting because she uses Twitter and Tumblr regularly and finds she can learn about herself and others through
Multimedia project
Elizabeth Perez explored her personal learning preferences and pathways at the beginning and end of her multimedia class. While she initially identified as a global, reflective, and sequential learner, she found her preferences changed through completing various activities. She chose the learning pathway of "Sage" but later felt "Learning Warrior" fit better as she thought about applying the technologies. The activities that best contributed to her learning were exploring bookmarking sites, social media, screen casting, and tablets. The mobile technologies she explored were multimedia, screen casting, and podcasts. Screen casting most interested her as a potential learning tool. While surprised by podcasts, she found value in each technology. Going forward, she plans to accommodate different learning styles and continue
Multimedia assignment
The document discusses the learner's preferences for active and sensory learning styles. They prefer hands-on activities and learning in groups. Social bookmarking and online forums helped the learner gain a deeper understanding of course content by allowing them to ask questions and see others' research. Mobile technologies like iPads and iPods are useful for communication, research, and focus. The learner is interested in tablet computers for interactive textbooks and websites. They will continue using multimedia technologies for education, work, and socializing due to the accessibility of information and ability to collaborate with others.
Itec299 mobile learning project
Cedric Rodriguez took a learning preferences survey and found his preferences were moderate in all categories. Throughout the semester, he learned to use other preferences like verbal and sequential. The learning pathway he chose was "learning warrior" to utilize a few technologies and apply what he learned. The activity that helped him most was using iPods/MP3 players to download audio files. The top 3 mobile technologies he explored were iPods/MP3 players, iPads/tablets, and microblogs. He found tablets most interesting as a learning tool due to the many applications available. While microblogs surprised him, he thinks they could be useful if connected to helpful people. Tablets worked best for him due to his
How2lrnwuripodfinal
The document summarizes Amanda Trac's experience in an online mobile/personal learning class. It describes her learning preferences as a sensual and verbal learner. It discusses the learning pathway and activities that helped her learn, including quizzes, predictions, and discussion questions. It highlights three mobile technologies she found most useful - iPods for studying, microblogs for current information, and multimedia for marketing lessons. It concludes by discussing how she will continue using reflection, sensing, and multimedia strategies and technologies in her work and studies going forward.
multimedia-interactive learning
The student explored different technologies for learning, including podcasts, screencasts, and multimedia. Podcasts were found to be most useful as they fit well into the student's schedule and auditory learning preference. Screencasts were surprising but did not help the student's learning as they took too long to create. Multimedia showed potential for interactive learning. Going forward, the student plans to continue using podcasts and active/verbal learning strategies that have proven effective, as well as exploring multimedia further for personal use. Screencasts will be avoided due to past frustration.
Itec299 synthesisproject
1) The document discusses the results of a learning preferences survey the student took, which found they have a moderate preference for reflective and sensing learning styles.
2) In the beginning of the class, the student chose the "Learning Sage" pathway to gain a broader knowledge of topics. Throughout the semester's quests on different multimedia types, they felt they fulfilled this pathway by learning about blogs, microblogs, screen casts, and gaining a broader understanding.
3) The student found powerpoints, screen casts, and quizzes most useful for understanding how to use technology to learn. Participating in forums gave them a deeper understanding by sharing and receiving feedback.
Similar to Class final project (20)
Class final project
- 1. Multimediain the classroom David Foster
- 2. Most useful tool For me, the most useful tool I came across is Animoto. In teaching science and math to special needs kids who have such diverse learning styles, I need a tool I can use to present information to my students in a visual manner and find a way to get them actively involved. I can achieve both of these goals with Animoto.
- 3. An abundance of tools Before taking this course, about all I could do as far as multimedia work was create a slide show on PowerPoint. Even my PowerPoint slide shows were very basic. I just never had enough time to look into all of the other available options. I now wish I would have taken the time earlier to learn what I have learned in this course. Well, better late than never! I love VoiceThread! With my low vision, it is a tool that I can benefit from myself, let alone my students. The possibilities with it are endless!
- 4. SUCCESS! Pixlr: I was surprised how easy it was to use Pixlr to upload and edit images. Before trying it out, I thought editing images would be a difficult task for an amateur such as myself. I proved myself wrong. I will share some images with my students. We will look at the results of some of our science experiments. I will use the images to show students the ins and outs of body language. Animoto: As I mentioned earlier, this tool rocks as far I’m concerned. I can see myself using this tool in many different ways, including as a tool to use to help students catch up when they miss classes due to appointments or work schedules. My students can create videos to be displayed at our science fair (we are currently working on projects about bridges and catapults). Many of my high school students already have a good handle on basic computer skills, so I feel they will be able to learn how to use Animoto easily.
- 5. The biggest challenges for me Time! I wish I had more time to design more creative and thoughtful projects. Still, I feel taking this course has helped me greatly. I’m looking forward to learning more in the long term as I gain more experience. Windows Live Move maker. I did struggle when trying to figure out how to use all of its features. I also was not able to use.MOV files, which were on my Iphone. That frustrated me greatly. I was not sure how to convert an.MOV file to another suitable file type. So, I was not able to create the type of project I would have liked to. With more time, though, I feel I can figure out how to use it well. I just need to make the time to use it. I would love to be able to show parents what exactly happens in our classroom when they visit by sharing with them a complete video presentation
- 6. Some thoughts on Moodle I am quite impressed with Moodle. The site was well organized and fairly simple to navigate, even for someone who has vision difficulties such as myself. I never experienced any trouble signing in. I never experience trouble accessing any areas on the site. It really helped me out. I learn best when information is well organized and presented step by step. I have more difficulty when information is scattered. With Moodle, I had no difficulty finding the information that I needed. Plus, I love the fact that I can see what my classmates are doing and saying as well. It gives me a chance to see their way of thinking and doing things. Therefore, I can gather ideas that otherwise I may have never though of. I also appreciate the thoughtful feedback everyone provides in the forums
- 7. Thoughts on online learning I believe that nothing is better than being in the classroom, with the instructor, receiving direct instruction. With online learning, you lose the personal interactions that take place in the classroom. Still, after taking this, my first online class, I would not be against taking another one in the future.
- 8. Why try online learning? Being able to learn at my own pace I have more access to classes that otherwise I would not be able to attend since I do not drive. I’m limited as to what I can see in the classroom . That is not as big of an issue for me when working online. Being able to interact with others in the class to share creative ideas and opinions is very beneficial as it helps to open my mind up to alternative ways of thinking and doing.
- 9. My projects My photo project (Flickr) http://www.flickr.com/photos/dfoster2011 My audio project: VoiceThread http://voicethread.com/?#q.b1846784.i9710959 My web video project: Animoto http://animoto.com/play/WiIzEbo1KPwhKgYOF7Xv8Q My video project: YouTube http://www.youtube.com/user/dxf043?feature=mhum#p/a/u/0/G203qX3rV2s
- 10. Thank you! I truly enjoyed my first online class. Thanks Rich for all of the information and support you provided. Thanks to everyone else in the class for sharing all of their wonderful thoughts and suggestions. Now, let’s go make some multimedia history.