This document provides information on 5 augmented reality and multimedia tools - Aurasma, Animoto, Videolicious, Yodio, and Vocaroo. For each tool, there are 3 basic steps described and examples given for elementary, middle, and high school grades. Limitations of each tool are also listed. The purpose is to demonstrate how these tools can be used for different grade levels and subjects.
The document outlines a 3-week debate activity where students are divided into teams, introduced to the Edmodo and VoiceThread sites, sign up for Edmodo in the first week and post arguments in the second week, record their arguments on VoiceThread in the third week, and participate in a debate day. The activity integrates reading, writing, speaking, listening and vocabulary skills while exposing students to another culture and improving their English proficiency through the use of online education technology, collaborative peer work, and teacher feedback and assessment.
This document provides an analysis of learners and outlines lesson plans for a high school English class on Act 1 of Othello. It describes the learners as mostly 16-18 year old seniors from a small town with a mixture of learning styles. The objectives are for students to describe differences between 3 versions of Act 1 shown in class with 93% accuracy. To achieve this, students will watch YouTube videos in class, discuss them, and then post descriptions of the differences to the class Facebook page for homework. Students' participation and completion of the task will be evaluated.
This document provides suggestions for using films in English language classes at three different levels. It discusses how films can motivate students and expose them to real-life English usage. The document recommends choosing films that are fun, interesting, and at an appropriate language level and difficulty for the task. Three specific lesson plans are outlined using the films "Sliding Doors", "About a Boy", and "Chicken Run" to provide listening practice and teach various language skills. Additional resources for finding films and scripts are also referenced.
El documento presenta la estrategia de marketing digital de KitchenAid. La audiencia objetivo son profesionales entre 25 y 40 años con ingresos disponibles. Se medirá la venta en áreas de concentración demográfica, suburbios y ciudades. El éxito se medirá mediante Google Adwords, pago por clic con un presupuesto de $25 millones. La estrategia incluye un sitio web, blog, aplicación móvil, redes sociales, videos y asociaciones con blogueros para llegar a la audiencia a través de marketing en lí
The document outlines a 3-week debate activity where students are divided into teams, introduced to the Edmodo and VoiceThread sites, sign up for Edmodo in the first week and post arguments in the second week, record their arguments on VoiceThread in the third week, and participate in a debate day. The activity integrates reading, writing, speaking, listening and vocabulary skills while exposing students to another culture and improving their English proficiency through the use of online education technology, collaborative peer work, and teacher feedback and assessment.
This document provides an analysis of learners and outlines lesson plans for a high school English class on Act 1 of Othello. It describes the learners as mostly 16-18 year old seniors from a small town with a mixture of learning styles. The objectives are for students to describe differences between 3 versions of Act 1 shown in class with 93% accuracy. To achieve this, students will watch YouTube videos in class, discuss them, and then post descriptions of the differences to the class Facebook page for homework. Students' participation and completion of the task will be evaluated.
This document provides suggestions for using films in English language classes at three different levels. It discusses how films can motivate students and expose them to real-life English usage. The document recommends choosing films that are fun, interesting, and at an appropriate language level and difficulty for the task. Three specific lesson plans are outlined using the films "Sliding Doors", "About a Boy", and "Chicken Run" to provide listening practice and teach various language skills. Additional resources for finding films and scripts are also referenced.
El documento presenta la estrategia de marketing digital de KitchenAid. La audiencia objetivo son profesionales entre 25 y 40 años con ingresos disponibles. Se medirá la venta en áreas de concentración demográfica, suburbios y ciudades. El éxito se medirá mediante Google Adwords, pago por clic con un presupuesto de $25 millones. La estrategia incluye un sitio web, blog, aplicación móvil, redes sociales, videos y asociaciones con blogueros para llegar a la audiencia a través de marketing en lí
The stakeholder is a 43-year-old professional man seeking lifelong learning opportunities to broaden his computer technology expertise and skills. He generated 50 ideas for continuing education, including obtaining additional degrees, taking certification classes, learning new programming languages, and teaching others. His top ideas were to take classes at his new job, purchase Apple products to integrate projects, and create a company providing training and jobs for the local community during the transition from school to work.
Empathy Map and Problem Statement-August 2013Renee Mason
This assignment of Design Thinking Action Lab at Stanford University is about developing empathy for someone who has a stake in the school-to-work transition, and defining a problem or need he/she has related to the challenge
Mintzberg defines strategy in five ways - as a plan, ploy, pattern, position, and perspective. Each definition provides a different viewpoint on strategy. Strategy as a plan involves consciously developing guidelines, while strategy as a ploy is a specific move to outmaneuver competitors. Strategy as a pattern refers to consistent behaviors, and strategy as a position locates an organization within its environment. Finally, strategy as a perspective incorporates an organization's culture and values. Considering strategy from these multiple viewpoints allows for more flexibility and a holistic understanding of the concept.
The document lists various types of businesses and locations in a town, including shops like an optician, clothes shop, bakery, greengrocer, and shoe shop; services like a post office, pharmacy, swimming pool, hairdresser, and bank; transportation locations like a train station, bus station, bus stop, and airport; and other places like a restaurant, florist, fire station, town hall, supermarket, petrol station, cinema, hospital, butcher, police station, hotel, cafe, and pet shop. It ends with a note about scoring 20 points.
This document is a cheat sheet for the C programming language. It provides an introduction to C and covers basic data types, control flow, expressions, operators, program structure, advanced data types like arrays and pointers, advanced concepts like file I/O and dynamic memory allocation, and multi-file programs. The cheat sheet was written by Andrew Sterian and contains a table of contents and 8 sections covering various aspects of the C language.
The Delhi Metro project was undertaken to provide a sustainable public transport system for Delhi's growing population. It was implemented in phases and faced challenges including land acquisition, underground construction, and signaling issues. Careful planning and leadership from Dr. E. Sreedharan helped overcome these challenges. Notable aspects included the decision to use standard gauge track, financing support from JICA, and an emphasis on safety, cleanliness, and stakeholder engagement. The metro has been successful in reducing traffic and pollution while symbolizing Delhi's modernization.
El documento presenta la estrategia de marketing digital de KitchenAid. La audiencia objetivo son profesionales entre 25 y 40 años con ingresos disponibles. Se medirá el éxito mediante anuncios de Google y pago por clic con un presupuesto de $25 millones. La estrategia incluye una aplicación móvil, redes sociales, blogs y videos para llegar a la audiencia y un presupuesto total de $115 millones.
This document provides an overview of plasma gasification as an emerging approach to harness energy from solid waste. It discusses the growing problem of solid waste generation in India and the potential to generate energy from municipal solid waste. The document outlines various gasification and plasma gasification processes and technologies. It also describes the overall process flow and working of a plasma gasification plant to convert solid waste into a syngas that can then be used for power generation.
The document provides an overview of steganography, which is the practice of hiding secret messages within other innocent messages or files. It discusses the differences between steganography and cryptography, various historical uses of steganography, and modern techniques such as hiding messages in digital images, audio, video and network traffic. The document also briefly outlines tools for steganography, challenges in steganalysis, and concludes with references for further information.
Too Cool for Middle School: 4 Interactive Tools for the Classroomcdoll003
This is a presentation meant to be shared with other school librarians introducing 4 interactive tools that can be used in the classroom. These tools can be presented to classroom teachers in professional development sessions and can be incorporated into the curriculum in many different ways.
This document discusses using social media and technology in education. It provides examples of how tools like Edmodo can be used to share resources like graphic novels and grammar lessons. It also describes an activity where students are divided into teams to cooperatively design a space city, with opportunities for research, drawings, and a Skype call with an expert. Guidelines are outlined for appropriate use of online resources and interactions. In conclusion, it states that technology should be used as a medium to achieve goals and facilitate, not hinder, teaching, though it cannot replace the teacher.
Nancy Johnson presented new technology tools that can be integrated into literature lessons for elementary and middle school students. She demonstrated ThingLink, an interactive tool that allows users to link external media like videos and images to one image. She also showed Wordle and Tagxedo, which create word clouds from lists of words. QR codes and image editors like Tuxpi were also presented as ways to engage students. The presentation used the book "Amelia Earhart: The Legend of the Lost Aviator" as an example for how these tools can be used to reconstruct Amelia's last flight, create timelines, or make motivational posters.
Birds of New York - Nature Photography LessonSeema Sumod
This document provides a description of a lesson plan titled "Birds of New York" for middle school students. The lesson uses digital photography, online tools, and art activities to teach students about common birds in New York. Students will take photos of birds, research them, and present information about one bird in a foreign language using voice recordings and writing. They will also create poetry and stories about birds and work collaboratively to make mosaic artworks from their photos. The lesson aims to develop students' language, writing, research, collaboration, and art skills while learning about local birds.
The document discusses various technology tools that could be used to help teach third grade students and meet different state standards. It introduces infographics, QR codes, augmented reality, and digital storytelling as tools. For each tool, it provides examples of how they could be used to teach specific third grade math, reading, writing, science, and history standards. The document aims to provide teachers with ideas for incorporating educational technology into their third grade classrooms.
This lesson plan aims to raise students' awareness of William Shakespeare and his works for his 450th anniversary. It uses various technologies and activities including a cultural quiz, video, listening activity on the Elizabethan era, and creating an online timeline in groups about assigned Shakespearean plays. Students will work individually and collaboratively. The plan considers implementation challenges and ensures a positive classroom atmosphere for learning.
Practicum period III - Mandatory Assignment Unit 2BarbaraViolo
This lesson plan aims to teach 1st year secondary students about ocean awareness. It includes a warm-up activity using Mentimeter to elicit students' prior knowledge about marine resources and conservation. Students will then watch a video about the importance of oceans and discuss it in breakout rooms. Several interactive activities are planned, including identifying polluting objects in an image, writing about their consequences, and a Kahoot quiz to review information from a reading on plastic garbage patches. The plan provides scaffolding such as highlighting important information and uses a variety of resources like videos, images and games. The tutor provides positive feedback and suggestions to record a video of teaching with the activities.
This lesson plan teaches kindergarten students about the life cycle of frogs. It includes reading a book about frog life cycles, learning the three stages (egg, tadpole, frog), and completing activities in centers. Students will create a frog diagram labeling the stages, make a frog life cycle book drawing each stage, and comment on a classroom blog about frogs. The goal is for students to understand the characteristics and life cycle of frogs as part of a larger science and language arts unit on animal life cycles.
This document introduces digital storytelling tools that can help engage students and enhance the writing process. It discusses how digital storytelling can increase collaboration, critical thinking, reading and writing skills. Several free digital storytelling tools are presented, including SpeakPipe for voice recording, Pixton for comic creation, Biteable for video making, Booktrack for adding soundtracks to stories, and My Storybook for digital storybook creation. Examples are provided for how to integrate these tools into the curriculum to support learning standards.
Technology To Build Language Development In EnAlice Mercer
The document discusses using technology to support English language development. It outlines instructional methods like using visuals and multimedia projects to build vocabulary and support writing and oral language skills. Specific technologies are suggested to record student work, share background information, and create projects to demonstrate learning. Guidelines for issues like copyright and fair use when using online content are also presented.
The document discusses using multimodal texts and comics in the classroom. It provides an agenda for the class that includes discussing the use of semiotic systems in meaning making, examining examples of multimodal texts, and making the case for using comics and graphic novels in lessons. The class will also discuss myths and misconceptions about comics, programs used in Ontario schools, and what can be taught using comics. Students are asked to redesign a past lesson using a multimodal text and share it on their blog, and to comment on classmates' blog posts for the following week.
The stakeholder is a 43-year-old professional man seeking lifelong learning opportunities to broaden his computer technology expertise and skills. He generated 50 ideas for continuing education, including obtaining additional degrees, taking certification classes, learning new programming languages, and teaching others. His top ideas were to take classes at his new job, purchase Apple products to integrate projects, and create a company providing training and jobs for the local community during the transition from school to work.
Empathy Map and Problem Statement-August 2013Renee Mason
This assignment of Design Thinking Action Lab at Stanford University is about developing empathy for someone who has a stake in the school-to-work transition, and defining a problem or need he/she has related to the challenge
Mintzberg defines strategy in five ways - as a plan, ploy, pattern, position, and perspective. Each definition provides a different viewpoint on strategy. Strategy as a plan involves consciously developing guidelines, while strategy as a ploy is a specific move to outmaneuver competitors. Strategy as a pattern refers to consistent behaviors, and strategy as a position locates an organization within its environment. Finally, strategy as a perspective incorporates an organization's culture and values. Considering strategy from these multiple viewpoints allows for more flexibility and a holistic understanding of the concept.
The document lists various types of businesses and locations in a town, including shops like an optician, clothes shop, bakery, greengrocer, and shoe shop; services like a post office, pharmacy, swimming pool, hairdresser, and bank; transportation locations like a train station, bus station, bus stop, and airport; and other places like a restaurant, florist, fire station, town hall, supermarket, petrol station, cinema, hospital, butcher, police station, hotel, cafe, and pet shop. It ends with a note about scoring 20 points.
This document is a cheat sheet for the C programming language. It provides an introduction to C and covers basic data types, control flow, expressions, operators, program structure, advanced data types like arrays and pointers, advanced concepts like file I/O and dynamic memory allocation, and multi-file programs. The cheat sheet was written by Andrew Sterian and contains a table of contents and 8 sections covering various aspects of the C language.
The Delhi Metro project was undertaken to provide a sustainable public transport system for Delhi's growing population. It was implemented in phases and faced challenges including land acquisition, underground construction, and signaling issues. Careful planning and leadership from Dr. E. Sreedharan helped overcome these challenges. Notable aspects included the decision to use standard gauge track, financing support from JICA, and an emphasis on safety, cleanliness, and stakeholder engagement. The metro has been successful in reducing traffic and pollution while symbolizing Delhi's modernization.
El documento presenta la estrategia de marketing digital de KitchenAid. La audiencia objetivo son profesionales entre 25 y 40 años con ingresos disponibles. Se medirá el éxito mediante anuncios de Google y pago por clic con un presupuesto de $25 millones. La estrategia incluye una aplicación móvil, redes sociales, blogs y videos para llegar a la audiencia y un presupuesto total de $115 millones.
This document provides an overview of plasma gasification as an emerging approach to harness energy from solid waste. It discusses the growing problem of solid waste generation in India and the potential to generate energy from municipal solid waste. The document outlines various gasification and plasma gasification processes and technologies. It also describes the overall process flow and working of a plasma gasification plant to convert solid waste into a syngas that can then be used for power generation.
The document provides an overview of steganography, which is the practice of hiding secret messages within other innocent messages or files. It discusses the differences between steganography and cryptography, various historical uses of steganography, and modern techniques such as hiding messages in digital images, audio, video and network traffic. The document also briefly outlines tools for steganography, challenges in steganalysis, and concludes with references for further information.
Too Cool for Middle School: 4 Interactive Tools for the Classroomcdoll003
This is a presentation meant to be shared with other school librarians introducing 4 interactive tools that can be used in the classroom. These tools can be presented to classroom teachers in professional development sessions and can be incorporated into the curriculum in many different ways.
This document discusses using social media and technology in education. It provides examples of how tools like Edmodo can be used to share resources like graphic novels and grammar lessons. It also describes an activity where students are divided into teams to cooperatively design a space city, with opportunities for research, drawings, and a Skype call with an expert. Guidelines are outlined for appropriate use of online resources and interactions. In conclusion, it states that technology should be used as a medium to achieve goals and facilitate, not hinder, teaching, though it cannot replace the teacher.
Nancy Johnson presented new technology tools that can be integrated into literature lessons for elementary and middle school students. She demonstrated ThingLink, an interactive tool that allows users to link external media like videos and images to one image. She also showed Wordle and Tagxedo, which create word clouds from lists of words. QR codes and image editors like Tuxpi were also presented as ways to engage students. The presentation used the book "Amelia Earhart: The Legend of the Lost Aviator" as an example for how these tools can be used to reconstruct Amelia's last flight, create timelines, or make motivational posters.
Birds of New York - Nature Photography LessonSeema Sumod
This document provides a description of a lesson plan titled "Birds of New York" for middle school students. The lesson uses digital photography, online tools, and art activities to teach students about common birds in New York. Students will take photos of birds, research them, and present information about one bird in a foreign language using voice recordings and writing. They will also create poetry and stories about birds and work collaboratively to make mosaic artworks from their photos. The lesson aims to develop students' language, writing, research, collaboration, and art skills while learning about local birds.
The document discusses various technology tools that could be used to help teach third grade students and meet different state standards. It introduces infographics, QR codes, augmented reality, and digital storytelling as tools. For each tool, it provides examples of how they could be used to teach specific third grade math, reading, writing, science, and history standards. The document aims to provide teachers with ideas for incorporating educational technology into their third grade classrooms.
This lesson plan aims to raise students' awareness of William Shakespeare and his works for his 450th anniversary. It uses various technologies and activities including a cultural quiz, video, listening activity on the Elizabethan era, and creating an online timeline in groups about assigned Shakespearean plays. Students will work individually and collaboratively. The plan considers implementation challenges and ensures a positive classroom atmosphere for learning.
Practicum period III - Mandatory Assignment Unit 2BarbaraViolo
This lesson plan aims to teach 1st year secondary students about ocean awareness. It includes a warm-up activity using Mentimeter to elicit students' prior knowledge about marine resources and conservation. Students will then watch a video about the importance of oceans and discuss it in breakout rooms. Several interactive activities are planned, including identifying polluting objects in an image, writing about their consequences, and a Kahoot quiz to review information from a reading on plastic garbage patches. The plan provides scaffolding such as highlighting important information and uses a variety of resources like videos, images and games. The tutor provides positive feedback and suggestions to record a video of teaching with the activities.
This lesson plan teaches kindergarten students about the life cycle of frogs. It includes reading a book about frog life cycles, learning the three stages (egg, tadpole, frog), and completing activities in centers. Students will create a frog diagram labeling the stages, make a frog life cycle book drawing each stage, and comment on a classroom blog about frogs. The goal is for students to understand the characteristics and life cycle of frogs as part of a larger science and language arts unit on animal life cycles.
This document introduces digital storytelling tools that can help engage students and enhance the writing process. It discusses how digital storytelling can increase collaboration, critical thinking, reading and writing skills. Several free digital storytelling tools are presented, including SpeakPipe for voice recording, Pixton for comic creation, Biteable for video making, Booktrack for adding soundtracks to stories, and My Storybook for digital storybook creation. Examples are provided for how to integrate these tools into the curriculum to support learning standards.
Technology To Build Language Development In EnAlice Mercer
The document discusses using technology to support English language development. It outlines instructional methods like using visuals and multimedia projects to build vocabulary and support writing and oral language skills. Specific technologies are suggested to record student work, share background information, and create projects to demonstrate learning. Guidelines for issues like copyright and fair use when using online content are also presented.
The document discusses using multimodal texts and comics in the classroom. It provides an agenda for the class that includes discussing the use of semiotic systems in meaning making, examining examples of multimodal texts, and making the case for using comics and graphic novels in lessons. The class will also discuss myths and misconceptions about comics, programs used in Ontario schools, and what can be taught using comics. Students are asked to redesign a past lesson using a multimodal text and share it on their blog, and to comment on classmates' blog posts for the following week.
Scenario-based design is a technique where envisioned usage scenarios of a future system are described through short stories and used to guide system development. Scenarios focus on goals, actions, and objects rather than interface details. They make possibilities more concrete than abstract lists of features. Benefits include supporting progress through flexible ideas and directing attention to use-appropriateness of designs. Scenarios involve a setting, actors, goals, actions, events, and objects. They can describe current problems or propose new designs and are used in participatory design sessions to gather feedback.
Lesson plan n° 4 roldán, otamendi gomezMileynatica
This lesson plan is for a 6th grade beginner level class and focuses on teaching the language exponents "can/can't" and "have got/haven't got". Students will learn to ask and answer short questions using "can/can't" about what animals can and cannot do. They will also learn vocabulary for parts of animal bodies and practice describing animals using "have got/haven't got". The lesson includes warm-up activities, introducing new vocabulary, watching video clips, and writing descriptions of animals.
This document outlines a 3-day lesson plan about meteorites for 3rd grade students. The lesson will:
1) Have students listen to a story and make predictions, watch a slideshow on meteorites, and take notes on characteristics of meteorites.
2) Have students in teams explore a website and document characteristics of rocks outside.
3) Have students write and illustrate a short fictional story about a meteorite using vocabulary from the lesson. Student work will be shared and students will also keep an observational science blog.
Real Audio software allows users to listen to audio and watch videos from the internet or other sources, and the document discusses how this technology could benefit ESL classrooms by providing motivating authentic listening content that students can control and replay, along with suggestions for classroom activities using Real Audio clips.
This document provides information about and examples of how to use various Web 2.0 tools in the classroom, including Wordle, Tagxedo, Wallwisher, Blabberize, VoiceThread, Animoto, Glogster, and some educational websites. Brief descriptions are given for each tool along with potential classroom applications such as using Wordle to introduce units, Wallwisher for language arts activities, and Animoto for book trailers or vocabulary lessons.
This document outlines a 5-day lesson plan for a high school creative writing class focusing on superheroes and storytelling. The class consists of 20 students who have taken previous creative writing courses. Each day will include watching videos, completing webquests, and posting and commenting on a class forum to discuss different elements of storytelling like setting, character, plot, and backstory. By the end of the week students will synthesize what they learned to write and present a pitch for their own superhero story. Technology like YouTube, blogs, and forums will be utilized daily.
Teaching Clouds and Weather with Music and Visual Artscmlewis
Cindy Lewis designed a project to teach first grade students about clouds and weather through music and visual arts. Over the course of one week, students will learn about four types of clouds, take daily photos of the sky, watch videos about cloud formation and movement, visit websites about weather, and listen to a song that describes clouds. On the final day, students will work in small groups to create a project depicting the four cloud types through options like pattern blocks, paintings, or cotton balls. Lewis created a rubric to assess students' understanding of cloud types and vocabulary. She plans to present the project through a slideshow of student work to demonstrate how the arts enhanced their learning.
This document summarizes a teacher's daily lesson log for an English class of 3rd grade students at Solis Elementary School. Over the course of a week, the teacher focused on objectives related to listening comprehension, oral and written communication skills, and reading comprehension. Students practiced describing drawings and stories using simple and compound sentences. Activities included defining parts of sentences, identifying sentence types, drawing pictures and writing descriptions, and forming sentences from words and pictures. The teacher evaluated students' understanding through formative assessments and provided additional practice for students needing remediation.
This lesson plan aims to teach students about the different types of sentences according to structure. Students will work in groups to arrange words into declarative, interrogative, imperative and exclamatory sentences. The teacher will then discuss each sentence type with examples and have students do a group activity requiring the use of all sentence types. To assess learning, students will identify the function of given sentences and complete a comic strip assignment using different sentence structures.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
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!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
8. Elementary Grade: 1st Grade Example
Content: English
SOL 1.4 The student will orally identify, produce,
and manipulate various units of speech
sounds within words
a) Create rhyming words
9. Middle School Grade: 6th Grade Example
Content: English
SOL 6.5 The student will read and demonstrate
comprehension of a variety of fictional
texts, narrative nonfiction, and poetry
b) Make, confirm, and revise predictions
10. High School Grade: 9th Grade Example
Content: English
SOL 9.1 The student will make planned oral
presentations independently and in
small groups
e) Use verbal and nonverbal techniques
for presentation
11. Limitations
Must have electronic device phone/iPad
Must have microphone
Must create an account
Must keep electronic device on object whole time
15. Elementary Grade: 1st Grade Example
Content: English
SOL 1.9 The student will read and demonstrate
comprehension of a variety of fictional
texts
a) Preview the selection
16. Middle School Grade: 6th Grade Example
Content: Science
SOL 6.5 The student will investigate and
understand the unique properties and
characteristics of water and its roles in
the natural and human-made
environment. Key concepts include
b) the properties of water in all three
phases
17. High School Grade: 9th Grade Example
Content: English
SOL 9.4 The student will read, comprehend, and
analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and
drama
e) Explain the relationships between and
among elements of literature:
characters, plot, setting, tone, point of
view, and theme
22. Elementary Grade: 3rd Grade Example
Content: English
SOL 3.5 The student will read and demonstrate
comprehension of fictional text and
poetry
d) Compare and contrast settings,
characters, and events
23. Middle School Grade: 6th Grade Example
Content: English
SOL 6.6 The student will read and demonstrate
comprehension of a variety of
nonfiction texts
24. High School Grade: 9th Grade Example
Content: History
SOL USI.2 The student will use maps, globes,
photographs, pictures, or tables to
a) locate the continents and oceans
25. Limitations
Must have a computer, iPad, phone
Must upload photos/video clips
Must create an account
Time limit
Must load music selection no voice
30. Elementary Grade: 1st Grade Example
Content: History
SOL 1.11 The student will recognize the
symbols and traditional practices that
honor and foster patriotism in the
United States by
a) identifying the American flag, bald
eagle, Washington Monument,
and Statue of Liberty
31. Middle School Grade: 6th Grade Example
Content: Science
SOL 6.8 The student will investigate and
understand the organization of the solar
system and the interactions among the
various bodies that comprise it. Key concepts
include
a) the sun, moon, Earth, other planets and
their moons, dwarf planets, meteors,
asteroids, and comets
32. High School Grade: 9th Grade Example
Content: Science
SOL BIO.3 The student will investigate and
understand relationships between cell
structure and function
33. Limitations
Must have a computer microphone or phone
Must upload photos
Create an account
No video clips
35. Animoto Screen Shots. Animoto.com. Retrieved July 27, 2013, from http://www.animoto.com/.
Aurasma Screen Shots. Aurasma.com. Retrieved July 26, 2013, from http://www.aurasma.com/.
B. Noz Urbina. (2013, July 4). Aurasma Augmented Reality Router Example (MattMills) [Video file]. Retrieved July 28, 2013, from
http://www.youtube.com/watch?v=ArokTmFn4bA.
D Services (April 23, 2012), Children Reading [photo]. http://www.flickr.com/photos/47529200@N08/7106950935/in/photolist-bQ1YUP-a64qEP-7SpXkV-
a72v9C-7R18pz-7B5faD-9ZQWDe-7FHDGn-f7VaeG-8JzdNb-cBJY7w-dmX84R-97uoyF-7FuTmD-aya3cP-95ugJG-9v5gtp.
Geogia (June 24, 2013), Educational apps [photo]. http://www.flickr.com/photos/97540244@N06/9130952338/in/photolist-bcGpp8-bcGqvK-eUSw1J/.
K. W. Barrett (January 12, 2012), 2nd Graders using Build A Bird app on the iPad [photo].
http://www.flickr.com/photos/barrettelementary/6695936077/in/photolist-bcGpp8-bcGqvK-eUSw1J/.
Teacherthink. (2010, July 7). TeacherThink Presents: Animoto 4 Education [Video file]. Retrieved July 28, 2013, from
http://www.youtube.com/watch?v=E8UpgYnGWe4&feature=share_email&ytsession=X0ntplz7or3PjDfzCKjc6sWu2F9GzPCga9rkHnHVdkfuE5ACNKOu
EC5q8a7tRyeodVD-82N1SdMxobAaGJrC1JYfjf1W7DkaF4OIcExNA_5QuEU5m1NgJb_dVcr62KO5QJv-
OSj4lwlL55joclVBMmqEP82cMEfFOEJJTOUcHMFO5AR5z3SsY5cKm0Tv8E1fwl2ymPgnNUnDHzulxtvEnpfNlXhC_W7_vB9MyMWKGBCJoug7gb8U3w4C
V7TsVM0j3b_jZZLomK1HZUFwjCa__Gb7ZV8EGI_D.
Videolicious Screen Shots. Videolicious.com. Retrieved July 27, 2013, from http://www.videolicious.com/.
Vocoaroo Screen Shots. Vocaroo.com. Retrieved July 29, 2013, from http://www.vocaroo.com/.
Yodio Screen Shots. Yodio.com. Retrieved July 28, 2013, from http://www.yodio.com/.
Editor's Notes
Good morning everyone my name is Kathlyn Macasaet. I am currentlya first grade teacher at Ghent Elementary. I received my Bachelors in Elementary Education along with my Masters in Elementary Education from Old Dominion University. This is my fifth year teaching elementary school, and after being in the classroom I realized I wanted to do more for my school. Becoming a librarian will fulfill my goal in becoming a good leader, teacher and mentor to all students and staff. This was my fist class in the program, and I must say I was very impressed with everything I learned this summer. I was so surprised to learn about so many new technological tools to use in the classroom that would enhance my lessons, and the best part about them is that they are all free! Today, I will show you a just few tools you can use in an Elementary, Middle or High School classroom that will enhance your lessons tremendously. After this session, I promise you will be inching to get to your home computer to explore these tools yourself!Time: 1 minute
What do you think of when you see this picture? Does this look familiar?Who doesn’t love reading straight from text books, doing work in work books and writing book reports?I know my students love staying in their seats all day with text books and paper. Don’t yours?Time: 20 seconds(1:20)
But, what if I told you that there are tools to create videos that will enhance your lessons and make content more appealing to your students? What if I told you that you don’t have to stand in front of your students all day with lectures and textbooks for every lesson? And finally, what if I told you that you can change your lessons and make them 100% better all for the price of free!? Now that sounds like a price I’m willing to pay. Don’t you?Time: 30 seconds(1:50)
Let’s begin. Now, I know in my classroom I love to use voice and sound. Who doesn’t? Well, these 4 tools I will present to you today all have the option of either adding audio in them. Even better, they also have the option of adding video! Two deals in one!These four tools you see listed here are going to be some of your best friends you will use throughout the year. Each of these tools can be used in any type of setting – elementary, middle or high school. I will show you where to find each tool, what the tool does, their limitations and some specific examples on how you can use each tool in the classroom. Time: 1 minute(2:50)
The first tool is called Aurasma. This tool is pretty simple to use and the students would love to use it. Whether it be teacher or student created, this tool makes simple images come to life. You have the option of using this tool anywhere. With the use of your hand held electronic device (smart phone or iPad) you can make beautiful and creative projects with your students. My favorite characteristic of this tool is that it is free and you can add video and the sound of your voice together all in one. Time 30 seconds(3:20)
This augmented reality tool is very interesting. Simply take a screen shot of an image, object or locations and immediately have an “aura” for that screen shot in seconds!You can use this tool to overlay images and videos as a device scans an image. Not only that but you can also use your own voice to describe or explain an object or image as well.There are basically 3 steps to this tool:Choose content that will overlay your image. You can take a video or just use your voice as the overlay.Take a trigger image. This is basically the image you want to have your students will scan to start off with. Edit your content and position it on your trigger picture, and voila! Your Aurasma is ready to be used for your lesson.This tool seems simple enough right? Your students will love this tool and will be able to use it easily.Time 2 minutes(5:20)
Now, here’s a cool example of how Aurasma is used. Let’s check it out and see how he uses his electronic device to view the Aurasma.[play video]Notice how he simply keeps the device on the object to watch the video. If you choose to use this tool with your students, they must keep the electronic device on the object or else the video will automatically stop. Time: 1 minute(6:20)
Now that you have a clear understanding on how the tool works, let me give you some examples on how you can use this tool educationally in the classroom. Since I am focusing on an elementary grade, I would advise using this tool as a whole group a few times before letting them create their own. Remember, each class is different so it is up to you to determine if your students are ready to use this tool on their own. If you do choose to let the students use the tool on their own, it is important to show the students how to use the tool and respect their electronic devices. Here is a good example for an Elementary Teacher. Let’s use the English SOL 1.4a The student will orally identify, produce, and manipulate various units of speech sounds within words. Create rhyming words. First as a whole group, for the content that will overlay the image I will have a few students come up and I will record them saying words that rhyme with the word BALL. Next, I would take a trigger image of the word wall word BALL. For example they will say, “Words that rhyme with ball are call, fall, tall and wall.” Once the teacher is finished recording, we will view the Aurasma as a group and the students will be able to go back and use the classroom iPad to review the word in the future. Time: 2 minutes(8:20)
As for middle school, let’s use the English SOL 6.5b The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.Make, confirm, and revise predictions. Just like in elementary school, if you do choose to let the students use the tool on their own, it is important to show the students how to use the tool and respect their electronic devices. Now, here is a good example. First, for the content that will overlay the image I will have the students create their own predictions about a certain book they will read. Next, I would have them take a trigger image of the book cover. Once the students have finished editing the video, they will be able to view the Aurasma as a group and the students will be able to go back and use the classroom iPad to review predictions and eventually confirm or revise their predictions in another Aurasma assignment in the future. Time: 1 minute(9:02)
Now with high school students, Aurasma can be a little more fun. Let’s use the English SOL 9.1e The student will make planned oral presentations independently and in small groups.Use verbal and nonverbal techniques for presentation. Teachers can have the students create a Aurasma by themselves in the classroom as an “ice breaker” activity. The students can start off by creating a mini video of themselves and talk a little about themselves. Once they have created the content. They will take a trigger picture of themselves and edit the video. Once they are finished. Each student must pick up an iPad and view some else’s Aurasma to “get to know” each other.Time: 1 minute(10:20)
Although this is a wonderful tool to use in the classroom, there are always some things limitations. First, you must have an electronic device such as a smart phone or iPad. Unfortunately you cannot use a computer with this tool. Second, you will need to have a built in microphone on the device as well. Third, you will need to create a free account on the website before you create an Aurasma. Finally, once you create your Aurasma, remember to remind your students that they must keep the device on the object to view the whole video or else the video will automatically stop. Other than those limitations, feel free to use this tool and explore all it has to offer! :)Time: 1 minute(11:20)
The second tool is called Videolicious. This tool is also pretty simple to use and the students would love to use it. You have the option of creating the videos yourself or having your students create them themselves. Just like Aurasma, you also have the option of using this tool anywhere. With the use of your hand held electronic device (iPhone or iPad) you can make beautiful and creative projects with your students. This is another cool tool where you can add video and the sound of your voice together all in one. One thing that is different about this tool is that you can add music, photos and power point slides to it! There are a lot of options to choose from. However, although this tool is free you have a limit to the length of your video. The limit to your video is 60 seconds, but you have the option to upgrade by purchasing for more. To be honest, 60 seconds was more than enough for me, and I think it will be the perfect length for your students as well.Time 2 minutes(13:20)
This videotool is very interesting. Simply take and upload your images, power point slides and video clips and create an awesome video in seconds!You can use your iPad to take photos and make short clips to add to your video if you do not choose to upload them. Not only that but you can also use your own voice to add narration as well.There are basically 3 steps to this tool:Step 1: Choose/Create your photos, video clips and power point slides. Step 2: Tell your story. This is basically where you will add your voice to put narration in your video.Step 3: Select your music. Step 4: Edit your video and voila! Your Videolicious is ready to be used for your lesson.This tool seems simple enough right? Your students will love this tool and will be able to use it easily as well.Time 2 minutes(15:20)
Now, here’s a cool example of how Videoliciousis used. I created a video with a partner this summer for one of my courses, and I must say it was pretty fun. Check it out and see how we used this electronic device to create a video about avatars in the digital world.[play video]After watching this video there are a few things I hope you noticed. We used power point slides, voice overs and short video clips. We also had the requirement of citing the sources we used as well. Depending on your grade level, it is up to you to have these requirements. Overall, I hope you liked the video. It was definitely a great experience.Time: 1:30 minutes(16:50)
Now that you have seen how the tool works, let me give you some examples on how you can use this tool educationally in the classroom. Since I am focusing on an elementary grade, just like Aurasma I would advise using this tool as a whole group a few times before letting them create their own. Here is a good example for an Elementary Teacher. Let’s use the English SOL 1.9a The student will read and demonstrate comprehension of a variety of fictional texts. Preview the selection. I will first have the students take pictures of the book they will be reading and record their predictions with partners. Once they have finished their uploads, I will have them create their video and select their music. Simple as that. The students will also be able to share their videos as a whole group in presentations. Time 1 minute(17:50)
As for middle school, let’s use the Science SOL 6.5b The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include the properties of water in all three phases. Just like the other tools, if you do choose to let the students use the tool on their own, it is important to show the students how to use the tool and respect their electronic devices. Now, here is a good example. With this SOL, you can have the students make a video with different pictures, video clips and narration about the properties of water in all three phases. They can take pictures and video of their Science experiments they complete in class or even take videos of themselves talking about it. Either way their video will turn out awesome!Time: 1 minute(18:50)
With high school students, Videolicious can also be fun to use. Let’s use the English SOL 9.4e The student will read, comprehend, and analyze a variety of literary texts includingnarratives, narrative nonfiction, poetry, and drama. Explain the relationships between and among elements of literature: characters,plot, setting, tone, point of view, and theme. Teachers can have the students create a Videolicious on the elements of literature on a certain novel. The students can start off by creating a mini video of themselves and talk a little about each element and then add different images of the novel as well. Once they have created the video they can have the option of sharing it online or with different groups.Time: 30 seconds(19:20)
Just like Aurasma this is a wonderful tool to use in the classroom; however, there are always some limitations. First, you must have an electronic device such as an iPad. Unfortunately you cannot use a computer or a phone device with this tool. Second, you will need to have a built in microphone on the device as well. Third, you will need to create a free account on the website before you create a video. Finally, while creating a video remember to remind your students that there is a time limit and photo/video limit to up to 60 seconds and 10 items that can be uploaded to the video. Other than those limitations, feel free to use this tool and explore all it has to offer! :)Time: 1 minute(20:20)
The third tool is called Animoto. This tool is also pretty easy to use and the students will love to use it. You have the option of creating the videos yourself or having your students create them themselves. Just like Aurasma and Videolicious, you also have the option of using this tool anywhere. With the use of your electronic device (computer, smart phone or iPad) you can make beautiful and creative projects with your students. This is another cool tool where you can add video and sound all at once. One thing that is different about this tool is that you can use your home computer to create videos! There are a lot of options to choose from. However, although this tool is free you have a limit to the length of your video. The limit to your video is 30 seconds, but you have the option to upgrade by purchasing for more. Time 2 minutes(22:20)
This digital storytellingtool is very interesting. Simply upload your images and video clips and create an awesome video in seconds!You can upload images and videos straight from your computer. Even better, you can upload them straight from social networks such as Facebook, Instagram, Picasa, Flickr and more! There are basically 3 steps to this tool:Step 1: Choose/Create your photos, video clips and power point slides. Step 2: Tell your story. This is basically where you will input text to put narration in your video.Step 3: Select your music. Step 4: Edit your video and voila! Your Animoto is ready to be used for your lesson.Your students will love this tool and will be able to use it easily as well.Time 2 minutes(24:20)
Now, here’s an awesome example of how Animoto is used. This Animoto is focused on the Bill of Rights, and would definitely be useful in the classroom. Check it out and see how they used this tool to create a video with photographs, text and music.[play video]After watching this video there are a few things I hope you noticed. You cannot use the sound of your voice when creating the video. Also, depending on your grade level, it is up to you to have the photos and videos ready in a file for your students to use or have them find them themselves. Overall, I hope you liked the video. It is definitely a great tool to explore.Time 2 minutes(26:20)
Now here are some examples on how you can use this tool educationally in the classroom. Just like the other tools, use the tool whole group a few times before letting them create their own. Here is a good example for an Elementary Teacher. Let’s use the English SOL 3.5d The student will read and demonstrate comprehension of fictional text and poetry.Compare and contrast settings, characters, and events. First as a whole group, show the students where on the computer or iPad they can locate a folder with uploaded videos and photos. Remember, they cannot create their own videos or take photos with this tool. Once they can locate them, have them create their own Animoto about their book of choice from the selection of photos and videos. They will get the chance to add text and music as well. Finally, they will be able to present the Animoto as a “Book Talk” gathering.Time 1 minute(27:20)
As for middle school, let’s use the English SOL 6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. Just like the other tools, if you do choose to let the students use the tool on their own, it is important to show the students how to use the tool first. Now, here is a good example. With this SOL, you can have the students make a video about the different nonfiction texts they have read. They can upload the photos they find on the internet or upload videos they take in class or library. Once they have finished uploading their content they can add text in their video. Pretty simple and the students will be amazed to see the outcome of their projects.Time: 30 seconds(27:50)
With high school students, I would have the students use Animoto at home or after school in their Library. I would first demonstrate how to use the tool and show them examples, but then I would create a project using the History SOL USI.2 The student will use maps, globes, photographs, pictures, or tables to locate the seven continents and five oceans. The students will have a rubric and must create an Animoto about the seven continents and five oceans. They must add photos and video clips with information about each continent and ocean. Once they are finished, they will upload the Animoto in a shared website the teacher creates to be graded and view by the class. Time: 30 seconds(28:20)
Along with the rest of the tools, this is a wonderful tool to use in the classroom; however, there are always some limitations. First, you must have an electronic device such as a computer, phone or iPad. Second, you will need to have pre-saved photos and videos in order to upload them onto the program. Third, you will need to create a free account on the website before you create a video. Fourth, while creating a video remember to remind your students that there is a time limit to the video based on the song selection. The song length will determine your video length. Finally, unlike Aurasma and Videolicious you cannot use your own voice to narrate. Other than those limitations, feel free to use this tool and explore all it has to offer! :)Time: 1 minute(29:20)
The fourth tool is called Yodio. This tool is pretty simple to use. You have the option of creating the videos yourself or having your students create them themselves. Unlike Aurasma, Videolicious and Animoto you have the must have a computer to use this tool. With the use of your computer, you and can awesome videos for your students. This is another cool tool where you can add video and sound all at once. One thing that is different about this tool is that you can use own phone to record your message in the video or you can upload a pre-recorded message! You don’t have a limit to length of your video it can be just a few seconds to a few minutes, and you also have the option to upgrade by purchasing packages for more options. Time 1 minute(30:20)
This cool audio/visual tool is very unique. Use your phone to record a message and then simply upload your images and create an awesome video in seconds!You must upload straight from your computer. There are basically 3 steps to this tool:Step 1: Create a recording by calling the telephone number on the website. Or, you can upload a pre-recorded message to your computer.Step 2: Upload your images onto the website.Step 3: Edit the order of the message(s) and images and voila! Your Yodio is ready to be used for your lesson or to share.Just like the rest, your students will love this tool and will be able to use it easily as well.Time 2 minutes(32:20)
Now, here is a Quick Tip about Step 1 of Yodio*Although it is not one of the 4 tools I am talking about today, Vocaroo is an excellent tool to use for just audio purposes. This tool works well with many other tools, but I think it works best with Step 1 of Yodio since many of our lower grade levels do not have the option of recording a voice message through a cellular device. It will basically replace the use of a cellular phone.There are 3 basic steps to this tool:Step 1: RecordStep 2: Listen to recordingStep 3: Upload to computerAnd there you have it folks, an audio message ready to be uploaded!Time 1 minute(33:20)
Now, here’s a cool example of how Yodio is used. I created a Yodio one day, and I must say it was pretty cool how I was able to call and make my own recording. Check it out and see how I used this electronic device to create a video about seasons in the digital world.[play video]See how simple the video is? If you choose to use this tool with your students, depending on the grade level you may want to have images in a file for them to pull from as well as pre-recorded audio for them to just click and upload instantly.Time: 1 minute(34:20)
Here are some examples on how you can use this tool educationally in the classroom. Just like the other tools, use the tool whole group a few times before letting them create their own. Remember, unlike the other tools, this tool has the option of recording your voice through a phone or uploading a saved audio message from the computer. Since I am focusing on an elementary grade, I suggest doing this activity whole group with the students. The teacher can record a message prior to the lesson. Now, here is a good example for an Elementary Teacher. Let’s use the History SOL 1.11a The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States byidentifying the American flag, bald eagle, Washington Monument, and Statue of Liberty. First as a whole group, have the students listen to the message create about the American Symbols. Then, have the students choose from a variety of random pictures to find each symbol to put in the video. This way, the teacher will be able to see who knows the symbols and who does not. Finally, the teacher can view the video they created together as a class.Time 2 minutes(36:20)
As for middle school, let’s use the Science SOL 6.8 The student will investigate and understand the organization of the solar system and the interactions among the various bodies that comprise it. Key concepts include the sun, moon, Earth, other planets and their moons, dwarf planets, meteors, asteroids, and comets. Just like the other tools, if you do choose to let the students use the tool on their own, it is important to show the students how to use the tool first. Also, it is important to remember that since you can use your phone to record the audio message to put in the video, I suggest they record themselves first using another tool such as Vocaroo (a free website to record your voice through the use of a microphone from your computer. Once they have recorded their voice, they can certainly upload it easily instead of using a phone at school. Then, you can have the students make a video about the different planets they have learned by uploading their audio and images they find on the computer. Once they have finished uploading their content the students will be able to share them with the class.Time: 2 minutes(38:20)
With high school students, I would have the students use Yodio at home or after school in their Library. I would first demonstrate how to use the tool and show them examples, but then I would create a project using the Biology SOL BIO.3 The student will investigate and understand relationships between cell structure and function. The students will have a rubric and must create an Yodioabout cell structure and function. They must add photos and their own audio with information as well. Once they are finished, they will upload the Yodio in a shared website the teacher creates to be graded and viewed by the class. Time 30 seconds(38:50)
Along with the rest of the tools, this is another wonderful tool to use in the classroom; however, there are limitations. First, you must have an electronic device such as a computer and phone. Second, you will need to have pre-saved photos in order to upload them onto the program. Third, you will need to create a free account on the website before you create a video. Finally, unlike the other tools you cannot use your own video clips. This option is not available. Other than those limitations, feel free to use this tool and explore all it has to offer! :)Time: 1 minute(39:50)