This document introduces four digital tools for use in middle school classrooms: Big Huge Labs, Image Chef, Piktochart, and QR Code Monkey. Big Huge Labs allows students to create products like trading cards, maps, and magazine covers using images. Image Chef focuses on image manipulation to create visual poetry, wanted posters, and photo frames. Piktochart helps students create graphic representations of information through templates. QR Code Monkey generates QR codes that provide additional information on topics when space is limited. The document provides examples of how each tool connects to English and math standards and discusses the pros and limitations of each.
Digital Tools in the middle School Classroomahatf005
This document discusses four digital tools that can be used in middle school classrooms: Big Huge Labs, Image Chef, Piktochart, and QR Code Monkey. Big Huge Labs allows students to create products and activities using images, such as trading cards, maps, and magazine covers. Image Chef is used for manipulating and creating images, such as visual poetry, wanted posters, and photo frames. Piktochart helps students create graphic representations of information through reading or data collection. QR Code Monkey generates QR codes that provide additional information on a topic when space is limited, and can be used for organization, research papers, and the library. The document provides examples of how each tool connects to English and math standards and reviews
This document provides an overview of how technology can be used to support the Common Core standards for 4th grade. It discusses software called Pixie that allows students to write, illustrate, and tell stories. Pixie can be used to create books, videos, audio recordings, comics, and other projects. Examples of literacy and math ideas that can be explored using Pixie are provided. The document also introduces new comic creation software and provides examples of how it can be used for literacy, social studies, math, and science projects. Guidelines are outlined for effective use of the software, including storyboarding ideas before creating projects and considerations for images and file saving.
This document provides standards from the Common Core for 6th grade that involve using technology to develop understanding of topics from different media formats. It encourages using new comic creation software to have students create comics for various subjects to demonstrate their knowledge. Examples of potential comic topics are provided for literacy, social studies, and math/science. Guidance is given for effective comic creation, such as storyboarding and citing image sources. Links are included for writing assignments and additional online resources related to the standards.
The document discusses technology tools that can be used in a 2nd grade classroom to support the Common Core standards. It introduces Pixie software that allows students to write, illustrate, and create multimedia projects like books, videos, and audio recordings. Examples of literacy and math projects created with Pixie are provided, such as creating non-fiction books, vocabulary trading cards, math word problems, and tutorials. Tips are given for using Pixie, such as storyboarding first, collecting images, saving work and exporting files correctly, and using the group work function. Other resources mentioned include websites for classroom management, educational games, author interviews, collaborative projects, and lesson plan ideas.
Amy Alcott Deur from the San Antonio Public Library presented on resources available through the library. She discussed databases for research, ebooks, audiobooks, and technology available for checkout including Kindles and the computer lab. ProQuest provides lesson plans and bookcarts of curated resources. The presentation also covered podcasting, webinars, smart boards, and doc cameras as engaging teaching tools, as well as recommended reading lists and after school activities supported by the library.
The document introduces new software called Pixie and a comic creation tool available in Lab 129 for 4th grade students. Pixie can be used to write, illustrate, and tell stories, providing a fun way for students to explore curriculum topics. It offers templates, features for books, videos, audio recordings and comics. Suggested literacy and math projects using Pixie include creating non-fiction books, tutorials, word problem books, and screencasts. The document provides tips for using Pixie such as storyboarding first, saving work, and using the group work function. It also introduces comic creation software for making comics from pictures and provides example projects for various subjects.
This document provides a technology skills matrix that assesses students' technology skills from pre-kindergarten to 5th grade. It outlines skills in areas such as digital literacy, technology operations, word processing, graphics and publishing, research, presentation tools, and digital citizenship. For each skill, it indicates whether students can perform the skill with assistance, are being introduced to the skill, are developing the skill, or have become independent users. The document also provides links to the Texas Essential Knowledge and Skills for Technology Applications and the International Society for Technology in Education standards.
Digital Tools in the middle School Classroomahatf005
This document discusses four digital tools that can be used in middle school classrooms: Big Huge Labs, Image Chef, Piktochart, and QR Code Monkey. Big Huge Labs allows students to create products and activities using images, such as trading cards, maps, and magazine covers. Image Chef is used for manipulating and creating images, such as visual poetry, wanted posters, and photo frames. Piktochart helps students create graphic representations of information through reading or data collection. QR Code Monkey generates QR codes that provide additional information on a topic when space is limited, and can be used for organization, research papers, and the library. The document provides examples of how each tool connects to English and math standards and reviews
This document provides an overview of how technology can be used to support the Common Core standards for 4th grade. It discusses software called Pixie that allows students to write, illustrate, and tell stories. Pixie can be used to create books, videos, audio recordings, comics, and other projects. Examples of literacy and math ideas that can be explored using Pixie are provided. The document also introduces new comic creation software and provides examples of how it can be used for literacy, social studies, math, and science projects. Guidelines are outlined for effective use of the software, including storyboarding ideas before creating projects and considerations for images and file saving.
This document provides standards from the Common Core for 6th grade that involve using technology to develop understanding of topics from different media formats. It encourages using new comic creation software to have students create comics for various subjects to demonstrate their knowledge. Examples of potential comic topics are provided for literacy, social studies, and math/science. Guidance is given for effective comic creation, such as storyboarding and citing image sources. Links are included for writing assignments and additional online resources related to the standards.
The document discusses technology tools that can be used in a 2nd grade classroom to support the Common Core standards. It introduces Pixie software that allows students to write, illustrate, and create multimedia projects like books, videos, and audio recordings. Examples of literacy and math projects created with Pixie are provided, such as creating non-fiction books, vocabulary trading cards, math word problems, and tutorials. Tips are given for using Pixie, such as storyboarding first, collecting images, saving work and exporting files correctly, and using the group work function. Other resources mentioned include websites for classroom management, educational games, author interviews, collaborative projects, and lesson plan ideas.
Amy Alcott Deur from the San Antonio Public Library presented on resources available through the library. She discussed databases for research, ebooks, audiobooks, and technology available for checkout including Kindles and the computer lab. ProQuest provides lesson plans and bookcarts of curated resources. The presentation also covered podcasting, webinars, smart boards, and doc cameras as engaging teaching tools, as well as recommended reading lists and after school activities supported by the library.
The document introduces new software called Pixie and a comic creation tool available in Lab 129 for 4th grade students. Pixie can be used to write, illustrate, and tell stories, providing a fun way for students to explore curriculum topics. It offers templates, features for books, videos, audio recordings and comics. Suggested literacy and math projects using Pixie include creating non-fiction books, tutorials, word problem books, and screencasts. The document provides tips for using Pixie such as storyboarding first, saving work, and using the group work function. It also introduces comic creation software for making comics from pictures and provides example projects for various subjects.
This document provides a technology skills matrix that assesses students' technology skills from pre-kindergarten to 5th grade. It outlines skills in areas such as digital literacy, technology operations, word processing, graphics and publishing, research, presentation tools, and digital citizenship. For each skill, it indicates whether students can perform the skill with assistance, are being introduced to the skill, are developing the skill, or have become independent users. The document also provides links to the Texas Essential Knowledge and Skills for Technology Applications and the International Society for Technology in Education standards.
Basic Educational Technology Tools to MasterJohn Woodring
This presentation will help you define what educational technology tools you should master to make integrating technology more beneficial for your students. Also, there are tips on lesson planning that integrate technology.
Libs602 final presentation bradley_august_2015Quyghog784
The document discusses several tech tools that can be used in schools including Pixton, QR codes, Animoto, and Voki. Pixton allows students to create comics that can be shared and provide feedback. QR codes engage students when incorporated into lessons using a free app to scan codes. Animoto is a simple tool to create videos without editing experience. Voki creates animated avatars that students can use to record and share oral presentations. All tools offer free basic versions but more features require a membership fee.
This document discusses using Inspiration concept mapping software in education. It provides examples of how Inspiration could be used for science, writing, reading and math lessons. It outlines the materials, technology and facilities needed, and how concept maps or research papers created in Inspiration could be shared or transferred. Potential challenges for students are discussed along with benefits such as helping with the research process, organization and presentation skills. Two detailed lesson plans are provided showing how Inspiration could be used to create a research paper or food web diagram. Finally, relevant resources and references are listed.
This document provides an overview of digital tools that can be used by science teachers and learners. It discusses how today's students are digitally literate and connected. It then describes several specific digital tools like Wordle, Tagxedo, Linoit, Bubbl.us, Voicethread, Quizlet, Google Drive, QR codes, comics/cartoons software, and tools for student assessment like blogs and videos. It concludes with practical considerations for using these tools in the classroom.
Competing with Robots: Making Research Skills Relevant to 21st Century StudentsCathy Cranston
1) The document describes a library contest held at Colorado State University for high school students attending an annual technology event.
2) The original contest asked students to complete an online scavenger hunt using library databases, but it was revised to be more hands-on and interesting for students.
3) The revised contest included interactive modules using tools like Google Docs, infographics, videos and databases to teach students about research skills and information sources in an engaging way.
This document discusses how digital tools can be used to support 21st century learning. It describes today's learners as multi-taskers who are digitally literate, mobile, social, and have short attention spans. It suggests teaching focus on analysis, evaluation, inquiry and problem solving rather than memorization. A variety of free digital tools are presented for creating word clouds, concept maps, student response systems, annotated images, videos, comics and connecting with experts. Considerations for using technology in the classroom like access, learning styles and mixing up activities are also discussed.
The document discusses using digital scrapbooking projects across different curriculum areas in education. It provides examples of how digital scrapbooking can be used to have students organize information from research, express ideas through images where language skills are still developing, and encourage involvement and creativity through multi-phase projects. Digital scrapbooking allows students of different abilities to work on the same project, and engages students by building on the interest in making scrapbooks while helping develop skills like organization and following directions. Teachers have found that digital scrapbooking can be used effectively in subjects like language arts, history, and other areas for presenting student-gathered information or illustrating particular time periods.
This document discusses how various Web 2.0 tools can be used in the classroom to engage students and meet educational objectives. It profiles several tools, including Bighugelabs for creating classification trading cards, QRCode Monkey for generating scannable codes to include on worksheets, Blabberize for making interactive presentations, Piktochart for easy infographic creation, and Tagxedo for generating word clouds. For each tool, it provides the website URL, potential classroom applications aligned with state standards, and notes on advantages and limitations. It concludes by recommending PortaPortal as a central place to explore additional web-based tools for image editing, audio/video, and more.
Educational websites can act as tools to enhance learning and supplement classroom teaching by providing games, videos and topic resources that make learning more engaging and attractive for students. They allow instructors to personalize the learning experience and provide instant access to knowledge. Popular educational websites allow students to find age-appropriate books, access virtual manipulatives for math practice, take virtual field trips around the world, and find standards-aligned lessons and resources for various subjects.
Integrating Technology with Common CoreMeg Griffin
This document discusses the importance of eliteracy as a crucial component of modern literacy education. It defines traditional literacy as involving reading, writing, viewing, listening, speaking, understanding and interpreting visuals. It notes that the Common Core Standards emphasize having students read more challenging texts, build vocabulary, and communicate and collaborate online. The document provides examples of digital tools that can help develop eliteracy skills, such as blogs, wikis, VoiceThread for multimedia presentations, Animoto for digital stories, and Big Huge Labs for additional visualization options. It emphasizes using technology to enhance and expand traditional literacy in the modern classroom.
This document provides grade level standards for kindergarten through 6th grade related to using technology and digital tools. Some key expectations include:
- Knowing basic computer skills like turning on/off computers and using a mouse/keyboard.
- Creating simple word documents and presentations to publish writing.
- Conducting research using online sources and taking notes from print and digital texts.
- Using multimedia like audio/video to enhance presentations and demonstrate understanding of texts.
- Citing sources using bibliographies or other methods like online citation tools.
User Centered Design method & Wikiwijs
By Karin van den Driesche
Presented at Merlien Institute's International conference on Qualitative Consumer Research & Insights, 7 & 8 April 2011, Malta
The document presents an information literacy skill tree that maps out a course of information literacy learning for undergraduate students. The skill tree begins with foundational skills and progresses to more advanced skills, building on previous lessons. It was informed by various information literacy models and focuses on skills needed by undergraduates. The aim is to motivate students through short, achievable tasks and a clear learning path. Future steps include developing an interactive digital version and testing it with student volunteers.
This document provides strategies for reading digital text. It outlines various strategies that can be used before, during, and after reading, including finding appropriate texts, setting the stage with images, removing distractions, using anticipation guides, scaffolding with graphic organizers, annotating, summarizing, and discussions. The strategies are meant to help students engage more effectively with digital texts.
This document discusses three types of web-based activities for language learning: WebQuests, Hot Potatoes exercises, and digital storytelling. WebQuests involve completing tasks using pre-selected online resources, while Hot Potatoes creates language exercises. Digital storytelling allows students to create multimedia stories using images, audio, and video. Sample tools are provided for creating digital stories, along with guidelines for developing stories and integrating the activities into teaching.
The slides from the first workshop of the Student Ambassadors for Digital Literacy project 2014/15. The workshop covered introductions to the team and Ambassadors and explored how students searched for information
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Basic Educational Technology Tools to MasterJohn Woodring
This presentation will help you define what educational technology tools you should master to make integrating technology more beneficial for your students. Also, there are tips on lesson planning that integrate technology.
Libs602 final presentation bradley_august_2015Quyghog784
The document discusses several tech tools that can be used in schools including Pixton, QR codes, Animoto, and Voki. Pixton allows students to create comics that can be shared and provide feedback. QR codes engage students when incorporated into lessons using a free app to scan codes. Animoto is a simple tool to create videos without editing experience. Voki creates animated avatars that students can use to record and share oral presentations. All tools offer free basic versions but more features require a membership fee.
This document discusses using Inspiration concept mapping software in education. It provides examples of how Inspiration could be used for science, writing, reading and math lessons. It outlines the materials, technology and facilities needed, and how concept maps or research papers created in Inspiration could be shared or transferred. Potential challenges for students are discussed along with benefits such as helping with the research process, organization and presentation skills. Two detailed lesson plans are provided showing how Inspiration could be used to create a research paper or food web diagram. Finally, relevant resources and references are listed.
This document provides an overview of digital tools that can be used by science teachers and learners. It discusses how today's students are digitally literate and connected. It then describes several specific digital tools like Wordle, Tagxedo, Linoit, Bubbl.us, Voicethread, Quizlet, Google Drive, QR codes, comics/cartoons software, and tools for student assessment like blogs and videos. It concludes with practical considerations for using these tools in the classroom.
Competing with Robots: Making Research Skills Relevant to 21st Century StudentsCathy Cranston
1) The document describes a library contest held at Colorado State University for high school students attending an annual technology event.
2) The original contest asked students to complete an online scavenger hunt using library databases, but it was revised to be more hands-on and interesting for students.
3) The revised contest included interactive modules using tools like Google Docs, infographics, videos and databases to teach students about research skills and information sources in an engaging way.
This document discusses how digital tools can be used to support 21st century learning. It describes today's learners as multi-taskers who are digitally literate, mobile, social, and have short attention spans. It suggests teaching focus on analysis, evaluation, inquiry and problem solving rather than memorization. A variety of free digital tools are presented for creating word clouds, concept maps, student response systems, annotated images, videos, comics and connecting with experts. Considerations for using technology in the classroom like access, learning styles and mixing up activities are also discussed.
The document discusses using digital scrapbooking projects across different curriculum areas in education. It provides examples of how digital scrapbooking can be used to have students organize information from research, express ideas through images where language skills are still developing, and encourage involvement and creativity through multi-phase projects. Digital scrapbooking allows students of different abilities to work on the same project, and engages students by building on the interest in making scrapbooks while helping develop skills like organization and following directions. Teachers have found that digital scrapbooking can be used effectively in subjects like language arts, history, and other areas for presenting student-gathered information or illustrating particular time periods.
This document discusses how various Web 2.0 tools can be used in the classroom to engage students and meet educational objectives. It profiles several tools, including Bighugelabs for creating classification trading cards, QRCode Monkey for generating scannable codes to include on worksheets, Blabberize for making interactive presentations, Piktochart for easy infographic creation, and Tagxedo for generating word clouds. For each tool, it provides the website URL, potential classroom applications aligned with state standards, and notes on advantages and limitations. It concludes by recommending PortaPortal as a central place to explore additional web-based tools for image editing, audio/video, and more.
Educational websites can act as tools to enhance learning and supplement classroom teaching by providing games, videos and topic resources that make learning more engaging and attractive for students. They allow instructors to personalize the learning experience and provide instant access to knowledge. Popular educational websites allow students to find age-appropriate books, access virtual manipulatives for math practice, take virtual field trips around the world, and find standards-aligned lessons and resources for various subjects.
Integrating Technology with Common CoreMeg Griffin
This document discusses the importance of eliteracy as a crucial component of modern literacy education. It defines traditional literacy as involving reading, writing, viewing, listening, speaking, understanding and interpreting visuals. It notes that the Common Core Standards emphasize having students read more challenging texts, build vocabulary, and communicate and collaborate online. The document provides examples of digital tools that can help develop eliteracy skills, such as blogs, wikis, VoiceThread for multimedia presentations, Animoto for digital stories, and Big Huge Labs for additional visualization options. It emphasizes using technology to enhance and expand traditional literacy in the modern classroom.
This document provides grade level standards for kindergarten through 6th grade related to using technology and digital tools. Some key expectations include:
- Knowing basic computer skills like turning on/off computers and using a mouse/keyboard.
- Creating simple word documents and presentations to publish writing.
- Conducting research using online sources and taking notes from print and digital texts.
- Using multimedia like audio/video to enhance presentations and demonstrate understanding of texts.
- Citing sources using bibliographies or other methods like online citation tools.
User Centered Design method & Wikiwijs
By Karin van den Driesche
Presented at Merlien Institute's International conference on Qualitative Consumer Research & Insights, 7 & 8 April 2011, Malta
The document presents an information literacy skill tree that maps out a course of information literacy learning for undergraduate students. The skill tree begins with foundational skills and progresses to more advanced skills, building on previous lessons. It was informed by various information literacy models and focuses on skills needed by undergraduates. The aim is to motivate students through short, achievable tasks and a clear learning path. Future steps include developing an interactive digital version and testing it with student volunteers.
This document provides strategies for reading digital text. It outlines various strategies that can be used before, during, and after reading, including finding appropriate texts, setting the stage with images, removing distractions, using anticipation guides, scaffolding with graphic organizers, annotating, summarizing, and discussions. The strategies are meant to help students engage more effectively with digital texts.
This document discusses three types of web-based activities for language learning: WebQuests, Hot Potatoes exercises, and digital storytelling. WebQuests involve completing tasks using pre-selected online resources, while Hot Potatoes creates language exercises. Digital storytelling allows students to create multimedia stories using images, audio, and video. Sample tools are provided for creating digital stories, along with guidelines for developing stories and integrating the activities into teaching.
The slides from the first workshop of the Student Ambassadors for Digital Literacy project 2014/15. The workshop covered introductions to the team and Ambassadors and explored how students searched for information
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
5. Big Huge Labs- Trading Cards
• English SOL 7.5
a) The student will describe the elements of
narrative structure including setting, character
development, plot structure, theme and conflict.
6. Big Huge Labs- Map Activity
• Could be used in Social Studies, Science,
Foreign Language, etc.
• Allows students to choose specific regions and
highlight key areas on map
7. Big Huge Labs- Magazine Cover
• Can be used in any classroom at the
beginning of the year as an introductory or
“getting to know you” activity
8. Big Hug Labs Overview
Pros
• Versatile image tool with
many different activities to
choose from
• Very user friendly
Limitations
• While it has many different
choices, it may sometimes
be a little difficult for
students to focus on the
activity at hand rather than
browsing
• Check with ITC at school to
see if the site is accessible
at your school.
10. Image Chef- Visual Poetry
• English 7.5
d) The student will describe the impact of word
choice, imagery, and literary devices including
figurative language.
11. Image Chef- Wanted Poster
• Fun tool to use when discussing heroes and
villains
12. Image Chef- Photo Frame
• Can be used to spruce up images and projects
across all curriculums
13. Image Chef Overview
Pros
• Images can be enhanced in
as little as 5 minutes
• User friendly
Limitations
• Only offers programs to
work with images
15. Piktochart- English Connections
• English 7.6 The student will read and
demonstrate comprehension of a variety of
nonfiction texts while:
j) Identifying cause and effect relationships
16. Piktochart- English Connections
Cont’d.
• English 7.6 The student will read and
demonstrate comprehension of a variety of
nonfiction texts while:
k)Organizing and synthesizing information for
use in written formats
17. Piktochart- Math Connections
• Students could use Piktochart to create
graphic representations of information they
have gathered from other students.
18. Piktochart Overview
Pros
• Organizes information into
an attractive graphic
organizer
• Is more engaging than
reading an article
• Can be laid out in a manner
which had never before
been considered
• Information is easily
accessible
Limitations
• Very difficult to create if
specific template is not
available
• Overly time consuming
• Not user friendly
19. QR Code Monkey
• http://www.qrcode-monkey.com/
• QR codes are generally used as tools that
provide more information about a topic when
a limited space is available.
20. QR Code Monkey- Organizational
Patterns
• English SOL 7.6
c) The student will read and demonstrate
comprehension of a variety of nonfiction texts
by identifying an author’s organizational pattern
using textual clues, such as transition words and
phrases
21. QR Code Monkey-Research Papers
• Students research a topic and come up with
sub categories for their topic of choice, for
each subcategory, students must create a QR
code and provide information about their
topic
• Trade and Scan
22. QR Code Monkey- Library Use
• Use QR Codes to inform students of books in a
series or newly released books
23. QR Code Monkey Overview
Pros
• Encourages technology in
the classroom
• Encourages collaborative
work/interaction
• Very simple to create
Limitations
• Technology may not be
available
• Could cause potential
distractions in class.
24. Questions/Comments
• Does anyone have any questions about the
following tools?
– Big Huge Labs
– Image Chef
– Piktochart
– QR Code Monkey
Editor's Notes
Today we are going to be talking about digital tools in the middle school classroom. (15-30 sec. while room settles in)
Hello! My name is Ashleigh Jedlowski and I am an English teacher at Dozier Middle School in Newport News. I am going into my third year of teaching and just started the Library Science Program at Old Dominion University. During the summer I took a class that introduced me to a variety of digital tools that can be used in the classroom. I am here today to introduce you to some of those tools and show you how you might be able to pair them with your curriculum to use them in your classes. (2-3 minutes)
Today we will be focusing on four specific digital tools. We will be discussing Big Huge Labs, Image Chef, Piktochart, and QR Code Monkey. Each of these 4 tools can be used in multiple ways in the classroom. (1 min.)
Big Huge Labs is a great tool to use in the classroom due to the wide range of activities that it offers. Some examples of these activities are: making trading cards, creating magazine covers, customizing maps, creating jigsaw puzzles, posters and many other activities. The main concept to grasp here is that this is overall a tool used for altering and creating products with images. Now we are going to move on and I am going to tell you more about some specific products you can make using this tool. (2-3 min.)
The first activity that I would like to highlight that can be produced with Big Huge Labs is the creation of trading cards. My idea for how this product could relate to the a curriculum is to tie it back to characterization. The SOL standard 7.5 a from above states that the student will describe the elements of narrative structure including setting, character development, plot structure, theme and conflict. As I said before I would have students focus on characterization with this activity by having them create trading cards for the characters in the novel or short story that we would reading in class. Ultimately I would have students got to a computer lab, upload their picture of the “character” and add in characteristics from the book that describe their character to create their trading card. This activity is a lot of fun for the kids; it gets them moving, thinking, and using technology, so they are able to get very creative with it. If you wanted to use this activity in a Social Studies class you could have students create trading cards for key people in a unit being studied. For example they could make a card for Thomas Edison or Alexander Graham Bell. (3 min.)
The map activity in this tool is a little more versatile as far as multiple subjects go. It allows you to highlight key areas on a map so you could look at states who were in the Union vs. the Confederacy in the Civil War for Social Studies , or if you wanted to take it in a Science direction you could label countries that get hit with hurricanes vs. countries that don’t have as much storm activity. This map maker could also be used to identify Francophone countries vs. non-Francophone countries in a French class. The mapping function has many different purposes it can serve. (3 min)
The last product that I am going to show you available from Big Huge Labs is the Magazine Cover template. This template is very functional and can serve as an activity in almost any classroom, depending on what you wanted to have your students do with it. We actually used it in one of my college classes as an introductory activity and I loved it so much I used it in my classroom this year. It is a really easy and fun way to get to know your students and you can always tell them they need to have certain information on certain lines if you are looking for specific criteria. (2 min.)
Here I am just going to quickly recap the positive aspects and the limitations that you might face with Big Huge Labs. The Pros are that it is a versatile tool with many different activities that can be used. It is also user friendly, which will allow you to be able to create a product in minutes. However, there are also some limitations with this tool. I think that because it offers its user so many choices, it can sometimes be a little distracting and cause students to lose focus of the task at hand. This however can be fixed with time limits and gentle reminders. Another issue that may arise is that the site may not be accessible through your school depending on the blocks that have been set up. I would just double check beforehand and if any problems arise contact your school’s ITC with any questions. Overall I feel this is a great tool and I think you and your students will have a lot of fun working with it. (1 min)
The second tool I would like to talk to you about is Image Chef. This tool is used specifically for manipulating and creating image products. This image of me from the beginning of the presentation was created in Image Chef. (1 min.)
The first tool within Image Chef that I will be discussing relates to the 7th grade English curriculum by tying in with poetry. English SOL 7.5 d states The student will describe the impact of word choice, imagery, and literary devices including figurative language. Image Chef has a tool called Visual Poetry which allows students to choose a symbol and then create a poem that takes the shape of whatever symbol has been chosen. Students could choose a shape and then use the criteria provided by the teacher to create a poem to match their image. (2 min.)
The next tool that is available in Image Chef is a Wanted poster template. This could be used in an English classroom when teaching heroes and villains along with a description of what the person in question is wanted for. This could also be used in a Social Studies class to refer to famous historical figures along with a description of their role in history. This is a fun activity that gets students to make connections to what they are reading and the world around them. (2 min.)
This last tool is one that can be used for virtually any purpose ranging from adding a pop of color and creativity to projects to scrapbooking or decorating a bulletin board. All it takes is the time to upload an image and pick out a color and in seconds you have a neatly accented photo. ( 1 min.)
Here is a concise list of the appeals to and limitations of Image Chef. As far at the positive aspects go, the program tools can enhance your images very quickly and in a very user friendly process. When it comes to the limitations of Image Chef, the only one that occurs to me is that the program only works with images and doesn’t have a lot of “extra” tools. Overall this would be a good program to use if you are specifically looking to alter images. ( 1 min.)
Piktochart is a tool used to create infographics. Some examples of activities that can be done with infographics include: analyzing cause and effect relationships, making connections between two or more items, and processing and creating a visual representation to information ( 1 min)
Piktochart allows its users to create infographics . The first way in which a teacher might be able to use infographics is in the English classroom. Virginia SOL standard 7.6 j states: English 7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts while:
j) identifying cause and effect relationships. This means that students should be able to read something and figured exactly what event took place which caused or could cause other situations to be set in motion. One way students could use Piktochart would be to go on the site and look at examples of infographics containing cause and effect information. After reading and studying the infographic they could read a cause/effect article and create an infographic on the Piktochart site to relay the cause/effect relationship that they read about. I think it is important to take note that this site is not only there to create infographics, but to explore a wealth of examples as well. (2 min.)
Virginia English SOL standard 7.6 k states: The student will read and demonstrate comprehension of a variety of nonfiction texts while: organizing and synthesizing information for use in written formats. With this in mind, another way Piktochart could be used to aid students in English would be for them to look at an infographic and work backwards to create a text to accompany it. For example, if a student was looking at the infographic above, they should be able to study it and then write a few paragraphs explaining how to rebuild your credit and what could have made it go down in the first place. Having examples readily available for students to study could help them strengthen their analytical and critical thinking skills. (2 min.)
In Math classes, students could use Piktochart to create an infographic of data they have collected from other students in class. For example, students could do a survey of their peers of how many shows students watch on T.V. during the week, How many hours of television students watch per week and what genre of shows they like to watch. Then they could compile the information into different table on the same infographic and draw conclusions from the available data. (2 min.)
Wrapping up our my third tool, I am now going to discuss the positive aspects and the limitations of the Piktochart tool. First and foremost, this tool offers an attractive way to display statistics and information. An infographic is also much more engaging to read than an article full of information. The information in an infographic is also much more easily accessible than skimming the pages of an article. Last but not least, the layout of infographics can cause people to take a deeper look at a topic that they may have never thought about before. Infographics tend to lead us down a road of questioning and further research. On the other hand, there are some limitations to the Piktochart tool. They can be very difficult to create if the template someone needs is not available or if they are unsure as to the best way to present the information. The tool also takes a lot of time, though and planning and is not always the most user friendly program. While there seem to be more limitations to this tool than some others, the outcome is usually worth the strife. (2 min.)
QR codes are codes created that contain information about at topic. When these codes are scanned the information they contain about their particular subject is revealed . In order for the information to be revealed, someone must have a special type of scanner or scanning app. These apps can be downloaded through almost any smartphone. Because of this functionality, QR codes could serve a vital role in interactive learning in our classrooms. (2 min.)
English SOL 7.6 c states: The student will read and demonstrate comprehension of a variety of nonfiction texts by identifying an author’s organizational pattern using textual clues, such as transition words and phrases. One way I believe the QR Code Monkey tool could help with this standard is through exploratory learning. As a teacher I would like to use this tool in the class by creating a stations activity complete with texts all using different organizational patterns. Students could then go on a gallery walk around the classroom with the mission to identify organizational patterns and their linked signal word. After reading a passage students could scan a QR code which would help them identify the organizational pattern and give them the signal words to look for in that type of passage. It would be the students responsibility to record the notes on the instructional pattern as well as the signal words that pattern uses. I think this would be a great way to break up the monotony of regular note taking practices. This activity would also provide an opportunity for students to show self control with electronic devices in class. It will be a true test as to what types of activities they will be able to handle throughout the year. (3 min.)
Another way the QR Code Monkey tool could be useful in the classroom is when doing research on a particular topic. Instead of writing one large paper a student could create a few shorter paragraphs that answer very specific questions. For example, a student might have chosen to research koala bears. Instead of creating a large paper the student could focus on 3 specific topics such as 1) What does a Koala look like? 2) Where do they live? 3) What do they eat? A student might write a paragraph on each question and then assign a QR code with the answers to each question. After all students have completed their QR codes they can swap codes with each other and learn about different topics. During an activity like this they are once again up and moving and learning at the same time! (2 min.)
One last way to incorporate QR Codes into the daily lives of our student’s education would be to use them in the library. Place QR codes on books or on the shelf where particular book in a series are located and have the books in the order they are in the series linked to the QR code. By doing this, a child that has discovered a series that they love will know what shelf to head to the next time they are in the library. (2 min.)
As we finish discussing this last tool I am going to recap the positive aspects as well as the limitations of QR Code Monkey. The positive aspects about the use of the tool are: it encourages the use of technology in the classroom, it also encourages collaborative work and interaction with classmates. All in all it is also very simple to create a QR code. Some of the limitations of the tool are that technology may not always be available and that some students may not be able to handle themselves while working with the technology. Considering all sides, I feel that the gains of using the codes in class are worth the risks. (2 min.)