Module 2 activity tools. Ferran Barba Padrós.
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The document provides instructions for an assignment asking students to create a task using a web tool. It recommends the website Artefactos Digitales which lists different tools for creating educational tasks. As an example, it mentions using a tool to have students record a podcast telling a story. The assignment asks students to choose a web tool to create a mini task for a unit plan. It provides a chart to outline the title, aim, description and steps of the task, as well as the chosen web tool and any tutorials.
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This document provides an example of using a web tool to create a task for students. It outlines creating an advertisement for a shampoo using the online design tool Canva. Students will work in pairs to define the shampoo's qualities and color, then design an advertisement poster on Canva to promote the product. They will save their finished posters as images and share with the teacher. The task aims to have students communicate creatively while learning about color associations.
Web tools
This document provides guidance on using web tools to create tasks for students. It recommends the website Artefactos Digitales, which lists free tools for activities like recording podcasts and provides examples and tutorials. The document then presents an example task that asks students to create a 5-minute video in groups of 4 explaining their top 5 reasons for a healthy diet. It outlines the steps: preparing the video dialogue or text, using a tablet to record, reviewing the videos, and uploading to Vimeo and the school website. A link to Vimeo and tutorial are provided.
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Module 5: Creating a task using a web tool
1. The document describes a lesson plan for having students in grade 3 create advertisement scripts and act them out on video to understand the power of advertising.
2. Students will be organized into groups to write scripts for advertisements of a product, decide how to act it out on video, and have the videos recorded.
3. The teacher will then upload the student videos to YouTube and show students how to find and view the videos online. This allows students to see their work shared digitally while learning about using online video platforms.
Q6 what have you learnt about technologies
The document discusses technologies learned from constructing a product. The author learned skills in Adobe Photoshop like removing blemishes and editing images. Blogger was used to publish work online by uploading images, videos, and embedding other files. The Timetoast application helped with time management and meeting deadlines. Overall, a variety of modern technologies were used to construct a professional-looking magazine and provided useful skills.
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The document discusses the technologies the student learned to use while constructing a music magazine project. They gained experience and confidence using Adobe Photoshop, InDesign, WordPress, Prezi, and SlideShare. The student learned the basics of InDesign and was able to create professional looking layouts. Their Photoshop skills improved from prior experience in photography. WordPress was new but they mastered including various media. Prezi and SlideShare allowed creative presentation of their evaluation. In conclusion, the student significantly expanded their technical skills in producing and displaying material professionally.
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The document is a skills audit that rates the individual's proficiency with various technologies and skills on a scale from 1 to 10. They indicate strong skills with Mac computers, Microsoft Word, PowerPoint, and Photoshop, rating themselves a 9 or 10 in each. They rate themselves a 5 in Final Cut, having never used the software, and a 6 in working as part of a team, preferring individual work. Their goals for the end of the year are not stated.
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Through creating their project, the author learned about the technologies used through trial and error experimenting with online programs, software, and hardware. Their front page, contents page, and double page spread explain the important tools, effects, and features used to achieve their final product and where each was used. Initially struggling to understand what tools fixed what, the author overcame barriers to use tools like the cloning stamp in Photoshop, text wrap in InDesign, and creating a blog for the first time to produce their final product.
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This document provides an example of using a web tool to create a task for students. It outlines creating an advertisement for a shampoo using the online design tool Canva. Students will work in pairs to define the shampoo's qualities and color, then design an advertisement poster on Canva to promote the product. They will save their finished posters as images and share with the teacher. The task aims to have students communicate creatively while learning about color associations.
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This document provides guidance on using web tools to create tasks for students. It recommends the website Artefactos Digitales, which lists free tools for activities like recording podcasts and provides examples and tutorials. The document then presents an example task that asks students to create a 5-minute video in groups of 4 explaining their top 5 reasons for a healthy diet. It outlines the steps: preparing the video dialogue or text, using a tablet to record, reviewing the videos, and uploading to Vimeo and the school website. A link to Vimeo and tutorial are provided.
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This document discusses using web tools for educational tasks and provides an example of a presentation task created with the web tool Genially. It recommends the website Artefactos Digitales for finding different web tools to create tasks for students. As an example, it describes a presentation task made with Genially that uses an interactive whiteboard to introduce a unit to students through a wall chart covering topics like schedule, resources, and assessment. The document provides the Genially link for the presentation task as well as tutorial links for how to use the Genially tool.
Module 5: Creating a task using a web tool
1. The document describes a lesson plan for having students in grade 3 create advertisement scripts and act them out on video to understand the power of advertising.
2. Students will be organized into groups to write scripts for advertisements of a product, decide how to act it out on video, and have the videos recorded.
3. The teacher will then upload the student videos to YouTube and show students how to find and view the videos online. This allows students to see their work shared digitally while learning about using online video platforms.
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The document discusses technologies learned from constructing a product. The author learned skills in Adobe Photoshop like removing blemishes and editing images. Blogger was used to publish work online by uploading images, videos, and embedding other files. The Timetoast application helped with time management and meeting deadlines. Overall, a variety of modern technologies were used to construct a professional-looking magazine and provided useful skills.
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Through creating their project, the author learned about the technologies used through trial and error experimenting with online programs, software, and hardware. Their front page, contents page, and double page spread explain the important tools, effects, and features used to achieve their final product and where each was used. Initially struggling to understand what tools fixed what, the author overcame barriers to use tools like the cloning stamp in Photoshop, text wrap in InDesign, and creating a blog for the first time to produce their final product.
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Throughout the project, the author used various new media technologies to aid in construction, research, planning and evaluation. These included using Microsoft Office, PowerPoint, and blogger to create written work and share presentations. Skills were developed using websites like SlideShare and cameras were used to shoot footage. General internet research tools like Google and social media sites like Facebook also helped with audience outreach.
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The student used Adobe Photoshop CS5, Microsoft Paint, and Microsoft Publisher to construct a product for their media studies class. They learned how to use Photoshop's Magic Wand tool, layering features, and adjustment tools to select parts of images, recolor elements, and modify brightness and contrast. The student created a video demonstrating their Photoshop skills in designing a magazine cover, showing how they have learned to confidently use the program's tools.
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Through constructing their project, the author learned how technologies helped improve their work. They used the internet for research, planning, and production, accessing websites like Dafont, Slideshare, and Weebly. The author also learned to use Photoshop and InDesign, mastering photo editing and layout design. InDesign allowed the quick and easy production of pages with quality. Overall, the project taught the importance of technologies for high quality work.
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This document provides guidance for students on summarizing how their use of digital technology developed over their course of study. It instructs students to work in pairs to define digital technology and recall the digital tools they have used. It provides exam questions focusing on how skills have grown between Year 1 (AS) and Year 2 (A2) of the course. It breaks down production work into three stages - pre-production, production, and post-production - and asks students to consider what technologies they used at each stage. Students are to complete a chart tracking their proficiency with various digital tools at the start of the course, how each was used and skills developed in AS, how each was further used and developed in A2, and
Evaluation question 4
Throughout the project, the author used various new media technologies to aid in construction, research, planning and evaluation. These included using Microsoft Office, PowerPoint, and blogger to create written work and share presentations. Skills were developed using websites like SlideShare and cameras were used to shoot footage. General internet research tools like Google and social media sites like Facebook also helped with audience outreach.
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Through constructing their media product, the author learned about various technologies including Adobe Photoshop, Quark Express, Blogger.com, Slideshare, and Adobe Premiere Pro. They found Photoshop and Blogger.com easiest to use and most conducive to being creative, while Quark Express was more difficult and limiting. Adobe Premiere Pro successfully allowed them to edit video interviews. Overall, the process helped the author develop new technical skills and familiarity with different software programs.
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Question 6
The document discusses the skills and technologies learned through constructing a production evaluation project. It describes using software like Adobe Premier Pro, Photoshop, PowerPoint, and iMovie for tasks like editing videos and images, planning, and presenting work. It highlights both positives like being quick and easy to use, and negatives like issues with audio and placing images. The document concludes by stating the author has improved skills in using cameras, editing software, and time management which will help for future projects.
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What have you learnt about technologies from the process of constructing this...
The document discusses technologies learned during the construction of a product. These include Scridd, Photoshop, blogging, Apple Macs, photography skills with SLR and digital cameras, and using a tripod and external flash. Photoshop was the most difficult but became easier with practice. Learning to blog and use Scribd to share documents on a blog was also covered. Overall the process improved photography skills and familiarity with Mac operating systems and design software like Photoshop.
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The student used various new media technologies at different stages of their project. They used Blogger to upload and share work, Survey Monkey to collect feedback, Prezi for interactive presentations, YouTube to upload and analyze videos, and Microsoft Office for writing. Photoshop, Premier Pro, and After Effects were used to create a poster, trailer, and edit videos. Hardware included a Mac for editing and a Canon camera for photos and videos. The student felt they had progressed in their skills and confidence using these technologies from the previous year.
Eval q 4
The student used various new media technologies in their construction, research, planning and evaluation stages. They list the hardware and software used, including a camera, Photoshop, InDesign and web apps like Slideshare. In Photoshop, the student learned how to crop images, use layers to create a collage with pictures and overlaying pins, and use custom brushes and clone stamps to remove backgrounds. InDesign was used to select custom fonts for a digipack. Slideshare was a useful tool to embed documents, presentations and PDFs on their Blogger site.
Eval q 4
The student used various new media technologies in their construction, research, planning and evaluation stages. They list the hardware and software used, including a camera, Photoshop, InDesign and web apps like Slideshare and Blogger. In Photoshop, the student learned how to crop images, use layers to create a collage with pictures and overlaying pins, and how to use custom brushes and the clone stamp tool to remove backgrounds. InDesign was used to select custom fonts for a digipack. Slideshare was a useful tool to embed documents, presentations and PDFs on their Blogger site.
Question 6
The document discusses what the author learned about technologies from constructing a media product. The author learned how to edit images using tools in Photoshop like changing colors and brightness. Additional skills learned include cropping with the magic wand tool, creating and formatting text boxes, and placing Photoshop documents into InDesign. A major new skill was creating double page spreads, which the author did not do in a prior preliminary task. The author also learned to take professional photographs using an Olympus camera.
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James Goodall used various new media technologies like Slideshare, Adobe Premiere Pro, YouTube, Google, and Prezi to create effective products for his construction, research, planning, and evaluation stages. He found that these technologies improved his skills and made producing products quick and effective while allowing him to display his work interactively and creatively. While he felt most skilled in Adobe Premiere Pro and Microsoft Publisher, he acknowledges there is still more for him to learn, especially in using more effects and features in Adobe Premiere Pro and incorporating more videos.
Evaluation - Question 4
The document discusses the new media technologies used during the construction, research, planning, and evaluation stages of a music video project. A Panasonic HD camera was used for filming due to its small size and ability to capture footage even at night. Blogger was used extensively to document the entire process. iMovie was used to edit footage and add effects, while iPiccy was used to design digital packaging. Slideshare and Scribd were used to upload Word and PowerPoint files to the blog. Prezi was used for an interactive presentation, and YouTube was used to upload and research music videos.
Presentation2
The document discusses several new technologies that were used, including Photoshop CS6 for designing a magazine, YouTube for tutorials on Photoshop and uploading analysis videos, SlideShare and Prezi for presenting work, Blogger for hosting coursework online, and a Nikon camera for taking photos that were then edited in Photoshop.
Media Technology
The document discusses the various technologies and programs the author used to create their media studies product, including Adobe Photoshop for layout and design, Blogger for publishing written work, IMovie for creating videos, YouTube for publishing videos, and Slideshare for writing about features used. Hardware used included a basic camera for videos and photos, a Nikon camera for high definition photoshoots, a phone for uploading photos and accessing blogs, and a USB microphone for recording audio.
Q4
The document discusses how new media technologies were used at various stages of a music video project, including research, planning, and construction. PowerPoint was used to present research findings on music video directors and genres. Online tutorials and weather websites informed the planning process. A camera, Photoshop, and Premiere Pro were utilized during the construction stage to film footage, add effects, and edit together the final video.
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Students will work in groups to create a comic explaining the digestive process using the online tool Pixton. They will first read about nutrition, make a mind map of the process and organs involved, then turn their map into a comic on Pixton showing each step of digestion. Their final product will be a comic that teaches others about how the body breaks down and absorbs nutrients from food.
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Module 2 activity tools-2
This document provides guidance for creating a task using a web tool for teaching a CLIL unit on population pyramids. It outlines an example task that has students working in pairs to research population data for Altafulla, Spain from 2015 and create a population pyramid for the town using an online graphic generator tool. The task description provides steps for students to follow, including getting the data from a statistics website and constructing the pyramid with the tool. It also suggests having students discuss what the pyramid reveals about Altafulla's development level. A link to a tutorial for the graphic generator tool is included.
Module 4 activity tools_raquel serrano
This document provides details on a task for students to create a mind map on the states of water and its changes using the web tool GoConqr. The task involves students first reading about the topics, underlining key words in groups, then sharing key words. Each group will then spend 20 minutes creating their own mind map on GoConqr, which allows students to freely register and create mind maps in an intuitive interface by adding nodes and customizing colors and sizes.
Computers Instructional Tools
The document discusses how technology can be integrated into instruction as a tool to help prepare students for the 21st century workforce. It provides various examples of how schools can access technology through laptop carts, computer labs, and workstations. It then outlines specific ways teachers can use technology to enhance learning, from collaboration projects to computer-assisted design, programming, robotics, and digital storytelling. The goal is to engage students and help them develop skills applicable to their future.
Module 2 activity tools-1
1. The document discusses using web tools for educational tasks and provides an example task where students create a podcast.
2. For the task, students would interview different stakeholders related to a problem with a paper company located near a town to get different perspectives on the issue.
3. The task involves listing stakeholders, conducting and recording interviews in groups, editing the interviews together, and producing a final audio file with all the interviews as the podcast. The document recommends using the free web tool Audacity and provides a tutorial link.
Teaching with the Lonely Tablet
Ideas for information literacy instruction in a classroom where the instructor has an iPad and students have their own devices (mostly laptops but some tablets).
Technology now
The document discusses several technology tools that can be used in language arts classrooms, including Microsoft OneNote, PowerPoint, and interactive whiteboards. It recommends using OneNote and PowerPoint to create digital lessons and materials for students. For teachers without Microsoft Office, OpenOffice is suggested as a free alternative. An inexpensive alternative to interactive whiteboards, called the Wiimote Whiteboard Project, is also presented. The document encourages teachers to experiment with available technologies now to engage and teach students.
Technology Tools for Young Learners
This document provides an overview of several technology tools that can be used by young learners, including Educreations, ABCya Word Clouds, Padlet, ThingLink, PicCollage. For each tool, the document describes what it is, how it can be used, and tips for managing its use in the classroom. The tools allow students to create presentations, word clouds, collaborative walls, interactive images, and infographics. Overall, the document promotes the use of these tools to engage students and help them learn in new ways.
Pml 5 copy
This document provides an agenda for a lesson on harnessing the power of Web 2.0 tools for teaching and learning. It includes reminders about redesigning lessons using Web 2.0 tools, exploring various tools like Bitstrips, Ning, Edmodo, PBWorks, Animoto, Prezi, Glogster, Today's Meet and Google Docs. Students are asked to blog about the tools they explored, including features, functionality, likes/dislikes, and potential classroom applications. The next class will involve blogging and sharing redesigned lessons that incorporate Web 2.0 tools.
Pml 5 copy
This document provides an agenda for a lesson on harnessing the power of Web 2.0 tools for teaching and learning. It includes reminders about redesigning lessons using Web 2.0 tools, exploring various tools like Bitstrips, Ning, PBWorks, Edmodo, Animoto, Prezi, Glogster, Today's Meet and Google Docs. Students are asked to blog about the tools they explored, including features, functionality, likes/dislikes, and possible classroom applications. The next class will involve blogging and sharing redesigned lessons that incorporate Web 2.0 tools.
Concepcion WoW Project
This document discusses two screen capture tools, Screencast-o-matic and Jing, that can enhance literacy for students. These free programs allow users to record their computer screen along with audio narration. They are useful for creating tutorials, demonstrating processes, and allowing visual learners to see steps being completed. The document provides instructions on how to create and share recordings using these two tools. It also gives examples of how teachers and students can incorporate screen recordings into math, social studies, English and other subjects. However, the document notes that screen recording should not be done every day due to time constraints.
Concepcion wo w project
This document discusses two screen capture tools, Screencast-o-matic and Jing, that can enhance literacy for students. These free programs allow users to record their computer screen along with audio narration. They are useful for creating tutorials, demonstrating processes, and allowing visual learners to see steps being completed. The document provides instructions on how to create and share recordings using these two tools. It also gives examples of how teachers and students can incorporate screen recordings into math, social studies, English and other subjects. However, the document notes that screen recording should not be done every day due to time constraints.
Concepcion WoW Project
This document discusses two screen capture tools, Screencast-o-matic and Jing, that can enhance literacy for students. These free programs allow users to record their computer screen along with audio narration. They are useful for creating tutorials, demonstrating processes, and allowing visual learners to see steps being completed. The document provides instructions on how to create and share recordings using these two tools. It also gives examples of how teachers and students can incorporate screen recordings into math, social studies, English and other subjects. However, the document notes that screen recording should not be done every day due to time constraints.
How to integrate technology into your classroom
This document provides an overview of a workshop on integrating technology into K-8 classrooms. The workshop will introduce educators to reasons for and methods of technology integration, and provide resources to help develop lesson plans incorporating technology. Educators will learn about ideas like using PowerPoint, online games and simulations, virtual field trips, and more. They will be asked to modify an existing lesson plan to integrate one of the workshop concepts. The goal is to help educators prepare students for an increasingly technology-focused world.
How to integrate technology into your classroom
This document provides an overview of a workshop on integrating technology into K-8 classrooms. The workshop introduces teachers to reasons why technology is important, ideas for incorporating it, and resources to support lesson planning. Teachers will learn about standards for technology use, participate in a lesson planning activity, and provide feedback through an evaluation. Suggestions are given for daily technology integration like using online resources and creating ebooks. Specific programs like PowerPoint, gaming sites, and virtual field trips are also discussed.
History of call final report
We organized the presentation of history of CALL this semester for you. And give them comment about advantages, disadvantages and suggestions. Enjoy it.
Online resources, educational sites, and portals
This document discusses several online educational resources and tools for teachers, including websites, portals, blogs, and digital platforms. It provides examples like EducatorsTechnology.com, which is a blog site that is a rich repository of curated tools and applications for educators. It emphasizes having an open mindset when using digital tools, as they are continually evolving. It encourages teachers to explore tools, be creative in their uses, and help develop students' critical thinking.
How can we enhance our technology
The document discusses various educational technology tools that could be used in the classroom, including Wallwisher for online notice boards, Storybird for creating visual stories, Symballo for organizing information online, Blabberize for adding audio to images, Wordle for analyzing text, Edmodo as a social platform for teachers and students, Glogster for making interactive posters, Animoto for creating videos from images, PhotoStory for making visual stories, SlideShare and SlideRocket for sharing presentations, Windows Movie Maker for editing videos, PIXIE as an interactive program for student activities, and Kidspiration for creating graphic organizers and stories. For each tool, the document asks how it could be used in the classroom.
Assignment nº4 heick
This document outlines 4 activities for students to complete using various web 2.0 tools to create presentations about environmental pollution. The activities include: 1) Creating a 30-second video using Animoto to raise awareness about pollution. 2) Using Sketchcast to create a sketch promoting reducing, reusing and recycling. 3) Creating a listening comprehension quiz about an environmental issue using Eslvideos. 4) Generating a word cloud advertisement about the environment using Wordle. The goal is for students to use different media to persuade others about the dangers of pollution and promote more environmentally friendly behavior.
Innovation workshop increasing interactivity
This document provides guidance and best practices for planning and conducting virtual field trips and collaborative projects using videoconferencing. It discusses how to design interactive experiences that meet instructional goals and involve different types of student interactions. Tips are provided for finding collaboration partners, crafting a project pitch, navigating technology needs, and reflecting on lessons learned. Guidelines cover setting student expectations, structuring interactions, considering equipment and the physical space, and developing communication plans to support flexible collaboration.
Student Conference task
The document provides instructions for students to work in groups to create a multi-media presentation with practical ways to encourage teachers and other students to use laptops in interesting ways at their school. It outlines 3 steps: 1) brainstorm ideas in groups; 2) create the presentation using laptop software, web tools, or video/audio recording; 3) each group will present their ideas to the other groups.
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Module 2 activity tools. Ferran Barba Padrós.
- 1. Why TASK 1 CREATE A TASK USING A WEB TOOL. One of the most wonderful websites about how to use web tools into education is ARTEFACTOS DIGITALES. It was created by Conecta 13. In this website you could easily check what different tools you have to create a task with your students. For example, imagine you want to record you students telling a story. This is called a podcast, so there you have the different links you have to different webites to create for free, also you have some good practises you have as an example and sometimes a videotutorial to help you to work with the tool. In this task we want you to create a mini task for your unit plan using one webtool. The following chart would be helpful for you to do it. TITLE OF THE TASK: AIM OF THE TASK: Students must to work the digital competence recording a video that will contain recorded descriptions commenting the advertising pictures selected by the pupils. They must comment the pictures according the content of the didactic unit. DESCRIPTION OF THE TASK: (What are they going to do? How are you going to organize them? Steps to follow and final product) ·6 groups of 4 pupils ( 1 of 5) ·Every group must comment 4 advertising pictures (5, in the case of the group of 5). ·Every student must to comment 1 advertising picture in the video following a guided list provided by the teacher. WEB TOOL (link): http://www.youtube.com Tutorial about the web tool. https://www.youtube.com/watch?v=ZGG5kbMKmLo (iMovie. Movie edition.) https://www.youtube.com/watch?v=yvOHPkEYFbw (Youtube. How to edit videos.) https://www.youtube.com/watch?v=Hlxqk0iHp5w (Youtube. How to upload videos.)