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In Fall 2009, Grinnell College piloted the use of Kindles in the classroom. This is Grinnell's portion of a NITLE web event on Incorporating E-Readers http://www.nitle.org/events/event.php?id=63.
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Blogs have become a popular way for people to communicate on the internet. They allow for instant publishing and cost little to create. Blogs can take many forms, from personal diaries to forums for discussion. When used in education, blogs provide opportunities for students to reflect on their learning, collaborate with others, and develop stronger writing skills through regular practice. Teachers can create different types of blogs for various classroom purposes, such as sharing resources, documenting lessons, or facilitating student projects. Planning the purpose and features of an educational blog is important for effective implementation in the classroom.
The final course
This document summarizes a presentation on managing the final stages of writing a dissertation. It discusses determining when the dissertation is ready to be finalized, creating a timeline to manage the final run-in, and techniques for editing and proofreading. Specific techniques mentioned include doing a "challenge read" to view the work from the reader's perspective and checking the content, structure, flow, and referencing. It also recommends scheduling time for a final read-through and seeking peer review before submitting.
MathCasting-Teaching Math Digitally
MathCasting is a tool that allows students to create instructional videos called MathCasts using Microsoft OneNote and Jing. Students can speak, write, and record simultaneously to demonstrate their understanding of math concepts. Teachers can use MathCasting for instruction, and students can create their own MathCasts to include representations of manipulatives and real-life applications. Creating MathCasts requires students to internalize concepts, access prior knowledge, plan explanations, and use multiple modalities to explain concepts. It also engages more areas of the brain than traditional reading. MathCasting makes learning personal and allows digital literacy and differentiated, self-paced learning.
Using Asynchronous Tools Cengage Phoenix 3 10
The document discusses using asynchronous tools like message boards, blogs and wikis in writing classrooms. It outlines the pedagogical advantages of these tools, including allowing more time for students to think and write, facilitating written dialogue, and developing student authority. The document also provides examples of how to structure asynchronous discussions, with prompts and different types of discussion threads. It discusses evaluating student writing in these online environments without adding significant grading burdens.
How teachers can create great content
This document discusses how teachers can create great content for their classrooms. It recommends that teachers create and adapt content using digital technologies since textbooks quickly become outdated. Teachers are encouraged to create content like recording themselves reading stories aloud, modify existing materials by adding images or turning readings into quizzes, and explore new tools and materials to engage students. The document emphasizes sharing content with other teachers through blogs, social media and other online platforms to create networks of educators and receive feedback to improve. Teachers should not be afraid to try new technologies through trial and error.
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NITLE presentation
- 1. Kindles in the Classroom Grinnell College Grinnell, IA Mike Conner (Curricular Technology Specialist) Amy Roberson (Reference & Instruction Librarian)
- 11. Student Feedback I take notes in the kindle...Allows me to have notes near the actual text. I use the Kindle in addition to hand written notes, depending on the type and frequency of comments that I make.
- 12. Student Feedback I still take notes solely in my notebook. The only time exception is when my Tutorial professor requires the class to take notes in our Kindles. Even then, I usually write the notes down in a notebook just because it is easier to reference notes written there. I found it really hard to take notes on a kindle.
- 13. Student Feedback When reading [on the Kindle] you can't quantify the number of pages you need to read. I find I use the definition function and wikipedia function of the kindle when reading, and it is much easier to clarify sentences I don't understand. However at the same time, due to the nature of annotating in the kindle, I find I make significantly fewer notes than I did when reading from paper back.
Editor's Notes
- Mike – Very quick intro (Nancy will have already introduced us at the beginning of the session.)
- Mike – Put the project in context by describing college and introducing the Tutorial course
- Amy – Describe how project began and give brief background on Kindle DX before launching into project description
- Amy – Describe how support was arranged managed by dean's office coincided with effort to build coordinated support teams around campus initiatives ARCs
- Mike – Delineate project goals in broad terms
- Amy – Describe implications of “loaning” college owned devices to students long term decision to make **licensing** what to do at the end of the semester What if something breaks? INstructor provided majority of the technical support
- Mike – Describe Andy’s hopes for the devices in the class
- Mike – Describe technical challenges and describe process put in place annotations are stored in a single text file might be able to write a script to parse the file in the future Communication between devices We wanted to created an interactive environment location IDs problem for "blended" classroom environments..imagine a time when students may be using an array of technologies from traditional books to ebooks and beyond
- Amy – Discuss Andy’s impressions of the kindle and the students’ use of it
- Amy
- Amy – Discuss student reactions
- Amy
- Amy
- Amy
- Amy --traditional interaction with texts (draw comparison to what professor at Macalester said about LINEAR reading) Assessment