My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/steam and http://pear.ly/b7Vlf
This document provides suggestions for planning lessons that go beyond traditional teaching methods and integrate the 4Cs of content, communication, cognition and culture. It recommends rethinking reading materials by having students search for cultural context clues before and during reading. Several apps and websites are described that allow students to annotate texts, create multimedia projects, visualizations and collaborations based on literary works. These techniques aim to motivate students' learning beyond the classroom.
Top techie teacher tools a z University of CumbriaSamantha Lunn
The document provides information on various free online tools and resources that can be used for language teaching and learning. Some of the tools allow teachers to create sound files, videos, mobile apps, games and share materials. Other tools mentioned include online behavior management systems for students, bookmarking websites, creating online class groups for communication, and using video cameras for language learning activities. The document also lists websites providing authentic materials, vocabulary games and quizzes, interactive posters, and options for teachers to share ideas on social media.
This document provides an overview of various digital tools that can be used in the classroom to support language teaching and learning. It discusses theories related to technology in education such as the SAMR and TPACK models. It then profiles over 30 specific tools for creating and sharing content, collaborating with students, gamifying learning, accessing authentic materials and assessing comprehension. Teachers are encouraged to let sound pedagogical principles guide their selection and use of technology rather than seeing tech as an end in itself.
- Quizlet allows teachers to create vocabulary lists that students can study and access on desktop or mobile devices. Teachers can monitor student usage and create classes.
- Wallwisher is a digital bulletin board where teachers and students can post notes to provide feedback or share ideas. There is a Spanish language wall available for sharing reading and listening exam tips.
- Twitter allows teachers to follow other language educators to access continuous professional development resources like ideas, games and activities. Teachers can also share their own resources.
This document discusses flipped learning CPD and provides information about flipping the classroom. It defines flipped learning as preparing content for students to engage with outside of class time. This frees up class time for more personalized learning activities and interactions between students and teachers. The document outlines barriers to flipped learning like ensuring students engage with pre-class material and assessing their out-of-class work. It then provides guidance on how to structure flipped lessons, create video content, and where to share materials like online platforms and blogs. Assessment strategies and additional resources for learning more about the flipped classroom approach are also presented.
This document provides information about flipped learning CPD and flipping the classroom. It defines flipped learning as preparing content for students to engage with outside of class time so that class time can be used for more personalized learning. Some benefits listed include boosting engagement, allowing class time for differentiated instruction, and giving students the ability to pause and rewatch lessons. Potential barriers include ensuring students engage with pre-class material and assessing their out-of-class work. The document provides tips for flipping a classroom, such as creating or curating video lessons, platforms for hosting lessons, and ideas for formative assessments. Resources for learning more about flipped learning are also included.
This document provides tips and tools for integrating language learning into history lessons using a 4Cs framework of content, communication, cognition, and culture. It recommends considering students' prior knowledge, necessary vocabulary and grammar, and cultural aspects when planning lessons. A variety of free digital tools are described that allow students to create virtual tours, timelines, comics, videos and games to motivate learning history beyond the classroom.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/steam and http://pear.ly/b7Vlf
This document provides suggestions for planning lessons that go beyond traditional teaching methods and integrate the 4Cs of content, communication, cognition and culture. It recommends rethinking reading materials by having students search for cultural context clues before and during reading. Several apps and websites are described that allow students to annotate texts, create multimedia projects, visualizations and collaborations based on literary works. These techniques aim to motivate students' learning beyond the classroom.
Top techie teacher tools a z University of CumbriaSamantha Lunn
The document provides information on various free online tools and resources that can be used for language teaching and learning. Some of the tools allow teachers to create sound files, videos, mobile apps, games and share materials. Other tools mentioned include online behavior management systems for students, bookmarking websites, creating online class groups for communication, and using video cameras for language learning activities. The document also lists websites providing authentic materials, vocabulary games and quizzes, interactive posters, and options for teachers to share ideas on social media.
This document provides an overview of various digital tools that can be used in the classroom to support language teaching and learning. It discusses theories related to technology in education such as the SAMR and TPACK models. It then profiles over 30 specific tools for creating and sharing content, collaborating with students, gamifying learning, accessing authentic materials and assessing comprehension. Teachers are encouraged to let sound pedagogical principles guide their selection and use of technology rather than seeing tech as an end in itself.
- Quizlet allows teachers to create vocabulary lists that students can study and access on desktop or mobile devices. Teachers can monitor student usage and create classes.
- Wallwisher is a digital bulletin board where teachers and students can post notes to provide feedback or share ideas. There is a Spanish language wall available for sharing reading and listening exam tips.
- Twitter allows teachers to follow other language educators to access continuous professional development resources like ideas, games and activities. Teachers can also share their own resources.
This document discusses flipped learning CPD and provides information about flipping the classroom. It defines flipped learning as preparing content for students to engage with outside of class time. This frees up class time for more personalized learning activities and interactions between students and teachers. The document outlines barriers to flipped learning like ensuring students engage with pre-class material and assessing their out-of-class work. It then provides guidance on how to structure flipped lessons, create video content, and where to share materials like online platforms and blogs. Assessment strategies and additional resources for learning more about the flipped classroom approach are also presented.
This document provides information about flipped learning CPD and flipping the classroom. It defines flipped learning as preparing content for students to engage with outside of class time so that class time can be used for more personalized learning. Some benefits listed include boosting engagement, allowing class time for differentiated instruction, and giving students the ability to pause and rewatch lessons. Potential barriers include ensuring students engage with pre-class material and assessing their out-of-class work. The document provides tips for flipping a classroom, such as creating or curating video lessons, platforms for hosting lessons, and ideas for formative assessments. Resources for learning more about flipped learning are also included.
This document provides tips and tools for integrating language learning into history lessons using a 4Cs framework of content, communication, cognition, and culture. It recommends considering students' prior knowledge, necessary vocabulary and grammar, and cultural aspects when planning lessons. A variety of free digital tools are described that allow students to create virtual tours, timelines, comics, videos and games to motivate learning history beyond the classroom.
This document provides an overview of a session on digital storytelling. It begins with welcoming participants and providing logistical information. It then discusses the purpose of digital storytelling in engaging students and increasing technology skills. Various digital storytelling tools like Movie Maker, Photostory, and Storybird are demonstrated. Examples of student work are also provided. Overall, the document aims to equip educators with the skills and resources to implement digital storytelling in their classrooms.
NT (New Techs) for NQTs (Newly Qualified Teachers) for MFL (Modern Foreign La...Sadie McLachlan
Presentation form the Hampshire MFL NQT Training Day 1, Nov 4th 2014.
NT (New Techs) for NQTs (Newly Qualified Teachers) for MFL (Modern Foreign Languages)
Reinventing information literacy instruction through experimentation and playSophie McDonald
The document discusses reinventing information literacy instruction through experimentation and play. It summarizes that traditional library instruction was seen as scary and stern, but that cultural changes in libraries and information needs have led to more expansive and engaging forms of instruction. New approaches discussed include gaming elements, interactive online videos and social media, collaboration with faculty, and fun events to promote engagement and a positive library experience. Evaluation of these new approaches has been positive based on student feedback.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/languagearts
This document introduces several new web 2.0 tools that can be used for education including Voki, Vocaroo, Tagxedo, 50 Word Stories, Storybird, and Vialogues. It provides a brief description of each tool and examples of curriculum connections. The presenter is a social studies teacher and library science student who encourages educators to explore these technologies to engage students and teach 21st century skills.
Using Second Life as a learning environmentSheila Webber
This was presented by Sheila Webber (Sheila Yoshikawa in Second Life) senior Lecturer in the Information School, University of Sheffield, at the IVIG conference in Prague, Czech Republic on 23rd September 2010. It responds to a number of questions about using Second Life and other digital environments for learning
The document is the full text of Martin Luther King Jr.'s iconic "I Have a Dream" speech delivered at the 1963 March on Washington, in which he calls for an end to racism and envisions a future where people "will not be judged by the color of their skin but by the content of their character." King delivers the speech after recounting the history of racial injustice and discrimination faced by black Americans and argues that now is the time for justice and equality. He expresses his dream that one day black and white Americans will be able to live together as equals in a just society.
This document provides many strategies, tips, and technology tools for bringing textbooks to life and making textbook content more engaging for students. It suggests deconstructing textbooks into their key elements like exercises, assessments, examples, vocabulary and visuals. It also recommends sketchnoting, using social bookmarking tools to curate content, creating graphic organizers, games, infographics, timelines, comics, and digital stories. Additionally, it lists ideas for virtual field trips, audio projects, video projects, and augmented reality tools to enhance textbook learning. All of the tips and technologies are aimed at helping students better understand and interact with textbook material.
This document provides an overview of using technology in the English language classroom. It discusses various tools including CALL/MALL (computer/mobile-assisted language learning), apps, blogs, podcasts, Skype, social media, YouTube, videogames, ebooks, and cloud services. It also discusses the rationale for using technology to enhance learning, challenges, and how to overcome hurdles. Specific examples of activities and resources are provided for many of the tools.
This document provides resources and ideas for using digital tools and mobile apps to develop learners' listening skills. It begins with a quote about the importance of listening to learn. It then introduces a variety of listening tools and apps that can be used for tasks like dictation, listening games, audio discussions and quizzes. Examples of apps mentioned include Vocaroo, Voicethread, Voxopop and ESL Video. The document provides discussion prompts for an online audio discussion and gives ideas for creating listening games and quizzes using tools like Scratch, Tiny Tap and YouTube. It concludes by recommending mobile listening apps like Voxer, ChatterPix and AudioPad.
This document provides an overview of different technology tools that can be used in elementary classrooms and libraries, including QR codes, Symbaloo, and various audio and video tools. It discusses how each tool can be used, such as using QR codes for interactive bulletin boards, library books, and scavenger hunts. The document encourages using these tools to create authentic learning experiences and develop digital literacy skills. It also provides some guidance on copyright and previewing online content before student use.
This document discusses how smartphones and tablets can be used to benefit student learning and complement curriculum. It provides examples of apps and websites that can be used for note-taking, blogging, research, reading ebooks, using interactive maps and more. Productive uses include journaling, checklists, research blogs and using tools like Dropbox to share documents. Overall, the document argues that these devices can revolutionize learning by making it more digital, engaging and creative.
This document provides guidance on using digital resources to support Culturally and Linguistically Diverse (CALD) learners. It discusses how tools like wikis, discussion boards, messaging, and online classrooms can facilitate support and engagement if used properly. While technology is highlighted, the key emphasis is on facilitation and ensuring resources are accessible and useful for students. A variety of digital tools are presented, along with tips for integrating them in a blended learning approach and empowering students to take control of their learning. Caution is given to not assume students will be comfortable with technology and to focus on facilitation over any individual tools.
This document discusses various digital tools for education including digital storytelling, websites for sharing resources, word clouds, infographics, QR codes, and geocaching. Websites are recommended for creating digital stories and sharing lessons, activities, and student work. Word clouds and infographics help visualize and organize information. QR codes and geocaching add interactive elements for scavenger hunts and linking websites. Questions are also provided to discuss uses of these tools and any other technology questions.
This document provides suggestions for promoting literacy among teens using mobile devices. It lists several mobile apps that can be used for reading, writing, and interacting with literary texts, including word games, character roleplaying activities, chapter reflections, creating multimedia like podcasts and book trailers, and collaborative projects. The apps allow for both individual and social mobile learning experiences.
The document discusses using mobile devices to promote active learning in education. It provides examples of classroom activities that utilize features of mobile devices like cameras, audio recording, and apps. Some activities described are taking photos or videos for a show and tell, creating multimedia journals, role playing character texts, and making commercials for invented objects or apps. The document emphasizes that mobile devices can be used to foster creativity and that the classroom environment will change with their integration.
Search, citation and plagiarism: skills for a digital age have to be taught!CIT, NUS
The document discusses problems with students' writing skills in the digital age and proposes solutions to improve digital literacy. It notes issues like poor essay structure, referencing, and an inability to effectively search for and evaluate online sources. The proposed solutions include integrating writing assignments into core modules with feedback, teaching efficient search strategies, building vocabulary, evaluating site credibility, understanding citations, and providing clear guidelines. The goal is to explicitly teach digital skills that are assumed but often not learned, like searching, evaluating sources, and avoiding plagiarism.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/science
This document provides a list of online resources that can be used with a classroom projector. It includes tools for creating documents, mind maps, and presentations; virtual manipulatives and simulations; communication tools like Skype; and resources for lessons including videos, images, current events, virtual field trips, timers, and reading materials. The document emphasizes that the projector allows teachers to display information and instructions, as well as engage students with interactive activities on the screen.
Cell phones as Instructional Tools - TCEA 2013Kim Caise
This document discusses using cell phones in the classroom for educational purposes. It begins by outlining how students currently use cell phones, such as social networking, sharing photos and videos, blogging, and remixing content. It then discusses research showing benefits to verbal reasoning and language skills from limited cell phone use at a young age. The bulk of the document provides examples of educational cell phone apps and activities, such as recording and sharing videos and audio, collaborating on projects, conducting research, creating digital stories and slideshows, interactive polling and messaging, and using QR codes for field trips and showcasing student work. It concludes by providing the presenter's contact information and additional resources on the topic.
Presentation on Audio Tools for CALD learnersLynne Gibb
This document provides guidance on using digital resources to support Culturally and Linguistically Diverse (CALD) learners. It discusses how tools like wikis, discussion boards, messaging, and online classrooms can facilitate support and engagement if used properly. While technology is highlighted, the document emphasizes that effective facilitation and supporting students is more important. A variety of digital tools are presented, such as Voki for creating speaking avatars, and Voxopop for practicing speaking and encouraging conversation. The document encourages educators to experiment with tools to find what works best and get students excited about integrating technology in a blended learning approach.
This document provides an overview of a session on digital storytelling. It begins with welcoming participants and providing logistical information. It then discusses the purpose of digital storytelling in engaging students and increasing technology skills. Various digital storytelling tools like Movie Maker, Photostory, and Storybird are demonstrated. Examples of student work are also provided. Overall, the document aims to equip educators with the skills and resources to implement digital storytelling in their classrooms.
NT (New Techs) for NQTs (Newly Qualified Teachers) for MFL (Modern Foreign La...Sadie McLachlan
Presentation form the Hampshire MFL NQT Training Day 1, Nov 4th 2014.
NT (New Techs) for NQTs (Newly Qualified Teachers) for MFL (Modern Foreign Languages)
Reinventing information literacy instruction through experimentation and playSophie McDonald
The document discusses reinventing information literacy instruction through experimentation and play. It summarizes that traditional library instruction was seen as scary and stern, but that cultural changes in libraries and information needs have led to more expansive and engaging forms of instruction. New approaches discussed include gaming elements, interactive online videos and social media, collaboration with faculty, and fun events to promote engagement and a positive library experience. Evaluation of these new approaches has been positive based on student feedback.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/languagearts
This document introduces several new web 2.0 tools that can be used for education including Voki, Vocaroo, Tagxedo, 50 Word Stories, Storybird, and Vialogues. It provides a brief description of each tool and examples of curriculum connections. The presenter is a social studies teacher and library science student who encourages educators to explore these technologies to engage students and teach 21st century skills.
Using Second Life as a learning environmentSheila Webber
This was presented by Sheila Webber (Sheila Yoshikawa in Second Life) senior Lecturer in the Information School, University of Sheffield, at the IVIG conference in Prague, Czech Republic on 23rd September 2010. It responds to a number of questions about using Second Life and other digital environments for learning
The document is the full text of Martin Luther King Jr.'s iconic "I Have a Dream" speech delivered at the 1963 March on Washington, in which he calls for an end to racism and envisions a future where people "will not be judged by the color of their skin but by the content of their character." King delivers the speech after recounting the history of racial injustice and discrimination faced by black Americans and argues that now is the time for justice and equality. He expresses his dream that one day black and white Americans will be able to live together as equals in a just society.
This document provides many strategies, tips, and technology tools for bringing textbooks to life and making textbook content more engaging for students. It suggests deconstructing textbooks into their key elements like exercises, assessments, examples, vocabulary and visuals. It also recommends sketchnoting, using social bookmarking tools to curate content, creating graphic organizers, games, infographics, timelines, comics, and digital stories. Additionally, it lists ideas for virtual field trips, audio projects, video projects, and augmented reality tools to enhance textbook learning. All of the tips and technologies are aimed at helping students better understand and interact with textbook material.
This document provides an overview of using technology in the English language classroom. It discusses various tools including CALL/MALL (computer/mobile-assisted language learning), apps, blogs, podcasts, Skype, social media, YouTube, videogames, ebooks, and cloud services. It also discusses the rationale for using technology to enhance learning, challenges, and how to overcome hurdles. Specific examples of activities and resources are provided for many of the tools.
This document provides resources and ideas for using digital tools and mobile apps to develop learners' listening skills. It begins with a quote about the importance of listening to learn. It then introduces a variety of listening tools and apps that can be used for tasks like dictation, listening games, audio discussions and quizzes. Examples of apps mentioned include Vocaroo, Voicethread, Voxopop and ESL Video. The document provides discussion prompts for an online audio discussion and gives ideas for creating listening games and quizzes using tools like Scratch, Tiny Tap and YouTube. It concludes by recommending mobile listening apps like Voxer, ChatterPix and AudioPad.
This document provides an overview of different technology tools that can be used in elementary classrooms and libraries, including QR codes, Symbaloo, and various audio and video tools. It discusses how each tool can be used, such as using QR codes for interactive bulletin boards, library books, and scavenger hunts. The document encourages using these tools to create authentic learning experiences and develop digital literacy skills. It also provides some guidance on copyright and previewing online content before student use.
This document discusses how smartphones and tablets can be used to benefit student learning and complement curriculum. It provides examples of apps and websites that can be used for note-taking, blogging, research, reading ebooks, using interactive maps and more. Productive uses include journaling, checklists, research blogs and using tools like Dropbox to share documents. Overall, the document argues that these devices can revolutionize learning by making it more digital, engaging and creative.
This document provides guidance on using digital resources to support Culturally and Linguistically Diverse (CALD) learners. It discusses how tools like wikis, discussion boards, messaging, and online classrooms can facilitate support and engagement if used properly. While technology is highlighted, the key emphasis is on facilitation and ensuring resources are accessible and useful for students. A variety of digital tools are presented, along with tips for integrating them in a blended learning approach and empowering students to take control of their learning. Caution is given to not assume students will be comfortable with technology and to focus on facilitation over any individual tools.
This document discusses various digital tools for education including digital storytelling, websites for sharing resources, word clouds, infographics, QR codes, and geocaching. Websites are recommended for creating digital stories and sharing lessons, activities, and student work. Word clouds and infographics help visualize and organize information. QR codes and geocaching add interactive elements for scavenger hunts and linking websites. Questions are also provided to discuss uses of these tools and any other technology questions.
This document provides suggestions for promoting literacy among teens using mobile devices. It lists several mobile apps that can be used for reading, writing, and interacting with literary texts, including word games, character roleplaying activities, chapter reflections, creating multimedia like podcasts and book trailers, and collaborative projects. The apps allow for both individual and social mobile learning experiences.
The document discusses using mobile devices to promote active learning in education. It provides examples of classroom activities that utilize features of mobile devices like cameras, audio recording, and apps. Some activities described are taking photos or videos for a show and tell, creating multimedia journals, role playing character texts, and making commercials for invented objects or apps. The document emphasizes that mobile devices can be used to foster creativity and that the classroom environment will change with their integration.
Search, citation and plagiarism: skills for a digital age have to be taught!CIT, NUS
The document discusses problems with students' writing skills in the digital age and proposes solutions to improve digital literacy. It notes issues like poor essay structure, referencing, and an inability to effectively search for and evaluate online sources. The proposed solutions include integrating writing assignments into core modules with feedback, teaching efficient search strategies, building vocabulary, evaluating site credibility, understanding citations, and providing clear guidelines. The goal is to explicitly teach digital skills that are assumed but often not learned, like searching, evaluating sources, and avoiding plagiarism.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/science
This document provides a list of online resources that can be used with a classroom projector. It includes tools for creating documents, mind maps, and presentations; virtual manipulatives and simulations; communication tools like Skype; and resources for lessons including videos, images, current events, virtual field trips, timers, and reading materials. The document emphasizes that the projector allows teachers to display information and instructions, as well as engage students with interactive activities on the screen.
Cell phones as Instructional Tools - TCEA 2013Kim Caise
This document discusses using cell phones in the classroom for educational purposes. It begins by outlining how students currently use cell phones, such as social networking, sharing photos and videos, blogging, and remixing content. It then discusses research showing benefits to verbal reasoning and language skills from limited cell phone use at a young age. The bulk of the document provides examples of educational cell phone apps and activities, such as recording and sharing videos and audio, collaborating on projects, conducting research, creating digital stories and slideshows, interactive polling and messaging, and using QR codes for field trips and showcasing student work. It concludes by providing the presenter's contact information and additional resources on the topic.
Presentation on Audio Tools for CALD learnersLynne Gibb
This document provides guidance on using digital resources to support Culturally and Linguistically Diverse (CALD) learners. It discusses how tools like wikis, discussion boards, messaging, and online classrooms can facilitate support and engagement if used properly. While technology is highlighted, the document emphasizes that effective facilitation and supporting students is more important. A variety of digital tools are presented, such as Voki for creating speaking avatars, and Voxopop for practicing speaking and encouraging conversation. The document encourages educators to experiment with tools to find what works best and get students excited about integrating technology in a blended learning approach.
This presentation was given for Eduwebinar. The topic was Backchannels in the classroom. The session looked at the nature of backchannels, how and why to use them, the benefits/challenges and some tools that can be used.
Classroom stories are shared
12 Things to do With Cell Phones in the Classroompoakley3
Cell phones can be used in several ways in the classroom, according to a 12-point list. They can be used as references, for interactive discussions via apps like Today's Meet, with QR codes to engage students in digital discoveries, as study tools with flashcard apps, to take photos of labs and whiteboards, to create videos with apps like Animoto and Prezi, record audio and video, communicate with students and parents via text and email, take notes with Evernote, do quick assessments with polling apps, and store and access files in the cloud with SkyDrive and Dropbox. The presentation encourages sharing additional uses in the comments section.
The document provides an overview of 10 different sources of online information that students can use for research:
1. e-Books, which can be accessed from online bookstores, libraries, and publisher websites.
2. Reference websites like encyclopedias and dictionaries that provide factual information.
3. Podcasts that can be found on apps like Apple Podcasts or websites and cover many topics.
4. Audio resources like audiobooks from libraries and online courses from sites like Duolingo and Codecademy.
What does a 21st century classroom look like?murcha
This document provides an overview of what a 21st century classroom looks like. It discusses how emerging technologies allow for more connected, collaborative, and creative learning experiences on a global scale. Specific technologies mentioned include blogs, wikis, videoconferencing, virtual classrooms, and virtual worlds. Global projects connecting students from different countries are highlighted. The document also discusses new literacies needed for 21st century learning and professional development opportunities for teachers.
This document provides a list of websites and apps that can be used for running, including tools for creating voice memos, sending reminder texts, tracking runs, creating word clouds and timelines, taking polls, and accessing educational resources and materials. Websites like Remind101, Videolicious, Tagxedo, and Poll Everywhere are recommended for communication and student engagement. Resources on iTunesU, Khan Academy, and the Library of Congress provide open educational content.
The document discusses using cell phones and iPods in the classroom. It summarizes a Pew study showing high percentages of Americans own cell phones and smartphones. It explores how people use these devices for activities like accessing the internet, taking photos, and keeping organized. The document then provides examples of educational apps like Evernote, Dropbox, and PollEverywhere and how they can be used. It also discusses using QR codes, videos, and voice recordings in the classroom with mobile devices.
This document provides instruction on creating virtual field trips using VoiceThread. It explains that a virtual field trip allows students to experience different topics and places without leaving the classroom. Examples of virtual field trips are given, and directions are provided on how to search for and retrieve information and media to include. Students are then instructed to pick a topic, gather related materials from sources like Creative Commons, and build their own virtual field trip using VoiceThread. The document concludes with feedback and resource questions.
Using your projector in your classroom- UPDATEDHeather Lewis
This document provides a list of resources that teachers can use with a projector in the classroom, including:
1) Google Docs for online document creation and collaboration.
2) Websites for mind mapping, maps, creative writing inspiration, attendance, morning messages/attention getters, and virtual manipulatives.
3) Ideas for using PowerPoint for lessons, presentations, games and modifying for students with disabilities.
4) Sources for videos, news, field trips, timers, name generators, read alouds, and dictionaries.
5) Suggestions for transitions, shadow puppets, tracing, teaching moments, and finding endless additional resources online.
Wikis and blogs can provide an environment for collaboration and sharing of information without physical walls. They allow teachers to create websites to share resources, students to access learning materials anywhere at any time, and administrators to communicate and store information for staff and parents. Wikis and blogs give students and teachers the freedom to develop websites cheaply and easily to support teaching and learning.
This document provides a summary of various apps and tools for educational purposes. It lists the name and website of tools for creating bingo games, storing and sharing files through Dropbox, scanning documents with Prizmo, creating collaborative wikis on Wikispaces, making surveys with Google Forms, creating online notice boards on Wallwisher, polling audiences with Poll Everywhere, creating bibliographies with EasyBib, connecting with others on Twitter, reading QR codes, creating talking avatars on Voki, making online posters on Glogster, sharing instructional videos on TeacherTube, brainstorming with bubbl.us, printing large posters on Block Posters, using a teleprompter with Cueprompter, mindmapping
Building Online Community, Interaction, Collaboration, and Engagement through...maritezita
This document discusses using instructional videos, Facebook, and VoiceThread to build online community and engagement. It provides examples of how each tool can be used, such as creating a Facebook group for announcements and discussions, producing different types of instructional videos (e.g. screencasts, PowerPoint narrations, webcams), and setting up VoiceThreads for activities like introductions and discussions. Tips are provided for setting up and using each tool effectively in educational settings. The document encourages participants to try out the activities on the instructor's website and Facebook group.
This document provides an overview of how technology can be integrated into a first grade unit on telling time. It describes several ways technology such as the SMART Board, instructional videos, podcasts, online games and apps can be used to make learning about time more engaging. Examples of specific technologies that could be used include interactive websites, blogs, Pinterest boards, and a telling time podcast. The document also includes rubrics and worksheets that could be used to assess student learning.
The document discusses resources and technologies for inclusivity in education. It provides examples of projects from Henshaws College and The Sheffield College that are working to develop accessible technologies. It then discusses what constitutes a "reasonable adjustment" according to disability law and how institutions need to be proactive in ensuring disabled students can fully participate. The document concludes by highlighting some tools and technologies that can help with inclusion, such as text-to-speech, image communication apps, note-taking apps, and mind mapping software.
This document provides an overview of best practices for using technology in education based on a workshop for teachers. It discusses various digital tools for formative assessment, creating classroom resources, digital storytelling, and more. Tips are provided for integrating technology, including starting with one tool and sharing resources with colleagues. Teachers are encouraged to design a lesson using one of the tools or create a class wiki to start implementing these strategies.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. New Tools that All
Librarians Should
Know About
(Grades 6-8)
By: Erin Brinkley
2. Overview: Journey Through
Technology
New Technology that could be used in
Middle Schools!
1. QR Codes
2. Geocaching
3. Infographics
4. VoiceThreads (Audio Messages)
5. Image Editors
6. Digital Storytelling
3. Introduction
Erin L. Brinkley
• Graduated from Liberty
University in 2010
• Teach 6th grade English
in VBCPS.
• Currently working on
Masters in Library My Avatar created from
Science at ODU http://pickaface.net/
4. QR Codes
What is a QR code? Video on QR Codes
• Barcodes that store http://www.youtube.com/wat
important information ch?v=Tkgi_wbaPTk
• You can scan barcodes
with a camera phone
or I-pad.
• Barcodes will direct
you to links/websites,
information, or
answered questions.
5. 3 Ways to Use QR Codes in
Schools
#1 Use of QR codes in
Libraries
• Check out information
• Computer use/information-
login and password
• Important information
throughout library
• Book reviews
6. Continued…
Something to Think
About!
• Access to camera phone in
schools.
• Access to I-pads
• BYOD policy (Bring Your
Own Device)
7. 3 Ways to Use QR Codes in
Schools
#2 First week of http://www.youtube.com/wa
School tch?v=DrW3iXPmaiE
• Scavenger Hunt through
school or library
• Get to know students
• Get to know
rules/procedures
• Quiz students on content
they know so far
8. 3 Ways to Use QR Codes in
Schools
#3 Students Create Websites to create
Their Own Code! Free QR Codes
• Create codes for Book • http://qrcode.kaywa.com/
Reviews
• http://www.mobile-
• Create Codes for barcodes.com/qr-code-
presentations generator/
• Create Codes for projects • http://createqrcode.appspot.
com/
• Answering Questions
(Review for test)
9. Geocaching
Video on Geocaching What is Geocaching?
• Scavenger Hunt using
coordinates to find hidden
objects or treasure, called
the Cache, that others have
hidden.
• Replace hidden treasure
with your own and login you
were there.
• Must use a GPS to find the
http://www.youtube.com/watch?v=-
4VFeYZTTYs&feature=results_main&p
Cache.
laynext=1&list=PLD8B38E960189CA0
D
10. 3 Ways to Use Geocaching in
Schools
#1 Use it in Math Class
• Place multi-step math
problems in different
locations
• Each location will have a
different step to solve the
problem.
• Race between groups
11. 3 Ways to Use Geocaching in
Schools
Link to History Ideas # 2 Use it in History
for Geocaching Class
• http://blog.geocaching.com/201 • Teaches Coordinates
1/08/geocaching-finds-its-way- (Longitude and Latitude)
to-the-classroom/
• Teaches Geography and
Maps
• Teaches historical Topics
and Time periods (Ex:
Oregon Trail)
12. 3 Ways to Use Geocaching in
Schools
#3 Use it In English
Class or in a Library
• Questions based on a
story/novel
• Finding the complete plot to
a story and placing in order
(beginning, middle, & end)
• Questions based on
Library/School
13. Infographics
What is an YouTube Video on
Infographic? Infographics
• A visual representation
• Shares research, data,
statistics, and information
• Visually appealing
• Short and to the point
• Easy to read and gain
information
http://www.youtube.com/watch?v=943
W4sfyKW0&feature=related
15. 3 Ways to Use Infographics in
Schools
#1 To Learn about A Infographic Activity
Topic
• Topic in English: Popular • Students search online for
Novels one infographic based on a
topic.
• Topic in Science: Animals,
Plants, Weather, Earth • Share and discuss
Infographic with the class
• Topic in History: Time
Periods, Events, People,
Geography
16. 3 Ways to Use Infographics in
Schools
#2 To Create One’s Websites to create
Own Free Infographic
• Create an Infographic after • http://www.vikitech.com/1
research on a topic. 1214/best-tools-for-
creating-infographics
• Need Data, Statistics, and
Research from several
sources= Teaches research • http://visual.ly/
process
• http://piktochart.com/
• Get to be creative and
original with visual
17. 3 Ways to Use Infographics in
Schools
# 3 For fun activities in
and out of the Class
• Warm-ups or discussion
openers
• Get to Know someone (1st
week)
• Present Information to
parents, staff, or community
about a school
18. VoiceThreads (Audio Messages)
Collaboration What is a
VoiceThread VoiceThread?
• A device that records your
voice by phone or
microphone OR
• A typed message to be
stated by someone else.
• Three types of Voice
Threads: Audio Recordings
only, Avatar recordings, or
collaboration VoiceThread
http://www.youtube.com/w
atch?v=yW2nb7FO7p8
19. 3 Ways to Use VoiceThreads in
Schools
#1 To Enhance
VoiceThread website Collaboration on
Discussion Boards
• http://voicethread.com/ • Post Document, Infographic,
Video, Picture, or
Chart/Diagram.
• Students view and post
comments on item or to
fellow students.
• Post by recording voice or
texting/typing message.
20. 3 Ways to Use VoiceThreads in
Schools
Websites for #2 Used for
VoiceThreads (Audio Presentations and
Messages) Introductions
• http://www.audiopal.com/ • Students present
information to class through
(Audio Recording Only)
VoiceThread
• http://www.voki.com/
• Introduction VoiceThreads in
(Avatar and Audio Recording) beginning of the year.
21. 3 Ways to Use VoiceThreads in
Schools
Video Mentioning use #3 Used for Foreign
of Foreign Language Language
• http://www.youtube.com/watch? • Great for practicing to speak
v=fKilOmo62JQ in foreign language
• Asking and Answering
questions in foreign
language
• Translating English into a
foreign language
22. Image Editors
What is an Image Image Editing Video
Editor?
• Use of pictures to create
booklets, movie posters,
magazine covers, foldables,
and much more.
• Add special effects to
photos
http://www.youtube.com/w
atch?v=IUgT9OM50KQ&feat
ure=related
23. 3 Ways to Use Image Editors in
Schools
#1 Creating Foldables http://foldplay.com/foldplay.
for All Subjects action
• Create booklet/foldable
using photos and text: Great
for recording Historical
Events or an English story
• Create foldable for Science:
pictures of the planets
• Create Math problem
foldable
24. 3 Ways to Use Image Editors in
Schools
# 2 Create Items for Movie Poster created from
Projects http://bighugelabs.com/
• Create Movie Posters
• Create Magazine Covers
• Create Maps and puzzles
• Create Photo Collages
• Create Personalized CD
Covers
25. 3 Ways to Use Image Editors in
Schools
#3 To enhance, create,
or add special effects http://www.tuxpi.com/
to a photo
• For Photo Story
• For Movie Maker
• For other projects that
include photos (Collages,
Family Trees, Posters)
26. Digital Storytelling
Video on Digital What is Digital
Storytelling Storytelling?
• Narration of a short story
• Placed in the digital world to
create a video presentation
• Could post to blog, website,
CD, or Facebook
• Includes pictures, video,
music, recordings, or text.
http://www.youtube.co
m/watch?v=dKZiXR5qU
lQ
27. 3 Ways to Use Digital
Storytelling in Schools
http://simplebooklet.com/ind #1 Simple Booklet.com
ex-sb.php for All Subjects
• This website includes: • Create Brochures
Video
Pictures • Create Flyers
Music
Text • Create Booklets
• Create Newsletters
• Create Mini sites
28. 3 Ways to Use Digital
Storytelling in Schools
#2 Domo Animate.com
http://domo.goanimate.com/
For All Subjects
studio
• Create Digital Comic Strips
for English, History, Science,
or Foreign Language.
• Use graphic characters,
comic boxes, text, props,
and music.
• View Comic Strip story at the
end.
29. 3 Ways to Use Digital
Storytelling in Schools
# 3 StoryBird.com For
http://storybird.com/ English or Foreign
Language
• Create Short Story by starting
with an image and gaining
inspiration.
• Great practice for storytelling
and plot elements in English
• Explore Images by Themes or
Challenges
• Does not include Audio (Music
or Recording)
30. Credits
• (2011). Woodstock public library. (2011). [Web Photo]. Retrieved from
http://www.flickr.com/photos/woodstockpubliclibrary/6080173926/
• Bowden, S. (Composer). (2011). English heritage. [Web Photo]. Retrieved from http://www.english-
heritage.org.uk/education/heritage-learning/issue45/using-ict/
• McClung, S. (Photographer). (2006). Slightly north of here. [Web Photo]. Retrieved from
http://www.flickr.com/photos/98092274@N00/210369709
• Thussa. (Designer). (2011). Anatomy of a teacher (infographic). [Web Graphic]. Retrieved from
http://soshable.com/anatomy-of-a-teacher-infographic/
• (2010). Multi-media collaboration via voice thread. (2010). [Web Photo]. Retrieved from
http://iits.haverford.edu/instructional-technology/teaching-with-technology-forum/teaching-with-
technology-forum-fall-2010/
• (2012). Text dependent questions. (2012). [Web Photo]. Retrieved from
http://criticalthinkingworks.com/?p=307
• (2012). Ict magic. (2012). [Web Photo]. Retrieved from http://ictmagic.wikispaces.com/Art, Craft & Design
• (2011). Qr codes connect students with library. (2011). [Web Photo]. Retrieved from
http://www.google.com/imgres?q=QR codes used in
31. Credits
• (2011). Domo animate. (2011). [Web Photo]. Retrieved from
http://sitinurbadariah.wordpress.com/2011/02/07/domo-animate/
• (2011-2012). Rockland public schools-writing tools-storybird. (2011-2012). [Web Photo]. Retrieved from
https://sites.google.com/a/rocklandschools.org/instructional-technology/writing-tools
• (2010). What is geocaching?. (2010). [Web Video]. Retrieved from http://www.youtube.com/watch?v=-
4VFeYZTTYs&feature=results_main&playnext=
• (2012). Qr codes explained. (2012). [Web Video]. Retrieved from
http://www.youtube.com/watch?v=Tkgi_wbaPTk
• (2012). Ipad qr code scavenger hunt. (2012). [Web Video]. Retrieved from
http://www.youtube.com/watch?v=DrW3iXPmaiE
• (2011). What is an infographic?. (2011). [Web Video]. Retrieved from
http://www.youtube.com/watch?v=943W4sfyKW0&feature=related
• (2011). Voicethread simply speaking. (2011). [Web Video]. Retrieved from
http://www.youtube.com/watch?v=yW2nb7FO7p8
• (2009). Voicethread use in classrooms. (2009). [Web Video]. Retrieved from
http://www.youtube.com/watch?v=fKilOmo62JQ
32. Credits
• (2011). Pixlr.com tutorial photo collage. (2011). [Web Video]. Retrieved from
http://www.youtube.com/watch?v=IUgT9OM50KQ&feature=related
• (2009). What is a digital storytelling?. (2009). [Web Video]. Retrieved from
http://www.youtube.com/watch?v=dKZiXR5qUlQ
• (2012). My avatar. (2012). [Web Graphic]. Retrieved from http://pickaface.net/
• Kaywa qr code generator. (2012). Retrieved from http://qrcode.kaywa.com/
• Mobile barcodes: Qr code generator tool. (2012). Retrieved from http://www.mobile-barcodes.com/qr-code-generator/
• Create qr code: Google chart api. (n.d.). Retrieved from http://createqrcode.appspot.com/
• Bonilla, K. (2011). Geocaching finds its way to the classroom. Retrieved from
http://blog.geocaching.com/2011/08/geocaching-finds-its-way-to-the-classroom/
• 7 free tools for creating great infographics. (2012). Retrieved from http://www.vikitech.com/11214/best-
tools-for-creating-infographics
• Visual.ly website. (2012). Retrieved from http://visual.ly/
• Piktochart website. (2012). Retrieved from http://piktochart.com/
• Voicethread website. (2012). Retrieved from http://voicethread.com/
• Audiopal website. (2011). Retrieved from http://www.audiopal.com/
33. Credits
• Voki website. (2012). Retrieved from http://www.voki.com/
• Foldplay website. (2011). Retrieved from http://foldplay.com/foldplay.action
• Bighugelabs website. (2012). Retrieved from http://bighugelabs.com/
• Tuxpi photo editor. (n.d.). Retrieved from http://www.tuxpi.com/
• Simple booklet website. (n.d.). Retrieved from http://simplebooklet.com/index-sb.php
• Domo animate website. (n.d.). Retrieved from http://domo.goanimate.com/studio
• Storybird website. (2012). Retrieved from http://storybird.com/
• Cline, K., McHugh, T., & Willet, D. (2012). Nonprofit Organizations via Environment Action Infographic.
http://www.oceanconservancy.org/our-work/marine-debris/2012-data-release.html
• Tech, T. (2012, January 20). The World of Mobile Phones Infographic. Retrieved from
http://dailyinfographic.com/the-world-of-mobile-phones-infographic
34. Bookmarking Site
• http://delicious.com/ebrin005
• On the top of your handout.
• Use this bookmarking website to access ALL of
the links, videos, and programs I have shared with
you.
• Extra helpful websites/links are added to this site
for you.
35. Questions, Questions,
Questions?
Are There Any Questions…
• On the 6 tools I discussed?
• On the ways you could use them in schools?
• On websites or programs?
36. Closing Remarks…
Contact Me if you have
Thanks for Listening! Questions or want to
share Experience!
Have fun using
some of these Ms. Erin Brinkley:
great new tools erin.brinkley@vbschools.com
with students!
757-222-6633
Editor's Notes
(Time: 2 mins.) I will introduce the topic that I am going to discuss today. I will explain that I have learned about some wonderful new tools that Librarians might want to know about, so that they can use them or share them with other faculty/teachers in their building. I will also explain that these tools are appropriate to be used in middle schools.
(Time: 3-4mins.) I will have a quick overview of what I will be going over in this presentation. I will be sharing six different technological tools that could be used in upper grade levels. I will name the different tools and then tell my audience that I will be explaining each tool to them and what they are. I will also let my audience know that I plan to give them ways to integrate these tools to fit curriculum. I will tell my audience that I am taking them on a 30 min. journey through Technology!
(Time: 2 Min.) I will introduce myself and a little bit about me, so my audience know who I am and why I am presenting new tools that they could use. I will explain that I learned all of these new tools in one of my masters classes and found them to be creative. I will explain my avatar and how I created this from the following site. I will not be discussing avatars today, but this picture will still give my audience an idea of what an avatar is.
(Time 3-4mins.)I will introduce the first tool and will explain what a QR code is. I will then show the two min. youtube video, so my audience has a better idea of what a QR code is.
(Time: 3 mins.) I will explain on this slide how QR codes could be used throughout a library. A code could be posted by the checkout center for students to find important checkout procedures. A code could also be posted near technology, such as computers in the library. These codes could explain the login process or any other rules for the computer use. Other codes could be used throughout the library, instead of placing signs everywhere. QR codes could also be posted inside books, for students to scan to view book reviews if they want to have more information.
(Time 2 mins.) I will mention on this slide that these QR codes in schools obviously would only work if students have access to I-pads or use of a camera phone in the school building. Some schools allow students to bring their own device to school. These rules vary from school to school.
(Time: 5-6mins. ) I will go over the second way QR codes could be used in schools. They could be used in the beginning of the school year. I will explain how it can help students to get to know their school or library by doing a scavenger hunt with QR codes that take them to different locations to become familiar with their school. Students could also have QR code name tags the first week of school and students would need to scan each others to get to know one another. Each code would have information about each student that either they created or the teacher put together. The teacher could also have QR codes posted around his or her classroom for the students to scan to get to know the rules and procedures of the class. Lastly, the codes could even be used to quiz students on content they know so far coming into a new grade. The teacher could post questions in all codes and the students would have to answer them. This would give the teacher a general idea of where each student is at academically. Lastly, I will show part of the Youtube video to give my audience a general idea of how the Codes were used for a school’s scavenger hunt.
(Time: 3 mins.) Students can also create their own QR code very easily. They could create them in all subject areas. Specifically for English, they could read a book and then create a code with their own review for others to view. For other subjects, such as History or Science, a Code could be made for presentations full of information. Codes could also be created for projects to store a groups important information, websites, or videos. Students could even be given a certain question and then would need to place their correct answer in their own QR code. I will direct my audience to three links they could use to create free QR codes. I will tell my audience that these websites are on their handout in front of them.
(Time: 4-5 mins.) I will explain the second tool that I want to share with the audience, which is geocaching. I will go over what geocaching is and what you need to complete the task. I will then show a quick video on geocaching, so my audience gets a better idea of what it is.
(Time: 2 mins.) I will discuss how Geocaching could be great for Math classes. Math Problems could be written up and hidden. Each group would have different coordinates to find, so it could become a race to solve a problem. Each Coordinate would be one step to solving the multi-step math problem.
(Time: 2 mins.) I will discuss how Geocaching could be used in History classes. It teaches Coordinates to students and how to use them. It also teaches Geography and the use of maps on GPS systems. Also, teachers could hide certain objects in locations that exhibit what the Oregon Trail would have felt like or other important time periods in history. I will then direct my audience to the following website that has several history ideas for geocaching. This link will also be on their handout in front of them.
(Time 2 mins.) I will discuss how geocaching could be used in an English class or in a library. For English, a teacher could hide questions based on a short story or novel to review for a test. A teacher could also place different elements of a story in different hiding spots. The students would need to find them and then place them in order from beginning to end. Lastly, I will discuss how librarians could hide questions about the library for the students to answer after they have visited the school library and have learned all of the rules/procedures.
(Time 3 mins.) I will discuss what an Infographic is. I will state that it is a visual representation that gives important information. I will explain how it takes the place of reading about a certain topic in a book. Infographics are easier to gain quick information about a topic and they are more appealing to students, then simply reading about a topic. I will then show a short video on Infographics to give my audience more of an idea of what this tool is.
(Time: 3 min.) I will show my audience these three examples of infographics. I will take the time now to ask my audience questions. I will ask them which one they find to be easier to read and gain information. The answer would be the “Threats to Wild Life,” since the information is not overwhelming like the other two infographics. Then, I will ask which infographic is the most difficult to gain information. The answer will be “Mobile Phone,” since there is too much information on this one infographic. Lastly, I will ask which infographic would appeal most to students. The answer will be either “Phones” or “Facebook and Twitter.” I will also take the time to discuss the elements to these infographics (color, pictures, data, and title).
(Time: 2-3 mins.) I will discuss how an Infographic could be used in schools for students to learn more about a certain topic. They could view an infographic for English based on popular novels in 2012, to find out which novels were rated the best. Students could also view infographics for Science based on the weather patterns in the U.S. Another Infographic could give a student information on a historical time period or event. It could also show the difference in cultures throughout the world, which goes along with geography. I will mention that a great activity for the students to do, would be for them to search online for one infographic based on a certain topic and then share it with the class. This way there are several infographics that the class will view.
(Time: 2 mins.) I will discuss how students can create their own infographic on a topic. This project would be great because it does teach the research process. Students would have to research their topic before they could begin to create an infographic. However, the students do have free range in how they want to present their research. They can be very creative. I will also go over the three websites that I posted to create free infographics. I will direct my audience to their handout at this time, since these websites are listed on there.
(Time 2 mins.) I will discuss how Infographics could be used for several other reasons that could be fun or exciting. Teachers could use an infographic as a warm-up to a lesson. By viewing an infographic, this might grab the attention of a lot of students. It is a great way to start discussing a topic in class. Another way infographics could be used in class, is if students create one about themselves. Then, students could share their infographic with the class, so students get to know one another better in the first weeks of school. Lastly, infographics could also be used to present important information about a school to parents, the community, or the staff itself on open house night or staff days. An infographic could even be printed in the school newspaper/letter.
(Time: 3-4 mins) I will discuss what a voice thread is. I will tell my audience that there are several different types of voice threads. There are programs that could record your own voice by telephone or microphone or you could type a message and choose a voice that you like to say your own message. Also, I will explain how some programs have recordings only and how other programs have avatars you can create that state your message. Lastly, there are programs where you post a document, presentation, or picture and have others view it and then add a VoiceThread commenting on it. I will then show the short video on voice threads explaining the collaboration VoiceThread.
(Time 3 mins.) I will discuss how a VoiceThread could be used in schools. One way is to collaborate with fellow students. A teacher could post a document, infographic, diagram, or many other items related to a core subject onto the website, www. voicethread.com. Then, students in one class can meet at this page on the website and will record themselves speaking about the topic or towards other student’s comments. A picture of themselves will be shown, so students know who is talking. Then, I will direct my audience towards the website that is on the screen and on their handout.
(Time: 3 mins.) On this slide I will discuss how VoiceThreads can be used for student presentations and introductions. Students who do not like to present in front of a class, can record themselves talking on a VoiceThread and present this instead. Also, in the beginning of the school year, teachers could get their students to create their own Avatar VoiceThreads about themselves. Students could play their VoiceThreads, so everyone gets to know each other better. Then, I will show my audience the two other forms of VoiceThreads, that do not contain collaboration. I will show my audience the website that creates VoiceThread recordings only and the website that creates Avatar VoiceThreads. These two websites would be best used for presentations and projects!
(Time 4 mins.) I will discuss how VoiceThreads are great for foreign language classes in schools. Students can practice recording themselves speaking in Spanish or French and can go back to listen to themselves. Also, students could converse back and fourth by asking questions and answering in a foreign language, which is helpful practice. Lastly, a lot of VoiceThreads or Audio Recordings online give the option to change the English to a different language. This would be a great tool for those students who are just starting out with a foreign language. They could hear how something would be translated. After discussing this topic, I would show a short video of students using VoiceThreads for a Foreign Language.
(Time 3 mins.) I will discuss on this slide what Image Editors are and what they can create. I will explain how there are several different editing programs that offer different techniques. I will tell my audience that I will give them several different websites and programs that offer different things. Some Image Editor programs can only add special effects to pictures or eliminate certain things to a picture. Then, there are some programs that can take a photo and create something with it, such as booklets, movie posters, magazine covers, and a lot more. I will then show just part of this video of an Image Editing program, called Pixlr. My audience will be able to see some of the techniques that a program like this can do to a photo.
(Time 2 mins.) I will discuss the use of Image Editors in schools on this slide. I will specifically discuss the website, Foldplay. On this website students can create different types of foldables and booklets with pictures/images. It could be used for all subjects. Students could create a booklet for Historical events using images and text. It also could be used for English to create a story using images and text. This program could also be used to create a foldable for Science demonstrating all of the planets. Lastly, it could even be used for math foldable that show the step by step process of a math problem. I will direct my audience to this website that is on the screen and on their handout.
(Time 2 mins.) I will discuss how an Image Editing program called, Big Huge Labs could be used to create projects for all subjects. This program could be used to create movie posters for an English novel. A magazine cover could be made for an Historical event or time period. Maps and puzzles could be created for Math or Science topics. Also Photo Collages and Personalized CD covers could be made as well with photos. I will then explain how one teacher I worked with had her History class create their own CD with music that went along with the curriculum topic. They had to create their own CD cover and this would have been a great source to use for her project. Then, I will direct my audience to the website link that is on their handout and the slide. I will tell my audience that this is a movie poster that I created from the following website, so they can get an idea what their students could use this for.
(Time 2 Mins.) I will discuss how Image Editors are great to use in schools to add special effects to photos for projects. Many schools use programs such as Photo Story or Movie Maker and both of these use photos. Students could use a program such as, Tuxipi.com to make their photos more interesting. I will then direct my audience to my family photo that I created on Tuxipi.com. I changed the color, made a title, and gave it a painted effect look. I will direct the audience to the website name on the slide and on their handout.
(Time 3-4 mins.) I will discuss what Digital Storytelling is. I will explain that it is the creation of a very short story, maybe 2 to 3 minutes long. It is created on the web and then could later be posted to a blog, website, facebook, or even downloaded to a CD. I will explain that every Digital Storytelling program is different and offers different things. I will explain that some digital storytelling programs offer recording, music, or video, but not all of them. Some only include pictures and text. I will then direct my audience to a short video on the topic.
(Time 2 mins.) I will discuss how digital storytelling could be used in schools. This slide I will discuss the program, simplebooklet.com. This website can create Brochures, flyers, booklets, newsletters, and mini web sites. All of these tools would be great for projects in all subject areas. I then will direct my audience to the website link that is on the slide and their handout. I will discuss the features of this site and what the students can do by adding videos, pictures, music, or text to a Digital Brochure or Newsletter. I will lastly discuss how when the students are completed with their product they could easily share their story with the class on an overhead.
(Time 2 to 3 mins.) I will discuss another example of Digital Storytelling that could be used in the schools. DomoAnimate.com is a great website to create a comic strip for English, History, or Science topics. Students could even create a comic in a foreign language. Students are starting to enjoy graphic novels more and more these days, so of course students would love to create their own graphic short story on the web. Students can choose characters, props, music, and of course their story they want to tell. Once, their comic is complete then everyone can view their story. I will then direct my audience to the website that is on my slide and on their handout. I will probably click on this link, for everyone to see what the website looks like.
(Time 3 mins.) I will discuss the last way that Digital Storytelling could be used in schools. StoryBird.com is a great website that could be used for English or a Foreign language. It challenges the students to be creative and to create a story with all of the plot elements. Students have to choose a picture first and get an inspiration from it. Students can choose pictures by theme or challenges. Then, students start writing their short story. This program does not have audio. It only has pictures to choose from and text to write a story. At the end, the product looks like a digital book that flips pages. It can be published to the web. Lastly, I will direct my students to the website on the slide and on their handout. I will discuss the picture real quick and tell my audience that the students would have several pictures to choose from, as they can see on the screen shot.
(Time: few Seconds) Discuss how these are my annotations for my research and PowerPoint slide.
(Time: few Seconds) Discuss how these are my annotations for my research and PowerPoint slide.
(Time: few Seconds) Discuss how these are my annotations for my research and PowerPoint slide.
(Time: few Seconds) Discuss how these are my annotations for my research and PowerPoint slide.
(Time 3mins.) I will discuss the Bookmarking site I created for the audience. I will explain where they will need to go to access this website. Also, I will tell them that all of the videos, links, and programs I discussed today will be added to this one website for them to access. I will also tell them that I have added extra helpful links for them to view. I will click on this bookmarking site for my audience to see how to access it.
(Time 4mins.) I will ask my audience if they have any questions. Especially questions on the six tools, ways they could be used in schools, or on any of the websites I shared. I will also take any other questions the audience may have at this time.
(Time 1 min.) I will thank my audience for listening to my presentation and hope that they all use these tools and have a fun time with them. I will also tell my audience to contact me if they have questions or would even like to share their own experience with using one of these tools. I will direct my audience to my information on the slide and on their handout.