Pp mv i pad pd lecture
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This document discusses using iPads in the classroom to create time-based content across different subjects. It provides examples of apps like iMovie, StopMotion and Animoto that allow students to produce and publish multimedia projects individually or collaboratively. Specific ideas are given for using iPads in math, science, language arts and other subjects like creating stop motion videos in math or documenting field trips. The document also discusses ways to save and share student work through apps, websites and cloud storage and provides links to additional resources.
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Effective Technology Integration in the English Classroom
This document summarizes a presentation on effective technology integration in the English classroom. The presenter discusses their experience using technology at previous schools and why it is important to incorporate technology into English instruction. The presentation is organized into sections on developing reading, listening, speaking, and writing skills with technology, as well as using technology for explicit grammar instruction. The presenter provides many specific app and website examples and encourages discussion. Their contact information is provided for attendees to follow up.
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Aste2013
This document discusses blended learning and how to incorporate mobile devices into the classroom. It describes blended learning as having three parts: 1) the classroom, which serves as the home base, 2) shared applications that can be accessed from both computers and mobile devices, and 3) mobile functions that students carry with them. It provides examples of many shared applications that can be used, such as Evernote, Moodle, Edmodo, Dropbox, Skype, Google Drive, VoiceThread, and Twitter. It also lists basic mobile functions like calculators, cameras, and notetaking apps. The overall message is that by using classroom websites, shared cloud-based applications, and mobile devices, learning can occur anywhere and anytime.
Induction
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.
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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.
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This document provides guidance for coping with COVID-19 using online instruction. It discusses challenges such as ensuring technology access and readiness. It also discusses opportunities for online learning such as using learning management systems, quizzes, projects, videos, and collaboration tools. Good practices for online instruction are also covered, including communication, timing, consistency, supporting at-risk students, virtual classes, and projects. The overall focus is on practical strategies for facilitating effective online learning during the pandemic.
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In 1959, Wolf Vostell incorporated a television set into one of his works, which is considered the first work of art to use television. Video art is said to have begun in 1965 when Nam June Paik used an early Sony video camera to record footage in New York City. Prior to portable video cameras, artists could only use film, which did not allow for instant playback. Many artists found video more appealing than film when coupled with editing technologies. Early seminal video art works used "low tech tricks" to experiment, like Peter Campus combining two video signals and Jonas recording a distorted playback.
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This document outlines the learning objectives and content for an online course on curriculum design and instruction. The course is divided into 8 units that cover topics such as setting expectations, developing learning objectives, designing assessments, selecting course materials, facilitating interactions, integrating technologies, providing student support, and applying universal design principles. Upon completing the course, participants will be able to design accessible and engaging online courses that are aligned to clear learning objectives and support student success.ย
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San Juan College OTLC - Alexa Wheeler and Elaine Clark - Handout 1Alexa Wheeler, University of New Mexico Valencia
This document outlines the EDUC 293 - Online Curriculum Design & Instruction course at UNM-Valencia Campus. It thanks the Title V grant for supporting the project and lists references used. It describes creating an online student orientation, a for-credit EDUC 293 faculty training course, and a faculty mentoring program. An action plan details collecting baseline online student data, sending orientation letters, creating the online student orientation module, piloting the EDUC 293 course in fall 2016 and full implementation in spring 2017, and determining how to train dual credit teachers. Progress includes refining online instruction policies and proposing a policy for dual credit teachers to take EDUC 293.ย
San Juan College OTLC - Alexa Wheeler and Elaine Clark - Handout 4
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San Juan College OTLC - Alexa Wheeler and Elaine Clark - Handout 3
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San Juan College OTLC - Alexa Wheeler and Elaine Clark - Handout 1
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The Faculty Online Teaching and Review Committee is charged with providing quality assurance of online and hybrid courses through peer reviews, identifying degree programs suitable for online instruction, reviewing faculty certification to teach online, coordinating training for online instructors, and maintaining an orientation for the learning management system. The committee consists of seven faculty members representing at least three divisions, plus representatives from the Teaching and Learning Center, Library, and Dean. Committee members must have two years experience teaching online and are responsible for peer reviews and training. Their duties include completing training in the first year and participating in two to six reviews in the second year and two to four in the third year. The chair also serves as the Distance Learning Coordinator with a course release eachย
San Juan College OTLC - Alexa Wheeler and Elaine Clark - Handout 2
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This document provides an overview of various sculptural techniques and forms, including:
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The document discusses the history and techniques of drawing. It covers dry media like metalpoint, chalk, charcoal and graphite used by artists from the Renaissance like Leonardo da Vinci. It also discusses liquid media like pen and ink, wash and brush. Examples are given of works that demonstrate techniques like hatching with metalpoint, building up layers with pastels, and varying line width with calligraphy brushes. The document examines how drawing has been used as a creative process as well as a finished artwork throughout history.
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Pp mv i pad pd lecture
- 1. iPads in the Classroom Creating Exciting Time-Based Content Across Curricula & the Workflow that Supports Safe Backups Alexa Wheeler Lecturer III, Digital Media Arts, UNM Valencia alexa@alexawheeler.com
- 3. iPads and Common Core โข Variety of Tools โข Produce and Publish โข Collaboration โข Multimedia
- 4. iPads and the Arts โข Variety of Tools โข Produce and Publish โข Collaboration โข Multimedia
- 5. iPads and Video Across Curricula โข Understanding Sequence - Math - StopMotion โข Documenting Field Trips - Language Arts/Literacy โข Group Projects/Experiments - Science โข Adding Text - Parts of Speech - Writing/Literacy โข Book Report Visuals - Language Arts/Literacy
- 6. Apps to Create โข iMovie - $4.99 โข StopMotion - Free (Pro $2.99) โข Animoto - free for Educators โข many others in photo and video
- 7. Apps to Save โข YouTube โข Google Drive โข Dropbox โข Evernote โข Email โข Edmodo โข Kidblog
- 9. Download YouTube Movies http://keepvid.com/ copy URL from YouTube Paste into KeepVid Choose download format below (NOT the large DOWNLOAD buttons up top)
- 10. Links โข https://animoto.com โข https://www.educreatio ns.com โข http://edtechteacher.or g/no-email-no-login- no-problem- elementary-ipad- workflow-part-2-from- beth-on-free-tech-4- teachers/ โข http://visual.ly/ipad- teachers- pet?goback=.gde_271 3512_member_23915 5204#!
- 11. Links โข https://sites.google.co m/site/ipadmultimediat ools/digital-storytelling- project-examples โข http://www.apple.com/ education/real-stories/ โข lynda.com (Donโt Pay!! Expensive. Get APS on board)
- 12. Links โข Link to this presentation on SlideShare: โข http://www.slideshare. net/alexawheeler/pp- mv-i-pad-pd-lecture