This book is a collaborative project of Peter Pappas and his ED 424 ~ Computers and Educational Technology - a spring ’18 course at the University of Portland’s School of Education ~ Portland Ore. For more http://edtechmethods.com/publications/students-publish-tech-tips-for-teachers/
The BYOD/BYOT implementation plan for 5th grade writing selects Microsoft OneDrive as the platform since Cobb County has adopted its use for collaboration between teachers, principals, and students. The plan describes accommodating students without devices by using classroom technology and allowing device-sharing. Students will work in groups, using OneNote for collaboration and feedback on writing pieces. Six recommended apps are listed to support writing at this grade level: Storybird for creative writing; SimpleMind for mind mapping; Adobe Slate for customizing writing; Writing Challenge to gamify the process; Foldify for inspiration from 3D images; and Book Creator for publishing student work.
Andrea created an action plan for her professional and personal growth goals for the 2010-2011 school year. Her professional goals were to integrate more technology into classroom activities to engage students, become more proficient in educational software programs, and share her learning with colleagues. Her personal goal was to learn how to use new technologies for fun in her own life. She listed specific tasks and tools to learn like Animoto, PhotoStory, Clicker 5, and Boardmaker.
Andrea created an action plan for her professional and personal growth goals for the 2010-2011 school year. Her professional goals were to integrate more technology into classroom activities to engage students, become more proficient in educational software programs, and share her learning with colleagues. Her personal goal was to learn how to use new technologies for fun in her own life. She listed specific tasks and tools to learn like Animoto, PhotoStory, Clicker 5, and Boardmaker.
This document outlines the schedule and topics for three sessions of workshops on using technology tools in education. Session 1 includes introductions to wikis, bookmarking, blogging, sketchup, podcasting, and using digital resources. Session 2 focuses on developing wikis, introducing web tools, student voice, blogging, photography, and interactive learning. Session 3 covers advanced wikis, Apple applications, personal learning pathways, blogging, photography, interactive learning, and using the Sciencelearn.org website.
This document provides examples of how to implement iPads in the classroom using SAMR model levels from substitution to redefinition. It includes sample activities for different grade levels, from kindergarten to 8th grade, for each of the SAMR levels. It also discusses tools for student organization, engagement, content retrieval and creation, and personalized learning on iPads. The document emphasizes moving from teacher-centered to student-centered learning and personalizing the learning experience through technology.
The Best Presentation on Mobile Apps Ryan RaddatzRyan Raddatz
This document discusses mobile apps that can be used for educational purposes. It is divided into sections on communication apps like Facebook Messenger and Kik Messenger which allow students and teachers to message each other, video sharing apps like YouTube and Viddy that enable sharing and viewing educational videos, and presentation apps such as Prezi, Keynote, and Flowboard which help students and teachers create engaging presentations.
Technology tools to differentiate instructionCheryl Wissick
The document summarizes various free technology tools that can be used to support research-based practices for differentiating instruction. It provides examples of tools for reading support, writing support, mathematics, and teacher resources. These tools allow for multiple means of presentation, expression, and engagement to meet the needs of diverse learners.
This book is a collaborative project of Peter Pappas and his ED 424 ~ Computers and Educational Technology - a spring ’18 course at the University of Portland’s School of Education ~ Portland Ore. For more http://edtechmethods.com/publications/students-publish-tech-tips-for-teachers/
The BYOD/BYOT implementation plan for 5th grade writing selects Microsoft OneDrive as the platform since Cobb County has adopted its use for collaboration between teachers, principals, and students. The plan describes accommodating students without devices by using classroom technology and allowing device-sharing. Students will work in groups, using OneNote for collaboration and feedback on writing pieces. Six recommended apps are listed to support writing at this grade level: Storybird for creative writing; SimpleMind for mind mapping; Adobe Slate for customizing writing; Writing Challenge to gamify the process; Foldify for inspiration from 3D images; and Book Creator for publishing student work.
Andrea created an action plan for her professional and personal growth goals for the 2010-2011 school year. Her professional goals were to integrate more technology into classroom activities to engage students, become more proficient in educational software programs, and share her learning with colleagues. Her personal goal was to learn how to use new technologies for fun in her own life. She listed specific tasks and tools to learn like Animoto, PhotoStory, Clicker 5, and Boardmaker.
Andrea created an action plan for her professional and personal growth goals for the 2010-2011 school year. Her professional goals were to integrate more technology into classroom activities to engage students, become more proficient in educational software programs, and share her learning with colleagues. Her personal goal was to learn how to use new technologies for fun in her own life. She listed specific tasks and tools to learn like Animoto, PhotoStory, Clicker 5, and Boardmaker.
This document outlines the schedule and topics for three sessions of workshops on using technology tools in education. Session 1 includes introductions to wikis, bookmarking, blogging, sketchup, podcasting, and using digital resources. Session 2 focuses on developing wikis, introducing web tools, student voice, blogging, photography, and interactive learning. Session 3 covers advanced wikis, Apple applications, personal learning pathways, blogging, photography, interactive learning, and using the Sciencelearn.org website.
This document provides examples of how to implement iPads in the classroom using SAMR model levels from substitution to redefinition. It includes sample activities for different grade levels, from kindergarten to 8th grade, for each of the SAMR levels. It also discusses tools for student organization, engagement, content retrieval and creation, and personalized learning on iPads. The document emphasizes moving from teacher-centered to student-centered learning and personalizing the learning experience through technology.
The Best Presentation on Mobile Apps Ryan RaddatzRyan Raddatz
This document discusses mobile apps that can be used for educational purposes. It is divided into sections on communication apps like Facebook Messenger and Kik Messenger which allow students and teachers to message each other, video sharing apps like YouTube and Viddy that enable sharing and viewing educational videos, and presentation apps such as Prezi, Keynote, and Flowboard which help students and teachers create engaging presentations.
Technology tools to differentiate instructionCheryl Wissick
The document summarizes various free technology tools that can be used to support research-based practices for differentiating instruction. It provides examples of tools for reading support, writing support, mathematics, and teacher resources. These tools allow for multiple means of presentation, expression, and engagement to meet the needs of diverse learners.
This document provides an agenda and resources for an education technology session. It includes tools for podcasting, blogging, creating presentations and stories with images, using QR codes and word clouds, flipping the classroom, using Moodle and other online tools, and creating animations from text. Examples and directions for using many of these tools in the classroom are provided. The goal is to share different ways teachers can incorporate technology into their lessons and have students collaborate online.
The document discusses the benefits of integrating Google Classroom into the classroom. It provides reasons why technology integration is important, including that it saves trees by using less paper, allows for better backup of files in the cloud, provides more data to teachers on student progress and behavior, and preserves student engagement. It then discusses why Google Classroom specifically is a good option, as it is simple and allows teachers to post updates, upload materials, keep in contact with students, assess students work, and keep track of due dates. Finally, it provides practical instructions on how to set up and customize a Google Classroom and invite students.
The document discusses integrating technology into curriculum, including blogging and PowerPoint projects. It provides an agenda for a session that will explore using a blog about Canada, featuring the benefits of integrated units and blogging. Attendees are then instructed to create the first two slides of a PowerPoint project answering essential questions about exploration in Canada.
The document discusses several online formative assessment tools that are useful in the classroom, including Socrative, Infuse Learning, Answer Garden, Kahoot, Plickers, Educanon, and Nearpod. These tools allow teachers to easily create quizzes and polls, provide instant feedback to students, and analyze assessment results. Students can access the tools using laptops, tablets, or phones. The tools engage students and allow teachers to quickly and effectively check understanding on various topics.
Try e-learning yourself before teaching others. Develop content while considering your objectives and the types of learning activities. Promote interaction through social media and diversify content to address different skills, keeping it simple to update quickly. Test all elements with a small pilot group to ensure everything works properly before full deployment. Have fun and be creative in your e-learning development.
The document outlines 4 activities for students to complete using various web 2.0 tools to create presentations about environmental issues and pollution. The activities include: 1) Creating an animated video using Animoto to raise awareness about pollution. 2) Designing a sketch with Sketchcast promoting reducing, reusing and recycling. 3) Developing a listening comprehension quiz about an environmental problem using Eslvideos. 4) Generating a word cloud advertisement about the environment using Wordle. The goal is to persuade others to change behaviors and become more environmentally conscious.
Google Classroom is a web-based service that allows teachers to easily create, share, and collect Google Documents, Presentations, and Spreadsheets for their classes. It integrates with Google Drive for file storage and automatically duplicates files for each student. For teachers, it provides a digital workflow and communication tools. For students, it allows joining classes, communicating digitally, and submitting assignments through their integration with Google Drive. Getting started involves logging into a Gmail account and accessing Google Classroom through Google Apps.
This document discusses using technology to enhance instructional strategies in the classroom. It provides examples of using online surveys to check background knowledge and set learning objectives collaboratively with students. Tools like Google Docs, blogs, and wikis are presented as ways to provide feedback, recognition, cooperative learning opportunities, and enhance homework. Skype, Twitter, and interactive discussion boards are presented as ways to bring outside experts into the classroom and facilitate interactive discussions. The document advocates incorporating these technologies to help achieve instructional goals like setting objectives, providing feedback, and engaging students in their learning.
The document discusses collaboration in eTwinning projects. It defines collaboration as teachers and students working together on joint tasks and products. Teachers must plan tasks together and share responsibilities. Students must perform tasks that contribute to a joint product. A variety of online tools that can be used collaboratively are described, such as Padlet, ThingLink, surveys, and ebooks. Specific examples of collaborative tasks using these tools are provided, such as creating an interactive map or writing a story together. Highly collaborative awarded eTwinning projects are recommended to view for more examples.
This document provides information and instructions for using various apps to create personalized eBooks with students. It discusses using Book Creator to make books, PicCollage and other apps for editing images, and Reflector 2 for mirroring iPad screens to model the process. Student examples are also shared. The goal is to support writing and language arts standards through mobile learning and app integration.
Google Apps for Education (GAFE) is a free suite of productivity apps and cloud-based storage that is used by over 40 million students and educators. While GAFE allows for collaborative editing and access from any device, Google Classroom, an learning management system (LMS) launched in 2014, was limited in its discussion capabilities. Chalkup aims to integrate seamlessly with GAFE like Google Drive while providing additional features for assignment creation, submission, grading, and discussion to improve the workflow for teachers and students.
The document discusses revisions to Bloom's Taxonomy and how it can be applied in the classroom using technology. The revised taxonomy adds higher-order thinking levels of creating and evaluating above analysis, understanding, and remembering. It provides examples of how different technologies can be used to teach and assess students at each level of the revised taxonomy, from remembering with word processing to creating with video editing or programming software. The goal is to use technology to support higher-level critical thinking in students and prepare them for an uncertain future.
This slideshow was part of the SIGMS "Meet the ISTE Authors" webinar which took place on Sept 28, 2010. See http://sigms.iste.wikispaces.net/bookwebinar for more information.
Switching roles in flipped learning is not easy. Teachers need appropriate tools to rule classroom activities, encourage students' home work and evaluate their learning progress. Google tools provide a horn of plenty of resources to better flip teaching.
The document summarizes an Appy Hour event where teachers shared and discussed various apps that could be useful for teaching and classroom/student management. Some of the apps highlighted included Bloomz for communicating with parents, Powtoon for creating media presentations, Kahoot for formative assessments, Declara for saving articles to read later, Class Dojo for tracking student behavior/parent communication, and Twitter for connecting with other educators. The next Appy Hour was announced for January with plans to feature Plickers and livestream the event using Blab or Periscope.
Clever Tips for Using the Apple Clips AppKaren Bosch
Karen Bosch presented ways for teachers and students to use the Apple Clips app. The presentation provided many examples of how teachers can create unit introductions, tutorials, classroom highlights and more using Clips. Students can make reports, presentations, science lab recordings and more. The presentation concluded with a demonstration of building a short video in Clips and sharing resources for copyright-friendly images and publishing student videos.
The document discusses the author's skills in various areas related to media studies, including terminology, theories, and software programs. The author felt proficient in using terminology in exams but wanted to learn less common terms. They also wanted to learn theories in more depth. While skilled in programs like Photoshop and PowerPoint, the author expressed interest in gaining higher proficiency in Photoshop and learning Adobe design software. Areas like blogging, file organization and photography the author believed could be improved further.
‘Microsoft Sway – what it is, how to use it in the classroom, and how to crea...SchoolNet SA
This presentation was part of a SchoolNet webinar. The presenter days, "You'll love Sway - it's a free, online presentation tool that can be used in many different, interesting ways. In this webinar we'll discover what Microsoft Sway is all about and we'll go through the process of creating one. We'll also discover the many ways of using Sway in your classroom."
The document provides tips and resources for starting project-based learning (PBL), including core principles of PBL, project planning tools, ways to share student work, critique guidelines, and helpful websites. It encourages starting small with one good project per year, emphasizing reflection and giving work authentic audiences. Contact information is provided for the author, Dr. Gina Olabuenaga, a teacher who uses PBL. A list of additional PBL resources includes the Buck Institute, Edutopia, blogs, and websites of schools known for their PBL work.
iTeach, iLearn: iPad in the Classroom - July 2015.pptxDiana Benner
This hands-on workshop takes you beyond “cool apps” for the iPad to how to best use the mobile device in the classroom for authentic learning. Participants will develop an entire integrated lesson on a particular TEK or topic. The lesson will include a variety of resources, all of which can be accessed on the iPad, that focus on the differentiation of learning, both process and product, for each student. (Note: This is an intermediate level course. Participants should already be familiar with the basics of iPad use.)
This document discusses strategies for teaching the SAMR model of technology integration to staff, using iPads authentically in the classroom, and coaching teachers. It provides examples of apps that can be used for substitution, augmentation, modification, and redefinition. Strategies for coaching teachers include creating an ICT leadership team, getting parents onboard, hosting techie breakfasts for professional development, developing an app list, and establishing clear classroom management. The goal is to help teachers seamlessly transition technology integration in their teaching.
This document provides an agenda and resources for an education technology session. It includes tools for podcasting, blogging, creating presentations and stories with images, using QR codes and word clouds, flipping the classroom, using Moodle and other online tools, and creating animations from text. Examples and directions for using many of these tools in the classroom are provided. The goal is to share different ways teachers can incorporate technology into their lessons and have students collaborate online.
The document discusses the benefits of integrating Google Classroom into the classroom. It provides reasons why technology integration is important, including that it saves trees by using less paper, allows for better backup of files in the cloud, provides more data to teachers on student progress and behavior, and preserves student engagement. It then discusses why Google Classroom specifically is a good option, as it is simple and allows teachers to post updates, upload materials, keep in contact with students, assess students work, and keep track of due dates. Finally, it provides practical instructions on how to set up and customize a Google Classroom and invite students.
The document discusses integrating technology into curriculum, including blogging and PowerPoint projects. It provides an agenda for a session that will explore using a blog about Canada, featuring the benefits of integrated units and blogging. Attendees are then instructed to create the first two slides of a PowerPoint project answering essential questions about exploration in Canada.
The document discusses several online formative assessment tools that are useful in the classroom, including Socrative, Infuse Learning, Answer Garden, Kahoot, Plickers, Educanon, and Nearpod. These tools allow teachers to easily create quizzes and polls, provide instant feedback to students, and analyze assessment results. Students can access the tools using laptops, tablets, or phones. The tools engage students and allow teachers to quickly and effectively check understanding on various topics.
Try e-learning yourself before teaching others. Develop content while considering your objectives and the types of learning activities. Promote interaction through social media and diversify content to address different skills, keeping it simple to update quickly. Test all elements with a small pilot group to ensure everything works properly before full deployment. Have fun and be creative in your e-learning development.
The document outlines 4 activities for students to complete using various web 2.0 tools to create presentations about environmental issues and pollution. The activities include: 1) Creating an animated video using Animoto to raise awareness about pollution. 2) Designing a sketch with Sketchcast promoting reducing, reusing and recycling. 3) Developing a listening comprehension quiz about an environmental problem using Eslvideos. 4) Generating a word cloud advertisement about the environment using Wordle. The goal is to persuade others to change behaviors and become more environmentally conscious.
Google Classroom is a web-based service that allows teachers to easily create, share, and collect Google Documents, Presentations, and Spreadsheets for their classes. It integrates with Google Drive for file storage and automatically duplicates files for each student. For teachers, it provides a digital workflow and communication tools. For students, it allows joining classes, communicating digitally, and submitting assignments through their integration with Google Drive. Getting started involves logging into a Gmail account and accessing Google Classroom through Google Apps.
This document discusses using technology to enhance instructional strategies in the classroom. It provides examples of using online surveys to check background knowledge and set learning objectives collaboratively with students. Tools like Google Docs, blogs, and wikis are presented as ways to provide feedback, recognition, cooperative learning opportunities, and enhance homework. Skype, Twitter, and interactive discussion boards are presented as ways to bring outside experts into the classroom and facilitate interactive discussions. The document advocates incorporating these technologies to help achieve instructional goals like setting objectives, providing feedback, and engaging students in their learning.
The document discusses collaboration in eTwinning projects. It defines collaboration as teachers and students working together on joint tasks and products. Teachers must plan tasks together and share responsibilities. Students must perform tasks that contribute to a joint product. A variety of online tools that can be used collaboratively are described, such as Padlet, ThingLink, surveys, and ebooks. Specific examples of collaborative tasks using these tools are provided, such as creating an interactive map or writing a story together. Highly collaborative awarded eTwinning projects are recommended to view for more examples.
This document provides information and instructions for using various apps to create personalized eBooks with students. It discusses using Book Creator to make books, PicCollage and other apps for editing images, and Reflector 2 for mirroring iPad screens to model the process. Student examples are also shared. The goal is to support writing and language arts standards through mobile learning and app integration.
Google Apps for Education (GAFE) is a free suite of productivity apps and cloud-based storage that is used by over 40 million students and educators. While GAFE allows for collaborative editing and access from any device, Google Classroom, an learning management system (LMS) launched in 2014, was limited in its discussion capabilities. Chalkup aims to integrate seamlessly with GAFE like Google Drive while providing additional features for assignment creation, submission, grading, and discussion to improve the workflow for teachers and students.
The document discusses revisions to Bloom's Taxonomy and how it can be applied in the classroom using technology. The revised taxonomy adds higher-order thinking levels of creating and evaluating above analysis, understanding, and remembering. It provides examples of how different technologies can be used to teach and assess students at each level of the revised taxonomy, from remembering with word processing to creating with video editing or programming software. The goal is to use technology to support higher-level critical thinking in students and prepare them for an uncertain future.
This slideshow was part of the SIGMS "Meet the ISTE Authors" webinar which took place on Sept 28, 2010. See http://sigms.iste.wikispaces.net/bookwebinar for more information.
Switching roles in flipped learning is not easy. Teachers need appropriate tools to rule classroom activities, encourage students' home work and evaluate their learning progress. Google tools provide a horn of plenty of resources to better flip teaching.
The document summarizes an Appy Hour event where teachers shared and discussed various apps that could be useful for teaching and classroom/student management. Some of the apps highlighted included Bloomz for communicating with parents, Powtoon for creating media presentations, Kahoot for formative assessments, Declara for saving articles to read later, Class Dojo for tracking student behavior/parent communication, and Twitter for connecting with other educators. The next Appy Hour was announced for January with plans to feature Plickers and livestream the event using Blab or Periscope.
Clever Tips for Using the Apple Clips AppKaren Bosch
Karen Bosch presented ways for teachers and students to use the Apple Clips app. The presentation provided many examples of how teachers can create unit introductions, tutorials, classroom highlights and more using Clips. Students can make reports, presentations, science lab recordings and more. The presentation concluded with a demonstration of building a short video in Clips and sharing resources for copyright-friendly images and publishing student videos.
The document discusses the author's skills in various areas related to media studies, including terminology, theories, and software programs. The author felt proficient in using terminology in exams but wanted to learn less common terms. They also wanted to learn theories in more depth. While skilled in programs like Photoshop and PowerPoint, the author expressed interest in gaining higher proficiency in Photoshop and learning Adobe design software. Areas like blogging, file organization and photography the author believed could be improved further.
‘Microsoft Sway – what it is, how to use it in the classroom, and how to crea...SchoolNet SA
This presentation was part of a SchoolNet webinar. The presenter days, "You'll love Sway - it's a free, online presentation tool that can be used in many different, interesting ways. In this webinar we'll discover what Microsoft Sway is all about and we'll go through the process of creating one. We'll also discover the many ways of using Sway in your classroom."
The document provides tips and resources for starting project-based learning (PBL), including core principles of PBL, project planning tools, ways to share student work, critique guidelines, and helpful websites. It encourages starting small with one good project per year, emphasizing reflection and giving work authentic audiences. Contact information is provided for the author, Dr. Gina Olabuenaga, a teacher who uses PBL. A list of additional PBL resources includes the Buck Institute, Edutopia, blogs, and websites of schools known for their PBL work.
iTeach, iLearn: iPad in the Classroom - July 2015.pptxDiana Benner
This hands-on workshop takes you beyond “cool apps” for the iPad to how to best use the mobile device in the classroom for authentic learning. Participants will develop an entire integrated lesson on a particular TEK or topic. The lesson will include a variety of resources, all of which can be accessed on the iPad, that focus on the differentiation of learning, both process and product, for each student. (Note: This is an intermediate level course. Participants should already be familiar with the basics of iPad use.)
This document discusses strategies for teaching the SAMR model of technology integration to staff, using iPads authentically in the classroom, and coaching teachers. It provides examples of apps that can be used for substitution, augmentation, modification, and redefinition. Strategies for coaching teachers include creating an ICT leadership team, getting parents onboard, hosting techie breakfasts for professional development, developing an app list, and establishing clear classroom management. The goal is to help teachers seamlessly transition technology integration in their teaching.
iTeach Session 1: Overview and Introduction to iPad Integration in the ClassroomChristina808
This document provides an overview and agenda for an iTeach session on integrating iPad technology into the classroom. It introduces the SAMR model, a framework for evaluating the use of technology in education. Participants are instructed to download certain apps, including Socrative for student and teacher response. The session goals are to understand the SAMR stages, identify examples within each stage, and explore apps. Participants do partner activities to reflect on their current technology use and how it fits within the SAMR model. An example is given of moving writing instruction up through the SAMR stages from substitution to redefinition.
This presentation helps explain why 1:1 technology in classroom can help transform teaching. Included are reasons why to use 1:1, technology concepts to help teaching in 1:1 classes easier, and tips on lesson planning in 1:1 classrooms.
The Power of TLC: Technology + Learning + CreativityKaren Bosch
This document discusses the power of creativity in learning when using technology. It argues that when students create using technology, it engages multiple learning styles, ignites their passion, and makes their learning visible. Examples are given of how different apps can foster creative student work, from drawing and publishing photos to podcasting, digital storytelling, and creating ebooks. The document advocates giving students opportunities for creative projects that allow them to go deeper into a topic and remember information longer.
Using iPads to Enhance Teaching and Learning by Joe DalePeggy George
Joe is an independent Modern Foreign Languages and technology consultant from the Isle of Wight, UK. He has been speaking at conferences and virtual conferences since 2006 and works with major language associations in UK and internationally. He is the host of the TES MFL forum (http://community.tes.co.uk/forums/28.aspx) and MFL portal manager for the OU’s Vital programme (http://www.core-ed.org.uk/activities/ou-vital-2013-a-joint-project-with-open-university). Joe's blog: www.joedale.typepad.com Joe shared his most recent research on ipads and his experience and knowledge about using iPads to enhance teaching and learning. Classroom 2.0 LIVE presentation 01-12-13 Recordings and Livebinder links: http://live.classroom20.com/1/post/2013/01/using-ipads-to-enhance-teaching-and-learning.html
The document discusses integrating technology into teaching using the SAMR model, which categorizes the use of technology into four levels from substitution to redefinition. It provides examples of classroom activities that fall under each level of SAMR and encourages teachers to be creative in using technology as a tool to enhance what students are learning. Workshops are also proposed to help teachers classify technology uses based on the SAMR model.
This document discusses bringing your own device (BYOD) policies at a school. It addresses what will remain the same, including key competencies, relationships, and curriculum priorities. It also discusses what will be different with BYOD, such as requiring fewer books and enabling easier online collaboration, differentiation, and teacher monitoring of student work. It then covers the Substitution, Augmentation, Modification, and Redefinition (SAMR) model for technology integration. Finally, it discusses security, device safety, and recommended device options that are compatible with the school's systems.
This presentation shares how the iPad is the perfect digital storytelling tool for both students and teachers. Many app suggestions, examples of student projects, and hints for managing projects are included. From Karen Bosch/Creative APP-titude.
Simple to Sensational: Taking iPad Projects to the Next LevelKaren Bosch
This session will share practical ideas for extending simple iPad projects by combining them with a second app to deepen learning and creativity. Examples of student projects from K - 8 will be shared, along with apps and hints for managing projects.
This document discusses using iPads in high school and provides examples of how teachers can implement the SAMR model, a framework for integrating technology into lessons, across different subjects like science, social studies, math, and English. The SAMR model evaluates how technology enhances teaching and learning from basic substitution to more transformative uses.
This document provides examples of iPad workflows that integrate Bloom's Taxonomy. It describes workflows for creating a movie, podcast, interactive book, and magazine cover. Each workflow includes steps that align with different levels of Bloom's such as remembering, understanding, applying, analyzing, evaluating, and creating. The workflows are meant to provide teachers with models for designing lessons and assessments that engage students at varying levels of cognitive complexity through the use of iPad apps.
Digital Storytelling Literacy Symposium 2009Susan Wegmann
The document discusses the history and principles of digital storytelling. It provides examples of how digital storytelling can be used in classrooms across different subject areas like social studies, science, and language arts. Key aspects of digital storytelling include combining multimedia tools like images, audio, and video to tell stories. The document also discusses how digital storytelling engages students and supports different learning styles. Resources for creating and evaluating digital stories are provided.
Digital storytelling involves weaving together various digital media such as images, music, narrative, and voice to tell a story. It is a modern expression of the ancient art of storytelling. The process of creating digital stories engages students and makes learning active rather than passive. Digital storytelling can be used across subject areas to give writing new purpose and engage visual and auditory learners. It follows typical stages of pre-production, production, and presentation and can be assessed based on content learned, technology skills, and creativity.
This document provides an overview of digital storytelling. It discusses how digital stories can reinforce critical thinking and communication skills. Digital stories combine various forms of digital media like photos, video, and audio to tell a narrative. They are viewable on digital devices and shareable online. The document explores how digital storytelling is being used in educational settings and the benefits it provides to student engagement, writing skills, and preparation for future communication.
This document provides an overview of digital storytelling and its implementation in the classroom. It discusses:
1) The benefits of digital storytelling for student learning such as developing multimedia literacy, communication skills, and motivation.
2) The steps involved in creating a digital documentary (digidoc) including selecting topics, conducting research and interviews, gathering media, developing a narrative, and sharing the final product.
3) Software such as Windows Movie Maker that can be used to edit video, audio, images and create transitions/effects.
Brief comparison of the learning models cone of learning and SAMR enriched with blended learning scenarios compared for their appliance in notebook and iPad 1:1 environments.
A presentation I did on integrating the iPad for staff at my school. While nothing here is new I wanted to pull together a few concepts like SAMR, Bloom's taxonomy and workflows.
I think this is a great summary.
Differentiating Instruction with Technologybianca22slg
This document provides an overview of various digital tools that can be used for differentiation, content creation, and assessment. It discusses tools like ThingLink that allow adding interactive content to images, Educreations and Explain Everything for creating videos, Haiku Deck and Popplet for presentations, and Blendspace for creating learning pathways. It also covers tools for developing writing like Boomwriter and Storybird, creating digital stories with apps like iMovie and MovieMaker, and building ePortfolios using Google Drive, blogs, and other platforms. Recommendations and resources for using these tools in the classroom are provided.
Online resources, educational sites and portalstcc_joemarie
Digital storytelling is a process of telling a story using digital means. It is an easy way to integrate technology into the classroom across subjects. The document provides examples of websites and apps that can be used for digital storytelling, including Tellagami for creating animated videos, VoiceThread for multimedia presentations and discussions, and Comic Creator for creating comic strips. It also shares guidance on how to use VoiceThread for different educational purposes. The source website provides resources for educational tools, apps, and technology integration for teachers. It emphasizes having an open mindset to learn about tools and adapt to changes as technologies evolve over time.
Making Thinking Visible with Digital ResourcesDiana Beabout
This document discusses how digital resources can help make student thinking visible. It provides examples of using Skitch, Educreations, Popplet, Padlet, and Socrative to informally assess student understanding. For Skitch, students took photos of Roman cultural influences and annotated them. Educreations allowed students to present images and explanations demonstrating their grasp of concepts. Popplet and Padlet helped assess student organization and thought processes. Socrative created quick quizzes and polls to analyze group and individual needs. The document encourages exploring how these tools could document thinking in one's own classroom. It also considers when and how to use the tools, and how to work with shared devices.
This document summarizes and reviews several educational apps. It discusses BrainPOP, an app that provides videos, games and quizzes on a wide range of topics to encourage critical thinking. It allows tracking of student progress and mastery of skills. Artsonia is an app that allows students to create digital portfolios of their artwork and share with peers, meeting art standards. Adobe Illustrator Draw lets students create illustrations on their device and import them into Adobe programs, meeting art standards. Muffalo Potato teaches drawing, letters and math to young students. The Smithsonian app explores art exhibitions and allows interaction with artists. Kahoot! is a game-based learning app that lets teachers create quizzes and
This document provides an overview of using iPads in the classroom. It discusses starting with substitution uses like digital worksheets and moving to more advanced uses involving student creation through apps. Key frameworks for technology integration are covered, including the SAMR model and TPACK. Specific apps are recommended for different classroom uses such as formative assessments, presentations, note-taking, and interactive textbooks. Tips are provided for effective iPad integration focusing on student engagement and content mastery.
A comprehensive view of teaching a creative writing unit to third grade students by utilizing many different technology platforms within the classroom.
This document provides descriptions and rationales for 10 educational apps for 4th grade core subjects: Class Dojo, Ted Ed, Kaizena, Spiral, Haiku Deck, Stick Around, Geography Drive USA, Google Classroom, Educreations, and Kahoot!. Each app is described in 1-2 sentences and its educational benefits and relevance for the classroom are explained in 1-2 additional sentences. The apps allow for classroom management, interactive video lessons, feedback on student work, formative assessments, presentations, puzzles, geography practice, centralized assignment tracking, video tutorials, and game-based learning, respectively.
The document discusses online resources, sites, and portals that can be used for digital storytelling. It provides examples of iPad apps, Android apps, and web tools such as Tellagami, VoiceThread, and The Comic Creator. It emphasizes the importance of the right mindset for teachers in using digital tools, such as having an openness to learn and explore features, and adapting to changes in technology over time. The overall document provides recommendations for digital storytelling tools and discusses developing a growth mindset in order to effectively integrate technology into lessons.
This presentation documents many online math resources as well as how to go about jazzing up the creation of story problems using technology in 3rd Grade Math.
This document provides many suggestions for incorporating technology into the classroom to enhance student learning. It recommends using tools like YouTube, SmartBoards, Google Docs, blogs, podcasts and more to give students opportunities for collaboration, producing and sharing writing, and developing technology skills. Specific strategies include having students find online resources on authors, create digital stories and timelines, and use interactive tools for activities like comparing and contrasting. The goal is to leverage technology to improve communication, engage digital natives, and strengthen language arts skills.
This document discusses various digital tools that can be used in the classroom, including:
- Microsoft Word, PowerPoint and Excel for writing assignments, creating presentations, and organizing data.
- Digital cameras, photos and videos to engage students and help them apply lessons in creative projects.
- Websites like TeacherTube and smartboards for interactive lessons using multimedia.
- Social media like Twitter and Facebook to communicate with students and parents about classroom activities and assignments.
Webquests are also mentioned as a way for students to collaboratively problem solve using online resources.
iPad app tips and tricks with Common Core StandardsMisty Savario
This document provides information about various educational apps that can be used in a classroom setting. It discusses apps for free and paid access that help with literacy, math, science, and other subjects. Tips are provided on using the apps for activities like labeling pictures, creating word clouds and writing prompts, and collaborative projects. Recommendations are made about how to project the iPad screen and share work created using the apps.
This document summarizes an presentation given at Lumen Christi Catholic School on using iPads in the classroom to improve student learning through creating and publishing content. It provides examples from different grade levels of using apps like Evernote, Show Me, Explain Everything, AudioBoo, Pinnacle Studio, Book Creator, and Toft's Kid Blog to create eBooks, tutorials, assessments, news broadcasts, blogs and more. The goal is to shift students from content consumers to content creators and have them think critically and collaborate using technology.
1. The document discusses various digital tools that teachers can use in the classroom, including Microsoft Word for assignments, TeacherTube for sharing video lessons, SMART Boards for interactive lessons, and digital cameras to engage students and involve them in lessons through photos.
2. It also explores using PowerPoint for student and teacher presentations, Excel for organizing data and calculating grades, and digital video to challenge students through creating their own videos to demonstrate learning.
3. The document advocates using social media like Twitter and Facebook to remind and engage students and parents outside of class about homework, lessons, and classroom activities.
This document provides summaries of 10 popular educational apps: Kahoot, Flocabulary, A+ Writing Prompts, iBrainstorm, Remind, Pear Deck, Coggle, Nearpod, Google Drive, and Trello. It describes what each app is used for, how it engages students, and why it was selected as one of the top 10 apps. Many of the apps mentioned incorporate multimedia like music and videos, allow for interactive lessons and quizzes, facilitate collaboration and organization, or enable communication between teachers, students, and parents.
This document contains a needs assessment and lesson plan for teaching 7th and 8th graders about percentages. The needs assessment analyzes the learners, content, and potential challenges. It also outlines how the lesson will accommodate different learning styles and abilities using multimedia. The lesson plan states the academic standard, objectives, materials, and procedures. It describes how the content will be presented using a PowerPoint with audio. Formative and summative assessments are built into the lesson through questions, partner work, and a project applying the skills. The reflection identifies areas for improvement, such as simplifying examples and adding a follow-up lesson applying the concepts.
The document discusses using iPads in the classroom and provides tips and strategies for integrating them into lessons. It recommends several education apps, including Whiteboard Free for collaborative work, Super Why to teach letters and sounds, and Skype to allow students to communicate like walkie-talkies around the school. The document emphasizes using iPads to enhance student engagement, promote visual and social learning, and foster differentiated instruction through interactive activities.
This document provides an agenda for a lesson on harnessing the power of Web 2.0 tools for teaching and learning. It includes reminders about redesigning lessons using Web 2.0 tools, exploring various tools like Bitstrips, Ning, PBWorks, Edmodo, Animoto, Prezi, Glogster, Today's Meet and Google Docs. Students are asked to blog about the tools they explored, including features, functionality, likes/dislikes, and possible classroom applications. The next class will involve blogging and sharing redesigned lessons that incorporate Web 2.0 tools.
The document provides descriptions and examples of how to use various online tools and websites for educational purposes, including creating timelines, mind maps, word clouds, comics, and using tools like Google Images, Google Sets, Hyperlink, Screen Hunter, Voice Thread, Animoto, blogs, and bookmarks.
Similar to Redefine Your Lessons with iPad Authoring Tools (20)
Mountain Elementary School's SMART START program for the first week of school focuses on building community and establishing routines through academic mini mixers. These mixers help students get to know each other through activities like the Frayer Model note-taking activity where they "Frayer a Friend" in 20 minutes, and a Venn diagram activity comparing dogs and cats in 25 minutes. An App Mini Mixer uses iPads to have students work in pairs taking photos around a topic to create a collage in the Pic Collage app in 30 minutes, with extensions allowing voting on favorites and practice with other content areas.
Learning with iPads in Kindergarten (1)Rae Fearing
This document provides training instructions for using iPads in kindergarten classrooms. It discusses storing iPads securely on carts, cleaning iPads weekly with microfiber cloths, and demonstrating math lessons using apps like Skitch, Pic Collage and Explain Everything to represent addition and subtraction through images, fingers and equations. Teachers are also given a tip on taking screenshots and using backgrounds to identify individual iPads.
This document discusses using Google Drawings for math activities. It provides examples of how to create drawings to show math problems and solutions, including showing the diameter of the Earth, ways to make 5, working through a math problem, and storing virtual manipulatives. Teachers can use Google Drawings to create interactive math activities for students to collaborate on and explain their thinking.
This document discusses the need for teaching practices to evolve along with changes in how students will learn and work after graduation. It suggests that classrooms should incorporate more active, collaborative, personalized, and technology-enabled learning experiences. Specific recommendations include less whole-class instruction, more student responsibility and choice, and using tools like Google+ to connect classrooms globally and give every student a voice. The document advocates for teachers to share innovative practices on social media to continue learning from other educators.
This document discusses using Google Forms for English Language Arts (ELA) and math assessments. It provides examples of how forms can be used for icebreakers to get to know students, collecting data about class demographics, flipped teaching with pre-recorded lectures and self-paced learning, randomized multiple choice questions, instant feedback quizzes, and differentiated assessments that direct students to tutorials if they answer incorrectly. The document also provides additional resources for learning the basics of Google Forms and advanced techniques using scripts.
Curriculum Integration Ideas for Tech and the CCSSRae Fearing
This document discusses how technology can support teachers in helping students meet the requirements of the Common Core State Standards. It provides examples of digital tools that can promote communication, collaboration, creativity, critical thinking and other skills emphasized by the CCSS, including coding platforms, curation tools, and platforms for creativity and blogging. The document also addresses trends in education like blended learning and the use of learning management systems.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
3. SAMR in Action
SAMR: Puentedura, R.
R., Ph.D., SAMR model.
Follow Dr. Puentedura
on Twitter
4. Using the 4C’s to Teach Above the Line
Incorporate 3 of the 4 C’s
creativity+critical thinking+collaboration
critical
thinking+collaboration+communication
creativity+collaboration
critical thinking+communication
Redefinition
Modification
Augmentation
Substitution
might only reach
on your way to
see an example next...
5. Example of the 4C Rule
Activity 4C’s represented SAMR Level
1st graders take pictures of flowers,
embed them in note taking app and
write about them
Creativity, Collaboration Substitution - tech acts a tool
substitute, replacing old flower
poster lesson
1st graders embed native flower
pics in Educreations app, record
themselves describing the flower
and post to class wiki with
collaborators from another 1st
grade class in Brazil
Creativity, Collaboration,
Communication
Redefinition - tech allows for
creation of new tasks
6. Checking for Understanding
What SAMR level is this lesson?
Students track pigeon sightings around the
school using a bird watching app, then input
this data into a graphing app to track variations
in population over the school year.
Example from “The iPad in Practice: Design Flows and Ladders for the Classroom” Ruben R. Puentedura, Ph.D.
7. Thinglink
A free app that makes images come alive
SAMR Level: Modification or Redefinition-you can modify and
significantly redesign tasks. Students are not just writing
about an image, they are adding media links, text comments
and interacting with others through “tags” or commenting
9. Annotating
Teachers can annotate
primary source documents
and make them interactive.
Direct students to readings,
videos, and resources.
On thinglink-->Battle Hymn
of the Republic
14. Re-defining the Lab Report
camera - take images and video of stages of science
experiment
pic collage - create collage of images
thinglink - use collage and add text, links & video
explaining the experiment (hypothesis, conclusions)
blogger - post thinglink image and compare results
with other classrooms in the world
creativity + critical thinking + communication + collaboration = Redefinition of a lab
report
15. Skills for careers
Tools like these are used in advertising and news reporting
via euronews media
16. Campaign ends December 31, 2013.
The ThingLink Premium Account will be valid until December 31, 2014.
Educators receive a ThingLink Premium Account FREE
To get this free upgrade to ThingLink Premium Account:
1. Create a ThingLink Free Account (preferably using their school/university
emails) here www.thinglink.com/action/register.
2. Register a ThingLink Educator Account (for free) here www.thinglink.
com/action/register?teacher=1.
3. Send an email to education@thinglink.com with the email title: "ThingLink
Education Campaign #Premium". The email content should include their full name,
their school/institution name and address, and the link to their ThingLink Account.
17. Book Creator
An app that lets you create beautiful
books on the iPad. Free and paid versions
available. Available through the app store VPP
SAMR Level: Augmentation, Modification or Redefinition
Students can create dynamic books, collaborate on a global
scale and become published authors.
5 Free at end of my presentation!
18. Create a book with text, drawings, images, video, and sound.
You can print the book, email it, view it in iBooks or other apps.
19. So easy, even kindergarteners can do it
Do you need to teach kids to use Book
Creator? Probably not.
Kids teaching kids with Book Creator.
@KristiMeeuwse
Let’s check out Book Creator and Pete the Cat by one of
Kristi’s students.
21. If they teach it, they will remember
● Get students sharing their knowledge
● Present books in class
● Encourage student voice and video (app
smash!)
● Collaboratively author with classes from
around the globe (a task never before
conceivable - redefinition of a lesson)