Resources for teachers
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This document provides a list of free online resources for teachers and students, including tools for publishing books, creating videos, making websites, finding images and media without copyright restrictions, and conducting research. Some highlighted resources include Lulu for self-publishing, Jing for screen recording, WordPress for websites, SlideShare and Animoto for presentations, Project Gutenberg for ebooks, Jam Studio for music creation, Flickr and Library of Congress for images, and Awesome Highlighter for organizing research notes.
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Multimedia mix presentation
This document provides a summary of various multimedia tools and websites that can be used to create videos, presentations, stories, brainstorming activities and more for classroom instruction. It lists tools for screencasting, animating with images and video, interactive discussion forums, embedding copyright friendly images, audio/video commenting, creating timelines, rubrics, educational games and virtual worlds. Links are provided to specific websites like Animoto, VoiceThread, Britannica Image Quest, TimeToast and more. It also directs teachers to the grade level library webpages for additional interactive activities.
Intro to animoto
This document discusses how to create videos using Animoto, a web 2.0 tool that produces videos from photos, video clips, and music. It provides examples of how Animoto can be used in educational settings for book trailers, digital storytelling, biographies, and more. The document demonstrates how to make a video in Animoto, including adding text slides, images from the gallery, uploaded images, and music. The goal is to have readers create their own Animoto video.
teaching outside the "box"
Handout for my teaching outside the "box" Keynote presentation at Bridgewater State college in Massachusettes on January 13, 2010.
http://it.bridgew.edu/facstaff/edtechday/
it.bridgew.edu/facstaff/edtechday/schedule.pdf
#BSCEdTechDay
http://prezi.com/69454/
Step out of the CMS box with me for a presentation on how freely available web2.0 tools such as twitter are used in my online course and could be used to enhance instruction in general. Tools will be demonstrated, uses will be discussed, and examples shown.
Online social networking, social computing, folksonomy/ social/ collaborative tagging, data mashups, ubiquitous broadband, wireless, hand-held and mobile computing, mobile broadband, and the cultural shift from passive consumers of content to engaged user-generators of content, have brought about a grassroots revolution: we have experienced a global democratization of access to tools, information, experts, content, professional development, and education as evinced by the open courseware and open source software initiatives that have changed how education is delivered, conducted, and defined.
It is important for those of us in the field of online education, as responsible netizens and educators in this moment, to participate, to evaluate, to document, and to expose our students to and engage them in this process. Effective online pedagogical/andragogical practices require that we use the online medium to achieve specific learning objectives and leverage the options and limitations of the online teaching and learning environment to make teaching and learning better, faster, safer, easier, and cheaper. It is not about immigrants vs. natives; it is about enhancing instruction with appropriate technologies that promote student engagement, interaction, and learning.
I incorporated these various web2.0 tools into the course for various reasons, but primarily to open the course boundaries beyond the CMS box to provide students with authentic social learning experiences. I also wanted student access to content they created and contributed to the class to persist beyond the end of the term. I will share with participants the lessons learned as I experimented with ways to enhance online instruction. Student survey results and comments will be presented.
Play With Your Music: A look inside the design of new technologies for music ...
This document discusses new technologies and experiences for music making, learning, and engagement. It describes several projects by S. Alex Ruthmann involving augmented media for virtual chamber music and music practice tools. These include PracticeYourMusic.com, MusicDelta.de, and PlayWithYourMusic.org, which allows users to analyze, discuss and remix music works. The document outlines plans to redesign an online course on the latter site to make it more flexible and social. It also proposes expanding the tools and content partnerships with artists.
Library Remix 2.5
This document contains a list of various web links on topics such as streaming video, digital storytelling, reforming PowerPoint presentations, the Gettysburg Address, global studies, citation tools, copyright options, Cathy Nelson who is a teacher librarian, images of students in class and overexposed photos, remixing for Library 2.5, and a bibliography of books. It provides resources for educators on using technology tools, multimedia, and copyright-friendly options in their teaching.
PSU
The document provides resources for creating digital stories, including websites that allow adding voice, images, and music to tell visual stories. It lists tools for editing audio and video, finding free media like images and music, and publishing completed digital stories. Sources include Audacity for audio editing, Animoto and Voicethread for telling visual stories, and sites like Flickr and iStockPhoto for finding free images.
Martin Čacký - POHOVOR Z DRUHÉ STRANY STOLU
Konference UX z praxe 14. 6. 2016 Praha
Chcete změnit práci? Je před vámi maraton pohovorů a vy nevíte, na co se připravit a co se od vás očekává? Martin Čacký působil 8 let v GoodData, kde spoluzaložil a řídil tým designérů. Za tu dobu vedl více než stovku pohovorů na pozice UX designér a tak vás nyní provede pracovním pohovorem z druhé strany.
Vysvětlí vám, co můžete očekávat na pohovoru ve firmách, kde je kvalitní UX tým. Co všechno se o vás snaží manažer zjistit a podle čeho vybírá další členy týmu. Zaměří se na to, kde lidé nejčastěji chybují při prezentaci sebe a svých dosavadních projektů. Díky tomu se dozvíte, jak se lépe připravit na pohovor, dobře odprezentovat svoji práci i zkušenosti a zvýšit tím šance na přijetí do týmu.
CU Online Spring Symposium 2009 Multimedia
This document provides guidance on integrating multimedia such as video, audio, and images into courses by explaining how to find, create, and share various types of multimedia content. It offers tips on finding content from sites like YouTube and Archive.org or creating videos, podcasts, and images using tools like Audacity, GarageBand, Picnik, and Aviary. Instructions are also provided for activities where readers can practice embedding or uploading multimedia content to blogs, websites, or their own courses.
Recommended
Multimedia mix presentation
This document provides a summary of various multimedia tools and websites that can be used to create videos, presentations, stories, brainstorming activities and more for classroom instruction. It lists tools for screencasting, animating with images and video, interactive discussion forums, embedding copyright friendly images, audio/video commenting, creating timelines, rubrics, educational games and virtual worlds. Links are provided to specific websites like Animoto, VoiceThread, Britannica Image Quest, TimeToast and more. It also directs teachers to the grade level library webpages for additional interactive activities.
Intro to animoto
This document discusses how to create videos using Animoto, a web 2.0 tool that produces videos from photos, video clips, and music. It provides examples of how Animoto can be used in educational settings for book trailers, digital storytelling, biographies, and more. The document demonstrates how to make a video in Animoto, including adding text slides, images from the gallery, uploaded images, and music. The goal is to have readers create their own Animoto video.
teaching outside the "box"
Handout for my teaching outside the "box" Keynote presentation at Bridgewater State college in Massachusettes on January 13, 2010.
http://it.bridgew.edu/facstaff/edtechday/
it.bridgew.edu/facstaff/edtechday/schedule.pdf
#BSCEdTechDay
http://prezi.com/69454/
Step out of the CMS box with me for a presentation on how freely available web2.0 tools such as twitter are used in my online course and could be used to enhance instruction in general. Tools will be demonstrated, uses will be discussed, and examples shown.
Online social networking, social computing, folksonomy/ social/ collaborative tagging, data mashups, ubiquitous broadband, wireless, hand-held and mobile computing, mobile broadband, and the cultural shift from passive consumers of content to engaged user-generators of content, have brought about a grassroots revolution: we have experienced a global democratization of access to tools, information, experts, content, professional development, and education as evinced by the open courseware and open source software initiatives that have changed how education is delivered, conducted, and defined.
It is important for those of us in the field of online education, as responsible netizens and educators in this moment, to participate, to evaluate, to document, and to expose our students to and engage them in this process. Effective online pedagogical/andragogical practices require that we use the online medium to achieve specific learning objectives and leverage the options and limitations of the online teaching and learning environment to make teaching and learning better, faster, safer, easier, and cheaper. It is not about immigrants vs. natives; it is about enhancing instruction with appropriate technologies that promote student engagement, interaction, and learning.
I incorporated these various web2.0 tools into the course for various reasons, but primarily to open the course boundaries beyond the CMS box to provide students with authentic social learning experiences. I also wanted student access to content they created and contributed to the class to persist beyond the end of the term. I will share with participants the lessons learned as I experimented with ways to enhance online instruction. Student survey results and comments will be presented.
Play With Your Music: A look inside the design of new technologies for music ...
This document discusses new technologies and experiences for music making, learning, and engagement. It describes several projects by S. Alex Ruthmann involving augmented media for virtual chamber music and music practice tools. These include PracticeYourMusic.com, MusicDelta.de, and PlayWithYourMusic.org, which allows users to analyze, discuss and remix music works. The document outlines plans to redesign an online course on the latter site to make it more flexible and social. It also proposes expanding the tools and content partnerships with artists.
Library Remix 2.5
This document contains a list of various web links on topics such as streaming video, digital storytelling, reforming PowerPoint presentations, the Gettysburg Address, global studies, citation tools, copyright options, Cathy Nelson who is a teacher librarian, images of students in class and overexposed photos, remixing for Library 2.5, and a bibliography of books. It provides resources for educators on using technology tools, multimedia, and copyright-friendly options in their teaching.
PSU
The document provides resources for creating digital stories, including websites that allow adding voice, images, and music to tell visual stories. It lists tools for editing audio and video, finding free media like images and music, and publishing completed digital stories. Sources include Audacity for audio editing, Animoto and Voicethread for telling visual stories, and sites like Flickr and iStockPhoto for finding free images.
Martin Čacký - POHOVOR Z DRUHÉ STRANY STOLU
Konference UX z praxe 14. 6. 2016 Praha
Chcete změnit práci? Je před vámi maraton pohovorů a vy nevíte, na co se připravit a co se od vás očekává? Martin Čacký působil 8 let v GoodData, kde spoluzaložil a řídil tým designérů. Za tu dobu vedl více než stovku pohovorů na pozice UX designér a tak vás nyní provede pracovním pohovorem z druhé strany.
Vysvětlí vám, co můžete očekávat na pohovoru ve firmách, kde je kvalitní UX tým. Co všechno se o vás snaží manažer zjistit a podle čeho vybírá další členy týmu. Zaměří se na to, kde lidé nejčastěji chybují při prezentaci sebe a svých dosavadních projektů. Díky tomu se dozvíte, jak se lépe připravit na pohovor, dobře odprezentovat svoji práci i zkušenosti a zvýšit tím šance na přijetí do týmu.
CU Online Spring Symposium 2009 Multimedia
This document provides guidance on integrating multimedia such as video, audio, and images into courses by explaining how to find, create, and share various types of multimedia content. It offers tips on finding content from sites like YouTube and Archive.org or creating videos, podcasts, and images using tools like Audacity, GarageBand, Picnik, and Aviary. Instructions are also provided for activities where readers can practice embedding or uploading multimedia content to blogs, websites, or their own courses.
Teaching Outside The Box Handout
Handout for my Teaching Outside the "Box" invited presentation for the professional development event "going beyond google" at Monroe Community College by the division of science, health, and business on January 21, 2010.
http://prezi.com/cjmoerciiegp/
Step out of the CMS box with me for a presentation on how freely available web2.0 tools such as twitter are used in my online course and could be used to enhance instruction in general. Tools will be demonstrated, uses will be discussed, and examples shown.
Online social networking, social computing, folksonomy/ social/ collaborative tagging, data mashups, ubiquitous broadband, wireless, hand-held and mobile computing, mobile broadband, and the cultural shift from passive consumers of content to engaged user-generators of content, have brought about a grassroots revolution: we have experienced a global democratization of access to tools, information, experts, content, professional development, and education as evinced by the open courseware and open source software initiatives that have changed how education is delivered, conducted, and defined.
It is important for those of us in the field of online education, as responsible netizens and educators in this moment, to participate, to evaluate, to document, and to expose our students to and engage them in this process. Effective online pedagogical/andragogical practices require that we use the online medium to achieve specific learning objectives and leverage the options and limitations of the online teaching and learning environment to make teaching and learning better, faster, safer, easier, and cheaper. It is not about immigrants vs. natives; it is about enhancing instruction with appropriate technologies that promote student engagement, interaction, and learning.
I incorporated these various web2.0 tools into the course for various reasons, but primarily to open the course boundaries beyond the CMS box to provide students with authentic social learning experiences. I also wanted student access to content they created and contributed to the class to persist beyond the end of the term. I will share with participants the lessons learned as I experimented with ways to enhance online instruction. Student survey results and comments will be presented.
Publish your digital media online
This presentation forms part of the Digital Storytelling course for the African Storybook project. It gives ideas on how to publish stories online in either presentation format or movie format
Natural resources
This document discusses natural resources that have historically been used to build homes, including stone, wood, mud, grass, and snow. Stone, wood, and mud were used as primary building materials, while grass and snow were used to construct grass houses and igloos respectively.
Web 2.0 Tools
This document summarizes several Web 2.0 tools that can be used for educational purposes, including Bio Cube which allows users to create interactive cubes with information on various topics, Gliffy which enables creating organizational charts, and Voki which lets users add voiceovers to pictures or slideshows. These tools allow students to creatively present information and organize their thoughts on different subjects for school.
Teaching Outside The "Box" Handout
Handouts for the Campus Technology 2009 workshop: "Web 2.0 in the Classroom" aka Teaching outside the "box"
http://campustechnology.com/microsites/campus-technlogy-09/conference-program/workshops.aspx#M07
http://prezi.com/69454/
July 27, 2009, Boston, MA
We Made This: Curating Community Content #psuweb13
This document discusses using community-generated content to enhance brands and engage communities. It provides examples of campaigns that solicited user-generated content, such as Pepsi Refresh which used photos shared on social media and Skittles' Facebook page which shares user-submitted videos. The document then discusses strategies for launching a community content campaign, such as themed parties, contests and challenges to encourage participation.
Wikis + web 2.0 = wow! 2013
This document discusses various technologies that can be used in a classroom setting, including document cameras, projectors, interactive whiteboards, netbooks, and several online tools. It provides examples of how wikis, blogs, Animoto, Glogster, Skype, and other technologies have been used for student projects and collaboration. Specific classroom examples are given, such as students creating videos with Animoto, designing posters on Glogster, and making Skype calls with classrooms in other countries. The document advocates for the power of authentic audiences and global collaboration through technology.
Chile 2009 - US State Department Speaker program and INACAP "Best Practices i...
Chile 2009 - US State Department Speaker program and INACAP "Best Practices i...Alexandra M. Pickett
Handout for presentations on my US state department and INACAP invited tour of Chile. September 26-October 10, 2009. Presentations made at:
la Universidad de Artes, Ciencias, y Communicación - UNIACC - Santiago
Universidad Tecnológica de Chile - INACAP - Santiago
INACAP - Concepción
Unerversidad del Bío-Bío - Concepción
INACAP - Valparaíso
Pontificia Universidad Católica de Valparaíso
-PUCV
Universidad Católica de Chile (PUC) - SantiagoLiterary terms for poetry
The document defines and provides examples of various literary devices and forms of poetry including:
- Simile - a comparison using "like" or "as"
- Metaphor - a direct comparison without using "like" or "as"
- Personification - giving human qualities to non-human things
- Symbol - something that represents something beyond itself
- Mood - the feeling conveyed through images and sounds
- Tone - the author's attitude toward the subject and audience
- Theme - the author's central message or insight about life
Novel projects2ndtriall
This document provides 15 novel project ideas for students to demonstrate their understanding of characters, themes, and events in books they have read. The projects involve creating collages, characterization discs, CD covers, maps, theme images, home pages, chat room conversations, word collages, poems, dream vacations, gifts for characters, opinion columns, analyses of characters' fears, relating current events to characters, and historical travel brochures. Examples of completed student projects are included for some of the assignment ideas.
Happy mother’s day, mom! 2010
This short letter expresses gratitude and love for one's mother on Mother's Day, thanking her for teaching good values like responsibility and showing unconditional love.
What I love: Digital Collections
The document discusses what the author loves about digital collections: content, libre/freedom, access points, rationality, and aesthetics. It then compares proprietary and open source systems in terms of how well they support these values. Proprietary systems are criticized for being dependent on specific software/platforms and vendors, while open source systems are praised for their customizability, community support, and ongoing development.
Volunteersofthe Year2010 11
Susan and Eric Wooltorton were awarded the Aubrey Award for Parent Volunteer of the Year for their dedication and commitment to the National Capital Suzuki School of Music. They have 4 children enrolled and Susan has served on the board for a year as Secretary. Both Susan and Eric have volunteered at events, coordinating, chaperoning and videotaping. Susan also creates posters, brochures and programs.
Erin Reynolds received the McKerral Award for Community Volunteer of the Year. She has been a board member for 2 years and found the organization through Volunteer Ottawa. Erin is also a member of the Ottawa Classical Choir and has worked on board projects like risk management and marketing.
Publishing student writing
This document provides guidance on publishing student writing online. It outlines the process of collecting student work, editing it into a book format, and publishing it through an on-demand publisher like Lulu.com. Key steps include having students submit writing to a shared folder, editing for formatting and grammar, creating a table of contents, and uploading the final file to Lulu. The document recommends starting the process early in the school year and allowing time for editing. It also discusses options for creating an online literary magazine or book club to further share student work.
Literary terms for short story writing
This document defines and describes various literary terms used in short story writing. It discusses elements such as plot, conflict, complications, climax, resolution, subplots, characterization, motivation, foreshadowing, setting, figurative language techniques like simile and metaphor, symbols, dialect, mood, tone, theme, style, and types of irony. The document provides explanations of these terms to help writers understand the basic building blocks and techniques used in crafting short stories.
Linked Data for Early Mormonism
A presentation from the EarlySaints Research Group 3rd Annual Meeting, February 3, 2016, Brigham Young University
Clms pub studentwriting2011web
This document provides guidance for teachers on publishing student writing online through Lulu.com. It outlines the process which includes having students submit writing, organizing it into folders, editing and formatting the writing, creating a cover, and publishing the book on Lulu.com. Key steps include having students write throughout the school year, editing and proofreading their work, formatting it into a book template, adding a table of contents and page numbers, creating a cover, and then publishing the book on Lulu.com where people can purchase printed copies. The process allows students' work to be published for free online for others to read while also giving students experience seeing their writing published.
Writing poetry tips
The document provides guidance on different types of poems and poetry projects for students, including sonnets, elegies, ballads, epics, narrative poems, odes, free verse poems, persona poems, and ekphrastic poems responding to works of art. It encourages students to explore their ideas and memories, choose topics that inspire them, and to express themselves through writing and performing poetry.
Booktemplate03
This document is a table of contents for a book of poems and stories written by students at Daniel J. Savage Middle School during the 2010-2011 school year. It thanks editor Cheyenne Collins and student Kathryn for creating the title. The contents section lists "POEMS" and "STORIES" as sections, with page numbers beginning each section. The final page thanks readers for joining the students on their writing journey.
Medieval life research project
The document provides instructions for a research project on medieval life. Students must choose a topic, research it using library books and websites, take notes on 5 cards, and cite at least one book and one website as sources. Working with a partner, students will create a 5-slide presentation from their research notes covering their topic, sources, and 3 content areas to present to the class. The document then provides numerous websites on various aspects of medieval life for students to use in their research.
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Teaching Outside The Box Handout
Handout for my Teaching Outside the "Box" invited presentation for the professional development event "going beyond google" at Monroe Community College by the division of science, health, and business on January 21, 2010.
http://prezi.com/cjmoerciiegp/
Step out of the CMS box with me for a presentation on how freely available web2.0 tools such as twitter are used in my online course and could be used to enhance instruction in general. Tools will be demonstrated, uses will be discussed, and examples shown.
Online social networking, social computing, folksonomy/ social/ collaborative tagging, data mashups, ubiquitous broadband, wireless, hand-held and mobile computing, mobile broadband, and the cultural shift from passive consumers of content to engaged user-generators of content, have brought about a grassroots revolution: we have experienced a global democratization of access to tools, information, experts, content, professional development, and education as evinced by the open courseware and open source software initiatives that have changed how education is delivered, conducted, and defined.
It is important for those of us in the field of online education, as responsible netizens and educators in this moment, to participate, to evaluate, to document, and to expose our students to and engage them in this process. Effective online pedagogical/andragogical practices require that we use the online medium to achieve specific learning objectives and leverage the options and limitations of the online teaching and learning environment to make teaching and learning better, faster, safer, easier, and cheaper. It is not about immigrants vs. natives; it is about enhancing instruction with appropriate technologies that promote student engagement, interaction, and learning.
I incorporated these various web2.0 tools into the course for various reasons, but primarily to open the course boundaries beyond the CMS box to provide students with authentic social learning experiences. I also wanted student access to content they created and contributed to the class to persist beyond the end of the term. I will share with participants the lessons learned as I experimented with ways to enhance online instruction. Student survey results and comments will be presented.
Publish your digital media online
This presentation forms part of the Digital Storytelling course for the African Storybook project. It gives ideas on how to publish stories online in either presentation format or movie format
Natural resources
This document discusses natural resources that have historically been used to build homes, including stone, wood, mud, grass, and snow. Stone, wood, and mud were used as primary building materials, while grass and snow were used to construct grass houses and igloos respectively.
Web 2.0 Tools
This document summarizes several Web 2.0 tools that can be used for educational purposes, including Bio Cube which allows users to create interactive cubes with information on various topics, Gliffy which enables creating organizational charts, and Voki which lets users add voiceovers to pictures or slideshows. These tools allow students to creatively present information and organize their thoughts on different subjects for school.
Teaching Outside The "Box" Handout
Handouts for the Campus Technology 2009 workshop: "Web 2.0 in the Classroom" aka Teaching outside the "box"
http://campustechnology.com/microsites/campus-technlogy-09/conference-program/workshops.aspx#M07
http://prezi.com/69454/
July 27, 2009, Boston, MA
We Made This: Curating Community Content #psuweb13
This document discusses using community-generated content to enhance brands and engage communities. It provides examples of campaigns that solicited user-generated content, such as Pepsi Refresh which used photos shared on social media and Skittles' Facebook page which shares user-submitted videos. The document then discusses strategies for launching a community content campaign, such as themed parties, contests and challenges to encourage participation.
Wikis + web 2.0 = wow! 2013
This document discusses various technologies that can be used in a classroom setting, including document cameras, projectors, interactive whiteboards, netbooks, and several online tools. It provides examples of how wikis, blogs, Animoto, Glogster, Skype, and other technologies have been used for student projects and collaboration. Specific classroom examples are given, such as students creating videos with Animoto, designing posters on Glogster, and making Skype calls with classrooms in other countries. The document advocates for the power of authentic audiences and global collaboration through technology.
Chile 2009 - US State Department Speaker program and INACAP "Best Practices i...
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Handout for presentations on my US state department and INACAP invited tour of Chile. September 26-October 10, 2009. Presentations made at:
la Universidad de Artes, Ciencias, y Communicación - UNIACC - Santiago
Universidad Tecnológica de Chile - INACAP - Santiago
INACAP - Concepción
Unerversidad del Bío-Bío - Concepción
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-PUCV
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Literary terms for poetry
The document defines and provides examples of various literary devices and forms of poetry including:
- Simile - a comparison using "like" or "as"
- Metaphor - a direct comparison without using "like" or "as"
- Personification - giving human qualities to non-human things
- Symbol - something that represents something beyond itself
- Mood - the feeling conveyed through images and sounds
- Tone - the author's attitude toward the subject and audience
- Theme - the author's central message or insight about life
Novel projects2ndtriall
This document provides 15 novel project ideas for students to demonstrate their understanding of characters, themes, and events in books they have read. The projects involve creating collages, characterization discs, CD covers, maps, theme images, home pages, chat room conversations, word collages, poems, dream vacations, gifts for characters, opinion columns, analyses of characters' fears, relating current events to characters, and historical travel brochures. Examples of completed student projects are included for some of the assignment ideas.
Happy mother’s day, mom! 2010
This short letter expresses gratitude and love for one's mother on Mother's Day, thanking her for teaching good values like responsibility and showing unconditional love.
What I love: Digital Collections
The document discusses what the author loves about digital collections: content, libre/freedom, access points, rationality, and aesthetics. It then compares proprietary and open source systems in terms of how well they support these values. Proprietary systems are criticized for being dependent on specific software/platforms and vendors, while open source systems are praised for their customizability, community support, and ongoing development.
Volunteersofthe Year2010 11
Susan and Eric Wooltorton were awarded the Aubrey Award for Parent Volunteer of the Year for their dedication and commitment to the National Capital Suzuki School of Music. They have 4 children enrolled and Susan has served on the board for a year as Secretary. Both Susan and Eric have volunteered at events, coordinating, chaperoning and videotaping. Susan also creates posters, brochures and programs.
Erin Reynolds received the McKerral Award for Community Volunteer of the Year. She has been a board member for 2 years and found the organization through Volunteer Ottawa. Erin is also a member of the Ottawa Classical Choir and has worked on board projects like risk management and marketing.
Publishing student writing
This document provides guidance on publishing student writing online. It outlines the process of collecting student work, editing it into a book format, and publishing it through an on-demand publisher like Lulu.com. Key steps include having students submit writing to a shared folder, editing for formatting and grammar, creating a table of contents, and uploading the final file to Lulu. The document recommends starting the process early in the school year and allowing time for editing. It also discusses options for creating an online literary magazine or book club to further share student work.
Literary terms for short story writing
This document defines and describes various literary terms used in short story writing. It discusses elements such as plot, conflict, complications, climax, resolution, subplots, characterization, motivation, foreshadowing, setting, figurative language techniques like simile and metaphor, symbols, dialect, mood, tone, theme, style, and types of irony. The document provides explanations of these terms to help writers understand the basic building blocks and techniques used in crafting short stories.
Linked Data for Early Mormonism
A presentation from the EarlySaints Research Group 3rd Annual Meeting, February 3, 2016, Brigham Young University
Clms pub studentwriting2011web
This document provides guidance for teachers on publishing student writing online through Lulu.com. It outlines the process which includes having students submit writing, organizing it into folders, editing and formatting the writing, creating a cover, and publishing the book on Lulu.com. Key steps include having students write throughout the school year, editing and proofreading their work, formatting it into a book template, adding a table of contents and page numbers, creating a cover, and then publishing the book on Lulu.com where people can purchase printed copies. The process allows students' work to be published for free online for others to read while also giving students experience seeing their writing published.
Writing poetry tips
The document provides guidance on different types of poems and poetry projects for students, including sonnets, elegies, ballads, epics, narrative poems, odes, free verse poems, persona poems, and ekphrastic poems responding to works of art. It encourages students to explore their ideas and memories, choose topics that inspire them, and to express themselves through writing and performing poetry.
Booktemplate03
This document is a table of contents for a book of poems and stories written by students at Daniel J. Savage Middle School during the 2010-2011 school year. It thanks editor Cheyenne Collins and student Kathryn for creating the title. The contents section lists "POEMS" and "STORIES" as sections, with page numbers beginning each section. The final page thanks readers for joining the students on their writing journey.
Medieval life research project
The document provides instructions for a research project on medieval life. Students must choose a topic, research it using library books and websites, take notes on 5 cards, and cite at least one book and one website as sources. Working with a partner, students will create a 5-slide presentation from their research notes covering their topic, sources, and 3 content areas to present to the class. The document then provides numerous websites on various aspects of medieval life for students to use in their research.
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Unfortunately, the inbuilt links work only after you download the document, but not on Slideshare
Fetc 2010
This document introduces free online tools that can be used to improve student achievement, including wikis, Animoto, Voki, Blabberize, Glogster, Audacity, Jing, and SlideShare. The schedule provides an overview of the workshops, which will demonstrate how to create and use wikis, make videos with Animoto, make avatars with Voki, add sound to images with Blabberize, make interactive posters with Glogster, record and edit audio with Audacity, take screenshots with Jing, and share slideshows with SlideShare. Participants will learn how to incorporate these tools into their teaching and have students collaborate online through a wiki.
Web 2.0 tool portfolio
The document describes 20 different web 2.0 tools that can be used for educational purposes, including websites for creating presentations, organizing thoughts, editing photos and videos, writing stories, solving problems, and more. Each tool is listed along with a brief description of its functionality and how it could be used for school assignments or projects.
Technology in the classroom
This document provides a list of online tools and resources for teachers and students to use technology in the classroom. It includes websites for wikis, online bookmarking, file sharing and storage, organizing resources, presenting materials, editing photos, podcasting, digital storytelling, interactive tools, and building vocabulary. Many of these free websites allow teachers to collaborate, share materials and lessons, and engage students through multimedia content.
Webinar 2017-10-12 -Tools for Editing Digital Stories and Promoting Them to Y...
Now that you've got raw video footage to tell your nonprofit's story, watch this webinar to learn how to turn your video into an amazing finished product. In this video, you will learn:
Post-production video editing best practices
Editing tools from free to high-end
Tips on adding sound and graphics
Resources for finding royalty-free audio and graphics
Posting to YouTube and utilizing their nonprofit program
Best practices on sharing & promoting your video effectively with tagging, social sharing, and on your own website and more!
Mini-geekfest Webinar May 9, 2011
The document provides information about an online professional development session, including how to participate, links to resources, and opportunities for participants to present. It outlines how to test audio settings, view layout options, introduce yourself, participate in polls, and raise your hand to speak. Various educational tools and websites are also listed.
Ict tools for oracy
This document provides an A-Z list of ICT tools that can be used to support the development of oracy skills in the foreign language classroom. It lists over 50 websites and applications that allow students to record and edit audio/video, create multimedia presentations, record podcasts, make animations and stories, practice vocabulary, and more. Many of the tools are available as both websites and mobile apps, allowing students to complete projects both in class and on the go. The tools can be used to help students practice pronunciation, develop speaking skills, collaborate on projects, and share multimedia language resources.
Atc workshop
Carolyn Poe is the chair of the Computer Information Technology department at Lone Star College - Montgomery. She discusses several topics in her presentation including dropping classes, FERPA laws, using the syllabus as a contract, and various websites that may be helpful for students and instructors. She recommends engaging students with tools on the internet and provides many examples of educational and creative websites like YouTube, Google Translate, and Animoto.
Web tools rockstar 2013 slideshare
This document provides information on various free web tools that can be used in the classroom, including GoAnimate for creating animations, Voki for making avatars, Animoto for making video trailers, Scootpad for Common Core practice, Dropbox for cloud storage, Vimeo for video storage, Diigo for bookmarking and collecting resources, Fotobabble for adding voiceovers to photos, Chrome extensions, Wordle for creating word clouds, and URL shorteners. Several of these tools have iPad and iPhone apps available for free or a low cost. Suggested classroom uses are provided for most tools.
Web 2.0 2014
This document provides information on various tools that can be used for video, presentations, creative works, audio, collaboration, and graphics. It summarizes different digital tools like Animoto for making videos, SlideShare for presentations, Issuu for digital magazines, Tube Chop for video editing, Voki for creating characters, and Padlet for collaboration. Examples and tutorial links are provided for each tool to help teachers integrate technology in their classrooms. General advice is given like setting objectives, testing tools beforehand, planning the full lesson, and having alternative activities.
Web tools for 21st century educators
This document lists and summarizes various free online tools that can be used by educators in the 21st century. It includes cloud storage services like Google Drive and Dropbox, website builders like Weebly and Wix, online magazines with Issuu, storybook creators, infographic makers, mind mapping tools, YouTube video downloaders and choppers, animation creators, presentation viewers and makers with SlideShare and Prezi, audio editors, screen recording with Jing, video editors, and the educational social network Edmodo.
Technology professionallearning aug 2011 (protected)
The document summarizes technology tools that could be used by teachers and students, including Animoto, Glogster, Photo Story/Wordle/Tagxedo, and Audacity. It provides the website for each tool, a brief description of its functions, and potential classroom uses. Teachers are also given login information to try some of the tools and directed to sites with more detailed instructions and implementation ideas. Copyright guidelines are also mentioned.
Wonderful Web 2.0
This document provides an overview of many free Web 2.0 tools that can be used in the classroom, organized into categories such as reading tools, writing tools, presentation tools, collaboration tools, and more. It includes a brief description and link for each tool. The tools allow students to practice literacy skills, create multimedia projects, communicate virtually, and more through interactive and user-generated online content.
Free tools
Teacher Tube is a video sharing website for educators to post instructional videos and lesson plans. Teachers can browse videos organized by subject area and embed videos into their blogs or wikis. The website provides a way for teachers to engage in professional development by accessing videos anytime from anywhere.
New Tools for Teachers: Glasgow NQT's
This document summarizes Ollie Bray's presentation to new teachers on using emerging technologies for learning. It provides examples of online tools like blogs, wikis and podcasts that teachers can use to engage students. It also discusses using images and games in the classroom, and assessing students in different ways using technology. The presentation emphasizes that technology should enhance teaching methods, not replace them, and that teachers need to consider students' emotional and social development when integrating tech tools.
Low or No Budget Online Tools - LACUE2013
The document describes several low or no budget online tools that can be used for student engagement and content creation. These include tools for creating graphic blogs (Glogster), online presentations (Prezi), word clouds (Wordle, Tagxedo, Word Mosaic), comic strips (Make Your Own Comic), 3D presentations (Empressr), diagrams (Gliffy), websites (Weebly), storing class resources online (Edmodo), animated movies (Digitalfilms, GoAnimate, Xtranormal), interactive games (Jeopardylabs), digital flashcards (StudyBlue), timelines (Timetoast, Dipity), slideshows and videos (Kizoa), screen captures and demos (Jing,
Atc workshop dallas - corpus
This document provides information about various educational technology tools and websites that can be used in the classroom. It discusses free sites for creating word clouds, comics, and videos. Examples of free audio/video communication tools are provided, including Skype and ooVoo. Several Google tools are mentioned, including Google Translate, Google Latitude and Google Art Project. Other highlighted resources include educational video sites like United Streaming, Khan Academy, screen reading software like JAWS, and learning platforms like Edmodo. Augmented reality and its potential classroom applications are also briefly discussed.
Multimedia tools for es p part 2
This document provides a list of online resources for teachers and students across various topics:
- It includes links to sites for virtual field trips, inspirational stories and quotes, graphic organizers, movies, journals, presentations, books, ePortfolios, video conferencing, webinars, eCards, quizzes, polls, rubrics, online storytelling, teacher web pages, using Twitter for education, evaluating websites, and tips for being kind online. The resources cover subjects like values education, interactive posters, lesson plans, and technology safety.
A Digital Toolkit for Years 5 to 8 teachers - July 2010
Presentation of suitable digital tools (and examples of use) for teachers of year 5 to 8 students. Presented at/for Hokitika ICT Cluster, July 2010.
Web2.0
This document discusses various Web 2.0 tools that can be used in education to promote the 4 C's: creativity, critical thinking, communication and collaboration. It provides a brief overview of over 30 different tools, including Animoto, Skype, Diigo, Wordle, Evernote, Prezi, Voicethread, and Wikispaces. Many of the tools allow students to create multimedia projects, communicate with peers and experts globally, organize and share information, and develop literacy and presentation skills in fun and engaging ways.
Similar to Resources for teachers (20)
Webinar 2017-10-12 -Tools for Editing Digital Stories and Promoting Them to Y...
Webinar 2017-10-12 -Tools for Editing Digital Stories and Promoting Them to Y...
Technology professionallearning aug 2011 (protected)
Technology professionallearning aug 2011 (protected)
A Digital Toolkit for Years 5 to 8 teachers - July 2010
A Digital Toolkit for Years 5 to 8 teachers - July 2010
More from sherrychapman
Poem research unlike self
The document provides instructions for an assignment to write a poem about someone unlike yourself. Students are asked to research another identity such as a different gender, race, ethnicity, or religion. They then write a first-person poem from the perspective of this researched identity. The poem should be at least 20 lines divided into 3 stanzas. Students are also asked to take notes on their research, cite sources, and include a works cited page with their blog post containing the poem and notes.
Blog project 3rubric
This rubric evaluates blog posts from a writing workshop on a scale of 6 to 10 points based on completion of tasks and quality of writing. Students can earn more points by brainstorming ideas, completing multiple drafts that show revision between stages, and ensuring their writing is based on the assigned topic and process. Lower scores are given if expected tasks are not fully completed or revision is lacking between drafts.
Blog project3
The document provides instructions for a blog writing project, asking students to log in to their blog, create a new page titled "Writer's Notebook", add a new post giving it a title related to the assigned writing topic, write for 10-20 minutes on that topic, and publish the post. Students may later be asked to revise some posts, and the instructor will periodically check blogs and assign points for completed posts.
Response to literature blog journal
The document provides instructions for writing a blog entry responding to a piece of literature. It asks the writer to: [1] Include a direct quote from the reading along with the author and page number in MLA format; [2] Comment on the quote in 7-10 sentences explaining their response; [3] Identify two interesting or confusing words or phrases from the quote and include hyperlinks providing more information; [4] Search for credible online information on the topic discussed in the quote and hyperlink it without using Wikipedia.
Blog project 1rubric
This rubric evaluates blog posts about stories from the website "On the Media". Students will access three stories twice and write blog posts each time. They will be scored based on listing the story titles, providing a summary of each story, and commenting on the ideas in the articles. Higher scores will be given for accessing more stories and blogs, fully summarizing each story, and including thoughtful commentary on the ideas presented.
Blog project media and rubric2
This document outlines the requirements and scoring rubric for a blog project. Students must comment on 2-3 blogs, presenting their thoughts and ideas from the articles. They are also asked to propose solutions to any problems presented in the blogs. Higher scores are awarded for commenting on more blogs, providing clearer commentary and ideas, and offering realistic solutions. The project addresses several common core standards around reading comprehension, research, writing strategies, and English language conventions.
Blog project 2
This document provides instructions for a blog project involving reading ideas from 3 websites or listening to podcasts on the topics of "World" or "Living Green". Students are asked to log into their blog, create a new post giving it the title of either "World" or "Living Green", write the titles of blogs or videos they encountered and their response to the ideas found. They should include their thoughts and potential solutions in their post, then publish it. The instructor will periodically check student blogs and assign points for completed posts.
Blog project 1
This document provides instructions for students to set up an educational blog on edublogs.org and use it to post summaries of podcast stories from the website onthemedia.org. Students are told to create an edublogs account, designing their blog which will be used for multiple assignments throughout the year. They are then instructed to access onthemedia.org, listen to or read three podcast stories, and note the title and date. Back on their blog, students should make a new post giving the title "Onthemedia" and summarizing each story in 3-4 sentences along with their own commentary of similar length.
Tictactoeprojects diffinst
Jonas is given a choice of three assignments to complete from a tic-tac-toe board about his community in The Giver. The options are for Jonas to write journal entries about his life, brainstorm activities he has freedom over or not, or consider how diversity versus sameness impacts their society.
Online publishing permission slip to parents
The document is a permission slip from two teachers asking parents for consent to publish their child's work in an anthology of student writings titled "Off the Blacktop and Onto the Page." It explains that publishing gives writing purpose and shares ideas with others. Proceeds will benefit the school's book club. Parents can order copies but are not required to purchase one. The slip requests the child's name be used or a pseudonym and requires signatures from the parent and student.
Blog project media and rubric2
This document outlines the requirements and scoring rubric for a blog project. Students must access and comment on at least three blogs on various topics. They must present commentary on each blog that shows their understanding, and also propose realistic solutions to any problems discussed. Students will then comment on at least two other student blogs, following blogging guidelines and demonstrating comprehension of the topics. The project addresses California English language arts standards regarding reading comprehension, research, technology, writing strategies, and English language conventions.
Plot map template
The document outlines a plot structure that introduces major and minor characters and a setting with sensory details. It describes a beginning conflict and rising action with tension-building events leading to a climax. Finally, it provides spaces to describe falling action that resolves toward an ending that ties up loose ends.
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National Security Agency - NSA mobile device best practices
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
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Resources for teachers
- 1. RESOURCES FOR TEACHERS<br />On demand publishing upload your book for free<br />www.lulu.com<br />Create your own vicast with Jing<br />http://www.techsmith.com/Jing/?gclid=CPr6y-acg6cCFRtVgwodTUM7gg<br />Create a website for free<br />http://wordpress.com/<br />Create documents to share on your website with Slideshare<br />http://www.slideshare.net/<br />Create short videos with Animoto. Ask for a free educator account<br />http://animoto.com/education<br />Gutenberg Project Free Books<br />http://www.gutenberg.org/wiki/Main_Page<br />Resources for student multimedia projects without copyright violations<br />Jam Studio - create your own music. Teachers can get a free education account.<br />http://www.jamstudio.com/Studio/index.htm <br />Free Music Archive<br />http://freemusicarchive.org<br />Free Sound<br />http://www.freesound.org<br />Lyrics<br />http://www.lyrics.com<br />A to Z Lyrics<br />http://www.azlyrics.com<br />Public Domain 4 U<br />http://publicdomain4u.com<br />E Lyrics<br />http://www.elyrics.net<br />Public Domain Music<br />http://www.pdinfo.com/list.php<br />Wordle – create a word collage<br />http://www.wordle.net/create<br />Pictures<br />Tech4Learining<br />http://pics.tech4learning.com<br />Public Domain Pictures<br />http://www.publicdomainpictures.net<br />Library of Congress Pictures<br />http://www.flickr.com/photos/library_of_congress<br />Library of Congress Prints and Photographs<br />http://www.loc.gov/pictures<br />Library of Congress American Memory Collections<br />http://memory.loc.gov/ammem/index.html<br />Clip Art<br />http://www.openclipart.org<br />Maps<br />http://alliance.la.asu.edu/geomath/GeoMathVer2_2/Maps/AAMapsNewFormat.html <br />Museum Box Creator<br />http://museumbox.e2bn.org/creator/<br />Create a Movie Poster<br />http://www.bighugelabs.com/poster.php<br />Shadow Poetry<br />http://www.shadowpoetry.com/magnet.html<br />Research tool: As you conduct your research, you may want to use the Awesome Highlighter tool to help you organize your notes and citations <br />http://www.awesomehighlighter.com<br />To use this tool you will need to use the Foxfire browser. You can download Foxfire at <br />http://www.mozilla.com/en-US/firefox/upgrade.html<br />Open Foxfire then open the Awesome Highlighter tool. <br />