This presentation reveals seven easy ways to engage your students of any age with technology in just seven days. Each new tool builds on the previously learned tool to increase digital proficiency.
Ten Ways to engage students in literacy learning using technologySpectronics
This document outlines ten ways to engage students in literacy learning using technology. It discusses using an iPad as a document camera to provide feedback on student writing. It also recommends apps to teach letter-sound links, develop oral language skills, create graphic organizers, support writing with clicker apps, make books with Book Creator, and lists favorite websites to support literacy learning. The overall purpose is to provide tools and strategies for using technology to develop students' literacy.
Technology Tools In The Classroom: Using Computers To Engage Your Studentsforestfortrees
Emerging technologies hold great promise for teaching and learning in the classroom, but how can teachers make sense of it all? This session will provide an overview of some of the free and available computer-based tools and services ready to be incorporated into the classroom.
The RMS Titanic set sail on its maiden voyage from Southampton to New York City on April 10, 1912. Carrying over 2,200 passengers and crew, the Titanic was the largest and most luxurious ship ever built at the time. However, late on April 14th, the Titanic struck an iceberg in the North Atlantic and began taking on water. Though initially believed to only have suffered a minor scrape from the iceberg, the Titanic was quickly taking on more water than its pumps could remove. Within two hours and forty minutes, the "unsinkable" Titanic broke in two and sank to the bottom of the ocean, resulting in the deaths of over 1,500 people in one of the dead
The document announces that the 4th and 5th grade students at Notre Dame Academy plan to honor the RMS Titanic and its passengers at their April Home and School Meeting to mark the 100th anniversary of the sinking on April 15, 1912. The students will present projects and share their knowledge about the Titanic to commemorate the tragic events from that night and draw attention to what continues to fascinate people about the storied ship. The anniversary reminds us of the helpless 1,500 passengers and the unfortunate and improbable series of events that led to the Titanic foundering despite its mammoth size and opulence as a symbol of the Gilded Age.
Ten Ways to engage students in literacy learning using technologySpectronics
This document outlines ten ways to engage students in literacy learning using technology. It discusses using an iPad as a document camera to provide feedback on student writing. It also recommends apps to teach letter-sound links, develop oral language skills, create graphic organizers, support writing with clicker apps, make books with Book Creator, and lists favorite websites to support literacy learning. The overall purpose is to provide tools and strategies for using technology to develop students' literacy.
Technology Tools In The Classroom: Using Computers To Engage Your Studentsforestfortrees
Emerging technologies hold great promise for teaching and learning in the classroom, but how can teachers make sense of it all? This session will provide an overview of some of the free and available computer-based tools and services ready to be incorporated into the classroom.
The RMS Titanic set sail on its maiden voyage from Southampton to New York City on April 10, 1912. Carrying over 2,200 passengers and crew, the Titanic was the largest and most luxurious ship ever built at the time. However, late on April 14th, the Titanic struck an iceberg in the North Atlantic and began taking on water. Though initially believed to only have suffered a minor scrape from the iceberg, the Titanic was quickly taking on more water than its pumps could remove. Within two hours and forty minutes, the "unsinkable" Titanic broke in two and sank to the bottom of the ocean, resulting in the deaths of over 1,500 people in one of the dead
The document announces that the 4th and 5th grade students at Notre Dame Academy plan to honor the RMS Titanic and its passengers at their April Home and School Meeting to mark the 100th anniversary of the sinking on April 15, 1912. The students will present projects and share their knowledge about the Titanic to commemorate the tragic events from that night and draw attention to what continues to fascinate people about the storied ship. The anniversary reminds us of the helpless 1,500 passengers and the unfortunate and improbable series of events that led to the Titanic foundering despite its mammoth size and opulence as a symbol of the Gilded Age.
This document discusses how technology can be used to support differentiated instruction in K-12 classrooms. It addresses common misconceptions about differentiated instruction and outlines how technology can be used to address differences in students' interests, learning styles, readiness levels, content, processes, and products. Suggestions are provided for using various technologies to support differentiation based on students' varying needs.
Teacher and Student Experiences Shaping the Future of E-learningTim Thomasma
The document discusses teacher and student experiences with educational technology and gaming/virtual learning. It suggests that creators and educators must work together to shape the future of learning. Blended learning approaches that customize online and in-person lessons and allow collaboration are recommended. Flipped classrooms, differentiated instruction, and cooperative learning are also discussed as approaches that could be supported through educational technology to transform learning.
1) The document outlines the vision and mission of international education in Seattle Public Schools, which aims to foster academic excellence, improve proficiency in world languages, and develop a global perspective.
2) Key aspects of the international education program include world language instruction, a K-5 world curriculum in social studies, and integrating an international perspective across other subject areas.
3) The program has been successful, with over 200 students on the waitlist for the flagship John Stanford International School, and demand from parents and businesses for expanding the program throughout the district.
The document discusses skills needed for the 21st century and expanding Iowa's core curriculum. It lists skills like collaboration, problem solving, creativity and digital literacy. It discusses using technology like blogs, simulations and virtual field trips to teach these skills. It also shows a quadrant model for designing rigorous and relevant standards-focused projects that engage students and require demonstrating mastery of 21st century skills.
The document discusses the transformation of education from the 19th century model of uniformity and batch processing to a 21st century model of online learning. It notes that online education has grown due to technological advances like the internet and the ability of technology to facilitate personalized and flexible communication. Some benefits of online learning include allowing students to learn at any time, place, pace and path. However, teachers still need to facilitate learning by leading activities, providing support, acknowledging diversity, and maintaining engagement. The document advocates for a self-directed approach where students diagnose their own needs, set objectives, identify resources, and evaluate their learning. It also discusses using online learning to pursue both short-term goals like making use of wasted time or analyzing influences
This document summarizes Howard Gardner's theory of multiple intelligences and Universal Design for Learning (UDL). It discusses Gardner's eight domains of intelligence, the objectives of UDL in making curriculum accessible to all learners, and how multiple intelligences and UDL can be applied in schools. Issues with multiple intelligences theory are also addressed. The presentation provides an overview of these frameworks to help teachers understand student diversity and design inclusive classrooms.
What is the effect of digital technologies on engagement and complexity of th...clairweston
This document describes research being conducted to examine the effect of digital technologies on the engagement and complexity of thinking of 5-6 year old children in a Reggio Emilia-inspired educational setting. The researcher hypothesizes that iPads, when used as an expressive tool in a supportive environment with carefully chosen apps, can enhance engagement and thinking complexity compared to more passive use. The study involves providing iPad access to an experimental group of children while collecting data on engagement and thinking levels before and after the intervention, compared to a control group. The intervention focuses on replacing passive apps with more open-ended options and supporting sharing of discoveries between children.
The document discusses project-based learning and the use of technology tools to support it. It provides an agenda for a webinar on the topic, including defining project-based learning, discussing how it has evolved, and exploring how teachers can get started with it or advance their skills. Examples are given of effective project structures and how projects can be designed to drive student inquiry, collaboration, and real-world problem solving. Resources and groups for continuing learning are also listed.
These slides are from Session 2 of our TIGed Empowering Student Voice in Education course offered to 6 school boards across Canada in partnership with WGSI, C21, Canadian Education Association and Canadian School Boards Association.
The document discusses inquiry-based learning and how it can incorporate 21st century skills and technology. It provides examples of authentic inquiries students can undertake, such as investigating alternatives to plastic bags. It also discusses frameworks that support inquiry learning, such as challenge-based learning, and how technology can be meaningfully integrated at the transformation level of the SAMR model. The document advocates for promoting student curiosity through collaborative projects using web 2.0 tools that encourage communication, creativity and information sharing.
This document discusses career competencies in Canada, with a focus on creativity and reasoning skills. It was prepared and presented by Prof. Peivand Pirouzi. The document defines creativity skills as the use of imagination or original ideas. Reasoning skills are defined as thinking about something in a logical, sensible way. Several forms of reasoning are discussed, including deductive, inductive, abductive, and critical thinking. The document also provides examples of interview questions related to assessing creativity and reasoning skills.
This document proposes an education initiative in Pakistan to address the country's education crisis through a technology-based, self-learning platform. It would focus on adolescent girls, using a 2-year digital skills program teaching skills like app development, embroidery, and software/hardware. The approach is student-centered and data-driven, using tools like Raspberry Pi computers. It has already impacted 250+ students across 4 schools. The proposal seeks further funding to scale the program to reach 900 girls directly and 3,000+ indirectly over 5 years through partnerships. The goal is to equip students with skills for employment or further education while addressing cultural barriers faced by girls.
Ten Years of Teaching Technology to Teachers discusses levels of teacher adoption of technology from basic use to innovative practices. It provides conceptual frameworks for integrating technology into lesson planning including backwards design, collect-relate-create-donate, and aligning technology to support difficult concepts. The program engages adult learners through various formats including online courses, webinars, and in-person workshops focusing on skills and 21st century learning.
This document defines key terms related to evaluating technology learning and discusses 21st century skills. It defines evaluation, technology, and learning. It then discusses how student evaluation needs to change to assess the new literacy of the 21st century, including digital fluency, media fluency, solution fluency, creative fluency, information fluency, collaboration fluency, and digital citizenship. It also outlines the four Ds process of structured problem solving.
2014 LoopRSP Mark Osborne | Modern Learning PracticeMark Osborne
This document discusses future-focused learning in 21st century schools. It identifies seven key skills needed for students to succeed, including critical thinking, collaboration, adaptability, initiative, communication, accessing information, and curiosity. The document also lists effective learning activities such as teaching each other, giving and receiving feedback, choosing what to learn next, and cooperative learning. Finally, it provides examples of educational technologies that can support powerful learning, such as Google Earth, Quizlet, Voicethread, Thinglink, Showme, and YouTube Editor.
How to address 21st century skills in the classroomtarmendariz1216
This document discusses how to address 21st century skills in the classroom. It identifies key 21st century skills like digital literacy, inventive thinking, effective communication, high productivity, critical thinking, collaboration, agility and adaptability, initiative and entrepreneurialism, oral and written communication, accessing and analyzing information, and curiosity and imagination. It then provides examples of specific technologies and tools that teachers can use to help students develop these important 21st century skills, such as Google Docs, Skype, blogs, wikis, digital storytelling, and more.
This document discusses Bring Your Own Device (BYOD) programs in education. BYOD allows students to use their own personal electronic devices like smartphones, tablets, and laptops for educational purposes at school. The key advantages are cost savings for schools, enhanced learning through technology, and preparing students with 21st century skills. However, many schools still ban personal devices despite most students using them anyway. The document argues schools should embrace BYOD and find ways to promote appropriate usage of technology rather than banning it altogether.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This document discusses how technology can be used to support differentiated instruction in K-12 classrooms. It addresses common misconceptions about differentiated instruction and outlines how technology can be used to address differences in students' interests, learning styles, readiness levels, content, processes, and products. Suggestions are provided for using various technologies to support differentiation based on students' varying needs.
Teacher and Student Experiences Shaping the Future of E-learningTim Thomasma
The document discusses teacher and student experiences with educational technology and gaming/virtual learning. It suggests that creators and educators must work together to shape the future of learning. Blended learning approaches that customize online and in-person lessons and allow collaboration are recommended. Flipped classrooms, differentiated instruction, and cooperative learning are also discussed as approaches that could be supported through educational technology to transform learning.
1) The document outlines the vision and mission of international education in Seattle Public Schools, which aims to foster academic excellence, improve proficiency in world languages, and develop a global perspective.
2) Key aspects of the international education program include world language instruction, a K-5 world curriculum in social studies, and integrating an international perspective across other subject areas.
3) The program has been successful, with over 200 students on the waitlist for the flagship John Stanford International School, and demand from parents and businesses for expanding the program throughout the district.
The document discusses skills needed for the 21st century and expanding Iowa's core curriculum. It lists skills like collaboration, problem solving, creativity and digital literacy. It discusses using technology like blogs, simulations and virtual field trips to teach these skills. It also shows a quadrant model for designing rigorous and relevant standards-focused projects that engage students and require demonstrating mastery of 21st century skills.
The document discusses the transformation of education from the 19th century model of uniformity and batch processing to a 21st century model of online learning. It notes that online education has grown due to technological advances like the internet and the ability of technology to facilitate personalized and flexible communication. Some benefits of online learning include allowing students to learn at any time, place, pace and path. However, teachers still need to facilitate learning by leading activities, providing support, acknowledging diversity, and maintaining engagement. The document advocates for a self-directed approach where students diagnose their own needs, set objectives, identify resources, and evaluate their learning. It also discusses using online learning to pursue both short-term goals like making use of wasted time or analyzing influences
This document summarizes Howard Gardner's theory of multiple intelligences and Universal Design for Learning (UDL). It discusses Gardner's eight domains of intelligence, the objectives of UDL in making curriculum accessible to all learners, and how multiple intelligences and UDL can be applied in schools. Issues with multiple intelligences theory are also addressed. The presentation provides an overview of these frameworks to help teachers understand student diversity and design inclusive classrooms.
What is the effect of digital technologies on engagement and complexity of th...clairweston
This document describes research being conducted to examine the effect of digital technologies on the engagement and complexity of thinking of 5-6 year old children in a Reggio Emilia-inspired educational setting. The researcher hypothesizes that iPads, when used as an expressive tool in a supportive environment with carefully chosen apps, can enhance engagement and thinking complexity compared to more passive use. The study involves providing iPad access to an experimental group of children while collecting data on engagement and thinking levels before and after the intervention, compared to a control group. The intervention focuses on replacing passive apps with more open-ended options and supporting sharing of discoveries between children.
The document discusses project-based learning and the use of technology tools to support it. It provides an agenda for a webinar on the topic, including defining project-based learning, discussing how it has evolved, and exploring how teachers can get started with it or advance their skills. Examples are given of effective project structures and how projects can be designed to drive student inquiry, collaboration, and real-world problem solving. Resources and groups for continuing learning are also listed.
These slides are from Session 2 of our TIGed Empowering Student Voice in Education course offered to 6 school boards across Canada in partnership with WGSI, C21, Canadian Education Association and Canadian School Boards Association.
The document discusses inquiry-based learning and how it can incorporate 21st century skills and technology. It provides examples of authentic inquiries students can undertake, such as investigating alternatives to plastic bags. It also discusses frameworks that support inquiry learning, such as challenge-based learning, and how technology can be meaningfully integrated at the transformation level of the SAMR model. The document advocates for promoting student curiosity through collaborative projects using web 2.0 tools that encourage communication, creativity and information sharing.
This document discusses career competencies in Canada, with a focus on creativity and reasoning skills. It was prepared and presented by Prof. Peivand Pirouzi. The document defines creativity skills as the use of imagination or original ideas. Reasoning skills are defined as thinking about something in a logical, sensible way. Several forms of reasoning are discussed, including deductive, inductive, abductive, and critical thinking. The document also provides examples of interview questions related to assessing creativity and reasoning skills.
This document proposes an education initiative in Pakistan to address the country's education crisis through a technology-based, self-learning platform. It would focus on adolescent girls, using a 2-year digital skills program teaching skills like app development, embroidery, and software/hardware. The approach is student-centered and data-driven, using tools like Raspberry Pi computers. It has already impacted 250+ students across 4 schools. The proposal seeks further funding to scale the program to reach 900 girls directly and 3,000+ indirectly over 5 years through partnerships. The goal is to equip students with skills for employment or further education while addressing cultural barriers faced by girls.
Ten Years of Teaching Technology to Teachers discusses levels of teacher adoption of technology from basic use to innovative practices. It provides conceptual frameworks for integrating technology into lesson planning including backwards design, collect-relate-create-donate, and aligning technology to support difficult concepts. The program engages adult learners through various formats including online courses, webinars, and in-person workshops focusing on skills and 21st century learning.
This document defines key terms related to evaluating technology learning and discusses 21st century skills. It defines evaluation, technology, and learning. It then discusses how student evaluation needs to change to assess the new literacy of the 21st century, including digital fluency, media fluency, solution fluency, creative fluency, information fluency, collaboration fluency, and digital citizenship. It also outlines the four Ds process of structured problem solving.
2014 LoopRSP Mark Osborne | Modern Learning PracticeMark Osborne
This document discusses future-focused learning in 21st century schools. It identifies seven key skills needed for students to succeed, including critical thinking, collaboration, adaptability, initiative, communication, accessing information, and curiosity. The document also lists effective learning activities such as teaching each other, giving and receiving feedback, choosing what to learn next, and cooperative learning. Finally, it provides examples of educational technologies that can support powerful learning, such as Google Earth, Quizlet, Voicethread, Thinglink, Showme, and YouTube Editor.
How to address 21st century skills in the classroomtarmendariz1216
This document discusses how to address 21st century skills in the classroom. It identifies key 21st century skills like digital literacy, inventive thinking, effective communication, high productivity, critical thinking, collaboration, agility and adaptability, initiative and entrepreneurialism, oral and written communication, accessing and analyzing information, and curiosity and imagination. It then provides examples of specific technologies and tools that teachers can use to help students develop these important 21st century skills, such as Google Docs, Skype, blogs, wikis, digital storytelling, and more.
This document discusses Bring Your Own Device (BYOD) programs in education. BYOD allows students to use their own personal electronic devices like smartphones, tablets, and laptops for educational purposes at school. The key advantages are cost savings for schools, enhanced learning through technology, and preparing students with 21st century skills. However, many schools still ban personal devices despite most students using them anyway. The document argues schools should embrace BYOD and find ways to promote appropriate usage of technology rather than banning it altogether.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
4. Literature Review
Promoting Effective Literacy in 21st
Century Learners
Promoting by Lessening the Gap
Promoting Literacy with Technology
Integration
Promoting Literacy by Increasing
Professional Development
Literature Review
Introduce self and qualifications: {from presentation proposal- “instructor qualifications”} I am a fourth grade teacher at a Title I school district in Texas. I have been teaching for seven years and have taught kindergarten, first grade, second grade, and fourth grade. I am certified early childhood through sixth grade and also have my English as a Second Language endorsement. I attended my undergrad at The University of Texas at Dallas. I have a Master of Arts degree in Curriculum and Instruction with a focus in triple literacy from the University of Texas at Arlington and also have a Master of Science degree in Educational Media Design and Technology from Full Sail University. I have conducted Challenge-Based Research in my own classroom to determine how to increase motivations for students to increase their own literacy skills by using technology. I use a plethora of new technologies and Web 2.0 tools in my classroom, along with my daily life.
CHALLENGE BASED RESEARCH/LEARNING
explain general premise of project
results, including increased motivations, higher test scores
BRIEFLY DISCUSS SECTIONS OF THE LITERATURE REVIEW
Promoting Effective Literacy in 21st Century Learners
Promoting by Lessoning the Gap
Promoting Literacy with Technology Integration
Promoting Literacy by Increasing Professional Development
WHAT IS SCHOOLOGY?
Academic Features- Class Profiles/Webpage, Create Assignments & Events, Create Tests & Quizzes, Manage Gradebook & Attendance, Online Dropboxes, Track Student Usage & Course Analytics, Mobile Applications
Social Features- Cross-School Networking & Private Messaging, Group Workspaces for Departments, PTA, Clubs, Teams, & More, Blogs & Profile Pages, Personal File Storage / Bookmarking
Management Features- School, Course, Group & Personal Calendars, Email & SMS Text Notifications, Privacy Control & Word Filters
Administrative Features- Email Address and Username Support, Single Sign-On (SSO), Import / Export Courses, Users, & Grades, School Vanity URL, Parent / Guardian Access
EXPLAIN HOW I USED SCHOOLOGY:
completed mini-lesson in classroom first
made document to assist students in setting up their accounts
after setting up student accounts, analyzed audience with survey
created one assignment per subject, per week
spend at least three 45-minutes sessions in computer lab per week
students are motivated to work at home
assignments usually reinforce concepts learned at school (spelling or writing)
assignments also introduce new Web 2.0 tools
SHOW HOW TO SET UP AND USE BASIC FEATURES OF SCHOOLOGY:
creating an account
adding an assignment
adding materials to courses
grading assignments
create an event
host a discussion
update status and write announcements
ADDITIONAL SHOTS OF MY USE OF SCHOOLOGY
WHAT IS PREZI?
presentation software and storytelling tool for exploring and sharing ideas upon a virtual canvas
distinguished by its Zooming User Interface (ZUI), enables users to zoom in and out of the presentation
allows users to display and navigate through information
used as platform for bridging linear and non-linear information
used as a tool for both for free-form brainstorming and structured presentation
text, images, videos and other presentation media are placed upon the canvas, and can be grouped together in frames
users designate the relative size and position between all presentation objects and may pan and zoom in and between these objects
for linear presentations, users can construct a prescribed navigation path.
WHY USE PREZI IN THE CLASSROOM?
paperless book reports
mind maps
story maps
WHY USE PREZI IN THE CLASSROOM?
paperless book reports
mind maps
story maps
SHOW HOW TO USE THE BASIC FEATURES OF PREZI
setting up a class account (not a SSO)
adding text
adding frames and shapes
creating a linear path
sharing on a web page
student use of Prezi
WHAT IS DIPITY?
most popularly used as a lifestream (aggregator)
can be used in education as an actual timeline
educators can use them to create lesson plans or scope and sequence
timeline view
listview
flipbook view
map view (powered by Google)
WHY USE DIPITY IN THE CLASSROOM?
I used it for social studies
for younger grades, can be used as an actual timeline
can document basically anything
for older students, use it to aggregate feeds
follow different blogs (RSS feeds)
older students can also create intricate timeline
all students can collaborate with each other online
SHOW BASIC FEATURES OF DIPITY:
setting up an account (not SSO)
adding events
uploading files to events
inserting an image
aggregated feed
sharing a timeline
additional screenshots of Dipity to demonstrate basic features and student uses
additional screenshots of Dipity to demonstrate basic features and student uses
WHAT ARE GOOGLE DOCS?
- easy to use online word processor, spreadsheet and presentation editor
allows students to create, store, and share instantly and securely and collaborate online in real time
can create documents from scratch or upload existing documents
no software to download
work is stored safely online and can be accessed from any computer
WHY USE GOOGLE DOCS IN THE CLASSROOM?
Google Docs helps promote group work and peer editing skills, and that it helps to fulfill the stated goal of The National Council of Teachers of English (writing as a process and encourages multiple revisions and peer editing)
Teachers are using Google Docs both to publish announcements about upcoming assignments and to monitor student progress via an interactive process which allows you to give guidance when it might be of maximum benefit – while your student is still working on an assignment. Through the revisions history, you can see clearly who contributed to what assignment and when; if a student says he or she worked on a given project over the last two weeks, it will be documented (no more "dog ate my homework" excuses)
ANALYZE (part of ADDIE model)
teachers can create surveys with students to identify interests/needs
surveys can be used for quizzes
Students will find that Google Docs can help them stay organized and keep on top of their assignments. They never have to remember to save their work; it happens automatically. It's easy to collaborate online with fellow students, even when they aren't in the same place, and they can get feedback easily from teachers, parents, relatives and tutors, and enter updates anytime from anywhere. And kids can go back to the revisions history to see how their assignment has evolved, and who has helped.
SHOW BASIC FEATURES OF GOOGLE DOCS:
ideal for students to have their own accounts (I know of some schools that have already moved to this)
Garageband and its features
Minicast Maker and its features
AudioPal and its features
VoiceThread and its features
WHAT IS BLOGGING?
WHY USE BLOGGING IN THE CLASSROOM?
-
USING BLOGGER BY GOOGLE
USING WORDPRESS
WHAT IS A LEARNING RESPONSE SYSTEM?
-
HOW I USED THE IPADS IN MY CLASSROOM:
-
{Images and explanations of apps to use in the classroom}
{Images and explanations of apps to use in the classroom}