Tech Final
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1) The teacher used a PowerPoint presentation on the Smart Board to engage students in learning about key events of WWII and children who made contributions, showing pictures and videos. 2) Students helped present on the lives of three children from WWII to make personal connections. 3) A YouTube video about Hitler's Youth captivated students and helped them experience the era in a new way.
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1. First grade students at Utah State Core Curriculum presented plays based on the book "Click, Clack, Moo: Cows That Type" using drama, choral readings, and sharing of the book. Their performances were filmed.
2. The class plays were shown to the students using an LCD projector. Students then evaluated their own performance in journals and discussed what went well and could be improved.
3. The use of video recording and playback allowed students to actively reflect on and learn from their presentation, meeting the lesson objective of using various media formats to present.
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Kathy found social bookmarking and multimedia to be the most useful mobile technologies for her learning. As a visual and global learner, multimedia helped her absorb information from multiple sources and skim through content to find the most relevant pieces. Social bookmarking also helped her organize information and share resources with others. While podcasts were difficult for her to follow as a visual learner, she found that multimedia accommodated her preferences by providing visuals like images and graphs. Going forward, Kathy plans to continue using multimedia to support her lifelong learning goals, such as researching teaching as a future career, but will limit non-academic iPad use.
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Blogging can be incorporated into Language Arts classrooms in several ways. Teachers can create private blogs for students to write about books and discussions, allowing more students to contribute their opinions. Some benefits are that blogging makes writing less intimidating than paper and saves resources. Teachers must get permission and monitor posts to ensure student safety online. Technologies like YouTube, digital stories, and blogs can engage students by incorporating tools they are familiar with from their daily lives.
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This document discusses using technology in English language teaching. It explores incorporating tools like webquests, photo essays, Google Drive, and word clouds. These tools can help make teaching more engaging and motivate students. The document also discusses collaborative learning and connected learning approaches facilitated by technology. Overall, the seminar introduced many useful tools and websites that teachers can apply in the classroom to teach in innovative ways. Some suggestions were made to provide more guidance on tool use and explore resources more deeply.
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Cedric Rodriguez explored various mobile technologies for learning over the course of a semester. He found that tablets were the most beneficial for his visual learning preferences as they allowed him to access videos, pictures, and documents. Microblogs surprised him as a learning tool by providing timely news and links, though they require being connected to informative accounts. Going forward, Cedric plans to continue using tablets, iPods, and microblogs to support his learning, with a focus on further developing microblogs as a resource.
Multimedia Synthesis PowerPoint
1) The document describes Annie Ng's learning preferences which include being reflective, visual, and sequential. She found multimedia technologies like screencasts and interactive activities most helpful for her learning.
2) Annie explored different technologies like screencasts and podcasts. She found screencasts most effective as they incorporated visuals to accompany the audio explanation.
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1) The document discusses the author's learning preferences and how they discovered they are mainly a visual learner through an assessment at the start of the class.
2) They explored different mobile technologies like microblogs, tablets, mp3 players and how each helped support their learning preferences. Microblogs and tablets best supported their active and visual learning styles.
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This lesson plan outlines a collaboration between a 4th grade teacher and media specialist to teach students about European explorers. The students will watch a video about explorers and take notes using a graphic organizer. They will then conduct additional research to fill in the organizer over multiple library visits. The final product will be an informational writing piece about one explorer using facts from the organizer. The lesson aims to teach note-taking skills but faced technical difficulties. Reflections note challenges with collaboration time and finding appropriate resources, and ways to improve the lesson in the future.
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Kathy found social bookmarking and multimedia to be the most useful mobile technologies for her learning. As a visual and global learner, multimedia helped her absorb information from multiple sources and skim through content to find the most relevant pieces. Social bookmarking also helped her organize information and share resources with others. While podcasts were difficult for her to follow as a visual learner, she found that multimedia accommodated her preferences by providing visuals like images and graphs. Going forward, Kathy plans to continue using multimedia to support her lifelong learning goals, such as researching teaching as a future career, but will limit non-academic iPad use.
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Blogging can be incorporated into Language Arts classrooms in several ways. Teachers can create private blogs for students to write about books and discussions, allowing more students to contribute their opinions. Some benefits are that blogging makes writing less intimidating than paper and saves resources. Teachers must get permission and monitor posts to ensure student safety online. Technologies like YouTube, digital stories, and blogs can engage students by incorporating tools they are familiar with from their daily lives.
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Cedric Rodriguez explored various mobile technologies for learning over the course of a semester. He found that tablets were the most beneficial for his visual learning preferences as they allowed him to access videos, pictures, and documents. Microblogs surprised him as a learning tool by providing timely news and links, though they require being connected to informative accounts. Going forward, Cedric plans to continue using tablets, iPods, and microblogs to support his learning, with a focus on further developing microblogs as a resource.
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1) The document describes Annie Ng's learning preferences which include being reflective, visual, and sequential. She found multimedia technologies like screencasts and interactive activities most helpful for her learning.
2) Annie explored different technologies like screencasts and podcasts. She found screencasts most effective as they incorporated visuals to accompany the audio explanation.
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1) The document discusses the author's learning preferences and how they discovered they are mainly a visual learner through an assessment at the start of the class.
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This lesson plan outlines a collaboration between a 4th grade teacher and media specialist to teach students about European explorers. The students will watch a video about explorers and take notes using a graphic organizer. They will then conduct additional research to fill in the organizer over multiple library visits. The final product will be an informational writing piece about one explorer using facts from the organizer. The lesson aims to teach note-taking skills but faced technical difficulties. Reflections note challenges with collaboration time and finding appropriate resources, and ways to improve the lesson in the future.
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This document summarizes Akwoung Saechao's experience investigating different mobile technologies for learning. Some key points:
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2) Akwoung chose the "Learning Guide" pathway to explore how technology can enhance collaboration and learning.
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The document summarizes the key points from several presentations given at the CO17 Connecting Online conference. It discusses topics like promoting sustainable vocational training, enhancing vocabulary learning with online tools, using web-based technology for learning opportunities, empowering teacher training through global digital projects, optimizing business English coaching with mind maps, using Minecraft for learning, exploiting teaching materials, and using screencasting as a way for students to document their learning. The document focuses on strategies and tools discussed for improving education through new technologies and digital resources.
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The document summarizes 10 presentations from an online conference over 3 days. It provides brief summaries of each presentation's title, presenter, date/time and sometimes interactions. Presentation topics included promoting sustainability in vocational training, enhancing vocabulary learning with online tools, using web-based technologies for learning, international digital projects for teachers, conducting research, using mind maps for business English coaching, learning through Minecraft, needs for new school experiences, exploiting self-created materials, and screencasting as a way to learn.
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Blair took a survey that identified them as an active, visual, and sequential learner. They were interested in multimedia and interactive learning technologies but did not fully engage with the class activities. Blair hopes to retake the class in the fall semester to learn more about applying different learning technologies and preferences. They were most interested in video games as a learning tool but recognize more focus is needed to benefit from the class.
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The student explored different technologies for learning, including podcasts, screencasts, and multimedia. Podcasts were found to be most useful as they fit well into the student's schedule and auditory learning preference. Screencasts were surprising but did not help the student's learning as they took too long to create. Multimedia showed potential for interactive learning. Going forward, the student plans to continue using podcasts and active/verbal learning strategies that have proven effective, as well as exploring multimedia further for personal use. Screencasts will be avoided due to past frustration.
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In this student teaching experience, the teacher integrated technology into lessons when limited resources were available. Careful planning was required to reserve tools like an overhead projector and laptop cart. The overhead projector was used daily to model math problems while maintaining eye contact. An LCD projector was used to display PowerPoints, websites, and videos to engage students in math and science lessons. Students enjoyed interactive lessons using a projector. Web 2.0 tools like Blabberize and Mystudiyo were used on laptops to introduce Bible characters and assess understanding. Students were engaged by the technology tools used to enhance their learning.
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This document discusses the use of technology in classrooms. It covers how Web 2.0 tools can engage students by allowing them to create content. Interactive whiteboards are discussed as a replacement for chalkboards that allow interactivity. iPods are also highlighted as being beneficial for English language learners by allowing them to learn at their own pace through listening to recordings. The conclusion reiterates that technology is becoming more common in classrooms in various forms like iPods, interactive whiteboards, and Web 2.0 tools.
Ter weele library conference presentation slide notes
This presentation encourages librarians and teachers to use four online tools to help English Language Learner students feel more confident: Flipgrid, Screencast-o-matic, Wizer.me, and Duolingo. Flipgrid allows students to record short videos to present book reviews, reflect on lessons, or explain math problems. Screencast-o-matic enables students to record their computer screen to create digital stories about themselves or their families, or explain math concepts. Examples of student work created with these tools are provided. The presentation aims to demonstrate how these tools can inspire confidence and participation from ELL students.
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The document outlines a 3 lesson plan on teaching students about food from around the world. The lessons will have students: 1) complete surveys and watch videos to learn about different dishes and cuisines; 2) research typical desserts from Italy, England, Spain, and France; 3) work in groups to film a 3 minute video explaining a recipe from one of the assigned countries, including ingredients, instructions, and utensils. Students will share their videos through a Facebook group and later sample the dishes at an event while providing feedback.
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I was trawling the net the other day, looking for stuff to contribute to our ICT PD Cluster Social Network site, and I came across a few guys talking about \'ideas\' for ICT across the curriculum. Andrew Field had set up a forum where educators were sharing their ideas to add to a \'basket\' of ideas called \'Effective ICT In The Classroom, 60 ICT ideas in 60 minutes.\" The results were fantastic, and I thought it would be cool to turn them into a video that would make it easier to share the ideas... here\'s my contribution to 60 ideas in 60 minutes. Thanks to all those contributors whose ideas are shown here... I threw in few of my own... You can visit the work here: http://www.effectiveict.co.uk/forum/index.php?showtopic=1303&pid=2004&mode=threaded&start= Oh, and thanks REM for the music... So Fast, So Numb from the New Adventures in Hi-Fi album. © Check out out NING - http://horizonictpd.ning.com/
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The document discusses the learner's personal learning preferences and experiences using multimedia technologies. The learner prefers active, hands-on learning and visual learning styles. They find that social learning activities like forums and social bookmarking help provide a deeper understanding of course concepts by allowing them to learn from others and do additional research. Mobile technologies like microblogs, iPads, and iPods support the learner's education and focus by enabling communication, research, and relaxation. Tablet computers and interactive eBooks are seen as having great potential to support multimedia learning anywhere. The learner intends to continue using visuals, collaboration, multimedia, and the internet in their future studies and career.
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The document provides tips for creating effective PowerPoint presentations. Key points include keeping text concise, limiting one concept per slide, and using animations, multimedia, and interactive elements sparingly. PowerPoint should enhance ideas rather than be the focus. Handouts are recommended for student notes. The document also provides examples of how to structure lessons and engage students using PowerPoint.
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Synthesis project about mobile learning
This document summarizes Akwoung Saechao's experience investigating different mobile technologies for learning. Some key points:
1) Akwoung was surprised by their learning preference survey results but feels they accurately reflect a preference for visual learning.
2) Akwoung chose the "Learning Guide" pathway to explore how technology can enhance collaboration and learning.
3) Mini-lectures and interactive activities helped Akwoung learn the most by accommodating multiple preferences.
4) The iPad, games/MMORPGs, and multimedia provided engaging ways to actively and sequentially learn through visuals.
5) Akwoung will continue using the iPad for its
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Kathryn took this class initially to fulfill GE credits but became interested in how technology could impact learning. She discovered her learning preferences through the class and believes understanding preferences helps learning success. Kathryn explored various technologies and found multimedia, games, and iPods best fit her verbal, visual, active, and sequential preferences. She plans to continue using these technologies and applying note-taking and retention strategies. Kathryn also improved her sleep, diet, exercise, and social learning practices, which benefited her learning, and will maintain these personal learning techniques going forward.
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The document summarizes the key points from several presentations given at the CO17 Connecting Online conference. It discusses topics like promoting sustainable vocational training, enhancing vocabulary learning with online tools, using web-based technology for learning opportunities, empowering teacher training through global digital projects, optimizing business English coaching with mind maps, using Minecraft for learning, exploiting teaching materials, and using screencasting as a way for students to document their learning. The document focuses on strategies and tools discussed for improving education through new technologies and digital resources.
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The document summarizes 10 presentations from an online conference over 3 days. It provides brief summaries of each presentation's title, presenter, date/time and sometimes interactions. Presentation topics included promoting sustainability in vocational training, enhancing vocabulary learning with online tools, using web-based technologies for learning, international digital projects for teachers, conducting research, using mind maps for business English coaching, learning through Minecraft, needs for new school experiences, exploiting self-created materials, and screencasting as a way to learn.
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Dalia took a learning style test and discovered she is a visual and sensing learner. Throughout the semester, she noticed she performed better in classes that used more visual materials like videos. She explored using different multimedia technologies for a group project, like iPads, social bookmarking, and microblogging. While games were fun, she found they did not help with the group project. Going forward, Dalia plans to apply what she learned about using multimedia to help her study for future classes.
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This document summarizes initial findings from a study exploring teachers' use of mobile technologies in language classrooms. Seven teachers were interviewed about their experiences. The teachers used tablets primarily as tools to teach curriculum content, practice vocabulary, and motivate learners, similar to other technologies. Some challenges were managing student gameplay and harnessing games for language learning. However, one teacher discussed the potential for mobile learning outside the classroom by accessing information on the go. Overall, the study is still analyzing how and why teachers integrate mobile devices into their language instruction.
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The document describes the author's learning preferences and pathway through a multimedia/interactive learning class. At the beginning of the class, the author's top learning preferences were visual and sequential. They chose the "learning sage" pathway to try different multimedia tools like TV, internet and mobile devices to broaden their understanding. The author found screencasts most helpful as a visual learner. They explored podcasts and screencasts further and feel multimedia accommodates their visual learning style. After the class, the author will continue using visual tools like screencasts to learn.
Multimedia : interactive learning
The document discusses Blair Nishio's experience in an ITEC 299 Multimedia/Interactive Learning class. According to a learning preferences survey, Blair is an active, intuitive, visual, and sequential learner. Blair found the multimedia section of the class most helpful as an active and visual learner. Blair enjoyed the video games and cell cycle game activities the most. Video games, podcasts, and multimedia were explored as learning technologies, with video games appealing most to Blair due to their active nature. Blair sees potential in continuing to use podcasts and video games to supplement learning.
Multimedia : interactive learning
Blair took a survey that identified them as an active, visual, and sequential learner. They were interested in multimedia and interactive learning technologies but did not fully engage with the class activities. Blair hopes to retake the class in the fall semester to learn more about applying different learning technologies and preferences. They were most interested in video games as a learning tool but recognize more focus is needed to benefit from the class.
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Sukhsharan Kaur took a learning preferences survey and found that she prefers working in groups over working alone. She chose a learning pathway focused on mobile technologies to improve her skills using her iPod and iPad for education. Throughout the course, she learned how to use apps like Evernote for note-taking. Microblogs interested her the most as learning tools because they allow her to find helpful information from others' perspectives. Going forward, she plans to continue using her iPad for its organizational benefits in school and work, while also leveraging microblogs to gain different opinions.
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The document discusses the flipped classroom or flip teaching method of instruction. It describes how the method began in the 1990s with efforts to use technology to move direct instruction outside of class time. This allows class time to be used for hands-on activities, projects, discussions and addressing student questions. The document outlines the key aspects of flip teaching including having students learn new content through online videos and lectures at home, then applying and extending their understanding of the content during in-class activities with teacher guidance. Benefits discussed include improved learning outcomes through differentiated instruction and students receiving instant feedback.
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The student explored different technologies for learning, including podcasts, screencasts, and multimedia. Podcasts were found to be most useful as they fit well into the student's schedule and auditory learning preference. Screencasts were surprising but did not help the student's learning as they took too long to create. Multimedia showed potential for interactive learning. Going forward, the student plans to continue using podcasts and active/verbal learning strategies that have proven effective, as well as exploring multimedia further for personal use. Screencasts will be avoided due to past frustration.
Summative project
In this student teaching experience, the teacher integrated technology into lessons when limited resources were available. Careful planning was required to reserve tools like an overhead projector and laptop cart. The overhead projector was used daily to model math problems while maintaining eye contact. An LCD projector was used to display PowerPoints, websites, and videos to engage students in math and science lessons. Students enjoyed interactive lessons using a projector. Web 2.0 tools like Blabberize and Mystudiyo were used on laptops to introduce Bible characters and assess understanding. Students were engaged by the technology tools used to enhance their learning.
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This document discusses the use of technology in classrooms. It covers how Web 2.0 tools can engage students by allowing them to create content. Interactive whiteboards are discussed as a replacement for chalkboards that allow interactivity. iPods are also highlighted as being beneficial for English language learners by allowing them to learn at their own pace through listening to recordings. The conclusion reiterates that technology is becoming more common in classrooms in various forms like iPods, interactive whiteboards, and Web 2.0 tools.
Ter weele library conference presentation slide notes
This presentation encourages librarians and teachers to use four online tools to help English Language Learner students feel more confident: Flipgrid, Screencast-o-matic, Wizer.me, and Duolingo. Flipgrid allows students to record short videos to present book reviews, reflect on lessons, or explain math problems. Screencast-o-matic enables students to record their computer screen to create digital stories about themselves or their families, or explain math concepts. Examples of student work created with these tools are provided. The presentation aims to demonstrate how these tools can inspire confidence and participation from ELL students.
Learning technologies plan of lesson
The document outlines a 3 lesson plan on teaching students about food from around the world. The lessons will have students: 1) complete surveys and watch videos to learn about different dishes and cuisines; 2) research typical desserts from Italy, England, Spain, and France; 3) work in groups to film a 3 minute video explaining a recipe from one of the assigned countries, including ingredients, instructions, and utensils. Students will share their videos through a Facebook group and later sample the dishes at an event while providing feedback.
71 ICT Ideas in Education
I was trawling the net the other day, looking for stuff to contribute to our ICT PD Cluster Social Network site, and I came across a few guys talking about \'ideas\' for ICT across the curriculum. Andrew Field had set up a forum where educators were sharing their ideas to add to a \'basket\' of ideas called \'Effective ICT In The Classroom, 60 ICT ideas in 60 minutes.\" The results were fantastic, and I thought it would be cool to turn them into a video that would make it easier to share the ideas... here\'s my contribution to 60 ideas in 60 minutes. Thanks to all those contributors whose ideas are shown here... I threw in few of my own... You can visit the work here: http://www.effectiveict.co.uk/forum/index.php?showtopic=1303&pid=2004&mode=threaded&start= Oh, and thanks REM for the music... So Fast, So Numb from the New Adventures in Hi-Fi album. © Check out out NING - http://horizonictpd.ning.com/
Multimedia portfolio 1
This portfolio was created by Lorena Aguagüiña, a student in the English Language Teaching program at the Universidad Técnica de Ambato in Ecuador. The portfolio contains evidence that addresses five elements: (1) analyzing websites for reliability, (2) creating a Diigo account to bookmark websites, (3) preparing an English language lesson plan, (4) exploring Web 2.0 tools for language teaching, and (5) creating a virtual learning environment using Edmodo. Through completing these elements, Aguagüiña aims to develop skills in using technology and online resources to research and teach English. Self-reflections indicate the portfolio experience helped her learn to evaluate online information and identify
Multimedia assignment
The document discusses the learner's personal learning preferences and experiences using multimedia technologies. The learner prefers active, hands-on learning and visual learning styles. They find that social learning activities like forums and social bookmarking help provide a deeper understanding of course concepts by allowing them to learn from others and do additional research. Mobile technologies like microblogs, iPads, and iPods support the learner's education and focus by enabling communication, research, and relaxation. Tablet computers and interactive eBooks are seen as having great potential to support multimedia learning anywhere. The learner intends to continue using visuals, collaboration, multimedia, and the internet in their future studies and career.
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Ter weele library conference presentation slide notes
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Divakar seeks to identify the tagline of Brookefields Mall - "Seek. Find. Enjoy". He is then asked to identify the theme music of the famous video game Super Mario. Finally, he is asked to identify the broadcaster Doordarshan from being provided the initial "D".
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Game-based learning can be a motivating approach for 21st century schools. Games can help students develop skills, increase knowledge, and foster creativity. Some advantages of games in teaching include increased motivation, engagement in the learning process, and benefits for students with special needs. However, integrating games can be difficult for teachers and require sufficient devices. Various tools exist for teachers to create quizzes and evaluate students' competencies and skills through games. Games can also be used to assess students when played individually or with partners, such as through Kahoot or Google Forms. Students may further develop skills by creating their own learning games and materials to share.
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If you need the answers, please contact me!! Looking forward to hearing from you.
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The document discusses key concepts and terminology related to English language methodology. It provides tasks for students to analyze differences between first and second language learning, define English language methodology, and discusses approaches, methods, techniques, and curriculum. The tasks are meant to help students understand methodology as it relates to how people learn languages, pedagogical practices, and classroom instruction.
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A snapshot of the effect that a trial implementation of Summon had on my 'How To Find Things on Your Reading List' class at Cambridge University Library.
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http://tinyurl.com/classroominsights
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This document contains questions and potential answers for a CSI Jeopardy game assessing different aspects of a child's well-being across several categories (A-E). Each question is assigned a point value (100-500) and the potential answers are ranked as "Very Bad", "Bad", "Fair", or "Good" depending on how positively or negatively they assess the child's situation.
Literary terms
This document contains a Jeopardy-style game about literary terms organized into categories such as "Big Words", "Rhyme Time", "Word Plays", and "Poetic Types". Each category contains questions ranging from $100 to $500 about terms such as onomatopoeia, alliteration, personification, free verse, and ballads. The final jeopardy question asks about oxymorons. Directions are provided at the top for viewing the game as an online presentation.
Task-based Instruction in EFLT
The document provides information about tasks in language teaching. It defines tasks as activities that require students to use language to achieve an outcome or solve a problem. This contrasts with a focus on language structures alone. Effective tasks have real-world relevance, create contexts for language use, and allow teachers to observe student communication. A task-based approach makes tasks central to the learning process rather than merely exercises.
The use of grammatical terminology in sl classroom
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The document describes an eTwinning project between schools in Italy, Turkey, Spain, and Poland where students created their own television channels and programs. Students were divided into groups to research and create scripts for different types of TV programs like documentaries, talk shows, music channels. They recorded videos of their programs and shared them online, providing opportunities for communication and cultural exchange between the partner schools. The project helped motivate students to learn English and communicate in the language despite making mistakes.
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This document discusses the role of fun and games activities in teaching young language learners. It outlines that play-based activities help children learn better and language learning should involve fun. Some examples of fun activities that can aid language learning are singing, clapping, puzzles, drawing and storytelling. The activities should be age-appropriate and take into account the children's culture.
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This document outlines three English speaking training courses - basic, intermediate, and advanced.
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The intermediate course taught by Crystal targets students aged 18-25 who have passed the basic GEPT level. It focuses on daily conversations, opinions, experiences, and communicating with foreigners.
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Literary quiz ppt delhi public school,vja quiz master pallishree rath
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The use of grammatical terminology in sl classroom
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Quest2Teach: The Impact of Immersive Games to Bridge Theory & Practice in Tea...
Quest2Teach: The Impact of Immersive Games to Bridge Theory & Practice in Tea...
Literary quiz ppt delhi public school,vja quiz master pallishree rath
Literary quiz ppt delhi public school,vja quiz master pallishree rath
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Nyscate conference feedback
The document summarizes the sessions and presentations from the NYSCATE conference. Key points include:
- The first session discussed using 21st century tools like stationary studios and animation to promote student creativity.
- The first keynote talked about how innovation develops over long periods with social networks and diverse friend groups. Recommended the website Devonthink.
- Breakout sessions demonstrated education tools like Discovery Education, Wordle, Blabberize, and Animoto for interactive lessons.
- The second keynote discussed curriculum mapping and using technology for communication and collaboration.
- The final session encouraged rethinking leadership roles and advocating for 21st century learning and new technologies in classrooms.
- Hardware
Nyscate conference feedback
The document summarizes the sessions and presentations from the NYSCATE conference. The first breakout session discussed using 21st century tools to promote creativity, including brain exercises and digital art/storytelling tools. The first keynote talked about environments that foster innovation and the importance of social networks. The second breakout session highlighted free resources on the Discovery Education website for creating videos, photo stories, and accessing historical information. The second keynote discussed curriculum mapping and using technology for communication and collaboration. The third breakout encouraged rethinking leadership roles and advocating for 21st century learning. Hardware demonstrations included an interactive tablet and typing software. The conference was informative for extending knowledge of educational technologies.
Technology Research
TaShawna Morgan discusses various technologies that can be used in the classroom to improve student learning compared to traditional lecturing. She learned that incorporating technologies like movies, virtual museums, iPods, and flip charts engages students more through interactivity and using tools they enjoy. These alternatives help students learn in a more hands-on way compared to passive listening and note-taking.
Summative assessment assignment
Bryony Roehrborn used various technologies in her student teaching experience including a Smartboard, Photostory, YouTube, computer lab, CD player, and PowerPoint. She found that these technologies engaged students and allowed her to assess their learning in interactive ways. Some technologies like Photostory and the computer lab required scheduling and time management since resources had to be shared among students. Overall, technology provided multiple benefits for presenting material and accommodating different learning styles when available to use.
Technology Integration
This document summarizes a guided reading lesson that used video clips to help students improve their reading skills. The lesson objectives were to help students read smoothly instead of word-by-word and to encourage expression. Two video clips were shown, one of monkeys communicating to demonstrate expression and one of swans gliding smoothly in water. The students were engaged by the clips and able to relate what they saw to how they should read. While the laptop screen was small, the students benefited from having a visual to connect to the concepts. For future lessons, the teacher plans to use a projector to display clips for the whole class.
Ipt Slide Share
The teacher gave a lesson on standard measurements using a PowerPoint presentation. The students enjoyed interacting with the technology and being able to see the presentation on a large scale. The teacher read a story about the king giving his wife a bed measured in feet. Students then measured objects in their classroom using non-standard and standard units. The teacher created a graph of the students' measurements and presented it digitally. The technology engaged the students and helped them understand standard measurements.
Summative project
The student teacher integrated technology into their lessons in limited ways using the available resources at their placement school. They used an overhead projector daily to model math problems and display materials while maintaining classroom management. An LCD projector was also used to show math websites, videos, and student-created PowerPoints. For a religion lesson, students used laptops from a mobile cart to access web 2.0 tools like Blabberize and Mystudiyo created by the student teacher to introduce content and assess understanding. Students responded positively and seemed engaged with the incorporated technology resources.
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This document summarizes a TPACK report for an IPT 287 class. It describes the classroom context including 24 first grade students with varying abilities. It outlines the limited technology in the classroom and school, including a boom box, TV, DVD/VCR player, overhead projector, and one shared ELMO projector. Lesson plans are proposed for math using computers, science using photos and presentations, and language arts using an ELMO for shared reading. The implemented lesson used an ELMO to read a book and have students write sentences. Students were engaged and the technology helped with visualization and participation.
TPACK Project
This document summarizes a TPACK report for an IPT 287 class. It describes the classroom context including 24 first grade students with varying abilities. It outlines the limited technology in the classroom and school, including a boom box, TV, DVD/VCR player, overhead projector, and one shared ELMO projector. Lesson plans are proposed for math using computers, science using photos and presentations, and language arts using an ELMO for shared reading. The implemented lesson used an ELMO for shared reading of the book "It Looked Like Spilt Milk". Student writing was displayed and the teacher reflected on student engagement and technology integration.
Technowellies Powerpoint
The document describes how a teacher used various technologies like video cameras, digital cameras, microscopes, and interactive whiteboards to enhance traditional outdoor learning activities called "Welly Walks". The technologies allowed students to record their observations, examine objects more closely, and revisit the outdoor experience back in the classroom. This engaged the students more in active learning and helped develop their observation, vocabulary, and engagement with the outdoor curriculum.
Autobiography- Instru Tech
1) The author reflects on two experiences with educational technology from their past that shaped their views. In 7th grade math, they made a video about properties of shapes, and in high school Spanish class used an interactive app for lessons.
2) They now see the benefits of technology for student engagement and as a tool for visual and collaborative learning. It can improve learning when used properly under teacher guidance.
3) As a future teacher, the author plans to integrate technology into lessons and start each day with an opening activity involving technology to excite students about learning. They believe technology used correctly can help lead students to success.
Final Presentation
The document summarizes how a student teacher used various instructional technologies in their classroom placements, including Voki for student introductions, PBS Teacher Tube for finding lesson resources, Skype for cross-cultural communication, Quizlet for flashcards, Jaycut for editing video projects, Buzzword for vocabulary, Twitter for classroom updates, and SlideShare for sharing presentations. The student teacher found the technologies enhanced student creativity, engagement, and learning.
Lesson 31st August
1. The document is a lesson plan for a class on future tenses and making predictions about the future.
2. The lesson plan includes aims, language focus on future time markers and vocabulary, materials, and procedures for warm-up, presentation, practice and production activities, and closure.
3. The activities include reviewing future tenses, watching a video on predictions for 2050, making predictions in groups, a reading activity with fill-in-the-blank, and a writing task to apply what they've learned.
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Instructional technology Final project
This presentation summarizes the student teacher's use of various technologies in their classroom placement, including YouTube clips, iPods, PowerPoint, BrainPOP videos, Neos keyboards, overhead projectors, and PhotoStory. For each technology, they provide an example of how it was used to enhance student learning and engagement. The presentation demonstrates multiple ways technology can be incorporated into lessons to support different learning styles and improve comprehension.
Summative Project
Victoria Ihssen discusses various web 2.0 tools and technologies she used during her student teaching placement, including 280slides.com to introduce herself, Bubbl.us for student brainstorming, Quizlet for interactive flashcards, and Slideshare to share PowerPoints. She also describes using an Elmo document camera to share student work, Teachertube for lesson videos, Neok12.com for additional videos, and interactive tools on her smartboard for engaging lessons. Ihssen feels more comfortable with technology after using it extensively and sees it as important for the future of education.
Lesson 31st August
- The document is a lesson plan for a class on future tenses and making predictions. It includes the learning objectives, language focus, materials, and procedures for the class.
- The class will have activities to review future tense structures, learn new vocabulary for talking about predictions, develop language skills through group work and games, and make predictions about the future in speaking and writing.
- Students will watch a video on predictions for 2050, discuss images related to technology and predictions, play a group game to review homework, read a text with blanks to fill, and have a speaking activity making predictions.
My philosophy of teachnology
The document discusses the author's philosophy of teachnology, which is using technology effectively in teaching. Some key points made include:
- Technology can be used interactively in the classroom through tools like smart boards, laptops, and videos to engage students.
- The author learned best with interactive demonstrations and videos that explained concepts.
- Technology allows teachers to reach 21st century learners and provide information to students in a more accessible and cost-effective way.
- Teachers must teach students how to use technology appropriately and critically evaluate online information.
Reflection On Action ppt
The teacher conducted an online learning project where students in her class blogged and interacted with students from another school. The students learned how to use blogging, commenting, podcasting and sharing photos online. While most students engaged with the tasks, some preferred writing about themselves rather than connecting with the other class. The teacher reflected that providing more structure and support is important for online learning based on Salmon's five stage model of online learning.
Reflection On Action
The teacher conducted an online learning project where students in her class blogged and interacted with students from another school. The students learned how to use blogging, commenting, podcasting and sharing photos online. While most students engaged with the tasks, some preferred writing about themselves rather than connecting with the other class. The teacher reflected that providing more structure and support is important for online learning based on Salmon's five stage model of online learning.
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