Web 2.0 tools
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The document provides information about various Web 2.0 tools that can be used for student collaboration, critical thinking, communication, and creativity. It discusses tools like Glogster, Weebly, Voicethread, Prezi, and Blabberize. It also addresses questions teachers may have around setting up student accounts, presenting projects, student pacing, collaboration, assessment, copyright, and bandwidth. The overall purpose seems to be introducing teachers to different digital tools and considerations for integrating them into classroom lessons and projects.
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- Quizinator allows teachers to create online quizzes and worksheets for students. It has benefits like sorting questions but the process can be time-consuming.
- Wordle creates "word clouds" from input text. It has various classroom uses but has limitations like not allowing saved images of word clouds.
Group D Web 2.0 Exploring the Cloud
The document summarizes several cloud-based educational applications: PhotoPeach (free slideshow app), Quizinator (create question banks), Wordle (word cloud generator), What2Learn (game generator), and KidBlog (student blogging site). It discusses the benefits and frustrations of each application. Overall, the group found PhotoPeach, Wordle, and KidBlog most useful for the classroom due to their ease of use and safety features, but also noted limitations of some applications.
Web 2 0_tools_sp11_group_d
The document summarizes several cloud-based educational applications: PhotoPeach (free slideshow app), Quizinator (create question banks), Wordle (word cloud generator), What2Learn (game generator), and KidBlog (student blogging site). It discusses the benefits and frustrations of each application. Overall, the group found PhotoPeach, Wordle, and KidBlog most useful for the classroom due to their ease of use and safety features, but noted some applications need improved navigation or require time-consuming teacher monitoring.
Web 2 0_tools_sp11_group_d
The document discusses several cloud-based educational applications: PhotoPeach (free slideshow app), Quizinator (create question banks), Wordle (word cloud generator), What2Learn (game generator), and KidBlog (student blogging site). It summarizes the features and benefits and limitations of each application. The group found PhotoPeach, Wordle, and KidBlog most useful for the classroom due to their ease of use and safety features, but also noted limitations like lack of interactivity or user-friendliness of some sites.
Web 2.0 : Exploring the Cloud
Pros, cons, and how-to's for 5 Web 2.0 applications are explored in this power point presentation. Learn more about Wordle, Quizinator, Photo Peach, Kidblog, and What2Learn. Great for teachers looking for advice about applications they have not yet tried.
Presentation1 toolkitcollection
Sharon Bush outlines her experience teaching various elementary grades, shares information about
Technology Driven Differentiated Instruction: March 2016
In this updated version of the popular Technology Driven Differentiated Instruction, Vicki Davis @coolcatteacher shares the pain points of teachers and how differentiated instruction can help them reach every child. With practical examples of how to solve problems, this presentation helps teachers understand not only what to do but how to do it in an everyday classroom setting.
30 computers and 30 students
The document discusses ways that Valerie Burton, an English teacher, integrates technology to increase student engagement. She uses various online tools like Google Docs, Weebly, Wordle, Kidblog, Edublogs, Photopeach, and Twitter for collaboration, creating websites, presentations, student blogs, and updates. Some specific uses mentioned are peer editing with Google Docs, creating class websites and ePortfolios with Weebly, using Wordle for avatars and assessments, and having students blog or use Twitter for class updates. The document provides examples of how several tools can be implemented in the classroom.
Evaluating and Implementing Web 2.0 Tools in Libraries
The document discusses considerations for libraries evaluating and implementing Web 2.0 tools. It recommends determining why a tool is needed, who the audience is, and who will maintain it before selecting a tool. The document provides tips on innovation, challenges like spam and time, and ensuring content offers value to the audience. Examples of Web 2.0 tools and next steps for libraries are also presented.
Bb tcc presentation 2013 1_a
The document discusses an action research project that evaluated the effectiveness of using the visual learning tool Webspiration Classroom to foster collaboration among geometry students. Student attitudes were assessed based on how likeable and usable they found the tool, and whether they desired to use it for other subjects. Most students felt it was difficult to use for collaboration because only one person could edit at a time. While it helped organize ideas, Webspiration was deemed ineffective for real-time group work. The researcher concluded that alternative social mindtools allowing simultaneous editing may better support online collaboration.
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Diipo is a social networking tool designed for use in classrooms. It allows teachers to communicate with students and for students to collaborate with each other. Key features include classrooms, direct messaging between users, an educator lounge for teacher connection, a help section, and the ability to share files, links and images. The terms of use and privacy policy are outlined. Pros include engaging students, enabling private classrooms and collaboration, and adhering to Canadian privacy laws. Cons note it is still in beta testing and may contain ads or shared content. The document provides examples of how teachers can use Diipo to enhance discussions, collaborations and interactions and connect it to course objectives.
The Online vs. Offline Life: Etiquette, Exposure, Privacy, Barriers (Bgimgt56...
1. Back channel communication, like a Twitter feed during a presentation, allows the audience to focus, participate, get questions answered, and innovate while still being present without physically being present.
2. For the speaker, back channel communication provides immediate feedback and can help provoke further discussion.
3. Social media and online networks allow people to present different versions of themselves, with their true selves potentially hidden offline. This raises questions about authenticity and transparency.
4. Building trust is fundamental to online interactions, through integrity, dependability, and reciprocity even without face-to-face
Digifoot 2012 ppt
This document provides tips and strategies for effectively researching information online. It discusses the importance of using reliable sources like purchased databases, library books, and pre-selected teacher-approved sites. It outlines steps to take when searching like using good keywords and synonyms. Important factors to examine in search results are the URL, author, date, and quality of information. Domain extensions can provide clues to the type of site. The document recommends using the triangle method of research by cross-checking information across multiple sources. Key strategies discussed are the REAL acronym for critical web searching which stands for Read, Examine, Ask, and Look. Other tips include searching within a specific site or domain, comparing different search engines, and evaluating website pairs
Fall 2009 LTT Portfolio Presentation
This document summarizes Rose's e-portfolio presentation on her learning through the LTT program. It includes 3 key learning statements: 1) Learning about collaborative technology tools to support constructivist learning; 2) Needing to be organized when using digital technology; 3) Exploring how technology can serve student learning needs and teaching goals. Evidence provided includes using Google Docs, a SharePoint site, and video/audio casts. Analysis of student and parent surveys showed the websites improved communication and engagement. Rose's learning showed growth in using and integrating technology into her teaching practice and engaging in critical reflection to develop her skills.
Final years
This document provides guidance for students selecting project topics for their final year of study in software engineering. It advises students to select topics that are clear and understandable, and that solve real problems faced in their local communities. Students are warned against simply selecting topics found online without considering whether they are applicable to developing countries. The document stresses selecting topics that can benefit society and add to local development.
Fall 2009 Portfolio Presentation With Music
This document summarizes Rose's e-portfolio presentation on her learning through the LTT program. She learned about using collaborative technology tools like SharePoint and Google Docs to support constructivist learning. She realized the importance of being organized when using digital tools as a teacher. Rose explored how technology can meet student learning needs and support her teaching goals, such as providing options for different types of learners. She conducted a study using her class website and found it improved communication between school and home and engaged students with writing. Overall, Rose demonstrated growth in using and evaluating technology in her teaching practice and engaging in reflection to improve.
Differentiating Instruction with Technology
How do we reach every child with technology? How do we select the tools and build a framework so that we can reach every child. Here are the slides with the differentiating instruction with technology presented in Akron in June 2018
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Technology Driven Differentiated Instruction: March 2016
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Web 2.0 tools
- 2. Who are you? What is your position? On a Scale of 1 -5 what is your experience with Web 2.0 Tools 5 = high; 1 = none What do you want to learn today? What is the best kid’s book you’ve read in recent times?
- 4. Collaboration Critical Thinking and Problem Solving Communication Creativity and Innovation › Web 2.0 Tools can foster all of these skills!
- 5. Activate their school e-mail. Appropriate pictures Talk to your Media Specialist › Options are: :.gov on a google search OR Creative Commons OR Email addresses are listed in Skyward. 8-5555 for help.
- 7. Let’s check it out: www.glogster.com Sign up for an account right now. (remember your password)
- 10. Let’s check it out: www.weebly.com Sign up for an account right now. (remember your password) Discussion: How will you use it?
- 13. Let’s check it out: www.voicethread.com Sign up for an account right now. (remember your password)
- 16. Let’s check it out: www.prezi.com Sign up for an account right now. (remember your password)
- 19. Let’s check it out: www.blabberize.com Sign up for an account right now. (remember your password)
- 21. Do you want your students on youtube? teachertube and schooltube are alternatives, but the content is not as broad. How will you present this? Do you need a lab to show an audience? Is lab time feasable? Kids are faster than you think they will be What will you do with the kids who finish early?
- 22. How will you allow students to collaborate? Will you permit it or require it or not allow it? How will you assess student work? What items would be appropriate for a rubric? Will you require a video? Will you have students work alone, in partners or in groups? Will that affect your assessment? Will that make things easier or more difficult?
- 23. How do copyright laws affect what you want to do? Which tool for copyright will you teach? How is the bandwidth in your school? Will it work in your lab? Do you need to do a test run?