The Technology Integration Matrix (TIM) illustrates how teachers can use
technology to enhance learning for K-12 students
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Free Technology for Teachers: 12 Ways to Create Videos Without a Camera or Software - 1 views
Technology Integration Matrix - 2 views
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The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments.
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Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.
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Perhaps we can use this matrix for our workshops as well.
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Nice find! I particularly like the concept items on the x-axis and they could be used for evaluating e-learning. The vertical concepts are a bit dated.
BCPS Spotlight - 0 views
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The iPods are used to reinforce/extend instruction, provide extra practice, and conduct research.
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the pilot team has met with a trainer from the University of Virginia several times and will be meeting with him throughout the school year to further their knowledge and expertise with the Touches.
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Plans for the future include the pilot classroom teachers receiving iPads to better model processes for the students, and iPod Touches for all of grade 4 and 5 students in the coming years.
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ingentaconnect Conceptions of e-learning and professional development for e-lear... - 0 views
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A phenomenographic research approach was used to gather the expressed experiences of e-learning and professional development for e-learning held by teachers and support staff from institutions across New Zealand. Five conceptions of e-learning (as tool and equipment; as a facilitator of interaction; as learning; as a reduction in distance; and as a collaborative enterprise) and four conceptions of professional development for e-learning (as training; as opening up possibilities; as collaboration; and as relevant and purposeful) were discovered.
Free Technology for Teachers: Daqri - Build Your Own Augmented Reality - 5 views
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Daqri is a new service for creating augmented reality layers for your mobile devices. Daqri will enable users to create augmented reality products without writing any code.
Free Technology for Teachers: KinKast - Private Video Sharing - 1 views
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KinKast is both an iPhone application and a web application. Here's what KinKast does; you record a video on your iPhone or on a camera and upload it to the KinKast servers. You can then share it via email with the people you want to see it. You can also post it to Facebook if you choose
Making Videos on the Web - A Guide for Teachers - 0 views
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A free ebook guide showing step-by-step on how to make your own videos & audio on the web.
Minutes.io - Quickly Take & Share Meeting Notes - 0 views
Apple Study Trip: Day 2 ~ ICT For Educators - 5 views
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When students were given their own iPad, they were given full autonomy of their device and had to set it up from scratch. They set up all of their own accounts and installed their own apps, from a combination of required apps to those which they chose themselves. Each student was given a $40 iTunes gift card to use for their purchases. Experience showed that true success relied on moving away from the school being the "boss" of the machine to one where it was student driven and student managed.
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It was found that the Ipads are very different from laptops in that students can really relate to them and, when used, they do not become the focus of the learning. Instead they become one device which can be used with all learning tools that students have access to. The iPad became the "red pen" where much of the work got done in other ways and the iPad was used when needed. Laptop computers control thinking and control the desk. When used, they become the focus of the learning. iPads are a technology which has really changed the way students work with computers in the classroom. The real challenge for staff is to embrace this and to understand that you can't expect to have iPads in the classroom and teach the same way that you did when you didn't have them. It changes the way students work and they way teachers teach.
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Like your comment about how the iPads don't become the focus of the learning. That's a thought that's been on my mind recently - the importance of the perception of "seamlessness" in tech usage. That's probably one of the most important reasons a technology gets adapted - no matter how cumbersome it seems at first (e.g. learning how to drive a car) - because the normal usage of the technology doesn't hinder the intended task at hand. (That's why once you learn to ride a bike, you don't think so much about the bicycle itself as you think about moving faster.) Think Donald Norman in "The Design of Everyday Things" has a term for this: affordability. So I guess, my thought on the usage of the iPad (and any new tech at hand): The learning of the new tech need not be intuitive. But the everyday usage has to seamlessly flow with the given task at hand - so that the tool and the user become "one" with the task. (Just like how a user fumbles with a pair of chopsticks at first, but once he masters it, his chopsticks "become" part of his fingers.) Then such seamless technologies get seamlessly adopted as "cognitive-multipliers".
YouTube - Using ePortfolios as a reflective teaching tool - Case study - 2 views
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This case study examines how ePortfolios, used in conjunction with blogs, can encourage students to become more critically reflective learners. The benefits and challenges of using ePortfolios are discussed, along with strategies for providing sufficient technical and pedagogical support, to enable teachers and students to confidently use the technology as a collaborative learning tool.
YouTube - 21st Century Lessons with Mobile Augmented Reality - 1 views
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New mobile AR tools allow teachers and learners to add life to their lessons, assessments, and all other classroom resources
Viewbix - Make YouTube Videos Interactive - 1 views
How I used m-learning to help a P4 boy improve his English - 6 views
Sure, Ashley! Glad you like this... please go ahead and share with your class! :)
started by yeuann on 22 Jul 11
2 follow-ups, last by yeuann on 24 Jul 11
Shamini Thilarajah liked it
Educational building blocks: how Minecraft is used in classrooms - 0 views
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With its open-ended nature and robust creation tools, Minecraft has been used to create some amazing things. And as one teacher learned, those very same elements that make the game so compelling also make it a great educational tool.
Animated Tattoo Makes Great Use of QR Code | GeekDad | Wired.com - 1 views
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With the continued penetration of smartphones into the mainstream market, QR codes are becoming more of an option for designers to prompt interaction. The two-dimensional barcode can easily be generated from text, including a website link, and printed on materials in magazines and conferences. An artist in Paris found an unusual use for the black-and-white squares: to animate a tattoo.
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Ok, I think this isn't ever going to make it into ANY school... but this is an amazing concept of how we can use QR codes to enhance real-world art in education... i.e. cyberspace meets meat-space (literally). An idea that I gained from this is that we could use this idea for, say, a printed picture book... if we scanned the QR code in the printed page using our iPhones, the moment the video loaded, we could just place our iPhones directly over the printed page, and it would give a compelling illusion that the printed page had suddenly come to life a la Harry Potter. :) BTW do watch the video from 2:05 onwards! :) (esp if you're squeamish about watching a tattoo process) Now, for an iPad-sized tattoo... any takers? ;) (Just kidding!)
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Another idea: Imagine we were doing a bio lesson and wanted our students to "see" a beating heart. We could get a mannequin and paste QR codes over the chest. Then the teacher can scan the QR code, load the corresponding Youtube video and place the mobile phone directly over the chest. The result would look to the students as though the phone was a magic window for them to peer through the chest to "see" the beating heart. So QR codes could be used for 3D object lessons too.
Here Come the iPads - Now What? iPad Deployment « Moving at the Speed of Crea... - 2 views
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App considerations - What store? - we have chosen to live within the spirit of agreements rather than line item agreements - on issue is: “The iTunes Service is available to you only in the United States, its territories, and possessions. You agree not to use or attempt to use the iTunes Service from outside these locations. Apple may use technologies to verify your compliance.” We have made peace with using the U.S. store and dealing with it, the Chinese store has far fewer apps and isn’t nearly as good a fit for our student population We created iTunes accounts with gift cards, purchased in the USA - no one used a credit card for apps Volume Purchasing Plan (VPP) is the answer to many of these questions - lets a site administrator have control over iPads and iOS devices in the school ecosystem - this is only available as of today in the United States (not in China) - is coming to other countries, the legal issues are being worked out
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Suggested management solution from 1 of the vendors present at this session: - create a separate iTunes account for each iPad you have - then have 1 account to hold the money: that account then “gifts” money to individual iTunes account (gift certificates) So now as things exist, we buy large ($100) cards for our main, master iTunes account - we also purchase smaller cards ($10) for innovator teachers to try different apps
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For team leads and Choo: Some solutions to the apps for iPads issue that was raised at lunch.
Free Technology for Teachers: 3 Ways to Privately Share Videos - 1 views
Visuapedia launches | - 2 views
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We are excited to begin collaborating with students and teachers in order to explore what youth can do when given control of powerful digital production tools. Visuapedia’s collaborative workspace enables groups, and even just individuals, to draw and animate. Groups can also build on one another’s work, mashing up images, animated sequences, and just about anything else built into our .cspe files
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