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BTerres

Fractions tools | Math models to help students learn fractions concepts - 1 views

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    These tools are designed for teacher-facilitated, whole-class instruction in fractions, "Number Talks" and for parents supporting their students at home. Each visual math tool includes a short instructional video, Common Core State Standards alignment, key vocabulary, and IEP goals. Select a topic below to get started.
Steve Ransom

instaGrok | A new way to learn - 0 views

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    New search tool that uses some of th eold features of the Google wheel search plus more. it finds videos, concepts, synonms and even quizzes. you can join for free and it will remember your searches
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    A complete research tool for students doing BASIC research on a topic. The built-in note taker is a nice addition, keeping track of sites, images, videos, ... that you use as documentation of references. LIMITATION: draws on a very narrow diversity of Internet resources
Nik Peachey

Digital-Classrooms-TedEd | PeacheyPublications.com - 0 views

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    TED Ed is a great tool for creating online lessons around videos. It enables you to structure a sequence of interactive activities around the video clip that guides the viewer towards a deeper understanding of the content. It's an ideal tool for building blended learning.
Martin Burrett

Adobe Spark - 0 views

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    "An amazing suite of design tools to create beauty images, videos and webpages using stock photos and your own text. Use the integrated website tool, or download the individual iPad to design on the go."
Martin Burrett

VoiceThread - 0 views

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    This site provides an easy way to add audio/voice commentary to images and videos. You can annotate in sync with what you are saying. Users can collaborate on a project and you can share with a link or embed into your site. It's a wonderful resource to make self-study videos for your students. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Martin Burrett

blubbr - 0 views

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    Create video based quizzes with this useful site and share them online with your class. Search for YouTube videos within the site and crop the section you what to use. Then enter your questions and multiple correct & wrong choices to build the quiz. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Tero Toivanen

Technology and Education - Box of Tricks - 0 views

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    Videopodcasting tool: Stupeflix.com is a new web based application, currently in Beta testing and free, which allows you to combine images and audio in order to create impressive videos for use in the classroom or as video podcasts.
Martin Burrett

Hyperlapse - 0 views

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    A superb time lapse video creator app from Instagram. It uses your device's positioning system to produce a stunningly smooth image and you can change the speed of your videos in post-production. It's a 'must try' tool for both educators and students.
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
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  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
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    About pedagogic 2.0
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    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
BTerres

10 Internet Technologies Educators Should Be Informed About - 2011 Update | Emerging Ed... - 0 views

  • 1. Video and Podcasting Resources
  • 2. Digital Presentation Tools 
  • 3. Collaboration & Brainstorming Tools 
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  • 4. Blogs & Blogging
  • 5. Social Networking Tools 
  • 6. Lecture Capture 
  • 8. Educational Gaming 
  • 7. Student Response Systems & Poll/Survey Tools 
  • 9. Open Educational Resources
  • 10. The iPad and other tablet devices 
David McGavock

TheBrain :: Application Videos and Templates - 21 views

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    This section features video recordings of webinars showing how to apply PersonalBrain. You may also download the BrainZips and browse the example Brains online. For instructional videos, see the tutorials section. Business and Technology Applications * Project Management * Sales and Business Development * Presentations and Meetings * Company Operations & Client Management * Market Research and Product Design * Engineering and IT Management * Job Seekers and HR Professionals Personal Organization, Creative and Education Applications * Getting Things Done * Autobiographical Brain * Inspirational Ideas * Writing and Creative Projects * Self Learning and Education
Sarah Camus

25 BEST Sites for Free Educational Videos - 0 views

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    Library of free, full-length documentary films
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    25 Best Sites for Free Educational Videos Directory of the Web's best educational video resources. Includes 5min, Academic Earth, BrainPOP, Brightstorm, iTunes U, YouTube EDU, and many more sites.
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    This is a great compilation for sites that have free educational videos, I didn't even know some of these sites existed.
David McGavock

Salman Khan: Let's use video to reinvent education | Video on TED.com - 39 views

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    "Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do "homework" in the classroom with the teacher available to help."
Martin Burrett

A Social Media Journey - 0 views

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    Back in 2011 I was working in the Middle East when a colleague introduced me to Twitter as a tool for professional development and connecting with fellow educators. Prior to this I was aware of Facebook and Twitter, however I considered both as being about nothing more than apps for sharing cute cat videos and status updates. I had a Twitter account for years, however hadn't thought about how it might be a powerful tool to help me become a better educator and provide me with a wealth of new ideas and resources which I previously had not had access to. I had barely used the account beyond the initial setup...
Martin Burrett

Webcam Toy - 0 views

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    Children (and most adults) love looking at themselves on a webcam and this flash based site lets you add over 70 filters and effects. Use the snapshot button to grab an image. There are lots of ways to use this tool in class. Use the mirror functions in maths for symmetry and compile a music video by adding a screencast tool. http://ictmagic.wikispaces.com/Photos+%26+Images
Tom Daccord

U6: E-portfolios - Supporting Distance Learners in the 21st Century - 0 views

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    Using e-portfolios for assessment The use of computers in distance education creates many opportunities for learners to record their progress through a course. In many institutions, tutors are using e-portfolios as a method of formative or continuous assessment. E-portfolios can be produced and published on the Web using some of the simple tools that were discussed in Unit 4, such as wikis, blogs and Google Docs. In addition, some learners might choose to add multimedia elements such as video or audio recordings, if they have the basic equipment - and the inclination - to do so. As the following illustration by Helen Barret (2007) shows, it is possible to create quite an elaborate, multimedia portfolio system using only freely available tools on the Web.
shahbazahmeed

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Martin Burrett

Mural.ly - 0 views

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    This is an amazing site which allows multiple users to collaborate in real time on a multimedia canvas. You can add documents, embedded websites, audio, video, images and more by uploading them or grabbing them from the web. Then just click and drag your content into place. You can invite others to collaborate on your creation and then share or embed on your site. Creativity never looked so simple. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Martin Burrett

Simple Booklet - 0 views

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    An impressive online booklet maker which is really easy to use, yet has so many options & can be embedded in to websites. Get your children publishing online in no time. Upload images, text, links, and even videos. This is one of my favourite sites. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Steve Ransom

ASCD Express 9.03 - How to Take Two-Column Notes - 28 views

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    Great example of how a tool like a smartphone with video can be used to create really clear instructional segments to support of flip instruction. It doesn't have to be fancy... only clear and developmentally appropriate.
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