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Ruth Howard

http://www.australiacouncil.gov.au/writersguide/newwritinguniverse - 0 views

www.australiacouncil.gov.au/...newwritinguniverse

interactive media digital literacy writing writersguide www.australiacouncil.gov.au_writersguide_newwritinguniverse australiacouncil

shared by Ruth Howard on 29 Mar 09 - Cached
  • Ruth Howard on 29 Mar 09
     
    Australia Council maps out a stellar digital literacy for writers guide. Big bang! Web comics,flash fiction, graphic novels,,interactive stortytelling,videotext animated poem,electronic poetry,hyperpoem...mobisodes heaps more.
Jörgen Holmberg

Supalogo - create nice logo - 0 views

supalogo.com

text logo graphics

shared by Jörgen Holmberg on 12 Jul 09 - Cached
  • Jörgen Holmberg on 12 Jul 09
     
    This generator will create logo with a lot of options
Ruth Howard

Glogster and Tinypic partner up! Enjoy the benefits of both services! | Glogster.com - 1 views

www.glogster.com/...18-03-09-tinypic

Glogster Tinypic collaboration art design digital literacy posters photos

shared by Ruth Howard on 23 Apr 09 - Cached
  • With newly introduced Glogster and Tinypic partnership, you can now upload any photo from Tinypic to your Glog and access your own photos stored on Tinypic. Just go to your Glogster images menu and click Tinypic! It's that easy.
  • Additionally, you can edit your photos on Tinypic with Glogster's unique graphics tool! Each picture will include a "Posterize with Glogster" link, making it very simple for Tinypic users to access Glogster's edit solution.
Janette Eade

Shape Collage - Free Automatic Photo Collage Maker - 0 views

www.shapecollage.com

collage photos tools graphics freeware windows macict

shared by Janette Eade on 13 Aug 09 - Cached
  • Janette Eade on 27 Nov 09
     
    Shape Collage is a free photo collage maker software program. Automatically create picture collages in a variety of shapes with just a few mouse clicks. Available for Windows, Mac OS X, and Linux.
J Black

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

www.ascd.org/...trating_the_Media_Collage.aspx

literacy digitalliteracy medialiteracy

shared by J Black on 02 May 09 - Cached
  • New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and moving images in addition to text.
  • New media coalesce into a collage. Being literate also means being able to integrate emerging new media forms into a single narrative or "media collage," such as a Web page, blog, or digital story.
  • New media are largely participatory, social media. Digital literacy requires that students have command of the media collage within the context of a social Web, often referred to as Web 2.0. The social Web provides venues for individual and collaborative narrative construction and publication through blogs and such services as MySpace, Google Docs, and YouTube. As student participation goes public, the pressure to produce high-quality work increases.
  • ...7 more annotations...
  • Historically, new media first appear to the vast majority of us in read-only form because they are controlled by a relatively few technicians, developers, and distributors who can understand or afford them. The rest of us only evolve into writers once the new media tools become easy to use, affordable, and widely available, whether these tools are cheap pencils and paper or inexpensive digital tools and shareware.
  • Thus, a new dimension of literacy is now in play—namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively.
  • n the mid 1960s, Marshall McLuhan explained that conventional literacy caused us to trade an ear for an eye, and in so doing, trade the social context of the oral tradition for the private point of view of reading and writing. To him, television was the first step in our "retribalization," providing a common social experience that could serve as the basis for dialogue in the global village.2  However, television told someone else's story, not ours. It was not until Web 2.0 that we had the tools to come full circle and produce and consume social narrative in equal measure. Much of the emerging nature of literacy is a result of inexpensive, widely available, flexible Web 2.0 tools that enable anyone, regardless of technical skill, to play some part in reinventing literacy.
  • What is new is that the tools of literacy, as well as their effects, are now a topic of literacy itself.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • The fluent will lead, the literate will follow, and the rest will get left behind.
  • They need to be the guide on the side rather than the technician magician.
Caroline Roche

Clipart ETC Site Map - 0 views

etc.usf.edu/...sitemap.htm

clipart design resources graphics education

shared by Caroline Roche on 07 Apr 09 - Cached
  • Caroline Roche on 07 Apr 09
     
    Free clipart on lots of educational topics
Frances DiDavide

Web Resizer - Crop & Resize Images Free Online - Optimize images for websites and email - 2 views

webresizer.com

resize photos photography graphics Tools

shared by Frances DiDavide on 13 Sep 09 - Cached
  • Kathleen Cercone on 13 Sep 09
     
    Free online tool to optimize images for websites and email. Crop, resize, add a border and sharpen your photos easily.
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
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  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
Judy Robison

Visuwords™ online graphical dictionary and thesaurus - 41 views

www.visuwords.com/search.php

education web2.0

shared by Judy Robison on 04 Jan 10 - Cached
  • Judy Robison on 04 Jan 10
     
    visual thesaurus - "cloud" format - really a time sponge - watch out!
Chris McEnroe

Technology Integration - Technology Integration for Teachers - 38 views

www.techforteachers.net/technology-integration.html

shared by Chris McEnroe on 06 Dec 09 - Cached
  • Mario Pires on 06 Dec 09
     
    "This set of guidelines helps outline best practices in integration, where technology is used as a tool to enhance the teaching and learning experience. When designing classroom activities that utilize computers, it's important to focus on the pedagogy, not the computer skill. As the following outline indicates, pre-teaching and utilizing planning materials like graphic organizers help improve the process. This information will help teachers that are just beginning the process of using technology to help the students learn in new ways."
adina sullivan

BigHugeLabs and Education - 32 views

bighugelabs.com/education.php

graphics photos images student

shared by adina sullivan on 22 Dec 09 - Cached
  • adina sullivan on 22 Dec 09
     
    Create student accounts for Big Huge Labs
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