Interesting that the more students are allowed to access content via dynamic and graphical approaches that their scores increase. Why are we staying with symbolic/procedural approaches?

David writes a series of quick easy to read articles that offer nice suggestions and recommendations for use of different technologies and applications. One nice thing about this from my perspective is that the articles lead into one another as a teacher is ready to progress in use.

How to use clickers more effectively and for higher level uses.

I love using digital images (or any images for that matter) to get students looking at content differently. This site takes a very simple concept (giving students a visual prompt and asking them to write) and provides great examples of pictures that people can use for this process. For me it is a natural next step to then have students creating pictures that represent a prompt or create pictures to use as prompts, and given the ease in which students can take and share images, it is simple to do in a classroom setting.

Some interesting activities to do with the Smart board in a mathematics classroom. I tried a couple of the activities and I did like that students were asked to estimate and predict. If teachers had clickers in their classrooms, this would be a great way of getting students to predict, record and then predict again and use the clickers for more than opening bell activities.

Great way to get students to write a dialogue. The nice thing about this tool is that students can listen and then make changes based on their reaction to their own language (at least I did when I made my little test video- no I'm not sharing it)

I just spent the day working with teachers at WCHS and we talked about adding the NASA podcast to a wiki for students to respond to during each quarter and I would add this kind of site as a useful resource that would let a student make connections between different topics/concepts they have been studying and "real life" science. I don't think you would ever know exactly what you would get here, which is why I like it. Let the students really work and explore on their own to make connections. As a teacher, let the students create a rubric with you, model an example for them and one with them, and then put the idea out there as a long term project that you touch base on on occasion. Thoughts/responses?

I can type in a description of the site

New York Times is getting it right. What a great, simple multimedia presentation. 

Nice article discussing the use of flip videos as a learning/meaning creating tool.

A simple how to for using the flip video.

I like the focus on instructional routines that promote problem solving/creative thinking as the focus not the technology. It's a belief that I continue to espouse, but as usual David says it more eloquently (and succinctly) than I do.

Games that teachers can use with students via their IWBs or as part of their netbook routines.

I still believe that Diigo has the potential to be a worthwhile tool for high school students doing collaborative work in content area classrooms. Here is another teacher who is using it with her students and providing a basic framework for introducing it to her students.

Great resource for teachers who want to help students make connections between concepts and applications. A very powerful tool!