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Carol Roth

10 Fantastic Creative Multi-Media & Video Applications - 208 views

www.designmarketingadvertising.com/...multi-media-video-applications

web2.0 multimedia

shared by Carol Roth on 17 Mar 11 - No Cached
  • Carol Roth on 17 Mar 11
     
    FREE On-line video production.
dec_burke

Sensory Map of Hong Kong - 111 views

www.singapore.edu.hk/...index.html

technology education language web design

shared by dec_burke on 24 May 11 - No Cached
  • dec_burke on 24 May 11
     
    This a great idea for a project that successfully infuses technology into a language class. Students (aged 13-14) were required to go to an area in Hong Kong and use their 5 senses to describe what they experienced. Their English teachers helped them by taking them on walks around the neighbourhood of our school and getting them to think about what they could see, smell, taste, hear and touch. The students then worked in groups, picked an area they wanted to explore and set off to use their newly heighten senses. They used their phones to digitally record what they came across. Later this work was taken into ICT class where this interactive media rich website was created with the help of their ICT teacher. We hope you enjoy it! Check out the teachers' picks at the bottom.
  • Carol Ansel on 25 May 11
     
    I particularly liked the "sound" elements that had actual sound! (usually film footage) - that's an example of truly making the experience multimedia and doing something that we couldn't do with earlier technology.
Kelly Boushell

Thinkquest - 47 views

www.thinkquest.org/en

multimedia presentations elementary resources

shared by Kelly Boushell on 06 Jun 11 - Cached
  • Cindy Agnew on 06 Jun 11
     
    Oracle's website for Thinkquest, a competition based on Science competition for K-12
  • Kelly Boushell on 31 Jul 11
     
    Projects provide a flexible framework for engaging students in exploring curricular topics and developing important 21st century skills, such as communication, teamwork, and technology skills. In addition, students are motivated by the fun and creative format and the opportunity to make new friends around the world. For teachers, a school portal enables quick and easy management of student accounts and review of project work.
N Carroll

What Makes a Great Blog Post:Glogster EDU - 21st century multimedia tool for educators,... - 1 views

plnaugle.edu.glogster.com/what-makes-a-great-blog-post

blog blogging glog glogs glogster blogs plnaugle

shared by N Carroll on 19 Jun 11 - No Cached
  • N Carroll on 19 Jun 11
     
    Great Glog sharing what "Makes a Great BLOG".
Kelly Boushell

America Rocks (School House Rocks) Videos and Lyrics - 2 views

www.vrml.k12.la.us/...ss_shr.htm

YouTube audio multimedia

shared by Kelly Boushell on 01 Aug 11 - No Cached
  • Kelly Boushell on 01 Aug 11
     
    A collection of Schoolhouse Rock Videos. Note: Some Schoolhouse Rock Videos are linked to different locations in the event that a site is locked. It offers other locations to view the clip. Some sites require a free sign in, others don't.
Mark Gleeson

Green screen storytelling - 227 views

www.jasonohler.com/...NomeDST.cfm

digitalstorytelling greenscreen multimedia

shared by Mark Gleeson on 25 Jul 11 - Cached
    • Mr Gamble
      Mr Gamble on 25 Jul 11
       
      First Four Steps are about how to create a (good) story. Vital.
    • Mr Gamble
      Mr Gamble on 25 Jul 11
       
      There are some good slides at the bottom too.
  • Storystorm
  • Mr Gamble on 25 Jul 11
     
    Great! Step-by-step guide to storytelling
Karen Balnis

Another Look at the Weaknesses of Online Learning - Innovations - The Chronicle of High... - 86 views

chronicle.com/...29888

shared by Karen Balnis on 28 Jul 11 - No Cached
  • have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:1. While in the onsite classroom you have the opportunity to think on your feet and challenge and be experiential on your feet to reactions to the students who speak, in the online classroom, you are able to meet *every* class member and challenge their minds and ideas. The students who would normally be lost in a classroom of 35-40 are met and developed each day or week at their level and pushed to consider ideas they might not have considered. 2. I am able to reach the entire class through multimedia exhibits in each of the weekly units - journal articles, non-copyrighted film clips (and many from our university's purchased collection under an agreement for both onsite classroom and online classroom use), photography, art, patents, etc, that the students would not see - or would otherwise ignore - in an onsite classroom. We incorporate this information into our discussions and make it part of the larger whole of history.3. Each student and I - on the phone during office hours or in e-mail - discuss the creation of their term papers - and discuss midterm and final "anxiety" issues - and as they are used to the online format, and regular communication with me through the discussion boards, they respond much more readily than onsite students, whom I have found I have to pressure to talk to me. 4. I am able to accommodate students from around the country - and around the world. I have had enrolled in my class students from Japan, Indonesia, India, England - and many other countries. As a result, I have set up a *very* specific Skype address *only* for use of my students. They are required to set up the time and day with me ahead of time and I need to approve that request, but for them (and for some of my students scattered all over the state and US), the face time is invaluable in helping them feel "connected" - and I am more than happy to offer it. 5. As the software upgrades, the possibilities of what I can offer become more and more amazing, and the ease of use for both me - and for the students -  becomes astronomically better. Many have never known the software, so they don't notice it - but those who have taken online courses before cheer it on. Software does not achieve backwards. As very few of these issues are met by the onsite classroom, I am leaning more and more toward the online classroom as the better mode of instruction. Yes, there are times I *really* miss the onsite opportunities, but then I think of the above distinctions and realize that yes, I am where I should be, and virtually *ALL* the students are getting far more for their money than they would get in an onsite classroom. This is the wave of the future, and it holds such amazing promise. Already I think we are seeing clear and fruitful results, and if academics receive effective - and continuing - instruction and support from the very beginning, I cannot imagine why one would ever go back. The only reason I can think of *not* doing this is if the instructor has his or her *own* fear of computers. Beyond that - please, please jump on the bandwagon, swallow your fears, and learn how to do this with vigor. I don't think you will ever be sorry.PhD2BinUS
  • have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
  • While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
  • S B on 29 Jul 11
     
    I am a graduate student at Sam Houston State University and before I started grad school I never had taken an online course before. My opinion then was that online courses were a joke and you couldn't learn from taking a course online. Now my opinion has done a complete 180. The teachers post numerous youtube videos and other helpful tools for each assignment so that anyone can successfully complete the assignment no matter what their technology skill level is. I do not see much difference between online and face-to-face now because of the way the instructors teach the courses.
Kelly Boushell

Smilebox - 59 views

www.smilebox.com/

multimedia presentation photos books

shared by Kelly Boushell on 04 Aug 11 - Cached
  • Kelly Boushell on 04 Aug 11
     
    What is Smilebox? At Smilebox we believe that how you share your photos should be as memorable as the photos themselves. So we've designed a new way to bring your photos and videos to life. Our simple application lets you quickly and easily create slideshows, invitations, greetings, collages, scrapbooks and photo albums right on your computer. With more than 1000 customizable templates to choose from, you'll find inspiration around every corner. Whether you want to drop a photo into an everyday greeting, put together a slideshow for your sports team, or create a special holiday keepsake book, the result is professional and one-of-a-kind.
anonymous

Technology in Schools Faces Questions on Value - NYTimes.com - 70 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by anonymous on 04 Sep 11 - No Cached
  • When it comes to showing results, he said, “We better put up or shut up.”
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
  • how the district was innovating.
  • ...24 more annotations...
  • district was innovating
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
  • If we know something works
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • anonymous
      anonymous on 07 Dec 11
       
      yep - so where does leadership come in?
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • that computers can distract and not instruct.
  • “They’re inundated with 24/7 media, so they expect it,”
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
  • engagement is a “fluffy
  • term” that can slide past critical analysis.
  • creating an impetus to rethink education entirely
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Like teaching powerpoint is "rethinking education". Right.
  • guide on the side.
  • Professor Cuban at Stanford
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
  • This is big business.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
  • anonymous on 07 Dec 11
     
    Shallow (still important) analysis of the major issues regarding technology integration in schools.
Gerald Carey

The Habitable Planet: A Systems Approach to Environmental Science - 74 views

learner.org/...index.html

shared by Gerald Carey on 11 Sep 11 - No Cached
  • The Habitable Planet is a multimedia course for high school teachers and adult learners interested in studying environmental science. The Web site provides access to course content and activities developed by leading scientists and researchers in the field.
Susan Stevens

Spencer's Scratch Pad: 10 Ways to Help Students Ask Better Questions - 126 views

www.johntspencer.com/...-help-students-ask-better.html

questioning

shared by Susan Stevens on 12 Apr 11 - No Cached
  •  Instead of spending time on ice breakers or excessive time on procedures, we spend time on learning to ask better questions.   
  • Scaffolding: Some students have a really hard time with questioning strategies.  So, initially I give sentence stems.  At first this was really hard for me.  I thought that students would naturally ask questions and grow through accessing prior knowledge.  I quickly realized that language acquisition had often been a barrier in asking better questions.  So, sentence stems and sample questions became a way that ELL students could modify questions and access the language. 
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