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Bonnie Breeden

Printable Paper - 153 views

www.printablepaper.net

shared by Bonnie Breeden on 28 Dec 11 - Cached
  • Martin Burrett on 28 Dec 11
     
    Find over 800 different types of paper to print, including square and graph paper for maths, music manuscript paper and lots more. Not the most exciting site, but very useful. http://ictmagic.wikispaces.com/Cross+Curricular
  • Bonnie Breeden on 10 Apr 13
     
    With PrintablePaper, you never have to worry about running out of "special" paper. As long as you have a printer, you can print graph paper, lined paper, and even Cornell paper. Download 400+ different papers, all for free. A must for all students.
Clint Heitz

The Reading Brain in the Digital Age: The Science of Paper versus Screens - Scientific ... - 25 views

www.scientificamerican.com/...reading-paper-screens

reading digital resources

shared by Clint Heitz on 20 Mar 18 - No Cached
  • The matter is by no means settled. Before 1992 most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper. Studies published since the early 1990s, however, have produced more inconsistent results: a slight majority has confirmed earlier conclusions, but almost as many have found few significant differences in reading speed or comprehension between paper and screens. And recent surveys suggest that although most people still prefer paper—especially when reading intensively—attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common.
  • Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media. Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.
  • Both anecdotally and in published studies, people report that when trying to locate a particular piece of written information they often remember where in the text it appeared. We might recall that we passed the red farmhouse near the start of the trail before we started climbing uphill through the forest; in a similar way, we remember that we read about Mr. Darcy rebuffing Elizabeth Bennett on the bottom of the left-hand page in one of the earlier chapters.
  • ...5 more annotations...
  • At least a few studies suggest that by limiting the way people navigate texts, screens impair comprehension.
  • Because of their easy navigability, paper books and documents may be better suited to absorption in a text. "The ease with which you can find out the beginning, end and everything inbetween and the constant connection to your path, your progress in the text, might be some way of making it less taxing cognitively, so you have more free capacity for comprehension," Mangen says.
  • An e-reader always weighs the same, regardless of whether you are reading Proust's magnum opus or one of Hemingway's short stories. Some researchers have found that these discrepancies create enough "haptic dissonance" to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books.
  • In one of his experiments 72 volunteers completed the Higher Education Entrance Examination READ test—a 30-minute, Swedish-language reading-comprehension exam consisting of multiple-choice questions about five texts averaging 1,000 words each. People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
  • Perhaps, then, any discrepancies in reading comprehension between paper and screens will shrink as people's attitudes continue to change. The star of "A Magazine Is an iPad That Does Not Work" is three-and-a-half years old today and no longer interacts with paper magazines as though they were touchscreens, her father says. Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations. In current research for Microsoft, Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," she says. Participants in her studies say that when they really like an electronic book, they go out and get the paper version. This reminds Sellen of people's early opinions of digital music, which she has also studied. Despite initial resistance, people love curating, organizing and sharing digital music today. Attitudes toward e-books may transition in a similar way, especially if e-readers and tablets allow more sharing and social interaction than they currently do.
Kris Cody

The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific A... - 103 views

www.scientificamerican.com/article.cfm

education reading research ebooks epub books

shared by Kris Cody on 10 May 13 - No Cached
  • prevented them from zooming out to see a neighborhood, state or country
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 10 May 13
       
      This explains, in real terms, why I've had so much struggle with online reading! Very interesting article.
  • Because of these preferences—and because getting away from multipurpose screens improves concentration—people consistently say that when they really want to dive into a text, they read it on paper
    • Kris Cody
      Kris Cody on 11 May 13
       
      This is backed up by a recent article: Faris, Michael J., and Stuart A. Selber. "E-Book Issues In Composition: A Partial Assessment And Perspective For Teachers." Composition Forum 24.(2011): ERIC. Web. 31 Mar. 2013.
  • Surveys and consumer reports also suggest that the sensory experiences typically associated with reading—especially tactile experiences—matter to people more than one might assume.
  • ...14 more annotations...
  • When reading a paper book, one can feel the paper and ink and smooth or fold a page with one's fingers; the pages make a distinctive sound when turned; and underlining or highlighting a sentence with ink permanently alters the paper's chemistry.
  • discernible size, shape and weight.
  • Although many old and recent studies conclude that people understand what they read on paper more thoroughly than what they read on screens, the differences are often small. Some experiments, however, suggest that researchers should look not just at immediate reading comprehension, but also at long-term memory.
  • When taking the quiz, volunteers who had read study material on a monitor relied much more on remembering than on knowing, whereas students who read on paper depended equally on remembering and knowing.
  • E-ink is easy on the eyes because it reflects ambient light just like a paper book, but computer screens, smartphones and tablets like the iPad shine light directly into people's faces.
  • the American Optometric Association officially recognizes computer vision syndrome.
  • People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
  • Although people in both groups performed equally well on the READ test, those who had to scroll through the continuous text did not do as well on the attention and working-memory tests.
  • Subconsciously, many people may think of reading on a computer or tablet as a less serious affair than reading on paper. Based on a detailed 2005 survey of 113 people in northern California, Ziming Liu of San Jose State University concluded that people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once.
  • When reading on screens, people seem less inclined to engage in what psychologists call metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood along the way
  • Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations.
  • They think of using an e-book, not owning an e-book,"
  • Participants in her studies say that when they really like an electronic book, they go out and get the paper version.
  • When it comes to intensively reading long pieces of plain text, paper and ink may still have the advantage. But text is not the only way to read.
  • Monica Williams-Mitchell on 10 May 13
     
    it is difficult to see any one passage in the context of the entire text.
  • Kris Cody on 11 May 13
     
    it is difficult to see any one passage in the context of the entire text.
D. S. Koelling

Plagiarizing Yourself - Advice - The Chronicle of Higher Education - 31 views

chronicle.com/...124781

shared by D. S. Koelling on 05 Oct 10 - No Cached
msovoice liked it
  • Her presentation contained a slide that said academic dishonesty included plagiarizing yourself—i.e., taking a paper you had written for one course and turning it in for credit in another course. That, she explained, constituted a dishonest representation of your work for a course. "Unless," one of my colleagues chimed in at that point, "you're an academic, and you're presenting the same idea at a bunch of different conferences. Then it's clearly not dishonest."
  • counterargument
  • So does the injunction against plagiarizing from yourself fall into the category of one of those hypocritical rules that we like to impose on our children: Drinking soda every day would be bad for your health, honey, but it's fine for me? If a categorical difference exists here between what we do and what we forbid our students to do, I confess, I have a hard time seeing it.
  • ...4 more annotations...
  • "Are we allowed to use ideas from our writing exercise to help us write this paper?" she asked. "Of course," I said. "That was the whole point of the writing exercise—to get you a head start in thinking about how you want to approach your paper." "OK," she said. And then after a brief pause: "Because at orientation they told us we weren't allowed to use our own work twice." "Ah," I said. "That doesn't really apply in this case. And anyway, I don't really mind, in this course, if you take a paper that you've written for another course and revise it for an assignment in here. You just have to make sure that what you turn in fulfills my specific assignment. Other professors might feel differently, though. So I would always ask before you tried to do that."
  • So why deprive our students of the opportunity to learn those same lessons, by recycling a particular paper from one course to the next?
  • I can foresee one more objection: What's to prevent a student from recycling the same paper from course to course to course? Students who did so would lose the valuable opportunity to practice their writing—and writing, like any other intellectual or physical skill, requires lots of practice. But—practically speaking—the opportunity to reuse a paper might arise only once or twice in a student's career, thanks to the diversity of our course assignments and disciplines.
  • First, do you see a problem with allowing students to revise a paper or presentation created for one course and turn it in for another one, assuming they can make it fit the assignment for the new course? Does this count as plagiarism? Second, are there any courses or programs that build such a process into the curriculum—requiring or encouraging students to take work from one course and adapt it for another? I encourage readers to offer their ideas. Of course if you have published or presented elsewhere on this subject, you should still go ahead and share your recycled idea. I will leave it up to you to decide whether to feel guilty about that.
Aly Kenee

Days Like This… | alytapp - 132 views

alytapp.com/...days-like-this

jing assessment screencast edtech

shared by Aly Kenee on 04 Oct 11 - No Cached
  • Instead of scribbling marks in the margins of printed papers, I opened each student’s paper in Google Docs, highlighted text and inserted comments to clarify my thoughts, and then turned on the screen recorder (Jing) to record my voice as I scrolled through the paper and pointed to items with my mouse. Right after recording, I uploaded the finished recording to Jing’s companion hosting site, and then I simply copied and pasted the link to the recording directly into the Google Doc.
    • brianhammel
      brianhammel on 04 Oct 11
       
      Adding value in context rather than providing repetitive written comments in the summation.
  • After about four minutes, they began the next task, copying and pasting my reflection questions into the bottom of their docs, and then responding to those prompts as they reflected on their work and my feedback.
  • As I watched them, I couldn’t help but remember the way that I used to provide feedback. Students would receive their graded papers, flip past the comments I had scribbled in the margin, glance at the final grade, and then forget all about it.
  • ...7 more annotations...
  • I always knew there was more I wanted to convey to them about their writing, about how they had or had not created meaning for the reader.
  • It took me about 10 minutes per paper, times 68 papers, so the last week and a half have been intense. If you’re doing the math, that’s over 11 hours of paper grading. If I am going to put in that kind of time for grading, I must see my students growing as writers. Period.
    • brianhammel
      brianhammel on 04 Oct 11
       
      Technology tool is NOT a time saver. The main goal for using the tool is not increased productivity by the teacher, but instead increased understanding by the student.
    • Aly Kenee
      Aly Kenee on 05 Oct 11
       
      Yes! You state that so eloquently. We often think of tech as nothing more than a tool for expediency.
  •  I liked knowing that my essay got individual attention, individual feedback, and I feel like you cared about what I wrote.
  • A small number of students (actually, fewer than 5) said that they didn’t feel that the verbal comments were all that helpful.
  • hurtful to hear me say out loud what was wrong with their papers
  • Writing is personal, and feedback can feel like an attack.
    • brianhammel
      brianhammel on 04 Oct 11
       
      On the flipside, writing is personal, and receiving impersonal and confusing written feedback can also be hurtful. The student spends so much time writing the assignment, but only receives a small amount of scribbled comments in the margin.
  • tried out a new way of assessing student work — screencasting
Mark Glynn

(32) (PDF) Gamification in Education: A Systematic Mapping Study | Gennady Agre - Acade... - 11 views

www.academia.edu/...ion_A_Systematic_Mapping_Study

paper 2015 dicheva dichev angelova gamification

shared by Mark Glynn on 22 Oct 19 - No Cached
  • Mark Glynn on 22 Oct 19
     
    "While gamification is gaining ground in business, marketing, corporate management, health insurance,ecology and wellness initiatives, its application in education is still an emerging trend. This article presents a study of the published empirical research on the application of gamification to education.The study is limited to papers that discuss explicitly the effects of use of game elements in specificeducational contexts. It employs a systematic mapping design. Accordingly, a categorical structure forclassifying the research results is proposed based on the extracted topics discussed in the reviewed papers. The categories include gamification design principles, game mechanics, context of applyinggamification, consisting of type of application, educational level, and academic subject,implementation and evaluation. By mapping the published work to the classification criteria andanalyzing them, the study highlights the directions of the currently conducted empirical research onapplying gamification to education. It also indicates some major obstacles and needs, such as the needfor a proper technological support, the need for controlled studies demonstrating reliable positive ornegative results of using specific game elements in particular educational contexts, etc. Although mostof the reviewed papers report promising results, more substantial empirical research is needed todetermine whether both extrinsic and intrinsic motivation of the learners can be influenced bygamification"
Kate Pok

Writing in College - 1. Some crucial differences between high school and college writing - 55 views

writing-program.uchicago.edu/...high_school_v_college.htm

teaching writing essay

shared by Kate Pok on 08 Feb 11 - Cached
  • you will be asked to analyze the reading, to make a worthwhile claim about it that is not obvious (state a thesis means almost the same thing), to support your claim with good reasons, all in four or five pages that are organized to present an argument .
  • They expect to see a claim that would encourage them to say, "That's interesting. I'd like to know more."
  • They expect to see evidence, reasons for your claim, evidence that would encourage them to agree with your claim, or at least to think it plausible.
  • ...8 more annotations...
  • They expect to see that you've thought about limits and objections to your claim.
  • This kind of argument is less like disagreeable wrangling, more like an amiable and lively conversation with someone whom you respect and who respects you; someone who is interested in what you have to say, but will not agree with your claims just because you state them; someone who wants to hear your reasons for believing your claims and also wants to hear answers to their questions.
  • We also know that whatever it is we think, it is never the entire truth. Our conclusions are partial, incomplete, and always subject to challenge. So we write in a way that allows others to test our reasoning: we present our best thinking as a series of claims, reasons, and responses to imagined challenges, so that readers can see not only what we think, but whether they ought to agree.
  • And that's all an argument is--not wrangling, but a serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively.
  • So your first step in writing an assigned paper occurs well before you begin writing: You must know what your instructor expects.
  • Start by looking carefully at the words of the assignment.
  • When most of your instructors ask what the point of your paper is, they have in mind something different. By "point" or "claim" (the words are virtually synonymous with thesis), they will more often mean the most important sentence that you wrote in your essay, a sentence that appears on the page, in black in white; words that you can point to, underline, send on a postcard; a sentence that sums up the most important thing you want to say as a result of your reading, thinking, research, and writing. In that sense, you might state the point of your paper as "Well, I want to show/prove/claim/argue/demonstrate (any of those words will serve to introduce the point) that "Though Falstaff seems to play the role of Hal's father, he is, in fact, acting more like a younger brother who . . . ."" If you include in your paper what appears after I want to prove that, then that's the point of your paper, its main claim that the rest of your paper supports.
  • A good point or claim typically has several key characteristics: it says something significant about what you have read, something that helps you and your readers understand it better; it says something that is not obvious, something that your reader didn't already know; it is at least mildly contestable, something that no one would agree with just by reading it; it asserts something that you can plausibly support in five pages, not something that would require a book.
  • Kate Pok on 22 Nov 11
     
    great guide to college writing- print out and give out to students.
trisha_poole

Emerging Technologies Conference 2008 | Faculty of Education | University of Wollongong - 14 views

ro.uow.edu.au/etc08

conference technologies emerging ICT web2.0 web3.0 teaching&learning research journals PhD

shared by trisha_poole on 02 Mar 11 - No Cached
  • trisha_poole on 02 Mar 11
     
    Learning and teaching in higher education is experiencing rapid change, in part, as a result of the influences of emerging technologies. These proceedings are the refereed papers of the 2nd Annual Conference on Emerging Technologies conducted by the University of Wollongong's Centre for Educational Development and Interactive Resources (CEDIR) and the Faculty of Education's Research Centre for Interactive Learning Environments (RILE) between 18 - 20 June 2008. The conference provided a showcase for research into these technologies and an insight into the way they can be used to promote meaningful learning in the higher education sector. Papers have undergone a double blind peer refereeing process to Department of Education, Science and Training (DEST) standards. The papers have been assessed as providing information that increases the stock of knowledge and the use of this knowledge to devise new applications; they are original and have the potential to produce results; they represent substantial scholarly activity; and they have validity through a peer validation process. Further details of refereeing are included in the Conference Program available below.
kecurry

Every Lined Paper Under the Sun! | Paging Supermom - 117 views

www.supermommoments.com/...primary-lined-paper-roundup

CREATIVECOMMONS public domain stock paper tools review

shared by kecurry on 09 Apr 13 - No Cached
  • kecurry on 09 Apr 13
     
    Website to get free lined paper that students can use in the classroom or even at home.
Katt Blackwell-Starnes

Should We Really ABOLISH the Term Paper? A Response to the NY Times | HASTAC - 46 views

hastac.org/...h-term-paper-response-ny-times

critical thinking information literacy writing blogging

shared by Katt Blackwell-Starnes on 19 Feb 12 - No Cached
Kate Pok liked it
  • I no longer engage in a ritual that too often happens among assigners of research papers (you know who you are), that frantic last week reading and marking 50 term papers before grades are due.  Too often, in the old days, I would read and write comments on papers that wound up in a box outside my office door that few students ever came by to collect--a pointless and deadening pedagogy if there ever was one. 
  • Interestingly, the tipping point in these classes is when someone the student doesn't know, an anonymous stranger, responds to their work.  When it is substantive, the student is elated and surprised that their words were taken seriously.   When it is rude or trollish, the student is offended.  Both responses are good.  The Internet needs more people committed to its improvement, to serious discourse.
Katt Blackwell-Starnes

Blogs vs. Term Papers - NYTimes.com - 8 views

www.nytimes.com/...-the-term-paper-tradition.html

information literacy critical thinking NYTimes

shared by Katt Blackwell-Starnes on 03 Feb 12 - Cached
    • Sara Thompson
      Sara Thompson on 03 Feb 12
       
      It sounds like he's saying that term papers must, by their very nature, NOT be interesting. 
  • The National Survey of Student Engagement found that in 2011, 82 percent of first-year college students and more than half of seniors weren’t asked to do a single paper of 20 pages or more, while the bulk of writing assignments were for papers of one to five pages.
  • “It doesn’t mean there aren’t interesting blogs. But nobody would conflate interesting writing with premise, evidence, argument and conclusion.”
    • Katt Blackwell-Starnes
      Katt Blackwell-Starnes on 19 Feb 12
       
      Does he mean confuse or does he mean that there is no way for an argumentative assignment to be interesting? I'm also curious if Reeves is reading any academic and/or professional blogs. Perhaps I'm just angry at this sentence because I'm a blogger who works hard to make my argumentative posts interesting and valid to my readers..
anonymous

Paper Strip Pumpkin Craft - 60 views

www.allkidsnetwork.com/...paper-pumpkin.asp

harvest crafts autumn resources review paper pumpkin

shared by anonymous on 05 Oct 10 - Cached
  • anonymous on 05 Oct 10
     
    good "green" fall craft that makes use of toilet paper tubes and its pretty easy to do :) Feel free to modify and make your own.
Judy Robison

Illuminations: Dynamic Paper - 120 views

illuminations.nctm.org/ActivityDetail.aspx

math

shared by Judy Robison on 01 Feb 10 - Cached
  • Kathy Favazza on 01 Feb 10
     
    awesome dynamic paper from illuminations for use with geometry has spinners, graph paper, tessellations, nets, number lines. You can customize and print or download jpeg for insertion into another file.
  • Judy Robison on 14 Mar 13
     
    "Need a pentagonal pyramid that's six inches tall? Or a number line that goes from ‑18 to 32 by 5's? Or a set of pattern blocks where all shapes have one-inch sides? You can create all those things and more with the Dynamic Paper tool. Place the images you want, then export it as a PDF activity sheet for your students or as a JPEG image for use in other applications or on the web."
Beth Panitz

Paper Rater: Paper Grader - 131 views

www.paperrater.com/free_paper_grader

writing editing grammar

shared by Beth Panitz on 22 Jan 11 - Cached
  • Beth Panitz on 22 Jan 11
     
    Grades 6-12, College - Post-Doc
  • anonymous on 23 Jan 11
     
    I tried this. I am not impressed. First, it only grades for papers grade 11 and over - even though the drop-down gives you options down to grade 6. I then took three papers from a grade 11 class. One was superior, one was mediocre, and one was written by an intensive ESL student - filled with errors that made comprehension almost impossible. The result? All three got C's. In addition, there were several grammar errors for the superior paper which are not grammar errors - and NONE for the ESL student. I would recommend we seek out another program.
Cindy Edwards

Turnitin : Leading Plagiarism Checker, Online Grading and Peer Review - 60 views

turnitin.com

copyright student_testing

shared by Cindy Edwards on 06 Oct 12 - Cached
  • Roland Gesthuizen on 06 Oct 12
     
    "Ensures original work by checking submitted papers against 20+ billion web pages, 220+ million student papers and leading library databases and publications. Saves time and improves feedback through online grading where standard and customized marks appear directly on the student's paper. "
  • Marc Patton on 25 Jan 13
     
    Check papers against 24+ billion web pages, 250+ million student papers and 110,000+ publications. Save instructors' time while providing rich feedback on student written work. Improve student writing by engaging them in the peer review process.
Randolph Hollingsworth

MOOCs and Beyond - eLearning Papers 33 released | eLearning - 11 views

www.elearningeuropa.info/...d-elearning-papers-33-released

learning theory digital technologies Web2.0 MOOCs elearning

shared by Randolph Hollingsworth on 11 Jun 13 - No Cached
  • Randolph Hollingsworth on 11 Jun 13
     
    "Guest edited by Dr Yishay Mor, Senior Lecturer at the Open University's Institute of Educational Technology (UK), and Tapio Koskinen, Director of the eLearning Papers Editorial Board, MOOCs and Beyond seeks to both generate debate and present a variety of perspectives about this new popular learning model."
Roland Gesthuizen

7 Steps to Flipped Professional Development - Getting Smart by Laura Conley - 134 views

gettingsmart.com/...ipped-professional-development

flipclass fliptraining

shared by Roland Gesthuizen on 04 Jan 13 - No Cached
  • Planning had played a crucial role in the success of the last professional development so now it was time to plan for the success of the next one.
  • Roland Gesthuizen on 04 Jan 13
     
    "I wanted to present the information in an engaging way by modeling the use of technology instead of just handing everyone a sheet of paper with some links. I knew where those papers would end up! With this in mind I started working on a new professional development model that made sense to me and would hopefully make sense to others."
Mark Gleeson

Creativity - the challenge of defining, developing and assessing it - 74 views

mgleeson.edublogs.org/...ng-developing-and-assessing-it

creativity research assessment OECD

shared by Mark Gleeson on 11 Apr 13 - No Cached
  • Mark Gleeson on 11 Apr 13
     
    Shares OECD Working paper on Creativity. The paper makes for Interesting reading.
Bonnie Breeden

Paper Rater | Pricing - 38 views

paperrater.com/pricing

term papers review tools

shared by Bonnie Breeden on 10 Apr 13 - Cached
  • Bonnie Breeden on 10 Apr 13
     
    Free Gammar/Spelling/Proofing/Plagiarism checker!!
  • Matt Lindsey on 12 Apr 13
     
    It will also grade the paper based upon the age level of the student. It is a way for the student to see how well they have done on their paper before they hand it in!
H DeWaard

5 Reasons Why Origami Improves Students' Skills | Edutopia - 59 views

www.edutopia.org/...tudents-skills-ainissa-ramirez

origami STEAM edutopia skills STEM math makerspace

shared by H DeWaard on 22 Aug 15 - No Cached
  • origami
  • This art form engages students and sneakily enhances their skills -- including improved spatial perception and logical and sequential thinking.
  • Here are some ways that origami can be used in your classroom to improve a range of skills:
  • ...14 more annotations...
  • Geometry
  • According to the National Center for Education Statistics in 2003, geometry was one area of weakness among American students.
  • Origami has been found to strengthen an understanding of geometric concepts, formulas, and labels, making them come alive.
  • Thinking Skills
  • Origami excites other modalities of learning. It has been shown to improve spatial visualization skills using hands-on learning.
  • Fractions
  • Folding paper can demonstrate the fractions in a tactile way.
  • Problem Solving
  • Often in assignments, there is one set answer and one way to get there. Origami provides children an opportunity to solve something that isn't prescribed and gives them a chance to make friends with failure (i.e. trial and error).
  • Origami is a fun way to explain physics concepts. A thin piece of paper is not very strong, but if you fold it like an accordion it will be.
  • Researchers have found that students who use origami in math perform better.
  • STEAM
  • While schools are still catching up to the idea of origami as a STEAM engine (the merging of these disciplines), origami is already being used to solve tough problems in technology.
  • Additionally, the National Science Foundation, one of the government's largest funding agencies, has supported a few programs that link engineers with artists to use origami in designs. The ideas range from medical forceps to foldable plastic solar panels.
  • H DeWaard on 26 Aug 15
     
    Origami, the ancient art of paper folding, has applications in the modern-day classroom for teaching geometry, thinking skills, fractions, problem solving, and fun science.
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