shared by Glenn Hervieux on 21 Mar 15 - No Cached
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shared by meldar on 24 May 12 - No Cached
shared by Mark Gleeson on 18 Feb 12 - No Cached
Kate Pok liked it
Teaching with Technology in the Middle: Finding new hope for research papers (and a new... - 7 views
shared by Steve Fulton on 06 Feb 12 - No Cached
shared by Sandy Munnell on 03 Nov 11 - No Cached
Most students today would be classified as bodily-kinesthetic learners.
An app called Field Notes LT not only allows students to take copious notes of their observations, it attaches the date, time, GPS location and photographs of what is observed. These notes can be instantly shared, collaborated, and published in the field.
Perhaps a better question is what would I do with them that I could not do with other tools that are available and cheaper?
EReading Pilot Project - The iPad and Reading and Writing Practices | Center for Instru... - 83 views
shared by Randolph Hollingsworth on 30 Sep 11 - No Cached
writing happens across long lengths of time, in little pockets of thinking, and that the little notes and ideas one may jot down at random times throughout a day are just as significant as those moments of longer, sustained writing. In a way, then, the iPad encouraged me as a writer to capture my thoughts in a succinct way and let them percolate for a while until I had time to expand, abandon, or adapt them later at my computer.
shared by tab_ras on 26 Jul 11 - No Cached
These days, pen-and-paper and word-processing skills are not enough to fully prepare students for writing beyond K-12. Students also need direct instruction in digital writing—or writing created or read on a computer or other Internet-connected device. Digital writing requires both traditional writing skills—knowledge of the process, conventions, organizational structure, etc.—and more advanced techniques, such as the ability to meld visual, audio, and text into a single piece.