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This Web site contains articles and videos to demonstrate the usage of the iPad in K-2nd grade, as well as in Science and Art classes. Additionally, there are an array of apps listed that students could use to assist them in learning the necessary content. Some of the apps listed are free, while others are very expensive (less than $5.00). The apps make for a learner centered approach to learning, as the information can be as simple or as complex as needed to reach an array of learners. Because of this, the active engagement required focuses on cognitive activity.

This Web site includes 103 different ways that the iPad can be used in the classroom. Some of the apps listed are free, while others are very inexpensive in price. Additionally, some of the apps are for lower level learners (elementary), while some are from higher level learners (high school). The apps make for a learner centered approach to learning, as the information can be as simple or as complex as needed to reach an array of learners. Because of this, the active engagement required focuses on cognitive activity.

A script to give teachers the ability to auto-generate, pre-share, and manage grading and feedback on templated Docs for group and individual projects.

For my professional development multimedia workshop, my goal is to develop a training program about using Google Apps (Google Docs, in particular). The targeted audience is a group of K-12 classroom teachers. The workshop will help to familiarize teachers with how Google Docs is used as well as provide them with an opportunity to begin developing a Google Docs that they can use in the classroom. This website is supported by the University of Minnesota and provides a wide range of multimedia information, tutorials, and guides for using various Google applications.

This site boasts a 12 minute video to visually appeal to the learners to see and hear how Google apps can be implemented in the daily life of an educator. It demonstrates for the learner all of the various possibilities that Google has created to alleviate some of the time pressures teachers experience. It is for the teacher who is not aware of all that Google has to offer.

This site provides support for users to create or edit various apps available for the educator. It includes templates, how-to guides and suggestions for implementing an app.

Qwiki helps you turn any website creation into an interactive multimedia experience. You can embed and share content on any blog or website and include tweets for continual commenting. Narration is auto-generated alongside maps and graphics. It converts pictures, videos, location data, and text into interactive media. Take the Internet and redesign it to provide the content you need together for you to share where ever. There is a mobile device app developed for this tool making it compatible with all Internet accessible products. This is a simple presentation development tool for essential learning.

Dr. Barrett's (n.d.) webpage presents an introduction to the types of ePortfolios in a learner-centered approach. The website requires cognitive activity and capitalizes on the use of multimedia to present the essential content; and it does so following instructional design principles as recommended by Mayer (2009). Beginning with an anticipatory set to activate the learner's prior knowledge, the lesson page begins by asking learners to think about their own personal use of portfolios. Immediately following, the essential material elements are presented in a cartoon image, capitalizing on the benefits of dual coding (Id.), using both images and key words to help learners pay attention and select appropriate information. The image also relies on spatial contiguity (Id.) in its presentation format. This webpage itself would fit into Mayer's (Id.) use of multimedia as "information acquisition." However, coupled with a reflective activity, learners would be able to make more integrated sense of the types of portfolios available and which types would be most suited for their particular needs. References: Barrett, H. (n.d.). ePortfolios and Google Apps. [Webpage]. Retrieved from http://sites.google.com/site/eportfolioapps/overview/blog-entry-eportfolios-and-googleapps Mayer, R. (2009). Multimedia learning (2nd Ed.). New York, NY: Cambridge University Press.

Google Sites are, first and foremost, versatile. Sites can be created for a variety of purposes, and Google has templates to make creation easy. Once a site is created using a template, it can be completely edited and personalized to fit the needs of the user. One way that Google Sites can be used for authentic assessment is to create portfolios. Since templates allow the user to customize their site, the teacher can create a template for the portfolio that each student could adapt to their own taste. Portfolios created using Google Sites can promote generative processing by encouraging students to organize the information they learned and integrate the new content with prior knowledge as they create authentic products. Google Sites is better than other sites for portfolio creation because it is user friendly and can be used with Google Apps for Education.

My final website is a blog which reviews and discusses many of the applications that educators could benefit from in their classes. The author of the blog, Gregory Swanson, compiles a comprehensive list of important apps for various facets of the educational community. He also provides tricks and tips geared for the education community. There is also a link to another blog: http://teachwithyouripad.wikispaces.com/ which provides a video that helps teachers visualize how they could incorporate the device into their classrooms. These sites would fall into the cognitive activity realm of Mayer's (2009) theory. They are also on the low end of the cognitive activity scale. There is not as much activation of prior knowledge or structure that would enhance the learning, but they do offer information relevant to the education profession.