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This site was used as a guide to help educators learn about how ILife can be useful in the classroom. The way information is presented requires more cognitive activity than behavioral. The site seems to be more technology centered, because it focuses more on the technology itself. As Mayer (2009) suggests the this approach focuses more on the capabilities of the technology.

Quick View on pre-training competency include reading assignments that can be used during and after training. Structured warm- up activities such as, video/films and note-taking .To attract and maintain the attention of the participants handouts (such as questionaires or keyterm scramble sheets) are useful and can be circulated some time before the training. I like this article because it gave me some ideas for my pre-training activity for my multimedia presentation and I learned how important pre-training is as well as it was useful for generative learning. http://www.unescap.org/tid/publication/part_seven2184.pdf

This site allows you the ability to have participants take survey's online and recieve responses. You could create survey questions that assess the participants about how they would use the concepts learned in the professional development activity in their content areas.

trackstar offers teachers a way to control the internet for students. http://trackstar.4teachers.org/trackstar/;jsessionid=D1671293B1A30DDCF0425D894C2729D9 With trackstar the teacher generates a list of sites that the students will use to answer a given series of questions. The questions should lead to discovery on the websites annotated in the trackstar. I chose trackstar because it is very easy to use and has been in use for quite a while. This means that many trackstars have already been created for use by other teachers. A quick search through the database could deliver exactly what you need for your next activity.

This activity asks students to click on the facial features that are not drawn in the correct proportions. It is a good pre-training activity because it forces the student to carefully examine the facial features so they will not make the same mistakes in their drawings.

Pre-Training Introduction\n\nThis is a pumpkin carving site. It allows students to use basic skills to carve pumpkins and post them to the gallery for viewing. This will allow me to see which students are able to navigate the mouse, click and drag, save and post without them realizing they are actually completing a pre-training task. I checked out several pumpkin carving sites before I chose this one. I like it better because it allows students to choose multiple tools to use and also provides them with a broader scale of navigational skills to explore and learn. This will help us in our plotting of our activities in Google Earth/Sky later in the workshop. Cynthia

This is one of two sites for my authentic assessment activity. This specific game allows the students to identify the constellations and their location in the night sky after they have explored Google Earth and Google Sky. This will help me to see if they have acquired knowledge of the constellations and planets as they appear in the sky. I like this game in particularly because it allows you to draw the constellations and it is very kid friendly. I found many sites, but they are technical and require downloads. Cynthia

This is my second choice for a Pre-training activity. This leads us into our subject matter, but still allows us to use basic computer skills to navigate. I like this site because it is simple and nothing has to be downloaded in order for the students to explore. It is very kid friendly and not quite as technical for third graders as some of the other sites I visited. Cynthia

Google Sites can be used for students to create digital electronic portfolios. These portfolios can be used as authentic assessments because the students can display their work, pictures, videos, add narration, and actively show what they learned. I like this site because it is free, easy to use, and there are many online resources that help the students learn how to create them.

Google Documents provide a free location for participants to store and share their authentic assessment activity. Google documents allow for easy access to documents from anywhere with internet access. Documents can be stored and shared with anyone or only with someone you have provided information to. Google documents is free and user friendly.

Camtasia studio is a screen recorder and editor for Windows. Camtasia can be used to create videos and creat professional looking presentations. Through Camtasia you can record onscreen activity, edit professional screen cast video and share it anywhere. It allows you to enhance your presentation with templates and editing tools. I like that you can try Camtasia free for 30 days and allows you to create professional presentations and share with anyone.

Scribd is an online technology centered document repository where information can share directly via the application or link to a WIKI or a Blog. Scribd also has the capability of sharing information not only with active members of the tool, but individuals that are connected to you via other social networking sites like Facebook and Twitter.

This website was chosen to show how to use technology to do brief classroom presentations. Part of the workshop will include an example of a blabberized topic and then teachers will navigate the site to see how simple it is. Showing an example and then allowing them to navigate the site to get a more personal experience promotes "active learning- because meaningful learning outcomes occur as a result of the learner's activity during learning."(p. 21)

This particular multimedia example is a video about the greenhouse effect, and its title is an engaging aspect that attracts learner by referencing a commonly known children's story. Mayer described the technology centered approach as being based in how and what technologies can be incorporated into the learning process (Mayer, 2009, pp. 10-11). It is definitely technology centered first and foremost. Throughout the video, it uses a great deal of overlaying video with static images or content so that the eye is engaged and drawn into the movement happening on screen. In this case, it meets with Mayer's assumption of dual coding in its design, in that it operates both on an auditory and visual channel (p. 64). In this case, in order for the learner to construct knowledge the auditory channel is the most important because the video images themselves really just augment the commentary, rather than presenting identical content visually. The images are stunning; there are amazing 3-D representations of earth, and video of the first atomic explosion. While these images are captivating, they don't serve as a second representation of the content itself. The learning that takes would not be considered active learning by Mayer's criteria, because there it is not structured in such a way that the learner does not have any repetitive elements to select and focus on in order to sequence the content in order to build knowledge (p. 71). Also, there is not an opportunity for the learner to integrate the visual and audio components to build knowledge, because the content is primarily in the audio while the video images are more oriented toward holding the learner's attention instead of presenting content or concept related information (p. 71).

The purpose of this site is to create many different kinds of rubrics. A workshop participant can use a rubric to determine how much they learned during the workshop and self-assess if they have met the workshop's objectives. This site is exemplary because it leads the user step-by-step through the creation of a rubric. The site contains templates for all subject areas. Users can also search for and use rubrics that have already been created.

This site is a must see for all educators who are creating problem based learning or projects. Teachers can create their own template or use the read- made templates. The file can be exported for use or saved for future editing.

* Brief description of Web site: A free tool to help users (i.e. educators) create quality rubrics. Registered users can save and edit rubrics online. They can also access these created rubrics from any location. * Brief explanation of why you found this site to be better than others you found: Besides the fact that this is a free resource, users have the option of using templates provided by the site or creating their rubric from scratch. The site also offers step by step tutorials.

Glogster EDU www.glogster.com The first authentic assessment activity website that I chose is called Glogster EDU. Glogster EDU is a website like no other resource I have ever seen. Glogster EDU is a creative, dynamic and innovative digital outlet for online creations that keeps learners in engaged in course content, and makes teaching and learning more fun (Glogster EDU, 2009). Glogster EDU is a vibrant, multi-sensory learning experience which integrates learner's knowledge and skills into traditionally text-oriented subjects and motivates learner's desire to explore topics in which they may previously have been less interested (Glogster EDU, 2009). The reason I chose Glogster EDU as one of my authentic assessment activities is because I have used it in my classroom and it works great. Glogster EDU is a powerful resource to use with students of the middle and high school levels because its possibilities are controlled by the students knowledge and creativity. Educators can set up assessments easily and quickly using the resources provided by the site host. Glogster EDU can be used for any type of assessment where students need to illustrate their understanding of course content. Glogster EDU also provides its own video site called Schooltube where students can research, watch, and add video to their personal glog adding the much needed audiovisual aspect to projects that normally would have been text based. I also really like the fact that Glogster EDU is a private site monitored by teachers; it gives me a sense of assurance that my students won't be accessing information that could get them or me in trouble.

Glogster allows users to create digital posters that incorporate video, text, pictures, and sound.

Glogster (www.glogster.com) allows teachers and students to create interactive projects. Teachers can design interactive glogs for their students to complete or assign the students to create their own glog for a class project. Either way this allows for the teacher to really control the learning. Mayer (2009) would consider Glogster knowledge construction because students will have to view the videos, read the articles, and examine the pictures that the teacher embeds in their glog to form an opinion or to create their own glog. When a student creates their own glog no two will be exactly the same.

This website offers sophisticated content and multimedia resources for students, especially at the upper grades. It includes more than resources, offering students opportunities to get their work published. It fosters active learning by calling on students to participate in polls, surveys, respond to questionnaires and submit original work. Using the standards and resources of PBS's NewsHour with Jim Lehrer, NewsHour Extra provides students and teachers with quality educational resources based on current issues and events. NewsHour Extra's mission is to help high school students understand world events and national issues and answer the question 'why should I care?' about the news.

The news and information destination for kids, TIME For Kids or TFK is favored by many educators because of its attractiveness in design and its learner centered approach. The connection between the website and the printed materials enriches student understanding and fosters the development of different modalities of literacy skills. The website offers quizzes, questions, writing prompts, reviews and other active learning opportunities.

In line with the best practices of a multimedia presentation, YouTube has thousands of how to videos that can be embedded into power points. In fact there are several videos on how to embed into powerpoint. I have used these videos numerous times in my general ed classes and in my tech classes for both adults and children. With the tech classes the students watch the video through once, then reproduce the activity while watching it through again. It is rare that I have to reteach when they do this.

Kal, I utilize United Streaming video segments in my classroom on a regular basis. Many teachers do not realize how easy it is to download them. I also use video for facilitating Professional Development. Video for students is much l like watching television - you have their "full" attention - they are totally engaged!

This is one of the best portals for core curriculum lesson plans, activities, ideas, pictures, pod and vidcasts, access through a group of 10 consortium partners. The partners include: the Smithsonian Institution, AAAS, National English Teachers Association, National Association of Teachers of Math, National Endowment for the Humanities, Verizon, National Geographic, and The Association of Economics Educators. The site has its own search engine which can be used to find material across the disciplines, with links that are all peer reviewed. The site is free and open to anyone who wishes to use it.