EdTechWalden

On this website, there are tutorials where users can learn how to use the iPad. This website goes through many of the basic features that a user would need such as setting up email accounts, downloading applications, and setting up usability functions as needed. Users contribute to the site and offer suggestions such as using the iPad with a SmartBoard in the classroom. According to Mayer (2001), this website would rely on delivery media to present the cognitive activity. The media shows users how to complete tasks using their iPad device. Users can take these tutorials and apply their new knowledge in the future, but are not actually working or completing behavioral tasks while focusing on the content.

The purpose of this site is to offer tutorials, tips, and training on the iPad. Topics include how to use the iPad, apps, and accessories.

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.

This school based instructional site supports students or teachers wanting to learn how to use Moviemaker through the use of a tutorial. Each link provides voice and visual effects for learning how to do step by step instructions on how to use the Moviemaker. This site proves that behavioral methods are used because it is broken down in small learning chunks. The overall design fits Mayer's learner centered approach by using relevant material, multiple techniques and organization for mental processing (Mayer, 2010). In this site problem based learning integrates technology to enhance learning.

Slide rocket is a presentation app that is cloud-based and free to educators and students. It is delivered to through Google Apps. It allows teachers and peers to provide feedback right in the application.

This site allows instructors to create a variety of graphic organizers to fit their instructional goals.  The task seems simple, but the variety may become overwhelming.  However, a graphic organizer allows learners to organize more than just information on a sheet.  It allows them to organize information in their mind.

The presentation is potentially useful to my workshop because it addresses motivation through the theory of Albert Bandura. The learner-centered presentation incorporates simplistic and easy to read PowerPoint slides that can be incorporated with verbal presentation. The presentation inspires cognitive learning because it promotes discussion by asking questions based upon the assumption that student motivation is heavily influenced by how they perceive their place in society.

The presentation is useful because in addresses the way we perceive situations and people's attitudes. The narrated program combines clean and crisp slides with narrative. The presentation promotes though through short stimulus statements that require reflection upon one's own beliefs. The program seeks to adjust the behavior of the viewer through cognitive analysis of oneself.

The presentation is designed to begin with a self-reflective quiz about the learner's beliefs about motivation. The presentation might be useful in conjunction with a discussion activity and perhaps a mind mapping project. The learner-centered approach utilizes technology to help organize and deliver information but the primary learning opportunity is cognitive based through discussion.

This video shows how a teacher integrates the interactive Promethean Board to engage her Geometry students through differentiating instruction. The YouTube video offers multiple suggestions in creating a learner-center classroom to actively engage general education students, in addition to students with learning disabilities.

Spy Guys is a learner-centered website that provides interactive Mathematic strategies to enhance a student's comprehension.

SpicyNodes is a website that allows users to create node-maps (similar to mind maps) through an interactive, multimedia platform. Creating a node-map requires users to engage in highly complex cognitive tasks as users must create a hierarchal order for the information they want to present. As a teaching tool, each node can be designed to include both pictures or videos and text to highlight content, consistent with Mayer's (2009) dual channel processing principle. Designed effectively, a node-map can be an effective learner-centered approach for presenting information as the concise format of a node naturally aligns with the "limited capacity" of working memory (Id.). As a learning tool, learners can use node-maps to organize their thinking and developing understanding of complex subjects. Creating a node-map requires the user to carefully consider the relationship and interconnectedness of information and to organize that information in a meaningful manner. Reference: Mayer, R. (2009). Multimedia learning (2nd Ed.). New York, NY: Cambridge University Press.

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.

In this Prezi, Pappas (2011) has designed a presentation that prompts the viewer to think about the reflective culture of a school. Coupled with the content in Pappas' (2010, January) blog series, "A Taxonomy of Reflection: Critical Thinking for Students, Teachers and Principals," a learner-centered orientation to the process and importance of reflection in schools and learning is achieved. Embedded in the presentation itself are prompts to gain viewers' attention and provide opportunities to consider questions relevant to the content. As noted by Mayer (Laureate Education, 2010), the effectiveness of a technology is based on its application, guided by instructional method. While Prezi is receiving a lot of enthusiasm as an alternative to Power Point, effective use of this tool still relies on the designers' ability to create content that will effectively promote learning. References: Laureate Education, Inc. (Producer). (2010). Technology-centered vs. learner-centered instruction. [DVD]. Pappas, P. (2010, January 04). A taxonomy of reflection: Critical thinking for students, teachers and principals [Web log post]. Retrieved from http://www.peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html Pappas, P. (2011). The reflective school: A taxonomy of reflection. (Prezi Presentation). Retrieved from http://prezi.com/z-iozettlllo/the-reflective-school-by-peter-pappas/

USA Test Prep (www.usatestprep.com) is a site that our school pays to use that is extremely beneficial to students and teachers. The site itself allows students to practice on the state standards that we are learning in class in a variety of ways. They can play games, watch videos, and take practice test, review vocabulary and even complete teacher generated assignments. Mayer (2009) would consider this site as information acquisition because all learners will come away with the same knowledge. How they attain that knowledge will differ on the learner, if they are more of an auditory visual learner they will watch the videos on the content. If they are more of a hands on learner than they will most likely play the games so they can be involved in the learning. If they want to see what they already know they may take a practice test first to see where they should spend their time. Mayer (2009) would not consider this to be using technology for the technologies sake because authentic learning is taking place and students are able to drive how and what they learn.

PhET Interactive Simulations (http://phet.colorado.edu/) allow students to see and practice complex science concepts that they are working on in class and see them actually performed. These simulations offer students the opportunity to try things out in a simulation before constructing their own machines. It allows teachers to show students advanced concepts and principles that they may not have the lab equipment to do in class. Students are able to manipulate the variables to see what happens so that physics is more than a series of equations. Mayer (2009) would see this as a knowledge construction becuase students are able to go in and manipulate the variables in their own way so that they given any circumstances they can see what happens. They are able to construct their own knowledge based on the parameters they put into the simulations so they can see what would happen when they apply more force or increase the mass of an object, they can then use that information to help them determine if their calculations make sense.

Highlighter, Sticky notes, Tagging, Groups and Network: integrated suite dramatically boosting research productivity. Learn more "

1. Pre-training Name of the site: Blogger Tour URL: http://www.blogger.com/tour_start.g This website serves as an outline for a brief tutorial of blogging and what it means to blog. This website will give novice users the opportunity to explore why blogging will be such an essential tool for creating a collaborative and informative learning environment that will build positive relationships and enrich learning opportunities.