Skip to main content

Home/ EDUC251/ Group items tagged tools

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Joy LaJeret

Evan Sveum's Instructional Design Blog - 3 views

act.uwstout.edu/...5--instructional_design.html

Sveum Design

shared by Joy LaJeret on 31 Jan 11 - No Cached
  • Joy LaJeret on 31 Jan 11
     
    This article seems to be a good example of the type of design I hope to accomplish. Evan is a fellow University of Wisconsin graduate and has pursued an interesting career in design. His resume/blog was well worth the time it took me to explore and read it.
  • Bruce Wolcott on 01 Feb 11
     
    Joy, I really appreciate your link to Evan Sveum's blog, especially this week when we're taking a look at how to organize and present an online curriculum. Initially, as I was moving through his opening page review, I was struck by the following item: "Voice Recognition (Dragon NaturallySpeaking). Talk-to- type has been a huge efficiency for me! I very rarely use the keyboard on my computer anymore". I used Dragon software about 8 years ago, and found it to be very unsatisfying to use. However recently, I've been hearing good reports back about it. I'd be curious to know if anyone in the class has been using voice-to-text in their work...
  • ann stephens on 01 Feb 11
     
    The tab in Sveum's blog regarding eLearning technology was useful - a good overview of different types of technologies one needs, with the practical tools highlighted.
Jennifer Dalby

Digication - 2 views

www.digication.com

#EDUC251 presence portfolio google

shared by Jennifer Dalby on 27 Jan 11 - Cached
  • Jennifer Dalby on 27 Jan 11
     
    ePortfolio tool that works with Google (For Personal, K-12 and Higher Ed.)
Jennifer Dalby

Fake iPhone Text - 2 views

www.fakeiphonetext.com

#EDUC251 infoliteracy

shared by Jennifer Dalby on 07 Feb 11 - No Cached
  • Jennifer Dalby on 07 Feb 11
     
    A tool to be aware of.
  • ...1 more comment...
  • Joy LaJeret on 07 Feb 11
     
    What kind of folly is this?
  • Jennifer Dalby on 07 Feb 11
     
    Well, we know anything we put out there can be copied and passed around. Now we know easily it can be forged.
  • Joy LaJeret on 07 Feb 11
     
    Good Grief! That makes me think twice.
Jennifer Dalby

Instructional Design: On the road to learning: The New Age Instructional Designer - 4 views

road-to-learning.blogspot.com/...ge-instructional-designer.html

shared by Jennifer Dalby on 30 Jan 11 - No Cached
  • Mary Ann Simpson on 30 Jan 11
     
    Hmmmm. . . .I'm digesting this one to determine its relevance to instructional design for elementary and middle school students. More later.
  • Helen Maynard on 30 Jan 11
     
    (Oops! Please disregard my accidental "bookmarking." I have been having problems with my Diigo site not listing the "comment" button. I was fooling around with it this morning.) Thanks, Jennifer for finding this wonderfully concise blog on the role of ID's in training and education. I have been volunteering to design a training product simply to learn more tech skills and have been thinking about ID work. Although I can easily make the distinction between a "training course" and an on-line course, there remain some fundamental considerations for how instructors "deliver" information and "design" learning activities which influence both professions. When blogger, Syreya Dutta, states " . . . the fact is that the way people are learning today has changed phenomenally due to the increased access to social media tools and advanced mobile devices. Twitter, blogs, wikis, and discussions have become the new age learning methods." So my question - "If social media networks enable better knowledge feedbacks, do educators have to be active users of each and how many should be incorporated into the learning activities of the courses they design ?"
Joy LaJeret

Wikis: A platform for Innovation in the Classroom - 1 views

www.youtube.com/watch

wikis innovation Classroom

shared by Joy LaJeret on 05 Feb 11 - No Cached
  • Joy LaJeret on 06 Feb 11
     
    This weeks lesson on CMS or LMS includes the Wiki...which I just love. I am certain as I use this tool, there will be probs. Right now, I really like it. Coupled with Elluminate as a synchronous meeting area, it can by pass the older LMS systems. For example, a instructor at Shoreline is working on updating Elluminate to fit their needs for teaching completely from this system. Unfortunately, I may never see the end result.
Colleen Dixon

Colleen's Online Blog - 2 views

colleen-onlineclassblog.blogspot.com

shared by Colleen Dixon on 30 Jan 11 - No Cached
  • Colleen Dixon on 30 Jan 11
     
    This is a continuation of a blog started last summer with the first course.
  • Colleen Dixon on 30 Jan 11
     
    Oops - should have said Online Class Blog. Can't locate a tool to change it...
Colleen Dixon

Module #3 Post - 3 views

colleen-onlineclassblog.blogspot.com/...module-3.html

#Portfolio3

shared by Colleen Dixon on 31 Jan 11 - No Cached
  • ann stephens on 31 Jan 11
     
    The issue you proferred in you blog - being able to quickly address technology issues - is one I deal with personally and is both easier and harder in the professional environment. In the professional enviornment, there is staff who is responsible for the technology and has expertise and focus that I don't. Yet, it is often working through others, where their priority or objectives might be different (like not standardizing on a tool that I prefer) that makes the situation even more frustrating.
ann stephens

Stephens: Activity 7.4-course framework (#portfolio7) - 5 views

elearner151.blogspot.com/...thentic-learning-activity.html

#portfolio7 #EDUC251 presence teaching onlinelearning

shared by ann stephens on 23 Feb 11 - No Cached
  • ann stephens on 23 Feb 11
     
    Authentic learning is a solid pedagogy approach, no matter the environment. However, two concepts of authentic learning that I feel can be particularly expanded on with the internet and etools are "hooks" and "experts". "Hooks" is what picques and keeps the student's interest and motivation in the activity. With the use of video, games, tools, etc., there are many more ways to do this. "Experts" is being able to bring in subject resources, which on the internet, makes accessibility easy. For my course framework activity, therefore, I expanded on the colon treatment options module. For a hook, I searched YouTube for "colon cancer comedy" videos. There were quite a few actually. I added as a introduction to the module one of these videos - two singing colon surgeons - on colon surgery. For experts, I added references to the National Institute of Health and American Cancer Society on treatment options and survival statistics. I also am having the students connect directly to true cancer experts - patients, caregivers, and survivors. This puts a "face" on the disease, as well as an experience to what it means to have colon cancer. The course framework activity: (https://docs.google.com/document/d/1HZKsjzymKk1Bn2gXDt1LOp5gqEsUvOqXE4m-72b8WYw/edit?hl=en#) In my online work experience as a math tutor, hooks are particularly important, as these students would not be in the program if they weren't already performing at a lower math level. Math is not a subject they enjoy. The automated lessons they take, often have "game" quizzes they take and can get immediate feedback on their answers. As an instructor, I try to utilize their life experiences. For example, I might ask them how old they are and then tell them how old I am. I then use these facts to construct subtraction and/or division questions.
ann stephens

What makes a Quality Course from a Student Perspective - 3 views

www.slideshare.net/...he-student-perspective-1829440

#EDUC251

shared by ann stephens on 08 Mar 11 - Cached
  • ann stephens on 08 Mar 11
     
    The author of this study is Penny Ralstom-Berg, a Senior Instruction Designer at University of Wisconsin, where a survey of what makes a good course from a student perspective was conducted. The summary of the study starts on slide 20. The top 10 desires is consistent with what we've been focusing on in this class, however the bottom top is somewhat at odds and seems, to be, counter-intuitive to what I would have expected. Top 10: Assessments are appropriately timed, varied and appropriate; Instructions on how to access resources are sufficient and easy to understand; Course components are web-based or easily downloaded for use offline; Requirements for interaction are clearly explained; Opportunity to speak with instructor, classmates through email, bulletin boards, any time / any place; Technologies required are readily available - provided or easily downloaded; Clear instructions tell me how to get started and to find course components; Criteria for how I will be evaluated is descriptive and specific; Navigation is logical, consistent, and efficient; The grading policy is clearly stated Bottom 10: I find course-related content and share it with the instructor and classmates; I use wikis, shared documents, or other online collaborative tools to complete group work; I am asked to introduce myself to the class; I coach other students and help answer their questions; Opportunity to speak with my instructor and classmates through… same time, same place technology; Instructor does not participate in class discussions Course contains interactive games or simulations; I author / create course-related content and share it with instructor and classmates; I work in groups with other students; Course contains audio and video content
  • ...2 more comments...
  • Helen Maynard on 09 Mar 11
     
    I'm surprised to read "working in groups" and "being asked to introduce myself" are in the bottom. Seems like the Top 10 are all about quick access to information/clear guidelines. Some of the Bottom 10 require more reflection and time on task. This is disappointing to me but a revelation.
  • ann stephens on 10 Mar 11
     
    Your characterization is right-on. I was thinking that perhaps this reflects how maybe college students are - which is to get through the courses to get a degree and not always on the what they can learn component. What I personally find more challenging on internet courses is finding who I really resonate with. There is a delay in the dialog and reading something is different than inflection.
  • Bruce Wolcott on 10 Mar 11
     
    Reading through these student recommendations was very helpful, and as you say - they complement the material presented in the Boettcher textbook very well. I was somewhat confused by Penny Ralton-Berg's differentiation between the Top 10 and Bottom 10 items. My impression is that there is a low student positive response for their contributing course materials for a class site.(??)
  • Joy LaJeret on 10 Mar 11
     
    I am not certain I grasp the meaning of that slide presentation. Some of it I get and agree with.
Susan Kolwitz

eLearning Blog - 1 views

blog.litmos.com/...Course%20Building

elearning corporate training

shared by Susan Kolwitz on 01 Mar 11 - No Cached
  • Susan Kolwitz on 01 Mar 11
     
    This website is geared more toward corporate training vs. higher education. I found it interesting and helpful for me in my role at work.
  • ann stephens on 02 Mar 11
     
    This seems to have a great support on tools, which is always needed and helpful.
Jennifer Dalby

Storybird - 1 views

storybird.com

#EDUC251 tools

shared by Jennifer Dalby on 20 Feb 11 - Cached
  • Jennifer Dalby on 20 Feb 11
     
    "Storybirds are short, art-inspired stories you make to share, read, and print."
hyerin suk

#portfolio 9 - 6 views

hyerinsuk.blogspot.com

shared by hyerin suk on 12 Feb 11 - No Cached
  • ann stephens on 12 Feb 11
     
    I am not quite sure I know what a PDP is, but assume it is a portable device. I appreciated your sharing that as I hadn't thought about how eLearning is not just over the internet, but can include auxiullary technology. In a previous post, the thought of delivery of course material over other devices - such as an iPod - was brought up, but hadn't thought about how students also use these tools in a way that I, as a teacher, don't structure. This brings up for me, how, if anything, I want to do as a student. If, for example, everyone has an iPod, might I suggest they could enter their assignment either by blog or iPod? I realize in a course technology is an overhead, but it reminds me of the possibilities and that we are at the beginning of a teaching evolution.
  • hyerin suk on 21 Mar 11
     
    I made a sample lecture material for my badminton class with powerpoint.
  • Mary Ann Simpson on 22 Mar 11
     
    Hyerin, I just viewed your final project, finding it filled with many good things teachers do to engage and nurture their students. I liked the buttons at the top of the home page which directed students to the various pieces of the course on badminton. As a student, I would find it easy to navigate your course and have fun learning about this sport! Keep up the good work!
Joy LaJeret

Student cheating - 5 views

www.usciences.edu/...student.shtml

cheating

shared by Joy LaJeret on 19 Feb 11 - No Cached
  • Joy LaJeret on 19 Feb 11
     
    I do not believe learners will cheat if they are made to feel they are capable learners with something to offer society, each other and their community. Also, seeing the consequences of cheating in their lives might make them think twice about it. Cheating denies each of us the right to self respect and earning what we have achieved, through hard work and desire to learn. Maybe cheating has more to do with the institution and instructors or professors than the learners.
  • ...3 more comments...
  • ann stephens on 21 Feb 11
     
    I agree, however, the challenge as a teacher is how to make large number of students capable learners. Technology provides us with additional tools to do so, but it is still difficult to provide the personal motivation and support that so often makes a difference with a student.
  • Joy LaJeret on 21 Feb 11
     
    It seems to me personal motivation and support are things instructors or profs need to help the students find.
  • Jennifer Dalby on 23 Feb 11
     
    It's definitely a challenge. And there's more than just ability and intelligence at play. There are cultural factors involved in motivation and desire for learning. As a teacher, we sometimes have to recognize that we won't reach each and every student, but we just have to keep trying our best.
  • Helen Maynard on 03 Mar 11
     
    Thanks for the great resource. Having only taught in a very small university, where classes average 15 students, you really get to know your students thinking, style of writing, etc. Yes, the comment made about cheating more likely to happen when a student feels "invisible" is probably common in larger university settings. I've put this link in my File section for future reference. Thanks, Joy.
  • Joy LaJeret on 07 Mar 11
     
    Your welcome Helene. I really liked the tips this woman gave me! I intend to try them for my bog!
Bruce Wolcott

FINAL PROJECT Fundamentals of Interactive Entertainment REVIEW - 12 views

www.screencast.com/Hsksbc1pP2XN

#EDUC251 #final portfolio screencast

shared by Bruce Wolcott on 14 Mar 11 - No Cached
  • Bruce Wolcott on 14 Mar 11
     
    In the Summer of 2010, I taught an online class called the Fundamentals of Interactive Entertainment for the University of Tasmania, via the Human Interface Technology Lab under the sponsorship of Dr. Thomas Furness of the University of Washington. This course provides an overview of interactive media - video games and real-time interactive simulations. It includes information concerning the history, theory, technology, design, and social impact of these emerging communications media. The course consists of thirteen modules, and in the Summer of 2010, was made up of two weekly events: 1) A lab session which met every Tuesday to provide discussions, team planning meetings, and hands-exercises and 2) a live classroom session which was videocast directly from Seattle to a University of Tasmania classroom in Launceston, Australia. I posted more information regarding this project on my Web2.0 Chronicle blog. PLEASE NOTE: This narrated screencast runs two minutes past the 5 minute recommendation given by Jennifer.
  • ...6 more comments...
  • ann stephens on 15 Mar 11
     
    Wow! The background of this course and what you taught is fascinating. I'll limit my comments to a few points, but definitely look forward to an interactive, in-person session. 1. Video Logistics. You sounded poised on the video, as opposed to me, where I felt self-conscious knowing I was being recorded. I was also interested in how clearly you transition from one screen to the next - I used multiple windows, but it felt you had a different technique. 2. Course logistics. As for the course, one thing was interesting is how - like Jennifer - you posted a new lesson each week. Our prior class in this series we were provided everything at the beginning. I like the pacing, however, for the most part, as it keeps you focused. As for feedback, which you indicated you would do more explicitly, my guess is that your weekly audio sessions where you went into the studio, provided feedback as part of the process of teaching the lesson. 3. Content. Very interesting. Thanks for including the second video which provided texture on what you were teaching. The metaphor of the Christmas tree, with students putting "decorations" on the wiki was a good one.
  • Susan Kolwitz on 16 Mar 11
     
    I agree with Ann...what a great resource for the rest of the class. Putting the presentation together, I can tell you followed all the best practices of this tool...very polished. Showing how elements of your online material relates to the best practices was thoughtful and student centered.
  • Bruce Wolcott on 17 Mar 11
     
    Ann and Susan, Many thanks for your comments! One of the great benefits of this class and the Conrad/Boettcher textbook is getting a solid framework for understanding how to build and run an online class. Up until now, my learning process for creating online classes has been 1) suggestions/advice from colleagues 2) experimentation (flying by the seat of my pants!) 3) feedback from students 4) online resources. I really enjoy the dense concentration of information provided in the class and our ongoing conversation. The University of Tasmania class gave me the opportunity to pull out all the stops, and integrate everything I'd learned up until that point. Thankfully I made it through that stretch of white water, with an approach that seemed to work pretty well for that teaching situation. The final project exercise gave me a chance to identify key areas of every course that need to be attended to.
  • ann stephens on 17 Mar 11
     
    Aside from the logistics, how did you get involved in doing this and how did the lab get started to begin with? It sounds fascinating for the locations to be so far away. Its a wonderful example of elearning in the "one" world concept we are developing into.
  • Bruce Wolcott on 17 Mar 11
     
    Ann, Tom Furness started up the Human Interface Technology Lab (HitLab) at the University of Washington around 1988 - he's been called the "godfather of virtual reality". At the HitLab, he was on the forefront of virtual reality technologies, working on immersive displays for medicine, engineering, architecture, education, etc. Before then, his background was in designing virtual cockpit simulations for pilots of high performance military jets. They needed to augment the pilot's cognitive field, in order to manage the complexity of 50 onboard computers, while flying the plane at supersonic speeds. He decided that he wanted to apply this technology to civilian, rather than military uses, which is how he ended up at the UW. About five years ago, New Zealand and Australia decided to set up their own HitLabs because of their remote locations. They see virtual world technologies as way to develop an exportable information-based industry for real-world applications. Video games and interactive simulations are currently leading the way in terms of artificial intelligence, information design, and sustained attention (entertainment) experiences. I've been teaching a class in game theory and interactive entertainment for the past five years at BC, which is how I got involved with this University of Tasmania course. You might be interested to know that one of the offshoots of the HitLab work in Seattle is the retinal scanner, which is pointing the way to portable immersive multisensory experiences. Microvision of Redmond is working on these wearable computing devices which may provide a new alternative to desktop/laptop/smartphone devices. And I agree, Ann - culturally and socially, the world is shrinking exponentially because of the Internet.
  • ann stephens on 17 Mar 11
     
    A small world. I was in technology development and management prior to a career transition to teaching. My first job out of college was working on out-the-window portion of cockpit simulators. I was the program manager for the B-52 simulator program at Singer-Link. We called the people that did the actual design of the scenes via computer softwre illustrators, which when I first heard the title always thought of someone drawing pictures on the code, rather than comments. Anyway, I checked out Tom's page, very interesting. Thanks.
  • Mary Ann Simpson on 17 Mar 11
     
    Bruce, applying the Boettcher/Conrad 10 Best Practices to a course you have already taught, was brilliant! It is always a source of learning when we can go back and critique our own work, finding needed areas of improvement or simply discovering how "right on" we were from the get-go! I enjoyed seeing this piece of your creativity!
  • Joy LaJeret on 19 Mar 11
     
    I found your presentation very smooth and professional.
ann stephens

Stephens Final (#final) - 9 views

astephens3.glogster.com/25110besta

#EDUC251 #final

shared by ann stephens on 17 Mar 11 - No Cached
  • ann stephens on 17 Mar 11
     
    This is a glogster of seven of the ten best practices for the course "Everything you always wanted to know about colon cancer". At the bottom of the glogster, you can click to see a jingcast of the glogster. There is an animated icon indicating this. You may want to expand the window for seeing the entire jingcast or if you don't go through the glog, the link is: http://www.screencast.com/users/astephens33/folders/Default/media/f42c4438-4715-4ccb-928a-7c8b7d4bb6a7. Thanks.
  • ...1 more comment...
  • Joy LaJeret on 19 Mar 11
     
    I loved the Glogster! I truly enjoyed the presentation as well. I thought it was well thought out and professional.
  • ann stephens on 19 Mar 11
     
    Thanks Joy. It realize that the production element of the course is an added dimension one needs to consider in on-line learning that I hadn't fully appreciated.
  • Jennifer Dalby on 20 Mar 11
     
    Glogster is a lot of fun and I love that you were able to find a way to record it so we could understand both your course, and your use of the tool!
Bruce Wolcott

TED talk: Salman Khan talks about the "One world classroom" - 3 views

on.ted.com/8z4Y

shared by Bruce Wolcott on 22 Mar 11 - No Cached
  • Bruce Wolcott on 22 Mar 11
     
    Salman Khan talks about how and why he created the Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do "homework" in the classroom with the teacher available to help. He says students from around the world can tutor each other. This presentation was just given a few days ago.
  • ...1 more comment...
  • Joy LaJeret on 22 Mar 11
     
    Now that is an interesting concept! A bit backward isn't it?
  • Mary Ann Simpson on 22 Mar 11
     
    Bruce, I have to say that this TED video posting you put up is the most interesting post I've looked at all quarter! Salman Khan talks about a very unique "backwards design" for education now and in the future with his suggestion that the "lectures--videos" be watched at home and the "homework" be done interactively with the teacher at school. In reality, this concept is the very one I was trained to do way back when I was getting my teaching credential for elementary school. In that model, teachers interact consistently all day long with small and large groups of students and individual students as well, helping them with what they need to understand until some sort of mastery comes. The only appreciable difference that I can see is the use of today's technology tools. A good teacher, no matter if face to face in a classroom or remotely in cyber space, will take the time with each individual student until he or she learns what is being taught. Self-paced learning such as what the TED video centered on was practiced years ago with SRA reading modules and similar modules for math. They fell out of fashion in many schools when districts began standardizing learning and "no child left behind" came along with its requirement that all students meet a particular standard in a particular way. Perhaps I'm over-simplifying things a bit, but I feel compelled to share this. Someone once said, "There are no new ideas under the sun, just new ways of implementing them." Anyway, thanks for this posting--I will eagerly look forward to how the Khan University develops!
  • Susan Kolwitz on 23 Mar 11
     
    Wow...thanks for sharing this link. I've watched the documentary "Waiting for Superman" and was blown away about how our education system is failing so badly. Here's an example of what person can do and change the way we learn.
Joy LaJeret

Training Educators to Build Courses that Meet Quality Matters Standards - Part II - 2 views

www.youtube.com/watch

shared by Joy LaJeret on 10 Mar 11 - No Cached
  • Joy LaJeret on 10 Mar 11
     
    Hybrid Class QM video. About an hour long.
  • ...2 more comments...
  • Bruce Wolcott on 10 Mar 11
     
    Joy, Thanks for locating and posting these Quality Matters videos. I won't be able to get to this hour long one until this weekend.
  • Joy LaJeret on 11 Mar 11
     
    Your very welcome Burce. I have to admit I only watched 1/3 of the video and will continue this weekend, myself!
  • Jennifer Dalby on 12 Mar 11
     
    This is a great example of student response to posting an hour long video. I've found most students don't want to take the time to watch something for an hour. If you are in instructor and would like students to watch a long video, how do you motivate them to do it? And how do you decide whether the long video is the best way to help them learn? Also, how do we balance the amount of resources we provide learners, with giving them time to find things on their own?
  • Joy LaJeret on 13 Mar 11
     
    First of all, it is a video that you have to want to view. Students may or may not view it. It shoud be informative; but not mandatory. That way, those who are truly interested will watch and those that are not will not. The same can be said about those who have the time. There is a little nav tool under the video to Fast Forward as well. Hour long videos should be presented to those who want an official or gov reponse to a need or issue. Resources are optional or can be made optional. I would not want to limit the possibilities of my learners!
Joy LaJeret

Online Student Testimonial from Mars - 2 views

www.youtube.com/watch

mars testimonial

shared by Joy LaJeret on 10 Mar 11 - No Cached
  • Joy LaJeret on 10 Mar 11
     
    For your funny bone. It is true UFOs and alien life in the universe exists and give testimonials to online teaching. Okay so sue me...I watch Ancient Aliens! :)
  • ann stephens on 10 Mar 11
     
    I thought this was a very clever way to get points across, which could only be done with computerized tools. I also thought a couple of the specifics - such as online teaching helps students with different language skills, as many people find reading and writing a non-native language easier than speaking, so the student experience is more normalized for everyone. The aliens point about not having to be in class in-person and people not having to be "envious" of his looks, is certainly one I can relate to, as I am sitting here typing in my pajamas.
  • Joy LaJeret on 11 Mar 11
     
    I loved your comments Ann and your gave me my laugh for the day! Lord, I know what sitting on the computer at 2 AM in my pj's looks like!! I have to admit if people I knew saw me they would think I looked alien. I loved it! I cannot go through a day without humor or I would have looked more deeply into the Japanese Hari Kari.
Helen Maynard

2nd Final Project - 4 views

voicethread.com/1862307

shared by Helen Maynard on 22 Mar 11 - No Cached
  • Helen Maynard on 22 Mar 11
     
    This VoiceThread I put together as a presentation regarding some shifts in thinking and accomodations I have made regarding online & tech applications. I thought we might be sharing these, this evening, but nevertheless, it stands alone. Enjoy!
  • Susan Kolwitz on 23 Mar 11
     
    It was nice to see the preliminary decision process you went through to determine the 'collage' project. Using voicethread to explain was interesting.
  • Mary Ann Simpson on 24 Mar 11
     
    Helen, your Voice Thread was a perfect finish to your final project, even if it did stand alone! I agree with one of your statements to your pre-service teachers about them needing to be on board with all the tech tools they teach to their students in the 21st century. Your "metaphor" was also engaging!
« First ‹ Previous 41 - 59 of 59
Showing 20▼ items per page