A superb site from Google and the British museum. An interactive timeline of interconnected historical objects from all over the world. Click on them to view details.
As technology evolves and its inner workings increasingly disappear from view, replaced with solid-state parts hidden by glass, aluminium and plastic, our understanding of what makes the world operate is similarly impeded. When machinery from just a few decades ago is viewed a world of moving parts, linkages, cogs and levers is revealed. These mechanical objects contain an inherent beauty and inspire curiosity in ways that modern devices with their pristine surfaces and simplified design language do not. Opportunities to explore devices from the past open our eyes and lead us to new questions of how our devices function, how machines do the jobs we need them to do and how engineers solve problems.
Introduction to Concept Mapping
Used as a learning and teaching technique, concept mapping visually illustrates the relationships between concepts and ideas. Often represented in circles or boxes, concepts are linked by words and phrases that explain the connection between the ideas, helping students organize and structure their thoughts to further understand information and discover new relationships. Most concept maps represent a hierarchical structure, with the overall, broad concept first with connected sub-topics, more specific concepts, following.
Concept Map Example
Definition of a Concept Map
A concept map is a type of graphic organizer used to help students organize and represent knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics.
Benefits of Concept Mapping
Concept mapping serves several purposes for learners:
Helping students brainstorm and generate new ideas
Encouraging students to discover new concepts and the propositions that connect them
Allowing students to more clearly communicate ideas, thoughts and information
Helping students integrate new concepts with older concepts
Enabling students to gain enhanced knowledge of any topic and evaluate the information
How to Build a Concept Map
Concept maps are typically hierarchical, with the subordinate concepts stemming from the main concept or idea. This type of graphic organizer however, always allows change and new concepts to be added. The Rubber Sheet Analogy states that concept positions on a map can continuously change, while always maintaining the same relationship with the other ideas on the map.
Start with a main idea, topic, or issue to focus on.
A helpful way to determine the context of your concept map is to choose a focus question-something that needs to be solved or a conclusion that needs to be reached. Once a topic or question is
This is a downloadable programme that teaches programming through a virtual robotic rover. Design games and challenges with your robot moving and finding objects. The commands are similar to MS Logo, but the interface and graphics are vastly more child-friendly. It is free for personal use. Found via http://twitter.com/@SheliBBhttp://ictmagic.wikispaces.com/ICT+%26+Web+Tools
An amazing augmented reality app for Android and iPad. Bring animation to still objects, make your children's written work come to life and make dragons fly around your school... through your camera at least. Share your creations with other users to make geo-location designs which will interact with anyone with the app.
http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
A good English spelling puzzle where players are given a object to try to spell. The game has two difficulty levels.
http://ictmagic.wikispaces.com/English
Information is more than just facts and numbers. Information research can improve your business's main point here and that is what CRB Tech reviews is all about. Your associates may vary from the designed objective, but you can steer them back to normal with the numbers.
In the case of informal learning, however, the structure is much looser.
People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives.
Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants.
There is no leader; each person participates as they deem appropriate.
There are no boundaries; people drift into and out of the conversation as their knowledge and interests change.
The PLE is not an application, but rather, a description of the process of learning in situ from a variety of courses and according to one’s personal, context-situated, needs. The process, simply, is that learners will be presented with learning resources according to their interests, aptitudes, educational levels, and other factors (including employer factor and social factors) while they are in the process of working at their job, engaging in a hobby, or playing a game.
Download this 'must try' game creating and editing suite from Microsoft. Build characters, objects, scenery and design the structure of the games. Build and play entire worlds. It's an ICT teacher's dream.
http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
A great flash game where players must shoot a ball into a hole and use the magnets to help you. There is lots of science to learn in this game including about magnets, gravity and the orbits of space objects.
http://ictmagic.wikispaces.com/Science
A site that collects pop-culture video clips of single words which you type. Use it for an interesting twist to giving instructions or a learning objective.