Group items tagged

Using VoiceThread to Promote Learning Engagement and Success for All Students VoiceThread is one of many Web 2.0 tools created to help users communicate and collaborate around a varity of topics.   To create an individual VoiceThread, users can upload any combination of images, documents (e.g., from Word, Acrobat [PDF], Excel, or PowerPoint), and video clips to arrange these elements into a slide show. Teachers can then add comments to each slide in the VoiceThread by several different methods including typed text or recorded voice or video. Teachers can make a VoiceThread public, allowing other people to add their own comments to the slides, or set the VoiceThread to private, restricting comments to only invited users. Through this process, teachers can facilitate conversations around a series of images, videos, or an entire PowerPoint presentation with their students and provide them an opportunity to share their voice, literally, in the discussion in multiple ways. Individual account is free but you can only create 3 voicethreads.  A classroom account is encouraged for $60 a year. Benefits of Class Account 1. can register up to 100 students with no need for individual emails 2. teachers can access students usernames and passwords. 3. each student can create their own voicethread and it is private, only the class can see it. 4. all comments can be viewed and approved by the teacher before they are posted for the class to see. General Benefits of Voicethread 1. all types of learners can benefit from this tool 2. it can be used in whole class, small groups, or independently 3. it can be used in the classroom, computer lab, at home or anywhere there is access to internet 4. can be used in all subject areas.

Tech's Role in Learning is a 33 minute video produced by Sheryl Nussbaum-Beach that focuses on the implementation and use of technology in Project Based Learning.  Nussbaum-Beach begins by looking at the TPAC model and the revised Bloom's Taxonomy (http://www.apa.org/ed/new_blooms.html) with an emphasis on students becoming creators (or producers) of knowledge.  She argues that the current model of classroom instruction (desks in rows, learning independently) will not work in the 21st century, and that we need to help our students construct their knowledge in a way that will prepare them for their future in an online world. The main point that Nussbaum-Beach makes in this video is that when our students get out into the real world, they will be connected to a global learning network.  Whatever they do in life, they will be able to connect and collaborate with others around the world.  It therefore becomes our job as educators to not only become connected learners ourselves, but to teach our students how to be connected learners as well.  Our students need to be constructing their knowledge and sharing/publishing their learning with the world.  She presents new "digital literacies" as tools that all students need to know to become members of this new global society and to make a difference in the world.

Wow!  one stop shopping for info about using video in the classroom. 

John Seely Brown: Tinkering as a Mode of Knowledge Production

This is a different world we live in, one of peer based learning within communities where people learn from each other. Moving into a world of change. "Tinkering is taking your imagination and building something from It". Tinkering with ideas around us, asking good questions, being open to criticism, accepting the criticism and learning from it. Yes, developing critical thinkers." Create, Reflect and Share - peer based learning, kids learning from each other. Working together shoulder by shoulder. Allowing students to find the idea and take their learning where they want it to go. Constructing a new kind of learning environment teaching and understanding each other. The teacher being a mentor in the learning environment, constructing an environment were we are always constructing and teaching one another. Relating tinkering to technology is simple. Tools in the digital world allow learners to take an idea, make change for better or worse, play with knowledge. Developing ideas not necessarily new ones, but grown ones that exist. It allows learners to create knowledge on the fly and foster imagination. What an amazing video, definitely a must to watch, it fostered my ideas of peer based learning. Loved the way it related back to education way back where one teacher taught kids of all ages, where tinkering was definitely the way education was driven. Older kids helping younger. This is the way John thinks we should be going in education, I feel we are moving in that direction but it is evolving. Watch the video and enjoy!

video editing software

Video presentation of  evolving and changing data in an ever weaving world wide web. A think piece on the bigger picture of digital technology and web 2.0 where rules and ideas of digital society require constant rethinking. How context changes with every click in a Web 2.0/3.0 world. Ideas shared belong to a greater digital forum. Use with teens and adults. Length: 4:30 minutes

I thought Carmel and Jacky might like this!

Yet another cool tool!

well she is a great resource!

This paper discusses the significant impact of digital technology in teacher education, and the necessity of having teacher educators model effective strategies for integration of digital technology. The author describes an initiative started in the California education system, called The Digital Flexbook, "The term flexbook refers to the free, nonlinear, highly customizable and easy-to-use nature of open source textbooks (Fletcher, 2010)." Benefits such as collaboration among school districts, interactive classrooms, and increased teacher creativity were observed. Barriers such as lack of funds, lack of student access to technology at home, and lack of PD for teachers were also observed. Further benefits such as the ability to accurately reflect a community, the presence of a collaborative space to construct knowledge in innovative ways, showing multiple perspectives, promoting higher order thinking, and democratising knowledge. The author lists Web2.0 tools such as "...video sharing sites, wikis, blogs, podcasts, and social networking sites like Twitter (Richardson, 2006a), all of which move students from consumers of information to editors of information. Research and experience show the need to infuse the TPCK model into teacher education, thus allowing students to become generators of knowledge and contributors to the Internet. One more big benefit of such constructivist pedagogy is allows for teachers and students to become more critical of the … intersection of race, gender, and socio-economic status on the writing of history, and integrated a model for how technology can and should be used in the classroom.

All about copyrighting for mine and student work.

I really liked her mention of how her grading practices had to change with the use of new technologies

Wonder if this might be a good homepage video to describe what we are learning about in the course?

This article tries to answer the questions "What kinds of products should we consider having our students construct as a result of PBL and what factors should we consider as we design project tasks. " Some examples of artifacts would be: physical model, theory, multimedia project, Web site, video or radio program, lesson for younger learners, computer program, robot, or hypermedia. Whatever the end product, it is in the process of construction that their knowledge is forming and it is in the design phase that "learners construct their initial understandings." The product should come about through these 4 things: * an extended time frame (a few weeks to an entire year), the goal is deeper understanding and this takes time * collaboration, this will enhance the learning process * inquiry/investigation/research, this an active search for explanations * and a consequential task. The end task is considered by the article as just a ploy to trap students into thinking deeply. The article also gives examples of successful artefacts. One was a geometry project where students had to design a case to carry 18 cans. They needed to use their school mascot in the design (cowboys) and consider marketing, geometric factors, as well as write a persuasive letter to sell the product. They also talked about a web page where women were interviewed about their experiences during the second world war. They learned not only about that time in history, but about interviewing and listening skills.