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Storytelling is an age-old art form. With Web 2.0 and the tools already available on most computers, students can use text, music, sound effects, videos, and more to create a multimedia presentation that links them to the world beyond the classroom. Storytelling has the potential to unleash creativity, engage, and motivate. Applicable across the curriculum, digital storytelling teaches students to work collaboratively and use new technologies, skills they will be required to have in the workforce of the future. This book offers an overview of digital storytelling as well as its variations, including e-portfolios, digital photo essays, and scrapblogs. The many recommendations, overviews, and explanations of digital storytelling tools, along with lists of additional digital storytelling resources, will help educators to apply this exciting technology in their classrooms. Educators will also discover the ways digital storytelling can be used for their own professional development. Digital Storytelling Guide for Educators provides detailed directions to preparation, production, and presentation, and rounds out with a discussion on creating rubrics and evaluating student work. Readers will come away with an understanding of digital stories and the tools needed to create them.

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Gifted Education Professional Development Package Using the Package All modules in the Package contain a pre-test for teachers to determine what they might already know. Both the Core Modules and the Extension and Specialisation modules contain practical components with case studies and tasks for teachers to demonstrate that they have understood the module before moving on to the next one. The modules contain an overview of current research about particular areas of gifted education. This research, in plain language, is illustrated by cartoons, case studies and examples of how it can be applied in the mainstream classroom. The modules cover all levels of schooling: early childhood (the initial years of schooling), Primary (later years of primary schools), and secondary (secondary school). The modules are also ordered according to whether a teacher is in a rural or urban school, teaching in the classroom or involved in school administration, or whether the teacher is working alone or undertaking professional development in a small group or whole school situation. The Extension and Specialisation Modules consist of the same six topics as in the Core Modules with additional advanced material, case studies, further reading and examples for use in the classroom. While the Core Modules were designed to cover the essential information every teacher should know, the Extension and Specialisation Modules are designed to build on this knowledge to allow teachers and teachers in training, principals and school staff to develop a deeper understanding of the issues in gifted education, develop more complex responses to addressing the needs of gifted students in the classroom, and be confident in sharing these skills with colleagues and parents. Coloured Icons throughout the modules allow quick identification of research, case studies, information and activities according to individual needs.

some interesting examples of how cell phones/gps are being used in the field of "collective intelligence." I suspect some of this could be applied to a PBL project. (e.g. have students use pachube to contribute data)

Minimum 03 years experience in business development. Commercial sales and markets in departments and forces. Product engineering knowledge is required. Ex-Forces men may also apply.

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As most of you know, the uber gods of PBL are BIE. I was first introduced to the BIE PBL 'model' from mate Dean Groom who handed me over what I still refer to as my 'PBL Bible' - a ring-binder full of the BIE Freebies that help teachers plan effective projects and keep students on track as they move through the different phases of each project. The cool thing is that you can use as much or as little as you want … PBL is a very personal process that (like all good teaching) should be tailored to the expertise and needs of the teacher and students. However, there are 8 Elements of Project Based Learning that can be called the 'essential elements' of PBL … keeping an eye on these and 'testing' your project design based on them can help you determine if what you're creating isn't just a 'project'. I really like this statement from BIE contrasting PBL and traditional 'projects':

A typical unit with a "project" add-on begins by presenting students with knowledge and concepts and then, once gained, giving students the opportunity to apply them. Project Based Learning begins with the vision of an end product or presentation. This creates a context and reason to learn and understand the information and concepts.

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