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Information on uploading videos to Youtube.

A great ELA video from Rachel about symbolism in poetry.

I first came accross this in the BYU Museum of Art. The plaque described the artist as "is a video and electronic media artist who critiques popular media genres by humorously subverting their intended messages and exposing our engagement with their often juvenile content...The artist presents us with a voyeuristic world in which alternative personas can be digitally appropriated. His work poses the question: Can one find meaningful relationships in a virtual world?" Besides being an example of using technology to create art, I like the questions it raises. Do you think that technology can replace meaningful interactions?

Shakespeare interpretation with barbies!

Great instructional video by Betsy!

A great history video from Kara!

Good example of using Voicethreads with kids

Example of a teacher using wikis, blogs, etc. with students. 5 minutes. Google docs. Literacy: she shouldn't have to teach terms, they should look them up. Addresses: do I need to know everything as a teacher? Also accessibility in a rural school. Shows disconnected classrooms collaborating together on reports and a wiki.

Janet's example of using Librivox and pictures for illustrating a classic text.

This poet shows an excellent example of how a poem should be presented. Mike uses everything from relating to the audience, truth not fact, and his movements are purposeful.

This is a great example of asynchronous video chatting! You can post a picture or slide, and then hear people's comments---just like you would in class. I think I'll use this for my online section.

Interesting voicethread about using the technology for digital storytelling in the classroom.

An interactive White Board (IWB) or SMART Board has the potential to deliver content better than traditional methods of teaching. Why? Because it provides multi-media functional interaction across audio, video, and computer media. It is also ideal for visual, auditory, and kinesthetic learners. These qualities of an IWB also promote the dynamic delivery of content (if used to its full potential) in an engaging manner, which allows students to interact with science or math content their self. Examples include: * data manipulation * responding to data * even creating data So with all these attributes - "How are interactive white boards unsuccessfully used in science and math classrooms?" For the most part - not effectively!