Music – Incompetech
Through my own experiences in the classroom I have unfortunately not been exposed to the use of music in learning experiences. But to my own lack of experience with music I brainstormed some ideas about the different ways I could incorporate such a great tool.
As I am now aware now not all music is acceptable to use within presentations, without some form of royalties going to the owner. From my own investigations with Incompetech I became aware that this tool offers a platform where there are many different genres of music for free available for use. This is known as Royalty-free music, Wikipedia (2009) defines this as being as 'library music' licensed for a single fee, without the need to pay any subsequent royalties.
As a future learning manager I would use this great resource platform to gather insightful music that gets the students thinking. I would then play different sounds like the beach, the rainforest, the city to name a few and ask the students to take a moment to relax and listen to the music and think about what they are hearing, where this could be, why do we hear such noises. Then once the music was over I would ask students to form collaborative groups to discuss what they thought about the music and then they would be instructed to create a brainstorm about a particular sound they heard.
Resources
Wikipedia. (2009). Royalty Free Music. Retrieved August 19th, 2009 from en.wikipedia.org/wiki/Royalty_free_music
Wednesday, August 19, 2009
Voice Thread
A VoiceThread is a collaborative, multimedia slide show that holds images, documents and videos and allows people to navigate pages and leave comments in 5 ways - using voice, text, audio file, or video (Voice thread , 2009).
The stories can be shared with anyone in the world or they can be kept private for selected individuals. Like many Web 2.0 applications, you can get a free basic account as well as a VoiceThread Pro account with unlimited creation and advanced features for a fee. However, VoiceThread is offering free educator accounts for all k-12 classroom educators.
I think VoiceThread is a great classroom tool and has a great potential in education. It has a user-friendly interface and creating and sharing a video thread is a simple process and all you need is a microphone or Webcam. Teachers and students can upload their PowerPoint slides and expand on the info with audio, you can even set up an account for individual classes that allow students access to the account for group projects. VoiceThread also allows for presentations to be embedded in blogs and Web sites (Wikipedia, 2009).
From my own investigation of Voicethread the setup was easy and quick. I found that this great tool is like a slide show with commentaries by voice, text, audio or video. I then found a feature called video doodling, where you can draw on the picture itself. According to Education World (2009) "teachers and students are using Voicethread as a storytelling tool, a deep thinking tool, a research tool, an expository communication tool, and even an assessment tool." I believe Voicethread would be an excellent teaching and learning tool, as it allows teachers and students to share their thinking and knowledge. Students can show their learning in different ways by using this tool some examples might include; oral or written work. Students can also learn through different means and utilize different skills such as listening, speaking, reading, writing and viewing.
Education World (2009) says more students participate more actively in digital discussions than in the classroom. As a future learning manager I would use Voice threads by posting a variety of topics where students are free to comment on them. This would be great as it engages students in meaningful discussions and as stated by E-Learning. (2009) in a classroom conversation, there's generally one strand of conversation going at any one time, and if you're bored by that particular strand, you're completely disengaged. This would be great within the classroom as it encourages collaborative conversation (Weir, 2008). Therefore this tool fits well within the constructivist approach as the learning and knowledge that is being undertaken is by a class of diverse opinions (Siemens, 2004). This becomes clear by the online discussions, provoking different opinions and view points, these particular viewpoints can initiate new learning experiences and direction. This is therefore allowing students to make decisions about their learning, choosing what to learn and how to acquire the information and knowledge needed (Siemens, 2004).
References
Education World (2009). VoiceThread. Retrieved August 19th, 2009 from http://www.education-world.com/a_tech/columnists/dyck/dyck019.shtml
E-Learning. (2009). Retrieved August 19th from http://www.elearninglearning.com/voicethread/wikipedia/
Laila Weir (2008). VoiceThread Extends the Classroom with Interactive Multimedia Albums http://www.edutopia.org/voicethread-interactive-multimedia-albums
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved August 19, 2009, from http://www.elearnspace.org/Articles/connectivism.htm
Voice Thread (2009). Retrieved August 19th, 2009 from http://voicethread.com/about/
A VoiceThread is a collaborative, multimedia slide show that holds images, documents and videos and allows people to navigate pages and leave comments in 5 ways - using voice, text, audio file, or video (Voice thread , 2009).
The stories can be shared with anyone in the world or they can be kept private for selected individuals. Like many Web 2.0 applications, you can get a free basic account as well as a VoiceThread Pro account with unlimited creation and advanced features for a fee. However, VoiceThread is offering free educator accounts for all k-12 classroom educators.
I think VoiceThread is a great classroom tool and has a great potential in education. It has a user-friendly interface and creating and sharing a video thread is a simple process and all you need is a microphone or Webcam. Teachers and students can upload their PowerPoint slides and expand on the info with audio, you can even set up an account for individual classes that allow students access to the account for group projects. VoiceThread also allows for presentations to be embedded in blogs and Web sites (Wikipedia, 2009).
From my own investigation of Voicethread the setup was easy and quick. I found that this great tool is like a slide show with commentaries by voice, text, audio or video. I then found a feature called video doodling, where you can draw on the picture itself. According to Education World (2009) "teachers and students are using Voicethread as a storytelling tool, a deep thinking tool, a research tool, an expository communication tool, and even an assessment tool." I believe Voicethread would be an excellent teaching and learning tool, as it allows teachers and students to share their thinking and knowledge. Students can show their learning in different ways by using this tool some examples might include; oral or written work. Students can also learn through different means and utilize different skills such as listening, speaking, reading, writing and viewing.
Education World (2009) says more students participate more actively in digital discussions than in the classroom. As a future learning manager I would use Voice threads by posting a variety of topics where students are free to comment on them. This would be great as it engages students in meaningful discussions and as stated by E-Learning. (2009) in a classroom conversation, there's generally one strand of conversation going at any one time, and if you're bored by that particular strand, you're completely disengaged. This would be great within the classroom as it encourages collaborative conversation (Weir, 2008). Therefore this tool fits well within the constructivist approach as the learning and knowledge that is being undertaken is by a class of diverse opinions (Siemens, 2004). This becomes clear by the online discussions, provoking different opinions and view points, these particular viewpoints can initiate new learning experiences and direction. This is therefore allowing students to make decisions about their learning, choosing what to learn and how to acquire the information and knowledge needed (Siemens, 2004).
References
Education World (2009). VoiceThread. Retrieved August 19th, 2009 from http://www.education-world.com/a_tech/columnists/dyck/dyck019.shtml
E-Learning. (2009). Retrieved August 19th from http://www.elearninglearning.com/voicethread/wikipedia/
Laila Weir (2008). VoiceThread Extends the Classroom with Interactive Multimedia Albums http://www.edutopia.org/voicethread-interactive-multimedia-albums
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved August 19, 2009, from http://www.elearnspace.org/Articles/connectivism.htm
Voice Thread (2009). Retrieved August 19th, 2009 from http://voicethread.com/about/
Tuesday, August 18, 2009
Picnik
Picnik is an online photo editing service; it offers the option to import photos from a number of social networking sites such as Facebook and Flickr to name a few. Whilst still allowing users to upload photos from a computer or website. Many of Picnik's basic photos editing tools are free to use, however you do have the option to upgrade to have additional photo editing features.
From further investigation into this great tool I found that I could edit just about anything that was wrong with my pictures. To expand further Wikipedia (2009) discusses fixing photos in the following ways; auto-fix, exposure, colors, red eye, rotate, crop, resize and sharpening. This however is only the tip of the iceberg; Picnik offers custom made effects where you can add text, shapes, backgrounds and frames. The world is in your hands with Picnik.
As a future learning manager, I would love to use this great tool. From my experiences at school there have been many times where I have seen students taking photos and editing them on very difficult programs and achieving a less then capable or underachieved result. If I was to use this program I would set a task focused around taking photos and making a point of capturing the mood, angle etc. Then I would ask the students to upload their photos onto Picnik and then experiment with different effects that would help make their feature of the photo more engaging to the audience.
In conclusion I therefore found that Picnik fits well within Kearsley and Schneiderman (1999) Engagement Theory. This is because historically, students have been taught to work and learn on their own. Research on collaborative learning suggests that in the process of collaboration, students are forced to clarify and verbalize their problems, thereby facilitating solutions. To explain in more detail, what picnic offers is a chance for students to work collaboratively in teams to come up with ideas and solutions and Kearsley and Schneiderman (1999) support this further by saying ‘Collaboration increases the motivation of students to learn.’
References
A picnik in the weather (2009). Retrieved August 19th, 2009 from http://www.slideshare.net/sciencejeremy/a-picnik-in-the-weather-1766947
Kearsley, G. & Schneiderman, B. (1999). Engagement Theory: A framework for technology based teaching and learning. Retrieved August 16th, 2009 from http://home.sprynet.com/-gkearsley/engage.htm
Picnik is an online photo editing service; it offers the option to import photos from a number of social networking sites such as Facebook and Flickr to name a few. Whilst still allowing users to upload photos from a computer or website. Many of Picnik's basic photos editing tools are free to use, however you do have the option to upgrade to have additional photo editing features.
From further investigation into this great tool I found that I could edit just about anything that was wrong with my pictures. To expand further Wikipedia (2009) discusses fixing photos in the following ways; auto-fix, exposure, colors, red eye, rotate, crop, resize and sharpening. This however is only the tip of the iceberg; Picnik offers custom made effects where you can add text, shapes, backgrounds and frames. The world is in your hands with Picnik.
As a future learning manager, I would love to use this great tool. From my experiences at school there have been many times where I have seen students taking photos and editing them on very difficult programs and achieving a less then capable or underachieved result. If I was to use this program I would set a task focused around taking photos and making a point of capturing the mood, angle etc. Then I would ask the students to upload their photos onto Picnik and then experiment with different effects that would help make their feature of the photo more engaging to the audience.
In conclusion I therefore found that Picnik fits well within Kearsley and Schneiderman (1999) Engagement Theory. This is because historically, students have been taught to work and learn on their own. Research on collaborative learning suggests that in the process of collaboration, students are forced to clarify and verbalize their problems, thereby facilitating solutions. To explain in more detail, what picnic offers is a chance for students to work collaboratively in teams to come up with ideas and solutions and Kearsley and Schneiderman (1999) support this further by saying ‘Collaboration increases the motivation of students to learn.’
References
A picnik in the weather (2009). Retrieved August 19th, 2009 from http://www.slideshare.net/sciencejeremy/a-picnik-in-the-weather-1766947
Kearsley, G. & Schneiderman, B. (1999). Engagement Theory: A framework for technology based teaching and learning. Retrieved August 16th, 2009 from http://home.sprynet.com/-gkearsley/engage.htm
Flickr
Flickr is an image, video, website and online community platform (Wikipedia, 2009). Flickr is great because it allows students to keep their focus on acquiring new skills, to build on existing knowledge while still being able to develop particular skills like writing, reading, viewing and even strengthening social ties within their own learning circle (Baird, 2005).
Not only does Flickr, but many other technologies have the ability to play an important part in motivation, retention and learning among students. Such tools like Flickr and many media forms play an important role in the interaction between many communities (Baird, 2005). This is also very important because as our world moves to more technological ways, we are now more reliant on online communities, and Flickr helps foster these new relationships.
As a future learning manager, Flickr I believe would effectively cover the approaches such as group work, comments or feedback both from students, teachers and parents, presentations and collaboration online. Baird (2005) discusses that Flickr not only is great tool but supports constructivist based learning, to explain further Baird discusses that learning can take place in a private group, but it also can extend further to the wider community.
Flickr not only is a platform to place and access many photos, it also gives the option for users to either make their photos private or public, therefore allowing privacy for those photos you only want to share with particular people. This option is great to know as a future learning manager because student’s safety is the main priority when using such a tool in the school environment and to have the option to make whatever they may be accessing private is number one.
Flickr also offers students an organization tool called Flickr Organizer, this allows photos to be placed into albums to categories, this can be great to be used in conjunction within their own digital portfolios, projects or even blogs (Wikipedia, 2009). Not only does this tool offer great organization is allows for RSS feeds so that both students and teachers can syndicate their photos. This is not only a way of the future but before such technology was available students would traditionally cut pictures out of magazines to add appeal to a project, but now students have the ability to search past their prior abilities and put their hands on relevant information.
As a future learning manager I would love to use this great tool in the classroom, some possible ways that I have investigated could include the following;
“A student in a historic preservation takes a walking tour of a historic district and takes photographs of various architectural elements. These photos are organized into a Photoset and then viewed in a Flickr generated slideshow during an oral report to his class. He later uses them as a reference resource for his coursework.” (Baird, 2005)
“After a field trip to a living history museum, student groups write a summary of their trip in a blog and use Flickr to illustrate their report. They are able to augment their own photos with relevant images found by searching tags in the global Flickr community archives. As they work on the project they are simultaneously developing writing, technology, photography, as most importantly collaborative learning skills.” (Baird, 2005)
Flickr I have found fits great within Oliver’s Learning Design Framework, because today’s students have grown up surrounded by the digital world, and as a result they have developed new ways of understanding, learning and processing information. To explain further why I feel this framework fits well is because Oliver’s framework puts emphasis on the learning resources, learning tasks and learning supports, all of which are covered within Flickr. Furthermore Flickr offers the chance for authentic assessment within the classroom and I look forward to incorporating this tool in the future.
References
AusInfo. (2003). The Learning Design Construct. Retrieved August 1st, 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Derek E Baird .(2005). The Promise of Social Networks. Retrieved August 19th, 2009 from http://www.techlearning.com/article/4816
Wikipedia. (2009). Flickr. Retrieved August 19th, 2009 from http://en.wikipedia.org/wiki/Flickr
Flickr is an image, video, website and online community platform (Wikipedia, 2009). Flickr is great because it allows students to keep their focus on acquiring new skills, to build on existing knowledge while still being able to develop particular skills like writing, reading, viewing and even strengthening social ties within their own learning circle (Baird, 2005).
Not only does Flickr, but many other technologies have the ability to play an important part in motivation, retention and learning among students. Such tools like Flickr and many media forms play an important role in the interaction between many communities (Baird, 2005). This is also very important because as our world moves to more technological ways, we are now more reliant on online communities, and Flickr helps foster these new relationships.
As a future learning manager, Flickr I believe would effectively cover the approaches such as group work, comments or feedback both from students, teachers and parents, presentations and collaboration online. Baird (2005) discusses that Flickr not only is great tool but supports constructivist based learning, to explain further Baird discusses that learning can take place in a private group, but it also can extend further to the wider community.
Flickr not only is a platform to place and access many photos, it also gives the option for users to either make their photos private or public, therefore allowing privacy for those photos you only want to share with particular people. This option is great to know as a future learning manager because student’s safety is the main priority when using such a tool in the school environment and to have the option to make whatever they may be accessing private is number one.
Flickr also offers students an organization tool called Flickr Organizer, this allows photos to be placed into albums to categories, this can be great to be used in conjunction within their own digital portfolios, projects or even blogs (Wikipedia, 2009). Not only does this tool offer great organization is allows for RSS feeds so that both students and teachers can syndicate their photos. This is not only a way of the future but before such technology was available students would traditionally cut pictures out of magazines to add appeal to a project, but now students have the ability to search past their prior abilities and put their hands on relevant information.
As a future learning manager I would love to use this great tool in the classroom, some possible ways that I have investigated could include the following;
“A student in a historic preservation takes a walking tour of a historic district and takes photographs of various architectural elements. These photos are organized into a Photoset and then viewed in a Flickr generated slideshow during an oral report to his class. He later uses them as a reference resource for his coursework.” (Baird, 2005)
“After a field trip to a living history museum, student groups write a summary of their trip in a blog and use Flickr to illustrate their report. They are able to augment their own photos with relevant images found by searching tags in the global Flickr community archives. As they work on the project they are simultaneously developing writing, technology, photography, as most importantly collaborative learning skills.” (Baird, 2005)
Flickr I have found fits great within Oliver’s Learning Design Framework, because today’s students have grown up surrounded by the digital world, and as a result they have developed new ways of understanding, learning and processing information. To explain further why I feel this framework fits well is because Oliver’s framework puts emphasis on the learning resources, learning tasks and learning supports, all of which are covered within Flickr. Furthermore Flickr offers the chance for authentic assessment within the classroom and I look forward to incorporating this tool in the future.
References
AusInfo. (2003). The Learning Design Construct. Retrieved August 1st, 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Derek E Baird .(2005). The Promise of Social Networks. Retrieved August 19th, 2009 from http://www.techlearning.com/article/4816
Wikipedia. (2009). Flickr. Retrieved August 19th, 2009 from http://en.wikipedia.org/wiki/Flickr
Google Earth
How great is Google earth!? I am obsessed, but I must admit I did discover this great tool a while back now and have been using it ever since. For those who are unsure as to what Google Earth offers, I have done some investigations of my own and came up with some pretty interesting findings.
Google (2009) themselves discuss how they use a satellite imagery-based mapping product that puts the whole world on a student's computer. It enables users to "fly" from space to street level to find geographic information and explore places around the world. Like a video game and a search engine rolled into one, Earth is basically a 3D model of the entire planet that lets you grab, spin and zoom down into any place on Earth. As now as technology advances Google has updated its Google earth to include; Google StreetView, view photo-realistic 3D buildings, and even show your students sunset around the world with the new Sunlight feature.
Kearsley and Shnneiderman Engagement Theory (1999) fits well within the use of Google Earth, because it encompasses the use of authentic learning experiences which have an overall affect of collaborative learning. As a future learning manager I would take the approach to using such a great tool by possibly doing the following;
- Use real time coordinates to demonstrate distance calculations and verify the results using Google earth measurement tools.
- View tectonic plate shift evidence by examining whole continents, mountains ranges and areas of volcanic activity.
- Study craters, dry lake beds and other major land forms.
- Explore human civilization, growth of cities, and impact of growth on the environment.
(Google, 2009)
References
Google. (2009). Google Earth: For Educators. Retrieved August 17th, 2009 from http://www.google.com/educators/p_earth.html
Kearsley, G. & Schneiderman, B. (1999). Engagement Theory: A framework for technology based teaching and learning. Retrieved August 16th, 2009 from http://home.sprynet.com/-gkearsley/engage.htm
How great is Google earth!? I am obsessed, but I must admit I did discover this great tool a while back now and have been using it ever since. For those who are unsure as to what Google Earth offers, I have done some investigations of my own and came up with some pretty interesting findings.
Google (2009) themselves discuss how they use a satellite imagery-based mapping product that puts the whole world on a student's computer. It enables users to "fly" from space to street level to find geographic information and explore places around the world. Like a video game and a search engine rolled into one, Earth is basically a 3D model of the entire planet that lets you grab, spin and zoom down into any place on Earth. As now as technology advances Google has updated its Google earth to include; Google StreetView, view photo-realistic 3D buildings, and even show your students sunset around the world with the new Sunlight feature.
Kearsley and Shnneiderman Engagement Theory (1999) fits well within the use of Google Earth, because it encompasses the use of authentic learning experiences which have an overall affect of collaborative learning. As a future learning manager I would take the approach to using such a great tool by possibly doing the following;
- Use real time coordinates to demonstrate distance calculations and verify the results using Google earth measurement tools.
- View tectonic plate shift evidence by examining whole continents, mountains ranges and areas of volcanic activity.
- Study craters, dry lake beds and other major land forms.
- Explore human civilization, growth of cities, and impact of growth on the environment.
(Google, 2009)
References
Google. (2009). Google Earth: For Educators. Retrieved August 17th, 2009 from http://www.google.com/educators/p_earth.html
Kearsley, G. & Schneiderman, B. (1999). Engagement Theory: A framework for technology based teaching and learning. Retrieved August 16th, 2009 from http://home.sprynet.com/-gkearsley/engage.htm
Windows Movie Maker
Windows Movie Maker is a fun and easy way to make movies for presentations, slideshows and much more. Windows Movie Maker is divided into three areas of viewing. There is an area for the storyboard and timeline, the panes of the movie or slideshow and the preview monitor.
As a future learning manager it would be great to use Windows Movie Maker with the students as it is an interactive way to learn different material. By using this tool, students are able to repeat what they learned in their own words and act out what they have learnt. Therefore by having such an interactive way of learning, students will be more likely to remember and understand the material. Windows Movie Maker has a lot of educational benefits but it also can add a sense of community to the classroom, with all students working together as team in order to create a movie.
Using such a technology in the classroom would fit well within the framework of the engagement theory. Kearsley, & Shneiderman (1999) discuss that within the engagement theory all student activities should involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. Within a group context students would be able to use this tool in collaborative groups taking on different roles to complete the set task.
Kearsley & Shneiderman (1999) discuss further about how the engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom. They talk about three main components; relate-create-donate. These three areas are thought to be approached in learning situations by the following;
- occur in a group context (i.e., collaborative teams)
- are project-based
- have an outside (authentic) focus
References
Kearsley, G. & Schneiderman, B. (1999). Engagement Theory: A framework for technology based teaching and learning. Retrieved August 16th, 2009 from http://home.sprynet.com/-gkearsley/engage.htm
Windows Movie Maker is a fun and easy way to make movies for presentations, slideshows and much more. Windows Movie Maker is divided into three areas of viewing. There is an area for the storyboard and timeline, the panes of the movie or slideshow and the preview monitor.
As a future learning manager it would be great to use Windows Movie Maker with the students as it is an interactive way to learn different material. By using this tool, students are able to repeat what they learned in their own words and act out what they have learnt. Therefore by having such an interactive way of learning, students will be more likely to remember and understand the material. Windows Movie Maker has a lot of educational benefits but it also can add a sense of community to the classroom, with all students working together as team in order to create a movie.
Using such a technology in the classroom would fit well within the framework of the engagement theory. Kearsley, & Shneiderman (1999) discuss that within the engagement theory all student activities should involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. Within a group context students would be able to use this tool in collaborative groups taking on different roles to complete the set task.
Kearsley & Shneiderman (1999) discuss further about how the engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom. They talk about three main components; relate-create-donate. These three areas are thought to be approached in learning situations by the following;
- occur in a group context (i.e., collaborative teams)
- are project-based
- have an outside (authentic) focus
References
Kearsley, G. & Schneiderman, B. (1999). Engagement Theory: A framework for technology based teaching and learning. Retrieved August 16th, 2009 from http://home.sprynet.com/-gkearsley/engage.htm
Monday, August 17, 2009
Interactive Whiteboard
From my own experiences in schools, I have witnessed Interactive Whiteboards to be a great tool to have in the classroom. As defined by the US Department of Education, "Interactive whiteboards are used in many schools as replacements for traditional whiteboards or flipcharts. They provide ways to show students anything which can be presented on a computer's desktop (educational software, web sites, and others).
Interactive Whiteboards can be a very effective instructional strategy for students, as it allows for repetition and for students to see material again in circumstances where they were absent, falling behind and for review of topics (US DOE, 2008).
As a future learning manager I wanted to research some possible engaging ways to use such a great technology. My findings include such things like (US D0E, 2008);
From my own experiences in schools, I have witnessed Interactive Whiteboards to be a great tool to have in the classroom. As defined by the US Department of Education, "Interactive whiteboards are used in many schools as replacements for traditional whiteboards or flipcharts. They provide ways to show students anything which can be presented on a computer's desktop (educational software, web sites, and others).
Interactive Whiteboards can be a very effective instructional strategy for students, as it allows for repetition and for students to see material again in circumstances where they were absent, falling behind and for review of topics (US DOE, 2008).
As a future learning manager I wanted to research some possible engaging ways to use such a great technology. My findings include such things like (US D0E, 2008);
- Save lessons to present to students who were absent
- Create video files to teach a software application, a lesson, or as a review to be posted to the server or web. Example- How to create a graph in Excel or hoe to burn a projects to cds
- Use the built in maps to teach continents, oceans, countries, or states and capitals.
- Present presentations created by student or teacher
- Have students create e-folios including samples of their work and narration
- Digital storytelling
- Teach whole group computer or keyboarding skills
- Brainstorming
- Take notes directly into PowerPoint presentations
- Reinforce skills by using on-line interactive web sites
- Creating a project calendar
- Teach editing skills using editing marks
- Use in the 6 trait writing process
- Use highlighter tool to highlight nouns, verbs, adjectives, etc.
- Use it with Kidspiration or Inspiration
- Teaching students how to navigate the Internet
- Illustrate and write a book as a class. Use the record feature to narrate the text.
- Use the Interwrite software to create lessons in advance at home or at school. Then save them for future use or to be shared with other teachers
This great tool fits perfect within the frame work of Kearsley and Schneiderman (1999) engagement theory. As stated by Mitchell (2008)"students demand interactivity". This statement therefore supports the many concepts of learning, especially knowing that students must be engaged in the curriculum in order to be effective learners (Kearsley, & Shneiderman, 1999).
References
Kearsley, G. & Schneiderman, B. (1999). Engagement Theory: A framework for technology based teaching and learning. Retrieved August 16th, 2009 from http://home.sprynet.com/-gkearsley/engage.htm
Mitchell, B., (2008). Interactive Whiteboards: Boon or Boondoggle Retrieved 12th August, 2009, from http://www.youtube.com/watch?v=D1GQC8obImA
US Department of Education. (2008). Interactive Whiteboards. Retrieved August 16th, 2009 from http://www.fsdb.k12.fl.us/rmc/tutorials/whiteboards.html
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