Using technology with young students has always been an interest of mine. Particularly because of the challenges it presents and because I hear many people say, “They can’t read, how can they be successful on the computer?”. Often times, the primary grades are allotted less time in the computer lab weekly and don’t have access to computers in their classrooms like the older students do. Usually, the younger students are allowed to use software such as Millie’s Math House and websites such as Brain Pop. There is so much more available (for free) that will allow students to be creative, use problem-solving skills, think on a much higher level; and work toward meeting the updated National Educational Technology Standards for Students! Here is a study that proves that if used correctly, primary students can use technology to enhance their learning, learn collaboratively, and do creative work.
Now….on to my story which reignited the fire I have for meaningful technology integration at a young age….
My 5 (turning 6 in April) year old daughter wanted to make a list of the books she has so that when she goes to the book fair with her Ammy tomorrow, she knows which ones not to buy. She asked me if she could type the list on the computer, my Macbook, and I said, “Yes”!
Of course, I saw this as a learning opportunity. Learning that any kindergartener can handle (with scaffolding of course)…because it was totally necessary for the task. She needed to know how to use the technology to make capital letters, spaces between words, punctuation, save the document, print the document, and of course, make it look “prettier”. These are all the things they’ve been learning in kindergarten.
All too often, students (especially the younger students) aren’t given the opportunity to use technology as a learning tool. They enter the computer lab and have the opportunity to go on different software/websites (Caillou, Millie’s Math House). Of course, they’re using this software to reinforce skills that kindergarteners need to have (the drill and kill way). However, couldn’t they be using the technology they have to enhance their learning and engage them in real world learning opportunities?
Why not use the technology to perform skills they’re going to need in the future? Why not pull out a 100 chart spreadsheet and have the students highlight all the numbers counting by 10’s? Challenge the students who already know how to count by tens (and can recognize/write the numbers) to count/highlight by 5’s! The following are some questions that could also be addressed (higher level thinking/discovery!): What are the patterns you see? Can you find a pattern on your neighbor’s spreadsheet? Use the highlighter tool to count by 2’s. Make a pattern with the highlighter and have your neighbor tell you in “math words” what the number pattern is. Let’s save our spreadsheets and print them out so we can share them with out teacher and parents.
We could also upload the spreadsheet to voicethread and talk about the patterns we found!
What about voicethread? All kindergarteners can talk! They could use voicethread to talk about a story they’re writing and then have buddies respond to their story within their voicethread. Now, there’s real world collaboration, which encourages students to write! Here is a sample Voicethread published by my kindergartener.
Now, I’m not saying that we should be teaching our students how to save, print, highlight text, make a capital letter, and use a spreadsheet “just because”. What I am saying is that we should be teaching the students how to write a sentence properly, use appropriate pictures to illustrate our text, how to count to 100, look for patterns in a 100’s chart, talk about words, create a story, write a sentence related to the topic of a book, etc. These are all skills the students are learning from their teacher. Let’s reinforce those content area skills once a week in the computer lab by using technology!
So, back to the booklist…she is really into the “Rainbow Magic” book series by Daisy Meadows. We have just about every “color fairy” and “weather fairy” book. Thanks to Ammy and the bookfair, we’re now reading the “flower fairy” books. So, we opened a Word document. She began typing the names of each of the fairies (from the titles). Then, she wanted to make each name the color that it was on the cover of the book. I showed her how to use bullets to make it an organized list. Integrated technology: open a Word doc; Shift for capital letters; change font, size, and color; bullets; save; print; space between words; delete; highlight.
It just made sense…
To me
And to her…
My question is, how do we get it to make sense to the technology leaders?
Teachers Leading
Wednesday, March 18, 2009
Thursday, November 6, 2008
Drexel Online Symposium
This is a list of resources from the presentation Dr. Kristen Kozloski and I did entitled:
Contributing to the Education Field Knowledge Base through Communities of Practice
ISTE NETS
David Warlick's graphic
Response Blog Rubric
Through the use of blogs, students "...edit more, link more, seek more sources, be reflective, read each others' work, comment more, question more, and challenge each others' work" (David Truss)
Here is a clip (voicethread) of our students' reactions to blogging.
Google Reader
Wiki to organize/collaborate for online class
Wiki for sharing projects
Diigo
Go 2 Web2.0
Dr. Kristen Kozloski's blog
Contributing to the Education Field Knowledge Base through Communities of Practice
ISTE NETS
David Warlick's graphic
Response Blog Rubric
Through the use of blogs, students "...edit more, link more, seek more sources, be reflective, read each others' work, comment more, question more, and challenge each others' work" (David Truss)
Here is a clip (voicethread) of our students' reactions to blogging.
Google Reader
Wiki to organize/collaborate for online class
Wiki for sharing projects
Diigo
Go 2 Web2.0
Dr. Kristen Kozloski's blog
Sunday, October 26, 2008
Creating A Social Network
The theme of our first week of class was, "Creating your own social network". To me, it's very exciting to see all of the ways a person can become connected. This week, we will continue creating our own social networks and also learn more about using Web 2.0 as a research and reflective tool. Here is a list of tentative ideas for class this week:
1. Explore tags, labels, and technorati
2. How to write an effective blog entry
3. How to comment effectively on blogs
4. Diigo - social bookmarking and the connections
5. Explore "professional" blogs
I've also added a new "help" page to our wikispace. If you find any other youtube videos that you think should be added to this player, please email me the hyperlink!
What else would you like to explore this week? In your "web 2.0" travels last week and over the weekend, what questions have you come up with? You may respond to this blog entry with any ideas/questions you have!
1. Explore tags, labels, and technorati
2. How to write an effective blog entry
3. How to comment effectively on blogs
4. Diigo - social bookmarking and the connections
5. Explore "professional" blogs
I've also added a new "help" page to our wikispace. If you find any other youtube videos that you think should be added to this player, please email me the hyperlink!
What else would you like to explore this week? In your "web 2.0" travels last week and over the weekend, what questions have you come up with? You may respond to this blog entry with any ideas/questions you have!
Saturday, September 6, 2008
Time for Kindergarten Already??????
Madison's first days of school.
The most difficult thing Keith and I have ever had to do is put her on the bus. It all happened so quickly that neither of us had time to cry and thankfully, neither did Madison. She got on, sat with her new friend "Justin" and rode to school. The best part was seeing her glowing smile as she ran off of the bus that afternoon. We knew she would love school!
And then there's Owen - he was VERY excited for his first day of preschool today!
Organizing My Thoughts About Learning
Tonight in class, we will begin discussing Jonassen's updated "Mindtools" text. We will try to make sense of how he wants us to "travel" through the text. Tonight's goal is to begin apply his "framework" for creating meaningful learning experiences for our students. We'll use a concept map to document our thoughts and embed that concept map in our blog and reflect on it. This way, we'll be able to document how our thoughts evolve throughout the course.
Some key ideas from chapters 1-3; your reading due Tuesday night:
Meaningful learning:
1. Meaningful purpose
2. Conceptual engagement
3. Conceptual development
4. Methods and strategies that support these three components (Jonassen, 2006, p. xiii).
Jonassen asks: "How do we engage and support conceptual change in students?"
Jonassen answers: "...building models of phenomena being studied is among the most effective methods" (p. xv).
How we will begin to organize our ideas: (refer to the graphic organizer on p. xvi of the text).
1. Identify learning goals.
2. After skimming through chapters 4-8, how do you classify your learning goals? (domain knowledge, systems, problems, experiences, or thinking)
3. How do you want your students to model phenomena and which tools should they use? (chapters 9-17 discuss the tools)
4. How will you assess this learning? (chapter 3 and also throughout 9-17)
We are going to create models of the ideas we are learning. Here is my Graphic Organizer as a sample:
This is a different type of thinking for most. In addition, intense learning about technology has to occur throughout this process as we create "Mindtools". I'm calling for a shift in my students' thinking; a change in the way they do things. It's all about their "learning". I share a thought from Will Richardson's most recent blog entry: we need to try to re-envision our own learning; not just our students. I think this class will do that.
Your comments are welcome!
Some key ideas from chapters 1-3; your reading due Tuesday night:
Meaningful learning:
1. Meaningful purpose
2. Conceptual engagement
3. Conceptual development
4. Methods and strategies that support these three components (Jonassen, 2006, p. xiii).
Jonassen asks: "How do we engage and support conceptual change in students?"
Jonassen answers: "...building models of phenomena being studied is among the most effective methods" (p. xv).
How we will begin to organize our ideas: (refer to the graphic organizer on p. xvi of the text).
1. Identify learning goals.
2. After skimming through chapters 4-8, how do you classify your learning goals? (domain knowledge, systems, problems, experiences, or thinking)
3. How do you want your students to model phenomena and which tools should they use? (chapters 9-17 discuss the tools)
4. How will you assess this learning? (chapter 3 and also throughout 9-17)
We are going to create models of the ideas we are learning. Here is my Graphic Organizer as a sample:
This is a different type of thinking for most. In addition, intense learning about technology has to occur throughout this process as we create "Mindtools". I'm calling for a shift in my students' thinking; a change in the way they do things. It's all about their "learning". I share a thought from Will Richardson's most recent blog entry: we need to try to re-envision our own learning; not just our students. I think this class will do that.
Your comments are welcome!
Thursday, July 3, 2008
NECC 2008
This year at NECC 2008, I presented with Kristen Kozloski. The title of our presentation was, "University 2.0: Digital Innovations in the University Classroom". We shared the many technologies that we use in our university classrooms to facilitate our students' learning. We use many different Web 2.0 technologies to create a professional learning network with our students. The neatest thing about our presentation was that we created a Diigo group for all who attended. The purpose of this group is to continue the discussion "University 2.0". It's also a place for social bookmarking. You too can create your own (free) Diigo account (www.diigo.com) and ask to join our NECC 2008 group. Please join the discussion and collaborate with us! Diigo allowed us as presenters to create webslides of our bookmarks within this group. Here is a link to the webslides.
Finally, we experimented with UStream and streamed our presentation LIVE! The video isn't great quality but we you can definitely hear the information we share. We hope you enjoy the presentation...we challenge you to join our group AND our discussion. Collaboration is FUN!!!
Video clips hosted by Ustream
Finally, we experimented with UStream and streamed our presentation LIVE! The video isn't great quality but we you can definitely hear the information we share. We hope you enjoy the presentation...we challenge you to join our group AND our discussion. Collaboration is FUN!!!
Video clips hosted by Ustream
Sunday, June 8, 2008
We made strawberry jam!
This week in EDTEC 448, we will be letting our creative juices flow! We'll begin with an introductory presentation by Sir Ken Robinson
and a discussion about how to get our students to be creative. After a discussion about thinking differently about our teaching and our students' learning (what we've been doing all term), we will begin to create our own podcasts. We will be using Audacity but we'll also discuss other tools that are available. We'll close tonight with the following sample digital story done in Voicethread (www.voicethread.com).
During the next class, we'll be continuing the Digital Storytelling conversation with flickr and several other publishing technologies.
and a discussion about how to get our students to be creative. After a discussion about thinking differently about our teaching and our students' learning (what we've been doing all term), we will begin to create our own podcasts. We will be using Audacity but we'll also discuss other tools that are available. We'll close tonight with the following sample digital story done in Voicethread (www.voicethread.com).
During the next class, we'll be continuing the Digital Storytelling conversation with flickr and several other publishing technologies.
Subscribe to:
Posts (Atom)
Wednesday, March 18, 2009
Meaningful Use of Technology in Kindergarten
Using technology with young students has always been an interest of mine. Particularly because of the challenges it presents and because I hear many people say, “They can’t read, how can they be successful on the computer?”. Often times, the primary grades are allotted less time in the computer lab weekly and don’t have access to computers in their classrooms like the older students do. Usually, the younger students are allowed to use software such as Millie’s Math House and websites such as Brain Pop. There is so much more available (for free) that will allow students to be creative, use problem-solving skills, think on a much higher level; and work toward meeting the updated National Educational Technology Standards for Students! Here is a study that proves that if used correctly, primary students can use technology to enhance their learning, learn collaboratively, and do creative work.
Now….on to my story which reignited the fire I have for meaningful technology integration at a young age….
My 5 (turning 6 in April) year old daughter wanted to make a list of the books she has so that when she goes to the book fair with her Ammy tomorrow, she knows which ones not to buy. She asked me if she could type the list on the computer, my Macbook, and I said, “Yes”!
Of course, I saw this as a learning opportunity. Learning that any kindergartener can handle (with scaffolding of course)…because it was totally necessary for the task. She needed to know how to use the technology to make capital letters, spaces between words, punctuation, save the document, print the document, and of course, make it look “prettier”. These are all the things they’ve been learning in kindergarten.
All too often, students (especially the younger students) aren’t given the opportunity to use technology as a learning tool. They enter the computer lab and have the opportunity to go on different software/websites (Caillou, Millie’s Math House). Of course, they’re using this software to reinforce skills that kindergarteners need to have (the drill and kill way). However, couldn’t they be using the technology they have to enhance their learning and engage them in real world learning opportunities?
Why not use the technology to perform skills they’re going to need in the future? Why not pull out a 100 chart spreadsheet and have the students highlight all the numbers counting by 10’s? Challenge the students who already know how to count by tens (and can recognize/write the numbers) to count/highlight by 5’s! The following are some questions that could also be addressed (higher level thinking/discovery!): What are the patterns you see? Can you find a pattern on your neighbor’s spreadsheet? Use the highlighter tool to count by 2’s. Make a pattern with the highlighter and have your neighbor tell you in “math words” what the number pattern is. Let’s save our spreadsheets and print them out so we can share them with out teacher and parents.
We could also upload the spreadsheet to voicethread and talk about the patterns we found!
What about voicethread? All kindergarteners can talk! They could use voicethread to talk about a story they’re writing and then have buddies respond to their story within their voicethread. Now, there’s real world collaboration, which encourages students to write! Here is a sample Voicethread published by my kindergartener.
Now, I’m not saying that we should be teaching our students how to save, print, highlight text, make a capital letter, and use a spreadsheet “just because”. What I am saying is that we should be teaching the students how to write a sentence properly, use appropriate pictures to illustrate our text, how to count to 100, look for patterns in a 100’s chart, talk about words, create a story, write a sentence related to the topic of a book, etc. These are all skills the students are learning from their teacher. Let’s reinforce those content area skills once a week in the computer lab by using technology!
So, back to the booklist…she is really into the “Rainbow Magic” book series by Daisy Meadows. We have just about every “color fairy” and “weather fairy” book. Thanks to Ammy and the bookfair, we’re now reading the “flower fairy” books. So, we opened a Word document. She began typing the names of each of the fairies (from the titles). Then, she wanted to make each name the color that it was on the cover of the book. I showed her how to use bullets to make it an organized list. Integrated technology: open a Word doc; Shift for capital letters; change font, size, and color; bullets; save; print; space between words; delete; highlight.
It just made sense…
To me
And to her…
My question is, how do we get it to make sense to the technology leaders?
Now….on to my story which reignited the fire I have for meaningful technology integration at a young age….
My 5 (turning 6 in April) year old daughter wanted to make a list of the books she has so that when she goes to the book fair with her Ammy tomorrow, she knows which ones not to buy. She asked me if she could type the list on the computer, my Macbook, and I said, “Yes”!
Of course, I saw this as a learning opportunity. Learning that any kindergartener can handle (with scaffolding of course)…because it was totally necessary for the task. She needed to know how to use the technology to make capital letters, spaces between words, punctuation, save the document, print the document, and of course, make it look “prettier”. These are all the things they’ve been learning in kindergarten.
All too often, students (especially the younger students) aren’t given the opportunity to use technology as a learning tool. They enter the computer lab and have the opportunity to go on different software/websites (Caillou, Millie’s Math House). Of course, they’re using this software to reinforce skills that kindergarteners need to have (the drill and kill way). However, couldn’t they be using the technology they have to enhance their learning and engage them in real world learning opportunities?
Why not use the technology to perform skills they’re going to need in the future? Why not pull out a 100 chart spreadsheet and have the students highlight all the numbers counting by 10’s? Challenge the students who already know how to count by tens (and can recognize/write the numbers) to count/highlight by 5’s! The following are some questions that could also be addressed (higher level thinking/discovery!): What are the patterns you see? Can you find a pattern on your neighbor’s spreadsheet? Use the highlighter tool to count by 2’s. Make a pattern with the highlighter and have your neighbor tell you in “math words” what the number pattern is. Let’s save our spreadsheets and print them out so we can share them with out teacher and parents.
We could also upload the spreadsheet to voicethread and talk about the patterns we found!
What about voicethread? All kindergarteners can talk! They could use voicethread to talk about a story they’re writing and then have buddies respond to their story within their voicethread. Now, there’s real world collaboration, which encourages students to write! Here is a sample Voicethread published by my kindergartener.
Now, I’m not saying that we should be teaching our students how to save, print, highlight text, make a capital letter, and use a spreadsheet “just because”. What I am saying is that we should be teaching the students how to write a sentence properly, use appropriate pictures to illustrate our text, how to count to 100, look for patterns in a 100’s chart, talk about words, create a story, write a sentence related to the topic of a book, etc. These are all skills the students are learning from their teacher. Let’s reinforce those content area skills once a week in the computer lab by using technology!
So, back to the booklist…she is really into the “Rainbow Magic” book series by Daisy Meadows. We have just about every “color fairy” and “weather fairy” book. Thanks to Ammy and the bookfair, we’re now reading the “flower fairy” books. So, we opened a Word document. She began typing the names of each of the fairies (from the titles). Then, she wanted to make each name the color that it was on the cover of the book. I showed her how to use bullets to make it an organized list. Integrated technology: open a Word doc; Shift for capital letters; change font, size, and color; bullets; save; print; space between words; delete; highlight.
It just made sense…
To me
And to her…
My question is, how do we get it to make sense to the technology leaders?
Thursday, November 6, 2008
Drexel Online Symposium
This is a list of resources from the presentation Dr. Kristen Kozloski and I did entitled:
Contributing to the Education Field Knowledge Base through Communities of Practice
ISTE NETS
David Warlick's graphic
Response Blog Rubric
Through the use of blogs, students "...edit more, link more, seek more sources, be reflective, read each others' work, comment more, question more, and challenge each others' work" (David Truss)
Here is a clip (voicethread) of our students' reactions to blogging.
Google Reader
Wiki to organize/collaborate for online class
Wiki for sharing projects
Diigo
Go 2 Web2.0
Dr. Kristen Kozloski's blog
Contributing to the Education Field Knowledge Base through Communities of Practice
ISTE NETS
David Warlick's graphic
Response Blog Rubric
Through the use of blogs, students "...edit more, link more, seek more sources, be reflective, read each others' work, comment more, question more, and challenge each others' work" (David Truss)
Here is a clip (voicethread) of our students' reactions to blogging.
Google Reader
Wiki to organize/collaborate for online class
Wiki for sharing projects
Diigo
Go 2 Web2.0
Dr. Kristen Kozloski's blog
Sunday, October 26, 2008
Creating A Social Network
The theme of our first week of class was, "Creating your own social network". To me, it's very exciting to see all of the ways a person can become connected. This week, we will continue creating our own social networks and also learn more about using Web 2.0 as a research and reflective tool. Here is a list of tentative ideas for class this week:
1. Explore tags, labels, and technorati
2. How to write an effective blog entry
3. How to comment effectively on blogs
4. Diigo - social bookmarking and the connections
5. Explore "professional" blogs
I've also added a new "help" page to our wikispace. If you find any other youtube videos that you think should be added to this player, please email me the hyperlink!
What else would you like to explore this week? In your "web 2.0" travels last week and over the weekend, what questions have you come up with? You may respond to this blog entry with any ideas/questions you have!
1. Explore tags, labels, and technorati
2. How to write an effective blog entry
3. How to comment effectively on blogs
4. Diigo - social bookmarking and the connections
5. Explore "professional" blogs
I've also added a new "help" page to our wikispace. If you find any other youtube videos that you think should be added to this player, please email me the hyperlink!
What else would you like to explore this week? In your "web 2.0" travels last week and over the weekend, what questions have you come up with? You may respond to this blog entry with any ideas/questions you have!
Saturday, September 6, 2008
Time for Kindergarten Already??????
Madison's first days of school.
The most difficult thing Keith and I have ever had to do is put her on the bus. It all happened so quickly that neither of us had time to cry and thankfully, neither did Madison. She got on, sat with her new friend "Justin" and rode to school. The best part was seeing her glowing smile as she ran off of the bus that afternoon. We knew she would love school!
And then there's Owen - he was VERY excited for his first day of preschool today!
Organizing My Thoughts About Learning
Tonight in class, we will begin discussing Jonassen's updated "Mindtools" text. We will try to make sense of how he wants us to "travel" through the text. Tonight's goal is to begin apply his "framework" for creating meaningful learning experiences for our students. We'll use a concept map to document our thoughts and embed that concept map in our blog and reflect on it. This way, we'll be able to document how our thoughts evolve throughout the course.
Some key ideas from chapters 1-3; your reading due Tuesday night:
Meaningful learning:
1. Meaningful purpose
2. Conceptual engagement
3. Conceptual development
4. Methods and strategies that support these three components (Jonassen, 2006, p. xiii).
Jonassen asks: "How do we engage and support conceptual change in students?"
Jonassen answers: "...building models of phenomena being studied is among the most effective methods" (p. xv).
How we will begin to organize our ideas: (refer to the graphic organizer on p. xvi of the text).
1. Identify learning goals.
2. After skimming through chapters 4-8, how do you classify your learning goals? (domain knowledge, systems, problems, experiences, or thinking)
3. How do you want your students to model phenomena and which tools should they use? (chapters 9-17 discuss the tools)
4. How will you assess this learning? (chapter 3 and also throughout 9-17)
We are going to create models of the ideas we are learning. Here is my Graphic Organizer as a sample:
This is a different type of thinking for most. In addition, intense learning about technology has to occur throughout this process as we create "Mindtools". I'm calling for a shift in my students' thinking; a change in the way they do things. It's all about their "learning". I share a thought from Will Richardson's most recent blog entry: we need to try to re-envision our own learning; not just our students. I think this class will do that.
Your comments are welcome!
Some key ideas from chapters 1-3; your reading due Tuesday night:
Meaningful learning:
1. Meaningful purpose
2. Conceptual engagement
3. Conceptual development
4. Methods and strategies that support these three components (Jonassen, 2006, p. xiii).
Jonassen asks: "How do we engage and support conceptual change in students?"
Jonassen answers: "...building models of phenomena being studied is among the most effective methods" (p. xv).
How we will begin to organize our ideas: (refer to the graphic organizer on p. xvi of the text).
1. Identify learning goals.
2. After skimming through chapters 4-8, how do you classify your learning goals? (domain knowledge, systems, problems, experiences, or thinking)
3. How do you want your students to model phenomena and which tools should they use? (chapters 9-17 discuss the tools)
4. How will you assess this learning? (chapter 3 and also throughout 9-17)
We are going to create models of the ideas we are learning. Here is my Graphic Organizer as a sample:
This is a different type of thinking for most. In addition, intense learning about technology has to occur throughout this process as we create "Mindtools". I'm calling for a shift in my students' thinking; a change in the way they do things. It's all about their "learning". I share a thought from Will Richardson's most recent blog entry: we need to try to re-envision our own learning; not just our students. I think this class will do that.
Your comments are welcome!
Thursday, July 3, 2008
NECC 2008
This year at NECC 2008, I presented with Kristen Kozloski. The title of our presentation was, "University 2.0: Digital Innovations in the University Classroom". We shared the many technologies that we use in our university classrooms to facilitate our students' learning. We use many different Web 2.0 technologies to create a professional learning network with our students. The neatest thing about our presentation was that we created a Diigo group for all who attended. The purpose of this group is to continue the discussion "University 2.0". It's also a place for social bookmarking. You too can create your own (free) Diigo account (www.diigo.com) and ask to join our NECC 2008 group. Please join the discussion and collaborate with us! Diigo allowed us as presenters to create webslides of our bookmarks within this group. Here is a link to the webslides.
Finally, we experimented with UStream and streamed our presentation LIVE! The video isn't great quality but we you can definitely hear the information we share. We hope you enjoy the presentation...we challenge you to join our group AND our discussion. Collaboration is FUN!!!
Video clips hosted by Ustream
Finally, we experimented with UStream and streamed our presentation LIVE! The video isn't great quality but we you can definitely hear the information we share. We hope you enjoy the presentation...we challenge you to join our group AND our discussion. Collaboration is FUN!!!
Video clips hosted by Ustream
Sunday, June 8, 2008
We made strawberry jam!
This week in EDTEC 448, we will be letting our creative juices flow! We'll begin with an introductory presentation by Sir Ken Robinson
and a discussion about how to get our students to be creative. After a discussion about thinking differently about our teaching and our students' learning (what we've been doing all term), we will begin to create our own podcasts. We will be using Audacity but we'll also discuss other tools that are available. We'll close tonight with the following sample digital story done in Voicethread (www.voicethread.com).
During the next class, we'll be continuing the Digital Storytelling conversation with flickr and several other publishing technologies.
and a discussion about how to get our students to be creative. After a discussion about thinking differently about our teaching and our students' learning (what we've been doing all term), we will begin to create our own podcasts. We will be using Audacity but we'll also discuss other tools that are available. We'll close tonight with the following sample digital story done in Voicethread (www.voicethread.com).
During the next class, we'll be continuing the Digital Storytelling conversation with flickr and several other publishing technologies.
Subscribe to:
Posts (Atom)