Mash Media: New Web, Old Media, and Your Own Stuff
Hall Davidson
Notes from ISTE10
tinyurl.com/istemashup
http://senduit.com/005669
http://www.wallwisher.com/wall/istemashup
discoveryedspeakersbureau.com
Sometimes the Internet is not our friend (it doesn't want to work for us when we need it!)
Use Web2.0 sites and media library
Download them & screen capture them
Mash them together
Great Web2.0 Sites:
gizmoz.com
blabberize.com - make pictures look like they're talking
secondlife -- screen capture your adventures in second life so that you are sure about the content the kids will see -- no streakers will run by :)
tagul.com
wikipedia.com
glogster.com
googlelittrips.org
jamendo -- free music dowloads
digimi
gizmos
Discovery Education Streaming
California Student Media Festival
For digital portfolios, you want them to not only be online, but also in hard copy, like a dvd
What if the Internet is down? Screen captures will allow you to have your own copy. For many (most?) the sites themselves say this is totally ok.
Screen Capture Tools:
camstudio - *Best for PC - free
jing - free
quicktime10
iShowU - cheapest good one
Camtasia
Skitch
SnapzPro - great, but not free
iShowUPro
You can use an old digital video camera (the kind that eat tapes) connected through the firewire cable instead of your built-in iSite camera to record the room or to do a screen capture or skype onto your computer. This also allows you to zoom in and out.
Email geec@google.com and tell them you're a teacher and want google earth pro for free
HyperStudio for free. Go to booth 840 and they'll give you a free CD and license.
On a Mac pick a green background for a picture/movie and bring it into iMovie and use greenscreen to mash a web pic/movie with a project you're building.
Build things in PowerPoint and export as a jpg
Wednesday, June 30, 2010
EPEARL
EPEARL - Electronic Portfolio Encouraging Active Reflective Learning
Notes from ISTE10
Portfolios Need To:
http://sakai.learnquebec.ca:8808/ltk/
Notes from ISTE10
Portfolios Need To:
- Be purposeful and meaningful - more than just a collection
- Show progress over time
- Allow for student reflection
- Student centered (managed by the student)
- One portfolio per student
- Follows student from year to year
- Aligned with the Core Curriculum
- Access from anywhere
- Everything in one place
- Easy to use (for students and teachers)
- Fims
- Sounds
- Images
- Documents
- Podcasts
- Collection
- Selection - Teachers can have a checklist of required items, but students should also have a choice of which items they use to fill the requirements.
- Reflection - SRL Model - Planning -> Doing -> Reflecting -> Planning -> Doing... - This happens many times throughout the year so that the student doesn't get to the end of the year after their final evaluation and say, "Oh. That's what you wanted."
- Evaluation - Not just a final grade mark
- Celebration - Have students select one piece of their portfolio to share with classmates, teachers, parents, etc. Have treats!
http://sakai.learnquebec.ca:8808/ltk/
Monday, June 28, 2010
Turning Tech Novices into Building-Level Champions
“A leader is someone who knows the way, goes the way, and shows the way.”
Notes from ISTE10
Sandra Reed
Be careful with what we ask the principals to do -- they are very busy!
When we assign them a task, try to take something off their plate as we put something on there. We should be helping make things more efficient.
We have a responsibility to model appropriate use of technology. We model for principals how to be a model and tech cheerleader.
The more we can alleviate the fears that teachers have, the more technology integration will occur.
Bill Morrison
The pedagogy has to change before technology can effectively help create new environments.
We need to provide effective (authentic, project-based) professional development for principals in educational technology.
Create a principal-specific PD plan to address instructional technology.
authentic, collaborative, student-centered classrooms
encourage principals to attend the same PD that their teachers receive
Let them observe what good tech instruction looks like
Bring teams of principals in to technology model classrooms to observe complete lessons using tech
We need to help create a shared vision/framework for effective instruction.
Create a school-level instructional technology leadership team
Encourage principals to conduct technology training sessions themselves, observe in classrooms for tech use, encourage peer mentoring
Chris Lehman
We don’t need “technology plans”, we need “education plans”. They are NOT two different things!
RIght now, I am not doing a laptop project, I am working with my laptop as a tool. It’s not a separate thing. Stop talking about it as if it’s a separate thing.
Don’t talk about things as a blog project, talk about it as a water cycle project done on a blog.
Technology is not additive to education, it is transformative.
Talk about the vision first, not the tools first.
We’re doing things we’ve always done -- research, social networking, etc. -- we’re just transforming how we’re doing it (with technology tools).
Good practice first, not just tools.
We need to have courage and we need to help principals have courage.
What role do confidence and trust play in building level professionals' acceptance of technology?
What do you do to build up their confidence?
Notes from ISTE10
Sandra Reed
Be careful with what we ask the principals to do -- they are very busy!
When we assign them a task, try to take something off their plate as we put something on there. We should be helping make things more efficient.
We have a responsibility to model appropriate use of technology. We model for principals how to be a model and tech cheerleader.
The more we can alleviate the fears that teachers have, the more technology integration will occur.
Bill Morrison
The pedagogy has to change before technology can effectively help create new environments.
We need to provide effective (authentic, project-based) professional development for principals in educational technology.
Create a principal-specific PD plan to address instructional technology.
authentic, collaborative, student-centered classrooms
encourage principals to attend the same PD that their teachers receive
Let them observe what good tech instruction looks like
Bring teams of principals in to technology model classrooms to observe complete lessons using tech
We need to help create a shared vision/framework for effective instruction.
Create a school-level instructional technology leadership team
Encourage principals to conduct technology training sessions themselves, observe in classrooms for tech use, encourage peer mentoring
Chris Lehman
We don’t need “technology plans”, we need “education plans”. They are NOT two different things!
RIght now, I am not doing a laptop project, I am working with my laptop as a tool. It’s not a separate thing. Stop talking about it as if it’s a separate thing.
Don’t talk about things as a blog project, talk about it as a water cycle project done on a blog.
Technology is not additive to education, it is transformative.
Talk about the vision first, not the tools first.
We’re doing things we’ve always done -- research, social networking, etc. -- we’re just transforming how we’re doing it (with technology tools).
Good practice first, not just tools.
We need to have courage and we need to help principals have courage.
What role do confidence and trust play in building level professionals' acceptance of technology?
What do you do to build up their confidence?
- Find out what they want to learn -- what they want to gain
- Make sure you're leaving them capable of continuing on their own
- "Lift where you stand" -- own the problem -- when you learn of a need/issue, you follow it through to the end so they can learn you can be relied on
- Increased support and manpower
- Members of the team are also teachers, not just "IT people"
- Learn, get feedback, and change based on needs/feedback
- Be human
- Be responsive
- It's not us vs. them -- district vs. schools
- It can't be "one more thing" it's got to be a transformation
- Pre-service education at the universities need to prepare admins to better understand instructional tech
- Who are you hiring? New hires should be people who are willing and capable
- The superintendents are vitally important. They need our help and support to set the example for the principals
- Should be part of the school improvement plan
- The ed plan and the ed tech plan need to be the same plan. There is no difference.
- You need to decide as a district what framework you are following (Marzano, etc.) so you can observe it
- Need for a shared vision in district/schools
- Listen to the kids and the parents -- they can teach you a lot
- Aim at the middle third -- the top will enthusiastically adopt the changes and innovation, the bottom will be resistant, the middle are the ones who will do it if you help them -- they will bring up the bottom third
- Principals were trained as managers, not educator models. Show them what it looks like. Model for them. Show them how to get there -- ongoing coaching and resources
- Move to a PLC model with the principal training rather than trying to train them after principal info meetings when they're worn out and stressed about what is going on at their schools
- Use things like Google apps to help them
*Scratch Lifelong Kindergarten - Keeping Imagination & Creativity in the Learning Process
Lifelong Kindergarten - Keeping Imagination & Creativity in the Learning Process
Mitchel Resnick, MIT Media Lab
Notes from ISTE10
Primary URL:
http://llk.media.mit.edu
Handouts / Papers:
Available at http://web.media.mit.edu/~mres/papers/Learning-Leading-final.pdf
Available at http://web.media.mit.edu/~mres/papers/CC2007-handout.pdf
We need to extend this kindergarten approach to learning even in later, more advanced education.
We may need different tools than crayons and blocks to keep it going. Technology can help keep this cycle going so we don't think the only choice we have is to try to just dump data into the students' brains.
Are we asking our students to consume or create?
For Example, Scratch
Imagine -- Get an idea, like from the Warrior Cat novels
Create -- allows students to create their own story or interactive activity or game instead of a computer game that creates the story and actions for them.
Play -- try to build different action combos
Share -- post on the Scratch website and comment/interact with other users
Reflect -- saw others' ideas and comments and edit/add to the project
We want students to begin thinking, "How does that work?"
Scratch helps them think more in programming language, variables
Now can even create their own scratch controllers for activities they create
ScratchEd - ideas for using scratch in education
Scratch Day - people from all over the world hold workshops and create projects with scratch
Scratch @ MIT Conference - August 11-14, 2010 http://scratch.mit.edu/conference
Coming next year... Scratch 2.0 -- will enable students to create projects more collaboratively online
http://scratch.mit.edu
http://scratched.media.mit.edu
http://scratch.mit.edu/conference
Scratch is not the most important part -- it's just the tool. The important part is re-thinking learning and how we can use technology to remember this "Kindergarten" style of learning.
Mitchel Resnick, MIT Media Lab
Notes from ISTE10
Primary URL:
http://llk.media.mit.edu
Handouts / Papers:
Available at http://web.media.mit.edu/~mres/papers/Learning-Leading-final.pdf
Available at http://web.media.mit.edu/~mres/papers/CC2007-handout.pdf
We need to extend this kindergarten approach to learning even in later, more advanced education.
We may need different tools than crayons and blocks to keep it going. Technology can help keep this cycle going so we don't think the only choice we have is to try to just dump data into the students' brains.
Are we asking our students to consume or create?
For Example, Scratch
Imagine -- Get an idea, like from the Warrior Cat novels
Create -- allows students to create their own story or interactive activity or game instead of a computer game that creates the story and actions for them.
Play -- try to build different action combos
Share -- post on the Scratch website and comment/interact with other users
Reflect -- saw others' ideas and comments and edit/add to the project
We want students to begin thinking, "How does that work?"
Scratch helps them think more in programming language, variables
Now can even create their own scratch controllers for activities they create
ScratchEd - ideas for using scratch in education
Scratch Day - people from all over the world hold workshops and create projects with scratch
Scratch @ MIT Conference - August 11-14, 2010 http://scratch.mit.edu/conference
Coming next year... Scratch 2.0 -- will enable students to create projects more collaboratively online
http://scratch.mit.edu
http://scratched.media.mit.edu
http://scratch.mit.edu/conference
Scratch is not the most important part -- it's just the tool. The important part is re-thinking learning and how we can use technology to remember this "Kindergarten" style of learning.
Engagement: What is it? Where can I get some?
ISTE 2010
Bernie Dodge, PhD
San Diego State University
http://webquest.org/workshops/engagement7/
As I have reflected on the school year I have thought about what successes I have had and what goals need to be set for next year. In particular, I have thought about the professional development training and classes I have taught. I think it is easy, particularly when teaching with technology tools, to assume learners will be engaged just because technology is involved. I think it is also easy to assume that teachers will be engaged in professional development training if they have chosen to attend. These are assumptions I cannot afford to make if I want to be an effective teacher. What do I need to do to keep learners engaged in the lessons I am teaching?
Last summer at the ISTE conference in Denver, I attended a session on the very topic of student engagement. In his presentation, Bernie Dodge said, "Engagement is critical. It is a valve that controls how much information gets into the minds of our learners."
So, if engagement is critical, I need to understand more about it. First, what is engagement? Engagement is...
Fun--
Often teachers use technology to help lessons be more fun (engaging). In my case, all of my lesson utilize technology. It is important to remember, however, that using technology does not automatically make a lesson engaging. New tools are like visiting a new country -- it's very exciting to take that new trip -- but you've got to remember where you're from. In other words, good, engaging teaching is not about what you can buy from the vendors, it's about remembering what we already know about good teaching. It's not about the technology, it's how you use it.
Engaged learning has to be centered in collaboration and is a combination of constructivist principles and problem-based learning. Engagement is really all about interactions -- not about the tools, but about the interactions between students, people, materials, etc. It's about the topic you're trying to teach and using as much of the brain as possible.
For example, many novice teachers often come in thinking they need to lecture. Some may even create elaborate PowerPoint presentations to go along with their lectures, thinking that adding that technology component will make their lesson engaging. Perhaps their lecture is a little more engaging than it would have been without the PowerPoint, but a presentation alone does not get students interacting. On the other hand, a WebQuest that contains the same information as the lecture mentioned, but causes the students to work, explore, discuss, and answer questions would be very engaging.
Esquire magazine attempted this type of engagement in their Augmented Reality Issue with Robert Downey, Jr. This issue took the magazine to a new level. It allowed readers to interact with the magazine like never before. If Esquire magazine understands that they need to engage their readers in the learning experience, we should too!
Technology tools can be used to enhance learning by increasing engagement if they are used effectively. Consider the same tool being used in different ways:
Scenario 1: Teacher demonstration = low interaction/low engagement
--Scenario 2: Students explore, but the teacher hasn't really asked them to do anything with it
----Scenario 3: Students are asked questions to find answers to
------Scenario 4: The teacher gives a task that requires students to interact with tools and classmates to accomplish
360 Site Ideas:
Take the plot of a novel -- how would it change if it took place in Yemen instead?
Geometry
Architecture
What sites would you want to visit?
Where would you take a photo of your city so people would see the important sites?
Compare/contrast cities
Give a tour of the city, for example as a country report
Tell the story of the people in the picture
How can we measure engagement in our own teaching?
Rate yourself on a scale of 1 to 10. Observe what the teacher is doing, then what the students are doing. Indicate the kind of thinking required for what they are doing (Bloom's Taxonomy).
Thinking about interactions can help us plan our lessons -- Is there time for student-teacher interaction? Time for student-student interactions? Self reflection?
How can we improve? Ask a friend to watch you teach and watch the interactions.
How do we judge the quality of the interactions the students are having? That is the key. Bloom's taxonomy and the nature of the tasks they are doing the interacting for can help us judge that, but that's what we need to work on.
Bernie Dodge, PhD
San Diego State University
http://webquest.org/workshops/engagement7/
As I have reflected on the school year I have thought about what successes I have had and what goals need to be set for next year. In particular, I have thought about the professional development training and classes I have taught. I think it is easy, particularly when teaching with technology tools, to assume learners will be engaged just because technology is involved. I think it is also easy to assume that teachers will be engaged in professional development training if they have chosen to attend. These are assumptions I cannot afford to make if I want to be an effective teacher. What do I need to do to keep learners engaged in the lessons I am teaching?
Last summer at the ISTE conference in Denver, I attended a session on the very topic of student engagement. In his presentation, Bernie Dodge said, "Engagement is critical. It is a valve that controls how much information gets into the minds of our learners."
So, if engagement is critical, I need to understand more about it. First, what is engagement? Engagement is...
- commitment
- being involved because you want to not because you have to
- true interest
- being utterly tuned in, focused
- asking questions
- interactions
- time flies
- not disrupting
- sitting quietly
- smiling and nodding
Fun--
- thinking critically
- thinking creatively
- remembering
- performing
- presenting
- moving around
- highly challenging tasks
- teacher enthusiasm
- interacting with artifacts, the instructor, or other learners
- sensory rich experiences
- physical activity
- human interest
- lectures are rarely mentioned as "fun"
Often teachers use technology to help lessons be more fun (engaging). In my case, all of my lesson utilize technology. It is important to remember, however, that using technology does not automatically make a lesson engaging. New tools are like visiting a new country -- it's very exciting to take that new trip -- but you've got to remember where you're from. In other words, good, engaging teaching is not about what you can buy from the vendors, it's about remembering what we already know about good teaching. It's not about the technology, it's how you use it.
Engaged learning has to be centered in collaboration and is a combination of constructivist principles and problem-based learning. Engagement is really all about interactions -- not about the tools, but about the interactions between students, people, materials, etc. It's about the topic you're trying to teach and using as much of the brain as possible.
For example, many novice teachers often come in thinking they need to lecture. Some may even create elaborate PowerPoint presentations to go along with their lectures, thinking that adding that technology component will make their lesson engaging. Perhaps their lecture is a little more engaging than it would have been without the PowerPoint, but a presentation alone does not get students interacting. On the other hand, a WebQuest that contains the same information as the lecture mentioned, but causes the students to work, explore, discuss, and answer questions would be very engaging.
Esquire magazine attempted this type of engagement in their Augmented Reality Issue with Robert Downey, Jr. This issue took the magazine to a new level. It allowed readers to interact with the magazine like never before. If Esquire magazine understands that they need to engage their readers in the learning experience, we should too!
Technology tools can be used to enhance learning by increasing engagement if they are used effectively. Consider the same tool being used in different ways:
Scenario 1: Teacher demonstration = low interaction/low engagement
--Scenario 2: Students explore, but the teacher hasn't really asked them to do anything with it
----Scenario 3: Students are asked questions to find answers to
------Scenario 4: The teacher gives a task that requires students to interact with tools and classmates to accomplish
360 Site Ideas:
Take the plot of a novel -- how would it change if it took place in Yemen instead?
Geometry
Architecture
What sites would you want to visit?
Where would you take a photo of your city so people would see the important sites?
Compare/contrast cities
Give a tour of the city, for example as a country report
Tell the story of the people in the picture
How can we measure engagement in our own teaching?
Rate yourself on a scale of 1 to 10. Observe what the teacher is doing, then what the students are doing. Indicate the kind of thinking required for what they are doing (Bloom's Taxonomy).
Thinking about interactions can help us plan our lessons -- Is there time for student-teacher interaction? Time for student-student interactions? Self reflection?
How can we improve? Ask a friend to watch you teach and watch the interactions.
How do we judge the quality of the interactions the students are having? That is the key. Bloom's taxonomy and the nature of the tasks they are doing the interacting for can help us judge that, but that's what we need to work on.
Links Mentioned During the Session
- Time Lapse of a baby playing. Pure engagement!
- Learning, Motivation & Fun. Videos of 160 stories about engaged learning.
- O’Malley, K. et al, (2003). Validation of an observational instrument for Measuring student engagement in health professions settings. Evaluation & the health professions, 2003, 26; 86.
- Esquire's Augmented Reality Issue. Was on the newstands in December, 2009 and will be in your textbooks soon. Be afraid.
- WebQuest.org - Designed from the start for engagement
- Slate Magazine's News Dots
- 360 Cities: View from a rooftop in Sana'a
- Smithsonian National Postal Museum
- Primary Access - Make stories based on historical images
- Twine - A tool for creating interactive stories
Getting the Most from Your iPhone: Apps, Tips, and Tricks
Notes from a presentation by David Pownell, Washburn University at ISTE10
http://you-learning.org/
http://you-learning.org/iste2010b103.html
You can click and hold down on the 123 button and slide to numbers instead of switching to number mode.
To help your iPhone show up better under the docucam, adjust the screen lightness/darkness on the phone itself.
Collaborating and Communicating
Email
• Doodle Buddy -draw and email (free with ads)
• Dragon Dictation -speech to text (free)
Texting
• TextFree (free with ads and limited number)
• WhatsApp Messenger
Share iPhone to iPhone
• Bump -share contact and photos (free)
Shared web resources
• DropBox -share documents (free)
Social Networking
• Facebook (free)
Manipulating Information
Search
• Google Voice Web Search (free)
Gather
• Evernote -notes everywhere (free and paid versions)
Measure, Calculate, Convert
• MultiConvert -converts anything (free)
Create and edit documents
• QuickOffice Mobile -edit create Office docs ($$)
• Documents to Go ($$)
Location Based
• Yelp -find businesses and reviews (free)
Add web content
• WordPress -add to Wordpress blog (free)
• Facebook (free)
Organizing and Planning
Notes and To Do
• To Do (free)
• Omnifocus -advanced to do ($$$)
Planning
• iMindMap (free)
Specialized
• Shopper -shopping lists (free and $)
Teaching and Learning
Reference Information
• Wordweb (free, audio version $)
Learning
• QuickGraph (free)
• Formulas ($)
• Pop Math Lite (free)
• Matches (free)
Flashcard apps
• iFlashcards Free (free with ads)
Reading
• Kindle for iPhone (free)
• GoodReader (free and $)
Read News
• NYTimes (free)
Explore your current location
• Google Earth (free)
Language
• 24/7 Spanish (free)
Living, Lifestyle, and Self-Improvement
Interact with businesses
• Bank of America (free)
Information & reviews of businesses
• Yelp (free)
Check the weather
• Weather Bug (free)
Wellness
• iTreadmill ($)
Shop
• RedLaser ($)
• SnapTell (free)
• Shop Nearby (free)
Entertain/Edutain
• Chess Free (free)
• Soduku Challenge! ($)
Children's games and activities
• Preschool Adventure ($)
• Grover's Number Special ($)
Gender specific
• iPregnancy ($)
Travel and Location Aware
Navigate
• Denver Rail (free)
Find POIs and Businesses
• Siri (free)
• Around Me (free)
Specialized
• Geocaching ($$)
Multimedia, Audio, and Video
Take and share pictures
• Snapture ($)
Edit Pictures
• Photoshop Mobile
• ColorSplash
Camera Utilities
• Camera Zoom ($)
• Fototimer ($)
Panoramas
• AutoStitch ($)
• Video Panorama ($)
Take, edit, and share videos
• QikVideo (free)
Listen to audio
• Pandora (free)
• Public Radio (free)
Create and explore audio
• Shazam (free and $)
• Looptastic (free, $, and $$)
• Ocarina ($)
Watch Video
• TV.com (free)
• TED (free)
Interact with Digital and Physical Worlds
Exchange files with computer
• Air Sharing ($ and $$)
• Fliq (free, needs desktop app $$)
• Files Lite (free)
Control other devices
• Air Mouse (free and $)
Stream Video (need separate devices)
• EyeTV ($)
• Dish Remote Access (free)
• Sling Player Mobile ($$$)
Stream Audio
• AirPhones (free and $)
Use Devices Effectively
Text to Speech
• NeoKate (free)
• NeoPaul (free)
Speech to Text
• Dragon Dictation (free)
iear.org -- list of i education apps
autoverbal -- will speak what you type -- talking soundboard pro
http://you-learning.org/
http://you-learning.org/iste2010b103.html
You can click and hold down on the 123 button and slide to numbers instead of switching to number mode.
To help your iPhone show up better under the docucam, adjust the screen lightness/darkness on the phone itself.
Collaborating and Communicating
• Doodle Buddy -draw and email (free with ads)
• Dragon Dictation -speech to text (free)
Texting
• TextFree (free with ads and limited number)
• WhatsApp Messenger
Share iPhone to iPhone
• Bump -share contact and photos (free)
Shared web resources
• DropBox -share documents (free)
Social Networking
• Facebook (free)
Manipulating Information
Search
• Google Voice Web Search (free)
Gather
• Evernote -notes everywhere (free and paid versions)
Measure, Calculate, Convert
• MultiConvert -converts anything (free)
Create and edit documents
• QuickOffice Mobile -edit create Office docs ($$)
• Documents to Go ($$)
Location Based
• Yelp -find businesses and reviews (free)
Add web content
• WordPress -add to Wordpress blog (free)
• Facebook (free)
Organizing and Planning
Notes and To Do
• To Do (free)
• Omnifocus -advanced to do ($$$)
Planning
• iMindMap (free)
Specialized
• Shopper -shopping lists (free and $)
Teaching and Learning
Reference Information
• Wordweb (free, audio version $)
Learning
• QuickGraph (free)
• Formulas ($)
• Pop Math Lite (free)
• Matches (free)
Flashcard apps
• iFlashcards Free (free with ads)
Reading
• Kindle for iPhone (free)
• GoodReader (free and $)
Read News
• NYTimes (free)
Explore your current location
• Google Earth (free)
Language
• 24/7 Spanish (free)
Living, Lifestyle, and Self-Improvement
Interact with businesses
• Bank of America (free)
Information & reviews of businesses
• Yelp (free)
Check the weather
• Weather Bug (free)
Wellness
• iTreadmill ($)
Shop
• RedLaser ($)
• SnapTell (free)
• Shop Nearby (free)
Entertain/Edutain
• Chess Free (free)
• Soduku Challenge! ($)
Children's games and activities
• Preschool Adventure ($)
• Grover's Number Special ($)
Gender specific
• iPregnancy ($)
Travel and Location Aware
Navigate
• Denver Rail (free)
Find POIs and Businesses
• Siri (free)
• Around Me (free)
Specialized
• Geocaching ($$)
Multimedia, Audio, and Video
Take and share pictures
• Snapture ($)
Edit Pictures
• Photoshop Mobile
• ColorSplash
Camera Utilities
• Camera Zoom ($)
• Fototimer ($)
Panoramas
• AutoStitch ($)
• Video Panorama ($)
Take, edit, and share videos
• QikVideo (free)
Listen to audio
• Pandora (free)
• Public Radio (free)
Create and explore audio
• Shazam (free and $)
• Looptastic (free, $, and $$)
• Ocarina ($)
Watch Video
• TV.com (free)
• TED (free)
Interact with Digital and Physical Worlds
Exchange files with computer
• Air Sharing ($ and $$)
• Fliq (free, needs desktop app $$)
• Files Lite (free)
Control other devices
• Air Mouse (free and $)
Stream Video (need separate devices)
• EyeTV ($)
• Dish Remote Access (free)
• Sling Player Mobile ($$$)
Stream Audio
• AirPhones (free and $)
Use Devices Effectively
Text to Speech
• NeoKate (free)
• NeoPaul (free)
Speech to Text
• Dragon Dictation (free)
iear.org -- list of i education apps
autoverbal -- will speak what you type -- talking soundboard pro
Saturday, June 26, 2010
EduBloggerCon - Speed Demos
EduBloggerCon Wiki
Speed Demos:
Here is a list of handy websites and tools that may help you use technology in your classroom.
Speed Demos:
Here is a list of handy websites and tools that may help you use technology in your classroom.
- mashpedia.com - a multimedia encyclopedia - Find videos, images, Wikipedia articles, Twitter posts, new articles, blog posts, websites, books, etc. on topics you search.
- paper.li - Create a newspaper from a hashtag. - "paper.li organizes links shared on Twitter into an easy to read newspaper-style format. Newspapers can be created for any Twitter user, list or #tag. A great way to stay on top of all that is shared by the people you follow - even if you are not connected 24/7!"
- glogster - "Simply put, Glog is a kind of poster - fully designed by yourself! Glog is a fancy creation from text, images, music and video." - Here is an example of Glogster used by the Springfield library: springfieldlibrary.wikispaces.com
- Sharaholic.com - Add a button for your browser to send links to any service. You can turn services on and off as desired. - "1-click posting to 100+ services from any webpage You'll have all your favorite social networking, bookmarking, blogging, and e-mail services at your fingertips. With Shareaholic you'll be able to share any page, anytime, with services you already love like Facebook, Twitter, LinkedIn, Google Mail, WordPress, and lots more!"
- exchange.smarttech.com - ideas for teachers using SMART boards/SMART software - "Find lesson plans for your SMART board and connect with teachers."
- express.smarttech.com - SMART Notebook Express - "View, save, and interact with SMART Notebook files online at no charge."
- Yolinkeducation.com - free downloadable plugin - "yolink finds and organizes your search results for you, then takes them directly to Google Docs or your favorite social networking site so you can create."
- SweetSearch.com - a Search Engine for Students that searches only 35,000 curated sites - Yolink is integrated into SweetSearch.
- SweetSearch4Me.com - the new K-8 version of SweetSearch
- letmegooglethatforyou.com
- tinyurl.com - Shorten long URLs to make them easier to share.
- longurl.org - Find out what a shortened URL points to.
- hugeURL.com - when you need a really long URL
- readitlaterlist.com - collects web pages, blogs, etc. in a list for you to read later
- jumpcut - "Jumpcut is an application that provides 'clipboard buffering' — that is, access to text that you've cut or copied, even if you've subsequently cut or copied something else. The goal of Jumpcut's interface is to provide quick, natural, intuitive access to your clipboard's history."
- textexpander - "TextExpander saves you countless keystrokes with customized abbreviations for your frequently-used text strings and images."
- edmodo.com - Create a private social network - a place to post things for your class, a place to discuss topics, etc. - Edmodo looks like Facebook, but it is specifically designed for your classroom.
- http://sverigesradio.se/p1/SRc/sing/ - "Let them sing it for you." - When you type in any text, this program takes excerpts from popular songs creating a collage of artists singing what you typed.
- techhead.org - Find the lowest prices on Microsoft and Adobe products for k12/higher ed.
- google.com/squared - Get the results of your Google search in a table format.
- When using wordle, put a ~ between each word instead of a space and it will keep your words in the order in which you type them.
- http://bingle.nu - Search Bing and Google at the same time and compare the results.
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