Turn your iPad, iPhone, iPad Mini or Android tablet into a convenient side monitor for your Mac or Windows PC.
There are many reasons to need that extra screen...
Share your screen with everyone in the room
Create something and share it with your audience. If you're a teacher, invite your students to join you for a beautiful demo. If you're on a meeting, share that spreadsheet with your partners. If you're having friends at your place, share family vacation photos.
Declutter your desktop
Move your messaging application, Facebook window, Twitter feed, widgets and everything that clutters your main display to your secondary monitor
Control things right from secondary display
Secondary display with touch-interface is the right place for tool palettes of music and graphic editing applications, PowerPoint and music playback controls.
Here are some reasons why your presentations are BAD! We know that so many of you use programs like PowerPoint or Prezi because they have been around for a while, and it is what you know, but change is not always a bad thing, especially if that change can lead to presentations beyond your wildest imagination.
"Don’t get me wrong – given my Twitter ID it’s a given that I believe very strongly in using technology to support and enhance learning. The OED states that an evangelist is “a person who seeks to convert others to the Christian faith, especially by public preaching”, so ok… I might not be doing the Christian faith bit, but as an ‘ICT Evangelist’ I do believe that technology has the power to change our world and certainly the learning that takes place in our classrooms and beyond.
There’s a problem though. There is a dichotomy of experiences, skills, beliefs and abilities when it comes to using technology in our classrooms. It’s written in to the United States Declaration of Independence that, “all men are born equal”, but it’s certainly not true when it comes to the experiences that our students receive in their lessons at the hands of some of our teachers and that’s before you even think about entering technology into the equation."
"Craig Badura, a PK-12 Integration Specialist in Aurora, Nebraska, has developed a series of App Task Challenges. Each challenge is a an easy to follow guide that gives teachers the opportunity to create products with an app. You can read more about App Task Challenges on Craig’s Comfortably 2.0 blog.
Below are four of Craig's App Task Challenge guides. Craig is working on more of them, so follow him on Twitter to find out when he publishes new ones."
Think you can use the same technique to update Twitter as you do with Facebook? Think again. Every social network is different and so are their users. You can't expect Google Plus user to react to an update in the same way as Facebook users. This useful infographic from mycleveragency will help you to distinguish…
The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age.
Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products.
Imagine my surprise and joy when I realized that I had arrived at constructionism prior to knowing that such a theory even existed. I believe that thousands of other educators are unknowingly working within the constructionist paradigm as well. Although many within the Maker movement are aware that it has it’s roots in constructionism, the movement is gaining impressive momentum without the majority of Makers realizing that there is a strong theoretical foundation behind their work.
After I came to understand this connection between my practices and the supporting theoretical framework I was better able to focus and refine my practice. Even more importantly, I felt more confident and powerful in forging ahead with further experiments in the learning situations I design for my learners.