Kinems is a game-based pesonalised learning method for children with multiple learning disabilities. Children interact with the learning games naturally with hand and body gestures (without mouse and keyboard). This natural way of interaction in a computer-based gaming environment increases children’s attention, motivation, pleasure and skills’ level.
Although this is a follow up post to 10 PowerPoint tips for teachers, I prefer to think of it as 10 things I wish someone had told me about PowerPoint. Every teacher has their own opinion about the effectiveness of using PowerPoint in the classroom. My opinion has always been that PowerPoint is a tool, a tool…
Looking for direction in the ever-expanding world of education technology?
You don't have to look hard to find education bloggers. But who are the true trend setters? EdTech is proud to spotlight some of the education industry’s most influential thought-leaders in our latest crop of the top K-12 IT bloggers.
These 50 blogs include veterans from years past, fresh picks from our editorial staff and nominations from our readers. This year, we've tried something new — dividing each blog into one of four categories to focus on where the bloggers’ expertise lies.
When I was a kid, my brother and I built a "roller coaster" in the backyard with a wagon, some scraps of wood, and tons of pipes. Was it safe? Probably not. Did it ever work properly? Not really. But it didn't matter. We were makers.
In the fourth grade, I wrote my first "novel." It was a derivative mess with flat characters and a predictable plot. I'm pretty sure I based it on what I'd seen on Scooby Doo. But it didn't matter. I was a maker.
We created our own "music studio," where we recorded sounds on layers of tapes to create our own beats. We made our instruments with rubber bands and buckets and anything else we could find that sounded cool. Did it sound any good? Probably not. But it didn't matter. We were makers.
That was my childhood. Whether we were designing baseball stadiums, building structures or writing stories, we spent hours making stuff. We were designing, tinkering, building, tweaking. We were makers.
But here's the thing: we didn't need a maker space to make it happen. All we needed was a little freedom, some encouragement, and a few random supplies. And time. Tons and tons of time.
See, I love makerspaces. I'm excited about the new makerspace our engineering department is building at the university where I work. I love visiting STEM labs and STEAM labs (or, if you drop the science from it, a MEAT Lab). However, I never want students to believe that making must be confined to a specific space. I never want teachers to believe that a fancy makerspace is somehow a prerequisite for having a creative classroom.
Embracing technology in the classroom can be as simple as sharing assignments via Google Docs or posting lessons on YouTube to study. However, the most engagement and learning will come when students are encouraged to create, not just consume, using technology.
"A construction based challenge can be an excellent project for encouraging children to think creatively, to solve problems and to express their own ideas using a range of practical materials. Construction challenges provide a fabulous platform for the development of a range of important study, work and life skills, including;
* Problem solving * Creative thinking * Consideration of the legitimacy and relevance of sources of information * Perseverance, motivation and the ability to overcome disappointment * Evaluation, editing and revision * Analytical thinking * Use of a range of real life tools"
STEAM is the world. It’s not a class, a club, or an event. It’s the connection of learning with the world. We debate the letters and what they mean, we reduce STEAM to a time in school, and we even argue it’s relevance.
All the while, STEAM is the world. Good design? It uses every aspect of STEAM, without formality and without even thinking about it.
People often ask me two questions about Design Thinking. First, is the same as making, and second, do I like it. It’s obvious there are similarities and overlaps, and similar ways that they can be implemented well (or not so well). I think design is the key to modern STEM education, but it’s a mistake to think that using Design Thinking methodology is the same as teaching design. Design Thinking gets the “big D, big T” treatment because it’s a methodology invented at the Institute of Design at Stanford University (also known as the d.school) with assistance from ideo, a product design and consulting company.
So what is literacy? The “traditional definition” is the ability to read and write, but you will see that definition is a little different according to some sources. The definition of literacy has changed over time, and there are many different perspectives on the topic.
In the 21st-century classroom, we have discarded unrealistic expectations. The digital generation is being embraced. We have acknowledged differences in learning styles. We’ve acquired (and are still mastering) tools to help achieve better learning outcomes with our students.
Believe it or not, it has little to do with technology or Web access. It’s more to do with a shifting in paradigm. This is about inspiring independence and interdependence in children.
Teachers are trying to get students to slow down and take note of how and why they are thinking and to see thinking as an action they are taking. But two other core components of metacognition often get left out of these discussions — monitoring thinking and directing thinking.
Here are seven apps to help special needs students toward reading readiness, touchscreen games that engage children through play with colors, shapes, animation, alphabet sequencing, and sentence structure.
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