SeeSaw, a powerful and popular iPad app for creating digital portfolios, is now available as a Chrome web app and as an Android app. The new apps allow students to create and add content to digital portfolios.
Through SeeSaw students can add artifacts to their portfolios by taking pictures of their work (in the case of a worksheet or other physical item), by writing about what they've learned, or by uploading a short video about things they have learned. The SeeSaw apps students can add voice comments to their pictures to clarify what their pictures document. Students can create folders withing their accounts to organize content from multiple subject areas.
There is an interesting range of learning approaches in this collection - from a very behaviourist "repeat to learn" to authentic materials (including videos). It would be worth trying some to see how the techniques and teaching ideas work.
nicely designed whiteboardDeekit is a shared whiteboard that enables online editing using any kind of content, be it drawing, text, image, anything. A whiteboard that is available anytime, anywhere on any device.
Students can sometimes be overwhelmed by the sheer volume of textbook reading. They are busy with work, family, and outside lives in addition to completing required readings for their courses. One way to enhance traditional textbook readings includes the use of micro-learning and micro-content. Micro-learning is “learning on the go” that can be heard, viewed, read, or contemplated by the student in small and manageable segments of content. Instructors can create or locate micro-content to supplement course content; some of this micro-content can be accessed through a mobile device for convenience to the student. Some examples of micro-content include digital flashcards or short practice quizzes (e.g., through Quizlet), short podcasts (1-5 minutes in length), or short video clips (1-5 minutes in length).
As schools make recorded lessons available to students online, they may not be making them accessible for students with disabilities.
Ruby Rennie Panter's insight:
This is a huge issue, and one that we have to give serious thought to. It's not yet common practice to have captions for videos, for example, but this should actually be something that we add as a matter of course. There are a lot of suggestions for how to support school pupils on the CALL Scotland wesbite: http://www.callscotland.org.uk/Home/
In creating online courses, we have to give maximum support for all learners, which may involve giving a choice to learners about how they access the materials.
"We are increasingly connected to the rest of the World. To address today's challenges we must develop cooperative relationships based on communications. Peer-to-Peer Video conferencing offers opportunities to increase communication skills and language learning. Social interaction helps build connections for a better world."
School in the Cloud allows learning to happen anywhere by supporting children all over the world to tap into their innate sense of wonder and ability to work together in Self Organised Learning Envrionments.
This is a really interesting development, following on from the "Granny Cloud" experiment. The idea of self-directed learning is obviously not new, but the way of using technology to bring together groups of learners for different purposes is extremely thought-provoking.
Create a character from a book (or Shakespeare play?) on "Fakebook" to be able to "interact" with the character and explore how he/she would act in different situations. I like the idea of being able to create realistic language style - with perhaps many of the same learning areas as getting students to write fanfiction
How are our teachers teaching in schools in the Asia-Pacific region? Do their pedagogical practices meet the needs of the 21st century? What is required to change teaching and learning? Through case studies on changing pedagogical landscapes in seven countries - Fiji, Indonesia, Japan, Kyrgyzstan, Nepal, the Republic of Korea, and Viet Nam - this publication reflects on these questions and explores opportunities and challenges in transforming teaching and learning.
"I enjoy discussing iPad and other edtech resources with my colleague and friend Sylvia Duckworth almost every week through Twitter. Sylvia is a leader in the French teaching community in Canada, and has created an enormous amount of resources for language teachers to use. I asked her if she wanted to collaborate on this post, and she quickly agreed to do so. Below is a list of iPad apps that we both use in our language classrooms. The ones marked with an * are the essential, must-have ones. We have divided the list into two categories: Content consumption apps and content creation apps."
In an online classroom environment, communication between the instructor and students can be greatly enhanced through the incorporation of screencasting. Rather than limiting instruction to simple text through Blackboard announcements or email, instructors can provide audio, visual, and textual information in a quick and easy way through the creation of a screencast. While there are a number of free screencast programs available, Screencast-O-Matic (www.screencast-o-matic.com) is one of the most user-friendly options. With Screencast-O-Matic, the instructor can create a visually appealing instructional video with voiceover in less time that it might require to type out a text response to a student’s inquiry. For a short instructional tutorial on how to create your first screencast, check out this link. Click on “How to Make a Screencast” in the center section.
"While many people try their best to create e-learning courses, very few of them manage to succeed. Effective e-learning courses are easier said than done; you have to devote your time, energy, and money to deliver high-quality product. Here are six simple but critical steps to help you create effective e-learning courses. (You probably already know these, but it’s a good idea to periodically review them.)"
This is an interesting research article, looking at the results obtained when students use either face-to-face or online testing. The conclusions highlight a number of ways in which the research design was limited, but this also points to perhaps doing the same research again with different students, contexts and researchers. It assumes that being able to test by computer-delivered modes is something to aim for; this could also be deconstructed a bit more. However, it opens a number of possibilities for online learning.
A recent study has found that kindergartners who use iPads in school are likely to score higher on literacy tests than those who do not.
The study, which was carried out in Auburn, Maine early last year, looked at 266 kindergartners who had been given free iPads to use in class as part of an experiment. Out of the 266 students, 129 were given lessons using iPads, while the remaining 137 were taught through traditional methods.
The results, which were published on Apple’s unofficial tech blog, TUAW, showed that in addition to better scores in every literacy test, children who were taught through the use of an iPad also showed an increased interest in learning and were more enthusiastic about going to school."
This entry in the "3 Minute Teaching With Tech Tip" video series shows how easy it is to 'flip' any YouTube video with the structured tool set provided at ed.ted.com. These lessons can be public or private, and the easy to use tools let teachers add associated content, a brief quiz, and online discussions associate with the video that is the focus point of the lesson. TedEd is totally free, and teachers get summary feedback on lesson views, quiz results, discussions, etc.
Apple's dreams of putting iPads in classrooms have run into a number of roadblocks, but one of the biggest is simply the amount of work involved -- each slate needs its own account, making it a nightmare if you want to outfit an entire school. That won't be a problem for much longer, however. Both MacRumors and 9to5Mac have discovered that Apple is ditching the requirement for individual IDs on school-supplied iPads as of this fall. Staff will just have to decide which devices get apps or books, letting teachers focus on the actual education instead of getting things running. They'll still have plenty of control, so kids can't load up on games and other distractions unless they get the green light. It's too soon to know if this will lead to more kids taking home tablets instead of textbooks, but there will at least be fewer barriers to making that happen.
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