5th Grade Technology in the Classroom
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Schoology or Edmodo? Choosing the Best LMS for your iPad Classroom

Schoology or Edmodo? Choosing the Best LMS for your iPad Classroom | 5th Grade Technology in the Classroom | Scoop.it
Working in a 1:1 iPad classroom, I needed an LMS that would solve my workflow problems once and for all. Here is how I chose: Schoology or Edmodo?

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The Slanted Apostrophe: On the 1:1 iPad Classroom: Tips for a Smooth(er) Year

The Slanted Apostrophe: On the 1:1 iPad Classroom: Tips for a Smooth(er) Year | 5th Grade Technology in the Classroom | Scoop.it

"Now that the first year with one-to-one iPads is complete, it's a good time to reflect on the lessons learned and plan for the second year. The following tips are not listed in any order of importance and can be relevant in classrooms where other types of technology enhance instruction."


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Inspiration Maps for iPad

Inspiration Maps for iPad | 5th Grade Technology in the Classroom | Scoop.it

Inspiration Maps is an iPad app that allows you to visually organize information. Inspiration Maps makes it easy to create clear mind maps that can help organize information for an essay or walk a student through a multi-step science experiment. The app comes with number of great looking templates for all different subject areas. If none of the templates meet your needs you can create your own.


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Ann's curator insight, August 25, 2013 11:07 AM

La app Inspiration Maps es gratis y es una herramienta para la enseñanza de conceptos en la educación @morreducation

Linda Mordan's curator insight, August 28, 2013 6:35 PM

I'll have to check this out!...

 

Jim Lerman's curator insight, September 12, 2013 1:44 AM

Many may recall Inspiratiion as one of the first great mind-mapping tools, available for a long time only as software. Here is an online iPad app version.

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Reflections from an Elementary School Principal: How to Support My Teachers with our 1:1 Initiative?

Reflections from an Elementary School Principal: How to Support My Teachers with our 1:1 Initiative? | 5th Grade Technology in the Classroom | Scoop.it

"In my last post I shared that we are going 1:1 with iPads in all of our preschool through 5th grade classrooms in our building. Now, my question is how can I lead/support my teachers to use them in meaningful ways to transform learning? We are fortunate to have an Instructional Media Specialist that is extremely helpful in supporting teachers to try a new tool. We also will be investing in training from Certified Apple Trainers. But what can I do? "


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Herb Higginbotham's curator insight, June 23, 2013 7:09 PM

Good post that gets into the process change initiatives.

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Learning, Learning, Learning not Apps, Apps, Apps

Learning, Learning, Learning not Apps, Apps, Apps | 5th Grade Technology in the Classroom | Scoop.it
An app on its own is like a thinker without thoughts! This blog chronicles the trials and tribulations of 1:1 iPad deployment in a large secondary school and, as such, covers many positives and neg..

 

Let me explain. All too often I see reference to ‘look how I can present these words across a picture to engage mystudents!’ or ‘Check out how this random name app selects my students.

 

’ Don’t get me wrong, I’m sure these opportunities have a place as part of the process, but they certainly aren’t a reason to use tablets in the classroom.

 

===> The power of learning with new technology lies with the teacher and the ability to choose the appropriate tool for the right intention. Moreover, success directly relates to the relationships between learner and educator, and the learner and learning. <===

 


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Gust MEES's curator insight, July 15, 2013 12:00 PM

 

===> The power of learning with new technology lies with the teacher and the ability to choose the appropriate tool for the right intention. Moreover, success directly relates to the relationships between learner and educator, and the learner and learning. <===

 

Gust MEES's curator insight, July 15, 2013 12:02 PM

 

===> The power of learning with new technology lies with the teacher and the ability to choose the appropriate tool for the right intention. Moreover, success directly relates to the relationships between learner and educator, and the learner and learning. <===

 

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Sharing Technology: SAMR Model of Technology Integration

Sharing Technology: SAMR Model of Technology Integration | 5th Grade Technology in the Classroom | Scoop.it

"SAMR is an acronym that I have been hearing quite a bit lately on the Internet.  It was also referred to at several of the sessions I attended at ISTE13.


SAMR stands for Substitution, Augmentation, Modification and Redefinition.  The SAMR Model represents a way to look at the different levels of integrating technology into the classroom."


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Shea Stehm's curator insight, August 10, 2013 1:05 PM

Cool 120 sec video!

Stepanov Sergey Mikhailovich's curator insight, August 11, 2013 8:55 AM

Considering the Benefits of Digital Grammar in a Music Educational Program

REFLECTION
Music Teaching Technology for Beginners.
Synapse transmission between neurons in different systems of dimension -
how can it improve the music education for beginners ?

Physiological Base

The physiological substantiation on the application of the digital system for coding and decoding of a melody is the following : children begin their contact with digits already in preschool age , when they are taught to count and this system is learned by children quite firmly , since it is often used in their daily life. But the generally accepted music grammar is new for them and, naturally, requires some additional period of time to be acquired by children.It is for that reason that in the initial period of musical teaching, children inevitably spend a lot of time and efforts to read a melody written down in music signs.Naturally, it slows down rate of training, causes psycho-emotional discomfort , lowers the child’s interest to music. Therefore , in the initial stage of teaching , besides work with the generally accepted music grammar , will be useful to replace it with a digital system for a certain period. This does not mean that we want to do without standard music grammar, but at the initial stages of musical education, the system of digital coding and decoding of music sounds is undoubtedly useful , as it speeds up teaching of children.

Neurophysiological Aspect

It is well known that the difficulties in the perception of any information, including musical one, cause strain of the main functional systems in the child’s organism. The developed digital technology of musical training is perspective, has a practical result, but it requires the physiologic and psychology researches devoted to studying of an influence of a recommended method to psycho - emotional status and to a condition of the main functional systems of the child’s organism : the central nervous system, the muscular system and others. For this purpose , the experimental researches are to be performed, namely: ENG, EMG, EEG – tests to study the degree of mental load that the child has received in perception of the information recorded in the note signs compared to the load that a child has received in perception of the music information written down in number signs.Test Electronystagmography allows us to investigate eyeshot, positional nystagmus and also to determine the quantity of fluctuations of the eyeballs during the perception of melody written in the music marks and digital symbols. Electromyography test, allows us to investigate the threshold of muscular irritability ( min – max ) and amplitude of muscle tension , depending on effort and accuracy of pressing of a key on the keyboard of the instrument. The method of ENG and EMG joins the visual analyzer with neuro motor function of the hands and explains, on the scientific point of view, the ratio between the load on muscles of eyes and muscles of hands, and also it proves the possibility of development of muscular fatigue in hands depending on the quantity of eyeballs’ fluctuations. EEG - test allows us to make up the comparative diagrams of dynamics of the proceeding neurophysiological processes, and also it offers an opportunity to investigate the functional activity of neurons during the synthesis both of music and digital patterns.
The realization of the described scientific researches in this direction will allow us to approach closer to understanding of more subtle mechanisms of the child’s mental activity and to detect the new creative abilities.

Parallel Description

In practice, using the generally accepted music grammar, the child connects the definition of the location of the melody to the pitch i.e., to the system of dimension , which is written down in the form of an expanded construction , both on x – the horizontal and on y - the vertical. By reading the music information ,the direction of eyeballs’ movements is spasmodic, and it has a multi–step combination both on y – the vertical , from the G - key up to the F - key , and on x - the horizontal often with a return of eyesight to the starting point of support. For en integration , synthesis and the modification of the complex pattern of the received information the structures of the central nervous system require an additional period of time. It is a neurophysiological process proceeding in an interval of time between the moment of perception of the music information from the sheet and the moment of the hands’ response on the keyboard of an instrument. A great number of irregular nervous impulses is transferred to the central nervous system per unit of time and , as the consequence of this , the fatigue of hand muscles is considerably increased (Berosov, Korovkin1990). An amplitude of muscle tension is directly dependent on the frequency of innervation, where each subsequent nervous impulse coincides with the phase of increased excitability of the muscle ( Green, Stout,Taylor 1990 ). At the level of the synaptic terminal we can see untimely synthesis of the neurotransmitter, deep and stable depolarization of the postsynaptic membrane and,as a result,the convulsive reflexes are thus formed.An important neurophysiological moment has been marked : within a short time interval the contracture , that is , constantly high muscular tension is formed, which in turn , is harmfully reflected on the content and character of the melody.
In practice , using the method of the digital key, the child connects the definition of digital melody to the system of dimension which is written down in the form of an integral construction both on x – the horizontal and on y – the vertical . Reading the digital information the trajectory of eyeballs’ movements on y– the vertical is projected to the exact determinant ( digit ,sign, symbol ), the trajectory of eyeballs’ movements on x – the horizontal is projected in one direction, forward. In the given system of dimension the integration of the digital information proceeds instantly, its realization on an instrument proceeds in reflexive time - ratio. The paradoxical phenomenon is revealed : the time interval between the moment of perception of the digital information and the moment of the hands’ response on the keyboard of an instrument, is contracted to the minimum .We achieve a reduction of load on hand muscles at the expense of decreasing of an amplitude between muscle tension and the resulting movement and, consequently , the time intervals between effort and accuracy of pressing of a key are considerably shortened .At the level of the synaptic terminal we can see an allocation of neurotransmitter directly proportionally to the frequency of generated impulses by neurons and , as a result , the coordinated reflexes are thus formed. An important neurophysiological moment has been marked : the reciprocal muscular innervation is formed , that is, the rational distribution of the manual technique on the keyboard of an instrument, which in turn, is considerably reflected on the content and character of the melody. Grain of truth lies in the fact that at the expense of perception of melody by means of digits its realization becomes faster and easier, which in turn , is positively reflected on the psycho-emotional status of the child and enables him to dynamically realize the potential music abilities in psychosomatic action as a result .

Entire description on related research You can read at the webpages :
http://educationinjapan.wordpress.com/2011/02/04/considering-the-benefits-of-digital-music-grammar-in-a-music- educational-program/
http://www.m-piremagazine.com/Sergey.html review by Joe Gentile
http://reflectionmusic.ucoz.com/

 

Dr Pam Hill's curator insight, August 12, 2013 8:40 AM

Well said.

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GUIDES for iPads

GUIDES for iPads | 5th Grade Technology in the Classroom | Scoop.it
Making iPad resources with a Windows PC. Transition to teaching with devices: Step 1 iPad workflow and collaboration for Schools Google docs are live docs with no further uploading/emailing require...

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Donna Meehan's curator insight, July 11, 2013 9:31 AM

Great resource for your 1:1

netquester's comment, July 15, 2013 3:50 PM
Useful tips for good use of iPads
netquester's curator insight, July 15, 2013 3:50 PM

A good blog to follow