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How To Use Google Drive and Evernote To Create Digital Portfolios - Edudemic

How To Use Google Drive and Evernote To Create Digital Portfolios - Edudemic | The Daily | Scoop.it
As iPads proliferate in schools around the world, and students as well as teachers create more and more content, questions about what to do with all of those learning objects have arisen.

Via John Evans
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John Purificati's comment, September 16, 2013 9:54 PM
Good stuff.
Senad Dizdar's curator insight, January 2, 2014 11:21 PM

Making the best use of #Evernote and #GoogleDrive

Michaela Vila's curator insight, February 13, 2014 11:42 AM

This is a fantastic idea for students to combined PBL and technology. I think this is also a way for teachers to digitally document PBL. I use an iPad and Evernote every day for school, but I never thought of it being a tool for as a future teacher. Though this idea would could only be used for a small amount of classrooms right now, I love this idea and I want to keep it in my back pocket. 

Rescooped by Gena Price from SEO Tips, Advice, Help
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What Types Of Images Perform Better On Pinterest? [Infographic]

What Types Of Images Perform Better On Pinterest? [Infographic] | The Daily | Scoop.it
Take a look at what colors, textures, dimensions, saturation and lightness perform better in the images you post on Pinterest.

Via Bonnie Burns
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malek's curator insight, June 27, 2013 5:06 PM

Great infographic. The original study still puzzles me with the fact that pinners don't like faces and the superiority of red color??

Brandsupply.de's curator insight, June 28, 2013 6:07 AM

Rot-orange Bilder werden öfter geteilt als z.B. blaue. Hat das auch Auswirkungen aufs Grafikdesign? Sollten z.B. Logos, die Aufmerksamkeit erregen sollen immer Signalfarben verwenden?

Debra Felske's curator insight, June 28, 2013 11:46 AM

With more and more businesses discovering the value of Pinterest, this is valuable information for getting your share of the market.

Rescooped by Gena Price from iPads, MakerEd and More in Education
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Sharing Technology: SAMR Model of Technology Integration

Sharing Technology: SAMR Model of Technology Integration | The Daily | 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."


Via John Evans
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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.