6. in education they can be used for student journals
andportfolios, communication with parents andcommunity members,
faculty coaching, classroommanagement (e.g., posting assignments),
and othertools for enhancing classroom discussion blogs can support
the collaborative element that is soimportant for peer to peer
learning model for our students habits of communication thatare
positive and productive even outside the bounds ofthe subjects we
teach WK
7. current up-to-date information immediate fact-gathering base
Wiki selection specific for schools : to prevent studentsfrom
accessing irrelevant or inaccurate information useful learning
activities that can be facilitated byWikipedia and the aspect most
valuable is that it listsmany current and past scholastic projects
mediated
byWikipedia.http://en.wikipedia.org/wiki/Wikipedia:School_and_university_projectsWK
8. wikiblogscurrent infoWeb 2.0fact social media gathering
school peer-to-peerfocusedWK
9. JC
10. allows the students to answer questions electronicallyand
automatically there are 8 alphabetical buttons that students
cananswer multiple choice questions with up to 8 possibleanswers
automatically grades the questions that studentsanswer gives the
instructor automatic feedback on howstudents are comprehending the
material reduces paper JC
11. JC
12. cell phones are now being used as answering devices much
like the CPS, cell phones can be used as clickers the teacher gets
automatic feedback on whether thestudents are comprehending the
material cost effective http://www.polleverywhere.com/1. set up a
question2. have students text their answers to your poll to the
number given by the website3. get live updates and be able to
organize information into charts, graphs, and spreadsheets JC
13. Instead of just receiving informationin a lecture format,
our kids areactively engaged in constructing theirown
knowledge.-Cathy McDonaldSchool based Technology Specialist AE
14. a way for students to actively engage in a visual,
kinestetic, and written way teachers are able to use them as a way
to introduce, reinforce, or reviewcurriculum materialsSmartboard
Demo: YouTube - Smart Board demo - King Kaumualii School inKauai
AE
15. CHALKBOARDSMARTBOARDINTERACTION INTERACTIONAE
16. Designed with the student inmind DWC
17. Cofounders Dave and Christine Vernier Physics and Physical
Science teacher 25 years of service to industry Partnership with
Texas Instruments Over 100 employees DWC
18. Data collection interfaces Easy to use Over 50 different
sensors DWC
19. Remember the good old days in the sciencelab? Todays lab
via Vernier technology DWC
20. From my own experiences, student learning is usually higher
whenmethods associated with interactive hands-on learning are
employed State of Michigan entry level standard requirements for
teachersrequires the increasing use of technology in all aspects of
instruction.For example 7c - Implement curriculum plans that
include technology-enhanced methods and strategies to maximize
student learning; Brabec article on Building Better Instruction,
Building lessons on asolid, research based foundation of effective
strategies, addingappropriate technologies, and consistently
applying those strategiesshould help insure high quality
instruction that has the potential ofmaximizing student achievement
Zhao summarizes Teacher education programs could take twodifferent
approaches to teach technology: separate technology coursesor
integration of technology into the existing curriculum Pitler
illustrates through example that as students use Vernierprobes,
students spend much less time calculating and representingdata,
which is on the lower end of Blooms Taxonomy, and more timeworking
at the higher levels: analyzing and evaluating the
graphicpatternsDWC
21. A simple solution to a complexquestion: technology works
for thisage of technology saturated learnersDWC
22. We would enjoy hearing your feedback about your views about
usingblogs, wikis, cell phones, clickers, and smartboards in the
classroom. Pleaseclick on the link below to take our short
survey.Survey link:AE
24. www.vernier.com Brabec, K., Fisher, K., & Pitler, H.
(2004). Building betterinstruction: How technology supports nine
research-proven instructional strategies. Learning & Leading
withTechnology 31 (5). p. 6-11
http://www.michigan.gov/documents/ELSMT_&_PED_as_SBE_approved_Oct__24_02_57198_7.pdf
Zhao, Y., (2003). What Teachers Need to Know aboutTechnology?
Framing the Question. What ShouldTeachers Know about Technology?
Perspectives andPractices. Research Methods for Educational
TechnologySeries. Ed. Yong Zhao. Information Age Publishing: Gre
Pitler, H., Hubbell, E., Kuhn, M. (2007) Using technologywith
classroom instruction that works. McRELDWC