February 29, 2012

Project Based Curriculum Unit

Posted in My Portfolio tagged , at 3:47 am by izzatrinbago

Name of Project:  Giving voice to students Broadway Theatre Reviews through Podcasting

Grade Level: 6-8

Time Allotment:
4 – 60 minutes

Course:
Theatre Arts I

 

Overview:

Students have never been to a Broadway Musical, so they will be introduced to their first musical by attending a live Broadway performance. After they will create a review of the performance and create a an podcast of their review. They will be divided into groups to research different musical styles and utilize what they have learned to create their original music piece to accompany their podcast. Students create original content instead of using content created by others. Students will then present their recordings to the class which will be posted on the schools website in the students’ entertainment review section and in the schools newsletter.

 

Driving Question:  How can students get their voice heard and create an original podcast that will showcase students’ review of a Broadway Musical that will be useful / helpful for peers, teachers and parents?

  

Objectives:

  1. Students will understand the different aspects of a Broadway Musical.
  2. Students will develop their literacy skills by researching musical genres and writing a review of the performance
  3. Students will develop their listening  and speaking skills as they present their podcast and research  to the class
  4. Students will improve their team work skills as they collaborate in groups to develop their podcast
  5. Students will be able to define the major roles of those involved in creating a musical.
  6. Students will write a script for their podcasts
  7. Students will develop a personal response to theatre being an integral part of their lives.
  8. Students attend a Broadway performance to enrich their theatrical experience.
  9. Students will develop their ICT skills and become proficient utilizing audio software to produce their audio recording mp3
  10. students will define what a podcast is
  11. Student  will upload their mp3 files to the website

MATERIALS/EQUIPMENT NEEDED:

Teachers:

  • Computer with connection to a screen or television on which to project the Web-based video clips, or computer stations where students can watch the clips or a Smartboard
  • Google docs account
  • Computer with  same software installed as students
  • Garageband/Audacity
  • itunes
  • internet
  • Microphone
  • Announcing TDF’s Theatre 101
  • Parents’ permission slips( for posting of podcast)
  • Creating a Podcast Rubric

HANDOUT

  • Creating Podcasts Handout(Rubric)
  • Permission slips

STUDENTS

  • Internet
  • Google Docs
  • Computers / internet
  • Microphone
  • Garageband/Audacity
  • Itunes
  • Creating a Podcast Podcast Rubric

STANDARDS:

The Arts:

  • Students demonstrate a capacity for deep personal connection to theater and a realization of the meaning and messages in theater
  • Students gain an appreciation of the range of performance opportunities available to them through ongoing experiences with theater in New York City
  • As theatregoers, students research options for attending theatre independently and in small groups.
  • Students reflect upon and communicate their experiences to peers, families, and professionals.

 Language Art:

  • Students locates gathers  and uses information  to research different lesson topics
  • Student
  • Students use vocabulary that is authentic and integral to theatre
  • Students integrate an understanding of dramatic text and theatre history in their response to live performance
  • Students fine-tune their use of written, and spoken to communicate efficiently with a variety of audiences and for different purposes.
  • Students apply various language conventions and structure media techniques to create there review.

Music:

  • Students analyze, listen and describe music
  • Students evaluate music performances

Students will access, generate, process and transfer information using appropriate technologies.

21st Century Skills:

These lessons enable students to be active in their learning process, use higher levels of thinking, Collaboration, communication, information media and technology skill, creativity as well as problem solving skills.

  • Students work in groups to create their Podcast and to create original content for It. The also work together to research and create an original musical piece that will be a part of their podcast
  • Students brainstorm to gather and articulate thoughts and ideas that will provide a clear and thoughtful review of the performance they experience for anyone who listens to their audio recording.
  • Students select the audio program to use for their project. Students will research on the internet their music genre and styles in order to develop a music piece that will be incorporated in their podcasts. Students are able to delve deeply into content, and write their reviews prior to creating their podcast
  • Students use media to communicate  their review information
  • Students will utilize the internet, Google Docs and audio recording program, while addressing content areas of English Language Arts, Music, Arts, and Technology to express other methods to students learning process.  In addition, podcasts helps students see a more inclusive view of the topic they are studying, and students will utilize technology for new learning to transpire.

 

BACKGROUND ACTIVITIES:

  • Tell students after viewing the Musical they will create Podcast reviews of the performance that will be uploaded to the school’s website, so another students can decide if this is a performance to see

LESSON ONE

Divide the class into three (3) groups and have each group conduct research for the show:

Handout understanding Musical Worksheet

Guided Questions:

Group 1:

  • What theatre the show is showing at and the price of the tickets?
  • Who wrote it? Additional writers or composers
  • Performance history-including did the show open and how long has it been playing , and revisions

Group 2:

  • List the main characters and give a brief synopsis of the plot and the characters role.
  • List 4 or five songs that will be featured in the production.
  • Is the performance conducive to a particular style? If so, describe it.

Group 3:

  • Did the show win any awards? If so, what they are and when were they won?
  • After Reviewing the Arts section in the NY Times or other, what do critics think of the show?
  • Why do you think this is a good show for the class to see?

The groups can begin their research using the following sample Web sites:

Links to Online Resources:

  • Playbill-www.playbill.com
    • This site provides substantial reviews of Broadway and off Broadway shows and has detail information about the different productions
    • Broadway. Com http://ppc.broadway.com/
      • The site also contains the most complete editorial coverage of theater on the web, including the latest news, interviews with actors and playwrights, opening-night coverage, original theater reviews and video features. Broadway.com also offers current box office results, show synopses, credits and biographies and in-depth Tony Awards coverage
      • New York Times-http://www.nytimes.com/pages/theater/index.html

PROCEDURES FOR STUDENTS

  • Students watch the clip on “Announcing TDF’s Theatre 101″
  • Teacher and students discuss clip
  • Students break up into groups to begin projects
  • Each group decide on what each person in the group will research based on their tasks
  • Students/groups will use Google docs to record, collaborate and share with each other
  • Each group  submit their work and present their findings to the class

INTRODUCE PODCAST

  Discuss the protocol for talking into the Microphone to record scripts

  • Speak slowly and clearly, so that your words will be understood
  • Do not have the microphone too close to the mouth as this might cause voices to be distorted
  • Start to speak only when you’re in front of the microphone
  • Try not to make unnecessary noises as this might cause the recording to be not valid
  • Tell students about voice inflection and expression as it makes podcast more interesting to listeners

 

LESSON TWO

Background

Teacher welcomes students and reviews the prior lesson 

  • Give each student a copy of creating Podcast handout rubric and discuss\review
  • Discuss any questions students may have and the equipment and software the class will be using to create the podcast
  • Explain that you will create a sample podcast and the teacher and students will create a sample before starting their projects
  • Divide class into 3 groups and assign group tasks

Groups write their original reviews script of the Broadway show for their podcast based on the following outline:

Group 1:

  • Information of the show, e.g. actors, director etc.
  • How well the script is written, how solid it is and the audience reaction
  • The  story line (engaging, compelling, interesting, believable, thought provoking)
  •  Comment on  the show’s strengths and weaknesses
  • Briefly describe the plot/subject

Group 2:

  • The performance  style
  • How well the music enhanced the story portrayed
  • The music used in the performance
  • The different lyrics of the songs and the role it played in telling the story
  • Did the actors deliver the songs well and any outstanding performance that was the highlight of the show

Group 3:

  • Influences and ideas of other playwrights and/or directors, designers and performers used in this show
  • The technical  and design element of the show i.e. the set , costumes make-up, lighting, etc
    • Memorable scenes
    • Possible Improvements

PROCEDURES FOR STUDENTS

  • Students will break up into groups to begin projects
  • Each group will decide on what each person in the group tasks will be
  • Groups will use Google docs to record, collaborate and share with each other
  • Groups begin to rehearse their scripts and teacher moves from group to group providing feedback
  • Groups will submit their scripts to teacher for review\feedback before creating their  podcast
  • After a lesson on Garage Band and Audacity, Teacher walks students through the process of making a sample recording
  • student will practice creating  sample podcast
  • After students get the “hang of it” groups will begin to work on their podcast
  • Teacher moves from group to group to help students with problems or podcast issues
  • Students edit their podcasts
  • Allow for students to make mistakes and for students to re-do their work before groups are satisfy with their  recordings

LESSON THREE

The purpose of this lesson is for the groups to research the different styles of music and for each group to produce an original piece, which reflects the musical style that will be used be incorporated as part of their podcast.

Discuss with the class the different styles of music that was a part of the performance.

  1. The  same groups  select a musical style to conduct research  i.e.
    1. Classical
    2. Pop
    3. Jazz
    4. Rock
    5. Rock and Roll
    6. Jazz
    7. The groups select either Garage band or Audacity and create an original piece of that style that will be a part of their Podcast.

PROCEDURES FOR STUDENTS

  • Each group will research the genre of music assigned and each group member will be responsible for an aspect of the research
  • Teacher will demonstrate how to incorporate a song in their Podcast
  • Students begin to create different sounds  using audio software to reflect  the musical style
  • Each group incorporates their original pieces into their Podcasts
  • Each group member submit their research in writing

LESSON FOUR
The purpose of this lesson is for the groups to present their podcast to the class and to provide reviews to other students

  • It’s Podcast day!
  • Set up all the necessary equipment needed for groups to share their podcast

PROCEDURES FOR STUDENTS

  • Groups present their podcast to class
  • Groups  give an oral presentation of their music genre topic
  • Podcasts are uploaded to schools website for others to listen to by parents, students, and teachers and the review will be printed in the school’s newsletter. The podcast  are also available to anyone with access via the internet
  • students provide feedback on each other presentations  and asks questions about what went into creating their podcast, which will be a part of their final grade

Assessment/ Refection

The teacher will assess students work as a group and how well the group followed directions. Individually, students will be assessed on their individual research and each student must type and submit this. The teacher will informally access students based on their presentation, class participation, and all other submissions. The teacher will observe students as they collaborate in their groups and facilitate team effort and utilize the “creating a podcast” Rubric to evaluate students. Students will have the opportunity to ask how each group created the musical portion to their podcast.

Students write a one page reflection based on the following guided questions. 

  1. What other topics you would like to add to podcast in the future?
  2. What was your experience working on this project with your group and why?
  3. What are some revisions or changes you would make to the project and why?
  4. What was the most enjoyable part of your project and why?
  5. Did working on this podcast motivate you to listen to or create podcast more in the future?
  6. What did you learn from this Podcast lesson?
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NYC iSchool

Posted in My Portfolio tagged , at 3:06 am by izzatrinbago

How NYC iSchool innovatively and transformatively addressed the areas below:

Student Role

Students work in teams to address real world problems, and have access to a variety of courses and plan their course of study with an advisor, and they learn at their own pace. Students utilize the “I”, Learning Management System to complete their assignments,  participate in creative arts classes which helps in their development, and have the opportunity to participate in athletics.

Teacher / Staff Roles

Teachers provide individualized learning for students and a safe an supportive environment conductive to the development and needs of the students. Teachers should also be able to motivate students and encourage their critical thinking skills and use technology as a means to help students obtain the necessary skills to succeed in school and beyond.

Teachers  help students generate new ways of thinking and opportunities that will assist students in interacting with the world,. Teachers also provide field work for students, so they can explore career options, interaction with people apart from their classrooms enabling them to connect to the real world for a more fulfilling learning experience.

The school  provide and advisory program to provide students with academic and emotional support

Leadership Role

Leaders provide a balance educational experience to students of NYC iSchool, and emphases the importance of art in the totality of the development of each student. In addition, leaders provides a new approach to learning that not only focuses on core subjects, but also on socializing avenues whereby its students will be able to successfully meet the challenges and opportunities of the 21st Century. Leaders view technology as a means not an end, so technology and the internet are used to balance students’ individual learning experiences.

School Scheduling (Creative Use of Time)

The iSchool model is both scalable and sustainable. The school relies on individuals, other schools, local businesses, service organizations, and large corporations to support their internship programs. Another partner, Cisco also provides much needed support.

In addition, the iSchool shares its space with another DOE high school and operates within the same policies and regulations of any NYC public high school which obviously will have a positive effect on their budget.

Learning Environment

Learning is self-paced and individualized enhanced by technology

Project from NYC iSchool: A Call to Action: A Crisis in Zimbabwe

Need to Know
Zimbabwe is experiencing a major economic and political crisis and the impact of HIV and AIDS, and  cholera have all contributed to an extensive lack of food supplies, essential items and the economic meltdown across Zimbabwe. The situation has progressed and grew worse and there has not been a strong dedicated effort to provide much needed humanitarian help.

Driving Question
what can one person or students do to spread awareness about the economic, political and health crisis in Zimbabwe?

Student Voice and Choice
Students work in teams to create “A Call to Action” campaign that will spotlight what is happening in Zimbabwe and to encourage others to join the fight and the cause. Students will also select a media of their choice to create and communicate their campaign, this include Facebook site, blog, website, NING, e-petition, or YouTube video. Students can also choose maintain a digital notebook.

21st Century Skills

Students use their critical thinking and problem solving skills to create campaigns that propels them and others to action. Students also work in groups to collaborate and brainstorm ideas that will make an effective campaign idea that will showcase Zimbabwe’s issues and illicit help for that country. Students become adept at researching writing and improving their communication skills by making presentations. They also gain knowledge world history, geography, politics, government, epidemiology as these topics relate to Sahan Africa.

Inquiry and Innovation

Students check the course Moodle (“Call to Action”) daily, as assignments, templates, and resources will be posted there. They also check their school email regularly, as teachers will communicate instructions, group feedback, etc. through this method. Students who choose to create and maintain a digital notebook must save it on the VDI to have available every day to be checked.
Students also utilize internet and mobile phones to communicate with others who are also share similar concerns. Group members will be asked to give each other feedback regularly

Feedback and Revision

Students rate each other campaigns and provide constructive feedback as part of their grades

Publicly Presented Product

  • Students present their campaigns to fellow students, teachers, and guest experts through a 3- to 5-minute presentation and “viewing” (or virtual tour).
  • students campaign will be posted on collective Zimbabwe activism website

San Diego’s High Tech High

Posted in My Portfolio tagged at 2:51 am by izzatrinbago

How San Diego’s High Tech High transformatively addressed the  areas below:

Student Role

Students in grades 6 to 12 use the ALEKS program to supplement mathematic instruction. They use Rosetta Stone to learn foreign language because it appears that they are better able to learn foreign language this way than the traditional face to face contact. In addition, students also use Elluminate Live for some learning experiences.

Teacher / Staff Roles

 Teachers who use the ALEKS system as part of their instruction will divide the class into two groups and while the teacher conducts face to face instruction with one group, the other group will work with the ALEKS system. Foreign language teachers incorporate Rosetta Stone in their instruction, and the the schools uses the Constructivist approach to learning i.e. teacher by design approach.

Leadership Role

The Leaders saw that the students math scores were not that great , so decided to use AlEKS learning system to help students with their math problems. The Leaders also decided to utilize the Rosetta Stone to teach students foreign language, and  purchase technology based on whether it will better serve student at NYC ischool.

School Scheduling (Creative Use of Time)

The school  operates the Graduate School of Education which provides teachers with professional development and their education credentials within its schools. This allows GSE students to gain “first hand” knowledge and or experience with High Tech educational philosophy and to see how things are done there.

Budget

The school seems to budget wisely, and only spend money on technology that will be beneficial to the students learning process.

Learning Environment

The interaction is primarily face to face where there is synchronous learning, with students, teachers and the material interact. There is also some aspect of incorporating software\systems to help solidify instruction.

High Tech High Project: Girls on the Run

Driving Question

How can young girls be healthy mentally physically and socially so that they do not participate in at risk activities in the future?

Student Voice and Choice

Some of the main topics addressed in this project are:

  • Building team comrade
  • Girls work in teams, so that they become friends and are able to help each other and experience the positive effects of working in teams
  • Girls learn how to be a part of the community
  • Girls learn how to eat healthy having a healthier lifestyle
  • Girls are thought how to be emotionally healthy, team work, being part of a community
  • Girls choose select a community service project that they will be a part of
  • Girls run with friends and stay fit
  •  It’s a fun learning experience

21st Century Skills

Young girls develop and implement their community service projects. The program also promotes team building, supportive attitudes, and collaborative skills by working in teams on community service projects and helping young girls understand and connect to the world at large. Their community project promotes media literacy teaching them how to deal with negative messages.  The curriculum also addresses certain topics including eating disorders, internet safety, cyber bullying.

Inquiry and Innovation

  • Volunteers encourage pre-teen girls to develop self-respect and healthy lifestyles
  • Volunteers  work with girls to instill respect,  pride, confidence, kindness, having a positive effect on each other and the community
  • The project combines an interactive curriculum and running to inspire self-respect and healthy lifestyles in pre-teen girls.
  • Young girls can ask coaches and volunteers questions about health lifestyle, physical activity etc. In addition, students participate in a stretching routine that allows for question and answer time and deeper discussions around the lesson topic.

Feedback and Revision

Girls who participate in this program are more confident, are better runners, and demonstrate more kindness towards others. According to the Journal of Physical Activity and Health, a structured physical activity positively affects the development of young girls through intentional programming that promotes positive physical, mental, and academic outcome, and suggests that girls in this program engage in fewer risky behaviors than girls who are not. In addition, it improves young girl’s self-esteem, eating attitudes/behaviors, and body size satisfaction. The program has a lot of positive, and prior to evaluation, research showed that girls who become highly competitive in some sports i.e. running, figure skating, gymnastics and other sports, where the  emphasize  is on body image, have a higher occurrence of eating disorders than girls who do not participate in these sports. Therefore, young girls in this program participate in non-competitive sports.

Publicly Presented Product

After the 12-week season young girls participate in a non-competitive 5K running event. This project was presented, featured and recognized in various publications and media.

February 27, 2012

Using Our Blogs For Collaboration

Posted in My Portfolio tagged , at 10:06 am by izzatrinbago

Blogs have become a widely used tool in a variety of industries and educational settings. It is a useful way to highlight someone’s thoughts, personal reflection about what is important to an individual. In this class our blogs can be used to obtain information that we would not normally have thought about and it provides a range of perspectives on topics that are spotlighted in the media, current events and other.

Students can participate in cooperative learning allowing the class to communicate ideas or suggestions about particular topics garnering instant audience and feedback. 

We can use our blogs for collaborative discussions and projects.  Students can reflect on assignments and provide insights on what was read, discussed, raising questions, and sparking authentic conversations thus extending the lesson.

Our blogs can serve as a depository of ideas and topics to support and to promote communication, inquiry, for peers and colleagues to refer to and access readily from anywhere. 

Students can post an image, video or link to another online source which can be analyzed in relationship to how it applies to the course content.

National Education Technology Plan 2010

Posted in Technology tagged , at 9:57 am by izzatrinbago


Highlights from the National Education Technology Plan
View more PowerPoint from michelina2012

February 11, 2012

Looking at Models of Innovation in Credit Repair Programs

Posted in Reflection tagged , , , , at 4:14 pm by izzatrinbago

How Brownsville Academy High School and eCademy innovatatively and transformatively address the following core topics.

 

BROWNSVILLE ACADEMY HIGH SCHOOL

 

Student Role

Student’s environment consists of smaller classes with approximately 12-17 students. They participate in both in class directed by a physical teacher and online courseware sessions. Students should be able to show they have a real understanding and a mastery of what they have learned.

Teacher / Staff Roles

Teachers utilize the DPNet system and is responsible for managing both the face to face in class session and the online part at the same time. The teacher starts off the class by reviewing content then a task is assigned to the students and the class divided accordingly.  In addition, teachers create their own content specific to their methods.

Leadership Role

This system allows leadership to focus on essential principles, performance, supportive school culture, future focus, effective supports, and enable leaders to ascertain how students are progressing on a weekly and daily basis. The short cycle assessments also provide valuable information as it relates to how and when students learn. Leaders also make sure that the core standards are being met.

School Scheduling (Creative Use of Time)

Student classes consist of 90 minutes sessions and the class is rotated between direct instruction, some DPNet-based curriculum, and some commercial online courseware. The learning system includes a student area where students can access their calendars, schedules and other communication tools. Teachers can also use the DPNet-based learning system to communicate with their colleagues and to keep abreast of students’ progress, assessments etc.

Budget

The school does not expect to have any significant savings as a result of utilizing this program. However, the inclination is the program will allow them to be able to increase both students learning time and their access to content while costs remain constant.

Learning Environment

A  Rotation Blended Model was implemented

 

eCADEMY

 

Student Role

In the initial semesters students are expected to meet face to face with teacher. If the students maintains at least a c average they are no longer required to meet in class. However, students are free to use the computer labs and there is an open door policy where students can continue to meet with teachers  face-to face-during office hours if they so desire. These students are also required to logon on to a virtual classroom for the same amount of days as they would be required to in a traditional classroom setting.

Teacher / Staff Roles

Although teachers create courses themselves  they also incorporate content from the state’s virtual high school, Ideal New Mexico and the National Repository of Online Courses. They are expected to offer two or three classes with the class size being about 30 students. They are also required to obtain a district certification in online teaching.

Teachers are available during office hours to meet with students, and utilized Blackboard with short cycle assessments which includes end of week assessments and pretest to customize pacing for students, and to post and upload information.

There are designated mentors (teacher or parent) who receive a “flag” if students have not logged on enough to their online environment. Teachers maintain a log on any communication they have with parents. Teachers are able to work and earn a decent living throughout the year

Leadership Role

The blended program has increased parent involvement and changed the dichotomy of the role leadership plays in student’s life. Instead of leadership taking on the role of disciplining students this program encourages parents and the school’s leadership working in unison for the success of the students. The success of the program has prompted leadership to envision partnership with entities and corporations like Sprint, Albuquerque Hispano Chamber of Commerce etc. that will further elevate and enhance the program and allow students to take courses at their location.  In addition, technology like iPad, Cloud, 24hrs desktop support, an integrated system that will collect students assessments information and pinpoint where students need help and how this help can be given to them etc. are being considered as a means to better serve students and teachers.

School Scheduling (Creative Use of Time)

Although the classes are smaller than in a traditional school because of the schools long hours ranging from 8 a.m. to 10 p.m. the school is able to accommodate the same number of students. In addition, this school fits nicely for students who are not able to attend classes during the regular class hours because of their job responsibilities

Budget

The teacher pay formula has enable eCademy to see substantial savings. Teachers are paid a set amount of $190.00 per student per class and the school can only offer classes for a few students. There is significant facility costs savings because of the size of school and as there is not a gym, shares campus space with another school building, there are few specialized rooms, the cafeteria room is used for different purposes, and the parking lot is small. This of course reduces overhead for example, security, utilities, custodial, operating costs, cafeteria expenses.

The school’s elimination of text books, paper reproduction storage expenses, as well as through the reduction of aides and support staff has also led to extensive savings for the school.

Learning Environment

Blended- Online Driver. The first meeting is face to face and students are allowed to complete the rest of the course online as long as they maintain at least a C average.

February 8, 2012

Technology and the Problem of Divided Attention

Posted in Thoughts tagged , , at 5:07 am by izzatrinbago

Why Texting in Class Is Not a Good Idea

Recently, I was browsing the internet and came across a video that at first had me thinking about how there seems to be a saturation of technology and their use. Cell phones, text messaging, computer, iPads, laptops etc. and the widely used wireless communication in a variety of settings, has led in my opinion to the creation of an issue called the problem of divided attention. Research suggests that after an individual respond to an email or a text message it takes more than 15 minutes to re-focus or resume the “task” they were previously doing before the interruption occurred. In addition, other studies indicate that the brain is unable to do two tasks at once. One task has to be relinquished in order to effectively accomplish the other. Although there is much talk about multi-tasking, according to research, our brains are not fully able to do this effectively. This video depicts a teacher’s frustration with a student texting in the classroom…. and what can happen…take a look.

Review: Insight 360™ Formative Instruction System

Posted in Technology tagged , , at 4:27 am by izzatrinbago

Description

Insight 360™ Formative Instruction System is a fully integrated system of mobile hardware and intuitive software formative instruction system consisting of Mobi 360 for iPad, and a Pulse 360 or Spark 360. It is a student response system that utilizes software, instructional material and mobile technology to help mobile users track student progress and provide feedback. Insight supports educators’ best practices and accelerates student understanding.

What I Like About It

I like that you can conduct ongoing formative assessments during the teaching process, so that more frequent information is readily available to ascertain if students understand the instruction. As instructional content is projected onto any surface at the front of the room, teachers can lead instruction from anywhere in the classroom using either a Mobi freeing them from a position at the front of the class. I also like that it combines the capabilities of a student response system with mobile interactive whiteboard technology and integrated content as part of a complete mobile formative instruction system. Finally, I like the fact that it helps strengthen instructional strategy and it can be used to foster better student progress.

 How can this innovation be used in an educational setting?

Various tasks can be assigned to groups or individuals using the devices to simultaneously show their work on open-ended formative questions. For example students might show the steps to solving a math problem and the system enables students to input from up to four devices all over the classroom.

 What I Do Not Like About It

The price of this system is a little costly and the lasting positive effect of using this system will only be seen if teachers are willing to adjust their instruction to a more interactive mode.

February 7, 2012

10 internet technologies that educators should be informed about

Posted in Technology at 5:22 am by izzatrinbago

It is harder than ever to keep students engaged in the classroom, however, there are a variety of tools and technology available for educators to incorporate in the instruction. I recently came across a list I feel will be helpful to use in the classroom and every educator should understand what these are, and their potential.

  • Video and Podcasting
  • Digital Presentation Tools
  • Collaboration & Brainstorming Tools
  • Blogs & Blogging
  • Social Networking Tools
  • Lecture Capture
  • Student Response Systems & Poll/Survey Tools
  • Educational Gaming
  • Open Educational Resources
  • Virtual Worlds
  • The iPad and other tablet devices

To view a more detail information\description of these tools, please click here

What do you think? Is this a good list? Feel free to comment and offer your insights, please. Thanks!

The Future of Browsing

Posted in Technology at 1:31 am by izzatrinbago

What will Web browsing look like in the future? Augmented reality, or AR, could be the next big leap.

Think of it as a more interactive Internet experience, taking in our physical environment and adding a layer of digital information. Companies like Aurasma are using the concept to develop a new way to browse.

SmartPlanet’s Sumi Das explains how augmented reality will help museum paintings turn into talking art teachers and ordinary billboards play movie trailers.

This video originally appeared on SmartPlanet

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