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These are the things I wouldn’t do without!
PSP Wacom Drawing Tablet
Wii game console Webcam
Mac Midi Keyboard
iPhone Amplifier ($45)
Composite AV Cable ($75) iPod Splitter ($20) iKaraoke ($109.95)
iPod Classic ($399) Microphone ($119.95)
Speaker Systems (from $99.00)
Free book Apps available on iTunes for the iPod Touch and iPhone
Audio books for iPods, iPod Touch and iPhone
Wordprocessing Graphic Organisers, Drawing, Recording and Reporting
Multimedia (Music, Movies Picture Editing)
Audacity http://audacity.sourceforge.net// Picasa http://picasa.google.com/
Photofiltre (Win) http://photofiltre.en.softonic.com/download
Hot Potatoes http://hotpot.uvic.ca/
Photo Story 3 (Win) http://www.microsoft.com/windowsxp/using/digitalphotog raphy/PhotoStory/default.mspx
•What is Delicious?
Create an account in Delicious
• It is a social book marking site. It is for storing, sharing and discovering internet bookmarks/favourites with other users
Set up a class del.icio.us page with links to different curriculum areas, games and resources
Bookmark suitable sites for children to go to
• Set up a bundle • Under the bundle name of Social Studies (or perhaps the name of the topic
Be Funky: cartoonise your photos http://www.befunky.com
Fotoflexer is a photo editing programme with a lot of features. You can upload a photo from your computer (resize it so it is less then 500kb) to the website, autofix the photo or make the adjustments yourself using the Red eye, crop, adust, flip or rotate. Then comes the fun part, click on the other tabs to make changes to your photo
Photoshow: Slideshow captions, transitions, effects, and music http://www.photoshow.com/home
Slideboom – Animated PowerPoints
Set up an account, upload animated PowerPoints with sounds, video, links, buttons and transitions to SlideBoom. Embed in blogs and wikis. Students will need to critique their PowerPoints before uploading, remind them that 'less is more' when adding effects to their slideshows.
Create comics with characters, panel prompts and talk balloons with MakebeliefsComix. Make 2, 3 or 4 page comics. You can't save or download the comics but you can Email or print (or take a screen capture and paste into Word or PowerPoint). If you are taking a screen capture for showing in a PowerPoint then make sure that you only do a 2 page comic at a time, that way you will get a better image when you make it bigger on the screen.
Mapwing: create a virtual tour from photos with a map background http://www.mapwing.com/
Mixbook: Online books http://www.mixbook.com/
Dipity: interactive timelines http://www. dipity.com
Dipity is an online application that allows you to make and share interactive timelines. There is a search feature to look at other timelines under a wide range topics i.e. History, Literacy, Social Science etc. These timelines can be embedded into wikis, blogs and webpages. This is an example of a timeline about Sir Edmund Hillary.
Voicethread: collaborative space of group conversations http://voicethread.com
Voicethread is a collaborative space of group conversations. The example below is created by a student called Zoe in America, she designed it around her interest in Global Warming. Zoe's Global Warming Voicethread A VoiceThread can be created using documents, videos and photos. Comments can be added by registered users by text or voice. They can be exported to your computer as a widescreen movie and to wikis, blogs and webpages. You can use a variety of images: JPG, GIF, BMP, PNG; docs: PPT, PPS, PDF, DOC, XLS; and videos. If you've got a Flickr account, you can import from those as well. It has a 'doodle' feature which means you can draw over the images to make a point while you are recording your voice. Classroom Application: a way for children within the class to collaboratively present an investigation, book report any writing genre (recounts, reports, explanations, descriptions, procedural etc) technology Challenge or for children as in Zoe's example to invite experts outside of the classroom environment to comment or answer questions
Jacqui Sharp 2009 Adapted from Cuban, L. (2001). Oversold and underused. Computers in the classroom. Harvard University Press
Desks are in rows pointed to the front of the room. Junior Tables are scattered around in the centre of the classroom leaving a large mat area. Very few or no small tables around the walls of the room (if there is, it is for storage). Nothing is hanging down. Very little is on the walls and if it is… it is not presented well. Teacher stands at the front of the class, teacher desk is at front of the class. Computer is usually covered.
Desks are in rows pointed to the front of the room. Junior Tables are scattered around in the centre of the classroom leaving a large mat area clear. Some small tables, cupboards, cubby holes are placed around the walls of the room (if there is, it is for storage). Some artwork is hanging down. Some of the children’s work is on the walls and very little of it is has been created with a computer, if it has it is ‘Published Writing’. Teacher stands at the front of the class and does some moving around the desks, teacher desk at front, maybe to the side of the room. Computer is uncovered and is used periodically for Wordprocessing or Commercial Maths games. Children prefer to work alone.
Students may be using the internet occasionally for very broad Internet searches but otherwise the teacher is not very comfortable with them being on the Internet.
Desks are in groups.
Junior Tables are scattered around in the centre of the classroom leaving a mat area.
There may be some small tables, cupboards, cubby holes around the walls of the room designating specific areas of the classroom.
A lot of the children’s work is hanging in the classroom and it is well presented. A lot of the children’s work is on the walls. A significant amount of it is WordProcessed. The Teacher works with groups and moves around the desks and tables, the teacher desk is at the side of the room. The ‘Computer Centre’ has been set up, children use it for Wordprocessing and most days for Reading and Maths. There is evidence of management systems in place.
Keyboarding and computer skills are being formally taught.
Internet is being used more for games and research.
Desks maybe swapped for tables.
Very little mat area, enough for at least ¾ of the class to sit in. Teacher will be using a projector and laptop (and maybe a mimio or IWB) frequently for teaching.
Tables around the edge of the room are curriculum specific with learning centre activities. The room is full of children’s finished work that is both computer presented and hand done.
The teacher works with groups and moves around the tables. The students also freely move around the classroom from task to task. The teacher’s desk is not obvious in the room. Children are rotating through the computer centre or are at laptops around the room all through the day, following management boards and timetables working on specific tasks. They experiment with other digital equipment such as cameras, iPods, the IWB etc. Internet research skills are well developed. Students work well collaboratively. HOT models are integrated seamlessly,
Classroom is divided up into curriculum areas with large tables holding resource material. Learning Centres are being used freely. There is barely any mat area, enough for a small group of children. Projector/IWB/mimio is being used all day by teacher and students. The room is full of mixed media published work. There maybe several computers scattered around the classroom, other digital equipment such as iPods, tablets, midi keyboards, game consoles and cameras are being freely and confidently used.
Teacher and children move freely around the room, teacher’s desk is not obvious in the room.
The teacher is an informal practitioner who involves students in the planning of programmes and tasks. Students are highly independent and self managing and are able to make choices themselves about what they are going to do and how they are going to go about it.
Students learn the skills as they are needed. The teacher is able to recognise when a skill needs to be taught. Students are able to work collaboratively and co-operatively with others. Internet skills are highly developed.
Jacqui Sharp’s Weblinks
http://www.jsharp.co.nz Main website http://sharpjacqui.blogspot.com ICT Teaching and Learning (integration of ICT into curriculum areas) http://jacquisharp.blogspot.com Web2.0 and Education (Web2.0 tools that can be used in Education) http://mimioiwb.blogspot.com/ mimio and IWB blog http://jacquiscourses.blogspot.com Course Support Blog http://ipodsiphonesineducation.wikispaces.com/ How to use iPhones & iPods in the classroom
http://jsharp.wikispaces.com trial site testing out the use of Wikis in the classroom
http://delicious.com/sharpjacqui Delicious website bookmarks firstname.lastname@example.org Email address