Hot Technologies for K-12 Schools: The 2005 Guide for Technology Decision
Makers(August 2006). Hot technologies for education: what's happening
now and later?. Middle Ground, [9(4)], 12-15.
This article discusses new ways of using technologies, such as MP3 players, in the classrooms with which students are familiar. Technologies that can enable the teacher to give quicker feedback to the students, as well as, better ways to manage, store, and utilize data for future instructional purposes are discussed. Getting more people, administrators, colleagues, and students involved would prove to be an advantage when trying to introduce a new method for technology. The article also cautions the teacher to think through the benefits and the drawbacks before investing in new technologies.
Grimes, P. & Hammond, T. (2007). Teaching Beyond State Standards: Using Technology to Enhance Elementary Teachers' Social Studies Preparation. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 1040-1041). Chesapeake, VA: AACE.
This article is an explanation of teacher–oriented products to help preservice teachers plan social studies lessons that use authentic elements of history. Teachers have made the argument that they don’t have enough time or the access to pull the documents and other items that would make history come alive to students. Tapped In and Primary Access are resources teachers can use to find these types of items, as well as a forum to get feedback from seasoned teachers.
Donnelly, K. M. (Fall 2006). Podcasting: Co-opting mp3 players for edcuation and training purposes. Online Journal of Distance Learning Administration, IX, Retrieved July 30, 2009, from http://www.westgo.edu/~distance/ojdla/fall93/donnelly93.htm
After a brief descriptions of podcasting and podcatching, the articles points out that the medium of MP3 players that originally was used for entertainment purposes has blossomed into other diverse uses. Using a podcast for educational and training purposes, offers many benefits as opposed to a real-time lecture. Unlike images and text, a podcast offers voice communication. Podcasts allows for a student to listen to a procedure while actually completing the task. Podcasts offer the ability of time-shift. If a student is absent they can still receive the information they missed, or rather than giving a new employee an oversized manual of policies and procedures, allow them to listen to the document on a MP3 Player.
Paoletti, M (September/October 2004). Great uses of electronic whiteboards in the classroom. Media & Methods, Retrieved July 30, 2009, from http://www.media-methods.com
Using Electronic Whiteboards offers teachers diverse avenues for instruction. They are able to stream video segments on the board for easy viewing, they are able to illustrate how to access a website, and allow the entire class to view a website for class discussion. Teachers and students could use this technology to create presentations for the class. There is also content based software that can be purchased to enhance the use of the interactive whiteboards in every area of the curriculum.
Vincent, Tony, and Mark van’t Hooft (April 2007). For kids, by kids: our city podcast. Social Education, Retrieved July 30, 2009, from http://find.galegroup.com.fetch.mhsl.uab.edu/itx/start.do?prodId=AONE
This article illustrates of an implementation of students creating podcasts. It is widely accepted that students learn better when they are actively engaged in learning. Creating a podcast has students engaged from beginning to end. According to the article, the necessary software is available through a free download, Audacity. Most of the work goes into preproduction with research, writing and revising scripts. The recording phase should go smoothly, if students have practiced reciting their scripts. The software offers some flexibility with pausing during the recording phase. In postproduction, audio clips can be arranged and cleaned up so that the audience receives clear concise information. The file is converted into a MP3 file. The last stage is publishing. The file is put on the internet and made available authentic audience searching for information on this topic.
This article discusses new ways of using technologies, such as MP3 players, in the classrooms with which students are familiar. Technologies that can enable the teacher to give quicker feedback to the students, as well as, better ways to manage, store, and utilize data for future instructional purposes are discussed. Getting more people, administrators, colleagues, and students involved would prove to be an advantage when trying to introduce a new method for technology. The article also cautions the teacher to think through the benefits and the drawbacks before investing in new technologies.
Grimes, P. & Hammond, T. (2007). Teaching Beyond State Standards: Using Technology to Enhance Elementary Teachers' Social Studies Preparation. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 1040-1041). Chesapeake, VA: AACE.
This article is an explanation of teacher–oriented products to help preservice teachers plan social studies lessons that use authentic elements of history. Teachers have made the argument that they don’t have enough time or the access to pull the documents and other items that would make history come alive to students. Tapped In and Primary Access are resources teachers can use to find these types of items, as well as a forum to get feedback from seasoned teachers.
Donnelly, K. M. (Fall 2006). Podcasting: Co-opting mp3 players for edcuation and training purposes. Online Journal of Distance Learning Administration, IX, Retrieved July 30, 2009, from http://www.westgo.edu/~distance/ojdla/fall93/donnelly93.htm
After a brief descriptions of podcasting and podcatching, the articles points out that the medium of MP3 players that originally was used for entertainment purposes has blossomed into other diverse uses. Using a podcast for educational and training purposes, offers many benefits as opposed to a real-time lecture. Unlike images and text, a podcast offers voice communication. Podcasts allows for a student to listen to a procedure while actually completing the task. Podcasts offer the ability of time-shift. If a student is absent they can still receive the information they missed, or rather than giving a new employee an oversized manual of policies and procedures, allow them to listen to the document on a MP3 Player.
Paoletti, M (September/October 2004). Great uses of electronic whiteboards in the classroom. Media & Methods, Retrieved July 30, 2009, from http://www.media-methods.com
Using Electronic Whiteboards offers teachers diverse avenues for instruction. They are able to stream video segments on the board for easy viewing, they are able to illustrate how to access a website, and allow the entire class to view a website for class discussion. Teachers and students could use this technology to create presentations for the class. There is also content based software that can be purchased to enhance the use of the interactive whiteboards in every area of the curriculum.
Vincent, Tony, and Mark van’t Hooft (April 2007). For kids, by kids: our city podcast. Social Education, Retrieved July 30, 2009, from http://find.galegroup.com.fetch.mhsl.uab.edu/itx/start.do?prodId=AONE
This article illustrates of an implementation of students creating podcasts. It is widely accepted that students learn better when they are actively engaged in learning. Creating a podcast has students engaged from beginning to end. According to the article, the necessary software is available through a free download, Audacity. Most of the work goes into preproduction with research, writing and revising scripts. The recording phase should go smoothly, if students have practiced reciting their scripts. The software offers some flexibility with pausing during the recording phase. In postproduction, audio clips can be arranged and cleaned up so that the audience receives clear concise information. The file is converted into a MP3 file. The last stage is publishing. The file is put on the internet and made available authentic audience searching for information on this topic.
