Group 4: A vast array of support applications and tools to accompany presentations in the Classroom.
Animations & Simulations:
Animations & Simulations:
In any kind of multimodal accompaniment, there is the ability to incorporate computer simulations and animations to further visualise the idea or information being taught.
See the application on this webpage to get an idea of what she used:
In a Science lesson in term two of my study this year, the lecturer often included computer animations and simulations of concepts like atoms and molecules in chemicals and materials, the changes in state between solid, liquid, gas and the more complex states, and various other concepts and information that would have been much harder to grasp.
See the application on this webpage to get an idea of what she used:
If Simulations and Animations are so beneficial in the tertiary school setting, they are invaluable in the primary and secondary school setting.
Google Earth & Google Maps:
Questions often arise in the classroom, from learners who like to have the whole picture formed in their head when discussing a topic. This is respective of all subject matter, including maths, the sciences, art and English, sports and social studies. Particularly, in the case of SOSE, Geography and History, it is helpful to have a visual aid to further present the dialogue between teacher an student.
Most classroom have an atlas and globe somewhere in the room. In terms of digital teaching/learning tools - Google Earth and Google Map provides a wonderful technological option for searching and viewing the world in great detail from the comfortable locality of a classroom, or where ever a student has access to the internet. It encourages the inquisitive and 'explorative' nature of learners to continue learning without any boundaries or informative limitations.
The system works like the ordinary Google search engine style of browsing, and offers suggestions to specify your search as much as possible. The viewer is not limited to one boring view, but can switch between angles, and viewing styles - whether photographic satellite, traffic, weather, terrain, and more. Learners are thoroughly engaged, and are able to navigate easily through the streets, towns, states and countries of the world in seconds.
Google Docs for Collaboration:
As stated in the video below, Google Docs is a clever solution to the problem of an infinite number of drafts, versions and copies of a document, confusion to the most updated or desired copy, and the frustration that goes along with managing them all.
Although it may not be entirely appropriate for early stage learners (yet), Google Docs offers a new and exciting avenue in the classroom, with regards to teaching consultation and the drafting period approaching submitting of assessment pieces. With Google Dos, learners can be totally up to date with the teacher's feedback and guidance on their work - without the worry of losing their draft, not receiving the checked draft from their teacher, etc, etc, etc.
It also incorporates wonderful ICT skills which are not only highly effective and positive skills to have, but are fast becoming essential skills and knowledge for the modern day and future learner. Teachers who strive to incorporate Google Docs and other Online ICTs in their teaching and in student development are doing well in preparing their learners for all round functionality in the 21st Century.
It also incorporates wonderful ICT skills which are not only highly effective and positive skills to have, but are fast becoming essential skills and knowledge for the modern day and future learner. Teachers who strive to incorporate Google Docs and other Online ICTs in their teaching and in student development are doing well in preparing their learners for all round functionality in the 21st Century.
Online Concept Mapping & Online Timelines:
In most situations, digitally producing an image, graph or document is considerably neater, easier to view and understand, and generally more impressive than that which is created by hand. The days of writing with pencil or pen, in a book, notepad, or on loose sheets has gone. In the modern day, computing has replaced the older ways of working, and thus work is a more efficient and, in most ways, more effective process.
Visual Organisers like mind maps for brainstorming, and organizing information chronologically into a timeline have always played a major part in the Educational setting. Today's teacher takes advantage of programs and online applications like Bubbl.us and Text2Mindmap, as well as Dipity, an Online Time-lining program.
Programs and Online Applications and Tools like these can greatly increase the engagement of students in the classroom with tasks, maximising participation, and learning outcomes.
Wordle:
Wordle is a simple graphic word cloud generating online program. It is incredible user friendly, and can make the most boring of word maps and word banks exciting to look at!
Imagine how exciting word walls for weekly spelling lists can be. Especially if (for example) learners are responsible for making them on a weekly basis. They would be excited to have their special design on display for the week, and would memorise their word list in the process. The incorporation of this digital tool only has positive results, for both teachers and learners.
The program is simple enough for learners as young as year 2 and 3 to use independently. In the case of word banks, the Learning Manager can highlight root words by writing them twice or three times. Wordle will understand that the words which are repeated are more significant, and will increase the font size on them accordingly, without changing the font on the other words. This is a brilliant, fun and easy way to liven up the classroom, and make your learners excited about words!
ZooBurst for Interactive Storyboarding:
ZooBurst is an Online Tool used for 3D Storyboarding. The basic format is for a story or some kind of collection of sequential information to be organised and presented in the form of a 3 Dimensional Digitally Animated book. The look and feel of the tool is fun and engaging, and it is user friendly, as shown in the video below.
As stated in the YouTube video above, it is a "very very cool interface", which can be adapted and modified to appeal to Prep and Lower Primary children, to Higher level learners, and even Academics at the tertiary level of learning. The man in the video later adds "lots of potential for the classroom!". Relatively, learners of all ages can use ZooBurst in their own presentations. Imagine year 2 students presenting a Humpty Dumpty or Little Red Ridinghood book with their own alternative ending. It wouldn't be hard, with ZooBurst and the guidance of their teacher. Higher grades can present their narrative analysis with this tool. And Learning Managers can use it to cleverly illustrate the unfolding of their lesson or plans for the term.
MuseumBox:
Museum Box is an Online Tool for organising and presenting information to an audience: much like that which is exhibited in a museum. The Museum Box is a digital storage space which can be personalised to fit the look and feel you're seeking, which would depend on target audience and subject matter being displayed. See this video below to understand some of the possibilities with Museum Box.
Allowing learners a variety of new, fun and interesting ways of presenting their work always pays off. Using Museum Box is a double positive, as it incorporates web use and ITC skills, appealing to the digital learner and refining their computer skills and abilities. Learning Managers can use the program to engage students to cover new content on a given subject, and in the same way - learners can present their assessment or developmental understanding using the program. Imagine the learners in your class, each slowly building their Museum Box to show the progression and collection of their research.The result of this is maximised participation and learning outcomes with cross-curricula modes of teaching and learning, creating enriched learning experiences.
References:
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon
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