Another simple approach is through collaborative software like Google Docs or Office 365. One of the simplest ways to do that is by providing a collaborative space (e.g., wiki, discussion forum) through the course page. The usual approach is “throw them together and hope for the best.” Instead, collaboration tools that allow students to communicate outside the classroom should be carefully integrated into project-based learning under the guidance of a teacher. However, they are generally not intentionally taught in today’s classrooms. Collaboration tools: Collaboration (and communication) skills are necessary for success in project-based learning. Dictation tools can also serve as a central part of a storytelling curriculum in the early grades, allowing young students to “see” what they are saying (how cool is that?).ģ. Additionally, using dictation tools can help all students improve both enunciation and pronunciation, which are an essential part of presentation skills. Students who are visually impaired, second-language learners, dyslexic, or who have fine motor difficulties benefit from dictation tools, which free up barriers to writing. Dictation tools: Dictation tools (e.g., Dragon Dictation, Siri, Google Voice) should be available in every classroom and library as part of a universal design for learning initiative. While screencasting is commonly used for flipped learning or in the context of a technology project, it can also be used as a form of assessment, where students record their actions on screen (e.g., playing a serious game, searching in a database) or student-recorded presentations can be used as part of a peer teaching strategy.Ģ. Screencasting tools: Screencasting tools, which run the gamut from free to quite expensive (e.g., Screencast-O-Matic, Camtasia, Jing, ScreenChomp, etc…), are truly multi-functional. Here are the ten types of tech tools I recommend for (almost) every classroom and library:ġ. I also focused on function rather than specifically named tools (this is key to good technology integration), so I will discuss them in a categorical context (though I will give examples for each category). I chose the tools based on their ubiquity, multi-functionality, and potential for use across the curriculum. Mulling it over, I have come up with ten types of tools that should serve as the foundation of a student-centered approach to technology integration. Where do you begin? That’s what today’s post is all about. non-editing screencasts. For those wanting to create numerous screencasts with editing (and to create slick looking online units through which to deliver them) then you really need to enrol into the online course 'Create and trial a flipped maths unit’.Technology integration can be a daunting task, especially with the myriad of tools out there to choose from. Recording and editing screencasts with quality software such as Camtasia is much easier and gives you more options than using traditional video editing software.Īs we have already said, in this screencasting section we are only covering the information necessary to get you started, i.e.The same applies to Quicktime - see the tutorials on the next page. Screencastomatic, however, does export mp4 files so if you use the free version you could use your video editor to edit the mp4. That rules out Jing and most iPad apps because these do not give you a video file they force you to export to a website so you only have a url to the video. In order to be able to edit a screencast AFTER using a free app, you need to have the video file (mp4, mov, etc).However, there are two things to be aware of: If you have access to a standard video editor then yes, you can import your screencasts and edit them there.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |