www.symbaloo.com/mix/elementarytechlinks
Friday, January 31, 2014
Thursday, January 30, 2014
The reason why...
Just had a 4th grade student thank me for the math lesson this morning...
Doesn't get much better...
Doesn't get much better...
Tuesday, January 28, 2014
QR Codes available on Safari Montage
Looking for a way to post links to Safari videos...try using a QR Code associated with a video clip.
Log in to Safari and search for content.
Once the desired content is located, select the PERM-LINK option located on the ACTIONS task bar above the chapters list.
A QR code, as well as a hyperlink, are both provided.
NICE FEATURE!
Log in to Safari and search for content.
Once the desired content is located, select the PERM-LINK option located on the ACTIONS task bar above the chapters list.
A QR code, as well as a hyperlink, are both provided.
NICE FEATURE!
Wednesday, January 15, 2014
Maker spaces, gaming, and stretching a mind
Had a conversation yesterday about the development of an after-school offering at our Middle School, somewhat along the lines of our Code Collaboratories at the High School.
This idea could fit in there too...
This idea could fit in there too...
Wednesday, January 8, 2014
Tuesday, January 7, 2014
Elementary tech integration ideas...
Came across these in my travels...wanted to share out the ideas...
Top three found at TECH CHEF
This idea found at APPS IN EDUCATION
Been wrestling with this...
I can only speak for myself, but the one thing that I continue wrestle with is the sheer number of options out there when the educational integration of technology is mentioned. I know, I know...my rational side recognizes the variables that must be taken into consideration in order to make specific decisions about what technology integration actually means.
First, the purpose. What are we trying to accomplish? What is the curricular or instructional goal? What grade level? What tools could accomplish this? Will these tools work within the local norms of acceptable ways for students to interact on the web? Will these tools work within the confines of the local network?
Sometimes, I think of it as a "chicken or egg" discussion. My instinct says that the curriculum should drive the integration. But, often the advent of a new tool or resource presents realms of possibility. Ultimately, whatever path you take to integrate technology, the bottom line is that it is only worth its weight when it is tested for real, on your own turf, and then followed by innate reflection, and refined (slightly, or not so slightly) as experience warrants.
The truth is that this takes time.
I am reminded of an article I read several years ago when "technology integration" first appeared as a driving force in education. The article, Hare Brain, Tortoise Mind: An Excellent Combination speaks of the "difference between fast thinking and slow thinking, and the place and time for each". The author, John Cleese (yes, the John Cleese from Monty Python fame), writes about his personal interest in what makes people creative and how "today's (2005) educational trends, focusing on specific metrics of accountability, represent a fundamental change in mind-set that demands some pretty astounding creativity on the teacher's part". He continues in his article, by citing 1970s research (MacKinnon) which depicts two distinct characteristics common among professionals rated as "most creative" by colleagues. First, is "a greater facility for curious play (in problem solving) and second, a willingness to ponder a problem for much longer before resolving it". Next, on Cleese's interest path is his reading of Hare Brain, Tortoise Mind by Guy Claxon. "Hare brain", according to Claxon, refers to a "deliberate, conscious thinking (process) as we apply reason and logic to known data". The term "tortoise mind" depicts a contemplative, playful, pondering of issues to be solved.
Being someone who tends to be "tortoise minded", sometimes, hare-brained actions give me pause for a little indigestion. I own the indigestion...no blame intended. It's likely I will continue to wrestle with the fine line definition when it comes to making decisions regarding technology integration. But, somewhere there is a spot where practical and innovation meet. That's where I need to be. Me, and the tortoise brain in me...all in good time...
R. B. Ellison Flickr Photostream - Site originated March 2005
First, the purpose. What are we trying to accomplish? What is the curricular or instructional goal? What grade level? What tools could accomplish this? Will these tools work within the local norms of acceptable ways for students to interact on the web? Will these tools work within the confines of the local network?
Sometimes, I think of it as a "chicken or egg" discussion. My instinct says that the curriculum should drive the integration. But, often the advent of a new tool or resource presents realms of possibility. Ultimately, whatever path you take to integrate technology, the bottom line is that it is only worth its weight when it is tested for real, on your own turf, and then followed by innate reflection, and refined (slightly, or not so slightly) as experience warrants.
The truth is that this takes time.
I am reminded of an article I read several years ago when "technology integration" first appeared as a driving force in education. The article, Hare Brain, Tortoise Mind: An Excellent Combination speaks of the "difference between fast thinking and slow thinking, and the place and time for each". The author, John Cleese (yes, the John Cleese from Monty Python fame), writes about his personal interest in what makes people creative and how "today's (2005) educational trends, focusing on specific metrics of accountability, represent a fundamental change in mind-set that demands some pretty astounding creativity on the teacher's part". He continues in his article, by citing 1970s research (MacKinnon) which depicts two distinct characteristics common among professionals rated as "most creative" by colleagues. First, is "a greater facility for curious play (in problem solving) and second, a willingness to ponder a problem for much longer before resolving it". Next, on Cleese's interest path is his reading of Hare Brain, Tortoise Mind by Guy Claxon. "Hare brain", according to Claxon, refers to a "deliberate, conscious thinking (process) as we apply reason and logic to known data". The term "tortoise mind" depicts a contemplative, playful, pondering of issues to be solved.
Being someone who tends to be "tortoise minded", sometimes, hare-brained actions give me pause for a little indigestion. I own the indigestion...no blame intended. It's likely I will continue to wrestle with the fine line definition when it comes to making decisions regarding technology integration. But, somewhere there is a spot where practical and innovation meet. That's where I need to be. Me, and the tortoise brain in me...all in good time...
R. B. Ellison Flickr Photostream - Site originated March 2005
How wonderfully brilliant and practical...
http://www.theartofed.com/2013/09/12/enlisting-students-to-help-with-artsonia/
An iPad Upload Station
This could be adapted in SOOO many ways....
An iPad Upload Station
This could be adapted in SOOO many ways....
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