Module 1: Self-Intro with Hypermedia Tools
Below you will find my self-introduction created using Tackk
Module 2: Digital Citizenship Lesson
Blendspace lesson teaching digital citizenship for high school students.
Module 3: Classroom Images
Below is a Tackk page with creative commons images that I have edited for use in my Social Studies classroom.
Module 4: Hypermedia
The following is a lesson idea that I developed after examining various Hypermedia tools:
I’m looking forward to using Thinglink in my classroom. The reason I like it over some of the other tools is that be playing with it for a few minutes one can quickly figure it out. I like this not only for me, but also for my students if ever I decided to ask them to create use hypermedia in class.
The first idea that came to me when using Thinglink was actually inspired by the images lesson that we completed this week. I teach AP US History and one of the primary skills that we try to develop in students is the ability to analyze and interpret documents. This includes artistic creations such as paintings, photographs, and political cartoons. Thinglink could be used to examine the symbolism of a political cartoon or to examine the background of a photo. For example, if a political cartoon of Andrew Jackson portrays him as a king stepping on the constitution I could add a tag to that portion of the cartoon that would link to an article or video discussing some of the controversial and quasi-legal steps taken by President Jackson.
I could ask the students to do the same thing of course. Perhaps they could take a famous (although historically inaccurate) painting depicting the signing of the Declaration of the Independence. For each of the founding fathers in the image they could tag links to biographical websites or videos.
I’m looking forward to using Thinglink in my classroom. The reason I like it over some of the other tools is that be playing with it for a few minutes one can quickly figure it out. I like this not only for me, but also for my students if ever I decided to ask them to create use hypermedia in class.
The first idea that came to me when using Thinglink was actually inspired by the images lesson that we completed this week. I teach AP US History and one of the primary skills that we try to develop in students is the ability to analyze and interpret documents. This includes artistic creations such as paintings, photographs, and political cartoons. Thinglink could be used to examine the symbolism of a political cartoon or to examine the background of a photo. For example, if a political cartoon of Andrew Jackson portrays him as a king stepping on the constitution I could add a tag to that portion of the cartoon that would link to an article or video discussing some of the controversial and quasi-legal steps taken by President Jackson.
I could ask the students to do the same thing of course. Perhaps they could take a famous (although historically inaccurate) painting depicting the signing of the Declaration of the Independence. For each of the founding fathers in the image they could tag links to biographical websites or videos.
Module 5: Google Forms
This is a form that I created to allow students to signup for a class activity. The same tool could be used for classroom assessment or to gather data.
Module 6: Assessment Using Technology
The video below is a screencast I made of Socrative in which I explain how this tool can be used to assess student learning in a which, easy, and effective way.
Module 7: Audio Tools
Below is a lesson idea using an audio tool that I researched:
I love the idea of using Narrable in history class. Quite often we study massive
topics like WWII. Because of time restraints we don't often have enough time to
examine all aspects of the topic. How many key figures or battles do we have to
more or less skip over? I can use Narrable to let students do brief reports on an
assigned WWII battle. Using images of the battle, together with maps, students can
narrate the story of their assigned battle. Why was it important? When was it fought?
Who was involved? Students could then share their narrable in Padlet or other online
forum.
I love the idea of using Narrable in history class. Quite often we study massive
topics like WWII. Because of time restraints we don't often have enough time to
examine all aspects of the topic. How many key figures or battles do we have to
more or less skip over? I can use Narrable to let students do brief reports on an
assigned WWII battle. Using images of the battle, together with maps, students can
narrate the story of their assigned battle. Why was it important? When was it fought?
Who was involved? Students could then share their narrable in Padlet or other online
forum.
Module 8: Interactive Video
Below in an interactive video I made to illustrate the concept of supply and demand. By clicking on the link within the video students can see if they correctly answered the question that I asked at the end.
Module 9: SAMR
Here is a google doc in which my classmates and I discussed possible ways of improving our lessons by using the SAMR method.
Module 10: Google Hangout, SAMR lesson
Below is a google hangout that my group and I created to discuss SAMR lessons that we could use for our various classes.