Resources – Week 8 & 9 – Whiteboards

Interactive White boards (IWB)


This site is set up so a teacher or student can turn their iPad into an interactive whiteboard.  Once connected to your computer through WiFi, you can watch Flash media with fully synchronized video and audio, control favorite apps with annotate over lessons all from your iPad.  This allows you as a teacher to interact with students at their desk or from all areas of the classroom.  This allows users of existing whiteboards (IWBs) to assess their tools from anywhere in the class.  Or you can leave the school PC on and connect to it remotely from your home.  As teacher you can leave the front of the class and roam around the room, helping students.   There are features to annotate over anything, draw, highlight, or write over any content.  You can use different colored or sized pens, highlighters, shapes and text tools.  Basically, you download & install the apps onto your computer.  Start it up and connect with content over the W-Fi and enjoy!

As far as I can tell it is a free download and has a multitude of uses and applications within a classroom, endless really.  NETS-T (#1 & #2) is being met by engaging students in learning by the use of digital tools and resources.  In using IWBs teachers are adapting digital tools and resources to promote creativity in learning all subjects.  NETS-S (#1 ) is being met by having students access existing knowledge to generate new ideas, critical thinking, problem solving, and making informed decisions through digital tools and resources.  It is a great site for both teachers and students to use.  I can see using this site in my classroom with teaching all content areas.  I especially like having the ability to walk around the room, helping students as I go, so there is whole group learning going on and individual learning, by use of an iPad to carry with me.

Emerging Ed Tech

This site is an article which lists 6 free web-based interactive white board apps available on the internet.  It was written in 2010 but has been updated Nov. 2012 and unavailable links were removed.  It has the names of each website, URLs, and a comparative table of desirable functions of each IWB app.    There is a comparative grid which compares the 6 sites in regards to: collaborative functionality, saving work, uploading images and other notes.  A conclusion is give about all sites and which ones the author would recommend.  Also 4 related posts are listed concerning IWBs and Smart boards.  (An interesting one is: 9 videos using smart boards in the classroom.)

NETS-T (#1-#3, #5) is being met by teachers promoting students engagement in content areas with digital tools.  They can design and develop authentic learning experiences for students, model effective use of current digital tools, and continue to improve their own professional practices.  I like having the tools available on how to maximize and integrate IWBs into my teaching methods and classroom, in simple, straight forward websites.

Group board

This a neat site which has both free and for a fee apps.  The free site is set up as a shared whiteboard and chat app which can be embedded in your website.  It can be used for tutoring, distance learning, training, or for fun.  You can upload images and draw on top of them and be able to see the changes in real time.  It will work on any browser including iPhone, iPad and Android with no plugins and is free for 5 users on one whiteboard.  You can save up to 20 pictures, have 4 background images, a maximum of 50 posts and has many other features.  It would be a great resource to use for educational games and learning centers.

NETS-T (#1-3, #5) is being met by engaging students in a visual way to learn content area through the use of digital tools.  Teachers are developing and designing authentic experiences for students with digital tools and media.  And teachers are continuing their own professional growth through expanding their knowledge of technology and the use of it in their classroom.  I can see using this site to encrease my own limited knowledge of how to use IWBs in my classroom.  The site also has live videos to help in setup of program and also tech support if needed.

Educational Technology Guy

This is a great site for information about, well, technology from someone who knows.  He is the chief information officer for an urban public school in CT.  He has had other jobs but has spent 10 years in the classroom before going into administration. This blog is about Scribbler, an online whiteboard and how it can be used.  He updated it recently and says it will now support PDF files.  You can upload PDF files and can be turned into editable image in Scribbler.  He explains the different uses he has seen for the whiteboard.  Plus his site has a multiple of other information about technology such as: favorite resources for teachers and students, google for educational resources, creating a personal learning network, project based learning resources, STEM (Science, Tech, Engineering, Math)resources, Discovery resources, and Android resources.

NETS-T (#5) is being met by teachers expanding their skills with technology by exploring creative applications to improve student learning.  I see this site as a great resource for my own teaching methods, also expanding of my knowledge about IWBs and other digital tools.  My students will benefit by use these tools in the classroom and help to engage them in their learning.

4 Teachers

This site is a wonderful resource for teachers in all aspects of using technology in the classroom.  It is broken down into several different categories.  Under integrating technology there are: teacher success stories, technology assessment, resources in Spanish, and use policies & safety.  Under Educator’s Resources there are: technology planning, assessment, assistant technology, bilingual education & ELL, and tutorials & tech-along. Under professional developement in education it has 15 different sites/links to each site to further help in using technology.  It is amazing to see all of the resources available! Looking under policies & safety, there are 15+ posts about subjects of safety for students of all ages while surfing the net, ethics, and sample internet use forms to name a few.  Each category listed above has many subjects to choose from.

NETS-T (#1-#5) is being met by teachers furthering their own knowledge of using technology in their classrooms.  They then are able to inspire students with creative learning by designing and developing digital age learning experiences.  And teachers can  find out the latest in regards to digital citizenship, teaching this knowledge to their students.

Though this site is not specifically set up for IBMs, there is loads of information on using it as one tool for teaching with technology in the classroom.  Plus I like most of searching for information is already done, which I might use as a teacher and put quickly into practice.  I do not have to spend lots of my time searching for info.  I believe my students will benefit from the new knowledge I am acquiring in using digital tools for lessons on all subjects.

Apps in Education

This site is a blog which has 8 specific site to go to for white boards.  Many are free sites and a few charge a small fee.  It is a wealth of information about which apps work best for use of whiteboards on iPads.  There also a list of apps for iPads for each of these subjects: Math, English, Science, Music, Art, History/Geography, Film making, Teachers – you & your students, classroom, special needs, administration.  This blogger has reviewed most of the listing and can give a review of them.  Plus he has included many more under each subject which have not been reviewed yet.

NETS -T (#1-#3, #5) is being met by the use of IWBs in the classrooms, promoting students use of collaborative tools with iPads.  Teachers can design and develop technology enriched learning environments, allowing students to become active participants in their own learning.  Teachers can model their own fluency with digital tools, and continue to improve their teaching practices through the use of iPads.

I can see the use of iPads in the classroom.  I am excited to have this site available which gives me tools in how to implement using them in my own teaching methods.  I believe the students will benefit by using iPads as they learn each new topic and be able to access their prior knowledge.  The ability to share and collaborate with others students is priceless!


This site is a huge collection of blogs written by teachers and others who have information to share about technology.  It is a great place to see what the latest thinking is about digital tools and how they can be used in the classroom.  You can search by topic and/or subject.    IWBs and/or Smart Boards and they have 40+ blogs written about them.  Though some of the blogs are not very long, a lot of information can be collected as you read them.

NETS-T (#5) is being met by continuously improving knowledge about digital tools and how to use them.  Teachers can participate in local and global communities by exploring the use of IWBs in their classroom and garnishing information from other like-minded teachers.

I believe this site will be a go-to site to find out the latest thinking about different digital tools which are available and become available to schools.  This will be helpful in my own teaching as I strive to connect the digital world with my students and classroom practices.

IDroo – Online Education White Board

This site is a great resource to download onto your computer for use with an IWB and is free.   It allows for unlimited participants to draw, write, or display what is being worked on.  Printed words/text, math problems, and/or pictures can be used and then written over to facilitate a lesson.  Images can be loaded from a disk, paste them from the clipboard or drag-and-drop directly in the IDroo window.  It can be used with Skype also.

NETS-T (#1,#2, #5) is being met by teachers engaging students in learning through the use of IWBs.  They can design lesson plans for interactive collaboration with all students in the classroom.  Teachers will also continue to improve their professional practice in using new resources with digital tools.

I believe I would use this resource everyday in my classroom with the use of IWBs.  It is one more way in which I can improve my teaching practices to include technology in my classroom.  Plus I think my future students will like the ability to share what they are learning, collaborate with fellow classmates and ask questions through IWB.


This is site which allows you to use your white board with many different users.  It is simple and easy with no new tools to learn, nothing to download, nothing to install and you don’t even have to sign up.  There is a draw and text button to switch between free hand drawing, and text mode.  Skrbl will save and syncs white boards between users.  You just give out your URL and collaborate live.  Everyone can see the same thing at one time.  This would be great for collaborating with other classes locally and around the world.

NETS-T & S (all) is being met by the teachers facilitating and inspiring student learning and creativity.  Students are learning to explore complex issues, apply existing knowledge and create original works.  Teachers are modeling the use of digital tools with their teaching methods.  Students are gather information, organizing, and evaluating sources with digital media.  Teachers can teach digital citizenship to students so they can learn the responsibilities of digital etiquette.  And teachers can continue to learn more about technology as they continue their own professional growth.

I believe this site would be extremely helpful in collaborating with each other in class, other classes in the school and with students from all around the world.  Students would also like being able to work remotely with other students from other places in learning different subjects.   I am excited to put use this in my classroom!

Learning Today

This is a good site which is set up with lessons for IWBs.  It has 6 different lessons for each grade level, K-5.  This is a site for students to go on and learn about different parts of either reading or math.  Or a teacher can use them for whole class instruction to support their lesson plans.  There are also reading and math games, printables, and educational software blogs.  Under free teacher resources it is broken down into interactives and professional development resources.   Also a new feature is EdTech Tools – eLearning today TV video podcast and Learning today blog – tips, tools, and technology for educators.

NETS-T (#1-#3) is being met with teachers by engaging students in real world problems using the IWB and collaborating with each other.  Teachers are designing and developing lesson plans using the IWB, demonstrating fluency with the digital tools to their students.  And students are learning to use prior knowledge, critical thinking, and decision making to follow the lessons.  NETS-S(#1 & #3) is being met by students applying existing knowledge to generate new ideas and processes.  Plus they are learning to think critically and make decisions through the digital tools presented.

I like this site because the harder work of developing a lesson plan is already done for you.  I could use it on my IWB to enhance what I teaching to my students.  I believe they would enjoy the possibility to interact with the program and with each other as they learn the lesson.  It is a win-win situation for all.

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An Attitude Scale for Smart Board Use in Education

Theme & level – White boards, K-5th grade

This article is about researchers setting out to develop a scale of students’ attitude towards Smart Board (SB) use in education.  The research was done in elementary schools in Turkey, with one teacher trainer who specialized in SB use, three teachers from different subject fields experienced in SB use, and one Turkish language expert took place on an expert panel in developing the scale.  There were 203 students, ranging from 4th to 8th grade that had SBs in their classrooms for about 2 years.  One school had SBs in the classroom for only one semester.

The researchers were able to develop a scale which asked 24 questions about the use of SBs in the classroom.  The students would rank the questions from 5 (strongly agree) to 1(strongly disagree) and used happy faces to unhappy faces to go along with each number.  They also gave information about their gender and grade level.  The scale would be used to get a good readout on what the attitude of students are towards Smart Boards.

However, the researchers did not say in the article what their findings were about the attitude towards SBs is with elementary students.  I feel this was short-sighted on their part.  They did bring up some specific issues of the use of SBs.  While SBs are touted as making whole-class teaching more effective, productive, and creative, many teachers are not trained properly in the use of SBs in the classroom.  Loads of classrooms are equipped with SBs, software installed, but this is as far as school districts go, expecting teachers to go ahead and use them with no further training.    Teachers have come to rely on them as a projector or writing surface but nothing more.  There may be one in-service training done but much more is needed for teachers to embrace many of the different features available with SBs.  Also there is little well-designed subject material, which is compatible with SBs, available on the market, (Sad, 2012).   So it is left up to teachers to come up with appropriate material development for their students.  This puts more time constraint burdens on already overloaded teachers.

Other issues the article talked about since SBs are fairly new, they did not know if the learning done with SBs is something which students will retain for long periods of time vs. traditional teaching methods.  Or is the “learning” which happens with SBs just a matter of it being new technology and when the newness wears off, will scores still be higher?  They felt that more research needs to be done, thus their attempt at making a scale to test students’ feelings about SBs.

NETS-T (#5) is being met by teachers continuing to improve their professional practices through the use of smart boards.  From this article it clearly shows the need for more training in the use of SBs in the classroom.  Teachers need to research for themselves, if it is not provided for them by the district, what is the optimum use of SBs within their teaching practices.  The digital technology of SBs has many wonderful features to enhance learning for students by the use of visual, auditory, and tactile characteristics.  However, most of those features are not being utilized.

I feel this article states many of the questions I have had about SBs in the classroom. I have talked with teachers/students who presently have SBs in their classrooms and this article states a clear picture of many classroom situations.  Teachers and students view the SBs as a fun drawing tool only.  From taking this class on technology in education, I can see many great ways to use SBs in education.  However, I believe there is a large gap between the use of SBs and current teachers actually embracing it with their present teaching methods.  I believe school districts needs to step up with proper training, and continued training to help teachers use the digital tool of Smart Boards in their classrooms.

Sad, S. (2012). An attitude scale for smart board use in education: Validity and reliability studies. Computers & Education, 58(3), 900-907.

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Interactive Whiteboards in Primary Literacy Classrooms

Theme & level – Whiteboards, K-5th grades

This article discusses the use whiteboards in teaching literacy.  The study comes from South Australia.  The school has 530 students which are split up into 18 classes of new arrivals to the country who have limited or no English skills and 11 ordinary classes.  A significant portion of the population is Aboriginal students and over half of them come from non-English speaking backgrounds.   Five primary teachers discuss how they implement literacy programs through the use of whiteboards in their classrooms.

For second language students, having visuals and repetition of language facilitates learning of the new language.  Interactive programs extend students’ literacy skills from the direct teaching approach.  Small groups played literacy games daily with oral communication, questions & answers, plus more capable students were supporting new students.  The teacher can save lesson files to use again with another set of students.

Another teacher uses the whiteboard in teaching phonic awareness.  Words can be highlighted, circled, underlined and so on.  Pictures of words can be matched with words, moved around and made into rhyming lists if need be.  Syllables can be taught by highlighting, circling, and color coding.  Sound isolation activities can use the same method, allowing pictures of words to visually be shown along with lessons.  By using images, photos, and clip art, it makes class topics more real to students for all content areas.

In teaching functional grammar, a teacher used a simple whiteboard feature of having different colors (coding) for different parts of a sentence.  After language features were identified, labeled, and understood, class discussion between teacher and students were done in an informal way.  Students could come up to the board and run their finger along the words if necessary.

One teacher was able to teach author craft (choice of words) by showing a passage of writing and then having student substitute in some of their own words.  Students were learning the art of writing by being able to change wording, color coding, and manipulation of words if they desired.  The editing process was revealed in a powerful way through the use of a whiteboard.

NETS-S (#1-#4, #6) was being met by applying any existing knowledge to literacy and interacting with fellow students.  They would collaborate and evaluate new information to come up with correct answers.  They used critical thinking skills, made informed decisions, and used digital tools to enhance the process of understanding literacy.

NETS-T (#1-#3) was being met by engaging students to use digital tools to explore authentic problems/lessons in literacy.  Teachers adapted relevant learning experiences for the students through the use of whiteboards.  And teachers modeled knowledge and skills in providing learning with this digital tool.

This article is of interest to me because of use of whiteboards and literacy. Though it is from Australia, it also is of interest in teaching English as a second language.   From my ESOL classes I have learned about teaching minority students, with little English spoken in home environments, is a present reality in today’s education field.  As this article pointed out, the use of whiteboards in teaching English is very positive, with students having visual representation of letters, words, sounds, and pictures to connect new definitions to.  The ability to manipulate and move words around also facilitates knowledge of the English language.  Also, having part of the process set up in a game format can promote the students’ engagement in learning.  Many school classrooms have whiteboards available in them currently and teachers need to learn how to use them to strengthen all of their teaching practices.

Clark, L., et al, (2007).  Interactive whiteboards in the literacy classroom at ingle farm primary.  Practically Primary, 12(3), 25-28.

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Resources for Week 6 & 7 – Videos

YouTube & the Teaching Channel

This is a great site which comes from YouTube.  It has videos about teaching, with videos, in the classroom.  There are over 500,000 videos to choose from, ranging from early childhood to college level.  All subjects are covered and the all-important Common Core Standards are presented.  I like this site because it shows real teachers putting into practice what they are teaching.  There is also the added benefit of peeking “inside” classroom to gather new ideas from items on the walls, room set up, and desk arrangements.  The NETS-T (#2 & #5) are met by teachers gathering information to promote digital learning with digital tools.   They can customize the activities to their specific class or student.  And they are able to continue their own learning by tapping into the most current research and professional practices which are available.  This resource is a positive way for me to further my limited knowledge of the use of videos in a classroom.  Plus I will be able to glean new ideas from other teachers.  Collaboration without leaving my classroom!

YouTube & Schools

This site is set up for school use and it is free!  It gives your school hundreds of thousands of educational videos.  They come from well-known organizations like Stanford, PBS, etc.  As a teacher you can customize the videos which are available for students to view or the content available to your school.  There are hundreds of videos which align with the Common Core Standards for all subject being taught.  Students are limited to what you want them to watch, but it allows for teachers and administrators to watch any video.  You can get worldwide videos or narrow the parameters to a specific country.  NETS-S (#2-#5) is being met by students learning to collaborate, communicate, and interact with peers, experts, and/or other cultures.  They learn to locate and evaluate information with digital tools for specific tasks.  They gain new perspectives and explore different solutions to issues.  And, in the process, they demonstrate the responsibility of digital citizenship by using safety when giving/receiving information on digital tools.  I am excited to use different videos in teaching all subjects. This allows for me to expand my teaching methods to include the use of audio/visual lessons for students.

Watch Know Learn

This site is a great resource for videos to use for students and to expand teaching skills.  It has videos for ages 3-18 with numerous subjects.  There is a completely separate section for Common Core Standards set up by grade level.   Under the classroom section there is three different parts of purpose, how to set up, and go to.  Plus there is a listing of educational Internet resources available to teachers.  NETS-T (# 1-#5) is being met by employing knowledge of subject matter through digital tools, personalizing learning experiences for students, and modeling the use of current digital media.  Teachers can also promote cultural and global awareness in responsible use of those tools.   And teachers can continue to be lifelong learners in their chosen profession. I believe this site will continue to expand my own knowledge of digital media and how to use videos in my lesson plans.  It is exciting to check out all of the possibilities!


Though I made reference to this site concerning an article from last week’s topic, I wanted to share this article about classroom teaching and YouTube on  It is chuck full of resources with links to help in using videos in the classroom.  It gives links about concerns of author’s rights, laws, and fair use checklists.  There are other websites pertaining to the same topic of videos in the classroom.  It also includes ten Edutopia related resources to check out.  NETS-T (#2 & #3) is being met by teachers developing digital age methods for their students which promote learning and creativity.  They are collaborating with peers to support research and student learning.  And teachers are improving their own knowledge of the digital age. I especially like this article because I can quickly find and access information I may be seeking, to further my own professional growth and creativity in the classroom.

Kids Know It

This site is set up for educational videos to use in the classroom.  You can choose the grade level you want, from K-8 and they are all free.  There are videos about Science, Social Studies, and Biology available.   There are links to educational websites and resources.  They have worksheets, games and educational music to complement each subject video.  Common Core Standards are addressed along with free K-12 lesson plans.  NETS-T (#3& & #5) is being met by the modeling of digital age learning with current resources.  Also, teachers are improving their professional practice by use of digital tools which are available. I can see the use of this site in my grade level of K-5.  The videos are entertaining and visually appealing.  They include animation, maps, primary source pictures and documents.  It is a great resource for elementary!


This site is a great tool with a large collection of free educational videos for K-12 grades.  There are videos about Science, Geography, Human Body, Social Studies, History, & English.  Under each subject it is broken down into more specific subtitles. Then each video is listed as to what the topic is on.  They have lessons and games to go along with the videos, which are printable.  It is also very kid friendly and would be a site you could have students do independent research from.  There are interactive diagrams available for whiteboard use about each subject.  The NETS-T (#1 & #2) is being met by having students engage in real world issues/concerns through the videos.  The site also is a digital tool for teachers to adapt learning with classroom videos, which promotes creativity and learning for students.  I can see the use of this site as a great asset in lesson planning for my future classroom. My favorite thing about this site is they have already done the hard work for me in finding the videos.  A great time saver!

National Geographic & Videos/Kids

This is another great site for videos which are about animals and habitat.  It is very kids friendly and would be a positive place to send students when they are doing research.  The videos are about specific animals, insects, and reptiles.  Through the video it shares factual information about the subject.  Other subjects they have besides videos are: games, animals & pets, photos, countries, and fun stuff.  Under these tags you can break the search down more by animal and habitat.  As would be expected from National Geographic, it is a site which is well done, colorful, with loads of photos, videos and information.  NETS-S (#3 & #5) is being met by students engaging in locating, organizing and evaluating information gathered about specific animals.  They are able to use the technology systems and, enjoy themselves in the process.  I can see this being a favorite site for elementary students to go to.  It is a great resource for students to collect factual information about animals units studied in class.

Zane Education

This site provides Visual Learning Solutions through the use of Videos, Closed Captioning, Lesson Guides, Homework and with a range of abilities for most students.  It does cost for a membership.  However, with 1,500 videos and teaching resources the site has available, it may be worth the money.  A basic membership is $8.99 a month or you can buy what they call a topic taster, which is one topic for $5 a month.  They have all the normal curriculum topics covered – Art, Biology, Geography, Health, History, Literacy Skills, Literature, Mathematics, Music, Science, Social Studies – with each of these subjects broken down into specific topics.  They also have a section for special needs – gifted, learning difficulties, visually impaired, ADD& ADHD, Dyslexia, Autism, & other special needs.  NETS-S (#3 & #4) is being met by students using the videos to process data and report on the results.  Plus students are learning to think critically and make decisions in collecting and analyzing data.  I could see using this site to enhance my teaching methods on many different subjects.  The one issue I had with the site is they did not have videos for you to preview to see how they are set up.  $5 for a month to try it does not seem out of reach though.  They do mention they are reconstructing their website for this possibility.

School Tube

This site is a fun place to watch what other kids are making videos of and a great place to share videos your students have made.  As the site says, “Safe, Secure, and Free!”  There  are two parts – one for students and one for teachers.  Then it is broken down into all manner of topics, with subtopics under them.  It gives the date, subject, and length of each video.  There are portions of the site which show how to create your own video, watch other student videos, and see students from around the world.  There are trends for the week, community public service, and history sections.  It is very creative and fun to see other students, gathering ideas for your own classroom.  NETS-S (#1,#2, #5) is being met by using creative thinking to plan videos, leaning how to communicate and collaborate with fellow students, and showing a positive attitude towards use of the technology with the videos.  I can see using this site to show my class what other kids are doing, for inspiration to them, and a fun place to post their own creations on.  It makes me smile to watch the creativeness of the different videos.

( I’m adding an additional website because I could not decide if YouTube and teaching channel is the same as the teaching channel.  🙂

A teacher’s bag of tricks

This is an awesome blog site for videos, set up by an instructional tech. teacher who has 14 years of experience.  It lists websites, gives their URL, and a short description of what each site is about.  There are 45 different topics to choose from, with anywhere from 8-21+ websites being listed under each topic.  They cover basically all topics regarding to digital tools a teacher may want.  There are examples of sites to make your own videos, where to find educational videos, kid friendly videos,  Internet safety for Kids, digital tools to enhance your own video making and much more.  NETS-T (#1-#5) is being met by expanding the teacher’s knowledge of digital tools available.  Teachers are designing new ways to learn for students and promote digital citizenship within their classroom. And they can engage in their own professional growth and experience.  I excited about this site because it is set by an experienced teacher who understands what needs a teacher has, is set up in an easy format with all the necessary information provided and you can contact her with questions.  It will be a great resource for my own teaching methods which will increase my performance in the classroom.

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Video-Assisted Vocabulary Instruction for Elementary School Students with Learning Disabilities

Theme & level: Videos, K-5 grades

“Poor reading is the most frequently reported academic problem of students with learning disabilities” (Rieth, Herbert, & Xin, p. 88).  This article discusses the use of videos to help with vocabulary acquisition and reading comprehension skills for students with learning disabilities.

The study consists of seventy six 4th-6th grade students who receive remedial instruction in special education resource rooms.  They were randomly assigned to either a video or nonvideo instructional group.  The video group learned word definition and concepts in video based contexts. The nonvideo group learned word defenition and concepts using  dictionaries and printed texts.  All students were given a pretest, post test, and follow up test two weeks after the 6 week study, with 30 words taught as a target base.  Students which were in the video group had statistically higher word acquisition scores than nonvideo group.  For reading comprehension, there was no change.  However, researchers felt if a longer time frame was spent on the study, it would show marked improvement in comprehension.

Past research has recommended an interactive learning condition to help students with learning disabilities.  Reith, et al (p. 88) states, “This theory assumes that the learner and learning environment (e.g. text, material, teacher) constitute the basis of learning and a student’s learning is directly affected by his/her learning environment”.   With this theory an intervention strategy involves creating a richer learning environment for the learner.  This allows for sensory images, relevant issues, and dynamic moving events to be viewed by the students.  Students can develop skills for pattern recognition, relating to auditory and visual cues, rather than just what the teacher is saying.  This promotes a space with realist context, making learning more meaningful and useful which can motive student as they learn to read.

NETS-S (#2 &#6) is being met by the students using their existing knowledge of reading to come up with new ideas for learning vocabulary through the video program.  Plus they understand the use of video technology and applying it to the reading lesson.  NETS-T (#1, #2, & #5) is being met by teachers using their knowledge of subject matter to enhance the learning process of the students.  They are designing visual and auditory ways for learning disability students to understand content vocabulary.  And they are striving to improve their own teaching methods by supporting all students within their classroom.

My interest in this article comes from searching out new ways in which to meet the needs of struggling readers.  I recently heard about a study which has shown the mere turning of a book page affects people who are dyslexic.  When they are able to read a text, say, on the computer, taking away the page turning, they do not have the same problems with the condition.  Fascinating!  This article gives another possibility of video use to incorporate into my future classroom.  Especially with students who have reading disabilities, and I believe, it can be a useful tool for all students in stepping up their reading acquisition.

RIETH, HERBERT, and JOY F. XIN. “Video-Assisted Vocabulary Instruction for Elementary School Students with Learning Disabilities.” Information Technology in Childhood Education Annual (2001): 87. Academic OneFile. Web. 8 Nov. 2012.

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Caught on Video! Using handheld digital video cameras

Theme & level:  Videos, K-5 grades

This article shows how handheld video cameras could be used to enhance learning in science and engineering education.  Students in a fourth grade classroom were given the task of engineering a model rock & mortar wall which could stand up to a wrecking ball (evidence-based reasoning). Prior knowledge was given on the process of engineering design and students observed rock stacking in real walls.  Hand-held cameras were given to each group of students to record the process. Students quickly learned to record, zooming in and out, showing the wall features. Upon returning to classroom, the teacher projected the recorded segments onto her white board.  Then she asked students questions about their thinking process, findings, and construction.  As the process progressed, the teacher was able to use the videos to show the whole class what each team had learned.

In the use of video cameras, the students’ were able to see the process of how, why, or why not the design works.  They could see the process in fast or slowed down time, which provided more evidence and reasoning for students to improve their design.  Students were eager to video themselves and shared the responsibility as a team.  Teachers were also able to share the critical analysis going on from the videos with other classes.

The NETS- S (#1- #4, #6) was being met in several different ways.  By applying existing knowledge of science and engineering, students were able to create models of wall building as a team.  Students worked collaboratively, communicated information, and reported results through digital videos.  Students were able to define problems or issues, analyze the data and make informed decisions about their project. And students learned how to use video cameras of different time speeds to view the testing results.

The NETS- T (#1-#3) was being met in different ways.  The teacher promoted creative thinking by engaging students in solving real-world issues with the help of video camera.  She developed an authentic learning experience by giving students a way to exam their results more than once.  And the teacher was able to model digital age learning through showing videos on white board and sharing those findings with other classroom students.

I like this article in how it shows a way to use a video camera in the classroom.  I like the idea of students being able to slow down, replay, or speed up an experiment so they can truly ‘see’ what is happening more than once.  The article also gave pointers on how to get “camera-ready” in the classroom, costs, and being ready to show videos on the white board.  It also gave a breakdown of the science content standards being met for 4th grade.  I believe as a teacher I could also adapt this to most other content areas and have positive results.  And most kids love to work a camera and have pictures take of themselves!


Lottero-Perdue, Pamela S., et al. “Caught on video! Using handheld digital video cameras to support evidence-based reasoning.” Science and Children Dec. 2011: 56. Academic OneFile. Web. 2 Nov. 2012.


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Resources: Mobile Learning


This is a great resource for purchasing e-books online.  You can search by specific author, title, or key works.  There are themes or genres in which to search by also.  They also have helpful information in actually doing a search.  There is specific details on what types of devices the books are can be downloaded onto (iPad, iPhone,Kindles, e-readers, PC Mac, etc.).  And there is a section on what permissions there are in regards to printing and copying.  NETS-s (#3)  are met by allowing students to plan & conduct research through e-books.  Though these e-books are for purchase, students could then check local libraries to get same e-book for free.  NETS-s (#5) met by using digital citizenship in the proper use, copying and printing of e-books.  In looking at historical fiction for students, this would be a good place to start my search for e-books.  The site also gives links to other possible useful sites.

Fiction wise

This site is similar to the one above.  It is all about the purchase of e-books.  It has a multiple format available on most e-books.  This allows you to download the e-books onto different devices which you could have with no worries.  E-books which have a lot of graphics in them are not usually available in all formats.  The site is set up so you are able to choose or see which formats are available. This goes back to the copy right laws for authors.  Most e-books will be encrypted so printing is disabled.  Multiple genres, subjects, titles or key word searches direct your search for e-books.  NETS-s (#3) is being met by gathering information from applying to digital tools and learning to evaluate & use the information.


This site is a great tool available to teachers, students, administrators, and managers.  It is a productive way to set up online courses.  Though the first time use can take some time to set up, there are many forums, discussions and ways to have all your questions answered.  They have demos available on how to use it.  Plus you are allowed to play around with it and try out how it all works.  Before I took graduate classes I was not aware of Moodle.  In light of the article I previewed, I can see it as a positive way in which to set up learning sets/modules for elementary level.  It allows for collaboration between students and to build communication within a community of learners (NETS-s #2).  Plus using the system allows for the process of critical thinking, planning out research for specific topics/subjects, and use of tools available through digital media, (NETS-s #3 & #4).   Teachers will inspire and develop student learning by exposing them to digital tools, (NETS-t #1 & #2).  They can also model the use of new technology within the classroom and show how to collaborate with other teachers, parents and their students, (NETS-t #3).


This a neat site to connect with other teachers, around the country and the world.  It is a way to find other classrooms to pair up with on projects, with global communication and collaboration, (NETS-s #1 ) or talk about educational issues, (NETS-t #1 & #4).  There are teacher forums which allows you to find mentors as you continue your strive for excellence in teaching, (NETS-t #3 & #5).  The site has Learning Centers which have articles, activities, projects and discussions on a variety of different subjects.  You can find out how to join a project, having the search narrowed by language, region (country), project type (subject, email exchange, culture, Smithsonian, etc.), duration (2 weeks, month, semester) and collaboration (email, skype, video).  Many of the projects I viewed were students for other countries wanting to work with English speaking students, through emails, on their English.  What a great way to connect to the world!  As far as I can see this site fully embraces all of the NETS standards for both students and teachers.

Everyday Math

From my article review on week 4, it mentioned the use of math software from this site.  It is set up for Pre-K through 6th grade math curriculum.  It was developed by the University of Chicago School Mathematics Project and is widely used in many classrooms.  It has the information broken down by grade levels.  Under each grade, it has specific topics such as grade level goals (Common Core Standards), student gallery, and do-any-time activities.  There are video demos on how to use the algorithms/computations, differentiation, how to use technology (calculators, SMART boards) with Everyday Math.  Teachers share their strategies about pacing and planning, meeting individual needs, and ELL students, answering any number of questions and concerns, (NETS-t #3 & #5).  Plus the site has a resource list of 11 other sites which are helpful for teaching math.  It is a go-to site in regards the teaching of elementary math.


This side is wonderful resource for teachers in regards to digital and the teaching process, learning, and education.  As their slogan says, “What works in Education.” You can look at information by grade level, core strategies, assessments, videos, specific communities or subjects, blogs, schools that work and classroom guides.  There are over 20 groups to connect with for specific grade levels and issues. A sampling of some groups are: middle school, assessments, social & emotional learning, and technology tools.  There is even a group for new teachers becoming connected.  As a new teacher I excited to see all of the different topics teachers are sharing, collaborating on, giving me tons of information about what to do within my future classroom!  NETS –t # 3, #4, #5 are being modeled in the use of digital tools to engage with colleagues across the country and world, communicate relevant materials,  and contribute to the effectiveness of their schools within the community.

The Journal

This site is another resource and is an online journal about “Transferring Education through Technology.”  There is a lot of information to be had on this site.  Here again teachers are sharing ideas, thoughts and information about all types of digital subjects.  Some features topics: E-learning, Assessments, Learning apps, Product features, Security, Gaming, and Mobile learning.  The list goes on from there.  It also includes resource centers, webinars, current issues, archives and marketing possibilities.  NETS-t (#3) is met by being able to communicate information about the digital age, gathered from the web, to students, peers and parents.  Also NETS-t (#5) is developed by continuing their growth as educator in the new digital age and contributing to it’s overall effectiveness with the school districts.

Eschool News

This is another site which has loads of information about all aspects of the digital age.  Their slogan is “Technology News for the K-20 Educator.”  They take a slightly different approach with information on current legislation, litigations, special reports, funding and conferences.   There is a list of videos set up about many topics and show the top news items pertaining to education in the digital age.  They also have links to their four family sites of:  eSchool News, eCampus News, eClassroom News, and eSchool Media.   This site is more a gathering of information for educators but is not written from fellow teachers to teachers.  NETS-t (#5) is being met by having teachers strengthen their professional growth about digital information and usage, thus being informed about the issues surrounding it, communicating to colleagues and/or administrative levels.

Bottom Line Performance

I picked this site because I was interested in an article which they had posted.  It is called, “6 Mobile Learning Trends That Grew in 2012.”  It was great to have what those trends are and to see if they are something in which I could use in my future classroom.  It talked about BYOD, or “bring your own device”, which was mentioned in the article I preview. With school districts being short on cash, it could help in still being able to have the use of computers in each classroom. The site has articles about many different subjects – learning design, learning games, mobile learning, e-learning, social learning, emerging technology and grab bag.  The site is a learning design firm which helps clients choose the right learning solutions for their learners.  I believe there is some good information available on this site.  NETS-t (#5) is being met by teachers finding digital resources, information, in which to better understand the digital age.

Chemeketa Cooperative Regional Library Service

McMinnville Library

This is probably a resource which can be overlooked but yet very useful.  There are sites set up for 19 different cities around the area.  Additionally, 29 city & county libraries around Oregon are listed also.  Through the inter-library loan system, you can look up eBooks online and check them out. Some of the different eBook subjects to choose from are: fiction, nonfiction, children’s, and young adult.  You are allowed to check out 6 eBooks at a time and they are available in most formats.  There is iPod compatible audio books, MP3 audio books and “hot off the digital press” sections.  NETS-t (#5) is being met by teachers demonstrating their use of digital tools and resources which are available within their communities.   In these times of difficult financial times for school districts, the public libraries are a good source to keep in mind for digital information.

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Reader Response Meets New Literacies: Empowering Readers in Onine Learning Communities

“Cool! We’re using the laptops!!” (Larson, pg.638) was the cry that was heard when a class of 5th graders came in from lunch recess.  A semester long case study was set up in the context of a reading workshop to explore new literacies and technology integration.

Out of a classroom of 26 students, the teacher picked out 10 students who were known for being communicative both in writing and verbally.  The students had multiple reading levels, diverse backgrounds and a varying range of technological skills.  They would read e-books  on laptops and respond to the reading by electronic journals (message boards).  The reading was focused on historical fiction and the American Civil Rights Movement.  The ten students were given the choice of which two books they wanted to read.  It worked out to be 5 students for each book.  A typical session was students reading and responding on e-journals for 30 minutes.  Then they would take 15-20 minutes on the message board, responding to prompts about their reading.  After following the first 2 prompts set up by the teacher, students asked how they could write a prompt and mini lessons were given.  From then on the students took control of their own learning communities surpassing traditional teacher-driven plans for classroom.

“Today’s teacher is no longer the single source of knowledge and roles of students and teachers may even be reversed,” (Larson, pg.640).  As has been seen with teachers using the same methodology from years past being the status quo in todays classroom, technology is here to stay and it opens up new forms of learning and communication.  Teachers need to embrace what and how learning occurs with new technology.

Some findings of this study showed students using 5 prompt categories – experiential, aesthetic, cognitive, interpretive, and clarification.  The students liked to use different categories for specific reason.  Experiential prompts were used because they like to talk about themselves.  Aesthetic prompts were longer in length because student’s emotions were involved with the book plot and other’s contributions.  Cognitive prompts encouraged students to make predictions, solve problems, and make inferences about the plot and characters.  Interpretive prompts had students using highest level of reasoning and contemplating personal feelings about moral, value, meaning, message and judgements of plot and characters.  Clarification prompts were just that, clarifying what a student ment by a prompt.  All prompts, as mentioned earlier, were student driven.  And over the time frame, close to an equal number of prompts were written for each category.

Many of the NETS standards were being address in this article.  For NETS-s students were applying existing knowledge (face-to-face literature discussions) and new ideas as they used the message boards on-line (NETS #1).  Students were communicating their thoughts, ideas, collaborating and contributing to solve each other’s prompts (NETS #2).  Students used the laptops to read the e-books, processing and reporting their thoughts about what they read through the e-journals (NETS #3).  Students used critical thinking and problem solving to word their responses to fellow student’s prompt, questions (NETS #4).  Since many of the students emailed friends on-line, they were comfortable with the technology and enjoyed working with the process (NETS #6).

The NETS-t applied by the use of technology in a new virtual learning environment   (NETS #1).  Since the students lead their learning with their own prompts, the teacher was able to evaluate authentic individual learning experiences. This was done through the stats available on message boards (NETS #2).

I can see this resource being useful in how I look at teaching reading, and other subjects for that matter.  Students love to be on a computer and I like the idea of allowing each student to have time to think about how they will respond to their classmates prompts.  As mentioned in the article, traditional classrooms are teacher-lead discussions with occasional student imput.  With new literacies (message boards, e-books), students can have insightful, thoughtful, engaging, interactive, discussions with everyone, whether they are talkative or shy, allowing for each of them to find and share their voice.


Larson, L. C. (2009). Reader Response Meets New Literacies: Empowering Readers in Online Learning Communities. The Reading Teacher, 62(8), 638-648. doi: 10.1598/RT.62.8.2

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Examining Mobile Learning InThird Grade Math Skills

My article addresses the question, if the use of mobile learning with iPods was more effective in 3rd grade students learning their multiplication facts than the traditional way with charts, memorization, and flash cards.

The researchers set up a field study on mobile learning intervention (MLI) at a Midwestern elementary school between 4 third grade classrooms.  Two classes would use iPods with selected math applications downloaded to them.  And two classes would continue to use the “business as usual” way of teaching and learning multiplication facts.  Each class will spend only 10 minutes a day for a 9 week study session.  Teachers and students alike volunteered for the project, with parents sent an information packet. There were 46 students/2 teachers in the traditional taught classrooms and 41 students/2 teachers in the iPod touch taught classrooms. In the MLI classrooms, each student was given an iPod touch device to work on their math skills. The school has a learning resource teacher (LRT) who gave training to teachers and students in the use of the iPods.  The LRT wheels a wireless mobile cart into the classroom, check out/in iPods, instructs the class on apps, and assists the teacher and students individually.  Students were given free choice at what apps they wanted use but never allowed to use more than 2 per session.  The comparison class sometimes was allowed to choose their desire method of practice, but most of the time the teacher decided which method they would use.

From the LRT’s field notes and teachers alike, in the MLI classrooms the word spoken the most was “engaging”.  Students were engaged in the learning process, it was fun, and they looked forward to working on their math skills. The study proved that MLI students’ way outperformed their counterpart in the comparison classrooms on post multiplication testing.

The NETS-S #1 Creativity & Innovation specifically applies to this article by the students’ using their existing knowledge of math
facts and applying them to the process of learning done on the iPods.  Also #6 Technology Operations & Concepts specifically applies by students showing their understanding of how to use the iPod system and transferring current digital knowledge into the learning of new technology through the math applications.

The NETS-T #1 Facilitate & Inspire Student Leaning & Creativity specifically applies with teachers using their math pedagogy to stress the learning of multiplication facts through technology to advance the students learning process.  Because the learning was fun, the students were able to be creative and learn in a positive manner.  Also #2 Design & Develop Digital Age Learning Experiences & Assessments specifically applies with teachers providing authentic learning experiences by using a digital tool of the iPods for students learning.   The teachers were able to have apps which could be customized to students working at their own level, pace, and ability.

I am not currently teaching, however I believe this would be a very positive way in which to use technology in the classroom and, more importantly, learn the multiplication facts.  Since these facts are one of the bases of mathematics, the long term goals for teaching math could be become more simplified with this one step.  I believe after the multiplication facts had been mastered, continuing use of iPods would be beneficial in the classroom.  As a teacher I would research what other apps are available for math, language arts, reading and literature.  It would seem there are many different uses which are applicable.

The most challenging aspect as I see it is the cost of the iPods and apps.  For this intervention study the total cost to the school district was $10,319.   It included 24 iPods and a wireless hub and laptop computer to store and charge.  80% of the cost was for the iPods. Already having the devices purchased, the cost could be defrayed somewhat by using the devices repeatedly with other learning situation.  The researchers did suggest an interesting thought along those lines and it was a Bring Your Own Device (BYOD) model.  This could keep the cost down for school districts.  In these stretched economic times, this model would tie into the NETS standards from the standpoint of being a collaborative and productive perspective of sharing the devices.

One other question I have about the study is the use of a LRT.  Many school districts do not have funds for such a teacher, to help with the process of using technology in the classrooms. So it would be up to the individual teacher to learn and understand the use of the devices, how the apps work and do any troubleshoot when needed.  I personally believe the benefits would out way the hassles.  However, I do not know if the majority of teachers would take the same stance.

I would love to have some feedback from current teachers on their thoughts and experiences about using iPods in the classroom.


Kiger, D., Herro, D., & Prunty, D. “Examining the influence of a mobile learning intervention on third grade math achievement.” Journal of Research on Technology in Education 45.1 (2012): 61+. Academic OneFile. Web. 21 Oct. 2012.


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Part II – Primary Sources

A)Britannica Online Encyclopedia

This is a complete source of historical events which span all of the ages.  Students can go on-line and put in a subject they want to gather information about.  The information is readily available to them, to read, download, or print.  I would use this in my classroom to supplement any facts I would need in preparing lessons plans.   Britannica also has a site specifically for kids.  This is set up for younger grades and has great graphic and choices for students.  For the NETS standards, this would go along with the research and information fluency requirement.  Students would have to locate, evaluate, and analyze information for a variety of sources, this being one of them.


This is a widely used source for information about anything and everything.  Using the NETS-t standard for digital age work and learning, I would show the students how to use this tool, stressing this is only one tool of many in which to gather information from.  I would explain how it is set up, allowing anyone to add to the information represented on each page(s).  Another NETS-t standard expressed would be using the design and develop digital age learning experiences and assessments.  Students could expand their learning and creativity by incorporating this digital tool into information gather from the web.

Oregon Trail

In 4th grade the Oregon Trail is studied.  I would use different primary sources from many of the interpretative centers built alone the actual trail.  They each have excerpts from pioneer diaries which talk of the traveling on the trail, from the beginning to what they found at the end of the trail.  I would have students find as many of the diary entries as they could, compare them and work in groups to discuss their findings.  These are a great source for information about the subject.  The NETS-s standards being put into practice would be almost all of the requirements.  There would be creativity and innovations by apply existing knowledge and generating new ideas.  Research and information fluency would be met by planning strategies which would help guide their inquiry, learning to process the data the report the results.

Oregon School Library Information System

This is a great resource to be able to have handy.  It is set up for elementary and secondary.  Then it is broken into sections for the student and educator plus going even more in-depth by asking what you want to do  – Learn to research, Find Information, or Cite My Sources.   The site has sections on tutorials in how to use the system, newspapers, InfoTrac Junior, and L-net where students can chat with a Librarian.  I can see using this for both my own gathering of information and having the students use this as a tool.  I especially like the site broken down into student and educator.    For NETS standards, it would a positive use of all the requirements for both students and teachers.

Government for Kids

This site is full of information about our government, how it is set up, how it works, about presidents, government job, plus other information.  It is set up into two different sections for grades K-5 and secondary.  There are parts for teachers and parents.  Since this is one of the subjects tested on for the OAKS testing it would be a good resource.  NETS standards would met is all areas for both students and teacher.


I am really excited about this website!  It is a great resource for grades 1-8.  It is all broken down into Grade Level Help, Links for k-12, Technological Tutorials, Assessment Assistant, Daily Dose of the Web,  and On-Line Practice Modules.  Then when it will further break it down by subjects – Language Arts, Mathematics, Science, Social Studies, and Ask An Expert.  It is just full of information, resources, blogs, subject matter, information about topics by months and archives for past months.  The NETS-t standards are being played out in this site especially by design and develop digital age learning experiences and assessments, model digital age work and learning by using tutorials, and engage in professional growth and leadership.

Sites of  Teachers

This is a clearing house for all manner of different websites which could be of use to teachers.  Then there is a link to those specific sites with a mere click.  Under is subtitle there are many more links broken down even further into different websites.  Since I am being somewhat dragged into the 21st century with all of technology available, it is very exciting to me to find a website which is helpful and useful to have as a resource in teaching.  One teacher said she knows there is a lot of information on the web but she does not have the time to study it and learn about it will all of the things she is supposed to teach.  I think as a future teacher I can embrace these website in a way that will be beneficial and a real time saver to me as a teacher.  NETS-t standards are being carried out again in the same way as the prior website did.

B) Flickr

Flickr is a great place to display videos, photographs, getting photos, maps and other visual media.  Then it can be share, reused and/or remixed as we learning in the video about creative commons.  Many of the class projects could be shared with other students globally and students could see what is being done elsewhere.  Many of the NETS-s standards would be met and especially communication and collaboration, critical thinking and digital citizenship.  Skills would need to be taught and supervised with elementary level and reinforced as the year played out.

Free Music Archives

This site is a great place for finding music to incorporate into classroom projects, videos, and any presentation to put together for a lesson.  It is set up by music genres, then goes to specific types of music, and then has different listing of songs under each heading.  I have always wondered where many of the music is gotten for different presentations and now I know where to begin at least.  I can see using this site in my classroom to at a touch of professionalism to visual media presentations I want to give to the students.  Music has always help me when I am learning something new and it makes it easier to remember.  NETS-t standards would be used in the model digital age work and learning, and developing learning experiences.

Photo Pin

This is site is set up for free photos to use for anyone to use.  You put in the type of images you are looking for, subject and then it will show all that is available.  It also tells of the licensing – commercial or non-commercial usage which is helpful in making a decision on your use of the images.  In the classroom this would be useful in making my own multi media presentations and also having students use for their projects.  This is an area where I do not know a lot about, but an interested in learning more about.


This is another site which would be extremely helpful with audio lessons and presentations.  I could see using this, again, to make a multi-media video.  It is a data base of sounds of just about everything, multi-media software and tools, Christmas & Halloween loops plus other uses.  I would need to study this site more to understand the full use of it.  But the possibilities are fun to think about the different uses for it in the classroom.

NASA Images

This site shows all of the images NASA has taken throughout the years.  It has listing for by What (which planets), Where (on what date something happened), Who (people part of NASA), and When (specific times).  You can also search catalog data by subject.  I can see this being a great help when teaching science and the solar system.  Using original, real pictures would be helpful in getting across the different aspects of the unit.  Plus I could see it being a site students would want to explore for themselves. NETS-s standards would be met by creativity and innovation, research and information fluency, critical thinking, and problem solving.

Free Federal Resources for Educational Excellence 

This site is set up by the government has loads of information available on it.  It is set up under these main topics – Art/Music, Health & Phy. Ed, Language Arts, Math, Science, World Studies, US Time Periods, and US History.  Under each main topic there lots of sub topics to choose from.  Then there are four heading types to choice information about – Animations, Primary Docs, Photos, and Videos.  It has links to websites for further information also.  This is a large data base and covers all areas of teaching, with upper elementary and secondary being the most useful for.  Here again is a site which kids could get fired up about different subjects by being able to gather information on the web.  The NETS standards are being met by both students and teachers alike

Academic Skill Builders

This site is a good tool for elementary grades 1st – 6th in learning different types of skills such as: Math skills, Spelling, Word Relationships, Time, Geography, Typing for older grades and others.  The idea is kids like to play video games and this site combines gaming and practising skills.  It is set up so students can work it individually or with partners.  They like to do it and are not thinking about learning a new skill in the process.

Teacher Resources – Library of Congress

This site is set up for the use by teachers.  There are lesson plans and classroom material.  It has primary sources set up by State and show how to use these sources in the classroom.  There is professional development available, information on Elections and drafting of the Constitution.  It is a great source for studying history and historical events.  Then it breaks it down into how to use this information in lesson plans.  The NETS-t standards are being met by engaging in professional growth and leadership, facilitate and inspire student learning and creativity, and designing digital age learning experiences and assessments.

Google Advanced

This site allows for you to be specific about your searching.  From the advanced search options it will allow you to restrict it to CC licensed items.  This can save time in searching for websites which you will not need to purchase the item to use.  I was unfamiliar with this resource but can see the use of it in being more specific in what I am looking in terms of media for the classroom.  The ability to restrict the search to only CC licensed items is a positive one.

Free Technology for Teachers

This is a site set up by a teacher who wanted to make  a resource of the different websites available to teachers looking for CC and Public Domain images.  There are these websites: Morguefile for free photos to remix, Wylio designed to help find CC images quickly; EduPic Graphical Resources provide free drawings and photos for teachers and students to classroom use; The World Images Kiosk offers 75,000 images for teachers and students to use; Image Base is set  up by professional photographer, David Niblack, has release as public domain images and offers 100 free power point templates; Photo 8 is good place to find thousands of public domain images; then Google Images and Yahoo Images round out the nine sites.  I can see using these all in gathering images for presentations, projects and visual media done in the classroom.


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