This document discusses resources for using iPads in a 1-to-1 classroom for VCE Psychology at Sacre Coeur school. It includes a description of the school's iPad program and infrastructure. Several apps and tools are proposed for creating interactive eBooks, facilitating flipped learning, conducting experiments, creating flashcards, presentations, and sharing files between students and teachers. The goal is to foster a more visual and participatory approach to learning that extends beyond the classroom.
Making Your Classes, Sing, Dance, Talk, and Talk Back!Russ Meade
This document discusses ways to make online classes more engaging through the use of multimedia tools. It provides examples of synchronous and asynchronous teaching modes as well as blended approaches. Specific tools are presented for incorporating interaction and collaboration, such as blogs, wikis, podcasting, video blogging, and virtual worlds. The document encourages using meaningful technology that students can easily comprehend and the best available multimedia. The goal is to make online classes more dynamic, personalized, and replicate the face-to-face experience as much as possible.
NCTIES How to use ipads in a Non 1:1 Environmentleasc
This document provides guidance on managing iPads in a non 1:1 classroom environment. It discusses using protective cases, syncing carts, transporting iPads, and establishing student rules. It also recommends creation apps that allow for higher-order thinking skills over gaming apps. Specific recommended creation apps include Puppet Pals, Scribble Press, Pic Collage, Educreations, Audioboo and Popplet Lite. The document also provides examples of lesson workflows using apps like Edmodo, Dropbox, Google Drive and Showbie to collect student work.
The document summarizes Catherine Ritz's presentation at the MaFLA Fall Conference in October 2012. The presentation aimed to help teachers make their classrooms more tech-friendly by providing resources for classroom management, Web 2.0 student projects, and mobile technology student projects. The agenda covered setting up class websites and management sites, using tools like flashcards, Dropbox, and Twitter for professional development, and exploring options for student voice recordings, digital storytelling, polling and interactive images using apps and websites.
iPods for Foreign Language: What? Why? How?Catherine Ritz
Catherine Ritz gives an overview of using iPod Touches in the classroom for language learning. She discusses what iPod Touches are, why teachers may want to use them, and various activities and apps that can be used, such as VoiceThread for audio narration, Puppet Pals for animated scenes, and language-specific dictionaries and news/audio apps. She also covers how to manage multiple iPods and alternatives if funding cannot be obtained. The presentation aims to demonstrate how iPod Touches can engage students and provide interactive, technology-enhanced language learning activities.
- Edmodo is a social learning network for teachers, students, and parents that allows them to connect and collaborate online in a safe environment. It functions similarly to Facebook.
- Students can submit homework, view grades and teacher feedback, message teachers and classmates, and share content. Parents have access to assignment information, grades, comments, and school events.
- While not every home has internet access and some students/teachers may face technology learning curves, Edmodo provides a free, paperless way for teachers to share educational resources and for students and parents to communicate when used as a supplement.
PowerPoint is presentation software that allows users to combine text, images, and media to tell a story or enhance a verbal presentation. While there are many alternative presentation programs, PowerPoint remains the most useful for classrooms due to its wide availability and reliability compared to internet-dependent alternatives. PowerPoint provides tools for creativity and customization while supporting various learning outcomes when used across subjects. Teachers can have students create collaborative presentations on historical topics, for example, to demonstrate research and communication skills.
Presentation to Boston Public Schools Principals & Headmasters at the 2012 School Leader Institute on selecting technology tools to support diverse learning needs of students.
This document discusses using iPads to enhance classroom instruction and student engagement. It provides examples of how teachers can set up their classroom with tablets, create and share class materials like presentations and agendas, collect and publish student work digitally, flip their classroom by creating instructional videos, and incorporate educational apps and games. Specific workflows are outlined for setting up folders in Google Drive to organize materials and sharing them with students, as well as having students export and upload their work to submit it.
A study was conducted with 29 pre-intermediate high school students in Turkey to assess using the website wix.com for vocabulary learning in English lessons. Students used wix to create digital magazines, storybooks, texts and add multimedia to teach themselves vocabulary on various topics. They provided peer feedback on each other's sites through links on wix or Facebook. The study found benefits like improved computer skills, enjoyment of language learning through technology, and autonomy. However, the study did not include a control group or collect detailed data, and its questionnaire could be improved, so more research is needed to fully understand the approach's effectiveness.
- Edmodo is a social learning network for teachers, students, and parents that allows them to connect and collaborate online in a safe environment. It functions similarly to Facebook.
- Students can submit homework, view grades and teacher feedback, message teachers and classmates, and share content. Parents have access to assignment information, grades, comments, and school events.
- While not every home has internet access and some students/teachers may face technological barriers, Edmodo provides a free, paperless way for teachers to share educational resources and for students and parents to communicate when used as a supplement.
This document discusses how technology can help support diversity in the classroom. It notes that students have a variety of learning abilities and needs. While technology may seem frightening to some teachers, many basic technological tools that are already available can help all students, including those with physical impairments, learning disabilities, or who need greater challenges. Examples of helpful technology include web resources, graphic organizers, word processors with text-to-speech capabilities, and eBooks, which allow font changes and zooming. Overall, technology is presented as a solution that can engage students and address the wide variety of needs in today's classrooms.
This document discusses technology tools that can be used to create a paperless classroom. It introduces tools for teaching, promoting creativity and collaboration, and designing student-centered learning opportunities, including the iPad apps Evernote, Dropbox, Google Drive, Voicethread, and Blackboard. It explains how these tools can save paper, money, and time while creating a more efficient and organized learning environment. It also covers considerations for creating a paperless classroom like equipment needs and managing time and expenses.
This document provides an overview of online teaching resources for various subject areas including social sciences/history, English literacy, science, and mathematics. It lists numerous websites that offer lesson plans, teaching strategies, instructional materials, and other resources for teaching these subjects online. The document concludes by instructing groups to draft a simple lesson plan using resources from one of the listed websites within a given time limit, with the best plan to be presented and rewarded.
Multimedia learning materials for scholars at a distancetbirdcymru
I presented this to delegates from the Open University of China on 4th June, 2013, at University of Leicester. The OU China has 3 million students, so even finding a stable VLE or LMS is a challenge.
This document provides an overview of how iPads can be used to support English as a Second Language (ESL) education. It discusses the growing popularity of iPads and their potential benefits for ESL learners. Specific apps are then reviewed that can help with skills like speaking, listening, reading, writing, vocabulary and pronunciation. Examples are given for how each app could be used pedagogically for language learning activities and exercises. The document concludes by acknowledging those who supported the research.
This document provides a summary of a workshop on using technology for online content learning and flipping the classroom. It discusses leveraging existing content like videos, podcasts, and open educational resources to move direct instruction outside of class time. This frees up class time for higher-order thinking and application of the foundational knowledge gained before class. A flipped classroom model is illustrated with content knowledge gathered before class through readings, videos, etc., then applying that knowledge in class through activities like discussions and problem-solving. Challenges with student engagement and motivation to complete pre-class work are also addressed. The workshop covered tools for creating and sharing online content like narrated presentations, lecture capture software, and integrating materials into the learning management system
Electronic Publishing Tools for E-Learning - R.D.SivakumarSivakumar R D .
This document provides an overview of an upcoming faculty development program on electronic publishing tools for e-learning. The program will cover understanding e-learning concepts, identifying e-learning tools, creating an e-book, developing an audio book, designing a website, creating QR codes, and obtaining an e-learning license. It then discusses various electronic publishing tools that can be used, including OpenOffice, Audacity, and websites for creating e-books, audio books, QR codes, and obtaining open licenses.
Computer Assisted Language Learning - Using websitesBüşra Durbin
This document provides guidance for teachers on using the internet and websites in the classroom in three main ways:
1) It discusses how websites can be used as printed pages, with one computer and internet connection, or in a computer lab.
2) It recommends that using the internet be an integral part of learning rather than an occasional activity. Both ELT and authentic websites have benefits depending on the teaching goals.
3) It provides examples of search engines and categories of websites for images, video, audio and podcasts that can be used for different classroom projects. Specific ESL website resources are also listed.
This document discusses selecting and implementing mobile apps for English language learning. It describes how mobile-assisted language learning can be student-centered, contextual, and engaging. It provides examples of built-in mobile tools like audio/video players, cameras, and social media that can be used for language learning. Specific apps are recommended for vocabulary, speaking/listening, feedback and assessment. Effective mobile apps are engaging, provide feedback, and allow progress monitoring. Educators should consider apps' educational value, usability, affordability, and privacy issues when selecting apps.
G.A.S. refers to the general adaptation syndrome, which describes the body's response to stress in three stages. Stage 1 involves an initial shock response, followed by activation of the sympathetic nervous system. Stage 2 is resistance, where stress hormones remain high and immune function is compromised. If the stressor persists to Stage 3 of exhaustion, resistance is lowered, leaving the body vulnerable to illness and disease. The G.A.S. model examines how psychological stressors tax the body's defense systems and can impact long-term physiological health if stress is not mitigated.
GABA is the main inhibitory neurotransmitter in the central nervous system. It counteracts the effects of glutamate by allowing chloride ions to pass through postsynaptic neurons, making them less responsive to excitatory signals. This gives GABA a calming effect on the brain. People with phobic disorders may have GABA deficiencies due to stress, diet, caffeine, or drugs like cocaine. Benzodiazepines mimic GABA's effects, allowing more chloride ions into postsynaptic neurons and calming overly active physiological responses caused by phobic stimuli, similar to how alcohol works.
This file accompanies a Youtube clip which covers the manner in which 1: biofeedback, 2: relaxation & meditation, 3: exercise & 4: social support can help manage stress. See facebook page 'epsychvce.com' or twitter account 'psyccounting' for link.
Cognitive behavioral therapy (CBT) uses a combination of behavioral and cognitive techniques to address dysfunctional emotions, maladaptive behaviors, and cognitive processes. CBT aims to teach people that they can control their thoughts, feelings, and behaviors. Through challenging automatic beliefs and using practical strategies, CBT helps patients modify their behavior and thoughts, leading to more positive feelings and a learning process. CBT is effective for treating conditions like phobias, addictions, schizophrenia, and depression.
This file accompanies a youtube, which provides an overview of the Sultan 'sticks' experiment along with a practical example which details the 4 stages of Insight learning. See my twitter account 'Psyccounting' for a link to the Youtube.
Classical conditioning (CC) and operant conditioning (OC) both involve learning through associations between stimuli and responses. However, they differ in key ways:
1. In CC, the response is involuntary and precedes the stimulus, while in OC the response is voluntary and occurs after reinforcement.
2. CC involves passive learning as the response is automatic, while OC requires an active learner who operates on the environment to obtain reinforcement.
3. The timing of the stimulus and response differ between the two: in CC the stimulus precedes the response, while in OC the response precedes reinforcement.
This file accompanies a YouTube file - covering the HPA axis, the Fight-Flight response & the role of cortisol in the stress response. See www.ePsychVCE.com for link
This file accompanies a YouTube clip. It distinguishes allostasis from homeostasis and provides a brief overview of the allostatic response and allostatic load - see facebook page for link to clip - ePsychVCE.com (or website of same name)
The dimensional approach to classifying mental disorders focuses on the extent or degree to which a person exhibits certain characteristics rather than categorizing them into diagnostic types. It involves profiling individuals along multiple dimensions like anxiety, mood variation, and personality traits and comparing their scores to population norms. This provides richer data about a case by capturing severity on a continuum rather than just presence or absence of symptoms. Grading and tracking dimensions over time can help monitor treatment effectiveness.
Lazarus and Folkman Transactional model Andrew Scott
This file accompanies a Youtube clip - covering the Transational model of stress and coping. See the facebook page 'ePsychVCE.com' or the website www.ePsychVCE.com for link.
Plasticity of the brain - VCE U4 PsychologyAndrew Scott
This file covers Developmental Plasticity including Synaptogenesis, Pruning, Migration and Myelination & Adaptive Plasticity including Rerouting & Sprouting. This file accompanies a Youtube clip made on this topic see my channel - Psyccounting
Pavlov's experiment on classical conditioning involved pairing a neutral stimulus like the sound of a bell with an unconditioned stimulus of food. Through repeated associations, the neutral stimulus elicited the same unconditioned response as the unconditioned stimulus, resulting in the neutral stimulus becoming a conditioned stimulus that provoked a conditioned response like salivation in anticipation of food. The key elements of classical conditioning are the neutral stimulus, unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response.
This file accompanies a youtube clip made on this topic. It includes an overview of Aversion therapy and 2 practical examples. see www.ePsychVCE.com for more VCE Psychology resources.
This file accompanies a Youtube clip made on the origins of Operant Conditioning, with specific reference to the Skinner box application of both Positive and Negative reinforcement. See www.ePsychVCE.com for a link to the Youtube clip.
VCE U4 Psychology - Brain mechanisms involved in learningAndrew Scott
Glutamate is the main excitatory neurotransmitter involved in learning and long-term potentiation. It activates NMDA receptors on dendrites which are vital for learning, as shown by experiments where blocking NMDA receptors prevented spatial learning in rats. The hippocampus, amygdala, thalamus, and cerebellum are also involved in learning. The hippocampus is responsible for spatial learning and declarative memory formation. The amygdala is important for emotional learning and fear conditioning. The thalamus initiates and processes fear responses. The cerebellum is involved in motor learning.
Trial & error learning Thorndike - VCE U4 PsychAndrew Scott
This 4 slide file accompanies a youtube clip (see www.ePsychVCE.com to access link to clip). It covers Thorndike's Puzzle box experiment an his infamous 'law of effect'
- Long-term potentiation (LTP) is a long-lasting strengthening of synapses based on timing of neural activity. It is believed to be the cellular mechanism underlying learning and memory. LTP occurs when presynaptic activation repeatedly followed by postsynaptic spiking. This coincident activity causes calcium influx and initiates changes that strengthen synaptic connections. [END SUMMARY]
Operant conditioning is a method of learning through reinforcement and punishment of behaviors. B.F. Skinner coined the term and conducted experiments using animals in a Skinner Box. He found that behaviors followed by reinforcement are more likely to be repeated, while behaviors followed by punishment are less likely to be repeated. There are different types of reinforcement and punishment that can strengthen or weaken behaviors according to operant conditioning principles.
The document discusses various apps that can be used for educational purposes in the classroom with iPads. It provides descriptions and examples for apps such as iMovie, Explain Everything, ShowMe, Kahoot!, Dropbox, Book Creator, Evernote, and Discovery Education. These apps allow students to create videos, digital stories, presentations, ebooks, take notes, and access educational media resources. The document aims to showcase the potential for using iPad apps to engage students and incorporate multimedia in teaching and learning.
Apple-tudes are contagious!
Our Apple-tude can determine our success in using iPads in the classroom. You all heard: there’s an app for that. In fact, there are hundreds of thousands of apps on the market designed for teaching and learning. In this workshop we will explore apps available for instruction and for all curriculum areas. You will see examples of how they can be used successfullly in a collaborative, academic setting.
The document discusses various uses of technology for teaching and professional development. It provides examples of how Web 2.0 tools, iPad apps, blogs, and other technologies can be implemented in the classroom and lists specific tools the presenter uses, including iMovie, Book Creator, Dropbox, Twitter, and more. The document also addresses issues around the integration of technology in education and maintaining online safety and etiquette.
Educreations is a free app that allows teachers to create and share lessons digitally. Teachers can upload lessons they have taught for students or others to view. Students can also create their own lessons. The app requires creating an account as a teacher or student. Teachers can find lesson ideas and students can review lessons on various topics. While the app can be accessed anywhere, an account must be made to view lessons. The app supports research and information fluency standards by allowing users to gather, evaluate and use information through digital tools.
This document discusses several educational apps and tools that can be used in the classroom. It summarizes Educreations, an app that allows teachers to create and share lessons with students. It can be used by both teachers and students of any age. The document also reviews Dropbox, a cloud storage tool that provides 2GB of free storage for sharing files. While useful for college students, it may not be appropriate for younger students due to storage limitations. Finally, the document discusses the TED-Ed app, which provides hundreds of educational videos on various topics. Though designed for all ages, the content is more suitable for secondary students.
The document lists various materials and technology to bring for a professional development session on using technology in the classroom. It includes laptops, iPads, projectors, speakers, and information about the host school. Attendees will see demonstrations of using Web 2.0 tools, iPad apps, and create their own content using iMovie and Book Creator apps. USB drives can be used to obtain copies of files and presentations.
This document provides an overview of using iPads in the classroom. It discusses starting with substitution uses like digital worksheets and moving to more advanced uses involving student creation through apps. Key frameworks for technology integration are covered, including the SAMR model and TPACK. Specific apps are recommended for different classroom uses such as formative assessments, presentations, note-taking, and interactive textbooks. Tips are provided for effective iPad integration focusing on student engagement and content mastery.
This document provides guidance and tips for tutors on integrating e-learning and instructional technology (ILT) into their teaching. It encourages tutors to adopt digital technologies like online learning communities, social media, and mobile devices to facilitate collaboration, support students outside of class, and track learner progress. Specific tools are demonstrated like PowerPoint, Prezi, polling apps, Google Docs, and learning management systems to enhance lessons with interactivity, multimedia, and opportunities for peer learning and assessment. Tutors are advised to receive training on the college's e-learning resources and systems like Moodle and e-Tracker to fully utilize digital technologies for teaching and learner support.
Literacy in the 21st century- Digital Production using Appsaabornheimer
The document discusses using digital tools like iPads to support literacy learning in the classroom. It begins with a stand up/sit down activity to gauge teachers' experience with technology. It then discusses moving students from just playing games on devices to creating meaningful work. Several ideas are provided for how to incorporate technology into small group reading, sharing student work, using cloud storage, and setting up student accounts. Suggestions are made for how to use technology to support comprehension, vocabulary, fluency, writing, and other literacy areas. The document emphasizes teaching students a few creative apps and allowing them to explore multi-app projects that demonstrate their learning.
This document provides an overview of various 21st century tools that can be used for technology-enhanced language teaching, including online resources (DISCUS), Google Chrome plugins (Lingualy, Read & Write), mobile apps (Phrasalstein, English Monstruo, Voxy), web 2.0 tools (YouTube, Bookr, Thinklink), audio books, blogs, podcasts, and useful websites. It describes the purpose and benefits of each tool for English language learners and provides instructions and examples for using many of the tools.
Online resources, educational sites and portalstcc_joemarie
Digital storytelling is a process of telling a story using digital means. It is an easy way to integrate technology into the classroom across subjects. The document provides examples of websites and apps that can be used for digital storytelling, including Tellagami for creating animated videos, VoiceThread for multimedia presentations and discussions, and Comic Creator for creating comic strips. It also shares guidance on how to use VoiceThread for different educational purposes. The source website provides resources for educational tools, apps, and technology integration for teachers. It emphasizes having an open mindset to learn about tools and adapt to changes as technologies evolve over time.
The document discusses online resources, sites, and portals that can be used for digital storytelling. It provides examples of iPad apps, Android apps, and web tools such as Tellagami, VoiceThread, and The Comic Creator. It emphasizes the importance of the right mindset for teachers in using digital tools, such as having an openness to learn and explore features, and adapting to changes in technology over time. The overall document provides recommendations for digital storytelling tools and discusses developing a growth mindset in order to effectively integrate technology into lessons.
The document discusses how digital technologies can enhance education by allowing for more flexible, personalized, and engaging learning experiences. It notes that digital tools give students opportunities to express themselves and find their passions. Teachers are encouraged to look beyond traditional teaching methods and engage students through new learning technologies. Several digital tools are highlighted that can facilitate assessment, collaboration, and project-based learning, including Edmodo, Weebly, Padlet, Nearpod, Dropbox, Google Drive, Numbers, and Explain Everything.
This document discusses various offline and online learning resources that can be used for teaching, including traditional resources like textbooks as well as digital resources. It covers e-resources like e-books, e-journals, and search engines that provide easy retrieval of information. Social networking, educational blogs, podcasting, e-learning, and web-based learning are also discussed as effective digital learning tools. The key benefits of these resources include increased access to information, convenience, collaboration, and preparation of students for future employment.
Kandace Johntry presented on the past, present, and future of technology in the classroom. Over the past few years, basic technologies like desktop computers and overhead projectors have been integrated into classrooms. Now, technologies being used include interactive whiteboards, laptops, tablets, document cameras, and educational apps and games. Emerging technologies discussed include educational social networking, cloud computing, mobiles, and game-based learning. The presentation argued that technology helps motivate students, develops deeper understanding, and teaches 21st century skills, so schools must continue integrating new technologies to prepare students.
This document discusses blended learning and how to incorporate mobile devices into the classroom. It describes blended learning as having three parts: 1) the classroom, which serves as the home base, 2) shared applications that can be accessed from both computers and mobile devices, and 3) mobile functions that students carry with them. It provides examples of many shared applications that can be used, such as Evernote, Moodle, Edmodo, Dropbox, Skype, Google Drive, VoiceThread, and Twitter. It also lists basic mobile functions like calculators, cameras, and notetaking apps. The overall message is that by using classroom websites, shared cloud-based applications, and mobile devices, learning can occur anywhere and anytime.
This document discusses using iPads in the classroom. It begins by stating that taking the first step to incorporating new technology can be difficult but provides inspiration. It then provides background on the author and discusses how iPads have evolved and are being used by teachers and students. Ipads are described as interactive through features like digital whiteboards, adaptive by fitting different learning styles and disabilities, and emerging as the top technology for educational apps and replacing textbooks. Several iPad apps are presented for classroom productivity, presentations, collaboration, assessments, video/screen recording, and examples are given of how schools have implemented iPad initiatives. Perceptions of iPads are shown to be positive according student surveys. Funding options and example costs are also covered
Differentiating Instruction with Technologybianca22slg
This document provides an overview of various digital tools that can be used for differentiation, content creation, and assessment. It discusses tools like ThingLink that allow adding interactive content to images, Educreations and Explain Everything for creating videos, Haiku Deck and Popplet for presentations, and Blendspace for creating learning pathways. It also covers tools for developing writing like Boomwriter and Storybird, creating digital stories with apps like iMovie and MovieMaker, and building ePortfolios using Google Drive, blogs, and other platforms. Recommendations and resources for using these tools in the classroom are provided.
This document summarizes several apps that are useful for K-5 classrooms: BrainPop and BrainPop Jr. provide animated educational content to support individual and group learning; ClassDojo helps teachers track student behavior; Reflector allows teachers to project their iPad onto a computer; Nearpod engages students with interactive presentations; Fotopedia features photos from around the world; Mad Libs and iMovie are fun ways for students to be creative; and other apps like Sushi Monster, Wet Dry Try, Educreations help students practice skills like math facts and handwriting.
The mlearning meeting and workshop teachers handoutMr Bounab Samir
The document discusses the potential benefits of using mobile phones (mlearning) in education. It provides numerous examples of how phones can be used to collaborate, communicate, create, coordinate, and curate educational content and activities. Phones allow students to research questions, access educational resources, record lessons, provide peer feedback, and engage in learning outside the classroom. When used appropriately under the guidance of teachers, mlearning can effectively support students' digital literacy and safety, help prepare them for future careers, and make learning more convenient, interactive, and up-to-date.
The mlearning meeting and workshop teachers handout
Andrew scott cdes
1. Resources for the 1-to-1 classroom
Andrew Scott
Sacre Coeur
See my website for a variety
of eresources for the VCE
Psychology classroom
www.ePsychVCE.com
2. Preamble
• Sacre Coeur – is located in Glen Iris
• We have @ 500 students in our senior school
• In 2013: Year 9 & 10 are 1-to-1 iPads (purchased out of DER funding)
• All staff who teach year 9 or 10 have school provided iPads
• We have 8 Apple TV’s connected to either data projectors of big screen tv’s
• Year 11 – have notebooks (purchased in 2010 from DER funding)
• 2014: tbc – based largely on anecdotal evidence provided by key stakeholders,
particularly given our DER funds have dried up
• BYOD is under discussion
3. My angle/ my vision
• No Unit ½ textbook this year! (30% of Unit 1 students are Year 10 with iPads)
• No Unit ¾ textbook next year (I will create a book using iBooks Author)
• Currently ¾ of my classes are in a room with an apple TV
• Thus I teach exclusive with my iPad in these rooms regularly using half a dozen
app’s + a few occasional’s
• This fosters a more visual and participative approach to classes
• I use the school LMS (Learning Management System) for document storage and
social media (closed group) for flipped learning & discussion
• My aim is to nurture a culture where student learning is done both at home and in
the classroom, thus freeing up time to act as a facilitator in the classroom, enabling
more discussion, 1 on 1 engagement and a deep consolictiaton of concepts.
4. Apple TV
• Enables user to wireless connect to plasma screen
or data projector
• Great for either the mobile teacher or for student
presentations of work created on the iPad.
13. Resources for the flipped classroom
Zite app: up-to-date Psych articles
14. Rationale for Social media
• Students are already connected,
hence communication flows more
rapidly
• User can post links to web
resources such as YouTube clips or
podcasts – with a brief comment.
Students can access web content
at their convenience on their
device at home thus freeing up
class time
• Enables and fosters student
discussion on course contents thus
leading to a deeper understanding
for the parties involved.
• Models appropriate use of social
media e.g. Facebook, twitter.
15. Mistakes made with iPads in the classroom
• Focussing on content apps (what about apps for creativity e.g.
iMovie)
• Lack of teacher preparation in classroom management
• Treating iPad like a computer and expecting it to function like a
laptop
• Failure to communicate to stakeholders ‘why iPads’
• http://edudemic.com/2012/09/5-critical-mistakes-schools-ipads-and-
correct-them/
16. How can the iPad value-add in the
VCE Psychology classroom
•
17. eBook
• Benefits include
(apart from ease
of access)
• Search function
• Screen capture
• Pinch & zoom
18. Alternatives to Textbooks
• A static resources vs. a
dynamic resource!
• IBooks Author, enables
you to create an
interactive book with
weblinks, embedded
YouTubes, ppt’s &
images that the user can
manipulate, virtual tests
& more
21. Camera app
• Students can take a
photo of board work
• Take a screen dump of
webpage, image, page
of their textbook
• Plus take standard
photo’s, movie
22. Apps for experiments e.g. Stroop app
• This 99c app a
great for
conducting an ERA
26. Or Upad
Annotate visual aspects of the course on a data projector
whilst the students label and annotated their images
MAKE LEARNING – ‘HANDS ON’
27. Quiz apps
• E.g. Socrative app (a freebie)
• or eclicker app (free for
students) @ $11 for host.
• Provides – instant feedback to
both user and teacher
• Great for Multi-choice
practice
28. Flashcard apps
• E.g. cram app, gflash+, etc.
• Students can create or source
sets from quizlet.com
38. File Sharing - options
• email (for documents)
• iTunes (for user to have access from multiple devices)
• Dropbox (enables user to share files with invited guests
• YouTube (for large video files, student can put video on private
setting and invite up to 50 views via email)