Screencast-o-matic was my favorite tool to learn. This feature creates endless opportunities for engaging students!! As a teacher, if I know in advance that I am going to be absent, I can prepare lessons or notes so that my classes will not fall behind due to my absence. In addition, I can send notes regarding the days lessons to students who were absent.
I learned several ways to connect with students during this classroom technology class. I now have at my disposal, numerous tools in which to engage students. More importantly, I learned skills that will help me reach all learners, including visual, audio, and kinetic learners. Screencast-o-matic was my favorite tool to learn. This feature creates endless opportunities for engaging students!! As a teacher, if I know in advance that I am going to be absent, I can prepare lessons or notes so that my classes will not fall behind due to my absence. In addition, I can send notes regarding the days lessons to students who were absent. Searching the Web was another class I enjoyed since it opened my mind up to different ways of searching the Internet. Google and other search engines are fine, but worlds are opened up by using different search engines!! Wolfram Alpha is an amazing website and search engine. Spezify is another terrific search engine, however this site is designed specifically for kids. Since it is vetted by the U.S. Library Association, teachers can feel comfortable sending students to that site! Overall, this was a great class. I learned so much new information that will enhance my teaching capabilities!!
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Lesson Plan 1: AYA Social Studies YOUR NAME: Michelle Nolte LESSON TITLE: Section 1: Kennedy and the Cold War SUBJECT AREA: U.S. History GRADE LEVEL: 10th grade TIME ALLOCATION: 70 minutes SS STANDARDS (Ohio) Topic: Historical Thinking & Skills Students apply skills by utilizing a variety of resources to construct theses and support or refuse contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored. Content Statements: 1. Historical events provide opportunities to examine alternative courses of action. 2. The use of primary and secondary sources of information includes an examination of the credibility of each source. 3. Historians develop theses and use evidence to support or refute positions. 4. Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation and long and short term causal relations. STANDARDS (NCSS) Time, Continuity, and Change -Studying the past makes it possible for us to understand the human story across time. -Knowledge and understanding of the past enables us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values, and beliefs of the periods in which they took place. ACADEMIC LANGUAGE Content: John F. Kennedy, Fidel Castro, flexible response, Berlin Wall, hot line, Limited Test Ban Treaty Pedagogical: communism, primary source, secondary source, recession, conservative, and liberal. OBJECTIVES Objectives: 1. Identify the factors that contributed to Kennedy’s election in 1960. 2. Describe the new military policy of the Kennedy administration. 3. Summarize the crisis that developed over Cuba. 4. Explain the Cold War symbolism of Berlin in the early 1960’s. Cognitive domain: -Students will complete guided notes during brief lecture and a few short videos. Affective domain: -Students will complete a “Tweet” sheet where they can express their feelings and opinions concerning key events. Psychomotor domain: -.Students will collaborate with one another in groups. PROCEDURES: OVERVIEW Essential Interdisciplinary Question: How did the Kennedy administration handle some of the most dangerous Soviet confrontations in American history? Outline (in sequential order) 1. Anticipatory Set: (5 min) After students complete their pre-test they will be given a vocabulary word scramble to pique their interest in the content. The word scramble will serve as both an attention getter and as an activity between testing and lecture. 2. Pre-Assessment: (25 min) Students’ prior knowledge will be assessed using a chapter pre-test. 3. Presentation of Content: (35 min) Students will remain as a whole group as content from section 1 will be presented via a short power point presentation. Students will be randomly broken up into groups. In groups, students will discuss the: who, what, when, where, and significance of: the Bay of Pigs, the Cuban Missile Crisis, and the Berlin Crisis. Students will reassemble as a whole group. The Bay of Pigs’ groups will present their findings, which will be followed by brief lecture and video. This process will repeat for the Cuban Missile Crisis and the Berlin Crisis. A power point presentation will continue to finish the section. Students will be given a “tweet” sheet to complete in class reviewing the section. 4. Providing Feedback: Mr. Long and I will be providing feedback to students throughout the lesson. University of Akron students will also be providing feedback through their interactions with the students. Students will also have opportunities to ask questions. 5. Assessing Student Learning a. Formative assessments: Pre-test b. Informal assessments: Asking students questions, the “5 W’s” group activity, the “tweet” sheet activity, and a brief homework / extra credit assignment. c. Summative assessment: An end of unit test will be administered. This test is primarily multiple choice with minimal short answer essays. 6. Closure: (5 min) Wrap up of days activities, asking students if they have any questions, and an introduction to the homework assignment. ASSESSMENT: This lessons ‘5 W’s’ group activity aligns with NCSS Standard 2, time, continuity, and change. By comparing and contrasting conflict between the U.S. and the Soviet Union, students will be able to identify continuities over time in core institutions, values, ideals, and traditions. This lesson aligns well with knowing how to read, reconstructing and interpreting the past. This lesson struggles with helping students explore multiple sources through a more formal study, which would expand their understanding of the past. Group work encourages students to cooperate productively, which is a real world application. DIFFERENTIATED INSTRUCTION: All worksheet / test directions will be printed as well as read aloud. Students will also be given guided notes for each section. Students requiring accommodations will be given extended time on tests. For students requiring modifications, there will be less distractors on multiple choice exams. Small and large group discussions, power point presentations, photos, videos, and discussions will target the different interests, experiences, and intelligences of the students. RESOURCES/SUPPLEMENTAL MATERIALS A. Teachers: Pre-test, laptop computer, vocabulary word scramble worksheet, guided notes, power point presentation, the “5 W’s” worksheet, the Bay of Pigs video, the “tweet” sheet activity, the political cartoon homework assignment and U of A students. Students: Textbook, pen / pencil, and paper. B. See attached. RATIONALE & JUSTIFICATION 1. Content: The selected content and core concepts are justified through content standards. NCSS Standard 2, time continuity, and change aligns throughout section one with the content. It is important to teach this content to students since it examines how the Kennedy administration handled some of the most dangerous Soviet confrontations in American History, thus setting precedent for future presidents. Linda Darling argues that “the social studies curriculum is built on a foundation of ethical commitments and beliefs” (2006). These ethical commitments are confronted throughout the Kennedy administration. The Bay of Pigs, Cuban Missile Crisis, and the Berlin Crisis were all commitments to “the preservation of democratic forms of life, peaceful resolution to conflict, and the promotion of social justice” (Darling, 2006). By learning the content, students will be exposed to the social injustice that Cubans and Berliners were subjected to. Furthermore, the content gives students a global perspective on history (Merryfield and Subedi, 2006). 2. Pedagogy: Teaching will be student centered. Students will be engaged in the content through group activities, which will further their understanding of content knowledge. “Teacher dominated, textbook driven lecture and discussions, fail to stimulate high level cognition among students” (Whelen, 2006). Only important topics throughout the section will be covered. As Loewen suggests, the “trees” will link past conflicts with present conflicts (2010). References: Danzer, Gerald A.; Klor de Alva; Krieger, Larry S.; Wilson, Louis E. ; Woloch, Nancy. (2005). The Americans. Evanston, IL. McDougal Little. Loewen, J. (2010). Teaching What Really Happened. New York, New York. TC Press. Ross, E. Wayne. (2006). The Social Studies Curriculum: Purposes, Problems, and Possibilities. Albany, New York. State University of New York Press. Rubric: Lesson Plan 1 & 2 Name Date Lesson Plan: Criteria 1 Unacceptable 2 Proficient 3 Accomplished Presentation Fails to complete template; fails to delete explanatory text; error-filled prose Uses template functionally; few errors in prose Uses formatting and line-spacing to enhance appearance; error-free Ohio Std. Ohio standard items are absent or are identified inaccurately Standard(s), topics, and content statements are cited correctly in Soc. Studies. Standard(s), topics, and content statements are cited correctly in Soc. Studies. NCSS Std. Resources Are absent or are identified inaccurately Are appropriate for the content Target the most significant disciplinary themes Resources are not properly identified or absent. Only partial resources are listed for the implementation of the lesson by either the teacher or student. All resources necessary to implement the lesson listed (for both student and teacher) Academic Language Are absent; are too numerous for focusing the lesson; or, are identified inaccurately Lists the key content terms or the pedagogical concerns necessary for students to master the lesson. Lists the key content terms and pedagogical concerns necessary for students to master the lesson. Behavioral Objectives Are absent or only identifies important to know content or important to do skills. At least three objectives that include at least two components of clear, strong objectives are listed- must cut at least two three categories. At least three objectives that include four components of clear, strong objectives are listed- must cut across two categories. Fails to display awareness of higher order thinking Display some regard for higher order thinking Indicate that higher order thinking is a priority Essential Interdisciplinary Question Fails to present an essential question; And/or, the essential question is presented as a closed-ended question that fosters no higher-level thinking. A robust question is presented and only partially aligns to standards; or, the question is aligned to standards but presents students with only partial opportunities to integrate knowledge or think at higher-levels. Presents a robust question aligned to standards and drives the lesson whereby students think at higher-levels to draw from many difference disciplines. Procedure Lack descriptive detail; fails to identify distinct learning activities Include sufficient detail to comprehend the action; fill the session with at least three distinct learning activities Provide robust descriptions of at least two learning activities that are book-ended by a “hook” and “close” Feedback is only provided verbally. Or, feedback is only provided sparingly throughout the lesson. Receive only superficial feedback (either verbal or written) from the instructor or peers; And, the students fail to have the opportunity to apply their improved understanding. Receive amble verbal and written feedback via assessments from the instructor and/or classmates and have the opportunity to use this feedback. The selected activities and instructional approaches pose significant issues in regards to time-management (either too many or too few activities). The selected activities and instructional approaches are well situated for the enlisted time frame. The selected activities and instructional approaches are well situated for the enlisted time frame, and sufficient time specifications are indicated for each section of the lesson on the plan. Assessment Formative or summative assessments are missing; Or, Assessments are not aligned to standards. Formative and summative assessments are clearly described and aligned to standards; however, scoring systems are missing formative assessments. Formative and summative assessments are clearly described and aligned to standards, and scoring systems are included for each formative assessment. The formative and summative assessments are inappropriate or fail to display a regard to meaningful or authentic learning. Either the formative or summative assessments are authentic and provide for meaningful application of understandings. Both formative and summative assessments are authentic and providing for the meaningful application of understandings. Differentiated Instruction A description of accommodations, modifications, or considerations for providing differentiated instruction is absent or underdeveloped. A description is provided that outlines ways in which the individual needs, learning styles, and interests of some students are met in this lesson. A clear description is provided that outlines ways in which the individual needs, learning styles, and interests of all students are met in this lesson. Supporting Materials Are missing or underdeveloped Are equivalent to an outline or skeleton version of the resources needed to implement this lesson. Are substantive, with detail and examples that include everything another person would need to implement this lesson. Rationale & Justification Neither the selected content nor instructional approaches are justified by selected readings. Both the content presented and instructional approaches are justified by drawing from at least one class reading per area. Or, one area is justified by drawing from 2 readings. Both the content presented and instructional approaches are justified by drawing from 2-3 class readings per area. Technology is infused meaningfully. No references are listed. References are listed but not in APA format. References are properly listed in APA format under justification section. Points /51 Grade Rubric: Lesson Plan 3 Name Date Lesson Plan: Criteria 1 Unacceptable 2 Proficient 3 Accomplished Presentation Fails to complete template; fails to delete explanatory text; error-filled prose Uses template functionally; few errors in prose Uses formatting and line-spacing to enhance appearance; error-free Ohio Std. Ohio standard items are absent or are identified inaccurately Standard(s), topics, and content statements are cited correctly in Soc. Studies. Standard(s), topics, and content statements are cited correctly in Soc. Studies. NCSS Std. Are absent or are identified inaccurately Are appropriate for the content Target the most significant disciplinary themes Resources Resources are not properly identified or absent. Only partial resources are listed for the implementation of the lesson by either the teacher or student. All resources necessary to implement the lesson listed (for both student and teacher) Academic Language Are absent; are too numerous for focusing the lesson; or, are identified inaccurately Lists the key content terms or the pedagogical concerns necessary for students to master the lesson. Lists the key content terms and pedagogical concerns necessary for students to master the lesson. Behavioral Objectives Are absent or only identifies important to know content or important to do skills. At least three objectives that include at least two components of clear, strong objectives are listed- must cut at least two three categories. At least three objectives that include four components of clear, strong objectives are listed- must cut across two categories. Fails to display awareness of higher order thinking Display some regard for higher order thinking Indicate that higher order thinking is a priority Essential Interdisciplinary Question Fails to present an essential question; And/or, the essential question is presented as a closed-ended question that fosters no higher-level thinking. A robust question is presented and only partially aligns to standards; or, the question is aligned to standards but presents students with only partial opportunities to integrate knowledge or think at higher-levels. Presents a robust question aligned to standards and drives the lesson whereby students think at higher-levels to draw from many difference disciplines. Procedure Lack descriptive detail; fails to identify distinct learning activities Include sufficient detail to comprehend the action; fill the session with at least three distinct learning activities Provide robust descriptions of at least two learning activities that are book-ended by a “hook” and “close” Feedback is only provided verbally. Or, feedback is only provided sparingly throughout the lesson. Receive only superficial feedback (either verbal or written) from the instructor or peers; And, the students fail to have the opportunity to apply their improved understanding. Receive amble verbal and written feedback via assessments from the instructor and/or classmates and have the opportunity to use this feedback. The selected activities and instructional approaches pose significant issues in regards to time-management (either too many or too few activities). The selected activities and instructional approaches are well situated for the enlisted time frame. The selected activities and instructional approaches are well situated for the enlisted time frame, and sufficient time specifications are indicated for each section of the lesson on the plan. Assessment Formative or summative assessments are missing; Or, Assessments are not aligned to standards. Formative and summative assessments are clearly described and aligned to standards; however, scoring systems are missing formative assessments. Formative and summative assessments are clearly described and aligned to standards, and scoring systems are included for each formative assessment. The formative and summative assessments are inappropriate or fail to display a regard to meaningful or authentic learning. Either the formative or summative assessments are authentic and provide for meaningful application of understandings. Both formative and summative assessments are authentic and providing for the meaningful application of understandings. Differentiated Instruction A description of accommodations, modifications, or considerations for providing differentiated instruction is absent or underdeveloped. A description is provided that outlines ways in which the individual needs, learning styles, and interests of some students are met in this lesson. A clear description is provided that outlines ways in which the individual needs, learning styles, and interests of all students are met in this lesson. Supporting Materials Are missing or underdeveloped Are equivalent to an outline or skeleton version of the resources needed to implement this lesson. Are substantive, with detail and examples that include everything another person would need to implement this lesson. Rationale & Justification Neither the selected content nor instructional approaches are justified by selected readings. Both the content presented and instructional approaches are justified by drawing from at least one class reading per area. Or, one area is justified by drawing from 2 readings. Both the content presented and instructional approaches are justified by drawing from 2-3 class readings per area. Technology is infused meaningfully. No references are listed. References are listed but not in APA format. References are properly listed in APA format under justification section. In-Practice Scores: Cooperating Teacher Demonstrates no knowledge about students, student development, and/or student diversity. Demonstrates some knowledge about students, student development, and/or student diversity. Knows students, and understands student learning, development, and diversity. Lacks a proficient understanding of content area. Demonstrates a basic understand of content area. Strong knowledge of content area. Does not incorporate assessments or aligned assessments into their teaching to ensure student learning. Uses aligned assessments to evaluate student performance but either fails to differentiate or reflect on data to monitor student learning. Varied assessments (which are aligned to goals) for instruction and evaluation to ensure learning. Fails to plan and/or deliver standards-based instruction. Plans and delivers instruction that’s aligned to state standards and lesson goals. Plans and deliver effective instruction that uses technology and aligns to state standards and lesson goals. The learning environment was not physically or emotionally safe for all students. The learning environment was physically and emotionally safe for all students, and few behavior management concerns exited. Learning environment that promotes high levels of learning and achievement. The candidate failed to clearly communicate to students and/or their cooperating teacher on student learning. The candidate communicated clearly to students and their cooperating teacher on student learning. Collaborate and communicate with students, their cooperating teachers, and an administrator/or parent on student learning. Points Grade 69 Emerging Technologies Blog
Danielle Judy and Michelle Nolte 4/21/2014 Technology is emerging at an exponential rate. Technology reaches into every facet of life: Agriculture, Biomedicine, Electronics, and Neuroscience. We cannot even begin to fathom the technological advances that will occur in our lifetime. Here are a few examples of the technological innovations that are currently being developed. In Agriculture, a robot, or an agribot, is being developed to help with the fall harvest. In biomedicine, artificial uteruses are being developed so that every woman has an opportunity to reproduce. An electronic nose is being developed in order to detect spoiled food. Scientists are learning how to harvest energy so that our phones will never need recharging. In transportation, airless tires are being developed. How wonderful it will be when we do not need to worry about having a flat tire!! Emerging technologies are also being incorporated into the classroom. Teachers are utilizing phone and tablet applications in order to engage students. There are numerous phone applications which cover several subjects. Some links to consider are: www.apple.com, www.itunes.com, www.tabletapps.com, and www.appcrawlr.com. Stack the States, for instance, is a wonderful tool to teach young children the geography of the United States as well as state capitals. Keeping with a social studies theme, Social Studies Friendzy is another way to engage students in learning. This app allows students to challenge classmates in a game of answering social studies based questions. Another phone application is Today in History. Students will receive information regarding an event that happened on that day in history. Teachers could assign small reports detailing those events. There are also applications for tablets. Sketch Book Express is a great tool for artists on the go. Quick sketches or digital painting can be done in a flash. Another tablet app is Duolingo. Duolingo uses small lessons to help students learn a new language. Languages include German, French, and Italian, among others. This is great for foreign language teachers and those students who have a more difficult time learning. Emerging technologies not only benefit students, they can also help teachers manage their lessons and classrooms. There are a number of excellent apps for tablets and phones that can track student progress, help with class management issues, and common core guides. Teachers can start dedicating more time to teaching and learning and less of the managerial chores they are required to do day to day. 50 Fab Apps for Teachers is a great site to find a variety of useful apps, but there are also quite a few that will help teachers. One app that may prove to be useful is MasteryConnect. This helps teachers deal with the Common Core more easily. They can search standards, track students mastery, and even connect with other teachers in their same grade and subject areas to collaborate all over the country. Watch the video to see how beneficial an app like this could be. TeacherKit is another app that will make the everyday tasks a teacher must perform more painless. This app allows teacher to quickly manage all of their classes all in one program. They are able to record attendance, grades, classroom behavior issues, and lesson progress with just a few finger strokes. The possibilities with this app are endless. Again, please watch the video to get a better idea of all the features this app offers and how it will help make classroom management tasks easier. There are even apps that can help teachers manage behavior issues in their classrooms. ClassDojo is a highly rated app that can assist teachers in the daunting task of maintaining proper behavior. It keeps track of students’ progress, provides instant feedback to the students, and creates reports that can be shared with parents. This app is more appropriate for younger students, but it looks like it could be tweaked, so that it can be used with higher grades as well. Overall, new technologies are making learning and teaching more accessible to teachers and students. Students can become more engaged in their learning through these apps and “smart” devices and teachers can manage their classrooms more efficiently, which will allow them to dedicate more time to teaching their students. This weeks blog focuses on Web 2.0 Fun Tools!! Fun tools help engage students in fun and exciting ways. Below is my voki. Voki can easily be used if the main teacher is absent, or if students are absent. My voki focuses on naming state capitals. Teaching and learning can completely change by virtually eliminating the classroom. The classroom is now wherever there is a computer. Just push the play button and watch my voki teach!!! Poll Everywhere is another great fun tool!! Teachers can create polls for students to answer. Answers to poll questions can either be open ended, multiple choice, or students can choose answers from pictures. This site would benefit visual learners the most since students can choose their answers from an array of pictures. Poll everywhere would also be beneficial for students to work together and collaborate on answers!!! Triptico is an ever-growing collection of engaging, adaptable, interactive resources for educators. Designed and created by David Riley for use in his own classroom, the resources give you the power to add interactivity to your teaching and can be customised with ease to suit any subject, age range (from pre-school to university) and level of learning. Triptico offers several lesson plans and ideas for stimulating student interest!!
There are three main styles of learning: auditory, kinesthetic, and visual. Today's blog will focus on the visual learner. Look at the carton to the left. In this picture, the student on the right has an easier time spelling the word "table" by visualizing it. Visual learners see information in their heads. These students prefer using images, pictures, and colors to organize information. Students absorb and recall info easier by "seeing" Nearly 65% of the population are visual learners, therefore, it is imperative that teachers incorporate visual learning strategies into their classroom. In the classroom, teachers can implement colors and spatial organization. Spatial organization uses visual words such as see, picture, imagine, and map to assist students in their learning. Teachers can also use color or pictures in place of plain text to help students as well. Topics can additionally be taught using visual stories to explain new information. Using strategies to help visual learners in the classroom will make learning and recall easier for them. Below are examples of visuals. Again, visual learners must be stimulated and interested in order to learn. Simply lecturing will not have an impact on visual learners. The Wordle has been created using words from technology standards and ethics!! Tagxedo is another way to connect with visual learners. I created my tagxedo using the names of Civil War battles. Looking at colors and pictures will help students learn faster, absorb more fully, and recall with ease!!! This is a Tagxedo I made during my Screen Cast. Making Tagxedo's is simple and will help visual learners!! Watch my screen cast below to enjoy learning how to make tagxedo's!! The final visual I have included is from bubbl.us.com, another website for visual creations. I created a map outlining the branches of government. Auditory students can listen and hear the teacher explain the branches, but visual learners might fall behind. With a map, visual learners will be able to see, picture the branches of government. These are only a few examples of how teachers can connect with visual learners in their classrooms!!
Constructivism includes problem based learning, WebQuests, and Inquiry Learning. All methods of teaching encourages students to create their own knowledge. Many classrooms have become "flipped". Flipping a classroom allows students to work on homework at school, while listening to lectures at home. Screencast-o-matic is a website that allows voice / image recording. Teachers can record a lecture which students can access at home. Students can pause or rewind the lecture until they've mastered the material. If students have a problem, these issues can be addressed during the school day. Flipping is an excellent way of utilizing valuable class time!!
Knowing these standards will have a positive impact on teaching and student learning. In the Army, we had a saying, "CYA", which translates into Cover Your Ass. By knowing and implementing standards and ethics, teachers are protecting themselves and their students. The International Society of Technology in Education (ISTE), which monitors and directs the use of technology in American schools, sets the standards for teachers, students, and administrators. Several standards overlap within groups allowing for a check and balance system. Moreover, many of Ohio's Technology Standards align with the nine elements of digital citizenship. Luckily, teachers do not have to make up standards, they only need to learn and teach what has already been laid out for them. Upon entering the teaching profession, it is critical to remember that students have access to everything on the internet. Students must learn ethics, or netiquette. Teachers and students must practice their Acceptable Use Policy (AUP). The AUP helps to prevent students stumbling across obscenities, violence, or online threats. Moreover, it is critical that students learn online safety. Students should learn how to protect themselves while online. In order to be a more effective teacher, I must listen to my students, especially if they are being bullied online. Cyber bullying is widespread and commonly overlooked. Many teachers do not want to waste class time dealing with an issue that the y may not deem important. Teachers might assume that a student is blowing a situation out of proportion, but cyber bullying is real and must be investigated and dealt with.
Move over Microsoft Word, Google Drive is taking over!! As a graduate student, I could not tell you how many times I have lost research papers in which I had worked on for days. Whether it was a computer crash or human error that erased my work, I always had that nauseated feeling. Google Drive eliminates the threat of losing work. Another awesome feature of Google Drives, formally Google Docs, is it saves everything on any device. If I want to write a paper on my laptop, I will also be able to open that paper up on my desktop without saving, sending, or hopping on one foot!! Sharing is also an option on Google Drives. Classmates can work together without sending countless e-mails. Technology is swiftly making learning a lot easier than it used to be!! Google Drive If you have ever used a personal computer at great length, then you surely have experienced either a computer crash, or a mistake which erased all of your work. Digital content websites such as Diigo act as safety nets protecting your work. With Diigo, information can be accessed from any computer anywhere. However, Diigo does not simply protect and carry information. Diigo allows for bookmarking and highlighting of text on the web. This is a great tool for teachers to use in the classroom. In addition to highlighting, teachers can add arrows to web pages directing students' attention anywhere! As a teacher, I will be able to gather articles from the web, highlight the pertinent information, add my own notes, and enable students to interact with the internet. With Diigo, students will benefit by being able to bookmark websites they find interesting or helpful concerning their schoolwork. They may even refer back to those bookmarked pages years later as they continue their education. Diigo is an asset to the classroom!! Watch this short tutorial video below to learn more about the exciting features of Diigo!!!!!!! Or, visit the website at www.diigo.com Ages ago, scholars had to go to a library in order to do research. Previously, travelers had to open a gigantic paper map to find their way around. The Internet has revolutionized the way in which information is retrieved.
Many of us are familiar with Google and Yahoo search engines, but there are several, more useful search engines we can use to search the web. For those math guru's, Wolfram Alpha is an excellent search engine for solving math problems. However, Wolfram Alpha is not only for arithmetic, historians and scientists can use it as well. This search engine will enhance my classroom since students gain an interesting perspective on various subjects. Another unique search engine worth noting is InstaGrok. This is an amazing site, especially for visual learners. As a teacher, Insta Grok will allow me better differentiation within my classroom. This search engine creates visual webs of information and is interactive. Students will have fun while being engaged with learning! Visit InstaGrok.... http://www.instagrok.com/ and experience the excitement! |