Ok, here is what I am thinking:
For the teacher-find the websites that will be shown to students during a lesson or during the day of activities and create a LiveBinder. Then, as you are working and facilitating you can easily flow between the sites without clicking through bookmarks or typing in a bunch of urls. Have a LiveBinder for these special situations and they will be kept online for free at the LiveBinder site, then you can use them wherever you happen to be teaching that lesson (lab, room, another school) and they can be used the next school year.
For the student-there are research projects and then there are other projects that turn into research projects just because of the nature of retrieving information from the www and then trying to figure out how to transfer that information or websites into their work. With either situation, LiveBinders would be helpful. As the students determine which sites they will require for a project, they can add them to a LiveBinder and then they are accumulated for later usage or for presenting to the class. So, especially when students are squeezing site information into a ppt slide to share, they can just skip that step and focus on another part of the plan. When it is time to share what they have found they can show the actual, live website.
I needed to have six different links for students to use today. So ... I used fur.ly! My students were so surprised to see they could "page back and forth" between these six pages (using the fur.ly toolbar.) The process was so much better than having them look at the links individually from one web page (which I have used in the past.)
Just had to let you know how smoothly it made the class go. Thanks again!
Thanks, Glen. I am happy to be able to give something to the dicussions here b/c I get soooo much from you and the others. This community has really blossomed into a great resource for educators.
We have a school wiki set up to share grade level and learning team notes. I've added a page where I will share a tool fo the week (I think I got that idea from Naomi). Fur.ly was my first tool to share. It has been well received by teachers.
LiveBinders is a great tool! It was a hot topic in our statewide skype group of technology facilitators about a month ago. Here is one that was shared with us. It's like having notebooks on a bookshelf.
I see great possibities for organizing sites for student projects.
I'm gonna check out Xtranormal tonight. That sounds really interesting. Thanks for sharing.
I really like your thinking about the use of LiveBinders. I'm definitely going to have to explore its possibilities in more detail. Thanks for sharing your ideas with us. The idea of students using LiveBinders for presentations is an excellent idea. This will help solve possible problems that may occur as students are required to change computer platforms based on what is available at the time. I also like how LiveBinders provides the opportunity to complete work outside of the regular classroom - because of its web based platform. Thanks for sharing your thoughts with us!
Okay, we all know how awesome technology is, and nothing seems to surprise us anymore, but I have to say I was wowed yesterday. After attending a CoSN Emerging Technologies Webinar, I held the Eiffel Tower in my hand! AR-media has a plugin for Google Sketch-up that will allow you to project 3-D models onto an "electronic eye" that is printed on a piece of paper. You hold the paper in your hand, and the object appears on the paper. Ok, I am off to play with this now, more to come.
Has anyone else heard of this? How do you envision using it in the classroom?
Update: AR Sights is the one that works with Google Earth-----sorry for any confusion
Hi! I work with middle-schoolers with special needs in the general population and got really excited when I read this! Talk about differentiating instruction!
I imagine applications like the following:
geometric concepts in math or science
models of different ecosystems - possibly moving through the different elements thereof? (various life forms, etc.)
introducing students to time/location specific settings in their stories, books, or other literature
Mind you, I have not had an opportunity to go check out the software and I'm not sure of its flexibility, but wow!
I am thrilled with all the possibilities here. I would LOVE to have the speaking image (character or self) starting my class while I greet students at the door - talk about multi-tasking! I think this is one that many of our teachers would really jump at the chance to use given the opportunity (especially if someone helped facilitate it!)
Since most of what I learn and apply will be applied in the next academic year, I can definitely see this being used by a whole slew of teachers as we greet parents in our before-school open house. I should point out that we are a magnet school for science and technology - and having this greet parents should be reassuring in the technology area!
Envision this: papers laid out, ready to go, and a talking image greeting parents and giving them information about what paperwork applies to them, what to grab or leave, etc. We could be greeting one parent at a time, directing them into the classroom for a brief presentation and information, and have them asking questions of us if they have any before they leave. The same application could be used for students as they come in to start class, as an introduction on a class web page, or... I think I could get really carried away!
As for the other resources - I know I'll be thinking of ways to use them, as well! - Wallwisher, for example, would be a great way to involve students who normally just sit back and watch. (My system isn't working correctly and I cannot make a link for Wallwisher - see Bonnie Feather's post directly above this one!)
It took me awhile to get it all sorted out, but I still find it intriguing. The AR Media site works with Google Sketch-Up and the AR Sights has the plugin for Google Earth. You also have the 3D packs to download. Make sure you print the "eye" that you hold up in front of your webcam for the image to "sit" on.
About all the pointers I have for now. I am hoping some of the others can chime in with their experiences too.
You just gave me some creative suggestions! I'm very excited about how this plugin is for Google Sketch-up. I am wondering how well my students might be able to use Google Sketch-up to design 3-D models of plant and animal cells. It might also be useful in designing a model of Earth's layers. This could be a fun new activity for me to add to my curriculum. I'll have to look closely to see how my student learning may benefit from the addition.
I also like the idea Kristi suggested to using Google Sketch-up as a method of demonstrating knowledge about Ecosystems. That's one I had not thought of ! I agree with her that the special education students should benefit from this tool (if implemented well.)
I look forward to hearing more ideas on how this tool might benefit teachers and students ... I'll figure out how to change the ideas to use in my science class.
Glen - I love your ideas about how to use this tool in science class!
The plug-in for Google Sketch-up kept me awake last night thinking of ideas - ones I'd love to implement in the plan I'm writing for my MT class for next year's use. Specifically, we have students who are very "local." They think traveling consists of leaving their town and heading into the city that is maybe a few miles away. We have parents who will not allow their children to attend a college outside this town. So - how can we facilitate their comprehension of the wider world? The literature they're exposed to describes it, but what about putting them more in the middle of the setting? Take them from here to where ever the book/story/play (etc.) takes place so they actually travel virtually through space to that location?
Then - if we planned enough ahead - we could link up via Wimba (we aren't allowed to use Skype through our system) to a class who's "on the ground" at that location. Talking to people who live there could really help our students with identifying and correcting preconceived notions of other places, people, customs, etc. The more planning went into it, obviously, the more targetted the questions and answers could be (like a television interview, often), and the more on-task we could be - really keeping them on target. Imagine the incentives for both classes!