ActiveInspire. Glogster. Virtual Fieldtrips. Turning Point. We’ve used a lot of technology in EDU-3110. Some of these technologies were fantastic, others not so much. At least, that is my own humble opinion. In the following paragraphs, I shall discuss the technologies that I found the most useful and how I would use them in the classroom.
The first subject is not a new technology, but a new way of using old technology. The virtual field trip created in PowerPoint was one of the more tedious, yet entertaining projects I’ve done yet. I actually recall making something similar to a virtual fieldtrip in PowerPoint. Though, now that I am older and technology has progressed, I can see the real use in this. Additionally, this creative experience allows students to go through the subject as if they were there. Such as my example, I presented the fictional duo of Marty McFly and Doc Brown going through time to see the classical heroes battling monsters and the origins of such myths. While I wish not to fall back on someone else’s work, Kevin Ruppel’s virtual fieldtrip is a prime example of one: It goes through 17th century London, exploring the theaters of Shakespeare’s time. As a student who has sat through such lectures, a virtual fieldtrip is a much more interesting and engaging way to teach such lessons.
In the classroom, I would use the virtual fieldtrip as I did for the class: an engaging way to discuss topics in class. My example of a sprite comic or Kevin’s faux-video game are really good ways to keep a high schooler’s attention. It gives entertainment while disseminating knowledge. And, on my end, it allows for easier creation because I have previous experience with creating comics and such on the computer. The virtual fieldtrip allows for me to create something with already-possessed skills, engage the class with relevant entertainment, and still include a lesson.
Probably the most entertaining project for me to make was the podcast with the iPad and Camtasia. Using ScreenChomp to compose the video podcast was just fun to do. It allowed me to draw on the podcast and insert my witty quips; it was just fun for me. Hopefully, listening to me was just as fun for the listener. I digress, though. Within the classroom, this podcasting can be used as tutorials for apps or visually showing a lesson. Also, using it for class recaps and summaries provides good use for the podcasting technologies. Camtasia can also be used to film a class incase students are absent. Overall, these digital recording programs have a variety uses that are really useful in the classrooms.
Finally, Glogster is probably my favorite of the new programs we used this semester. It allowed for as much creativity as the virtual fieldtrip, minus the sheer amount of work required in getting creative with PowerPoint. In the classroom, Glogster can be used in a plethora of different ways. It can be used as a review (such as my example) or it can be used to introduce a new topic. Looking back at it now, Glogster would be really good for doing biographies of authors and summaries of books read in class. Overall, Glogster is just a fantastic tool that can be used for many purposes and many subjects.
Compared to the technologies in EDU-2110, the technologies learned in this class are much more interesting and engaging. I can see myself using these tools in the classroom.
Some helpful links:
Glogster review: http://www.teachersfirst.com/single.cfm?id=4733
A Camtasia tutorial: http://www.youtube.com/watch?v=IPl_DnQPA0U
A link to the aforementioned virtual field trip by Kevin Ruppel: https://sites.google.com/site/kevinruppel11/virtual-field-trip
