Connecting Ideas with New Technologies

Highlighting and Annotating in PDFs



DIIGO Social Networking and Annotation Tool
In addition to reading Chapters 5, 6, and 7 in your textbook (Kajder, 2010), please read the following very short descriptions of three very different technology tools. Come to class on Tuesday, Nov. 23 prepared to explore one of these in more depth and think about how you might use this tool in pedagogically sound ways (remember the TPACK principles?) to foster learning and engagement in your content area.You might see ideas for your lesson plan or if nothing else, you'll have a few examples of ideas to talk about when you interview for your first teaching position!



Web 2.0 Tools - Getting Started

Reading and Writing Multimodal Texts: (Kajder, Ch. 5). View the VoiceThread presentations to consider how students use multimodality to respond to books, movies, and content

Writing Together: Participatory Media and Collaboration in the Classroom (ideas from Sara Kajder's Chapter 6)

Ideas and Reflections to Share: Please post your thoughts, reactions, concerns, and ideas about the use of this tool for secondary teachers and/or their students as part of content-area teaching and learning.

  • DIIGO
    • Jordan: One of the most useful aspects of Diigo would be simply introducing the service to students. I know that from personal experience sometimes cataloging bookmarks and information across multiple online resources can be intimidating and extremely unorganized. Even if I spend massive amounts of time creating an organized space for my resources in a word document, the chances of losing that document or even organizing the word documents themselvs creates more work that takes time away from the actual "work." With Diigo much of the stress associated with cataloging is done for you in the background. I myself created lists for all aspects of my life, and that way coming across, for example, an interesting lesson plan that could come in handy years down the line, I have it saved in my education tools list. That way even though I don't use it now, I will always have it saved for me when It might come in handy. Instead of writing down urls(which takes precious time) or printing out pages (which avoids printer troubleshooting altogether) students can successfully save all their research for a particular project or paper instantly, and access it from home or school without the use of external storage.
    • Matt: I like that you can highlight and annotate any page and then save it in a seperate favorites folder that is only on the account. It will come in handy when I'm doing research for a 300 level history class I'm taking next semester. I'm still learning the ins and outs of it but I will continue to take advantage of its features.
  • Glogster EDU
    • Baylee: Glogster could definitely be used as an alternative to creating an actual poster for kids who have messy handwriting, or don't feel artistic or organized enough to make a nice looking presentation. It gives students an alternative option for an assignment, which may alleviate some anxiety. The tool is very easy to use and takes little time to get used to; it's best quality is the user-friendly nature of the webpage.
  • XtraNormal
    • Jordan: This website's greatest attribute is it's ease of use and the speed with which one can create their own movie scene. Putting together a 2 minute movie only takes about 20-30 minute at most(which includes dialogue, camera control, soundtrack, emotions, physical gestures..), or even less if you have the script and ideas already laid out. The ability to create movies online without the need to download an application combined with the speed in which you can create one, allows for many opportunities to use xtranormal in the classroom. There could be a character dialogue recreation, or perhaps a reponse to a scene in the book, or even an opportunity to use it to display thematic elements. The possibilities are endless. The only drawback is it's early stages of development, and the limited options for scene and characters at the free level. There is also no filter for objectionable content, or the ability to group a class in a "safe haven" if you will.



Or, for more Web 1.0 types of Internet resources, explore the links from our previous semester's EDC448 ICT Fair - especially the Teacher Webpages or Classroom Blogs/Podcasts

For further thinking, consider how interactive whiteboards might be used to boost student achievement: