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Digital Media 21st century show and tell
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A DEFT case study with Dinnington Comprehensive, Rotherham
This cross curricula(i) case study focusses on Digital Literacy, in particular using E-skills(i) to: support skills in writing/recording for a target audience and to improve communication and research skills through the process of creating OER(i)s. The case study illustrates issues involved in the use of video(i) for educational purposes, with an emphasis on students producing and releasing OERs. The method could also be used for self/peer assessment(i) with pupils.

One of the lesson ideas from the case study is available as a separate resource at Creating Instructional Videos.

[[Topics/|]] [[21st century show and tell/teaching approach|]]
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Blogs Exploring the intersections of digital literacy and creativity
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A DEFT case study with Bradfield Dungworth Primary school, Sheffield
This cross curricula(i) case study focusses on digital literacy, in particular using E-skills(topic) to: facilitate sharing information in an open and transparent way; explore issues related to e-safety and e-security and explore the creative potential of digital technologies. The case study highlights issues from using Web2.0 applications in a school setting as well as challenges of pupils openly sharing resources; in particular issues of e-safety with regard to resources they make.

A lesson idea from the case study is available at Digital Reporters at Camp Cardboard

CPD Approaches to Reading
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Do we have to read it? Thinking about using 'reading' effectively in the classroom
This resource highlights a range of approaches to reading in the classroom and the reasons we ask pupils to engage in reading activities, including the importance of subject language(ta), study skills(topic), and conceptual reasoning(ta) and visualisation(ta) arising from subject based reading activities.
[[Topics/|]] [[User:Bjoern/tools|]]
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Blogs Blog skills for subject specialists
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Starting with the basic principles of blogs(tool) and blogging, this secondary course looks at their use within education and how they can be used to improve teaching and learning.
Visualisation Circumference of a Circle.
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Interactive GeoGebra investigation that allows students to explore an element of mathematics for themselves.
No main topic Collaborative Writing
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Key elements include:
Investigation Consecutive Sums
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Can all numbers be made in this way? For example 9=2+3+4, 11=5+6, 12=3+4+5, 20=2+3+4+5+6
By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar is not straightforward. Tackling an extended problem is difficult.

This lesson gives pupils an opportunity to engage in mathematical thinking(ta) and develop their higher order(ta) thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.

The plan suggests several visualisation(ta) methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or explore ways for the pupils to see the links between the different methods. The assessment(ta) ideas, using other pupils' solutions from the NRICH website are widely applicable to other problems too.

Digital Art Creating Digital Painting using iPads
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Children using iPads to create observational drawings of flowers
This activity is a cross-curricular(subject) activity, that gives children to opportunity to work independently on an art activity that also encourages the development of E-skills(topic). This activity encouraged inclusion(ta) as the children's final work was displayed as a collaborative(tool) piece, where all children had the opportunity to make an equal contribution.

In this instance, the children created observational drawings of flowers. However, the subject of the art could change to fit with any topic across the curriculum. The use of hand-held technology could also active learning(ta) as the portability of the iPads and iPods would allow them to be used outside the classroom, thus enabling observational drawings to be made in a range of locations.

ICT Creating Instructional Videos
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Children create instructional videos to upload to YouTube
This activity is a cross-curricular(subject) activity with a literacy focus, involving a collaborative(tool) approach, giving children to opportunity to work together to produce a set of instructional resources. Children were encouraged to engage in group talk(ta) and discussion(ta) in the classroom to reflect on what they should include in their videos. The activity furthers e-skills(topic) through the use of whole class(ta) participation. It develops e-safety(topic) skills through discussion of the issues relating to posting digital content online. Children were allowed to choose their own subject for the video, although this could be set by a teacher with a specific outcome in mind, or could be tailored to cover a particular topic or subject. It could, for instance, be used to explain their mathematical thinking(ta).
Blogs Creating and Using OERs to Promote Best Practice
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One school's approach to sharing and promoting best practice using a blog
This lesson idea encourages collaboration(ta) between teachers in order to develop and share practice(i) across a school. Blogs provide excellent opportunities for children and adults to share ideas and work together. They encourage and enable dialogue(ta) between a writer - or group of writers - and an audience, allowing for quick and easy feedback. They enable questions(ta) to be asked and answered quickly. This example shows a blog being used to encourage discussion(ta) to enable curriculum planning(topic) and curriculum development(topic).
Statistics Cubic Equations and Their Roots
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To interactiviley explore and understand complex mathematics with GeoGebra
This lesson features a ‘real life’ example for students to explore using visualisation(ta) via GeoGebra. The focus on ‘real life’ increases student motivation.

The activity engages pupils in group talk(ta), mathematical thinking(ta) and vocabulary(ta). This open ended(ta) task encourages higher order(ta) thinking, and encourages whole class(ta) discussion(ta)/questioning(ta) and inquiry(ta) projects.

Blogs Digital Reporters at Camp Cardboard
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Children using iPads to blog about Cardboard Sculptures
This activity is a cross curricula(subject) activity, involving a collaborative(tool) approach, giving children the opportunity to work together on a blog. Children were encouraged to engage in group talk(ta) and discussion(ta) in the classroom to reflect on the activity they were to report on. The activity furthers e-skills(topic) and e-safety(topic) through the use of whole class(ta) participation. The specific art activity provided a great stimulus for the blogging. Equally, however, this approach could be applied to any event in or out of school. The use of blogging and social media gave the opportunity for children to share their ideas with a wider audience, and also gave opportunities for real-time feedback to their work. The use of hand-held technology also enabled active learning(ta) as the portability of the iPads and iPods allowed them to be used outside the classroom.
ICT Digital Resources for ITE
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Student teachers reflecting upon case studies relating to Digital Literacy
This activity idea is an excellent of example of sharing practice(topic) of current teachers with student teachers in order to promote discussion(ta) and reflection on digital literacy and activities that promote e-skills(topic) development in the classroom. The lecturer uses questioning(ta) to promote active learning(ta) through collaboration(ta) and discussion(ta) of the resources.
ICT Digital Technology Presentations with ITE
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Student teachers creating presentations about digital literacy
This activity idea involves student teachers sharing practice(topic) of digital literacy use in the classroom in order to promote discussion(ta) and reflection on digital literacy and activities that promote e-skills(topic) development in the classroom. The use of student-prepared presentations promotes active learning(ta) and reflection on their learning, encouraging development of the issues explored in their assignments. It also involves questioning(ta) from an audience, encouraging deeper thinking through collaboration(ta) and discussion(ta).
Video Digital Video in ITE
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Student teachers producing digital media
This activity is a cross-curricular(subject) activity, involving a collaborative(tool) approach, giving student teachers the opportunity to work together whilst making digital media in the form of films. The activity furthers e-skills(topic) and also helps to develop discussion relating to e-safety(topic). The topic of location provided the stimulus for the videos. Equally, however, this approach could be applied to any topic or subject in school. The use of video also encouraged active learning(ta), with the students developing their own skills through direct participation in the creation process.
CPD Directed Activities Related to Text (DARTs)
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Developing good pedagogy in using text based activities for learning
This resource covers a range of Directed Activities Related to Text, highlighting the importance of language(ta) and visualisation(ta) in activities, and their role in active learning(ta) and study skills(topic).
ICT Engaging with case studies to support teaching practice
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A DEFT case study: Supporting Primary and Early Year ITE in developing critical reflection on and use of digital technology in their teaching
This case study looks at the resources used to support pre-service teachers with digital technologies in the classroom. This cross curricula(i) case study focusses on digital literacy, in particular using E-skills(topic) with Web 2.0 applications and other web-based resources for teacher trainees.

View a lesson idea from the case study at Digital Resources for ITE

Virtual Learning Environment Exploring issues in uptake of digital literacy tools
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A DEFT case study with Notre Dame High School, Sheffield
This cross curricula(i) case study focusses on Digital Literacy, in particular using E-skills(topic) to: encourage other teachers to engage with new tools and to introduce innovative methods of assessment. The case study also focussed on the impact of institutional engagement with digital tools, and how this impacts on individual teachers and pupils.

It also highlights the issues around producing OERs from individual practice.

One of the lesson ideas from the case study is available as a separate resource at Using a VLE in the Classroom

Language Exploring shape and its mathematical language through sorting activities
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Using mathematical language to discuss shapes of objects either printed or hidden in 'feely bags'. Can you feel the forks?
The Investigation(ta) of shapes and geometry can be very rewarding. A practical approach using objects from the pupils’ environment can increase their motivation and interest. In this unit, you will be using everyday objects to help pupils develop geometrical skills, such as recognising, visualisation(ta), describing, sorting, naming, classifying and comparing.

Through games(tool) on the properties of shapes, the activity engages pupils in group talk(ta), mathematical thinking(ta) and vocabulary(ta). This open ended(ta) task encourages higher order(ta) thinking, and could form the basis of whole class(ta) discussion(ta)/questioning(ta) and inquiry(ta) projects. It can be used as a lesson extension, or as a preliminary task.

Creativity Exploring the intersections of digital literacy and creativity
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A DEFT case study with Mundella Primary School, Sheffield
This cross curricula(i) case study focusses on Digital Literacy, in particular using E-skills(topic) to: extend/update teaching skills and support CPD and explore the creative potential of digital technologies. The case study examines the potential of using mobile technologies to enhance creative aspects of learning.

One of the lesson ideas from the case study is available as a separate resource at Creating Digital Paintings using iPads

Visualisation GeoGebra STEM Exploration
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Develop 'real world' GeoGebra mathematical modelling applications which reach out to a wide range of users both students and teachers
The half-term activity consists of 3 half-day workshops interspersed with home-working and on-line collaboration. Each workshop is part tutorial and help in GeoGebra, part development, presentation and feedback on their emerging work. The three half-day sessions become gradually less structured as students become more confident taking the initiative in developing their own work:

An initial GeoGebra tutorial session features ‘real life’ examples such as mathematical modelling(ta) and visualisation(ta) from photographs of patterns and structure in flowers and architecture; exercises such as “math aerobics” where students model algebraic functions kinaesthetically; and data analysis and exploration such as from astronomy (Kepler's 3rd law) and athletic performance (Usain Bolt’s 100m sprints). Realistic examples such as these, or from students’ previous work, are essential to get the ball rolling. Following this, the onus is very much on the student’s own initiative. The focus on ‘real life’ and student ownership of ideas and project development increases student motivation.

The activity engages pupils in group talk(ta), mathematical thinking(ta) and vocabulary(ta). This open ended(ta) task develops higher order(ta) reasoning(ta), and encourages whole class(ta) discussion(ta)/questioning(ta) and inquiry(ta) projects.

Blogs Getting a buzz out of blogging
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Starting with the basic principles of blogs(tool) and blogging, this primary course looks at their use within education and how they can be used to improve teaching and learning. The focus is particularly on blogs as an ICT(i) tool for collaboration(ta) which encourages the effective use of reasoning(ta) and language(ta). The unit also discusses practical elements such as e-skills(topic) and copyright(topic) issues you might encounter in blogging.
Visualisation Kepler's Third Law
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Using 'real life' data
This lesson features a ‘real life’ example for students to explore GeoGebra. The focus on ‘real life’ increases student motivation.

The activity engages pupils in group talk(i), mathematical thinking(i) and vocabulary(i). This open ended(i) task encourages higher order(i) thinking, and encourages whole class(i) discussion(i)/questioning(i) and inquiry(i) projects.

Video Making Movies in the Classroom
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Using Movies to develop communication and literacy skills
This activity is a cross-curricular(subject) activity, involving a collaborative(ta) approach, giving children to opportunity to engage in group work(ta) whilst making digital media in the form of films. The activity furthers e-skills(topic) and e-safety(topic). The topic of e-safety(topic) provided a great stimulus for the video(tool). Equally, however, this approach could be applied to any topic or subject in school. The use of video also encourage active learning(ta) as the portability of video recording equipment allows it to be used outside the classroom in a range of contexts.
Modelling Models in Science
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Teachers use models to help pupils make sense of their observations
An opportunity for teachers to discuss the use of modelling(ta) and visualisation(ta) in Key stage 3 science
Programming Using Scratch and other web applications to create and animate digital monsters: Monsters @ Monteney
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A DEFT case study of Monteney Primary school, Sheffield
This cross curricula(i) case study focusses on Digital Literacy, in particular using E-skills(topic) to: Learn the basics of programming and embed open source tools in pedagogical practice. The case study explores the pedagogical potential of open source tools such as Scratch; it also looks into issues involved in sharing lesson plans as OERs.

One of the lesson ideas from the case study is available as a separate resource at Programming Monsters using Scratch

Visualisation Number and representation game.
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Interactive GeoGebra investigation that allows children (age 6-10) to explore an element of mathematics for themselves.
Visualisation ORBIT/GeoGebra Competion 2013
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The 2013 competition has generated five high quality open-ended activities that support interactive teaching and allow children (age 6-10) to explore an element of mathematics for themselves.
The following guidance note are provided for each resource:
  • a short overview
  • brief instructions or teacher’s note (simple instructions including useful tips and recommendations)
  • list of learning objectives
  • description of the underlying pedagogical rationale/teaching approach
Visualisation Flying paper planes
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Very visual and interactive and simple to understand
This lesson features a ‘real life’ example for students to explore using visualisation(ta) via GeoGebra. The focus on ‘real life’ increases student motivation.

The activity engages pupils in group talk(ta), mathematical thinking(ta) and vocabulary(ta). This open ended(ta) task encourages higher order(ta) thinking, and encourages whole class(ta) discussion(ta)/questioning(ta) and inquiry(ta) projects.

Visualisation Perimeter of a rectangle.
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Interactive GeoGebra investigation that allows children (age 6-10) to explore an element of mathematics for themselves.
Visualisation Positioning fractions on the number line.
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Interactive GeoGebra investigation that allows children (age 6-10) to explore an element of mathematics for themselves.
ICT Monsters using Scratch
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Children using a computer programming language to create moving monsters
This activity developed the specific e-skills(topic) of programming and digital animation. It could be considered the first step towards enabling children to design and create their own games(tool) using sprites and user-input controls. Computer programming helps to develop investigation(ta) skills as it requires the use of a previously unknown language(ta) to execute commands, which also develops the skills of mathematical thinking(ta). Computer programming also involves the use of modelling(ta) and planning(ta) techniques. Because Scratch is an open source programming language, this also creates opportunities for homework(ta), as the children are able to download the software for themselves at home.
QR codes QR codes with Magna Science Adventure Centre in Rotherham
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A DEFT case study with Winterhill High School, Rotherham
This cross curricula(i) case study focusses on Digital Literacy, in particular using E-skills(topic) to: support English skills as pupils are writing for a specific audience (exhibition visitors), improve research skills through the process of creating OERs and to gain a better understanding of the use of QR codes for marketing and educational purposes.

One of the lesson ideas from the case study is available as a separate resource at Using QR Codes to Link to Pupil Created Information

Visualisation Radioactive Decay and Carbon Dating
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Using 'real life' data to explore exponential graphs
This lesson features a ‘real life’ example for students to explore using visualisation(ta) via GeoGebra. The focus on ‘real life’ increases student motivation.

The activity engages pupils in group talk(ta), mathematical thinking(ta) and vocabulary(ta). This open ended(ta) task encourages higher order(ta) thinking, and encourages whole class(ta) discussion(ta)/questioning(ta) and inquiry(ta) projects.

ICT Reflections on digital practice
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A DEFT case study: Digital literacy in professional practice
This case study looks at the use of digital video and video editing software to support academic writing.

One of the lesson ideas from the case study is available as a separate resource at Digital Technology Presentations with ITE

[[Topics/|]] [[Resources/KS3|]]
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Sampling Sampling techniques to assess population size
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This lesson offers students an opportunity to use their existing knowledge to analyse a ‘real scientific publication’ and its language(ta) and link this to scientific method(ta).
  • They use study skills(topic) to skim read, make sense of complex language, and use visualisation(ta) to select relevant information
  • They engage in collaborative(tool) group work(ta) using reasoning(ta) and skills in peer assessment(ta)
  • They engage in dialogue(ta) and questioning(ta) to explore ideas together
  • They also think about how to present information using ICT(i) tools)
Visualisation Solar and Lunar Eclipse
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To show and explain how a Solar and Lunar eclipse occurs
This lesson features a ‘real life’ example for students to explore using visualisation(ta) via GeoGebra. The focus on ‘real life’ increases student motivation.

The activity engages pupils in group talk(ta), mathematical thinking(ta) and vocabulary(ta). This open ended(ta) task encourages higher order(ta) thinking, and encourages whole class(ta) discussion(ta)/questioning(ta) and inquiry(ta) projects.

ICT T-MEDIA video case studies of ICT use
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Multimedia tools for professional development
The materials aim to stimulate debate and reflection rather than present models of ‘best practice’. They include hyperlinks to video clips from the emerging pedagogical themes, built-in prompts for thinking and discussion, suggested alternative approaches, and analytic commentary from teachers and researchers involved. They illustrate and question how the technologies can be exploited to enhance learning in real classrooms. The resources can be used by individuals or groups of colleagues / student teachers.
[[Topics/|]] [[Teaching Approaches/Assessment|]]
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[[Topics/|]] [[Teaching Approaches/Inquiry|]]
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Blogs Telling Stories about Farm Animals
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Children using technology on a visit to a local farm
This activity uses technology and the development of e-skills(topic) in young children, in order to create opportunities for speaking and listening, and language(ta) development.

The specific trip provided a great stimulus for the children's stories. Equally, however, this approach could be applied to any trip or event in or out of school. The use of a blog(tool) gave the opportunity for children to share their ideas with a wider audience, and also gave opportunities for real-time feedback on their work. The use of hand-held technology also enabled active learning(ta) as the portability of the iPads and cameras allowed them to be used outside the classroom, on the farm. The accessibility of the technology meant that this activity promoted inclusion(ta) and the visual nature of the photos and pictures was used effectively to help extend the children's vocabulary(ta).

ICT The use of mobile apps for digital story-telling by nursery pupils
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A DEFT case study
This cross curricula(i) case study focusses on Digital Literacy, in particular using E-skills(topic) to: explore the creative potential of digital technologies for storytelling and to improve language skills. The case study explores the educational potential of mobile devices to support children's creative involvement with digital literacy. It also explores issues related to pupils using Web2.0 applications to share resources openly.

One of the lesson ideas from the case study is available as a separate resource at Telling Stories about Farm Animals

[[Topics/|]] [[Tools|]]
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No main topic Write for an online audience
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Writing for a public audience when blogging can encourage pupils in their language(ta) development and offers opportunities for ICT mediated assessment(ta) including peer assessment(ta) for example via the use of the 'comment' features. Still a popular approach to language teaching, and still underused, blogs(tool) offer the easiest of ways to publish school news or lab discoveries or whatever winds me up today. Blogging websites allow video and photos to be included alongside text. For example, underneath each post is a comment button which gets feedback - but you can control what happens with a setting.

Each of the blogging web sites below offer an overwhelming range of features. All of them generate a 'feed' (RSS feed) where a reader can subscribe to new posts. The RSS is used to alert your readership of new articles, rather than have them re-visit a site that does not change. Services that offer blogging include, BLOGGER (www.blogger.com); WORDPRESS (www.wordpress.org) and TYPEPAD (www.typepad.com).

No main topic Write an app for any mobile device
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Encouraging pupils to reason(ta) about user needs in app development, and coding to develop apps involves use of higher order(ta) reasoning(ta). Despite its perception as a solitary activity, in a classroom talking about how to solve problems, and address user needs offers opportunity for group talk(ta) and whole class(ta) dialogue(ta). Program(tool)apps(tool) using a web-based tool at BUZZTOUCH (www.buzztouch.com). You assemble screens for your app, compile its source code and open your project in Xcode for iOS or Eclipse for Android. Both teachers and students are allowed to write 'apps', indeed some parts of the curriculum would value the opportunity to do so.
No main topic Draw diagrams and collaborate
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Drawing tools offer opportunity for higher order(ta) visualisation(ta) and collaboration(ta), as well as stimulus for whole class(ta) dialogue(ta) and questioning(ta). Use a web browser to draw(tool) a picture, flowchart or diagram based on a library of clip-art ‘stencils’. For example, you could use the flowchart templates to create a topic map and then share it with the rest of the class. More than a presentation tool, this also allows more than one student to work on the same diagram. A chat(tool) window facilities this collaboration(tool). Drawings can be exported to a file to use elsewhere or embedded in a blog page.
No main topic Talk with your students in an online chatroom
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Chat rooms afford opportunity for collaboration(ta), group work(ta), and group talk(ta). They can offer opportunities for dialogic teaching(ta) through the use of group based effective questioning(ta). Many chat tools also integrate with other Tools. You can set up a chat(tool)room at “chatzy.com”. Then publish the link to the room, and perhaps a meeting time, to allow an out of class discussion(ta). You could use this tool to have an out-of-class discussion (perhaps someone is unwell). Can an online chat make dialogue more effective? Can it make group discussions more inclusive?
No main topic Brainstorm ideas and documents
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No main topic Collect and handle data from experiments
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No main topic Share and keep files online
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No main topic Get students to categorise their blogs
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No main topic Script a narrative or conversation to explain a topic
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No main topic Exploit social networking for education
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No main topic Modelling geometry
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No main topic Make a multimedia poster
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No main topic Make a questionnaire
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No main topic Video conference and message using text
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No main topic Tell a story using timeline animation
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No main topic Ask a question and measure the response
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No main topic Plan and make a mindmap
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No main topic Keep a personal notebook online
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No main topic Get feedback from the class during a lesson
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No main topic Make a multimedia presentation that can pan and zoom
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No main topic Label objects with notes and knowledge
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No main topic Use sensors to measure and investigate
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No main topic Social tables
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No main topic Numbers, graphs and maths
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No main topic Use an online study area to support students
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No main topic Share a test with a link
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No main topic Encourage students to chat in class
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No main topic Sort objects with an interactive whiteboard
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No main topic Communicate on current affairs
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No main topic Measure students' understanding in real-time
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No main topic Questions and discussion around a blog
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No main topic Broadcast live video from school
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[[Topics/|]] [[Tools/Ustream/description|]]
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No main topic Watch video
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No main topic Explain ideas using animation
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No main topic Make animated characters talk
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No main topic A panoramic presentation with hot-spots
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No main topic A multimedia 'wall' for creative, collaborative interaction
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No main topic A multimedia website project report
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No main topic Share knowledge; share the load of sharing it
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No main topic Typing, collaboration and communication
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No main topic Illustrate content as a word cloud
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No main topic Get feedback and involve the audience
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[[Topics/|]] [[Topics/Digital Media|]]
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Graph transformations Trigonometry graph transformation using Geogebra
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ICT Use of digital video with PGCE students
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A DEFT case study: "Teach in Sheffield" - using digital video
ICT Using OERs to enhance sharing of good practice across the school
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A DEFT case study with Wales High School, Rotherham
QR codes Editing Using QR Codes to Engage Children with Learning
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Children using digital literacy to engage with reading and writing
QR codes Using QR Codes to Link to Pupil Created Information
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Children creating digital resources for use at Magna
QR code Using QR codes to engage reluctant readers
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A DEFT case study with Halfway Primary school, Sheffield
VLE Using a VLE in the Classroom
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Using a VLE to support the teaching of French
Video Using digital images and film to enhance communication skills
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A DEFT case study with Newman School, Rotherham
Probability Using origami for experimental probability
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Visualisation Using visualisation in maths teaching
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Thinking about visualisation in education.
Visualisation Variety of areas with fixed perimeter.
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Interactive GeoGebra investigation that allows children (age 6-10) to explore an element of mathematics for themselves.
Visualisation Variety of perimeter with fixed area
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Interactive GeoGebra investigation that allows children (age 6-10) to explore an element of mathematics for themselves.