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The past eight weeks have been a crazy adventure into the world of technology. Although at times the class has been overwhelming with content, I think this has been a necessary evil because of the sheer number of new classroom applications. I appreciated having to actually explore and create products of these technologies as part of our class work. I learn best by doing and this course had plenty of that! What I have found most powerful is the repository we have all created of our thoughts, ideas and projects – the blog. My blog will help me sort through and remember many of the new ideas that have been introduced during this course. I tried to be as detail oriented as possible with each of my blog entries to help document all we have learned. There are so many great ways to incorporate technology into my classroom. One of my favorite technologies is how to create ScreenCasts and upload them onto the web. I plan to use ScreenCasts to help me document for students how to navigate to certain Websites or presentations. Hopefully this will help save time because I will not have to explain the directions over and over.
I also thought it was very important to create and re-visit our guiding principles for using technology. These principles will help guide me as I further explore the technology applications we learned during this course. I now have a template from which to judge the relevance and value of each application I may want to share with my students. Most importantly, I have learned not to do technology just for the sake of doing technology.
Perhaps the most valuable aspect of this course was the development of my personal learning network. My PLN has given me the ability to effectively communicate with other science educators. We can easily share lesson plans, new technologies, and out thoughts as we navigate through the world of science education. I hope my PLN continues to grow throughout my teaching career.
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August 5, 2009
August 3, 2009
Final Projects
For my final Webtools class project, I have designed a Wiki site that will serve the following purposes:
1. Connect teachers with valuable resources that focus on technology and inquiry-based science.
2. Provide a safe platform onto which students can build an online portfolio that will include their class work, thoughts, opinions and discussions.
3. Enable me to organize and make accessible my lesson plans, homework assignments, state standards, expectations, class calendars and other links of interest.
My Wiki page contains a Technology Page onto which I have placed all of the information we have learned in this class along with ideas from another MSSE course I took earlier this summer: EDCI 580, Teaching Technology in the Science Classroom. Topics addressed include Wiki pages, Social Education Networks, Educational Videos, Images for Science, Computer Simulations, Blogs, Google Earth, Online Data Collections, Web-Based Science Inquiry Projects, PowerPoint Presentations, Screencasting, Voicethreads, and a section on the importance of technology.
The Inquiry-Resource Page includes freely downloadable books, websites, videos, PowerPoint presentations, and sections that discuss constructivism, the 5E Learning Cycle, and misconceptions. This page is a collaboration of information I gained from this course in addition to another MSSE course I took this summer: EDCI 580,Teaching Inquiry in the Science Classroom. There is also another page that contains Video Podcasts of discrepant events that apply to the engage phase of the 5E Learning Cycle. Video topics include the sponge canon, inertia, flame vortex, transfer of energy, carbonation, the crushed can, the firemill explosion, super-cooled water and poppers.
The Wiki also includes a separate page for each of the students in all of my classes (over 80 separate pages total). Each student page will be used as an online portfolio, where students can upload class projects, videos, presentations and journal entries. In order to protect student confidentiality and prevent students from sabotaging each other’s Wiki page, I plan on giving my students clear guidelines and rules to follow regarding acceptable Wiki behavior. One great feature of Wiki pages is that they allow you (as the administrator) to see who edited what page and when it happened. In addition, if someone's Wiki page gets screwed up or deleted, you have the power to see all of the changes and revert back to a previous version of the page before it was edited. I will be able to see who sabotaged the page, prevent that student from having editing privileges in the future, and fix the page that was sabotaged. In regards to student confidentiality, I have the power (as the administrator) to decide who can view the pages and who can edit the pages. At the beginning of the year, I will invite all students and parents to view the Wiki pages. To do this, they will have to send me an email and then I will have to confirm each person. I can also create Wiki pages that are password protected. Although the system has really been created to address all of these concerns, I am sure more will arise during the upcoming school year. Click here to see an example of a student portfolio page.
As mentioned above, the Wiki will also help me to organize my courses. There is a class calendar that will be updated weekly to communicate homework assignments and science topics we are studying. There are also course pages (for each of the four science classes I teach) that include lesson plans, video clips, links to animations, and downloadable documents of unpacked state standards for each topic. Each document contains the standard, evidence outcomes, inquiry questions, how to apply the scientific concept in society using technology, and how to incorporate the nature of science. The course pages will be open to the general public (viewable, not editable) so that everyone can utilize these resources.
In addition to this Wiki page, I plan to incorporate a blog for my vegetable garden class onto which students will document everything we do as we design and create our school vegetable garden. The blog will also give students a place to journal about growing plants and incorporate pictures of the garden and other resources. The blog has already been started and can be found here: Garden Blog.
Finally, I plan to have students create a database of water quality data we have been collecting for numerous years on the nearby Crystal River. The program, known as RiverWatch allows students from all over Colorado to monitor local stream quality data by measuring temperature, pH, alkalinity, dissolved oxygen content, and hardness. Students will test the water on a monthly basis and the data will be entered onto an online database found here:
http://wildlife.state.co.us/riverwatch/ This data base allows students to contribute to scientific data and help to make a difference! The program also involves them in authentic inquiry-based investigations.
1. Connect teachers with valuable resources that focus on technology and inquiry-based science.
2. Provide a safe platform onto which students can build an online portfolio that will include their class work, thoughts, opinions and discussions.
3. Enable me to organize and make accessible my lesson plans, homework assignments, state standards, expectations, class calendars and other links of interest.
My Wiki page contains a Technology Page onto which I have placed all of the information we have learned in this class along with ideas from another MSSE course I took earlier this summer: EDCI 580, Teaching Technology in the Science Classroom. Topics addressed include Wiki pages, Social Education Networks, Educational Videos, Images for Science, Computer Simulations, Blogs, Google Earth, Online Data Collections, Web-Based Science Inquiry Projects, PowerPoint Presentations, Screencasting, Voicethreads, and a section on the importance of technology.
The Inquiry-Resource Page includes freely downloadable books, websites, videos, PowerPoint presentations, and sections that discuss constructivism, the 5E Learning Cycle, and misconceptions. This page is a collaboration of information I gained from this course in addition to another MSSE course I took this summer: EDCI 580,Teaching Inquiry in the Science Classroom. There is also another page that contains Video Podcasts of discrepant events that apply to the engage phase of the 5E Learning Cycle. Video topics include the sponge canon, inertia, flame vortex, transfer of energy, carbonation, the crushed can, the firemill explosion, super-cooled water and poppers.
The Wiki also includes a separate page for each of the students in all of my classes (over 80 separate pages total). Each student page will be used as an online portfolio, where students can upload class projects, videos, presentations and journal entries. In order to protect student confidentiality and prevent students from sabotaging each other’s Wiki page, I plan on giving my students clear guidelines and rules to follow regarding acceptable Wiki behavior. One great feature of Wiki pages is that they allow you (as the administrator) to see who edited what page and when it happened. In addition, if someone's Wiki page gets screwed up or deleted, you have the power to see all of the changes and revert back to a previous version of the page before it was edited. I will be able to see who sabotaged the page, prevent that student from having editing privileges in the future, and fix the page that was sabotaged. In regards to student confidentiality, I have the power (as the administrator) to decide who can view the pages and who can edit the pages. At the beginning of the year, I will invite all students and parents to view the Wiki pages. To do this, they will have to send me an email and then I will have to confirm each person. I can also create Wiki pages that are password protected. Although the system has really been created to address all of these concerns, I am sure more will arise during the upcoming school year. Click here to see an example of a student portfolio page.
As mentioned above, the Wiki will also help me to organize my courses. There is a class calendar that will be updated weekly to communicate homework assignments and science topics we are studying. There are also course pages (for each of the four science classes I teach) that include lesson plans, video clips, links to animations, and downloadable documents of unpacked state standards for each topic. Each document contains the standard, evidence outcomes, inquiry questions, how to apply the scientific concept in society using technology, and how to incorporate the nature of science. The course pages will be open to the general public (viewable, not editable) so that everyone can utilize these resources.
In addition to this Wiki page, I plan to incorporate a blog for my vegetable garden class onto which students will document everything we do as we design and create our school vegetable garden. The blog will also give students a place to journal about growing plants and incorporate pictures of the garden and other resources. The blog has already been started and can be found here: Garden Blog.
Finally, I plan to have students create a database of water quality data we have been collecting for numerous years on the nearby Crystal River. The program, known as RiverWatch allows students from all over Colorado to monitor local stream quality data by measuring temperature, pH, alkalinity, dissolved oxygen content, and hardness. Students will test the water on a monthly basis and the data will be entered onto an online database found here:
http://wildlife.state.co.us/riverwatch/ This data base allows students to contribute to scientific data and help to make a difference! The program also involves them in authentic inquiry-based investigations.
Revisiting My Guiding Principles
Ultimate Goal: enhance student learning. Do not focus on technology just for the sake of doing technology!
Technology should be used to:
1. Address worthwhile science in ways that are pedagogically appropriate. An example would be using online data sets or simulations to teach abstract concepts.
2. Make scientific views more accessible.
3. Enhance another teaching strategy. Technology becomes another tool in my bag of tricks.
4. Provide tools that facilitate and enhance instruction through improving data collection, visualization of abstract phenomena, and simulations of experiments that would otherwise be impossible in school classrooms. This goes along with teaching abstract science concepts and inquiry-based learning.
5. Help students explore topics in more depth and in more interactive ways. Personal Learning Networks work well here because they will help students collaborate with other students.
6. To promote more student-centered, inquiry-based learning. This will be my primary focus for the upcoming school year and will be teamed up with technology through the use of online data sets and online inquiry-based explorations, such as project Wise.
7. Facilitate communication and collaboration.
8. Allow students to explore data, make predictions, and form conclusions.
9. Guide student discovery.
10. Transform the ways that teachers teach and students learn.
11. Enhance scientific understandings through imagery and visualization.
12. Stretch the boundaries of what is possible in the science classroom.
13. Engage student participation and interest.
Examples of how to use technology to create new and different learning experiences for our students:
• Allow students to learn from people they never would have been able to without the technology.
• Allow students to interact with information in a way that is meaningful and could not have happened otherwise.
• Allow students to create and share their knowledge with an audience they never would have had access to without the technology.
• Push students and the teacher to new heights, new learning, and new knowledge.
Technology should be used to:
1. Address worthwhile science in ways that are pedagogically appropriate. An example would be using online data sets or simulations to teach abstract concepts.
2. Make scientific views more accessible.
3. Enhance another teaching strategy. Technology becomes another tool in my bag of tricks.
4. Provide tools that facilitate and enhance instruction through improving data collection, visualization of abstract phenomena, and simulations of experiments that would otherwise be impossible in school classrooms. This goes along with teaching abstract science concepts and inquiry-based learning.
5. Help students explore topics in more depth and in more interactive ways. Personal Learning Networks work well here because they will help students collaborate with other students.
6. To promote more student-centered, inquiry-based learning. This will be my primary focus for the upcoming school year and will be teamed up with technology through the use of online data sets and online inquiry-based explorations, such as project Wise.
7. Facilitate communication and collaboration.
8. Allow students to explore data, make predictions, and form conclusions.
9. Guide student discovery.
10. Transform the ways that teachers teach and students learn.
11. Enhance scientific understandings through imagery and visualization.
12. Stretch the boundaries of what is possible in the science classroom.
13. Engage student participation and interest.
Examples of how to use technology to create new and different learning experiences for our students:
• Allow students to learn from people they never would have been able to without the technology.
• Allow students to interact with information in a way that is meaningful and could not have happened otherwise.
• Allow students to create and share their knowledge with an audience they never would have had access to without the technology.
• Push students and the teacher to new heights, new learning, and new knowledge.
Week 6 in Review
During the past couple of weeks, we focused on Presentations, Screencasts and VoiceThreads. I learned some key ideas on how to make presentations more effective. Some useful hints include:
Keep it simple!
Use graphics to replace text.
Have an outline near the beginning of the talk that is repeated or re-emphasized later.
Reference the screen briefly to illustrate your point.
Say things like, “What I hope you can see here is…”
Some of the main problems that are regularly found in presentations include having too much text, misspelled words, excessive bullets, bad color schemes, too long, too much data, and too many animations.
After creating my own PowerPoint Presentation following these guidelines, I uploaded it onto www.slideshare.net and then embedded it onto my blog page. Next, I created a ScreenCast of my presentation. A ScreenCast is an online tool that allows you to create a video of what is happening on your computer’s desktop. Making a ScreenCast was fairly simple, yet to get good at it I had to practice capturing the correct portion of my screen and it also helped to have all of my dialogue written down before I started. The most useful tool I learned about this week was VoiceThread. This program allows you to upload your slideshow (as images) onto which you can add audio comments, or written notes. For example, I placed key questions next to each slide that my students should focus on. VoiceThread also allows different people to comment on each slide of the presentation. I will definitely be able to use this in my science classroom. All three examples are listed below in this blog.
July 31, 2009
Screencast & VoiceThread
Here is a screencast I made using Jing of the Food Chain / Food Web Powerpoint presentation. Due to time limitations (I could only record 5-minutes), I trimmed out the section on energy pyramids.
Food Chain / Food Web Screencast
In addition, click this link to see a VoiceThread of this presentation.
Food Chain / Food Web Screencast
In addition, click this link to see a VoiceThread of this presentation.
July 24, 2009
PowerPoint Presentation
I created this PowerPoint presentation and uploaded it onto www.slideshare.net The presentation is on Food Chains, Food Webs and Energy Pyramids and will be used in my 7th grade science classroom. To embed the presentation, I simply copied the embed code from my slideshare account and pasted it below.
Food Chains & Food Webs
View more presentations from quinndaily.
Week 5 Overview
As an alternative to traditional data collection, there are numerous Internet data sets that can be accessed by my students that will allow them to engage in different aspects of scientific inquiry including posing questions, planning and conducting investigations, analyzing data, formulating data-based explanations, representing data, and communicating findings. These data sets are available from government agencies, global corporations, and universities. Benefits of using online data sets include saving time, working around constraints of available equipment and geographic locations, and increasing student interest and motivation. In addition, these data sets can easily be incorporated into the 5E Learning Cycle that is a powerful tool for teaching by inquiry. Key guidelines to using this technology include:
1. Limiting student searches to targeted websites and simplified data sets.
2. Make the learning relevant.
3. Integrate data into inquiry that reflect the scientific process.
4. Contact education centers to request help in accessing the data.
Some examples of Internet data sets can be found at my Wiki page:
http://qdailyscience.pbworks.com/Technology-Page
Another valuable tool I learned about this week is the use of Web-based inquiry projects. These projects go hand in hand with Internet data sets because they can be used to engage learners with using the scientific process. These projects allow students to collaborate and explore meaningful questions about everyday experiences. Making learning relevant for students is an essential component of addressing misconceptions and inquiry-based learning. What I like most about these projects is they get students thinking and working as actual scientists. Key characteristics of Web-based inquiry projects include: the project is learner centered (directed at the learner), the project supports the learning of a scientific concept, the project is Web-based, and the project allows for all aspects of inquiry to take place. A great example of Web-based inquiry projects can be found at http://wise.berkeley.edu
1. Limiting student searches to targeted websites and simplified data sets.
2. Make the learning relevant.
3. Integrate data into inquiry that reflect the scientific process.
4. Contact education centers to request help in accessing the data.
Some examples of Internet data sets can be found at my Wiki page:
http://qdailyscience.pbworks.com/Technology-Page
Another valuable tool I learned about this week is the use of Web-based inquiry projects. These projects go hand in hand with Internet data sets because they can be used to engage learners with using the scientific process. These projects allow students to collaborate and explore meaningful questions about everyday experiences. Making learning relevant for students is an essential component of addressing misconceptions and inquiry-based learning. What I like most about these projects is they get students thinking and working as actual scientists. Key characteristics of Web-based inquiry projects include: the project is learner centered (directed at the learner), the project supports the learning of a scientific concept, the project is Web-based, and the project allows for all aspects of inquiry to take place. A great example of Web-based inquiry projects can be found at http://wise.berkeley.edu
July 14, 2009
Week 4 Update
This week flew by and I spent too little time online due to travel plans. However, I was able to explore many of the applications of Google Earth including various data sets. I plan to use Google Earth to help teach concepts in ecology, energy resources and climate change. I also spent time researching different animations and simulations. Through my PLN, I am taking on the task of exploring the simulations that relate to content areas I teach and organizing them onto my Wiki page. This is a very time consuming task, but it will be worth it in the long run. What I find most powerful about my PLN is how it allows teachers to share key resources. I spend so much time searching the web, trying to find new ideas. My PLN helps to simplify this process.
One of the problems I have had with blogging is being able to maintain a dialogue with other students in this class. When I post a comment to someone's blog, I would like to easily come back to that post to see that person's response to my response. But I find it is very difficult to remember who's blog I commented on and under which topic the comment was posted. Is there an easy way to view (perhaps through Google Reader) to see responses that are specific to my responses? Thanks for any input! -Quinn
One of the problems I have had with blogging is being able to maintain a dialogue with other students in this class. When I post a comment to someone's blog, I would like to easily come back to that post to see that person's response to my response. But I find it is very difficult to remember who's blog I commented on and under which topic the comment was posted. Is there an easy way to view (perhaps through Google Reader) to see responses that are specific to my responses? Thanks for any input! -Quinn
July 13, 2009
Google Earth Classroom Applications
After playing around with Google Earth over the past week, I am truly amazed! There are so many ways that I will be able to incorporate this technology into my classroom. I found many data sets through Google Earth Gallery including two that focus on threatened and endangered species. These applications provide an easy way for us to see where these species can be found on the planet and they include pictures along with a detailed fact sheet for each species. Here are the links if you are interested:
ARKive Endangered Species
Edge Existence
The Grand Canyon via Google Earth.
ARKive Endangered Species
Edge Existence
The Grand Canyon via Google Earth.
Week 3 Overview
This week I spent a lot of time searching the web for interesting science videos that relate to science topics I teach. I see great value in finding short video clips (in place of entire movies) to highlight important science concepts. These videos clips can also shed much light on many of the abstract concepts that I teach. I have created a Wiki page to help me keep track of all of the resources we encounter during this course. The page includes all of the links we have shared with each other for each of the following topics: wiki pages, social education networks, educational videos, images for science, computer simulations, blogs, and the importance of technology. More content will be added as we progress. Thank you all for sharing so much wonderful information. If you would like to visit this resource, you can find it at http://qdailyscience.pbworks.com/Technology-Page
I am also very impressed with the free image editing sites such as Picnik and Pixlr. These programs will come in very handy for my students.
I am also very impressed with the free image editing sites such as Picnik and Pixlr. These programs will come in very handy for my students.
July 4, 2009
The Four-Winged Dinosaur
Check out this video from NOVA: Science Now. This movie follows paleontologists as they study the evolution of flight.
For more NOVA videos, check out this website:
http://www.pbs.org/wgbh/nova/sciencenow/
For more NOVA videos, check out this website:
http://www.pbs.org/wgbh/nova/sciencenow/
Morpho menelaus photos
Before
After
I found this photo through www.creativecommons.org and uploaded it into www.picnic.com in order to make a few changes. The original image was cropped, flipped, color enhanced, framed and I added the scientific name of this species. Picnik was super fast and easy to use. Anyone know if there is a way to crop everything out except the actual butterfly? Thanks, Quinn
June 29, 2009
Thoughts on Week Two
This past week has really opened my eyes to the endless number of possibilities that a PLN has to offer. Although it is very overwhelming, it is also extremely powerful and I believe it will help guide my teaching for many years to come. I am most impressed with blogs and the time saving features of Google Reader. I have added each member of our class to my Google Reader account and it is now very easy for me to see everyone’s blogs. What I find most powerful is the ability we now have to collaborate and share our resources. I think we all spend way too much time reinventing the wheel and through our personal learning networks, we now have a great way to share with each other. For anyone interested, here is a link to my 7th grade life science lesson plans and examples of student work:
http://web.mac.com/quinndaily/iWeb/Life%20Science%20/Lesson%20Plans.html
http://web.mac.com/quinndaily/iWeb/Life%20Science%20/Lesson%20Plans.html
June 19, 2009
Science Teacher Blog Reviews
I began by using the search engine http://blogsearch.google.com/ and I searched for “middle school science.” Then I chose to review the following blogs:
Blog #1
http://gbrovont.edublogs.org/
This blog was being updated on a weekly basis during the school year to communicate assignments and examples of student work with students, parents and the community. The blog also includes a calendar, student-made videos, slideshows, and project / lesson plans. I think this blog gives good examples of how to showcase student work.
Blog #2
http://mrwilliams6thgradescience.blogspot.com/2009/05/parker-middle-school-bird-thon-2009_15.html
On the sidebar, the blog states, “The goal of this blog is to bring my science classroom into the student's home. I also want provide my science students with information about the material we are currently studying as well as additional science-related information I think they might find interesting”. This blog uses pictures and follows a year-long bird watching project in which students learn to identify a different bird that is posted on the blog each week. There are links to bird identification sites, and a list of the birds that students have seen on their school grounds. I think this blog is a great example of how to incorporate technology into other lesson plans that follow the curriculum. The blog also highlights examples of student work.
Blog #3
http://sterlingsci.blogspot.com/
This blog includes links to classroom project information and links to classroom notes (in the format of a slideshow). Both of these links use the Google Docs interface that I used this year in my classroom. The blog also is used as a place for students to read the class syllabus and find project links and lesson plans. All a student would need to access class information and assignments would be an Internet connection. I like how this teacher has incorporated animations, readings, notes and rubrics into this blog.
Blog #1
http://gbrovont.edublogs.org/
This blog was being updated on a weekly basis during the school year to communicate assignments and examples of student work with students, parents and the community. The blog also includes a calendar, student-made videos, slideshows, and project / lesson plans. I think this blog gives good examples of how to showcase student work.
Blog #2
http://mrwilliams6thgradescience.blogspot.com/2009/05/parker-middle-school-bird-thon-2009_15.html
On the sidebar, the blog states, “The goal of this blog is to bring my science classroom into the student's home. I also want provide my science students with information about the material we are currently studying as well as additional science-related information I think they might find interesting”. This blog uses pictures and follows a year-long bird watching project in which students learn to identify a different bird that is posted on the blog each week. There are links to bird identification sites, and a list of the birds that students have seen on their school grounds. I think this blog is a great example of how to incorporate technology into other lesson plans that follow the curriculum. The blog also highlights examples of student work.
Blog #3
http://sterlingsci.blogspot.com/
This blog includes links to classroom project information and links to classroom notes (in the format of a slideshow). Both of these links use the Google Docs interface that I used this year in my classroom. The blog also is used as a place for students to read the class syllabus and find project links and lesson plans. All a student would need to access class information and assignments would be an Internet connection. I like how this teacher has incorporated animations, readings, notes and rubrics into this blog.
June 18, 2009
Guiding Principles for Using Technology
Guiding Principles for Using Technology
Ultimate Goal: enhance student learning.
Technology should be used to:
1. Address worthwhile science in ways that are pedagogically appropriate.
2. Make scientific views more accessible.
3. Enhance another teaching strategy.
4. Provide tools that facilitate and enhance instruction through improving data collection, visualization of abstract phenomena, and simulations of experiments that would otherwise be impossible in school classrooms.
5. Help students explore topics in more depth and in more interactive ways.
6. To promote more student-centered, inquiry-based learning.
7. Facilitate communication and collaboration.
8. Allow students to explore data, make predictions, and form conclusions.
9. Guide student discovery.
10. Prepare students to be competitive and successful with the digital revolution.
11. Transform the ways that teachers teach and students learn.
12. Enhance scientific understandings through imagery and visualization.
13. Stretch the boundaries of what is possible in the science classroom.
14. Engage student participation and interest.
Examples of how to use technology to create new and different learning experiences for our students:
• Allow students to learn from people they never would have been able to without the technology.
• Allow students to interact with information in a way that is meaningful and could not have happened otherwise.
• Allow students to create and share their knowledge with an audience they never would have had access to without the technology.
• Push students and the teacher to new heights, new learning, and new knowledge.
Ultimate Goal: enhance student learning.
Technology should be used to:
1. Address worthwhile science in ways that are pedagogically appropriate.
2. Make scientific views more accessible.
3. Enhance another teaching strategy.
4. Provide tools that facilitate and enhance instruction through improving data collection, visualization of abstract phenomena, and simulations of experiments that would otherwise be impossible in school classrooms.
5. Help students explore topics in more depth and in more interactive ways.
6. To promote more student-centered, inquiry-based learning.
7. Facilitate communication and collaboration.
8. Allow students to explore data, make predictions, and form conclusions.
9. Guide student discovery.
10. Prepare students to be competitive and successful with the digital revolution.
11. Transform the ways that teachers teach and students learn.
12. Enhance scientific understandings through imagery and visualization.
13. Stretch the boundaries of what is possible in the science classroom.
14. Engage student participation and interest.
Examples of how to use technology to create new and different learning experiences for our students:
• Allow students to learn from people they never would have been able to without the technology.
• Allow students to interact with information in a way that is meaningful and could not have happened otherwise.
• Allow students to create and share their knowledge with an audience they never would have had access to without the technology.
• Push students and the teacher to new heights, new learning, and new knowledge.
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