Fluency on the iPad, like language fluency, does not necessarily come natural to most people. Unless you grow up in a language, as your mother tongue, and you acquire speaking this language unconsciously as a baby and child, it will require an effort (to various degrees) on your part to learn to become fluent in that language. Becoming fluent on the iPad requires a conscious effort and time as well.
I want teachers to be able to, not only ask for and use an app, because someone else recommended it, but I want teachers equipped with the curiosity and the knowledge of: the value an app can bring to a learner (and being able to articulate the value)the connection from the app to curriculum content (and being able to demonstrate the depth of that connection)the possibilities the app can bring in order to amplify (take a look at a previous post: The Next Step: Amplification )the difference of using an app to automate and substitute a task versus informate and transform (previous post: Enhancement-Automating-Transforming-Informating )how to evaluate apps for their transformative potential?
Livescribe Echo Smartpenby David Andrade, http tinyurl.com edtechguyI recently acquired a Livescribe Echo Smartpen to use and found it to be very useful. The Livescribe smartpens are pretty cool. They record what you write, and hear, and then you can
This post is Part II of a post started by Cheryl Oakes on Tuesday, November 23, 2009 at TechLearning about the incredible work that Colleen King is doing with her site MathPlayground. When Cheryl asked me if I was interested
One of the great resources available over at the Banned Sites Awareness website is the Acceptable Use Policy Guide from The Consortium of School Networking (CoSN)