June 3, 2011 § Leave a comment
I am happy to announce that last month I was able to purchase a portable SMART board for the Curriculum Library! The board will be available for TEP student and faculty use, both in the Curriculum Library and around campus. If you’d like to use the board, just ask me about availability, and give me some notice so that I can set it up for you (it’s a relatively quick set-up, but a day’s notice would be appreciated).
Remember, both Ambrose 210 and Ambrose 001 are now equipped with wall-mounted SMART boards. We also have SMART Response “clickers” for use in class and during presentations, and a SMART Slate, so you can control the board from anywhere in the room!
All TEP students can download the SMART Notebook software onto their personal computers. Contact me to find out how! You don’t need to use a SMART board to use the Notebook software. It’s basically like PowerPoint on steroids – lots of built-in features. If you’d like a demonstration of how to use Notebook or the SMART boards, let me know that, too. I’m more than happy to get you started!
April 5, 2011 § Leave a comment
Shared by Jennifer Dorman
An “online/offline mystery game” for middle schoolers, spanning 8 weeks, and teaching the scientific method and “problem solving through science.”
Visit the About page to learn more. About | Vanished
No museum needed, but scroll down on the About page for a list of participating museums, including the Putnam Museum in Davenport!
March 29, 2011 § Leave a comment
This is an interesting site, along the lines of VoiceThread, TrailMeme and the like. Described as a combination of Facebook, Wikipedia and YouTube, this site could be used to post student projects about their understanding of a topic (after, of course, presenting to the class in a more traditional manner)
I should add that I found this while trolling around the internets, so I don’t remember who originally provided the link to this article. Thanks, though, whoever you are!
January 10, 2011 § Leave a comment
Today I finally had time to read this post by Sense and Reference. I very much like his explanation of transliteracy, and it meshes with several other posts I have read on the subject (mostly at Libraries and Transliteracy, some of which were also written by Wilkinson of Sense and Reference).* Here’s an excerpt, when he describes what transliteracy is, as opposed to literacy, translation or transliteration:
“Within the English language, digital media have introduced a range of new domains with new linguistic competencies required for comprehension. The neat part is that, in many cases, these new syntactical techniques are conceptually tied to other domains. When reading or writing in different media, our reading brains make these connections behind the scenes.4 These connections come to the surface when we try to teach a new language or skill. This is why we make analogies between different formats: hyperlinks are like footnotes, hashtags are like words in the index, Wikipedia is like an encyclopedia, JSTOR is like a file-cabinet, etc. When we can comprehend information in multiple domains we exhibit multiple literacies. When we can step back and compare different linguistic domains, we engage in a second-order literacy: a literacy about literacies. This, I contend, is the meat of transliteracy. It isn’t about learning how to use a particular digital tool. It isn’t about social media. It isn’t about new media, augmented reality, immersive story-telling, or any of that jazz. Transliteracy is about our ability to understand when and how we move across an ever-expanding realm of linguistic domains.” (emphasis mine)
The only thing that I might add to this definition is that transliteracy increases understanding within individual literacies through the connections it creates.
*The writing process is truly amazing. I began this post with a small qualm about Wilkinson’s definition of transliteracy, but the more I wrote, the more I had to think about the concept, and the more I understood his argument.