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  1. There is something to be said for having something to show for your work. I can remember as a young student, spending hours and hours on an assignment, and not feeling very accomplished when it was done. When you create something that is tangible and unique, it can be very fulfilling and inspire you to keep making. Making at MakerEdTO felt an awful lot like playing.
  2. I attended the Aurasma session presented by Sammy Benyamin. Sammy gave us a quick introductory in to the use of the program. I had explored the app the days leading up to MakerEdTO, so more so than a how to on Aurasma I was looking for ideas for it's use in the classroom. Sammy uses Aurasma in multiple ways, one that I found inspiring was how he used it to make the school yearbook come to life.
  3. This got me thinking about making other books come to life! I could see using this program to do a virtual book fair. Students could record a presentation about a favourite book, and an Aura could be created to project on the cover of the book. The books could be displayed and the students of the room could tour the room scanning the books to view the different projects. This could be a great way for kids to learn about new books that they may be interested in!
  4. I can also see it being used on a meet the teacher/open house type night. Students create something to share for that night, and record a message to play over the scanned item. What a fun way for parents to experience the technology as well!
  5. I enjoyed seeing all the creatures that were created, each one so unique! Some of the educators seemed to come up with creature ideas quickly and easily, while I on the other hand didn't know where to start. I find that when a task is too broad or open, that I can struggle to jump in to it. While I love the amazing work that can come from open ended tasks or assignments, I really feel for students who can get a little lost in all the choices. It's so important to know your learners, and recognize those who thrive in broad, open tasks, and those who can become overwhelmed. Sometimes just a little nudge or guiding question can get the minds of those hesitant students light up!
  6. I thought the finger knitting was a great sensory experience. I can imagine using this with special needs students on a sensory break or during a time when they may need a fidget toy (during an assembly or read aloud). Melanie was also wonderful at offering other ways that it could be used, like incorporating beads to work on patterning. I can imagine lots of math conversation that could come from finger knitting. It would be neat to see what kinds of things kids would notice or wonder.
  7. Mark Zochowski lead us through learning about creating green screen videos with Do Ink, and downloading mp4 videos from youtube using Documents 5. Going in to this presentation, I could see how kids would think that green screen would be fun, but I wasn't sure how I could use it in a classroom. After making one, I think that this would be a great tool for students to create any sort of presentation to share. In order to make it work well, the creator needs to do a lot of thoughtful planning. If they are going to record the green screen video live over top the background layer, there needs to be a fair amount of non-verbal communication between the person recording and the person in front of the screen. There will be lots of mistake making and problems solving in order to make the final product, and I believe making mistakes is SO important for learning.
  8. The user interface on Do Ink is fairly intuitive, but frustrating at times until you get the hang of it. To me, it's definitely a technology that you wouldn't want to spend too much time front loading knowledge about, rather you should give students lots of time to play around and discover how things work first hand.
  9. In the playground, I spent some time exploring the 3Doodler. This is a tool that I have looked in to online quite a bit, but never seen in person. While the volunteers working the table were wonderful, I have to say that the 3Doodler itself was a little disappointing. out of the 4 set up for use, only the device intended for use by children was working well. The others seemed to all be clogged up. The kids 3Doodler worked well in the sense that the plastic came out and you could draw with it, but it was difficult to draw vertically with it. I was hoping to draw a cube by just drawing off of the paper, but it didn't work and the volunteer suggested drawing squares and then joining them to make a cube. To me, that sort of defeats the purpose of using the 3Doodler. This is a tech I couldn't see using in the classroom, as it would likely becoming frustrating for all involved, and I can't see how it really adds anything to student learning.
  10. My last experience of the day was universal design with Luke Persaud, making wooden cars! I was hesitant about this task at first. Little known fact, I am awful at making straight cuts with a saw (thankfully, Luke informed me that is why he has sandpaper). As I looked at my crooked cuts, that I had tediously measured to perfection before I destroyed them with a saw, I thought of students that I have worked with who would be crippled by the possiblity of a crooked cut. My wondering here was about how Luke would handle encountering perfectionists on this task. Luke gave us a link to his google slides presentation (bit.ly/29pDayJ) and explained that he builds up to making the car. The process helps build their confidence and knowledge on the task, and hopefully will alleviate the stress of perfectionists.
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