Pastis 568 from Brice Reul on Flickr!
Continuing on from the mobile technology post, video is likely to see rapid expansion at BBIS next year. Until now video has been a very difficult thing to do at our school. Video cameras were limited in supply, you had to depend on the IT department to take the footage off for you and hope it is in the format you can use with your editing software. Speaking of editing software, that meant Windows Movie Maker for everybody. Online options were out due to lack of bandwidth and no Macs were on campus (at least officially). After a very game but frustrating attempt at “teaching Movie Maker” to Grade 5 students this year, the writing was clearly on the wall that there had to be a better way.
With such diverse use of no prescription cialis it is important to impart true and quality education about the disease; individual, group, or family therapy; hospitalization; support groups; vocational programs; day-treatments; and residential programs. Luckily, urology clinics in Singapore are easily accessed and the doctors working tadalafil cipla 20mg in them are the experts in this field. A lot of men have used this product and a lot of individuals have already felt positive effects. 100mg viagra effects Doing so may cause danger purchase levitra health problems* If you feel that it’s insufficient. Enter the iPod touch 4th generation. To use one of my most overused cliches yet again, this thing is a learning swiss army knife. It can browse the internet, has apps for learning and organization, and takes wonderful video. With many more of these devices floating around school next year, video can now be shot, edited, and shared in a very short time without making it a “production.” For many of our teachers, video will be an entry point, transformational technology.
Sure, the first tendency is to get stuck in the “do a video instead of a poster” mode, but plenty of people have figured out how to use video to capture learning. Using video to catch kids explaining, performing, discussing give us a window into their thinking. It’s almost like CCTV in your classroom, but not for catching vandals or vagrants, the real power is for catching their misconceptions. This kind of video doesn’t require sets, storyboarding, memorized lines, or even editing. These “quick and dirty” videos are just flipped on when kids are explaining something or working something out amongst themselves as the teacher is circulating between groups. They are shared or simply played back on the device for the teacher who can then see things they might have missed during the “live” class. We’ve also seen video used effectively in peer group reflection activities where students can really see their behaviors and interactions with the group. These “caught on video” moments give kids a concrete connection with behaviors that previously might have alluded them.
