Sign up for a free account and test-drive the features to see what might work for your classroom. The premade stories and templates include some excellent details and embedded resources, and it's worth spending the time to dig in and find content that might be relevant to your classroom. The wealth of embedded media here offers an interesting opportunity to explore media literacy. Teachers could encourage students to compare how different items of embedded media in a timeline portray the same issue or events. How does one author's portrayal of events differ from another author's account of the same event? How is that important? Also, check out whether this might be a good format for collaborative work. Consider inviting students to create a Sutori timeline as they review for a history exam or recap the plot of a short story or novel. These timelines could offer students a visual way to organize a series of links to related documents for a document-based question, or a c...
Second Life is an online multimedia platform that allows people to create an avatar for themselves and have a second life in an online virtual world . Developed and owned by the San Francisco -based firm Linden Lab and launched on June 23, 2003, it saw rapid growth for some years and in 2013 it had approximately one million regular users. Growth eventually stabilized, and by the end of 2017 the active user count had declined to "between 800,000 and 900,000". In many ways, Second Life is similar to massively multiplayer online role-playing games ; nevertheless, Linden Lab is emphatic that their creation is not a game: "There is no manufactured conflict, no set objective". The virtual world can be accessed freely via Linden Lab's own client software or via alternative third-party viewers. Second Life users, also called residents, create virtual representations of themselves, called a...
The SAMR model was created by Ruben Puentedura, and provides some context for assessing the quality of the technology task that we integrate into learning. SAMR provides us with a critical framework for assessing the richness of the technology tasks we use for learning. While tasks grouped under Enhancement in the model (Substitution and Augmentation) may serve some useful purpose (i.e., word processing functionality may be more efficient than handwriting), technology tasks that can be categorized on the Transformation side of the model (Modification and Redefinition) provide opportunities for learning that do not exist without technology. For example, a shared document, available online 24/7 offers collaborative writing and knowledge-creation opportunities not otherwise possible. The key to using the SAMR model is not to think of it as a progression to work through. Really using technology effectively means creating the kind of rich tasks that redesign traditional ways of ...
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