Technology Across the Curriculum: Activities and Ideas by Marilyn J. Bazeli

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By Marilyn J. Bazeli

Inspire scholars and upload pleasure to studying with those seventy five teacher-designed, classroom-tested, and ready-to-use actions. targeting curriculum software and integration, the authors supply uncomplicated directions and reproducible job sheets for video, audio, and multimedia construction; machine tasks; and photographic/transparency actions. those initiatives are designed to inspire and contain scholars in artistic, cooperative, built-in, real, student-centered studying. for every task there are goals, an summary, a definition of ability parts coated, a fabrics list, adaptive rules, approach guidance, and review concepts. even if your expertise setup is easy or subtle, this ebook is for you. Grades 1-12.

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Technology Across the Curriculum: Activities and Ideas

Encourage scholars and upload pleasure to studying with those seventy five teacher-designed, classroom-tested, and ready-to-use actions. targeting curriculum software and integration, the authors offer basic directions and reproducible task sheets for video, audio, and multimedia creation; computing device initiatives; and photographic/transparency actions.

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35). Costa (1985) advocated that "seeing" and thinking should be taught together throughout the curriculum, in relation to content. "Seeing" is the concept of visual literacy, which includes both analysis and production of visuals. "Pictures can clarify complex ideas, make them easier to remember, and provoke emotional responses" (Heinich, Molenda, Russell, and Smaldino, 1996, p. 64). Visuals play three important roles in learning. They provide: 1) a concrete way to remember < previous page page_43 next page > < previous page page_44 next page > Page 44 new ideas, as well as help attract and keep the attention of the learners; 2) an organized iconic method to help learners understand difficult information, using such forms as diagrams, flowcharts, and timelines; and 3) a different modality, other than verbal, for comprehending new information, using the "visual intelligence" of the learners (Heinich, Molenda, Russell, and Smaldino, 1996).

The teacher or student prompter calls out a shape for the group to assemble. 4. The group, using the bodies of the group members, creates the shape by lying on the ground (one student for each side of the shape). 5. The teacher or student prompter calls out another shape and the group forms the shape by adding members or removing members as necessary. 6. Review videotapes with students. From Technology Across the Curriculum. © 1997. Marilyn J. Bazeli and James L. Heintz. Teacher Ideas Press. (800) 237-6124.

Marilyn J. Bazeli and James L. Heintz. Teacher Ideas Press. (800) 237-6124. < previous page page_19 next page > < previous page page_20 next page > Page 20 Science on Television Objective Students prepare and present a science experiment or activity to accompany a unit of science being investigated by the class. Overview Science experiments are an effective discovery technique; however, students are not always clear in their procedures or explanation of steps. This activity helps students think through experiments and activities carefully and present them for video production.

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