Information can be organized for further use.

Information can be condensed into a graph form.

Enter data and report data.

User is able to program functions in.

Promotes higher-level thinking skills.

Students must understand the calculations they want performed.

Must understand the program well.

It takes time to learn the program.

Higher-order thinking functions are underused.

Good for visual learners.

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Create a brochure to inform people about a country or event.

Use in place of a book report.

Create a classroom newsletter.

Students can create their own designs and take part in writing a newsletter.

Good for students who learn better visually.

Alternative to writing a paper or book report.

Using templates can take away from creativity.

It can take time to complete a project.

Software may take time to learn.

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Saves the learner time.

Students get a breadth of material.

Information is condensed in one place.

Teacher controls which websites the students use.

Material may be iffy.

Exact learning is not stated on a web page.

Students are not learning how to do their own research.

Computer access may be limited.

Add Web sources to an activity or unit already prepared.

Look closely at materials for reliability.

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Targets specific learning.

Student synthesizes what was learned with the big question.

Must find websites that relate to one another.

Check validity of websites before suggesting students use it.

Choose questions that define scope/ parameters of the topic.

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Explore aspects of a topic that are important within any given unit.

'Scraps' can be found in a variety of formats.

Can use resources that have never been available before.

Richer and more sophisticated projects.

More student-centered.

Does not target specific learning.

May find nothing of use.

Have to be careful of copyright/plagerism.

Teachers find sites that center around a topic that will allow students to do activities centered around the topic, see or hear something about that topic.

Topics can range from science to social studies.

Makes students feel connected to the topic.

Students understand that topic matters.

Targets specific learning goals.

Students join a community of learners.

Students respond to the information given with their own analysis.

There are fewer websites available.

Techers must find interesting materials to have learners hooked.

Targets specific learning.

Immerses students in real learning quickly.

Each student masters one aspect of the topic.

Gets into grey matter.

Gets into grey matter.

All students may not be willing to do their job.

Inappropriate material.

Takes a lot of time.

Topics can be controversial.

Topic should be under dispute where at least two perspectives can be found.

Parental concerns on high profile controversies.

Science projects: track animals/animal behavior.

Social studies: maps and tracking distances and characteristics.

Real world learning experiences.

Students can see patterns and trends with the data.

Interact with the community.

Encourages higher order thinking skills and critical thinking skills

Download GIS data viewing programs from the Internet for free.

Is there enough for everyone?

Site liscensing cost.

Time consuming for teachers and students (training).

Software is complex.

If students start off using the software first, they may not understand what is happening to the data. (Graph data first on a topographic map before putting information on the software.

Most maps found in newspapers use GIS programs.

Allows students to manipulate digital images.

Students get to create their own image without needing to be an "artist."

Allows students to present an event with pictures.

Clipart images (copyright free) can be manipulated into something new.

Time consuming.

Need a lot of technology.

Takes time to show the students how to use software.

Students can easily get off task.

Distance learning.

Professional development.

Can be used for many different reasons.

Helps students learn about climate. and culture.

Allows someone to be in the classroom presenting a topic that would normally not.

Connection can be lost.

Students lose social contact with the presenter.

Takes a lot of technology.

Research information on the internet.

Stores information.

Can allow all students to have access to internet.

Students do not have to move to another room.

There is enough for everyone.

Handwriting can be an issue if the technology reads handwriting (PDA, tablet)

Expensive

Possibility that students will be off task.

Lack of teacher training.

Show teacher or student made presentations.

Search online as a class - online museums, current events, current topic, or author website.

Can add touch screen whiteboard (allows user to write on the screen during the lesson, save those writings to be handed out to the class at a later time.

Information is presented in an interesting and meaningful way.

The information is presented in a sequence based on class need.

Projection technology can be very expensive.

Developing the multimedia takes time.

Search results may include inappropriate sites.

Can find presentations of other teachers on the internet for classroom use.

Make sure the address is typed in correctly.

Useful for enrichment (for students that finish early), remediation (for students who may be behind) or a means of getting additional practice.

Can be used for assessment or website inquiry.

Students can complete the activities Individually or in small groups.

Students can get immediate responses to their work.

Pairs help each other learn.

Some students make greater gains with repetition.

Students may race through their work to get on computers faster.

Some approaches can favors gifted students.

Make sure students have their work done correctly and accurately before using the learning center.

Create add-on stories as a class (teacher writes one paragraph and every student adds on until there is a full story.)

Pose one question each day for students to answer at a particular website.

Scavenger Hunts.

Expert Forums.

Centers can be used throughout the day.

Students can work together.

Scaffolding in learning takes place.

Allows students to explore technology.

Connect with global perspectives.

Extends instruction beyond the textbook.

Students could use the computer time as game time.

Difficult to monitor what the students are doing.

Students may get off task.

Videos can be used as a cultimating project at the end of a big unit.

Present interviews.

Show historical events.

Students take ownership of the material.

Students can share information with others.

Motivates students.

Student voice comes through.

Allows all students to shine in their talents.

Software is expensive.

Software to edit is complex.

Students can easily get off task.

Takes a significant amount of class time.

Monitor what your students are taping.

Teach visual literacy skills.

Consider the audience and purpose.

Users connect their portable audio devices to their computer, log on to a podcasting subscription service, and site feeds once subscribed.

Students can use technology-based entertainment systems for education experience.

Make course material available to the students.

Not live (listen whenever you can.)

Liten to lessons/ disscussions that may have been missed.

Can integrate many subjects.

Communication barriors are somewhat broken down.

can access expert interviews.

Must have a pod catcher to use.

Audio editing needed to mae it work.

Sound quality is not the best.

Not made by professionals

Not regulated (be careful of what's on it...)

Copyright/fair use issues.

Used for collaboration on projects.

Pages of information on authors or illustrators.

Provides direct access to a site for studetns who work together to create their site.

Can be viewed and edited by various people.

No extra software is needed.

Not limited to students.

Validity of information must be questioned.

Creator is responsible for information even if the site is vandelized.

Can find biased views.

Keep students and parents up to date.

Give homework to students if they are home sick.

Reflections

Hold a forum for discussion.

Promotes peer-to-peer knowledge sharing and acquisition.

student can see what was missed.

Use blog as plan for next year.

Gives a more open-door policy feel.

Lessons are accessible without internet use.

Owner controlled.

students feel class is not as important if they can just get the notes online.

Access to computers may be limited. Inappropriate comments.

Videos can be used to introduce a particular topic.

Video can be a cultimating activity that brings everything together.

Content information is reinforced.

There is a break in the day.

Students assume they don't have to pay attention because TV is easy, print is hard.

Give students something to focus on as they watch.

Watch in segments and ask questions.

Have a post viewing activity planed.

Visit my evaluation of an instructional video.

Supplement a unit.

Allows students to be in a different situation.

Students like playing games to learn.

Students may easily get off task.

It is difficult to find software that is authentic.

Motivates musically inclined students.

Students who are not strong in music can be still use it.

Teaches students about music.

Team work is important.

Disabilities could make using the software difficult.

Students can easily get off task.

Can be used in many different ways.

Professionals can come in to discuss professions in the field of study.

Classrooms can bring in an author being studied, or a guest reader to work with children.

Expert can show real life examples of the topic of study.

Students get instruction from someone other than the teacher.

Expert may not be an expert.

Experts are not teachers.

Expert may not be able to relate topic to students.

Students may be disrespectful.

Students get to experience learning opportunities away from school.

Information is presented in a different way.

Usually allows for more interaction.

Liability if anything happens to the students.

Costs money to transport the students.

Need to have adult volunteers in order to keep track of the students.

There is a bigger area for students to be lost in.

Can be used to allow students to work on activities while the teacher is working with other children.

Students get to hear diverse points of view.

Environment is less threatening for shy children.

Students do not have to compete for a chance to talk.

Students are helping each other succeed.

Cooperative

Difficult to monitor every group situation.

Side conversations can start easily.

Can be used with many subjects.

Literacy stations, physical education stations, math activities, science explorations, etc.

Allows the teacher to work with individuals or smaller groups.

Students can work at their own pace.

More students are able to put in their imput.

Concepts of the curriculum are reinforced.

Students are kept busy.

Activities are stimulating.

Takes time to make.

Students may not follow directions.

Useful for discussing units with multiple topics.

One student not participating in the group can be a disadvantage to the second group they join.

Using this method too often can be redundant.