Virtual Learning Network

I too love the 144 character concept. It certainly keeps things punchy.

Couple of things to note:

• If you sign into http://bitly.com then you can personalise those URLs.
• If you keep your post to less than 135 characters it allows your followers to retweet without the hassle going over the maximum limit.

There is futher information on microblogging on the software for learning site. Where it talks about alternatives suitable for younger learners.

@Dragon09

For those of you interested there are two snapshots on Software for Learning focusing on iPads in the classroom.

• Enhancing teaching and learning in a Year 2 classroom through the use of iPads - contributed by Sarah Taylor, Tauranga Primary School, Tauranga
• Using e-learning tools to transform teaching and learning in a junior classroom - contributed by Lynne Laburn, Point View School, Auckland

I have been working with a school in the Hawkes Bay who had previously ceiling mounted projectors onto wall mounted interactive whiteboards. They have replaced this system with short throw, interactive projectors due to the fact that calibration had been an issue with the number of heavy trucks passing by the school. There is no calibration issue with the system you are talking about. This is a big advantage when you consider lowering frustration of staff.

There are also a number of different software availble to support their use. But, really there dynamic use in the classroom is really down to the individual teacher and the level of professional development they recieve.

Most often projectors are used as giant TV monitors with no interaction. Depending on a school's choice of software students can access tailored learning activities and teachers can personalise learning opportunites for thier pupils.

I have created a Top tips for Google search resource for a cluster I'm working with. I'm hoping you can view and download if you have need.

Let me know if not and I'll repost.

Thanks Tania, What a great idea.

Recently a snapshot on Software for Learning focused on how Google Apps were blended with one-to-one computing to create genuine learning opportunities because:

• storage is in the cloud access is anytime anywhere.
• easy for teachers and students to engage in ongoing and simultaneous feedback and feed-forward.
• seamless transfer between applications and embedding content in other online environments.
• easy to create portals for learning, that is, classes, teams and school.

I haven't used the particular tool you're talking about Karen but Software for Learning has a whole category dedicated to software supporting the teaching of Mathematics across the age phases.

There are two in particular I really like:

• Graph.tk allows you to plot multiple functions through its dynamically resizing grid. The equation features in the top right of the screen. Simply type in the function you wish and the graph will be plotted.
• GeoGebra is free dynamic mathematics software for upper primary and secondary school, connecting arithmetic, geometry, algebra and calculus.

In my role as site facilitator for Software for Learning I am most interested in the proposed discussion.

On the main site of Software for Learning there is a page dedicated to ePortfolios which gives a sound overview and shares links resources and thought inspiring videos.

Under ePortfolios in the 'Browse by Software' we have begun to collate the suggested software that New Zealand teachers are begining to use for this purpose.

However, these resources are simply an overview of a variety of possible software to use, and is far from exhaustive. What I'm interested in here is how you, as teachers, view the learning entailed in the use of ePortfolios and how you came to select a particular software.

You guys playing around with the Software for Learning blog? I'm getting excited about comments and then all it says is 'test' - A little more imagination and you'd brighten my whole day.

Claire Amos shared the process her and her students went through when using Blogger to support formative assessment of writing in the Blogger Snapshot on Software for Learning. 

One of the clear messages that she states is "for the students who chose Blogger there were specific improvements in outcomes. Students found it easier to meet deadlines, they were more likely to act upon feedback and they began to regularly read one another’s work."

Deliberate acts of teaching are essential, even with 'intuitive technologies', when the outcome is raising the standard and quality of work.