Botlogic in the Classroom

 


Computers are amazing inventions! They allow us to complete multiple tasks through out our daily lives. However, computers do not magically know how to complete tasks, they need to be told  what to do and how to complete the task. This is what we call programming and Botlogic is a great way to introduce children to this concept. Children are able to understand that they have control of the computer and need to tell it what to do.
Botlogic is a great resource to get students thinking about decision making. Students are learning about programming as they work through a repetition of movements in order to move their robot to the required destination. Botlogic is perfect for children at all different levels, as it allows children to work at their own pace and move through twenty different stages.

Below i have provided a video that gives viewers a quick and simple walk through of Botlogic.


Subject:
Digital Technologies

Year Level: F-2

Strand: Digital Technologies Processes and Production Skills

Sub-strand: Digital implementation

Use data to solve a simple task/problem (ACTDIP003)

Cross curriculum priorities and general capabilities:
Literacy
Numeracy
Information and Communication Technology (ICT)
Critical and creative thinking

Links to other learning areas:
English
Mathematics

 

Link to resource:
http://botlogic.us/play

Cost:
Free

A classroom activity using this resource:

Incorporating this resource into the classroom helps students develop their logical thinking, problem-solving skills and gives them a chance to explore their creativity as they trail different methods to solve simple tasks/problems. Students are able to work independently on this task as its provides you with an in depth tutorial on how to conduct the game. This resource would be great to use as an extension activity for when students complete their math or science tasks in class. Students need to use their mathematical skills to think about how many steps they need to use in advance and which way they need to turn (left or right). Students are also able to use their English skills by reading and following instructions.

How to use this resource:
The first thing you will need to do is press ‘Start game’ or if you have not played this game before then if you wish, you may click to view the tutorial. You also have the option to choose a level to start on if you have already complete some previously.

Once you have started the game, you will see command keys (arrows) to you left of the screen. These keys (arrows) are what you use to navigate your robot to the required destination. The game gives you a certain amount of moves, which you cannot exceed. However, the aim of the game is to complete the task using the least amount of commands.

Bringing Vlogging into the Classroom

Kidzvuz is a free and safe online vlogging site. Kidvuz makes sure participants on their site are safe by being complaint with the Children’s Online Privacy Protection Act. Parents need to approve their child’s account before they are able to have access to uploading videos. Participants personal information is never given out online and none of their personal information is  sold to out side companies.

Kidzvuz allows students to express their opinions and review the things they love. Kidzvuz gives children a sense of community, as they are surrounded by other children who have similar interests. The average age of the participants on this site range from seven to twelve, making this resource suitable to use in the classroom.

The following video gives you a little insight into what KidzVuz is all about.


Subject: Digital Technologies

Year Level: F-2

Strand: Digital Technologies Knowledge and Understanding

Sub-strand: Digital systems

Digital systems (hardware and software) are used for an identified purpose (ACTDIK001)

Link to resource:
http://www.kidzvuz.com/

Cross curriculum priorities and general capabilities:
Information and Communication Technology (ICT)
Critical and creative thinking

Links to other learning areas:
English
Health and Physical Education

Cost:
Free

A classroom activity using this resource:

This resource is great  because it allows students to experiment with  hardware devices in recording videos (Ipad, Laptop, Computer) and software programs to upload the videos (Kidzvuz). A great way to incorporate this resource into the classroom is to have the children read a book over a set time frame. It could be to read at least one book every week, every fortnight, every month. Whatever is best suited for the class. At the end of the time frame, students can review the book/s they have read and upload them onto Kidzvuz. This resource not only allows students to use hardware and software to create an item but they are also developing their comprehension skill. Therefore, this activity can strongly be linked with English.

This resource could be used to incorporate internet safety into a health lesson. If students are going to be uploading a video of themselves online, then they need to know the basics of internet safety and the correct etiquette to use.

This resource is a great tool to use in English, but this resource is not restricted to that subject has endless possibilities. You are able integrate this resource into many other curriculum subjects and tailor it to meet your criteria.

How to use this resource:
1. All participants will need to sign up to the website and fill in the information provided in the picture below.
2. The next step is to click on ‘Submit a video’ in the top right hand corner.

3. You will then see a new window pop up. On this window it asks you to fill in the box with what you are planning to review.

4. The last step is to press record on the next screen and record your review. The video must be no longer than 2 minutes. After this time frame, the recording will cut off. You then press submit and then your review is uploaded.

 

CODINGAME

CODINGAME

Subject: Digital Technology

Year Level: 6

Strands:Digital Technologies: knowledge and understanding

Digital Technologies: Process and Production skills

Sub strands:Investigate and Define

Representation and Production skills

What is it?

Codingame is the latest way to improve your programming skills while having fun. Codingame is a program that successfully turns learning and practicing coding into a game. It is a fun way to learn about complex topics that motivates students to learn quickly. Through this program students are able to solve challenging problems, learn new concepts and become inspired to learn more about programming and coding. This is a continual education tool and although it isn’t the perfect tool for beginners it is great at advancing students knowledge and skills.

How is it used?

Codingame is used and can be found though the link to the resource. The program has different options of how to play the ‘game’. Students are able to participate in fun challenges while learning pure code. These coding games are turn based, and the game is scored. The score is generated based on the code and how it meets the game specifications.

Link to the resource

https://codingame.com/start

Content Descriptor Examples

Data is represented using codes (ACTDIK015)

Create and communicate information, including online collaborative projects, using agreed social, ethical and technical protocols (codes of conduct) (ACTDIP022)

Cross curriculum priorities and general capabilities

Critical and creative thinking

Personal and social capability

Information and Communication Technology (ICT)

Literacy

Numeracy

Links to other learning areas

English

Mathematics

Skills developed

Practice pure code

Problem solving skills

Competition

Learn the language

Software knowledge

 

 

SPHERO SPRK – NOT JUST A TOY

Subject: Digital Technology

Year Level: 1-6

(adapted purpose and applications for every year level)

Strand:Digital Technologies processes and production skills

Sub strand:Digital Implementation

 

What is it?

Sphero SPRK is the latest model of Sphero.

Sphero is very basically; a programmable ball. The sphero is a coding robot that is controlled by a remote control smart device such as an iPad through a range of applications with varying purposes.

The Sphero SPRK has a transparent design allowing students to see the inner mechanics of the robot. With features such as LED lights and inductive charging it is attractive and easy to use. The mechanics of the Sphero allow it to spin at various speeds and directions as directed by the application (Android, IOS or Amazon fire) which remote-control the ball.

The first and maybe the most important reason to use the Sphero ball in an education setting, is that it’s fun. It is a great way to engage students of any age or level with both digital technology, coding and multiple other learning areas.

The Sphero SPRK can be used and manipulated to support students learning in so many ways. Some of these ways are listed below:

  • It can be used to teach and practice coding.
  • It can be used in the Arts for painting and creative tasks.
  • It can be used to simulate solving a maze.
  • It can be used in the early years for learning colours.
  • It can be used to learn about shapes
  • It can be used to reinforce and practice angles (mathematics) in a practical way

https://www.youtube.com/watch?v=YHVSX0ABWWE

 

Link to the resource

www.sphero.com/education

 

Content Descriptor Example

Design, modify, follow and represent both diagrammatically, and in written text, simple algorithms (sequence of steps) involving branching (decisions) and iteration (repetition) (ACTDIP019)

 

Cross curriculum priorities and general capabilities

Critical and creative thinking

Personal and social capability

Information and Communication Technology (ICT)

Literacy

Numeracy

 

Links to other learning areas

English

Mathematics

The ARTS

Science

 

Skills developed

Coding

Practical use of angles

Problem Solving

Creativity

Arts skills such as drawing, design, colours and painting

 

Applications

Sphero (https://itunes.apple.com/au/app/sphero/id468699619?mt=8)

SPRK Lightning Lab (https://itunes.apple.com/au/app/sprk-lightning-lab-programming/id1017847674?mt=8)

Sphero Macrolab (https://itunes.apple.com/au/app/sphero-macrolab/id519917219?mt=8)

Sphero Draw N’ Drive (https://itunes.apple.com/au/app/sphero-draw-n-drive/id481029316?mt=8)

Sphero Golf (https://itunes.apple.com/au/app/sphero-golf/id481034508?mt=8)

Sphero Cam (https://itunes.apple.com/au/app/sphero-cam/id481040248?mt=8)

 

 

 

Coding Basics and Commands – An Inside Look at Cargo-Bot – JOSH GARDINER

Subject: Digital Technologies

Year Level: 6

Strand: Processes and Production Skills

Sub Strand: Digital Implementation

Content Descriptor: Implement and use simple visual programming environments that include branching (decisions), iteration (repetition) and user input (ACTDIP020)

Link to the Resource:

https://twolivesleft.com/CargoBot/

 

Cross Curriculum Priorities and General Capabilities:

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT)
  • Critical and Creative Thinking (CCT)
  • Personal and Social Capability (PSC)

Links to Other Learning Areas:

  • English
  • Mathematics
  • Science

A Classroom Activity Using this Resource:

Cargo-Bot is a fantastic tool to introduce your students to coding through everyone’s favourite form of gambling; the claw machine. That machine that always look so easy to play, so easy to win, how could you possibly lose?

Claw machines aside; Cargo-Bot is an intuitive piece of software that sees your students applying simple movement commands in a sequence to reach a target or end goal. This follows the simple path of what coding is. A list of commands that will result in a specific outcome.

This piece of software introduces students to these basic concepts. They have to apply certain understandings to reach the end goal.

The students can explore and interact with the software in a safe environment as it provides a visual learning experience; you can see what commands are being performed and you can adjust where needed to complete the correct series of commands.

How to Use this Resource:

  • Cargo-Bot is exclusive to Apple iPad formats.
  • Once you have downloaded the app.
  • Launch the app on your device.
  • The software follows a progressive system in that it the levels start of simple and become more complex as your progress through the levels.
  • You can monitor your progress and improve on your previous scores by achieving efficient commands.
  • Play in collaboration with others or individually to reinforce specific skills.

 

By Josh Gardiner

Pre-service Teacher

Edith Cowan University

Perth, Western Australia.

Creating Your Own Game – An Inside Look at Gamestar Mechanic – JOSH GARDINER

Subject: Design and Technology

Year Level: 6

Strand: Processes and Production Skills

Sub Strand: Creating Solutions By: Designing

Content Descriptor: Design, modify, follow and represent both diagrammatically, and in written text, alternative solutions using a range of techniques, appropriate technical terms and technology.

Link to the Resource:

http://gamestarmechanic.com/

Cross Curriculum Priorities and General Capabilities:

  • Numeracy
  • Information and Communication Technology (ICT)
  • Critical and Creative Thinking (CCT)
  • Personal and Social Capability (PSC)

Links to Other Learning Areas:

  • Mathematics
  • Science

A Classroom Activity Using this Resource:

The students can be in charge of designing and then constructing their own video game. Every child’s fantasy right?

Or I am the only one who wondered how some of the best video game titles came into existence?

You have simple games like the infamous Flappy Bird that was hated so much that it became a classic and even though it is no longer available. The creator still made enough money to stop supporting the game. The concept that you can be the creator of the next big idea in the gaming world is exciting. Now I know you cannot wait to get started on this. Enjoy this tool as a class and publish your games that you create for other students to play.

Happy Gaming!

How to Use this Resource:

  • The designer is really simple to use.
  • Just create an account.
  • Using secure usernames and passwords for each student (something that can be easily remembered).
  • Once you have logged in; you can either take lessons on how to begin/improve your design skills or you can get straight into designing your own game.
  • It is a good idea however, to start with a couple introduction lessons/courses just to get an understanding for the basics.
  • From there you can construct a plan for what style of game you are to create.

 

By Josh Gardiner

Pre-service Teacher

Edith Cowan University

Perth, Western Australia.

Storybird: A visual storytelling community of readers, writers and artists of all ages

This tool can be used:

(1)To create visual stories or eBooks by using the free illustrations available.

(2) Discover favourite writers in the Storybird’s free library.

(3) Manage students, issue assignments and build a library of beautiful stories using the free class tools.

(4) Connect with readers who enjoy reading your stories.

(5) Sell artwork that is used to generate thousands of stories.

The categories for the stories on Storybird include: Adventure, Animals, Diary, Dreams, Education, Family, Friends, Guides, Health, Humour, Life, Literary, Magic, Mystery, Poetry, Romance, Scary, School life and Sci-fi/Fantasy.Mellor (2012) states “Teachers may register and add learners to a virtual class, enabling them to monitor pupil activity. One great feature of Storybird is that learners aren’t required to register via an email address, making it particularly user-friendly for younger year groups”.

bird pic 1

Subject: Digital Technologies

Year Level: F-10

Strand: Digital Technologies Processes and Production Skills

Sub Strand: Collaborating and managing.

Content Descriptions: Work with others to create and organise ideas and information using information systems, and share these with known people in safe online environments (ACTDIP006).

Elaboration: Planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story

Link to the Resource: http://www.storybird.com

Cross-Curricular Priorities and General Capabilities:

This resource can be used to embed the three Cross-Curricular Priorities and the seven General Capabilities that include:

Cross-Curricular Priorities

  • Aboriginal and Torres Strait Islander histories and cultures
  • Asia and Australia’s engagement with Asia
  • Sustainability.

General Capabilities

  •  Literacy
  •  Numeracy
  • Information and communication technology (ICT) capability
  •  Critical and creative thinking
  •  Personal and social capability
  •  Ethical understanding
  •  Intercultural understanding.

glog pic 2

Link to other Learning Areas:

This resource can be used with most learning areas as it can be used for varying purposes from being a basic tool in representing student’s work to serving teachers with a great library of online books that could be used to showcase examples of active writers. It can also be used as a diagnostic, formative or summative assessment tool. An example of how this resource can be used in the following learning areas include:

English: (Year 4) Create literary texts that explore students’ own experiences and imagining (ACELT1607). Storybird can be used here to generate classroom discussions by creating a generic story and then asking the students to create an alternative ending.

Geography: (Year 1) Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011). This Geography content descriptor can be embedded with English. Students can create a short story as a whole class by using the terminology of “north, south, opposite, near or far” by using Storybird and the illustrations available on the website.

History: (Year 4) Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. (ACHHK079). Storybird can easily be used to allow students to create a story or a diary entry from the perspective of someone who travelled to Australia in the early 1800s.

The Arts- Media Arts: (F-Year 2) Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056). Students can use Storybird to capture and sequence images and texts to create comic books that “retell familiar and traditional stories to share with the class” (ACARA, 2014).

Technologies-Digital Technologies Processes and Production Skills: (Year 5-6) Manage the creation and communication of ideas and information including online collaborative projects, applying agreed ethical, social and technical protocols (ACTDIP022). Storybird can be used as an online communication tool that allows students to create stories and share them in a safe collaborative online environment.

Health and Physical Education and Languages: (Year 3-4) Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037). Storybird can be used to allow students to predict and reflect on how others might feel in a range of challenging situations in the form of a short story.

A classroom activity using this resource:

An example of a classroom activity using Storybird could be in a year four History lesson. Students in year four are expected to cover stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079). The teacher can ask students to brainstorm ideas for writing a short story from the perspective of a convict on one of the ships of the First Fleet. They can brainstorm how they feel, what are their future expectations, what were they convicted of and a description of the surroundings around them in the ship.

When students have generated enough ideas, they can use Storybird to draft a short story with the aid of the illustrations available for them to use. The teacher can print each draft out and allow the students to edit it, share their stories with their peers and rewrite it in a good copy. Once they have completed the writing task, the teacher can use Storybird to allow students to view each other’s work. This can also be used as a summative assessment tool.

 How to use this resource:

  1. Go to storybird.com
  2. Choose the ‘write’ tab.
  3. You can either click on an image or use the artwork tags to find a specific illustration.
  4. Once you have chosen an illustration, you have three options: Use this illustration for a (i) Long form Book (multi-chapter), (ii) Picture Book (multi-page) or (iii) Poem (single image).bird pic 2
  5. If you select Picture Book this is what you see:bird pic 3
  6. You can then customise the cover and the pages by adding text and selecting the appropriate image.
  7. Save and Publish or Download as PDF and Print.

    “Storybird can be used by all ages, for all different subjects… Students can rewrite a classic… explain a science concept or retell a historical event. You can team students up to collaborate… As you can see, the sky is the limit with Storybird…. just let the creativity happen and their voices be heard.”

    Shannon Miller (K-12 District Teacher Librarian at Van Meter Community School).

bird pic 4

This is an example of a published story on Storybird.

Reference:

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). The Australian curriculum: The Arts. http://www.australiancurriculum.edu.au/the-arts/media-arts/curriculum/f-10?layout=1

Mellor, L. (2012). 10 free online tools for teaching and learning. http://www.alphr.com/features/372979/10-free-online-tools-for-teaching-and-learning/page/0/2

StoryBird. (2012). What is Storybird? http://help.storybird.com/customer/portal/articles/827771

Glogster: Create Your Own Multimedia Poster!

Glog pic 1

When someone asks you about the life cycle of the Monarch Butterfly what is the first thing you do? Perhaps you would go on Google and find facts and information, or go to Google images and show them the different stages (which look completely different and serve different purposes) or you might go on YouTube and show them how the butterfly emerges from the chrysalis. Glogster allows you to do all that and present it online using a multimedia poster.

Subject: Digital Technologies

Year Level: F-10

Strand: Digital Technologies Processes and Production Skills

Sub Strand: Collecting, managing and analysing data.

Content Description: 2.3 Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003).

Elaboration: Using common software to present data creatively, for example as a slideshow, movie, sounds, image, chart, word art, poster or drawing.

Link to the Resource: http://edu.glogster.com

Cross-Curricular Priorities and General Capabilities:

This resource is really versatile and can be used in all learning areas. It also can be used to embed the three Cross-Curricular Priorities and the seven General Capabilities that include:

Cross-Curricular Priorities

  • Aboriginal and Torres Strait Islander histories and cultures
  • Asia and Australia’s engagement with Asia
  • Sustainability.

General Capabilities

  • Literacy
  •  Numeracy
  • Information and communication technology (ICT) capability
  •  Critical and creative thinking
  •  Personal and social capability
  •  Ethical understanding
  •  Intercultural understanding.

glog pic 2

Link to other Learning Areas:

This resource can be used with all learning areas as it serves varying purposes from being a basic tool in representing student’s work to serving teachers with a great assessment tool that could be used to assess students diagnostic, formative or summative assessments. An example of how this resource can be used in the following learning areas include:

English: (Year 6) Publish a persuasive text, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714). Students can use Glogster to write a persuasive text about what they think about keeping animals in cages- should animals be kept in zoos?

Mathematics: (Year 4) Compare objects using familiar metric units of area and volume (ACMMG290). Glogster can be used during the formative learning process in which students can demonstrate what they know about the topics of area and volume. 

Science: (Year 2) Living things grow, change and have offspring similar to themselves (ACSSU030). Glogster can be used as a summative assessment tool to assess student’s knowledge on what they have learned from the series of lessons on living things in Biological Science.

Geography: (Year 5) The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030). Glogster can be used to allow students to present their work towards the end of a unit of work on the impact of bushfires on the environment and the community. They can incorporate videos showing how people’s lives have been influenced by bushfires.

Humanities and Social Sciences: (Year 5) Types of resources (natural, human, capital) and the ways societies use them in order to satisfy the needs and wants of present and future generations(ACHEK002).

The Arts- Drama: (F- Year 2) Present drama that communicates ideas, including stories from their community, to an audience (ACADRM029). Glogster can be used to enhance ideas and stories in their drama by using available software and technologies, for example, using a video or sound effects to enhance or support a performance.

Technologies-Digital Technologies Processes and Production Skills: (F- Year 2) Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003). Glogster can be used in a Year 2 classroom to allow students to collect and sort data through play, for example students can collecting photos or toys of different animals and sort them into categories such as land or sea animals. Glogster can be used as a whole-class activity, in which students, with the aid of the teacher can organise these animals on an interactive poster.

Health and Physical Education and Languages: (Year 3-4) Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035). Glogster can be used as a summative assessment tool in which students can present their work on Glogster and share it with their peers.

glog pic 3

A classroom activity using this resource:

Glogster can be used to create numerous multimedia posters on different topics for all ages. An example of a year two classroom using this resource would be during a science lesson about the life cycle of a Monarch butterfly. By the end of Year 2, students are expected to describe changes to living things and follow instructions to record and represent their observations and communicate their ideas to others (ACARA, 2014). After conducting sequential lessons and experiments on the life cycle of a butterfly, students can work in groups to design and create a draft of a ‘glog’ on the life cycle of a butterfly on a piece of A3 paper. The teacher will then use Glogster to create a whole-class glog and use everyone’s ideas by adding text, videos, audio recording of students talking and photos. This way, one glog is created that represents everything the students have learnt about the butterfly cycle in an interactive and engaging manner while still incorporating their ideas. This task could also be done individually using the Glogster iPad app but will depend on the ability level of the students in that year group.

This is a student sample showing an example of how text, images and video can be embedded in a Glog.

How to use this resource:

By simply combining text, images, videos and audio with the drag-and-drop Glogster tool, students can use this resource to create digital storytelling, field trip reports, project presentations, sport reports or an experiment summary (Santorcl, 2007).

An example of how to use this resource at the conclusion of a science experiment would include the following steps to be taken:

  1. Sign up for a Glogster account.
  2. Select the Experiment Report Template.
  3. Add text, images, video or audio to describe the experiment.
  4. Share their work with others.

Although this resource is not free ($39 per year), I believe it serves as a great tool in the classroom. However, an alternative resource that is similar to this resource (and is free for limited use) is called Buncee. It can be found here:

https://www.edu.buncee.com/home

Video:

Ipad App:

Reference:

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). The Australian curriculum: Digital Technologies.http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1

Santorcl, M. (2007). Interactive multimedia posters. Retrieved from http://edu.glogster.com

iMovie

Using iMovie as a valuable resource to teach the Australian Technologies Curriculum

Resource name: iMovieimovie

About resource: iMovie is a video editing software application sold by Apple Inc. for the Mac computer and iOS devices. iMovie application has been automatically downloaded on to all the Mac computers as a selling point. It is an incredible application (app) to use in the classroom for all ages. Students can share and publish finished iMovie projects as movies to any number of social media platforms including YouTube, Facebook, Vimeo, or through iTunes.

Link to resource: iMovie application is available on all mac computer (post 2003) and iOS products such as; the iPhone, iPad, iPad Mini and iPod touch.

Picture1General capabilities: ‘iMovie imports video footage to the Mac using either the FireWire interface on most MiniDV format digital video cameras or the computer’s USB port. It can also import video and photo files from a hard drive. From there, the user can edit the photos and video clips and add titles, music, and effects, including basic colour correction and video enhancement tools and transitions such as fades and slides’ (Apple Computer, 1999).

Subject:
1. Digital Technologies
2. Design and Technologies
iMovie has the technological capabilities to assist children in achieving each of said curriculum subjects’ outcomes and standards.

Year Level: It can used effectively and positively across all year levels. With great delight, I have personally witnessed children as young as kindergarten engaging and participating in the role playing and script retelling for the learning experience I conducted in the out of school hours centre I currently work at.

(Photo attached is of a screen capture from a presentation made by our film club, that the children thoroughly enjoy, and is all conducted using iMovie on the children’s iPads)   1531767_10153059173928901_7732837389795592640_o(This image has be altered to conceal the identity of two students.)A Kindergarten and A year six both enjoying and engaging in the iMovie set task.

Strand: Design and technologies processors and production skills

Sub strand: Generating, developing and evaluating ideas.

Classroom activity:  Well, you can use it for just about “…everything from slow motion videography to documentation, to presentations and everything in-between.” (Apple, 2003)  

Introducing the technology of iMovie will create limitless and boundless ideas for learning experience that will keep students entertained, but more importantly educated.

  • iMovie can bring your lessons to life through video, sound, and picture
  • It is a powerful and highly engaging tool for students to share their knowledge and express themselves in the form of digital movies
  • iMovie can open many doors in your classroom for students to use their 21st century skills of communication, collaboration, creativity and critical thinking along with using technology
  • It promotes collective knowledge construction and individual reflection
  • It offers a variety of backgrounds and experiences to engage in authentic learning

 References

Apple Computer (October 5, 1999). “Apple’s iMovie Software Brings Digital Video Editing to Consumers and Classrooms”. Apple PR. Internet Archive. Retrieved January 29, 2015.

Apple Computer (January 7, 2003). 07ilife.html “Apple Introduces iLife”. Apple PR. Apple Computer. Retrieved January 29, 2015.