OER in Education - User contributions [en]

OER in Education:Books/Teaching science using ICT

2012-10-24T10:49:12Z

Rf366:

{{saved_book}}

== Teaching science using ICT ==
=== A collection of ORBIT resources describing ICT tools ===
;Data logging
:[[Tools/Data logging]]
:[[Tools/Sensors]]
:[[Data Logging and Control]]
:[[Data logging inservice booklet]]
:[[IT in Secondary Science]]
:[[Infant and Primary Science Activities with Sensors]]
:[[Primary Science Curriculum Activities with Sensors]]
:[[IT in Primary Science]]
:[[Heating and Cooling Materials]]
:[[Materials for Insulation]]
:[[Exploring Light]]
:[[Monitoring Temperature]]
:[[Recording Temperature]]
;Other ICT tools
:[[Tools/Buzztouch]]
:[[Tools/Spreadsheets]]
:[[Tools/Dropbox]]
;Gain Feedback - Quizzes, Polls
:[[Tools/Testmoz]]
:[[Tools/PollEverywhere]]
:[[Tools/GoogleDrive]]
:[[Tools/Kwiqpoll]]
:[[Tools/backchan.nl]]
:[[Tools/Understoodit]]
:[[Tools/Urtak]]
;Communicate - words, blog and wiki
:[[Tools/Enquiry Blogger]]
:[[Tools/Word Processors]]
:[[Tools/Blogging]]
:[[Tools/Wikispaces]]
:[[Tools/Wordle]]
:[[Tools/Weebly]]
:[[Tools/Penzu]]
;Brainstorm and mindmap
:[[Tools/Conceptboard]]
:[[Tools/Mindmeister]]
:[[Tools/Wallwisher]]
;Communicate - visual, multimedia
:[[Tools/Prezi]]
:[[Tools/Video]]
:[[Tools/Ustream]]
:[[Tools/Visualisation]]
:[[Tools/Voki]]
:[[Tools/Vuvox]]
:[[Tools/QR Code Generator]]
:[[Tools/Glogster]]
:[[Tools/Kerpoof]]
:[[Tools/Extranormal]]
:[[Tools/Cacoo]]
:[[Tools/Triptico]]
;Communicate - chat
:[[Tools/Chatzy]]
:[[Tools/Study Hall]]
:[[Tools/TodaysMeet]]
:[[Tools/Facebook]]
:[[Tools/Hall]]

[[Category:Books|Books/Teaching science using ICT]]
[[Category:Books]] [[Category:Teacher Education]]

OER in Education:Books/Teaching science using ICT

2012-10-24T10:44:46Z

Rf366: /* Ideas */

User:Rf366/Books/deleteme coursebook

2012-10-24T10:42:26Z

Rf366: /* An interactive resource bank on interactive teaching */

{{saved_book}}

== The ORBIT coursebook ==
=== Test - please ignore or delete - an interactive resource bank on interactive teaching ===
:[[ORBIT:About]]
:[[Teaching Approaches/Introduction]]
;Chapter 1 - Assessment
:[[Teaching Approaches/Assessment]]
:[[Giving Oral Feedback]]
:[[Giving Written Feedback]]
:[[Changing KS3 Questions for Engaging Assessment]]
;Chapter 2 - Inclusion and Differentiation
:[[Teaching Approaches/Inclusion]]
:[[Teaching Approaches/Differentiation]]
:[[Planning for Inclusion]]
:[[Differentiation]]
:[[Developing Progression in Primary Science]]
;Chapter 3 - Questioning
:[[Teaching Approaches/Questioning]]
:[[Questioning - Bloom's Taxonomy]]
:[[Encouraging Pupils To Ask Effective Questions]]
:[[Using Prime and Square Numbers - How Old Am I?]]
:[[DNA sequencing: Ordering the stages]]
;Chapter 4 - The Importance of Dialogue in Whole Class and Group Work
:[[Teaching Approaches/Dialogic Teaching]]
:[[Teaching Approaches/Whole Class]]
:[[Teaching Approaches/Collaboration]]
:[[Teaching Approaches/Group Talk]]
:[[The Environment for Group Talk]]
:[[Playing with Probability - Efron's Dice]]
:[[Organising images for a narrative]]
;Chapter 5 - Developing Language
:[[Teaching Approaches/Developing Language]]
:[[Subject Specific Vocabulary]]
:[[Directed Activities Related to Text (DARTs)]]
:[[Jargon - the language of science]]
:[[Developing Language in Primary Science]]
:[[Exploring shape and its mathematical language through sorting activities]]
:[[Introduction to Standard Index Form]]
;Chapter 6 - Enquiry Learning
:[[Teaching Approaches/Inquiry]]
:[[Primary Science investigation]]
:[[88 Miles per hour]]
:[[Classifying and organising living things using images]]
:[[Data Logging and Control]]
:[[Which material makes a good parachute?]]
:[[Persuasive argument: Best car]]
;Chapter 7 - Technology for Interactive Teadching
:[[Effective Use of ICT]]
:[[Tools/ICTTools]]
:[[Exploring issues in uptake of digital literacy tools]]
:[[Digital Reporters at Camp Cardboard]]
:[[Trigonometry graph transformation using Geogebra]]

User:Rf366/Books/The test coursebook

2012-10-24T10:41:12Z

Rf366: /* The ORBIT coursebook */

{{saved_book}}

== A test coursebook ==
=== An empty book ===

User:Rf366/Books/The test coursebook

2012-10-24T10:40:36Z

Rf366: /* An interactive resource bank on interactive teaching */

{{saved_book}}

== The ORBIT coursebook ==
=== An empty book ===

Tools/Twitter

2012-10-23T23:27:26Z

Rf366:

{{ToolInfo
|title=Communicate on current affairs
|tagline=Communicate on current affairs - Twitter
|image=twitterlogo.jpg
|topic=Blogs
|description= Twitter is a messaging service that allows only 140 characters to get your point across.
|strategy=
|ideas= Twitter can be a used to encourage students write in a concise and accessible way. Students may find it useful to follow particular issues, research, or current affairs. It may also be possible to use twitter to get in touch with the global user base. Various tools can be used to access twitter, and display 'tweets' to the class (e.g. http://visibletweets.com/, http://twitterfall.com/,
If you're interested in more ideas, check out the guide here http://langwitches.org/blog/2011/08/27/guide-to-twitter-in-the-k-8-classroom/
|specs=Webtool
|Link=www.twitter.com
}}

Tools/PollEverywhere

2012-10-23T23:20:15Z

Rf366:

{{ToolInfo
|title=Get feedback from the class during a lesson
|tagline=Get feedback from the class during a lesson - PollEverywhere
|image=polleverywhere3.png
|topic=Polls
|description=
|strategy=
|ideas=
|specs=Web tool, free for small groups to use then rising in cost
|Link=www.polleverywhere.com
}}

[[File:Polleverywhere4.png|border|350x350px|link=|© Preview ]][[File:Polleverywhere2.png|border|350x350px|© Preview ]] [[File:Polleverywhere0.png|border|350x350px|© Preview ]]

Tools/Sensors

2012-10-23T23:18:35Z

Rf366:

{{ToolInfo
|title=Use sensors to measure and investigate
|tagline=Use sensors to measure and investigate - Data logging
|image=Datalogging-model houses1.jpg
|topic=data logging, sensors
|description=
|ideas=See [[Data_Logging_and_Control]]
|specs=Needs equipment
|strategy=
|Link=
}}

Investigating a way to keep your house warm and a graph from an investigation comparing ways to make coffee

[[File:Datalogging-model houses2.jpg]]
[[File:Dataloggingcoffee1.gif]]
[[Category:Sensors]][[Category:Data loggers]][[Category:Measuring]]

'''A curriculum'''

The following table is a guide to the way pupils might progress with their use of sensors and control technology.

{| style="border-spacing:0;"
| style="border-top:0.035cm solid #808080;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| '''''Progression''''' '''''in measuring and controlling things'''''
| style="border-top:0.035cm solid #808080;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| '''''What the pupils do in science (or technology)'''''
| style="border:0.035cm solid #808080;padding:0.049cm;"|  

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Recognise that everyday devices respond to signals and commands and they can make them respond in different ways.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Talk about how to use a video recorder.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 1

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Control devices purposefully and describe the effects of their actions.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Technology: introduce robots.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 2

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Understand how to control equipment to achieve specific outcomes by giving a series of instructions.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Technology: control a robot.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 3

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Use IT to control events in a predetermined manner, to collect physical data and display it.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Technology: control a robot and make it perform a set routine. Use sensors to make measurements and display readings.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 4

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Create sets of instructions to control events, and become sensitive to the need for precision in framing and sequencing instructions.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Technology: control a robot and make it perform a set routine.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 5

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Develop, trial and refine sets of instructions to control events, demonstrating an awareness of the notions of efficiency and economy in framing these instructions. Understand how IT devices can be used to monitor and measure external events, using sensors.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Technology: control a robot, make it perform a set routine and not be content with just getting it to work. Use sensors to make measurements, for example, use digital sensors to measure their reaction time.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 6

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Use IT equipment and software to measure and record physical variables.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Use sensors to make measurements in experiments. Use a data logger to record the room temperature and light level over a weekend. Display readings  as time graphs.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 7

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Select the appropriate IT facilities for specific tasks, taking into account ease of use and suitability for purpose. Design successful means of capturing and preparing information for computer processing. When assembling devices that respond to data from sensors, they describe how feedback might improve the performance of the system.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Use sensors to make measurements in experiments. Select appropriate sensors and recording parameters. Use the data in the data logging program or export it to a spreadsheet or word processor. Develop a control system to run a biofermenter, an aquarium or fire alarm. Discuss and document the work to a high standard.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 8

|}
'''Learning to use sensors'''

Progression is no less important in using computers and sensors than any other part of the curriculum. How then might pupil's skills develop as they move through school? This list is one answer.

'''Age 5-7'''

Use sensors to show whose hands are hottest. Show, using graphical or bar displays, which things are hot or which sound is loudest or which place is darkest? For a primer on control, they might learn to use video recorders, programmable toys or robots.

'''Age 8-11'''

Use temperature sensors instead of thermometers to investigate the cooling of a drink. Use other sensors as opportunities arise.  Consider the advantages of sensors over human sensors and suggest some uses for them around the home. Use control technology to power models (juston/off to start with) and develop this further (move left/right, fast/slow). Do a control project that combines the use of sensors with control.

'''Age 11-13'''

Develop the use of sensors - starting with some initial demonstrations - moving onto investigations. Introduce different sensors, show what they measure and how they are used at home. Pupils might also learn to use a data logger to say, compare indoor and outdoor temperatures over the day.  Use digital sensors for measuring their reaction time or things sliding down a slope. Build a control system such as an air conditioning system or a baby incubator.

'''Age 14-16'''

By this age, pupils should be using sensors as scientific tools in investigations and projects. They should develop the skill to use two different sensors at once and plot one value say, pressure against temperature. They should examine data critically and if the data logging software is rather limited, they might learn to put the data into a spreadsheet. Combining data, graphs and text in a word processor report is another important skill. For control work pupils might develop a control system using sensors (push switches or light sensors) and output devices (heaters, buzzers, lamps). In some courses, they would be expected to plan, design, make, test, evaluate and document their project.

'''Age 18-'''

Pupil's skills should be put to full use at this age, although sooner would be much more useful. They should be able to choose their measuring tools, analyse data, criticise and document their work on the computer.

See especially Roger Frost's [[Data_Logging_and_Control]]
{{RogerFrost}}

{{teaching approach footer}}

Tools/Data logging

2012-10-23T23:17:23Z

Rf366:

{{ToolInfo
|title=Collect and handle data from experiments
|tagline=Collect and handle data from experiments - Data logging
|image=insight3.jpg
|topic=Data logging
|description=
|ideas=
Most UK school science departments own a quantity of data logging sensors. How often it’s used varies from little to several occasions per year.<br />
Many ideas for experiments and investigations can be found nearby, in this downloadable ORBIT resource: '''[[Data_Logging_and_Control|full ebook: Data logging and Control]]'''
|specs=Needs equipment
|strategy=
|Link=Link to software, developed at the University of Leicester, and made to work across the many different manufacturers hardware http://www.insightresources.co.uk
}}

[[File:Insight4.jpg|border|340x340px| |© Preview snapshot from 'Insight Insight iLOG Studio - data logging software']] [[File:Insight2.jpg|border|340x340px| |© Preview snapshot from 'Insight Insight iLOG Studio - data logging software]]
[[Category:ICT]]

Tools/Cacoo

2012-10-23T23:15:57Z

Rf366:

{{ToolInfo
|title=Draw diagrams and collaborate
|tagline=Draw diagrams and collaborate - Cacoo
|image=Cacoo1.png
|topic=Draw
|description=
|strategy=
|ideas=
|specs= Web tool
|Link=http://www.cacoo.com
}}

[[File:Cacoo2.jpg|border|340x340px| |© Preview snapshot of this well-featured drawing tool]]

Tools/Buzztouch

2012-10-23T23:15:05Z

Rf366:

{{ToolInfo
|title=Write an app for any mobile device
|tagline=Write an app for any mobile device - Buzztouch
|image=Buzztouch1.png
|topic=programming, apps
|description=
|strategy=
|ideas=
|specs=Create iphone, ipad and android apps
|Link=www.buzztouch.com
}}

[[File:Buzztouch0.png|border|340x340px| |© Preview snapshot ]]

Tools/Blogging

2012-10-23T23:13:20Z

Rf366:

{{ToolInfo
|title=Write for an online audience
|tagline=Write for an online audience - blogs
|image=Wordpress1.png
|description=
|strategy=
|topic=Blogs
|ideas=
|specs=A web tool that is easily available, usually just for the price of registering
|Link=Try http://www.blogger.com, http://www.wordpress.org, http://www.typepad.com for example
}}
[[File:Wordpress2.png|border|340x340px| |© Preview snapshot only. A downside is that you can lose whole lessons choosing how the blog should look]]

Tools/Enquiry Blogger

2012-10-23T23:11:44Z

Rf366:

{{ToolInfo
|title=Get students to categorise their blogs
|tagline=Get students to categorise their blogs - Enquiry Blogger
|image=Enquiryblogger1.png
|topic=blog, enquiry
|description=
|strategy=
|ideas=
|specs=Web tool that runs as a {{plugin}} within the {{tooltag|WordPress}} blogging platform
|Link=http://learningemergence.net/tools/enquiryblogger/
|topic=Blogs

}}
[[File:Enquiryblogger2.png|border|340x340px| |© Preview snapshot of a presentation explaining the rationale for Enquiry Blogger]] [[File:Enquiryblogger0.png|border|340x340px| |© Preview snapshot of diagrams that show the popularity of categories used by students]]

Tools/Hall

2012-10-23T23:10:25Z

Rf366:

{{ToolInfo
|title=Video conference and message using text
|tagline=Video conference and message using text - Hall.com
|image=hallcom1.png
|topic=Chat
|description=
|strategy=
|ideas=
|specs=Web tool or desktop application
|Link=www.hall.com
}}

[[File:hallcom2.jpg|border|340x340px| |© Preview snapshot of a help screen in the web edition of hall.com]]
<noinclude>

<noinclude />

Tools/Mindmeister

2012-10-23T23:08:04Z

Rf366:

{{ToolInfo
|title=Plan and make a mindmap
|tagline=Plan and make a mindmap - Mindmeister
|image=Mindmeister1.png
|topic=mindmap, collaborative
|description=
|strategy=
|ideas=
|specs=Web tool
|Link=http://www.mindmeister.com
}}

[[File:Mindmeister3.jpg|border|340x340px| |© Preview snapshot ]] [[File:Mindmeister2.png|border|x420px| |© Preview snapshot ]]

Tools/Prezi

2012-10-23T23:07:12Z

Rf366:

{{ToolInfo
|title=Make a multimedia presentation that can pan and zoom
|tagline=Make a multimedia presentation that can pan and zoom - Prezi
|image=Prezi1.png
|topic=presentation
|description=
|strategy=
|ideas=
|specs=Web tool with a premium downloadable version
|Link=http://www.prezi.com
}}

[[File:Prezi2.png|border|340x340px| |© Preview of the Prezi web site's features]] [[File:Prezi3.png|border|340x340px| |© Preview snapshot of the Prezi site with numerous videos describing ways to use it]]

Tools/Vuvox

2012-10-23T23:05:42Z

Rf366:

{{ToolInfo
|title=A panoramic presentation with hot-spots
|tagline=A panoramic presentation with hot-spots - Vuvox
|image=Vuvox1.png
|topic=presentations
|description=
|strategy=
|ideas=
|specs=Web-based tool with some immediate use
|Link=http://www.vuvox.com
}}

User:Rf366

2012-10-23T17:33:33Z

Rf366:

ORBIT team

Roger Frost is a science teacher, education adviser and writer. He works on writing projects in education - for textbook publishers (Nelson; Hodder; John Murray) , for the media (BBC: TES; Guardian), for agencies (Becta; NCET; RSC; ASE; BESA and just now at the Faculty of Education, Cambridge). His expertise and interest is in ways to use ICT tools for the best reasons. To prove it, he has a web site devoid of the words 'cool', 'fun' and 'innovative' at http://www.rogerfrost.com and http://www.organic.rogerfrost.com.

ORBIT/About

2012-10-23T17:30:47Z

Rf366:

{{orbittop}}{{DISPLAYTITLE:About the ORBIT project}}

The ORBIT project promotes interactive teaching in schools – teaching that supports active learning. ORBIT illustrates pedagogical principles through concrete lesson plans and ideas. The materials are hands-on, they use actual lesson activities as building blocks, and embed theory within them. ORBIT makes this particular approach – a hallmark of effective teacher education – more accessible and tangible. There is also a significant focus on the use of ICT within mathematics and science teaching, offering pedagogical support where it is especially needed.

ORBIT is for formal HE teaching courses, for teacher mentors, as well as for the continuing professional development of teachers.

Its '''aims''' are

* to support learning in mathematics and science to fit well with the prioritisation of STEM (science, technology, engineering and mathematics).

* to ensure that existing and disappearing open educational archives, from HEIs and practitioners, are made available to the teacher education and school communities.

* to contribute to collaboration and OER synergy within teacher education in the UK and other countries

* to provide a substantial resource for initial teacher education courses, such as the HE-based PGCE for primary education; secondary mathematics or secondary science as well as school-based teaching programmes.

'''Objectives'''
* The first objective is the creation of the ORBIT resource bank itself. We draw on content and technical expertise from a wide range of partners.
* The second objective is the creation of an open course book. A collection of materials has been collated into a self-contained open digital course book, with freedom to duplicate, re-use, and adapt content.

===ORBIT developers and contributors===

[http://www.educ.cam.ac.uk/people/staff/hassler/ Bjoern Hassler] and [http://www.educ.cam.ac.uk/people/staff/hennessy/ Sara Hennessy] of the University of Cambridge Faculty of Education are the ORBIT project leaders. The resource bank and wiki were collaboratively developed and authored by an expert core team including Teresa Connolly (Research Associate), Caroline Jestaz (Project Manager), [[User:SimonKnight|Simon Knight]], Janet Blair, [[User:Rf366|Roger Frost]] and Tony Houghton. A number of subject specialist teachers were also contracted to author, adapt or review resources and we are indebted to them too for their professional expertise. Other contributors to specific resources are acknowledged on the relevant pages. Damian Dadswell and Stephen Poole were our MediaWiki developers/designers along with Bjoern Hassler and [[User:SimonKnight|Simon Knight]].

We are very grateful to all those organisations and colleagues in the Faculty and externally who kindly donated their resources and in many cases their time and energy in adapting the resources, user testing the site and participating in our research interviews and survey. Julia Flutter and Teresa Connolly conducted the research.

'''Links'''

Project brief at JISC: http://www.jisc.ac.uk/whatwedo/programmes/ukoer3/orbit.aspx and http://prod.cetis.ac.uk/projects/1084 (with related projects)

Twitter https://twitter.com/ORBITSTEM and hashtag #orbitstem

Faculty of Education: http://www.educ.cam.ac.uk/research/

User:Rf366

2012-10-23T17:26:52Z

Rf366:

ORBIT team

Roger Frost is a science teacher, education adviser and writer. He works on writing projects in education - for textbook publishers (Nelson; Hodder; John Murray) , for the media (BBC: TES; Guardian), for agencies (Becta; NCET; RSC; ASE; BESA and just now at the Faculty of Education, Cambridge). His expertise and interest is in ways to use ICT tools for the best reasons. He has a web site devoid of the words 'cool' or 'innovative' at http://www.rogerfrost.com and http://www.organic.rogerfrost.com.

User:Rf366

2012-10-23T17:24:49Z

Rf366:

ORBIT team

Roger Frost is a science teacher education adviser and writer. Since the earliest of times, he has worked on many writing projects in education - for textbook publishers, for the media (BBC: TES; Guardian), for agencies (Becta; NCET; RSC; ASE; BESA and just now at the Faculty of education, Cambridge). His expertise and interest is in ways to use ICT tools for the best reasons. He has a web site devoid of the words 'cool' or 'innovative' at http://www.rogerfrost.com and http://www.organic.rogerfrost.com.

OER in Education:Books/Teaching science using ICT

2012-10-23T17:02:19Z

Rf366: /* Ideas */

{{saved_book}}

== Teaching science using ICT ==
=== Ideas ===
;Data logging
:[[Tools/Data logging]]
:[[Tools/Sensors]]
:[[Data Logging and Control]]
:[[Data logging inservice booklet]]
:[[IT in Secondary Science]]
:[[Infant and Primary Science Activities with Sensors]]
:[[Primary Science Curriculum Activities with Sensors]]
:[[IT in Primary Science]]
:[[Heating and Cooling Materials]]
:[[Materials for Insulation]]
:[[Exploring Light]]
:[[Monitoring Temperature]]
:[[Recording Temperature]]
;Other ICT tools
:[[Tools/Buzztouch]]
:[[Tools/Spreadsheets]]
:[[Tools/Dropbox]]
;Gain Feedback - Quizzes, Polls
:[[Tools/Testmoz]]
:[[Tools/PollEverywhere]]
:[[Tools/GoogleDrive]]
:[[Tools/Kwiqpoll]]
:[[Tools/backchan.nl]]
:[[Tools/Understoodit]]
:[[Tools/Urtak]]
;Communicate - words, blog and wiki
:[[Tools/Enquiry Blogger]]
:[[Tools/Word Processors]]
:[[Tools/Blogging]]
:[[Tools/Wikispaces]]
:[[Tools/Wordle]]
:[[Tools/Weebly]]
:[[Tools/Penzu]]
;Brainstorm and mindmap
:[[Tools/Conceptboard]]
:[[Tools/Mindmeister]]
:[[Tools/Wallwisher]]
;Communicate - visual, multimedia
:[[Tools/Prezi]]
:[[Tools/Video]]
:[[Tools/Ustream]]
:[[Tools/Visualisation]]
:[[Tools/Voki]]
:[[Tools/Vuvox]]
:[[Tools/QR Code Generator]]
:[[Tools/Glogster]]
:[[Tools/Kerpoof]]
:[[Tools/Extranormal]]
:[[Tools/Cacoo]]
:[[Tools/Triptico]]
;Communicate - chat
:[[Tools/Chatzy]]
:[[Tools/Study Hall]]
:[[Tools/TodaysMeet]]
:[[Tools/Facebook]]
:[[Tools/Hall]]

[[Category:Books|Books/Teaching science using ICT]]

OER in Education:Books/Teaching science using ICT

2012-10-23T16:57:54Z

Rf366: Created page with "{{saved_book}} == Teaching science using ICT == === Ideas === ;Data logging :Tools/Data logging :Tools/Sensors :Data Logging and Control :[[Data logging inservice..."

{{saved_book}}

== Teaching science using ICT ==
=== Ideas ===
;Data logging
:[[Tools/Data logging]]
:[[Tools/Sensors]]
:[[Data Logging and Control]]
:[[Data logging inservice booklet]]
:[[IT in Secondary Science]]
:[[Infant and Primary Science Activities with Sensors]]
:[[Primary Science Curriculum Activities with Sensors]]
:[[IT in Primary Science]]
:[[Heating and Cooling Materials]]
:[[Materials for Insulation]]
:[[Exploring Light]]
:[[Monitoring Temperature]]
:[[Recording Temperature]]
;Other ICT tools
:[[Tools/Buzztouch]]
:[[Tools/Dropbox]]
;Gain Feedback - Quizzes, Polls
:[[Tools/Testmoz]]
:[[Tools/PollEverywhere]]
:[[Tools/GoogleDrive]]
:[[Tools/Kwiqpoll]]
:[[Tools/backchan.nl]]
:[[Tools/Understoodit]]
:[[Tools/Urtak]]
;Communicate - words, blog and wiki
:[[Tools/Enquiry Blogger]]
:[[Tools/Word Processors]]
:[[Tools/Blogging]]
:[[Tools/Wikispaces]]
:[[Tools/Wordle]]
:[[Tools/Weebly]]
:[[Tools/Penzu]]
;Brainstorm and mindmap
:[[Tools/Conceptboard]]
:[[Tools/Mindmeister]]
:[[Tools/Wallwisher]]
;Communicate - visual, multimedia
:[[Tools/Prezi]]
:[[Tools/Video]]
:[[Tools/Ustream]]
:[[Tools/Visualisation]]
:[[Tools/Voki]]
:[[Tools/Vuvox]]
:[[Tools/QR Code Generator]]
:[[Tools/Glogster]]
:[[Tools/Kerpoof]]
:[[Tools/Extranormal]]
:[[Tools/Cacoo]]
:[[Tools/Triptico]]
;Communicate - chat
:[[Tools/Chatzy]]
:[[Tools/Study Hall]]
:[[Tools/TodaysMeet]]
:[[Tools/Facebook]]
:[[Tools/Hall]]
:[[Tools/Spreadsheets]]

[[Category:Books|Books/Teaching science using ICT]]

Tools/Voki

2012-10-23T13:01:58Z

Rf366:

{{ToolInfo
|title=Make animated characters talk
|tagline=Make animated characters talk - Voki
|image=Voki1.png
|topic=animation
|description=
|strategy=
|ideas=
|specs=Web based tool, partly free and advertising supported. A none-too costly classroom subscription option is available.
|Link=voki.com
}}

[[File:Voki2.png|border|340x340px| |© Preview snapshot - first choose an 'avatar']]

Tools/Vuvox

2012-10-23T13:00:51Z

Rf366:

{{ToolInfo
|title=A panoramic presentation with hot-spots - Vuvox
|tagline=A panoramic presentation with hot-spots - Vuvox
|image=Vuvox1.png
|topic=presentations
|description=
|strategy=
|ideas=
|specs=Web-based tool with some immediate use
|Link=http://www.vuvox.com
}}

Tools/Wallwisher

2012-10-23T12:59:44Z

Rf366:

{{ToolInfo
|title=A multimedia 'wall' for creative, collaborative interaction
|tagline=A multimedia 'wall' for creative, {{tooltag|collaborative}} interaction - Wallwisher
|image=Wallwisher1.png
|topic=poster, presentation, notes
|description=
|strategy= (appears above table)
|ideas=
|specs=webtool
|Link=http://www.wallwisher.com
}}

[[File:Wallwisher2.png|border|340x340px| |© Preview snapshot ]]

Tools/Weebly

2012-10-23T12:56:27Z

Rf366:

{{ToolInfo
|title=A multimedia website project report
|tagline=A multimedia website project report - Weebly
|image=Weebly1.png
|topic=webdesign
|description=
|strategy=
|ideas=
|specs= A web site building tool that works in an Internet browser window.
|Link=education.weebly.com
}}

[[File:Weebly2.jpg|border|340x340px| |© Preview snapshot of the web at Weebly explaining its features]]

Tools/Wikispaces

2012-10-23T12:55:12Z

Rf366:

{{ToolInfo
|title=Share knowledge; share the load of sharing it
|tagline=Share knowledge; share the load of sharing it = Wikispaces
|image=Wikispaces1.png
|topic=webdesign, wiki
|description=
|strategy=
|ideas=
|specs=Web tool
|Link=www.wikispaces.com
}}
[[Category:Wikis]]
[[File:Wikispaces4.jpg|border|340x340px| |© Preview snapshot with some ideas from Wikispaces for using a 'wiki']] [[File:Wikispaces2.png|border|340x340px| |© Preview snapshot of the wikispaces web]] [[File:Wikispaces3.jpg|border|340x340px| |© Preview of when you've signed up - you have access to the many features in this version]]

Tools/Word Processors

2012-10-23T12:54:09Z

Rf366:

{{ToolInfo
|title=Typing, collaboration and communication
|tagline=Typing, {{tooltag|collaborative|collaboration}} and {{tooltag|communication}}- Word Processor
|image=Wordpro1.png
|topic=word processing
|description=
|strategy=
|ideas=
|specs=A web-based tool
|Link=[[Word Processors]]
}}

[[File:Wordpro2.png|border|340x340px| |© Preview snapshot of zoho.com - an 'online' office wordprocessor]]
]

Tools/backchan.nl

2012-10-23T12:52:26Z

Rf366:

{{ToolInfo
|title=Get feedback and involve the audience
|tagline=Get feedback and involve the audience - backchan.nl
|image=backchannel.png
|topic=poll, questioning, voting
|description=
|strategy=
|ideas=
|specs= This web tool is an {{tooltag|Open Source}} project at MIT.
|Link= http://backchan.nl/
}}

Tools/Visualisation

2012-10-23T12:51:29Z

Rf366:

{{ToolInfo
|title=Explain ideas using animation
|tagline=Explain ideas using animation
|image=Notanimatedexample.png
|topic=visualisation, modelling, iwb, whiteboard
|description=
|strategy=
|ideas=
|specs=
|topic=visualisation
|Link= SCRATCH; POWERPOINT; TOOLS IN THIS SECTION
}}

Tools/Video

2012-10-23T12:50:24Z

Rf366:

{{ToolInfo
|title=Watch video
|tagline=Watch video - Youtube - Others - Khan Academy
|topic=video
|image=
|description=
|strategy=
|ideas=
|specs=
|Link=
}}

[[Category:Video]]

Tools/Ustream

2012-10-23T12:49:16Z

Rf366:

{{ToolInfo
|title=Broadcast live video from school
|tagline=Broadcast live video from school - UStream
|image=Ustream1.png
|topic=video, broadcasting
|description=
|strategy=
|ideas=
|specs=Web based tool, needing a web camera
|Link=www.ustream.tv
}}

[[File:Ustream2.jpg|border|340x340px| |© Preview snapshot of the video streaming service, USTREAM]]

Tools/Understoodit

2012-10-23T12:48:18Z

Rf366:

{{ToolInfo
|title=Measure students' understanding in real-time
|tagline=Measure students' understanding in real-time - UnderStoodIt.com
|image=Understandit1.png
|topic=Polls, feedback, quiz
|description=
|strategy=
|ideas=
|specs=Free for students, $3 a month for educators. Students use a web browser link or an app to respond.
|Link=www.understoodit.com
}}
[[File:Understandit0.png|border|350x350px|© Preview from the marketing video ]]

Tools/Triptico

2012-10-23T12:47:05Z

Rf366:

{{ToolInfo
|title=Sort objects with an interactive whiteboard
|tagline=Sort objects with an interactive whiteboard - Triptico
|image=Triptico1.png
|topic=iwb, whiteboard
|description=
|strategy=
|ideas=
|specs=This is a desktop application to install on a PC or Mac. See the author's video for a demonstrations of new features at: http://www.screenr.com/user/david_triptico
|Link=www.triptico.co.uk
}}

[[File:Tripticoinstructions.jpg|border|340x340px| |© Preview snapshot ]]

Tools/TodaysMeet

2012-10-23T12:45:28Z

Rf366:

[[Category:Tools]]
{{ToolInfo
|title=Encourage students to chat in class
|tagline= Encourage students to chat in class - TodaysMeet
|image=TodaysMeet.png
|topic=Polls, chat
|description=
|strategy=
|ideas= |specs=Web tool, ready for use
|Link= http://todaysmeet.com/
}}

Tools/Testmoz

2012-10-23T12:44:31Z

Rf366:

{{ToolInfo
|title=Share a test with a link
|tagline=Share a test with a link - Testmoz.com
|image=testmoz1.png
|topic=quiz
|description=
|strategy=
|ideas=
|specs=Ready to use
|Link=www.testmoz.com/
}}

[[File:testmoz0.png|border|350x350px|© Preview ]] [[File:testmoz2.png|border|350x350px|© Preview ]]

Tools/Study Hall

2012-10-23T12:43:10Z

Rf366:

{{ToolInfo
|title=Use an online study area to support students
|tagline=Use an online study area to support students remotely - Study Hall
|image=Studyhall1.png
|topic=chat, VLE
|description=
|strategy=
|ideas=
|specs=A web tool supporting use of facebook {{tooltag|apps}} on Apple IOS and Android mobile devices
|Link=http://i1.studyhallapp.com/
}}

A snapshot of the web introducing Study Hall:

[[File:Studyhall2.png]]

Tools/Spreadsheets

2012-10-23T12:41:43Z

Rf366:

{{ToolInfo
|title=Numbers, graphs and maths
|tagline=Numbers, graphs and maths - spreadsheet
|image=Itinsecondaryscience5.png
|topic=spreadsheets, data handling, graphing, calculation
|description=
|ideas=
|specs=
|strategy=
|Link=See [[IT_in_Secondary_Science]]
}}

[[Category:Spreadsheet]]

Tools/Social tables

2012-10-23T12:40:43Z

Rf366:

{{ToolInfo
|title=Social tables
|tagline=Make a class seating plan
|image=Make a class seating plan - - 'social tables'
|topic=classroom management, seating plans
|description=
|strategy=
|ideas=
|specs=
|Link=A good description of how to use the tool http://www.appratt.com/2012/09/social-tables-turns-seating-charts-into-a-classroom-party/
}}

Tools/Sensors

2012-10-23T12:38:58Z

Rf366:

{{ToolInfo
|title=Data logging to measure and investigate
|tagline=Data logging to measure and investigate - sensors
|image=Datalogging-model houses1.jpg
|topic=data logging, sensors
|description=
|ideas=See [[Data_Logging_and_Control]]
|specs=Needs equipment
|strategy=
|Link=
}}

Investigating a way to keep your house warm and a graph from an investigation comparing ways to make coffee

[[File:Datalogging-model houses2.jpg]]
[[File:Dataloggingcoffee1.gif]]
[[Category:Sensors]][[Category:Data loggers]][[Category:Measuring]]

'''A curriculum'''

The following table is a guide to the way pupils might progress with their use of sensors and control technology.

{| style="border-spacing:0;"
| style="border-top:0.035cm solid #808080;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| '''''Progression''''' '''''in measuring and controlling things'''''
| style="border-top:0.035cm solid #808080;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| '''''What the pupils do in science (or technology)'''''
| style="border:0.035cm solid #808080;padding:0.049cm;"|  

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Recognise that everyday devices respond to signals and commands and they can make them respond in different ways.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Talk about how to use a video recorder.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 1

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Control devices purposefully and describe the effects of their actions.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Technology: introduce robots.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 2

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Understand how to control equipment to achieve specific outcomes by giving a series of instructions.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Technology: control a robot.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 3

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Use IT to control events in a predetermined manner, to collect physical data and display it.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Technology: control a robot and make it perform a set routine. Use sensors to make measurements and display readings.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 4

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Create sets of instructions to control events, and become sensitive to the need for precision in framing and sequencing instructions.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Technology: control a robot and make it perform a set routine.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 5

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Develop, trial and refine sets of instructions to control events, demonstrating an awareness of the notions of efficiency and economy in framing these instructions. Understand how IT devices can be used to monitor and measure external events, using sensors.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Technology: control a robot, make it perform a set routine and not be content with just getting it to work. Use sensors to make measurements, for example, use digital sensors to measure their reaction time.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 6

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Use IT equipment and software to measure and record physical variables.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Use sensors to make measurements in experiments. Use a data logger to record the room temperature and light level over a weekend. Display readings  as time graphs.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 7

|-
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Select the appropriate IT facilities for specific tasks, taking into account ease of use and suitability for purpose. Design successful means of capturing and preparing information for computer processing. When assembling devices that respond to data from sensors, they describe how feedback might improve the performance of the system.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0.049cm;"| Use sensors to make measurements in experiments. Select appropriate sensors and recording parameters. Use the data in the data logging program or export it to a spreadsheet or word processor. Develop a control system to run a biofermenter, an aquarium or fire alarm. Discuss and document the work to a high standard.
| style="border-top:none;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0.049cm;"| 8

|}
'''Learning to use sensors'''

Progression is no less important in using computers and sensors than any other part of the curriculum. How then might pupil's skills develop as they move through school? This list is one answer.

'''Age 5-7'''

Use sensors to show whose hands are hottest. Show, using graphical or bar displays, which things are hot or which sound is loudest or which place is darkest? For a primer on control, they might learn to use video recorders, programmable toys or robots.

'''Age 8-11'''

Use temperature sensors instead of thermometers to investigate the cooling of a drink. Use other sensors as opportunities arise.  Consider the advantages of sensors over human sensors and suggest some uses for them around the home. Use control technology to power models (juston/off to start with) and develop this further (move left/right, fast/slow). Do a control project that combines the use of sensors with control.

'''Age 11-13'''

Develop the use of sensors - starting with some initial demonstrations - moving onto investigations. Introduce different sensors, show what they measure and how they are used at home. Pupils might also learn to use a data logger to say, compare indoor and outdoor temperatures over the day.  Use digital sensors for measuring their reaction time or things sliding down a slope. Build a control system such as an air conditioning system or a baby incubator.

'''Age 14-16'''

By this age, pupils should be using sensors as scientific tools in investigations and projects. They should develop the skill to use two different sensors at once and plot one value say, pressure against temperature. They should examine data critically and if the data logging software is rather limited, they might learn to put the data into a spreadsheet. Combining data, graphs and text in a word processor report is another important skill. For control work pupils might develop a control system using sensors (push switches or light sensors) and output devices (heaters, buzzers, lamps). In some courses, they would be expected to plan, design, make, test, evaluate and document their project.

'''Age 18-'''

Pupil's skills should be put to full use at this age, although sooner would be much more useful. They should be able to choose their measuring tools, analyse data, criticise and document their work on the computer.

See especially Roger Frost's [[Data_Logging_and_Control]]
{{RogerFrost}}

{{teaching approach footer}}

Tools/QR Code Generator

2012-10-23T12:37:30Z

Rf366:

{{ToolInfo
|title=Label objects with notes and knowledge
|tagline=Label objects with notes and knowledge - QR code generator
|image=QRcode1.png
|topic=QR codes
|description=
|strategy=
|ideas=Richard Byrne offers ideas for the use of QR codes at http://www.freetech4teachers.com/2012/04/qr-codes-explained-and-ideas-for.html#.UEYYwaAmySo
|specs=Web tool allows you to create a code. A phone or webcam app is needed to scan the pattern
|Link=http://qrcode.kaywa.com/ also http://zxing.appspot.com/generator/
}}

[[File:Qrcode2.png|border|340x340px| |© Preview snapshot. This QR code stores the information within the pattern itself]] [[File:Qrcode3.png|border|340x340px| |© Preview snapshot. This QR code is a link back to your data on the generator site ]]

Tools/Prezi

2012-10-23T12:35:51Z

Rf366:

{{ToolInfo
|title=Multimedia presentations that pan and zoom
|tagline=Multimedia presentations that pan and zoom - Prezi
|image=Prezi1.png
|topic=presentation
|description=
|strategy=
|ideas=
|specs=Web tool with a premium downloadable version
|Link=http://www.prezi.com
}}

[[File:Prezi2.png|border|340x340px| |© Preview of the Prezi web site's features]] [[File:Prezi3.png|border|340x340px| |© Preview snapshot of the Prezi site with numerous videos describing ways to use it]]

Tools/PollEverywhere

2012-10-23T12:34:59Z

Rf366:

{{ToolInfo
|title=Gain and display audience feedback
|tagline=Gain and display audience feedback - PollEverywhere
|image=polleverywhere3.png
|topic=Polls
|description=
|strategy=
|ideas=
|specs=Web tool, free for small groups to use then rising in cost
|Link=www.polleverywhere.com
}}

[[File:Polleverywhere4.png|border|350x350px|link=|© Preview ]][[File:Polleverywhere2.png|border|350x350px|© Preview ]] [[File:Polleverywhere0.png|border|350x350px|© Preview ]]

Tools/Penzu

2012-10-23T12:33:30Z

Rf366:

{{ToolInfo
|title=Keep a personal notebook online
|tagline=Keep a personal notebook online - Penzu
|image=Penzu1.png
|topic=Word processing
|description=
|strategy=
|ideas=
|specs=A web-based tool
|Link=www.penzu.com
}}

[[File:Penzu2.jpg|border|340x340px| |© Preview snapshot ]]

Tools/Mindmeister

2012-10-23T12:31:58Z

Rf366:

{{ToolInfo
|title=Mindmapping and planning
|tagline=Mindmapping and planning - Mindmeister
|image=Mindmeister1.png
|topic=mindmap, collaborative
|description=
|strategy=
|ideas=
|specs=Web tool
|Link=http://www.mindmeister.com
}}

[[File:Mindmeister3.jpg|border|340x340px| |© Preview snapshot ]] [[File:Mindmeister2.png|border|x420px| |© Preview snapshot ]]

Tools/Kwiqpoll

2012-10-23T12:30:38Z

Rf366:

{{ToolInfo
|title=Ask a question and measure the response
|tagline=Ask a question and measure the response - Kwiqpoll
|image=Kwiqpoll1.png
|topic=Polls, question
|description=
|strategy=
|ideas=
|specs=Web Tool
|Link=http://kwiqpoll.com/
}}
[[File:Kwiqpoll3.png|border|350x350px|© Preview of how you receive the question]] [[File:Kwiqpoll2.png|border|350x350px|© A graph showing the responses so far]]

Tools/Urtak

2012-10-23T12:29:33Z

Rf366:

{{ToolInfo
|title=Questions and discussion around a blog
|tagline=Comments powered by questions - Urtak
|image=Urtak1.png
|topic=blog, feedback, poll, comments
|description=
|strategy=
|ideas=
|topic=Blogs, Polls
|specs=Web tool, available as a feature {{tooltag|plugin}} for the blog tool {{tooltag|WordPress}}
|Link=https://urtak.com/
}}
[[File:Urtak0.png|border|340x340px| |© Preview snapshot of a 'poll']]

Tools/GoogleDrive

2012-10-23T12:28:47Z

Rf366:

{{ToolInfo
|title=Make a questionnaire
|tagline=Make a questionnaire - Google Drive
|image=Googledriveform1.png
|topic=Polls
|description=
|strategy=
|ideas=
|specs=Online tool requires a Google account. The form tools are very flexible, it's free.
|Link=To create forms see http://www.google.com/google-d-s/forms/, for general guidance https://drive.google.com/start#home
}}
[[Category:Word processors]]

[[File:Googledriveform2.png|border|350x350px|© Preview of the Google Drive survey form]] [[File:Googledriveform3.png|border|350x350px|© creating the survey form]]

Tools/Kerpoof

2012-10-23T12:27:45Z

Rf366:

{{ToolInfo
|title=Tell a story using timeline animation
|tagline=Tell a story using timeline animation - Kerpoof
|image=Kerpoof1..png
|topic=draw, animation
|description=
|strategy=
|ideas=
|specs=Web tool from Disney
|Link=http://www.kerpoof.com
}}

[[File:Kerpoof2..jpg|border||350x350px| |© Preview of the animation tool]]