Tools/Word Processors - Revision history

Rf366 at 12:54, 23 October 2012

2012-10-23T12:54:09Z

← Older revision		Revision as of 12:54, 23 October 2012
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	{{ToolInfo		{{ToolInfo
	\|title=~~Word Processor~~		\|title=Typing, collaboration and communication
	\|tagline=Typing, {{tooltag\|collaborative\|collaboration}} and {{tooltag\|communication}}		\|tagline=Typing, {{tooltag\|collaborative\|collaboration}} and {{tooltag\|communication}}- Word Processor
	\|image=Wordpro1.png		\|image=Wordpro1.png
	\|topic=word processing		\|topic=word processing

SimonKnight at 10:31, 13 October 2012

2012-10-13T10:31:04Z

← Older revision		Revision as of 10:31, 13 October 2012
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	\|image=Wordpro1.png		\|image=Wordpro1.png
	\|topic=word processing		\|topic=word processing
	\|description= More than a typewriter, {{tooltag\|word processors\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{teachtag\|questioning\|questions}}. A {{tooltag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tooltag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tooltag\|collaborative\|collaborate}}, working on the same page, over the network.		\|description=
	\|strategy=		\|strategy=
	\|ideas=		\|ideas=

SimonKnight at 15:22, 28 September 2012

2012-09-28T15:22:59Z

← Older revision		Revision as of 15:22, 28 September 2012
Line 3:		Line 3:
	\|tagline=Typing, {{tooltag\|collaborative\|collaboration}} and {{tooltag\|communication}}		\|tagline=Typing, {{tooltag\|collaborative\|collaboration}} and {{tooltag\|communication}}
	\|image=Wordpro1.png		\|image=Wordpro1.png
			\|topic=word processing
	\|description= More than a typewriter, {{tooltag\|word processors\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{teachtag\|questioning\|questions}}. A {{tooltag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tooltag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tooltag\|collaborative\|collaborate}}, working on the same page, over the network.		\|description= More than a typewriter, {{tooltag\|word processors\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{teachtag\|questioning\|questions}}. A {{tooltag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tooltag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tooltag\|collaborative\|collaborate}}, working on the same page, over the network.
	\|strategy=		\|strategy=

SimonKnight at 12:32, 28 September 2012

2012-09-28T12:32:48Z

← Older revision		Revision as of 12:32, 28 September 2012
Line 3:		Line 3:
	\|tagline=Typing, {{tooltag\|collaborative\|collaboration}} and {{tooltag\|communication}}		\|tagline=Typing, {{tooltag\|collaborative\|collaboration}} and {{tooltag\|communication}}
	\|image=Wordpro1.png		\|image=Wordpro1.png
	\|description= More than a typewriter, {{tooltag\|word processors\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{teachtag\|questions}}. A {{tooltag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tooltag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tooltag\|collaborative\|collaborate}}, working on the same page, over the network.		\|description= More than a typewriter, {{tooltag\|word processors\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{teachtag\|questioning\|questions}}. A {{tooltag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tooltag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tooltag\|collaborative\|collaborate}}, working on the same page, over the network.
	\|strategy=		\|strategy=
	\|ideas=		\|ideas=

Bjoern: Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

2012-09-28T08:58:11Z

Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

← Older revision		Revision as of 08:58, 28 September 2012
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	{{ToolInfo		{{ToolInfo
	\|title=Word Processor		\|title=Word Processor
	\|tagline=Typing, {{~~tag~~\|collaborative\|collaboration}} and {{~~tag~~\|communication}}		\|tagline=Typing, {{tooltag\|collaborative\|collaboration}} and {{tooltag\|communication}}
	\|image=Wordpro1.png		\|image=Wordpro1.png
	\|description= More than a typewriter, {{~~tag~~\|word processors\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{~~tag~~\|questions}}. A {{~~tag~~\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{~~tag~~\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{~~tag~~\|collaborative\|collaborate}}, working on the same page, over the network.		\|description= More than a typewriter, {{tooltag\|word processors\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{teachtag\|questions}}. A {{tooltag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tooltag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tooltag\|collaborative\|collaborate}}, working on the same page, over the network.
	\|strategy=		\|strategy=
	\|ideas=		\|ideas=

SimonKnight at 12:55, 27 September 2012

2012-09-27T12:55:41Z

← Older revision		Revision as of 12:55, 27 September 2012
Line 3:		Line 3:
	\|tagline=Typing, {{tag\|collaborative\|collaboration}} and {{tag\|communication}}		\|tagline=Typing, {{tag\|collaborative\|collaboration}} and {{tag\|communication}}
	\|image=Wordpro1.png		\|image=Wordpro1.png
	\|description= More than a typewriter, {{tag\|word processors\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{tag\|questions}}. A {{tag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tag\|collaborate}}, working on the same page, over the network.		\|description= More than a typewriter, {{tag\|word processors\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{tag\|questions}}. A {{tag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tag\|collaborative\|collaborate}}, working on the same page, over the network.
	\|strategy=		\|strategy=
	\|ideas=		\|ideas=

SimonKnight at 12:53, 27 September 2012

2012-09-27T12:53:24Z

← Older revision		Revision as of 12:53, 27 September 2012
Line 1:		Line 1:
	{{ToolInfo		{{ToolInfo
	\|title=Word Processor		\|title=Word Processor
	\|tagline=Typing, {{tag\|collaboration}} and {{tag\|communication}}		\|tagline=Typing, {{tag\|collaborative\|collaboration}} and {{tag\|communication}}
	\|image=Wordpro1.png		\|image=Wordpro1.png
	\|description= More than a typewriter, {{tag\|word processors\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{tag\|questions}}. A {{tag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tag\|collaborate}}, working on the same page, over the network.		\|description= More than a typewriter, {{tag\|word processors\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{tag\|questions}}. A {{tag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tag\|collaborate}}, working on the same page, over the network.

SimonKnight at 08:07, 27 September 2012

2012-09-27T08:07:08Z

← Older revision		Revision as of 08:07, 27 September 2012
Line 3:		Line 3:
	\|tagline=Typing, {{tag\|collaboration}} and {{tag\|communication}}		\|tagline=Typing, {{tag\|collaboration}} and {{tag\|communication}}
	\|image=Wordpro1.png		\|image=Wordpro1.png
	\|description= More than a typewriter, {{tag\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{tag\|questions}}. A {{tag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tag\|collaborate}}, working on the same page, over the network.		\|description= More than a typewriter, {{tag\|word processors\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{tag\|questions}}. A {{tag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tag\|collaborate}}, working on the same page, over the network.
	\|strategy=		\|strategy=
	\|ideas=		\|ideas=

Rf366 at 16:12, 13 September 2012

2012-09-13T16:12:29Z

← Older revision		Revision as of 16:12, 13 September 2012
Line 1:		Line 1:
	{{ToolInfo		{{ToolInfo
	\|title=Word Processor		\|title=Word Processor
	\|tagline=~~Type~~, {{tag\|~~collaborate~~}} and {{tag\|~~communicate~~}}		\|tagline=Typing, {{tag\|collaboration}} and {{tag\|communication}}
	\|image=Wordpro1.png		\|image=Wordpro1.png
	\|description= More than a typewriter, {{tag\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{tag\|questions}}. A {{tag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tag\|collaborate}}, working on the same page, over the network.		\|description= More than a typewriter, {{tag\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{tag\|questions}}. A {{tag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tag\|collaborate}}, working on the same page, over the network.

Rf366 at 16:04, 13 September 2012

2012-09-13T16:04:22Z

← Older revision		Revision as of 16:04, 13 September 2012
Line 3:		Line 3:
	\|tagline=Type, {{tag\|collaborate}} and {{tag\|communicate}}		\|tagline=Type, {{tag\|collaborate}} and {{tag\|communicate}}
	\|image=Wordpro1.png		\|image=Wordpro1.png
	\|description= More than a typewriter, {{tag\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{tag\|questions}}. A {{tag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tag\|~~blog~~}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tag\|collaborate}}, working on the same page, over the network.		\|description= More than a typewriter, {{tag\|word processing}} is a way to improve the quality of writing. Word processing allows pupils to reflect on, and improve work they have finished. Not everyone responds well to a blank screen, hence teachers may provide 'scaffolding' such as a list of {{tag\|questions}}. A {{tag\|writing frame}} for science might include hints for writing a lab report. It might ask for example, what were you trying to find out? Which results are useful? How do your results explain your idea? ’Why do you think that happened? And these may drive their thinking.Several word processing tools put their words on the web to provide students with a wider audience than just the person that marks it. Which means that writing news, a review, a radio script or a campaigning {{tag\|blogs}} can have a real purpose - otherwise called an authentic task. Several also permit pupils to {{tag\|collaborate}}, working on the same page, over the network.
	\|strategy=		\|strategy=
	\|ideas=		\|ideas=