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| '''This is a holding page for our tools - CUT and paste into new document to move them, once this page is emptied, it will be repopulated from the Category:Tools''' As I go along I'm transcluding some of these back in.
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| <hr>
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| {{:Tools/ICTTools}}
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| = ICT tools to gain feedback =
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| == Polls and surveys and assessment ==
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| {{:Tools/TodaysMeet}}
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| {{:Tools/backchan.nl}}
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| {{:Tools/Chatzy}}
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| {{:Tools/Kwiqpoll}}
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| {{:Tools/Urtak}}
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| === Find out who understands as you teach - UNDERSTOODIT.COM or POLLEVERYWHERE ===
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| {{:Tools/Understoodit}}
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| {{:Tools/PollEverywhere}}
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| === Write apps for iPhone, iPad, and Android at BUZZTOUCH ===
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| {{:Tools/Buzztouch}}
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| === make an online questionnaire at GOOGLE DRIVE ===
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| {{:Tools/GoogleDrive}}
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| === Make an online test TESTMOZ (testmoz.com) ===
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| {{:Tools/Testmoz}}
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| === Categorise blog entries - {{tag|Enquiry}}Blogger for Wordpress ===
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| {{:Tools/Enquiry Blogger}}
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| = to collaborate on the web: =
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| == Document sharing ==
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| === Message and video conference at “HALL” ===
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| {{:Tools/Hall}}
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| === Create a study area at STUDY HALL ===
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| {{:Tools/Study Hall}}
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| === Collect shared knowledge at WIKISPACES ===
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| {{:Tools/Wikispaces}}
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| === Share documents at DROPBOX ===
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| {{:Tools/Dropbox}}
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| === Co-create documents at Google Drive ===
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| {{:Tools/GoogleDrive}}
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| = to communicate =
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| == Word processor ==
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| {{:Tools/Word Processors}}
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| == Presentation tools ==
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| === Add information to school displays with QR codes ===
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| {{:Tools/QR Code Generator}}
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| = to communicate using media =
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| === Keep an online notebook at PENZU ===
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| {{:Tools/Penzu}}
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| === Make an activity for a whiteboard at TRIPTICO ===
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| {{:Tools/Triptico}}
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| === Make a class website at WEEBLY.COM ===
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| WEEBLY (education.weebly.com) is a way for a class to make a {{tag|project website}}. Students have various ways, such as adding multimedia to help express themselves. The work involved can happen away from the public internet and in a safe space that is under control of the teacher.
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| === Add a voice to an animated character at VOKI.COM ===
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| VOKI (voki.com) is a made for school tool where you choose an {{tag|animated}} character and give them a voice to explain a topic or tell a story. Students select an avatar and make them talk either by typing or talking. A class manager allows the teacher to set assignments and manage logins.
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| === Set up a class group in FACEBOOK ===
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| FACEBOOK (facebook.com) has been used by teachers to set up a {{tag|social network}} group and connect with students. Facebook is common currency and as such is highly accessible to many. It may be rather close to home for others.
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| === Broadcast your science project at USTREAM ===
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| While USTREAM (www.ustream.tv) looks like youtube done differently, it offers an edge in allowing a live {{tag|broadcasting}} over the net. A school or class could have a channel to broadcast with little more than a camera. USTREAM is used by big name broadcasters and families alike.
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| == Writing – Blogs ==
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| === Share this week’s science news on a blog ===
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| Still a popular approach to teaching, and still underused, {{tag|blogging}} is the easiest of ways to publish school news or lab discoveries. Blogging environments allow video and photos to be included alongside text. Each of the following blogging site alternatives offers an overwhelming range of features. See BLOGGER (blogger.com); WORDPRESS (wordpress.org) and TYPEPAD (typepad.com)
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| = to present =
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| === Make a panoramic presentation at VUVOX ===
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| VUVOX ([http://www.vuvox.com/ www.vuvox.com]) is a tool to make {{tag|presentations}} such as photo {{tag|panoramas}} with hot-spots. Imagine VUVOX as a way to make a set of Powerpoint slides that scroll across the screen. You can add a range of media and interactivity to the result.
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| === Brainstorm at WALLWISHER ===
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| WALLWISHER (wallwisher.com) is a {{tag|notice board}} where you can plan, discuss and {{tag|brainstorm}}. Use it to add questions, post-it {{tag|notes}} and add {{tag|comments}}. It is easy to sign up and use it immediately.
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| === Make a timeline animation at KERPOOF ===
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| KERPOOF (kerpoof.com) allows primary age pupils to make {{tag|artwork}} and {{tag|timeline}} {{tag|animation}}. It can be used to tell and illustrate a story.
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| === Make a safety campaign poster at GLOGSTER ===
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| GLOGSTER (edu.glogster.com) is like an {{tag|onscreen poster}} where you can add music, photos, videos to record an event, or a science project. The posters can be published on social sites and this happen inside a teacher-managed login.
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| === Brainstorm at CONCEPTBOARD ===
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| CONCEPTBOARD (conceptboard.com) is a ‘web space’ to discuss and {{tag|brainstorm}} ideas and documents for a project say, and as an alternative to trying to {{tag|collaborate}} via email. It was designed to enable team work and conferencing.
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| === Record a conversation between animated characters at XTRANORMAL ===
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| First sights of XTRANORMAL (xtranormal.com) character {{tag|animation}} tool may deceive that this is for learning languages. However, XTRANORMAL enables students to make {{tag|narratives}} and conversations that explain almost any topic. We have seen it used to handle a question and answer session on student options. Animation is edited on a timeline. Voice can be added by talking or typing.
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| === Presentations with pans and zooms - Prezi - prezi.com ===
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| Create {{tag|presentations}} with flair, import Powerpoints and share your work. Invite students to a meeting where they can co-edit a project, adding video or pictures. Embed a presentation in a blog; export to a self-playing file and publicise it using Facebook. (Free and premium accounts available)
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| === Draw diagrams, collaborate and share - Cacoo - cacoo.com ===
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| Use a web browser to {{tag|draw}} a picture, flowchart or diagram with the help of a library of clip-art ‘stencils’. You can use the flowchart to create a teaching resource to share it with the rest of the class. A {{tag|chat}} window enables {{tag|collaboration}} with each other. Results can be exported to a versatile file or embedded in a blog page.
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| = to collect data and measure =
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| {{tag|Sensors}} are obviously tools for measuring in science, but why might they be better than regular tools? Are they more accurate; more convenient or less costly? On these points alone, they are certainly no better than an everyday device such as a thermometer.
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| Sensors and {{tag|data loggers}} are in part ‘special’ because they can display fast changes and measure with precision. A temperature sensor linked to a live graph can give us a better insight into how a cup of coffee cools. Sensors also extend the range of things we can measure - from timing a falling mass to recording human pulse changes during a race. Importantly, a live display of a changing measurement can provide pupils with a tacit understanding for the changes they will investigate.
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| An {{tag|accelerometer}} might give an insight into gravity by directly measuring it. Another sensor, called a {{tag|light gate}}, might show how acceleration is derived from measuring distance and time. These examples aim to highlight that deriving some benefits from data logging may depend on the design of the teaching activity. The idea that is key is that the benefits from using sensors are not always automatic.
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| Nearby are examples to evaluate what sensors bring to science.
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| == Data logging ==
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| <nowiki>[nearby DATALOGGING BOOK LINK].</nowiki>
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| = to handle and analyse data =
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| == Handle data with a spreadsheet ==
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| A {{tag|spreadsheet}} probably found itself in school by accident, but in no time at all, its {{tag|calculating}} and {{tag|graph}} drawing abilities found it a secure place. In science teaching, a spreadsheet is a ready-made results table that quickly produces a graph. Graphs are a key tool for analysing data and a spreadsheet makes them with ease. In fact, spreadsheets can produce an astounding range of graphs. Our role as science teachers may be to encourage pupils to communicate effectively using graphs.
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| The ability of spreadsheets to organise, record and analyse data are aspects of exploring science. If you had a table of students’ personal data, you could sort it into order of shoe size, or work out the average size of the class. You could draw a bar chart to see how the shoe sizes vary across the class. Or draw a scattergraph to see if the sizes vary with height. You might also search for those with black hair and see if they have an eye colour in common. Students can similarly use a spreadsheet to sort and search for patterns in the properties of elements in the periodic table
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| It may be clear already that students using a spreadsheet in these ways have to work scientifically. They would need to define what they want to find out, collect data, organise it and analyse it. A case can be put that the use of a spreadsheet belongs, and probably deserves a place in science teaching.
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| == Handle data with other software ==
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| Spreadsheets have an astonishing range of functions that help with maths or modelling. They appear to turn any mathematical trick so there may be an assumption that spreadsheets are the tool to handle all calculations and graphs.
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| However, there are other tools. Furthermore, they may be designed for tasks we need to do in school and actually do things that a spreadsheet does not do. For example, there are data handling packages designed for use with data collected from {{tag|sensors}}. These packages can take reading at points on a {{tag|graph}}; {{tag|calculate}} net changes; calculate graph areas; plot a rate of change against time and these things can often be done with less IT training and more efficiency.
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| = to model an idea and visualise =
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| == Explain ideas using {{tag|animation}} ==
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| It is hard to imagine a really piece of communication that does not benefit from graphics. Numerous tools allow students to draw, photograph, and make video and animation. (SCRATCH; POWERPOINT). Some, if not many learners, adapt well to working with visuals and thus teachers can exploit this. For example
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| * Make a step-by-step {{tag|visual guide}} to an experiment
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| * Make a puzzle where you must put a series of steps in the right order
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| * {{tag|Animate}} a story to explain what happens in photosynthesis
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| * {{tag|Animate}} the orbit of the earth to explain the phases of the moon or the reasons for seasons.
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| * Make a {{tag|timelapse}} movie of a plant growing towards the light
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| * Write a {{tag|dialogue}} where {{tag|animated}} characters {{tag|discuss}} two sides of an environmental issue
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| == {{tag|Animation}}, {{tag|models}} and {{tag|simulations}} ==
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| Many science ideas are perhaps best experienced and {{tag|animation}} offers a way towards providing some experience. An Internet search easily finds free and commercial simulations of popular topics such as the heart cycle or kinetic theory. You may even have skills with animation tools (Adobe Edge; Sketch; PowerPoint; {{tag|whiteboard}} software) that allows you to create an animation for a teaching need.
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| One side point is that you will find the terms ‘{{tag|models}}’ and ‘{{tag|simulations}}’ used with varying amounts of accuracy. Each term refers to a distinct type of experience although the distinction is blurred in practice. A model and a simulation of say, animated solids, liquids and gases can look very much the same on screen. The simulation allows you to explore but the model allows you explore more. To qualify as a model of kinetic theory, it needs to let you inside it to play with assumptions it uses to work.
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| But how do you imagine that {{tag|animation}} might be used for teaching? Do you imagine that the teacher discusses the animation on the {{tag|whiteboard}}? Would it always be better that students use it for themselves? If so how would you structure that activity? Is there a space for students to makes their own animations? And does it always follow that learning with animation should entail some kind of {{tag|inquiry}} learning?
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| == Modelling with a spreadsheet ==
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| An interesting feature of a {{tag|spreadsheet}} is its potential for teaching about ‘{{tag|modelling}}’. If you had information about the gravity force on celestial bodies, you could get the spreadsheet to work out how much you would weigh on each of them. This 'spreadsheet' could then be called a mathematical model: it provides an alternative to actually going to the moon to weigh yourself.
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| You can use a spreadsheet to build models as complicated as you wish. You can model the gas laws, chemical equilibrium and the Hardy-Weinberg distribution law. Nearby [IT in Secondary Science] is a model to show which methods of home insulation are cost effective. One could, for example, adapt this to compare solar panels and other home energy solutions.
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| Modelling offers a way to examine a hypothesis that arises at some point in your workscheme. Here are a few ideas that have been tried
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| * Use a spreadsheet to examine braking distances of a car under wet and dry conditions. Experiment with a model of the use electricity in the home.
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| * Experiment with a model showing your daily requirements for energy.
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| * Use a spreadsheet to model heat loss from the home. Use it to find the most cost-effective methods of home insulation.
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| === Model geometry with GEOGEBRA ===
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| GEOGEBRA ({{tag|geogebra}}.org) is a tool for {{tag|modelling}} in {{tag|geometry}}. An alluring feature is that you can change parameters on pre-built models using a mouse. You can indeed create models in a way much like drawing on-screen. Remarkably this ‘dynamic geometry’ application, conveniently runs in a browser, but can be downloaded to work offline on a PC.
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| === Map your mind’s ideas at MINDMEISTER ===
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| MINDMEISTER (mindmeister.com) is an incredibly simple {{tag|mind-mapping}} tool. It lets you put ideas in boxes and link them together - as one does in {{tag|concept mapping}}. A box can contain a picture or a document or a link to a web site. MINDMEISTER might be used to make a course ‘poster’. Furthermore, several people can work on the same mind map at the same time.
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| === Create word and tag ‘clouds’ at TAGCLOUD ===
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| WORDLE (wordle.net) makes a ‘{{tag|word cloud}}’ showing the frequency of the words used in a document. You can ‘feed’ the website a web page of text; a blog or whatever text is in a clipboard. You could feed WORDLE with your entire work scheme or the collected work of the class. Typically the bigger the word displayed, the more frequently it has been used. Wordle can be used to make an informative cover page for a project, or to see how tediously tedious one can write!
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| A visitor to TAGCLOUD (tagcloud.com) may wonder how it is different to WORDLE above. However the words in {{tag|tag cloud}} are live links. You could make a cloud from the syllabus text and every tag might start a Google search. A tag cloud can be embedded in a web page and the words can be confined to a picture, say, of the shape a chemistry filter funnel.
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| = to present =
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| == Describe your experiment on video ==
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| Video may already be the most popular way to communicate everywhere. Schools may be among the few places left. TBC
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| = to find information =
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| == Internet ==
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| www.scoop.it/edu-search
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| =To teach/work with coding=
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| https://docs.google.com/document/d/1NY1s-s5S3BGnVgGnwA18hTyMIYk4ZkkpVioFiewWFQE/
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