Why glogster.edu?
"With the #1 online learning tool in the U.S. you can engage your students, inspire curiosity, excite learners and show anywhere" (Glogster.edu)
Image from: http://c4lpt.co.uk/top-100-tools/top-tools-eduglogster/
Image from: http://c4lpt.co.uk/top-100-tools/top-tools-eduglogster/
The Melbourne Declaration on the Educational Goals for Young Australians recognises that ICT is a critical aspect of education and that students need to be proficient in their use of digital technologies (ACARA, 2012). Accordingly, the Australian national curriculum includes ICT as a cross-curriculum capability stating that students must be able to “use digital technologies to access information and to communicate and collaborate with others on and off site” (ACARA, 2012). The International Reading Association (IRA) also believe that educators have a responsibility to integrate ICTs into the curriculum (readwritethink.org), so that students are adequately prepared for their futures in a world that is becoming more and more reliant on ICT.
GlogsterEDU is a FREE education platform developed in 2009. It allows its users to create interactive virtual posters that include text, images, photos, audio, videos, data, animations and links to websites (teachersfirst.com). Glogs are a useful tool, allowing students to develop their creativity synthesise information and share their knowledge with other students through interactive formats that promote students engagement (Moss, 2012). Users have the option to change the background, layout and multimedia included in their blog (Lightle, 2011). Teachers can also use GlogsterEDU to create a 'virtual classroom' with their students. The benefits of using Glogster in this way means that the teacher is able to access student accounts so they can monitor student activities and support students having difficulty (Karchmer-Klein & Shinas, 2012) whilst protecting students privacy and preventing cyber bullying.
GlogsterEDU can be utilised by the teacher to create a professional looking presentation for the students to view notes, images and videos relating the concepts. These can be used either as an introduction to a topic or as a revision tool. In addition to this, students may use GlogsterEDU as an alternative to a pen-and-paper poster to present their work. They then have the option of sharing their glog with other students allowing them to learn from each other.
The use of digital technologies in the classroom affects the way students think and learn and gives them greater control over how, where and when they learn (ACARA, 2012). Research indicates that web-based tools, such as GlogsterEDU can support student learning, specifically the development of critical reading skills and ICT capabilities (Handsfield, Dean, & Cielocha, 2009 as cited in Karchmer-Klein and Shinas, 2012).
Below is a 'student sample' that was created as a representational challenge which required students to 'Create an online poster that shows the structure of chromosomes, including the different levels of biological organisation'.
GlogsterEDU is a FREE education platform developed in 2009. It allows its users to create interactive virtual posters that include text, images, photos, audio, videos, data, animations and links to websites (teachersfirst.com). Glogs are a useful tool, allowing students to develop their creativity synthesise information and share their knowledge with other students through interactive formats that promote students engagement (Moss, 2012). Users have the option to change the background, layout and multimedia included in their blog (Lightle, 2011). Teachers can also use GlogsterEDU to create a 'virtual classroom' with their students. The benefits of using Glogster in this way means that the teacher is able to access student accounts so they can monitor student activities and support students having difficulty (Karchmer-Klein & Shinas, 2012) whilst protecting students privacy and preventing cyber bullying.
GlogsterEDU can be utilised by the teacher to create a professional looking presentation for the students to view notes, images and videos relating the concepts. These can be used either as an introduction to a topic or as a revision tool. In addition to this, students may use GlogsterEDU as an alternative to a pen-and-paper poster to present their work. They then have the option of sharing their glog with other students allowing them to learn from each other.
The use of digital technologies in the classroom affects the way students think and learn and gives them greater control over how, where and when they learn (ACARA, 2012). Research indicates that web-based tools, such as GlogsterEDU can support student learning, specifically the development of critical reading skills and ICT capabilities (Handsfield, Dean, & Cielocha, 2009 as cited in Karchmer-Klein and Shinas, 2012).
Below is a 'student sample' that was created as a representational challenge which required students to 'Create an online poster that shows the structure of chromosomes, including the different levels of biological organisation'.
References:
ACARA (2012). The Australian Curriculum v3.0 Science: Foundations to Year 10 Curriculum. Australian Curriculum, Assessment and Reporting Authority. Accessed 08/10/2012. http://www.australiancurriculum.edu.au/Science/Curriculum/F-10
Karchmer-Klein, R and Shinas, V. H. (2012) Teaching With Glogster: Using Virtual Posters in the Classroom. International Reading Association. Accessed 08/10/2012.
http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-glogster-using-30790.html
Lightle, K. (2011). More than just the technology. Science Scope. Summer, 2011
Teachersfirst.com (2012). GlogsterEDU. The Source for Learning, Inc. Accessed 05/09/2012
http://www.teachersfirst.com/search_action.cfm?searchtext=Glogster&grade_low=0&grade_high=12&search&search