1. ADDI ADDIE E vs ASS ASSUR URE E Similarities • Both are "systematic approaches to creating performance base! interactive an innovate episoes of gie learning" • Both focse on stent achievement an teacher evelopment Differences • ASSURE ASSURE is intene for meia base instrction • ADDIE evalates learners on a nmerical basis to achieve te#t reslts! $hile ASSURE evalates learners base on $hat learning styles $or% best for them. &he assre moel
A(
&he assre moel is an instrctional material $hich is se to assist teachers in carrying ot a proper lesson. It is important for teachers to be all rone an to %no$ $hen an ho$ to se an instrctional strategies as $ell as meia se $hich ma%es the assre moel the perfect moel for strategic planning. 'o$ each letter in the $or assre stans for something. Analysis of learners &his stage of the moel eals $ith the learner profile! the stents) prior %no$lege an the stents) style of learning. S( State the ob*ective. &his stage of the moel assist yo in setting proper ob*ectives $hich shol involve the three omains $hich are cognitive! affective an psychomotor an al so the AB+D format $hich is Aience! Behavior! +onition! Degree. +omparison of real life sitation shol also be consiere in the ob*ectives an also e#pectations of the learners! re,irements for the lesson an the se of the right meia an metho. S( Select! moify! esign methos! meia an materials In this stage of the moel! the meia! materials an methos are chosen in orer to teach the lesson. &his stage of the moel is se to create a brige bet$een the aience $hich is the stents an the aims $hich are the ob*ectives. &he type of meia mst be properly chosen $hether it be pictres or po$er point also the right metho $hich can be a fiel trip or a lectre an the correct materials $hether it be mae from scratch or boght at a store. U( Utili-e meia! metho an materials. &his is the stage of the moel that the materials! metho an meia are se for teaching a lesson or lessons. In oing this the five /0 )s mst be consiere $hich are2 previe$ the materials! prepare the materials! prepare the environment! prepare the learners an provie the learning e#perience. R( Re,ire learners) participation
&his stage of the moel ensres that the learner learner or learners) are actively involve in the lesson $hen an activity is given $hether it be a game or a s%it. E( Evalate an revise &his is the stage stage $here $here evalation evalation ta%es ta%es place place an an the stents $ill revise revise on pervios lessons as $ell as they $ill $ill be given test or ,estions to ans$er abot the lesson that $as taght.
Aie moel &he Aie moel is the same as the assre moel! it is also an instrctional material that can be se to help teachers in their lessons as $ell. An each letter in the $or Aie also means something. &he only ifference bet$een the Aie moel an the assre moel is that at the en of the assre moel the evalation is one $hile $ith the Aie moel for each stage evalation ta%es place an also at the en. A( Analysis &his stage of the moel spea%s to the learning otcomes! environment an characteristics an the instrctional goals an pro*ect management. D( Design &his stage of the moel moel is loo%e at after the the analysis analysis stage as been loo%e loo%e at an information information is ra$n from it. &hen the esign material $ill be create $ith the tas% esign! information esign an the ser interface or graphic esign incle. An evalation is to be one ring the process of esigning the material. D( Development &his stage of the moel contains the genine formation of any "eliverables" $hich can be either a 3eb page! hanots! o$eroint slies! or online activities $hich can be tili-e $ith the learners for the first implementation. I( Implementation &his stage of the moel portrays the first se of the materials or instrction $ith the learners. 4nce the pro*ect is e#ecte the persons involve $ith the evelopment an esign of the instrction an resorces $ill be able to procee $ith the follo$ p $ith the actal learners. E( Evalation Dring this stage! the first for for 50 stages $ill be evalate as $ell as at the en of the process process $hich is the Aie moel.
The Assure Model •An instrctional material $hich is se to assist teachers in carrying ot a proper lesson. •Is important for teachers to be all rone an to %no$ $hen an ho$ to se an instrctional strategies as $ell as meia.
The Addie Model - Also an instrctional material that can be se to help teachers in their lessons. ( Difference bet$een Aie an Assre moel is the evalation.
Differences of Assure and Addie Model
ASSURE A- Analysis of learners SState the objective. 6Setting proper ob*ectives $hich shol involve the three omains $hich are cognitive! affective an psychomotor an also the AB+D format $hich is Aience! Behavior! +onition! Degree. S- Select, modify, design methods, media and materials U- Utilize media, method and materials. 6In oing this the five !" #$s mst be consiere $hich are2 %revie& the materials! %re%are the materials! %re%are the environment! %re%are the learners an %rovide the learning e'%erience. (- (e)uire learners$ %artici%ation *- *valuate and revise
ADDIE A- Analysis &his stage of the moel spea%s to the learning otcomes! environment an characteristics an the instrctional goals an pro*ect management. D- Design
&his stage of the moel is loo%e at after the analysis stage as been loo%e at an information is ra$n from it. &hen the esign material $ill be create $ith the tas% esign! information esign an the ser interface or graphic esign incle. An evalation is to be one ring the process of esigning the material. D- Develo%ment &his stage of the moel contains the genine formation of any "eliverables" $hich can be either a 3eb page! hanots! o$eroint slies! or online activities $hich can be tili-e $ith the learners for the first implementation. +- +m%lementation &his stage of the moel portrays the first se of the materials or instrction $ith the learners. 4nce the pro*ect is e#ecte the persons involve $ith the evelopment an esign of the instrction an resorces $ill be able to procee $ith the follo$ p $ith the actal learners. *- *valuation Dring this stage! the first for 50 stages $ill be evalate as $ell as at the en of the process $hich is the Aie moel.
A i e 7o e l 8s . Ass r e 7o e l Addie Model
Assure Model
Similarities
Differences
Both moels have stages for esigners to follo$.
In the selection stage of the Assre process similar to the evelopment
&he Aie 7oel consists of fi ve stages9 Analysis!
stage of Aie0 there is particlar attention pai to the integration of
Design! Develop! Implement! an Evalate.
technology. It is specifie that yo select meia an the ne#t stage
&he Assre 7oel consists of si# stages9 Analy-e
mentions meia again. Althogh the Aie 7oel oes call for the esign
:earners! State 4b*ectives! Select 7eia an
to ecie the moe in $hich their content $ill be presente! there is not as
7aterials! Utili-e 7eia an 7aterials! Re,ire
high of a focs on the se of technology.
:earner articipation! Evalate an Revise. &he Aie 7oel oes not have a particlar stage for the role of the ste &he only stage $here the learning is ta%ing place is in the implementation Both moels as% the esigner to analy-e the learners
stage. ;o$ever! the Assre 7oel has a stage calle "Re,ire :earner
an base their instrction off of their analysis.
articipation" $hich focses on the learner
Althogh both moels incle evalation! they complete this ifferently. & Both moels inten to help learners reach instrctional
Assre 7oel saves the evalation for the en only! then sing the reslts
goals.
revise. &he Aie 7oel oes have a smmative evalation at the en of i stages bt also re,ires formative assessment throgh ot the other stage of the process.
ASSU(*--A Model to assure learning Analy-e :earners State 4b*ectives Select 7eia! 7ethos! an materials
Utili-e meia an materials (e,ire articipation *valate an Revise ADD+*--A Model for instructional design A= analy-e>ientify a performance eficiency training = intervention0 D= esign>3riting performance ob*ectives se,encing content! selecting instrctional methos D= evelopment>+reation of instrctional materials += implementation>Installation an maintenance *= evalation>8aliating an smmative evalation0 om%arison Each moel has its o$n ni,e characteristics an elements that ma%e p each phase. &he five phases of the ADDIE moel9 analysis! esigning! evelopment! implementation! an evalation! have a clear meaning an nerstaning. &his step(by(step metho occrs linearly $ith easy istinction in progression. 3ith the Dic% an +arey moel! it incles mch more etail phases. &he Dic% an +arey consist of ten etail phases that are e#ecte iteratively rather than linearly li%e the Aie moel. &he evalation process in the t $o methos of instrction has its ifferences as $ell. &he ADDIE metho is set p to evalate in the fifth an final phase in its approach. &his phase consists of t$o forms of evalation formative an smmative. &he ?ormative focses on the processes one throghot the moel! an the Smmative is a testing metho on relate items esigne to give feebac% from the sers. &he Dic% an +arey moel has evalations throghot each phase of the metho. Revisions are mae throghot each step in orer to improve irections an nerstaning in each
phase. Data is also se in orer to ientify any ifficlties that one may be having throghot each phase. &he final phase allo$s the esigner is able to formatively evalate instrction an revise to meet the stanar of esign. &here is a similarity bet$een both the ADDIE an Dic% an +arey moels of instrctional esign. &he system approaches that are both moels are on the inpt! the otpt! an the process of esigning the crriclm. &he t$o ifferences are the nmber of steps pt into each moel an the evalation process of each metho of esign.
&he ASSURE 7oel has si# steps! each represente by a letter in the acronym title! $ith each step escribing a set of tas% central to the informe selection a n se of ecational technology. &he ASSURE acronym stans for these important components9
Analy-e :earners2
State 4b*ectives2
Select 7ethos! 7eia an 7aterials2
Utili-e 7ethos! 7eia an 7aterials2
(e,ire :earner articipation2 an
*valate an Revise.
ADDIE 7oel &he ADDIE moel focses on five elements of implementing an instrctional lesson. &he first stage of planning is to analy-e. Dring this first step the teacher mst ientify $hat is going to be taght $hich is one by analy-ing the stanar that is provie. &hen! the teacher mst consier ho$ to eliver the lesson an any problems that might arise. +olston! @0 &he secon stage is to esign2 esigning incles $or%ing $ith specific learning goals an eveloping resorces that col possibly be se. +olston! @0 'e#t is the evelopment stage in $hich the esigner creates the learning materials that $ill be se to reach the esire learning goals. &he forth step in the ADDIE moel is implementation! in $hich the learning plan is actally implemente in the classroom. An! the final step is to evalate! sing both formative an smmative assessment! to etermine the sccess of the learning plan an to etermine any changes that might nee to be mae. +olston! @0 Unerstaning by Design Unerstaning b y Design is Ca frame$or% for improving stent achievement 3iggins! @0. UbD focses on the teacher)s role in the learning process by specifically e#amining for areas. &he first emphasis is on stent learning an the importance of creating opportnities to enhance stent evelopment. Secon! is to focs on means to assess stent learning an self(assessment for the stent. &he thir iea is to evelop learning activities base on the three stage Cbac%$ar esign concept. 3iggins! @0 &he final iea e#presses the importance of revie$ing reslts an ma%ing changes as necessary. Rnning ;ea9 ID +omparison 5 :earning nits an activities that are create sing the Unerstaning by Design moel consist of three phases. In the first stage! the esigner ientifies $hat the esire otcome is to be. &his re,ires etermining $hat the learning goals are2 these goals are generate by focsing on the learning stanars that have been provie an etermining $hat mst be learne in orer to master those stanars. 3iggins! @0 In the secon phase! the esigner mst establish $hat evience shol be presente in orer to assess stent progress. An! finally! in the thir phase! the plan for ho$ to reach the esire reslts is presente. http9FF$$$.vanerbilt.eFcftFresorcesFteachingGresorcesFtheoryFesign.htm0 ASSURE 7oel &he ASSURE moel $as esigne base on the +onitions of :earning theory that $as evelope by Robert Hagne. Hagne)s theory is centere on the principle that hmans learn in ifferent $ays an therefore re,ire ifferent means of instrction.
http9FFtip.psychology.orgFgagne.html0 &he ASSURE moel consists of si# elements. &he first element re,ires the esigner to analy-e $ho the aience is going to be. 'e#t! the esigner mst state $hat the e#pecte reslt of the lesson is to be. &he thir element is to select the proper methos an resorces in orer to implement the learning plan an to tili-e the available resorces. &he esigner mst create a learning plan that $ill re,ire the aience to be involve in the learning process. An finally! evalate the lessons otcome an be $illing to ma%e any necessary revisions. http9FF$$$@.nca.eFecaitonFetechFtechcorseFassre.htm0 Rnning ;ea9 ID +omparison / &he ADDIE moel! Unerstaning by Design! an the ASSURE moel each offer a step(by(step approach for ecators to follo$2 $hile the specific $oring may vary! the overall giing principles of each moel are very similar. Each moel focses on the stents in $hich the learning activities are intene for. I i fin that the ADDIE moel an the ASSURE moel seeme more focse on specific learning activities or lessons. In comparison! Unerstaning by Design seems broa reaching an better site for entire nit esign. 'ot only o each these three esign moels provie for the e#tensive analysis of or stents an the stanars $e are teaching! bt they each also re,ire the teacher to reflect pon completion of the lesson. &he main focs of all three is to ae,ately analy-e the stents) abilities an nees along $ith the learning goals an create a learning plan that incorporates all of these elements. 3hen teaching the in(epth stanars that teachers $or% $ith each ay! it is vitally important to ta%e time to reflect on $ho $e are aiming or instrction to an etermine the most effective $ays to carry ot or instrction. Reflection is also a crcial part of the learning process. As teachers $e mst be able to loo% bac% at the lessons $e have esigne an gage or sccesses an failres. If $e concle that the evience or stents present oesn)t reflect mastery of the stanars an learning goals! then $e mst be $illing to ma%e the necessary changes to ensre sccess for or stents. Using a esign moel sch as ADDIE! ASSURE! or Unerstaning by Design ensres that teachers are reflecting on all of the elements of teaching that $ill ltimately lea to sccess.
Definition of ecational technology Definitions
Ecational technology is a $ie fiel. &herefore! one can fin many efinitions! some of $hich are conflicting. Ecational technology can be consiere either as a esign science or as a collection of ifferent research interests aressing fnamental isses of learning! teaching an social organi-ation. 'evertheless! there are a fe$ featres on $hich most researchers an practitioners might agree9 1. Use of technology is principle9 &echnology means the systematic application of scientific %no$lege to practical tas%s. &herefore! ecational technology is base on theoretical %no$lege ra$n from ifferent isciplines commnication! ecation! psychology! sociology! philosophy! artificial intelligence! compter science! etc.0 pls e#periential %no$lege ra$n from ecational practice. @. Ecational technology aims to improve ecation. &echnology shol facilitate learning processes an increase performance of the ecational systems0 as it regars to effectiveness anFor efficiency. *ducational technology is efine by the Association for Ecational +ommnications an &echnology as "the sty an ethical practice of facilitating learning an improving performance by creating! sing! an managing appropriate technological processes an resorces." 1J Ecational technology refers to the se of both physical har$are an ecational theoretics. It encompasses several omains! incling learning theory! compter(base training! online learning! an! $here mobile technologies are se! m(learning. Accoringly! there are several iscrete aspects to escribing the intellectal an technical evelopment of ecational technology9 •
ecational technology as the theory an practice of ecational approaches to learning
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ecational technology as technological tools an meia that assist in the commnication of %no$lege! an its evelopment an e#change
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ecational technology for learning management systems :7S0! sch as tools for stent an crriclm management! an ecation management information systems E7IS0
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ecational technology itself as an ecational sb*ect2 sch corses may be calle "+ompter Sties" or "Information an commnications technology I+&0".
Th eMe a ni n go fEd u c at i o nT e c h n ol o g y Ed uc at i o nT ec h no l o gyi st h ed ev e l o pme nt ,a pp l i c a t i o na nde v al u at i o no fs y s t e ms ,t e c hn i q ue sa nda i d st oi mp r o v et h ep r o c e s so f h uma nl e ar n i n g.Ed uc a t i o nT e ch no l o gyi st h ed ev e l o pme nt ,a pp l i c a t i o na nde v al u at i o no fs y s t e ms ,t e c hn i q ue sa nda i d st oi mp r o v e t h ep r o c e s sofh uma nl e ar n i n g. Ed uc at i on al t e ch no l o gyi sas y s t e ma t i cwa yo fd es i g ni n g,i mp l e me nt i n ga nde v al ua t i n gt h et o t a ll ea r n i n ga ndt e ac hi n gi nt e r msof s p ec i fi co bj e c t i v e sb as e do nr e s ea r c hi nhu ma nl e ar n i n ga ndc ommu ni c a t i o n;a ndemp l o y i n gac omb i n at i o no fh uma na ndno nh uma nr e so ur c e st ob r i n ga bo utmo r ee ffe ct i v ei n s t r u c t i o n. Si mpl ys t a t ed,educ at i onal t ec hnol ogyi st heappl i c at i onoft her es ul t sofr es ear c her sands t udi es ,mat er i al ornonmat er i al t o i mpr o veT eac hi ngandl ear ni ng.Mat er i al sr e s ul t sofr es ear c her si nc l udebo t ht het r adi t i onal ai ds ,whi c hwi l l bet hef oc usoft hi s c our s e.Non -ma t e r i al sr e su l t si n cl u de st het h eo r i e sa ndp r i n ci p l e so ft ea ch i ngI n cl u di n gme t h od ol o gi e ss t r a t e gi e sAndt e ch ni q ue so f t e ac hi n g. Ed uc at i o na lt e c hn ol o gymu s tb ev i e we di nr e l a t i o nt ot e ac h i n ga sawh ol ei n t ot h el e ar n i n gp r o ce s s .t e ac he r smu s tb eu nd er s t a nd t hi sr e l at i ons hi pi nor dert obeabl et omak ei nt el l i gentorf r ui t f ul us eoft ec hnol ogi c al ai ds .
Why Use E-mail? Although computing in general, and e-mail in particular, are well established in undergraduate education, they are not fully integrated into the curriculum. We often limit computing to courses in which it is the primary focus or a necessary tool, such as computer programming or statistics courses. The notion of integrating e-mail i nto the undergraduate curriculum as an instructional tool is still relatively new, but introducing e-mail into any curriculum has many potential benets.
!."tudents and faculty both benet from using e-mail. "tudents learn a communication tool that is used throughout academia and industry. Using e-mail is the rst step in using the #nternet, the international research and education networ$ that our students can navigate by using networ$ searching tools. %."tudents who use e-mail nd that faculty are accessible for more than posted o&ce hours. E-mail e'tends o&ce hours to virtually any time and place, to the mutual convenience of faculty and students. "tudents also can discover and learn to use educational resources that e'ist beyond the boundaries of the campus. E-mail allows students and faculty to (oin other learners of all ages, from all over the globe, in discussions of mutual educational interest. This enlarged )peer group) brings together people from other cultures, religions, educational systems, and political systems, enriching students on the l ocal campus. *inally, students are encouraged to learn independently and are rewarded for doing so. The educational networ$s are so enticing that students often e'plore them beyond the re+uirements of a particular course
Ema i l ( el e ct r oni cma i l )i st heex c hang eo fc omp ut er s t or edmes s agesb yt el ec ommuni c at i on.( Some l ma i l publ i c at i onss pel l i temai ;wepr ef ert hec ur r ent l ymor ees t abl i s heds pel l i ngofe . )Ema i l me ss a ge sar e
us ual l yenc odedi nASCI I t e x t .Ho we v er ,y o uc a na l s os e ndn on t e x tfi l e s ,s u c ha sg r a ph i ci ma ge sa nds ou nd fi l es ,asat t ac hment ss enti nbi nar ys t r eams .Emai l wasoneoft hefi r s tus esoft heI nt er netandi sst i l l t he mo s tp op ul a ru se . Ema i l c a na l s obeex c h a n ge db e t we enonl i nes er v i c epr ov i derus er sandi nne t wor k sot hert hant heI nt er net , bot hpubl i candpr i v at e.
L i mpl eDefini t i onofE–MAI asyst em f orsendi ng messagesf r om onecomput ert oanot hercomput er
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:
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messagest hatar esentel ect r oni cal l yf r om onecomput ert oanot her
an emai lmessage
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a system for sending messages from one individual to another viatelecommunications links between computers or terminals usingdedicated software ADVANTAGES OF E-MAIL Email use in schools can increase literacy
Email can assist students with l iteracy and language learning using email exchanges and online writing exercises. The authentic learning provided by collaboration with peers gets students ecited a!out school . When students use email it can also: •
Increase motivation through sel"-directed and colla!orati#e learning.
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Im$ro#e literacy with writing activities geared to authentic audiences.
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Gain comfort with tools and skills essential for todays workplace.
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!acilitate ESL and "oreign language learning .
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"ultivate knowledge and cultural understanding through real#world email exchanges.
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Increased access to technology $ providing new opportunities for students without home#based access.
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Engage in %any%here& anytime learning % with access from school$ library and home.
&n international classroom network and wealth of resources inspire the meaningful introduction of technology to the curriculum.
When you use email$ you •
Engage your students with fun and exciting real-%orld learning situations.
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&ddress national and $ro#incial standards regarding reading ' writing (literacy) and technology.
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*articipate in award#winning international pro+ects in many sub+ect areas.
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!oster cultural a%areness through connections to an international community.
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"onnect with other educators to share resources and ideas.
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Focus on teaching with technology rather than time#consuming administrative tasks.
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,educe the %digital divide% by offering access to technology to students without home#based access.
More general ad#antages o" email' •
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(ou can communicate )uic*ly %ith anyone on the Internet+ Email usually reaches its destination in a matter of minutes or seconds. (ou can send letters& notes& "iles& data& or re$orts all using the same techni)ues+ -nce you learn how to use your email program$ everything is sent the same way. (ou don,t ha#e to %orry a!out interru$ting someone %hen you send email+ The email is sent and delivered by one computer system communicating with the Internet. <hough it is put into someones mailbox$ the recipient isnt interrupted by the arrival of email. (ou can deal %ith your email at a con#enient time+ ou dont have to be interrupted when email arrives$ and you can read it or work with it when you have the time. &lso$ you can send it at a convenient time. It doesnt have to be written or sent at a time when you know the recipient will be available. This is what we mean by the term asynchronous communication.
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(ou don,t ha#e to !e shy a!out using email to communicate %ith anyone+ Email isnt anonymous# each message carries the return address of the sender#but you can write to anyone with an Internet address. &ll the messages appear the same to the person who gets the email. The messages are generally +udged on whats in them$ not where theyre from. The cost to you "or email has nothing to do %ith distance& and in many cases& the cost doesn,t de$end on the sie o" the message+ /ost Internet access charges are based on the number of hours per month you access the Internet$ or you pay a flat monthly fee.
Email pros an cons
Advantages
Disadvantages
Sening an email to someone is very easy! people
Both yo an the person receiving the email mst have an email aress
nee little training to learn ho$ to o this
an access to a compter or evice that can access the Internet
Emails are free to sen (so long as yo have an
If yo on
email accont an a connection to the Internet.
sen them a message
Emails are sally receive fairly ,ic%ly! most of the
Some people change their email aresses fairly often as they s$itch
time a cople of secons after they are sent
ISs or *obs
eople on
Spam is a big problem! p to t$o(thirs of mails sent are spam
Advantages
Disadvantages
Emails can be sent any time of the ay or night! KL/
eople can $aste company time at $or% by sening emails to friens
ays a year
instea of $or%ing
?iles an images can be attache to an email
7ltiple copies of a message can be sent to a grop of people
A carbon copy of an email can be sent to other people
Mo can re,est proof of receipt or proof of the email being opene
3hen yo are on holiay! yor email bo# can become fll an e#tra messages might not get store
Mo may have to $ait a long time to get a reply.
Email attachments can contain virses
Some companies $on
Advantages
7essages can be prepare in avance an save ntil yo are reay to sen them.
Disadvantages
&here are a lot of email scams an it is easy to get foole by them
7essages can be encrypte ma%ing it possible to sen confiential information
Skype isanIPtelephonyserviceproviderthatoffersfreecallingbetweensubscribersandlow-cost c al l i ngt opeopl ewhodon' tus et hes er v i c e.I naddi t i ont os t andar dt el ephonec al l s ,Sk y peenabl esfil e t r ans f er s ,t ex t i ng,v i deoc hatandv i deoc onf er enc i ng.Thes er v i c ei sav ai l abl ef ordes k t opc omput er s , n ot e bo okan dt a bl e tc o mp ut e r san do t h ermo bi l ede v i c e s ,i n c l u di n gmo bi l eph on es .An umb ero fc omp an i e s , i n cl u di n gSk y pe ,p r o du cede di c a t e dSk y peph on es . S%ype is a compter program that can be se to ma%e free voice calls over theInternet to anyone else $ho is also sing S%ype. It
What is "$ype? "$ype is for doing things together, whenever youre apart. "$ypes te't, voice and video ma$e it simple to share e'periences with the people that matter to you, wherever they are. With "$ype, you can share a story, celebrate a birthday, learn a language, hold a meeting, wor$ with colleagues (ust about anything you need to do together every day. ou can use "$ype on whatever wor$s best for you - on your phone or computer or a T/ with "$ype on it. #t is free to start using "$ype - to spea$, see and instant message other people on "$ype for e'ample. ou can even try out group video, with the latest version of "$ype. #f you pay a little, you can do more things, in more ways, with more people li$e call phones, access Wi*i or send te'ts. ou can pay as you go or buy a subscription, whatever wor$s for you. And in the wor$place, this means you can bring your entire ecosystem of wor$ers, partners and customers together to get things done. Try "$ype out today and start adding your friends, family and colleagues. They wont be hard to nd0 hundreds of millions of people are already using "$ype to do all sorts of things together.
Skype is a free and easy way for teachers to open up their classroom and their students to a world way beyond their campus. With Skype, students can learn from other students, connect with other cultures, and expand their knowledge in amazing ways. Teachers and parents can also benefit from Skype in the classroom. Read below to learn how you can take advantage of the power of Skype in your classroom. Wh a ti ss k y p e ? Sk y pei saf r e ec o mmu ni c a t i o ns o f t wa r et h ata l l o wsu se r st oma k ec a l l s ,s e ndi n s t a ntme s sa ge san dd ov i d eo c onf er en ci ngon l i n ewh er e v ert h eyar e .I ti son eo ft hebe stv oi c eo v er i n t e r n ets er v i c eson l i n ea ndwa sc r ea t e di n2 00 3b yNi k l a s Ze nn s t r o ma ndJ a nu sF r i i sbu tl a t e ro nwa so wn edb yMi c r o s of tp ar t i c ul a r l yi nt h ey e ar2 01 1.
Advantrages
Benefits of Using Skype in the Classroom
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"ocial interaction allows the learner to re3ect and reconsider, get help and support, and participate in authentic problem solving.
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4enets for learners include1 o
improved learning strategies
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greater perseverance, and reduced need for help from the instructor
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"ocial interaction provides critical opportunities for learners who are learning at a distance
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The types of social interactions that would normally occur in a face-to-face setting 5discussion, sharing, peer review, group activities, etc.6 need to occur via online technologies and tools in online learning environments #nternet technologies o7er opportunities to connect people and ob(ects that are not in the immediate physical environment. Using "$ype in the online classroom improves social interaction and helps to create an authentic peer review environment.
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CS%ype brings the $orl into the classroom. It
What is Skype?eitJ S%ype is a s oft$are application that can be se to connect to someone $hen yo are apart as long as yo have internet access. &his soft$are application has te#t! voice! an vieo $hich ma%es it easier to connect to people $ho are not $ith yo. S%ype can be se on a phone! compter! or &8 as long as there is internet access an the compter is trne on. A person can commnicate for personal or $or% relate reasons.
Educational Advantages of Using Skype in the Classroom eitJ It is easy to connect yor classroom to the $orl sing S%ype. It is free an easy for teachers to open p their classrooms to meet ne$ people! tal% to e#perts an share learning e#periences. &here are over /! teachers as members an over @!L lessons offere throgh S%ype. &he follo$ing are some $ays S%ype is being se9
• +ollaborating $ith other stents O Stents can create math problems for other stents to solve. &hey can rea an share their $riting $ith stents aron the globe. • Athor 8isits O Stents can chat $ith an athor they sty via s%ype. • 8irtal ?iel &rips O If stents aren)t able to participate in a fiel trip! se s% ype to bring the fiel trip to the classroom. ?or e#ample! visiting a &8 proction site gie by one of the stentPs parents $ho $or%s there! $hich incles all stents espite bgetary or istance constraints. • Stent Inclsion ( ;elping an ill classmate *oin the classroom from home. • After School ;elp O &tors! teachers or librarians can be available after school for stents to help stents $ith home$or%. • romotes +ommnity O Stents can share a performance or invite parents to see $hat is happening in the classroom. • ?oreign :angage Q +ltre :essons O &eachers se S%ype to connect local stents $ith native spea%ing stents from other contries. S%ype allo$s stents to see in real(time $hat people)s lives! homes! schools! $eather! an more loo% li%e in other contries.
Voki /o$i is 8 a free service that allows you to create personali9ed spea$ing avatars and use them on your blog, proles and in email messages:. #t enables teachers and students to e'press themselves on the web in their own voice , using a tal$ing character. A vo$i can spea$ using your own voice , an uploaded le or by typing in a message. The vo$is you create can be posted on your class blog, website or anywhere online:.
