Zunal WebQuest Maker
Using the
WebQuests is an experience that will inspire “educators and researchers” to
work together on an interactive platform. The lessons designed on the software
are meaningful learning constructs that contain authentic resources (Alshumaimeri
& Almasri, 2012, p. 296). The Zunal WebQuest Maker has a library of lesson
plans that are organized into different subjects and ordered by grade level.
There are a lot of samples that a teacher might examine for creative inspiration
or technical advice. The openness of the database, permits educators to examine
21st century teaching and learning cataloged on the Zunal website.
According
to Unal et al. (2012), designing a Zunal is a learning experience of
possibility and visionary proportion. The teacher wants to develop problem–solving
skills in the student population, but to make this a possibility, the
connection must be authentic, “bridging the theory to practice gap.” The rubric
on WebQuest has statistically shown retest reliability, due to professional
building blocks that lead to a learning outcome, which is measurable (pp.
209-2010). In light of Zunal being used by several teachers, the creation of a
WebQuest has become an exciting task that assists students in learning, and
educators design lesson plans.
To be a
contributor to the English department all across the United States, puts an
importance on the task of constructing a lesson plan. The public display of a
lesson plan that is accessible by students and teachers encourages the educated
population to learn and create, without a physical presence or intervention of an
educator. The teacher page permits the designer to communicate with educators,
list standards, and accredit the workmanship. I feel that the WebQuest saves
time and money, while fashioning the future vision of a paperless office.
Dotson, Adam
Sending
Memos (2015). Screen Shot.
Prezi
The
linear thinking of a PowerPoint presentation is being replaced by software that
permits macro and microscopic elements that work together to make a cohesive
project (Brock & Brodahl, 2013, p. 95). The transition between slides is
smoother, and the importance of an essential idea is capable of being
highlighted through artistic productions on Prezi. The items that are attached
on a single map will travel between two points without interruption. Music and
audio are able to be integrated as a soundtrack or commentary throughout the
presentation, while videos are capable of being attached to further the layers
of detail, in a Prezi presentation.
While
the history of schools using the Prezi software includes collaborative projects
with students, the ultimate use of this software should be in an instructional strategy
for class. In English class, the students should be able to study the content
from several different angles and mediums; Prezi as a supplemental resource or
instructional tool that will support different learning profiles and interests,
which could improve readiness on summative and formative assessments. The tool
is time consuming, requiring several different skills, so to censor
misinformation and clutter, the use of a Prezi will be exclusively used as an
instructional tool and supplemental resource in the classroom.
Dotson, Adam
Digital
Divide (2015). Screen Shot.
Pixton Comics
An online
comic book that is created with digital cutouts that are capable of being posed,
moved, and colored is being used in the instructional strategy. The background
setting, prop, and editable dialogue option allows for a scenic comic that
symbolizes Internet production and pioneer technology. To a teacher, the
technology symbolizes educational ingenuity and visual communication. The comic
is thought of as an instructional tool that explains concepts and motivates the
student into learning. Personally, I’d stay away from complex ideas, and
explain Laconic ideas that represent a generalization, or the details of a
larger un-integrated picture.
Pixton Comics. Pixton for Schools (2015). Screen Shot.
References
Alshumaimeri, Y. & Almasri, M. (2012). The
effects of using WebQuests on reading comprehension performance of Saudi EFL
students. The Turkish Online Journal of
Educational Technology, 11 (4), 296-306.
Brock, S. & Brodahl, C. (2013). A tale of
two cultures: Cross cultural comparison in learning the Prezi presentation
software tool in the US and Norway. Journal
of Information Technology Education: Research, 12, 95-119.
Dotson, A. (2015). Digital divide [JPEG file]. Retrieved from https://prezi.com/jwsjs3uqkizs/digital-divide/
Dotson, A. (2015). Sending memos [JPEG file]. Retrieved from http://zunal.com/webquest.php?w=272520
Goodinson, C. & Goodinson, D. (2015). About Pixton comic. Retrieved from http://www.pixton.com/company
Pixton Comics. (2011, May 10). Pixton for schools—award winning comic
making tool [Video file]. Retrieved from https://www.youtube.com/watch?v=U6KCinMKX7Q
Unal, Z., Bodur, Y. & Unal, A. (2012).
Choosing or designing the perfect webquest for your learnings using a reliable
rubric. Contemporary Issues in Technology
and Teacher Education, 12 (2), 209-231.
Hello Adam:
ReplyDeleteThanks for your post. I do think you are correct in your view of most of these (e.g. comics being used for simple concepts), but I do think Prezi becomes pretty simple after a little time with the software (I am sure even PowerPoint required a little getting used to at first.
Dr. G
Adam,
ReplyDeleteGreat post. Personally, I found Prezi a lot more interesting to use then Power Point. It was also a lot more captivating. Sometimes I feel like you can almost hear a murmur of discontent from students when they see another power point. Especially in upper levels such as High School and College. Out of the above three do you see yourself using one more than the others?