Published September 16, 2010
Academic , Art , Education , Educational technology , Free , Game , Math , Multimedia , Open Source , Program , Science , Software , technology
Tags: Art, Education, Free, Learn, Math, Multimedia, Music, Open source, program, Software, technology, technology integration
The following list of free open source educational software comes from OpenDisc
Art and Graphics
GIMP – Edit digital photos and create graphics
GIMP animation – Create animations
Inkscape – Make professional looking vector graphics
Pencil – Animate your own cartoons
Blender – 3D graphic modeling, animation, rendering and playback
Tuxpaint – Drawing program for children ages 3 to 12
VLC – Play music, videos and DVDs
Audacity – Record, edit and mix music
TuxGuitar – Compose your own music
Piano Booster – Teach yourself the piano
Avidemux – Edit movies and add special effects
Infra Recorder – Burn your own CDs and DVDs
CamStudio – Record your actions on a computer
Really Slick Screensavers – Great looking screensavers
Science and Mathematics
Nasa Worldwind – Discover the earth and other planets~
Greenfoot – Teach yourself how to program
GraphCalc – A graphical calculator
Guido Van Robot – Learn how computer programs work
CarMetal – Cool mathematical modelling tool
Maxima – University standard computer algebra system
Celestia – Explore the universe in three dimensions
Stellarium – A planetarium on your PC
FreeCiv – Control the world through diplomacy and conquest
FreeCol – Discover the ‘New World’ and build an empire
Numpty Physics – Solve puzzles using physics
TuxTyping 2 – Learn to type like a pro
Tux of Math Command – Test your mathematical skills
Winboard Chess – The classic game of chess
My addition to the above list:
Openoffice – word processing, spreadsheet, “PowerPoint like” presentation, drawing, database program
My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.
Also, my book, Successful Student Writing Through Formative Assessment, is available through Eye on Education.
Mary Beth Marklein in “Schoolteachers, professors differ on what’s important” in USA Today Tues April 10, 2007 IID reports on the ACT’s study which was just released. Some major differences
Math – High School teachers emphasize advanced content while profs want an in-depth understanding of fundamentals (basic operations and applications).
Science – High School teachers emphasize factual knowledge while profs want process and inquiry skills (evaluating similarities and differences).
English – High School teachers emphasize introductions and conclusions while profs do not think it is very critical.
Reading – Both agree on teaching ideas of “main ideas and author’s approach”
Maybe if we could get high school teachers and professors to sit together to discuss common learning goals then students would have a seamless transition from high school to college learning. Have you talked with a college prof recently about common learning goals? Have you talked with a high school teacher recently about common learning goals? Let’s set common goals.
© Harry Grover Tuttle, 2007
Published March 28, 2007
learning , Math , Student , technology
I wrote, Make Math Work, an article on improving students’ math NCTM standards learning through technology with thirteen examples for TechLearning http://www.techlearning.com/showArticle.php?articleID=196604316
What other examples have you used to improve students’ standards math learning through technology?
© Harry Grover Tuttle, 2007
A district is using the Acuity program to assess its students at various grades levels on Math and ELA. (The same company that makes the state benchmarks produces this program-just a coincidence, I’m sure 🙂 )
If the school district uses this program three times a year, they can get valuable information on the progress of each student. My concern is that the teachers will have insufficient time to analyze the results and refocus instruction. If teachers do not have plenty of time to figure out how to do “remediation” or “re-teaching”, then the Acuity program serves no purpose.
I was involved in a program in which our Spanish students were tested every 6 weeks on the 40 most important objectives for the course. An hour or even a half day of release time was not enough time to digest the feedback on the students’ progress and to refocus instruction. Often we would see major gaps between what we thought we taught and what the students actually learned. A day was not even enough to figure out different ways of presenting the learning so students could be successful. Reteaching by speaking slowly and speaking loudly with the same material was not going to result in better student learning. Having students just do more problems will not help them unless they have learned a new strategy.
I advocate that any school district using Acuity or any similar tool gives those teachers at least two days after the results are available each testing time. For example, all ELA teachers of the same grade level will have the same two days to analyze the results, to share successes, and to plan for how to re-teach. If Acuity were administered three times, they would have a total of six days.
So how many teacher refocusing days have your built into your Acuity program? Or are you just having students do more problems that they still do not understand?
© Harry Grover Tuttle, 2007
I heard a classroom teacher say, “Do a few Math exercises on the computer and then you can play games for the rest of the period.”
When I heard this, I was shocked. I wanted to scream. This school has very low state math scores and yet the students are going to play non-academic games. I kept track and most students finished the Math in ten minutes so they played for thirty minutes.
It reminded me of a school where every Friday the Special Education students got to play computer games as a reward for working hard the rest of the week. So for working 4/5 days, they got to waste time, a full class period, on the computer. It meant that for 20% of every week, they did not learn. 20% of an 180 school year was 36 days of not learning. I do not know of any student that could miss 36 days of learning and be successful.
Do you use your students’ time effectively when they are using technology? How do you maximize thinking time and minimize hyper-jumping? How do you scaffold the technology-use to help them quickly climb up the thinking levels? How does every minute using technology bring the students closer to being proficient in the standard?