Cindy



I teach Algebra I, Trigonometry, and Precalculus. The algebra course already has a computer component as part of its curriculum, so for it, I am not looking to integrate any additional interactive multimedia activities. I do, however, want to involve more than just graphing calculators in my trigonometry and precalculus courses.

Hi Cindy, Here is my list of requested responses I'd like you to record in Audacity and return to me as an mp3 file for the podcast assignment. (I hope I have this tasks correct). Let me know if you can't open the attached webpage to view the list of requested responses/words. I am new to this technology, so the sooner, the better so I have time to work out any snags in the process.

Thanks. Perneita Crazy Lib story

Here is my crossword puzzle. My clues are rather all over the place, so good luck in completing the puzzle without an aid of a word bank.





Crossword Puzzle Word Bank
 * = Asynchronous ||  ||= ASSURE ||   ||= Browser ||   ||= DEAPR ||   ||= Hypertext ||
 * = LAN ||  ||= Router ||   ||= Simulation ||   ||= Sponder ||   ||= Synchronous ||
 * = Troubleshooting ||  ||= WebQuest ||   ||= Worm ||   ||=   ||   ||=   ||


 * [[file:uncle.mp3]] || [[file:aunt.mp3]] || [[file:aunt1.mp3]] || [[file:virginia1.mp3]] || [[file:cats.mp3]] ||  ||   ||   ||   ||   ||   ||   ||   ||
 * [[file:blue.mp3]] || [[file:walking.mp3]] || [[file:burgers.mp3]] || [[file:five.mp3]] || [[file:jeep.mp3]] ||  ||   ||   ||   ||
 * [[file:large.mp3]] || [[file:five.mp3]] || [[file:water.mp3]] || [[file:goes.mp3]] || [[file:walking.mp3]] ||  ||   ||   ||   ||
 * [[file:five.mp3]] || [[file:blue.mp3]] || [[file:five.mp3]] || [[file:norfolk.mp3]][[file:jb.mp3]][[file:oh.mp3]] || [[file:virginia.mp3]][[file:nauticus.mp3]] ||  ||   ||   ||

Here is my completed Mad Lib.

media type="file" key="Roadtrip.mp3" width="240" height="20"

Here is my video assignment.

media type="youtube" key="nu2QN7Y8UxM" height="344" width="425"

Web 2.0 Tools

Advanced Survey: www.advancedsurvey.com

This Web 2.0 tool allows you to create and publish surveys to the Internet. Once published, you give an access code to those you want to take the survey. Results of the survey are tabulated on your sign-in page.

I created a simple one for you to try. You may respond to the survey by clicking the link above. When you arrive at the Advanced Survey homepage, type in survey number **70278** in the "Take A Survey" box.

One way to use this tool in the classroom is with end-of-course or end-of-unit suveys similar to those we complete through UMUC. Students can voice their opinions anonymously.

A second way to use this in the classroom is as a tool to collect real-world data from your students or student body for graphing, data analysis, and statistics units in math classes.

Finally, you could even use it as a means to check for understanding on topics covered in class. The only downfall here, is your data collection would only give you an idea about the level of understanding of the class as a whole rather than specific individuals.

Graphing Calculators: @http://my.hrw.com/math06_07/nsmedia/tools/Graph_Calculator/graphCalc.html

Here is a link to an online graphing calculator. While I have graphing calculators in my classroom that students can use while in school, I can put this link on my website so those without access to a graphing calculator at home are not at a disadvantage.

As for my use, I just used Jing to take a screen shot of two equations that I typed in to the online calculator. It is below. I can take screen shots of other graphs and insert them into PPT, worksheets, and the like for classroom discussions.

Math TV: [|www.mathtv.com]

I took Reba's suggestion of searching for specific Web 2.0 tools for math and found this one. It contains short video segments of worked out problems. I like how it actually has content for upper level math courses!

It would serve as a good resource for students when they are at home and have questions about their homework. I'll make it a link on my classroom webpage.

It would also serve as examples for what a teacher is looking for in student-made projects of a similar nature.

WeToKu Interview

media type="custom" key="4855661" Cindy and Perneita, an excellent effort that Perneita can use on her own website. Why not? You both came in clear and the conversation was very interesting. Bravo! (Dr. Sponder)