Describe your experience as a user of the application. What functions did you like and what functions did you find frustrating? Why?
I am pretty familiar with the google suite of applications, spreadsheets included. It's very intuitive to use, especially for those who are familiar with Microsoft's Excel. The best part of it though is that, like the rest of the google apps, you can use it as a collaboration tool. Multiple users can input and edit information on the spreadsheet. The only frustration that I have, is that at times it can slow down a little bit. I think this is due to the fact that everything is built into the web.
What knowledge or skills would students need to use the software?
Basic information about using spreadsheets is important. But like I said before, if they are experienced in using excel then this shouldn't be a problem. Learning the google interface should also come relatively easy. Understanding the idea of cloud computing would also be an important concept for them to grasp.
How can you share the products you create with this application?
Google spreadsheets can be easily turned in to graphs and other visual representations of the information. This can then be copied and pasted into other applications or printed to be shared as a hard copy.
How could you see the application being used to teach a particular subject matter?
Spreadsheets scream science to me. I guess when I was in school that's what I primarily used Excel for. If students are working on a group lab, they could use google spreadsheets to collaborate on the data input and presentation of their data. They could also use the spreadsheet to help them compute different equations.
Google spreadsheets can also be used as an organizational tool. In our music department, students are involved in helping keep track of the inventory of instruments. We call them equipment managers (EMs for short). The EMs use spreadsheets already, and with google docs they would have access to it whenever they would need to update it.
What are some things a teacher could do to help students collaborate using this application?
Teachers can easily adjust their lessons to include the use of google spreadsheets. Anything that involves data of any kind can be used to help promote collaboration. Another feature associated with google spreadsheets is Forms. Here students can work together to create a survey, administer it, and then analyze the data all within google spreadsheets. These activities promote collaboration and problem solving.
What sort of organization or managerial considerations will a teacher have to take into account?
When using any of the google apps as a collaboration tool, the teacher must take into consideration accessibility. All students will need their own google accounts in order to get to the apps. Also regular internet access is required. Once everyone is plugged in, we must teach our students to be ethical. Because anyone who editing power can greatly alter/impact the documents created, students need to be made aware of responsible and respectful behaviors concerning this.
Friday, July 30, 2010
Monday, July 26, 2010
Internet Radio: Research part 2
This part of my research focuses more on why listening to music is an essential part of music education. It is my ultimate goal after all to use internet radio to aid in listening activities and promote better listening habits.
Colwell (1966) argues that just because students perform music, doesn't meant they understand it. Instead we must take a holistic approach to music education, ensuring that we provide the necessary activities that foster deep understanding of music.
This same idea same idea is echoed in an article by Margaret Barrett (1992) , "listening experiences which expose children to a variety of musical forms and styles; opportunities toparticipate in a range of musical experiences; and, perhaps most importantly, the oppor- tunity to experiment with the materials of music in order to discover their possibilities and limitations, provide children with a number of examples of how music may become meaningful to them, and a powerful part of their daily lives."
So the question then is how do we teach listening in a way that aids student understanding of music and ultimately their performance.
The first step is to give them the background information. We need to teach them musical terms and how to connect their listening to their emotions. In a book written by Nicholas Cook (1990), he states, "listeners perceive musical structures depending on their degree of training and understanding of historical and social contexts. Again, imagination is vital in this aspect of musical understanding." So in other words, we need to set our students up to succeed as listeners and treat it like we would any other skill such as writing or performing.
The next step is training. We need to train our students to be deep listeners. Patricia Campbell writes about the pedagogy of listening. The article outlines three stages: attentive listening, engaged listening, and enactive listening. The ultimate goal is to get students to the enactive listening in which they are listening to every nuance of the musical recording.
The final step is assessment. How do we know if students are listening and understanding what they are listening to? I was able to find rubrics to evaluate student listening. These were some great sample rubrics available in Cavner and Gould's article (2003).
Ultimately the goal is to improve student understanding and performance. When we think of higher levels of thinking this would be hitting to that highest level of creation or synthesis. Listening is the step below that, evaluation. This is a much more attainable step that all students in and out of a music classroom should be taught. "The most important thing that we can provide for the majority of children is to teach them how to listen intelligently, and with a growing sense of the power of music to symbolize our emotional sensibilities. Focusing so much on performance in music education, at the expense of developing sophisticated methods of teaching students to listen with intelligent involvement, fails to address the demands of the majority of students, with the result that most young people leave school with no idea at all of how to listen to music, or what to listen for." (Walker, 2005).
Through this research I learned more about the need to teach listening to students. I also picked up a few strategies and terms to help me in that process. I feel revitalized in my goal of incorporating internet radio and finding ways of broadening my music curriculum.
On a side note: I also am getting more comfortable searching for articles via the MSU library. My initial research focused mostly on google searches and google scholar searches. A few things came from so blog links as well. This post primarily came from the MSU e-sources. It's a very handy resource indeed.
References:
Barrett, M. (1992). Music Education and the Natural Learning Model. International Journal of Music Education, 27-34.
Campbell, P. (2005). Deep Listening to the Musical World. Music Educators Journal, 92 (1), 30-36.
Cavner, D., & Gould, E. (2003) Whole Language and Music-Listening Instruction: Part 2 of 2. Music Educators Journal, 89 (5), 19-25.
Colwell, R. (1966, Jan). Music: Both a Performing Art and a Listening Art. Music Educators Journal, 52 (4), 45-50.
Cook, N. (1990). Music, Imagination, and Culture. Clarendon Press.
Walker, R. (2005). A worthy function for music in education. International Journal of Music Education, 23 (2), 135-138.
Colwell (1966) argues that just because students perform music, doesn't meant they understand it. Instead we must take a holistic approach to music education, ensuring that we provide the necessary activities that foster deep understanding of music.
This same idea same idea is echoed in an article by Margaret Barrett (1992) , "listening experiences which expose children to a variety of musical forms and styles; opportunities toparticipate in a range of musical experiences; and, perhaps most importantly, the oppor- tunity to experiment with the materials of music in order to discover their possibilities and limitations, provide children with a number of examples of how music may become meaningful to them, and a powerful part of their daily lives."
So the question then is how do we teach listening in a way that aids student understanding of music and ultimately their performance.
The first step is to give them the background information. We need to teach them musical terms and how to connect their listening to their emotions. In a book written by Nicholas Cook (1990), he states, "listeners perceive musical structures depending on their degree of training and understanding of historical and social contexts. Again, imagination is vital in this aspect of musical understanding." So in other words, we need to set our students up to succeed as listeners and treat it like we would any other skill such as writing or performing.
The next step is training. We need to train our students to be deep listeners. Patricia Campbell writes about the pedagogy of listening. The article outlines three stages: attentive listening, engaged listening, and enactive listening. The ultimate goal is to get students to the enactive listening in which they are listening to every nuance of the musical recording.
The final step is assessment. How do we know if students are listening and understanding what they are listening to? I was able to find rubrics to evaluate student listening. These were some great sample rubrics available in Cavner and Gould's article (2003).
Ultimately the goal is to improve student understanding and performance. When we think of higher levels of thinking this would be hitting to that highest level of creation or synthesis. Listening is the step below that, evaluation. This is a much more attainable step that all students in and out of a music classroom should be taught. "The most important thing that we can provide for the majority of children is to teach them how to listen intelligently, and with a growing sense of the power of music to symbolize our emotional sensibilities. Focusing so much on performance in music education, at the expense of developing sophisticated methods of teaching students to listen with intelligent involvement, fails to address the demands of the majority of students, with the result that most young people leave school with no idea at all of how to listen to music, or what to listen for." (Walker, 2005).
Through this research I learned more about the need to teach listening to students. I also picked up a few strategies and terms to help me in that process. I feel revitalized in my goal of incorporating internet radio and finding ways of broadening my music curriculum.
On a side note: I also am getting more comfortable searching for articles via the MSU library. My initial research focused mostly on google searches and google scholar searches. A few things came from so blog links as well. This post primarily came from the MSU e-sources. It's a very handy resource indeed.
References:
Barrett, M. (1992). Music Education and the Natural Learning Model. International Journal of Music Education, 27-34.
Campbell, P. (2005). Deep Listening to the Musical World. Music Educators Journal, 92 (1), 30-36.
Cavner, D., & Gould, E. (2003) Whole Language and Music-Listening Instruction: Part 2 of 2. Music Educators Journal, 89 (5), 19-25.
Colwell, R. (1966, Jan). Music: Both a Performing Art and a Listening Art. Music Educators Journal, 52 (4), 45-50.
Cook, N. (1990). Music, Imagination, and Culture. Clarendon Press.
Walker, R. (2005). A worthy function for music in education. International Journal of Music Education, 23 (2), 135-138.
Friday, July 23, 2010
Wiki!
As part of my wiki assignment this week, I updated the Moanalua High School's page. I just added some info about the band's recent trip to the Fiesta Bowl and made sure that everything else was still current.
I also created a wiki to be used to support the marching band. Didn't get a chance to add much to it yet, but I will be collaborating with my marching staff to create a marching handbook, drumline handbook, and brass handbook. Currently the brass handbook exist in hard copy and the drumline handbook is under development. I'm hoping the wiki will facilitate the collaboration more.
I also created a wiki to be used to support the marching band. Didn't get a chance to add much to it yet, but I will be collaborating with my marching staff to create a marching handbook, drumline handbook, and brass handbook. Currently the brass handbook exist in hard copy and the drumline handbook is under development. I'm hoping the wiki will facilitate the collaboration more.
Internet Radio... not a new idea?
Here I thought that the internet radio idea was a relatively new idea... one full of great potential that has just yet to be tapped. Upon researching this topic more, I found that I was wrong... well sorta.
In 2007, a research article published in the International Studies in Broadcast and Audio Media, by E. Menduni, outlines the history of internet radio and also the history of pod-casting. The article states that internet radio dates back to the early nineties and that it never caught on due to a couple of reasons:
1) lack of portability
2) lack of accessibility
The article examines the idea that pod-casting was a better alternative and replacement to internet radio.
I think though, that this article is already outdated in its thinking. A couple of recent developments and advancements makes the internet radio of today very different from the past. 1) Mobile internet capable devices now make internet radio much more portable and accessible. 2) Web 2.0 technologies, such as tagging and social networking, make internet radio a safe & legal way of sharing music with peers, and ultimately with my students.
In fact, in that same year 2007, J. Knowles published an article titled: "A survey of Web 2.0 music trends and some implications for tertiary music communities." Knowles details services such as Pandora radio and lastfm.com and writes about the power that Web 2.0 technologies brings to these services. One thing that I learned from this was that lastfm.com allows users to publish their own music to the site... great potential in a music classroom for sure!
So I began to look for a site with tips/steps on how to do this and found a jumping off point.
What I couldn't find, were projects like my idea. I am beginning to think it's a bit narrow in its scope so finding others who are doing similar projects will be difficult if not impossible.
On another tangent, my new school had new teacher orientation this week. Part of that orientation was us revisiting a district wide initiative of including rigor, relevance, and relationships in our curriculum. I began to think about my project and how it was related. So I dug a bit deeper on International Center for Leadership in Education website.
I began to realize that this activity fostered a high level of all 3 rigor, relevance, and relationships (a big eureka moment for me):
Rigor - promoting higher level thinking skills of evaluating existing musical performances, and then applying that evaluation to their own creation/synthesis of music.
Relevance - Making real-world connections with unpredictable situations (new music) and having to use their knowledge of music to make informed decisions and opinions
Relationship - Because I build the radio stations, I foster a new connection with my students that goes beyond the classroom.
The last article I'll share dives into how music affects the mind and learning. This ties back to the idea of rigor (higher levels of thinking). I realized from reading this article how powerful this tool of using internet radio can be. It not only can serve my needs in providing exemplars to my students for performance, but might ultimately affect their cognitive abilities and stretch their thinking in new directions.
UPDATED: Continued my research in... part 2.
In 2007, a research article published in the International Studies in Broadcast and Audio Media, by E. Menduni, outlines the history of internet radio and also the history of pod-casting. The article states that internet radio dates back to the early nineties and that it never caught on due to a couple of reasons:
1) lack of portability
2) lack of accessibility
The article examines the idea that pod-casting was a better alternative and replacement to internet radio.
I think though, that this article is already outdated in its thinking. A couple of recent developments and advancements makes the internet radio of today very different from the past. 1) Mobile internet capable devices now make internet radio much more portable and accessible. 2) Web 2.0 technologies, such as tagging and social networking, make internet radio a safe & legal way of sharing music with peers, and ultimately with my students.
In fact, in that same year 2007, J. Knowles published an article titled: "A survey of Web 2.0 music trends and some implications for tertiary music communities." Knowles details services such as Pandora radio and lastfm.com and writes about the power that Web 2.0 technologies brings to these services. One thing that I learned from this was that lastfm.com allows users to publish their own music to the site... great potential in a music classroom for sure!
So I began to look for a site with tips/steps on how to do this and found a jumping off point.
What I couldn't find, were projects like my idea. I am beginning to think it's a bit narrow in its scope so finding others who are doing similar projects will be difficult if not impossible.
On another tangent, my new school had new teacher orientation this week. Part of that orientation was us revisiting a district wide initiative of including rigor, relevance, and relationships in our curriculum. I began to think about my project and how it was related. So I dug a bit deeper on International Center for Leadership in Education website.
I began to realize that this activity fostered a high level of all 3 rigor, relevance, and relationships (a big eureka moment for me):
Rigor - promoting higher level thinking skills of evaluating existing musical performances, and then applying that evaluation to their own creation/synthesis of music.
Relevance - Making real-world connections with unpredictable situations (new music) and having to use their knowledge of music to make informed decisions and opinions
Relationship - Because I build the radio stations, I foster a new connection with my students that goes beyond the classroom.
The last article I'll share dives into how music affects the mind and learning. This ties back to the idea of rigor (higher levels of thinking). I realized from reading this article how powerful this tool of using internet radio can be. It not only can serve my needs in providing exemplars to my students for performance, but might ultimately affect their cognitive abilities and stretch their thinking in new directions.
UPDATED: Continued my research in... part 2.
Wednesday, July 21, 2010
Web 2.0 in the classroom
What instructional strategies would fit well with using blogs in the classroom? Why?
I think that blogs can be used with a variety of strategies. If using a more traditional didactic approach, blogs can be used as a channel for students to reflect on their learning. Teachers can then use this as an assessment tool to check on student understanding.
If working on a more inquiry-based method, students can use a blog to report and reflect on their progress throughout the project. Teachers can then provide feedback via comments.
What instructional strategies would not fit well with using blogs in the classroom? Why?
If using a more collaborative approach, blogs are probably not the best tool to use. Wikis would provide a much more team-based setting for working.
How could you see Blogs being used in your classroom with your subject matter?
In a music classroom I can see blogs being used in a couple of ways. From a teacher standpoint, I could use a blog to communicate announcements, feedback/reflection, and other important ideas to my students.
Students can use a blog as a reflective tool or even as a practice log. They blog about how their practicing is going, what kind of music they are listening to, and even their opinions on various concerts. At the end of each semester, the blogs can be used as a tool for them to reflect on their progress and even on how well they did at a concert.
Bonus Question: Sometimes it is not the technology that imposes the limitations but our own imaginations and ability to adapt technology to fit our needs-- How could you adapt a Web 2.0 technology to support an instructional strategy that you feel it doesn't easily support? (e.g., using a blog to help students understand their math facts.)
Many people may think that marching band and technology don't really go together. Recently though, I began to think about a way to utilize a wiki into our music department. My goal this season is to create a marching handbook that our staff and students can all have input into creating. That way next year students can use it as a reference.
I think that blogs can be used with a variety of strategies. If using a more traditional didactic approach, blogs can be used as a channel for students to reflect on their learning. Teachers can then use this as an assessment tool to check on student understanding.
If working on a more inquiry-based method, students can use a blog to report and reflect on their progress throughout the project. Teachers can then provide feedback via comments.
What instructional strategies would not fit well with using blogs in the classroom? Why?
If using a more collaborative approach, blogs are probably not the best tool to use. Wikis would provide a much more team-based setting for working.
How could you see Blogs being used in your classroom with your subject matter?
In a music classroom I can see blogs being used in a couple of ways. From a teacher standpoint, I could use a blog to communicate announcements, feedback/reflection, and other important ideas to my students.
Students can use a blog as a reflective tool or even as a practice log. They blog about how their practicing is going, what kind of music they are listening to, and even their opinions on various concerts. At the end of each semester, the blogs can be used as a tool for them to reflect on their progress and even on how well they did at a concert.
Bonus Question: Sometimes it is not the technology that imposes the limitations but our own imaginations and ability to adapt technology to fit our needs-- How could you adapt a Web 2.0 technology to support an instructional strategy that you feel it doesn't easily support? (e.g., using a blog to help students understand their math facts.)
Many people may think that marching band and technology don't really go together. Recently though, I began to think about a way to utilize a wiki into our music department. My goal this season is to create a marching handbook that our staff and students can all have input into creating. That way next year students can use it as a reference.
Friday, July 16, 2010
Project Description Entry
Educational Need: The national standards of music include 2 areas that are essential to a well-rounded music education:
Technology: I believe Internet radios, such as Pandora and lastfm.com, provide an answer. Students can listen to music streamed through their computers online. This is not only free but also legal. Teachers can create their own ‘stations’ that students can then go home to listen to.
Online forms/surveys, such as those created through google docs, can help to hold students accountable for their listening activities. These forms can also be used to help guide students through the listening process and focus them what’s important.
Research: The following article talks about research regarding listening and how it affects brain development (http://128.200.122.84/weinberger/publications/Weinberger,%201998e.pdf). Of course when I talk about listening I am talking about listening at a higher level, rather than just casual in the background listening. This blog outlines the importance of deep listening and pointers when teaching it students (http://musiciansway.com/blog/?p=2636)
I had a difficult time finding currently existing applications of this technology. I think in part because it is pretty brand new. I did find a few teachers from other subjects that talked about their uses/benefits of using Internet radio in the classroom:
http://scottangle23ed4766.blogspot.com/2006/02/internet-radio-and-classroom.html
http://www.classroom20.com/profiles/blogs/using-pandora-radio-in-the
The Plan: To implement it over the summer, I am going to create a radio station that relates to our marching bands field show. I will share this station with a group of my student leaders along with a short online survey for them to take. In that survey I will ask about how they felt listening affected them and if it helped to improve their understanding of the music, etc.
Once I get their feedback, I will continue with this implementation in the school year. I hope to create several stations that I will share with my students throughout the year. During down times, away from performances, I will also create surveys for them to fill out about their listening. During the year I hope to use blackboard to create these online quizzes/surveys.
Common Places in Education:
Teacher – The teacher’s role in all of this is facilitation. They are the sage the guides students through and to listening experiences. The Internet frees up valuable class time and allows for teachers to focus on what’s important. It is easy to set-up and monitor.
Student – The students will be exposed to new music and gain deeper understanding through listening. This will hopefully improve students’ appreciation of music as well as performance. They should have a very easy time with the technology since it is something that most of them are familiar with. For those without Internet access, school computers will be made available.
Subject Matter – Listening is an essential skill in the music classroom and thus incredibly important. It can also help to develop deeper listening abilities that will cross all subject matters.
Setting/Context – This plan/technology opens up the music classroom to the home. Students are already plugged into their listening technology, like iPods, so this helps for us to bridge that gap.
- 6. Listening to, analyzing, and describing music.
- 7. Evaluating music and music performances.
Technology: I believe Internet radios, such as Pandora and lastfm.com, provide an answer. Students can listen to music streamed through their computers online. This is not only free but also legal. Teachers can create their own ‘stations’ that students can then go home to listen to.
Online forms/surveys, such as those created through google docs, can help to hold students accountable for their listening activities. These forms can also be used to help guide students through the listening process and focus them what’s important.
Research: The following article talks about research regarding listening and how it affects brain development (http://128.200.122.84/weinberger/publications/Weinberger,%201998e.pdf). Of course when I talk about listening I am talking about listening at a higher level, rather than just casual in the background listening. This blog outlines the importance of deep listening and pointers when teaching it students (http://musiciansway.com/blog/?p=2636)
I had a difficult time finding currently existing applications of this technology. I think in part because it is pretty brand new. I did find a few teachers from other subjects that talked about their uses/benefits of using Internet radio in the classroom:
http://scottangle23ed4766.blogspot.com/2006/02/internet-radio-and-classroom.html
http://www.classroom20.com/profiles/blogs/using-pandora-radio-in-the
The Plan: To implement it over the summer, I am going to create a radio station that relates to our marching bands field show. I will share this station with a group of my student leaders along with a short online survey for them to take. In that survey I will ask about how they felt listening affected them and if it helped to improve their understanding of the music, etc.
Once I get their feedback, I will continue with this implementation in the school year. I hope to create several stations that I will share with my students throughout the year. During down times, away from performances, I will also create surveys for them to fill out about their listening. During the year I hope to use blackboard to create these online quizzes/surveys.
Common Places in Education:
Teacher – The teacher’s role in all of this is facilitation. They are the sage the guides students through and to listening experiences. The Internet frees up valuable class time and allows for teachers to focus on what’s important. It is easy to set-up and monitor.
Student – The students will be exposed to new music and gain deeper understanding through listening. This will hopefully improve students’ appreciation of music as well as performance. They should have a very easy time with the technology since it is something that most of them are familiar with. For those without Internet access, school computers will be made available.
Subject Matter – Listening is an essential skill in the music classroom and thus incredibly important. It can also help to develop deeper listening abilities that will cross all subject matters.
Setting/Context – This plan/technology opens up the music classroom to the home. Students are already plugged into their listening technology, like iPods, so this helps for us to bridge that gap.
Wednesday, July 7, 2010
Problem of Practice preview
One of the most important activities that music educators need to do is encourage our students to listen to music and to expose them to new music. Listening to music provides exemplars and a target for students to reach for. It also fosters musical maturity and appreciation. The difficulty is that this takes time.
Like most classrooms, time in a music ensemble rehearsal is a very precious commodity. It is a struggle to determine what is the best way to spend that time as we need to divide it between warm-ups, rehearsing, announcements, and various other activities and discussions, such as listening activities.
Technology could hold the answer to this dilemma. Music has come to exist mainly online now, rather than in record stores, and thus it has become much more accessible. Increased Internet speeds and technologies, such as the iPod, have increased accessibility and changed the way that we are able to listen to music.
This means that these listening activities could occur at home without the need to spend precious rehearsal time doing so. This however creates a crop of new issues/problems:
· What if a student doesn’t have access?
· What technology is the most effective to use? Podcasts? Internet radios?
· How do we monitor and hold students accountable for listening?
· How can we assess their understanding of what they are listening to?
· Copyright and fair use issues
I believe in the end, the solution must address these issues for it to be a worthwhile and truly make a difference. The ultimate goal is to expose our students to new music and develop a deep understanding of music.
Tuesday, July 6, 2010
Computer-Based Instruction
I think the biggest consideration we have to take into account when designing these computer-based instructions, is the idea of inflexibility. What do I mean? When we teach a normal lesson, we can easily adjust it to match what is going on. We can move faster, move slower, add content, delete content, question for understanding, etc. In these computer-based instructions however, we cannot.
So that means we must plan, and plan very well. We have to take into consideration the vary levels of our students, of our given audience. We have to provide more than we would normally think is necessary in order to prepare for the unexpected.
Of course, these Computer-based instructions provide many unique advantages too. They give students freedom to choose their pace. They can provide interactivity, instant feedback, and individually tailored lessons. But... all of this means more planning on our side, on the design side.
Webquests like this one about Composers and Time periods, are a good example. I chose this one because overall it provides a good introductory activity into classical composers/time periods. It's also nice because it is relatively short in regards to demands and has a slight whimsical feel to it.
Here is one that can be incorporated into our concert/performing ensembles. The design isn't the greatest, but the idea of having students formulate their own concert program is a powerful activity and can sometimes yield great results. If not, then at least they gain some insight into how difficult a process it can be for us.
The last one I'll share for today is about selecting orchestral instruments. The idea being you have to help your friend figure out what they are going to play next year when they join orchestra. Again some design issues. But it does have a great list of resources and also some links to some really cool interactive activities.
So that means we must plan, and plan very well. We have to take into consideration the vary levels of our students, of our given audience. We have to provide more than we would normally think is necessary in order to prepare for the unexpected.
Of course, these Computer-based instructions provide many unique advantages too. They give students freedom to choose their pace. They can provide interactivity, instant feedback, and individually tailored lessons. But... all of this means more planning on our side, on the design side.
Webquests like this one about Composers and Time periods, are a good example. I chose this one because overall it provides a good introductory activity into classical composers/time periods. It's also nice because it is relatively short in regards to demands and has a slight whimsical feel to it.
Here is one that can be incorporated into our concert/performing ensembles. The design isn't the greatest, but the idea of having students formulate their own concert program is a powerful activity and can sometimes yield great results. If not, then at least they gain some insight into how difficult a process it can be for us.
The last one I'll share for today is about selecting orchestral instruments. The idea being you have to help your friend figure out what they are going to play next year when they join orchestra. Again some design issues. But it does have a great list of resources and also some links to some really cool interactive activities.
Monday, July 5, 2010
Web 2.0 Video + Web design
Very cool video about web 2.0. I'm blogging it so that I can remember where it is for future use. Watch it if you haven't yet! :)
http://www.youtube.com/watch?v=6gmP4nk0EOE&feature=player_embedded
Below are the suggested online web composers:
Google Sites
Weebly
http://www.youtube.com/watch?v=6gmP4nk0EOE&feature=player_embedded
Below are the suggested online web composers:
Google Sites
Weebly
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