Roman Slideshow

Imagery is an effective ICT tool catering for students with visual intelligence inparticular. Linguistic learners too will find the links between the pictures and the captions easier to grasp. However its benefit is not limited only to a couple of intelligences; the use of images in a learning environment greatly enhances the chance that all students have at learning because it provides a visual demonstration of the subject matter. In essence this makes the subject matter a reality as students are able to understand a more tangible link between their very visual world and the academic matter they are being taught. Bringing this element of reality to a students learning is an important thing to do because it grounds the learning onto a more 'everyday' plane. If students believe that the subject will be useful to them, and it is presented in an interesting and engaging manner, such as imagery as an ICT, then students will be more likely to be willing to learn and be engaged by the material. Simply because the subject is a reality to students so to will the learning be if they are properly engaged, ICT tools such as imagery facilitate this process.

Posting MP3

http://personalweb.about.com/od/linkingideas/a/408mp3files.htm

Gives a step by step guide to posting MP3's on the web. A little confusing though.

http://www.beta-templatetesting.blogspot.com/2006/12/to-include-audio-clip-in-your-posts.html

Gooooood one.

Click on the Gorillas to Play!

Educational games provide a highly interactive demonstration of learning material that is both engaging and entertaining. Educational games cater for a variety of learners; For example visual learners will find gaming very engaging as they can actually see it working in front of them or 'coming to life'. This provides a solid link between the subject matter and reality. Similarly linguistic and logical learners will find the problem solving, involved in english or mathematics games for example, very engaging. In the above ICT the acitvities involving memory will aid such learners particularly well. The scenery involved in some games, such as the setting of the island in the above ICT, will appeal to Naturalist learners, whilst the sound involved will appeal to those who learn well musically. Because many games have points tallies or a correction function students are able to see when they make a mistake and are provided with the correct answers immediately. This provides an instant feedback to students in a far less intimidating environment then if they were face to face with a teacher with their mistakes being discussed. Online gaming privatises mistakes whilst providing instantaneous correct feedback that the teacher may otherwise not get around to, at least not for some time. Consequently online games are highly useful, entertaining and ultimately engaging ICT tools.

Multiple Intelligences!

How Do We Manage Multiple Intelligences In the ICT Environment?

Test what Intelligence you have... http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
( A teacher could even use this site to get a general idea of what intelligences the students have... Reconnaissance is always a good idea)

In order to manage multiple intelligences in the ICT environment teachers must provide a variety of resources that cater for these intelligences.

http://www.funbrain.com/ - A fun site for younger kids involving educational games
http://www.eduplace.com/edugames.html - A site focused Education games including interactive cloze passages, spelling, maths brain teasers etc.

An example of collaborative learning in an ICT environment that also caters for multiple intelligences may be:

Intrapersonal: Allow a student to progress through their work by themselves. Students with this intelligence will often like to keep a diary of some sort; so maybe get these students involved in blogging. This will also connect them with other students, such as those with Interpersonal intelligence who can encourage others to participate in online discussion.