I use Google Slides as a way for students to respond to a question in class.
Specifically, I've used it to teach paraphrasing. The first slide is the text I
want them to paraphrase. Individual students write their paraphrase on a slide
below. One slide per student. Then we evaluate the paraphrases as a class. This
is usually a practice exercise that is followed up by a graded paraphrase
assignment - either stand alone, or embedded in writing - that counts for a
Lauri J. Vaughan
Upper School Campus Librarian
The Harker School
500 Saratoga Avenue
San Jose, CA 95129
What I'm Reading... The Manual of Detection by Jedediah Berry
What I'm Hearing... Luckiest Girl Alive by Jessica Knoll
From: baisl-bounce@xxxxxxxxxxxxx [mailto:baisl-bounce@xxxxxxxxxxxxx] On Behalf
Of Debbie Abilock
Sent: Monday, March 21, 2016 11:37 AM
Subject: [baisl] Help - do you have an example...creative shift with technology?
I'm looking for an example of using a technology tool in a way that is not
obvious - or, perhaps, if it's an app - not actually designed for that use. In
a chapter I'm writing, I'm making the point that teachers usually adopt
technology tools to replicate functions/tasks/patterns of teaching that they
already do. However, perhaps as a result of [discussion or collaborative
exploration or work with a librarian?] they reframe their use of the tool to
shift to a new method of instruction, a new kind of learning or...?