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Exploring the Use of Slow Motion Animation (Slowmation) as a Teaching Strategy to Develop Year 4 Students’ Understandings of Equivalent Fractions.

by Kristy Kervin, St. Pius X Catholic Primary School

  In 2006, as a beginning teacher in a Western Sydney school, I explored slow motion animation (“slowmation”) as a strategy for teaching Year 4 students about equivalent fractions. I taught at this school five days a week, teaching Kindergarten, Year 4, and Year 5.  For half of the school year I taught the  Year […]


Gallery of Exemplary Practices

Sponsored by the Society for Information Technology and Teacher Education Volume 7, Issue 2   (2007)   ISSN 1528-5804   Use of Technology to Teach Content in a Methods Course   Entries in this category were nominated for innovative use of technology to teach content in a teaching methods course. They received the highest rankings in the peer […]


Using Slowmation to Engage Preservice Elementary Teachers in Understanding Science Content Knowledge

by Garry F. Hoban, University of Wollongong, Australia

Slow motion animation (“slowmation”) is a new teaching approach that uses a simple animation process to engage learners in creating their own comprehensive animations of science concepts. In this paper, preservice elementary teachers used slowmation, a form of stop-motion animation, to make models of science concepts and take digital still photos as the models were manually manipulated in the horizontal plane. A range of materials can be used, and the animations are played in slow motion at two frames per second. Importantly, the preservice teachers provided pedagogical prompts, such as narration, diagrams, music, and factual text in their animations to help explain concepts. Preservice elementary teachers learned how to create slowmations in their science method course and then made their own comprehensive examples in an assignment to represent a science concept. Slowmation is a use of technology that generates a “real need” for preservice teachers to understand science content so that they can represent and explain it accurately in their animation.

Bringing New Literacies into the Content Area Literacy Methods Course

by Sara B. Kajder, University of Louisville

The Content Area Reading and Writing Course Multiple states set coursework in content area literacy as a requirement for secondary teacher licensure (Romine, McKenna, & Robinson, 1996; Sheridan-Thomas, 2007). This paper discusses my Content Area Reading and Writing course designed for secondary preservice teachers who are in a range of disciplines: secondary English, science, mathematics, […]


The Sites Teachers Choose: A Gauge of Classroom Web Use

by Leanna Archambault, University of Nevada Las Vegas; & Kent Crippen, University of Nevada Las Vegas

The pervasive nature of the Internet, both in society and in America’s schools, leads teacher educators to wonder how this dynamic tool is being utilized in the classroom and, especially, if it is benefiting students’ understanding. This study analyzed 127 Web sites self-reported by in-service teachers as excellent for teaching. From these data, a majority of K-12 educators view the Web either as a lesson planning tool or as a place to turn for additional information to teach a particular lesson. The majority of sites designed for use with students were passive in nature. This paper offers a qualitative data analysis of the attributes of the sites, as well as implications of the selected sites on K-12 teacher beliefs regarding student learning.