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The following projects were created with an app called Face Talker. Similar apps are available for Android and online.
384 BC Aristotle
470 BC Democritis
384 BC Aristotle
1803 John Dalton
1898 JJ Thompson

I used a two-part project with my Grade 9 Academic Geography class in an attempt to promote the use of technology along with using higher order thinking skills (Bloom's Taxonomy).
The first step involved researching a Canadian Resource Mega-Project. The assignment can be found here: Mega-Projects {Culminating Activity - Mega Project.doc} . They presented the project using Prezi, which for most of the class was a new presentation application to learn. The project required that they find out the background of the mega-project, advantages and disadvantages of the project for Canada/Canadians, and perhaps most importantly, the different viewpoints of the different stakeholders involved (ie government, local residents, environmental groups, etc.) This required higher order thinking skills such as comparing, investigating, and creating. They completed the prezi's and presented them, revealing that some of the students did indeed use these higher order thinking skills, where others mainly found information, copied it, and read it. This made for a good learning opportunity as we were able to look at the differences and learn the importance of synthesizing the information and being able to explain in your own words.

The following projects were created with an app called Face Talker. Similar apps are available for Android and online.
384 BC Aristotle
470 BC Democritis

cooking shows.
Using
Using iMovie, not overall presentation.
I believe that using iMovie, allowed the students to demonstrate their oral communication skills to the best of their ability. They could critically analyze their speaking and had a chance to learn from previous clips in order to improve their pronunciation. I would definitely use this technology in the future.

For this assignment, students had to choose a traditional dish from a French-speaking country and create a cooking show outlining the different steps and ingredients needed to make their meal. In addition, they had to explain the cultural significance of their dish together with a little bit of history about their country. In the past, I’ve had to evaluate the cooking process/product and the cultural/historical elements separately, as it was not realistic to do both within one period. This semester, we’ve used iMovie to film the cooking process and historical explanations in short segments, then, through the editing process, created cooking shows.
Using iMovie, not only were students able to practice and master their oral communication skills, they were also able to prioritize, decide and choose what information to include and how to best demonstrate the cooking process. Throughout the editing component of this assignment, students were also able to construct, design and plan the final product and add creative effects and audio clips which enhanced their overall presentation.
I believe that using iMovie, allowed the students to demonstrate their oral communication skills to the best of their ability. They could critically analyze their speaking and had a chance to learn from previous clips in order to improve their pronunciation. I would definitely use this technology in the future.