Presenters are able to post notes, materials, and other information that can be shared with others throughout our scheduled sessions! Check back often for updates! Resources from Tweet Outside the Box, Amber Teamann

Brain Based Teaching Powerpointby Diane Dahl
Energizing Brain Breaks Flipbook:

Resources from Digital Storytelling through Digital Threads- Chris Bigenho.
Posted here, video recording of prior presentation of this talk along with a rich collection of resources so support your own creation of stories told through Digital Threads.

Cognitive Load and Multitasking by Chris Bigenho
Below are a few resources to help you further explore this topic. I have included the preliminary paper which was accepted and presented at the American Educational Research Association (AERA) Annual Meeting 2010 and is currently under preliminary acceptance with Computers in the Schools pending minor review changes. This second version is in greater depth and is a more complete representation of what was presented. Additionally, I have included links to the some of the videos used in the study so that you can explore this with your faculty and students. I recently ran my 10th grade biology class through several of these and it was a real eye-opener for them. Of course, if you have questions or want to continue the dialog, you can contact me at, or on Twitter at @bigenhoc.

Lin, L, Bigenho, C. (2009). Note-taking, cognitive load and word recall in different media environments. Submitted to AERA and Accepted: July, 2009. (Download PDF)

  • Abstract: The study investigates students’ abilities to recall words in three media environments: no-distraction, auditory-distraction, and auditory-visual-distraction settings. The study further examines the roles that note-taking tools – no note-taking, note-taking-on-paper, and note-taking on-a-computer – play in these settings. Nine experiments, each with a total of 21-47 undergraduate student participants were conducted. Results indicated that there were significant interactions between environments and note-taking tools. In the no-distraction environment, the participants performed best while taking notes on paper, second best while taking notes on computer, and third while not taking notes. However, in the auditory-visual distraction environment, the participants performed word recall best while not taking notes, second while taking notes on the computer, and third while taking notes on paper. Implications are discussed.

Video Samples for your Exploration
Additional Resources to help you explore further

Blogging with Fifth grade:

Facebook Guide for Educators
Facebook in the Classroom by Jennifer Ralston

App/Website Throwdown List Google Forms Website, Toni Dowdy & Jamie Lakey Coppell ISD

From Digital Dinosaurs to Digital Natives - Working with 21st Century Literacy Skills

Digital Dinosaur Prezi

More Info Three Teachers Talk

Google Apps - @stuartburt Parts I & 2

@8amber8 - Tweet Outside of the Box - Part I - EdcampPlano