Welcome to
K12IMC.ORG
Over 2,100
carefully
selected and
annotated
resources
provide you
with the tools
you need to and Resources for create exciting, the K- 12 community
topical lesson plans and
curriculum. Like an Instructional
Media Center in the real world,
you will find...
• a solid foundation for
supporting standards and
assessment practices,
• classroom projects, lessons,
units, field trips, extended
studies, and international
databases in almost every
subject and across subjects,
• references and projects to
challenge your students,
• ideas & resources to integrate
the new media tools,
• tips for school, family, industry,
and community partnerships,
• tools for planning, using and
managing your own
environment,
• professional development and
publishing opportunities.
The K- 12 Instructional Media
Center is chockfull of the best-of-breed resources for designing,
implementing, and refreshing
lesson plans and curriculum.
Your One-Stop Resource
For Curriculum And
Professional Development.
Used as a professional development
resource by the Stanford School of
Education and the Exploratorium,
K12IMC.org is a non-profit resource,
maintained by Dr. Bonnie Tenenbaum.
Check it out today!
http://www.k12imc.org/iste
of the teacher, and not
just the quality of the
video, will determine
whether these new
capabilities make a
difference in learning
outcomes. For example, a comment tool
in PrimaryAccess allows teachers to view
and provide feedback
as students construct
Web-based historical
documentaries. In
pilot trials, it appears
that the students who
achieved the great-
est gains on unit tests were in classes
led by teachers who provided specific
feedback as students developed the
digital documentaries.
All three aspects of the TPACK
framework are in play when teachers develop instruction integrating
digital video.
What’s needed are examples of effective use of digital video within a
TPACK framework. Development
of a Screening Room with separate
sections for each content area is one
outcome of NTLS IX. The Screening
Room was conceived as an online
resource that allows educators to submit, view, and discuss applications of
educational digital videos in a variety
of content areas (See Figure 3). The
visualize the meaning of a graph and
connect the graph to pertinent features of the phenomenon studied.
In contrast to this use of digital
video in science, PrimaryAccess is a
digital video tool developed to address
the needs of social studies classes in a
school environment. Primary source
documents are at the heart of historical inquiry by scholars. Consequently,
a media browser provides access to an
archive of annotated links to primary
source documents. A drag-and-drop
interface allows students to mix photographs, maps, and documents with
their own scripts in an online Story
Editor to create short historical documentaries. (See “Learning by Remixing” in the May 2008 issue of L&L, p.
10, for a more detailed description.)
These two examples illustrate dif-
fering ways digital video tools can be designed to meet pedagogical goals
in specific content areas (e.g., using
experimental data in science and pri -
mary source documents in history).
One key to effective use of digital
video is the recognition that the skill
