Good learning experiences ask students to investigate and make sense of the world. While there are many ways to do this, K-12 curriculum has traditionally skewed toward reading and writing to interpret and express students' sense-making. But there is another way. Infographics represent data and ideas visually, in pictures, engaging more parts of…

The communication and collaborative interface known as a multi-user virtual environment (MUVE), has existed since as early as the late 1970s. MUVEs refer to programs that have an animated character ("avatar") controlled by a user within a wider environment that can be explored--or built--at will. Second Life, a MUVE created by San Francisco-based…

Discusses reasons for computer manipulation of photographs and the need to educate students about the ethics involving digital scanning. Focuses on ownership, copyrights, reasons for changing a photograph, reader-interpretation, and the context in which the photograph is used. Suggests a photo illustration project to teach students about these…

Describes LOGO's turtle graphics capabilities based on a sixth-grade classroom's activities with negative numbers and Logo programming. A sidebar explains LOGO and offers suggestions to teachers for using LOGO effectively. (LRW)

Shows how the "Kid Pix" software and a single multimedia computer can aid classroom instruction for kindergarten through second grade. Topics include using the computer as a learning center for small groups of students; making a "Kid Pix" slide show; using it as an electronic chalkboard; and creating curriculum-related…

Presents guidelines for student hypermedia projects that are based on experiences at the Singapore American Middle School. Topics include integrating technology into the curriculum; and the need for setting standards regarding content and design, including supplying references for sound and graphics sources. (LRW)

Discusses the use of fortune cookie fortunes in a middle school class combined with computer graphics, desktop publishing, and word processing technology to create writing assignments, games, and discussions. Topics include cultural contexts, and students creating their own fortunes. (LRW)

Describes how grade 3-8 inner-city students created multimedia, multicultural dictionaries. Highlights student reflections on the project using Kid Pix software, and their ideas for future uses for the dictionaries. Argues that technology-driven lexicography can serve as a catalyst for engaging students. (PEN)

Describes an eighth grade computer literacy course in which students used spreadsheet programs to illustrate statistics for classroom presentations. Discusses the use of color and animation in graphs, and the value of active participation using technology to increase student motivation, retention, and self-expression. (AEF)