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Posts tagged ‘Classroom’

7 Reasons to Use Technology in Lesson Plans

Today I’d like to share an awesome, informative article I found regarding the benefits of teachers using technology in the classroom.  Pretty cool.  This article was found at http://education.cu-portland.edu/blog/tech-ed/7-reasons-to-use-technology-in-education-lesson-plans/. It’s the Concordia University website, but they have all kinds of neat resources for teachers. Take a look!

7 Reasons to Use Technology in Education Lesson Plans

Technology has revolutionized the way humans interact and connect with each other and modern classrooms, homes, and offices are drastically different from how they were just 20 or 30 years ago. Students today are preparing to enter a technology-filled workplace  and their worlds are already dominated by social media, televisions, video games, and other technological advancements. By bringing technology into the classroom, teachers are offering students the chance to connect on a deeper level while they are also help them prepare to handle the professional world of the future. Here are seven reasons teachers should consider using technology in education and their own lesson plans.

The Amount of Information Available

When using the Internet, teachers and their students have the opportunity to access limitless information and school projects no longer need to be confined to hours of research in libraries or what can be gathered from outdated textbooks. Students can use Google to learn more about topics in far less time. Teachers can use the information students have at their fingertips to challenge them and encourage them to delve deeper into subjects and master the information.

The Modern Languages Opportunities

Modern language skills are extremely valuable in the professional world. Allowing students to communicate with native speakers of that language is just one of the uses of technology in education. Students are able to hear the language, practice speaking skills, and enhance their overall understanding.

The Chance to Learn Geography, History, and Culture

With a world that is increasingly defined by global trade and intercommunication, the opportunity to meet and speak with students in other countries is a valuable experience in itself. Geography, international history, languages, and cultures take on a much greater meaning when students can interact with people from that country rather than just learn about them in a textbook. Students can interview other children about their local customs and cultures to get first hand experiences.

Access to New Norms of Education

Teachers are looking for ways to increase the attention spans  of their students and this is not an easy task when dealing with a typical ratio of 25 students to one teacher. This can make it challenging for a teacher to give one on one attention to each student who needs assistance with a particular subject. While the Internet is not a substitute for personal interaction, it does offer a wide range of resources for teachers to use to help some students gain understanding of the material. There are study guides, interactive diagrams, explanations, and videos all available on the Internet.

The Internet can be extremely helpful for students who have different learning styles. There may be some who will learn a subject the best when they can read the material, taking time to digest it. Others may learn better through videos or interactive instruction. These methods can all be taught simultaneously through the Internet.

Individualized Lessons

With the Internet, not only will students have the opportunity to study using their preferred means of learning, they will also be able to better set the pace. In every classroom there are some students who grasp material quickly and become bored with subsequent repetition. On the other hand, there are students struggling to keep up. Technology can help teachers create lessons that will allow the quickly moving students to delve deeper into the subject or explore related topics while allowing the slower students more time to understand the material.

Adding New Meaning to Student Projects

Students enjoy finding meaning to their work. While in the past they could create reports and projects that would be viewed only by their teacher and fellow students, their work can now be easily displayed online. They can create materials to be used by other students and get feedback on their ideas from students in other schools all over the world. This will help students take pride in their work and find meaning in their assignments.

Student Collaboration Opportunities

Along the same lines, students can collaborate on projects with students from around the world. They can work with students from the school across the street or across the country. There is a full range of technology, such as the recent popularity in cloud technology, which will allow the students to speak and work together with ease without ever meeting in person.

Technology presents teachers the opportunity to open doors for their students. They have access to limitless information and students are better prepared to enter the workforce because integrating technology into their educational lives better prepares them for the global world.

China is Ahead of the U.S. and Germany in Use of Educational Technology, According to Opinion Poll by Dell

Today I am sharing pieces of an article and an infographic that give the results of a poll that was conducted by Dell regarding technology in education.  Nearly 1,600 interviews were completed with students, teachers and parents in China, Germany and the U.S.  I found the results to be really interesting.  Take a look!

Highlights from the Dell Education Poll

  • Who is using technology at school most and for what? Chinese students in major cities say they spend more time using technology in school than American and German students. In China cities, respondents say technology is integrated into more curriculum areas than in the U.S. or Germany where respondents say technology is most often used for research. Without this integration, technology in the classroom can be a distraction. According to Dell, this highlights an opportunity to more effectively and broadly integrate technology into learning in the U.S. and Germany.
  • Are teachers knowledgeable about technology? Many teachers in the U.S. and Germany said they don’t receive enough professional development opportunities focused on technology. Their students agree. Only 40 percent of students in the U.S. and 26 percent in Germany say their teachers know how to use technology better than they do. This suggests an opportunity for increasing and improving professional development opportunities for teachers to more effectively use technology in learning in and out of the classroom.
  • Is there a place for social media in the classroom? Social media is playing an increasing role in the classroom according to respondents. One in four students say they access social media in the classroom on a daily basis. However, most teachers in the U.S. and Germany say they never access social media in the classroom. Chinese respondents are the most positive about the prospect of using social media in the classroom. Approximately six in 10 U.S. respondents say they disapprove of students using social media in the classroom to share what they are learning, while most respondents in China say they would approve of social media for this purpose. This demonstrates a growing need to find a role for social media in learning.
  • How is technology bridging between home, school and life? Just half of students say they interact with their school online outside of school. Most students in Germany indicate they do not interact with their school online, while a majority of Chinese students say they do. However, students report that they use technology at home for school work more than any other activity, indicating an opportunity for more collaboration between home and school.
  • Are parents willing to pay more so their children can have access to technology? Most respondents said parents should receive stipends to ensure their children have up to date technology for educational purposes. Additionally, parents across Germany, China and the U.S. said they would be willing to pay for the technology their children use in the classroom.

Innovation in education

This information was found at http://content.dell.com/us/en/corp/d/secure/innovation-in-education.aspx.

Great Teachers Go The Distance With Technology

I had to share the following article because I really found it inspiring.  It tells the story of an elementary teacher, Robert Pronovost, who started teaching in 2007 with 3 aging desktop computers as the only technology in his classroom.  He was determined to provide technology to his students, so when he was told that his district did not have the funds to assist him, he funded his own efforts through a combination of donations and grants (of course, Luidia was there to help with an eBeam interactive whiteboard).  We need more teachers like Mr. Pronovost.  Please take a look!

EPA teacher wins award for using tech in classroom-
Robert Pronovost named emerging leader by International Society for Technology in Education

by Helen Carefoot

When Robert Pronovost started teaching at Belle Haven Elementary in 2007, the only tech in his classroom was three aging desktop computers.

Now, his classroom collection includes a class set of MacBooks, four iPads, a class set of iPod touches, an eBeam interactive whiteboard, a Mac Mini, a projector, an Apple TV, and numerous other small pieces such as speakers and a Bamboo tablet.

The East Palo Alto teacher was named an emerging leader by the International Society for Technology in Education. The national award recognizes educators under the age of 35 who use technology to improve teaching and learning in his or her classroom.

Pronovost is a second grade teacher at Belle Haven Elementary School in the Ravenswood City School District, where 95 percent of students are English-language learners and 90 percent of students qualify for the free and reduced-price lunch program. He said he has helped bring advanced technology to his students to engage them and support their learning.

His efforts are rooted in his belief that it is important to integrate technology into the classroom to engage and support students.

“Students are connected with technology in much of their day outside of the classroom,” Pronovost said. “It’s important to help them see school as an extension of the rest of their day, not as completely separate.”

Additionally, he said technology can support students while the teacher is assisting others who need extra help.

He has faced plenty of challenges in his quest to tech-ify his classroom. The school district had no resources to help Pronovost, so he funded his efforts to support his teaching through a combination of donations and grants.

Starting by searching Craigslist for cheap or free laptops and asking friends for donations, Pronovost began to utilize Donorschoose.org, an online charity dedicated to donating funds and materials to students in need.

Pronovost wrote grants and contacted local businesses like Tyco Electronics, Facebook, Luidia and the Apple education department to secure free or cheap tools for his classroom, as well as other classrooms at Belle Haven. Within a year, he received five new laptops from Apple’s education department. Over the next five years, Pronovost developed an array of classroom tools including class sets of laptops, interactive whiteboards and wireless Internet access.

Throughout the school day, Pronovost implements a variety of technologies. Using an
iPad and an AppleTV connected to a projector, Pronovost leads the students in lessons while roaming around the room freely to answer questions and provide clarification.

“If a student is confused or needs support, I can open any of hundreds of other apps that can give them the specialized support he or she needs,” he said.

He also uses iPad applications like Doceri and Class Dojo to annotate the whiteboard and keep track of student behavior.

Surrounded by technology from an early age, Pronovost has had an interest in technology since his childhood.

“My dad chose to invest in keeping up with the latest technology, so I was able to play with and learn from all the tools around me,” Pronovost said. “While I definitely had a lot of time reading with my mom as a child, I also distinctly remember using a predecessor to the LeapPad (portable learning device).”

Pronovost chose to become a teacher to give all students equal opportunities. After attending two different high schools during his youth, he began to notice some of the inequality. However, his desire was sparked by his work with St. HOPE Public Schools in Sacramento, where he was struck by the inequity he saw at the school.

“I witnessed parents and children fighting for an education that so many others were already receiving,” Pronovost said. “I don’t think anyone should have to fight for the education they desire.”

A graduate of Stanford University and the Stanford Teacher Education Program, Pronovost was looking to teach in a place where he could have a great impact in supporting students in an underserved community.

He was deciding between East Palo Alto and Oakland, but ultimately chose East Palo Alto because his wife grew up on the Peninsula. Pronovost chose to teach at Belle Haven after meeting some students.

“I met several students who really desired a strong education, but in many ways were not receiving this education. I hoped that by teaching at Belle Haven I could help more students achieve their potential,” Pronovost said. “I chose to teach at Belle Haven because it felt like the perfect place to make an impact.”

Though getting technology to the students took a mammoth effort, he said it’s easy for them to adjust to using the new technologies.

“While most of the students have entered my classroom with very little use of technology in an educational setting, they quickly adapt to use the tools successfully in our classroom,” Pronovost said.

His efforts have been met with fanfare from both his students and colleagues.

“My students love it. They jump at the chance to work at their own instructional level. The students become experts at using the tools as well, supporting their peers whenever they need help,” he said.

For the past couple of years, Pronovost has helped his colleagues integrate new technology in their instruction by assisting them in their classrooms after school.

“I have heard much more interest in integrating technology in their own classrooms, which I have tried to support with one-on-one mentoring and securing technology,” Pronovost said of his colleagues.

Also serving as the Ravenswood City School District’s STEM Coordinator, he is focused on mentoring teachers in technology integration in both one-on-one and small groups settings, while conducting some district-wide professional development as well.

“My hope is to build a team of teachers who are champions for accelerating student achievement using technology, a team that would eventually help move our entire district to utilize technology to support our students in the best ways possible,” he said.

Pronovost said he already has big plans for this coming school year. His goal is to spread technology use amongst the entire Ravenswood school district. He hopes to create a database of tools and videos that work in the classroom, as well as test out some free applications.

“There are already other amazing teachers utilizing technology in their own classrooms in our district, so I plan to capture those teachers in action and create a database of tools that work in the classroom, teachers who are experts at it, and videos to support implementation in other classrooms around the district,” he said.
This article was found at http://www.paloaltoonline.com/news/show_story.php?id=26425.

How to Integrate Interactive Whiteboards into Classroom Learning

 

I think most of us are a little intimidated when we’re presented with new technology, but once we can force ourselves to learn how to use that new technology, the benefits can be amazing.  Not only do we feel a little extra sense of accomplishment once we have control over this new technological object, but then it can begin to make our lives easier.  I can say this about all kinds of things that I’ve purchased for myself (my digital camera, my e-reader, my photo printer, my phone…), knowing in the long run that I would love them, but starting out just feeling overwhelmed and wondering how I’m ever going to learn this new technology.  I had the same feeling when my boss presented me with the eBeam interactive whiteboard products.  At first, I had no idea where to start, but I have to admit learning the eBeam products was actually fairly easy and incredibly enjoyable.  No kidding!  I was amazed at the educational capabilities that eBeam has incorporated into their products, and I felt that I could totally share my new love for eBeam with this blog.  That being said, please, if you’re interested in learning more about eBeam, check out our website at http://www.ebeamrocks.com/, and if you have any questions or concerns, do not hesitate to contact us.  We believe eBeam rocks, and we think we can make you believe that too!

Today, I’ve included an article giving 5 tips on how to integrate interactive whiteboards into your classroom lessons.  I thought maybe it could help someone get through those early feelings of intimidation when learning to use new technology.  Take a look!

5 Ways to Integrate Interactive Whiteboards into Classroom Lessons

Want your students to experience the magic of learning? Then take advantage of virtual manipulatives.

When students work with virtual manipulatives, there’s a sense of heightened anticipation, engagement and even a little bit of magic in the room.

Many of today’s classrooms are filled with technology, but one piece that can help teachers and students bring new life to a lesson is the interactive whiteboard and the teaching manipulatives that it makes possible.

There are numerous whiteboard manufacturers — Epson and PolyVision among them. Each whiteboard solution has advantages and disadvantages, but all have the ability to enhance curriculum, increase student achievement and allow learning activities not imaginable in a traditional classroom environment.

Do you wish your interactive whiteboards felt “magical” in the classroom? Here are five practices to help get the most out of these devices.

Get Moving

Some technology coordinators don’t consider interactive whiteboards as part of their overall technology plan, arguing that these are teacher-centric devices and only serve to help a teacher lecture in the front of a classroom as students watch. Used properly, students — not teachers — should be working at interactive whiteboards throughout the school day.

In his book Brain Rules, neuroscientist Dr. John Medina reports that physically active students absorb more information than students sitting at their desks all day. One of the best things that teachers can do to help students grasp new information is to get them out of their chairs, working at whiteboards and using the boards’ virtual manipulatives.

Many interactive whiteboards allow multiple users or input devices to interact with the board simultaneously, so develop lessons and projects to take advantage of this capability. Here are a few possibilities:

  • Divide students into two groups and have them race to solve a puzzle.
  • Let multiple students work together to construct an object.
  • Solve math problems in a relay fashion, with students handing off the pen to one another.

Make It a Teacher’s Tool Too

Although interactive whiteboards should be used to involve students in lessons, there also are times when it makes sense to gather a class and focus on a central point for a short lecture or demonstration.

Teachers who lecture frequently might be hesitant to build interactive lessons into their curricula because they worry that they will lose control of the classroom. But that needn’t be the case.

Interactive whiteboards can enhance lectures when teachers use them to check students’ understanding. For instance, after a five-minute lecture, a teacher can easily create three slides to check for basic comprehension, asking random students to step up to the board to re-create the object just explained, match countries to their proper flags or put the correct science lab safety equipment on a human dummy.

If teachers conduct such checks often during a lesson, students become more attentive, lessons become more meaningful, and the instructor retains full control of the classroom environment.

Multitask

One of the advantages of using interactive whiteboard software is the ability to work on multiple tasks.

For example, a teacher can play a video clip on the left side of the board and ask students to check off vocabulary words on the right side while the video plays. During the video, teachers can easily take snapshots of the screen to capture critical moments, and students can take turns at the board writing notes about what they’re viewing.

Interactive whiteboards make something as simple as showing a video much more interactive than traditional lessons in which videos are used to supplement classroom instruction.

Take Small Steps

“I don’t have the time to move all of my PowerPoint slides to a new format that I am still uncomfortable with.” That’s a common lament from teachers who have created lesson materials in Microsoft PowerPoint and wonder about the value of converting them for use on a whiteboard.

The good news? It’s not necessary to toss all those PowerPoint lessons and lectures. If those lessons worked well in the past, they can still be used without the need to convert them into interactive whiteboard files. In fact, some tasks in PowerPoint are easier to accomplish than through use of whiteboard software because PowerPoint is a mature, refined product.

Even better news: Some teachers have materials in PowerPoint because textbook publishers provided an “instructor resource CD” to accompany the text being used in the classroom. Today, publishers provide additional material to be used with interactive whiteboards — and that’s a first step toward using whiteboard-authoring software on a daily basis.

The critical question to ask when designing lessons is, “What can your whiteboard software do that PowerPoint cannot?” Once a teacher has that answer, he or she can begin to identify and create meaningful, interactive lessons.

Expect This to Take Time

Remember sending out that first e-mail or adding your first friend on Facebook? It took time to figure out how to write on a Facebook wall, to figure out what that “cc” field in an e-mail window meant, to figure out how to attach a file. Today, most teachers perform these tasks easily. Why? They’ve been practicing a little bit every day.

Interactive whiteboards and the accompanying software are no different. To effectively use these tools, teachers need to use their interactive whiteboards every day — even if for only a few minutes or as part of a larger lesson. In time, working with the devices and the software will become a routine part of lesson planning.

If interactive whiteboard technology is in your classroom, your students are waiting for — and expecting — the magic.

 

eBeam- Affordable Technology for the Classroom (Plus an Additional 10% discount!)

eBeam makes interactivity easy for educators.

Around the world, eBeam interactive technology is transforming classrooms into dynamic learning environments where everyone participates. Our portable devices and powerful software help teachers plan, prepare and deliver compelling lessons, while keeping students involved and motivated.  And while our technology is transformative, it’s also practical: eBeam products are designed to be exceptionally easy to buy, install and use.

Interactive, inexpensive and intuitive.

Unlike costly digital whiteboards, eBeam offers educators a truly accessible path to interactivity. Our technology translates your movements into digital content, making any flat surface interactive—your existing whiteboard or your classroom wall. Our products are designed to work with the projectors and computers you already own. You can install an eBeam solution and be up and running in minutes, no technical knowledge needed.

Lower total cost of ownership: built in.

eBeam solutions lower costs every step of the way. Our purchase price is much lower than that of other interactive systems. Our small form factor means you’ll save on shipping. Our retrofittable, intuitive products reduce installation and training expenses, and our technology lowers costs by leveraging your existing equipment.

SALE!!!!

Check out our website at http://www.ebeamrocks.com/ to see all of our awesome eBeam products, and then email us at info@ebeamrocks.com, and we’ll send you a discount code for 10% off of your total purchase!  Be sure to Hurry!  There’s no telling how long my boss will let me run this promotion!

The Wonders Created by Using Technology in Education

I came across this amazing article, and I just had to share it.  It’s written by Dr Termit Kaur Ranjit Singh, a senior lecturer at the School of Educational Studies in Universiti Sains Malaysia (USM).  She really seems to understand the overall need for technology in the classroom.  Her explanations of the benefits of technology for both students and teachers goes on and on, and I believe she’s really got an amazing grasp on just how educators should use technology in  the classroom.  Anyway, I think it’s very well-written and informative, and I hope you’ll take a look!

Turn on the light

By DR TERMIT KAUR RANJIT SINGH

Like flipping on a switch in a dark room, the right use of technology in education can do wonders to produce great minds and holistic individuals.

OBSERVING a trainee teacher teaching during her practicum one day, got me thinking again on how schools and teaching have hardly changed. From the time I was in school many decades ago, till this day and age where everything is going “e”, teaching has yet to embark on real change.

When my trainee teacher took out her laptop, connected it to the projector, and started her PowerPoint presentation, I was glad to see how she used a simple application and made it “powerful” from the very start of her class.

Her induction set incorporated music, attracted her students and got them all interested. She then went online to explain a concept for her lesson that day. “Wow!” I thought, “Now that’s something!”

The students were engaged in the lesson which was conducted in a more interesting manner than the usual chalk and talk method.

Active engagement

Effective technology integration must happen across the curriculum in ways that research shows can deepen and enhance the learning process.

In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.

Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.

Technology changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student.

When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach.

Technology helps make teaching and learning more meaningful and fun.

The myriad resources of the online world also provide classrooms with more interesting, diverse, and current learning materials.

The Web connects students to experts in the real world and provides numerous opportunities for expressing understanding through images, sound, and text.

New tech tools for visualising and modelling, especially in the sciences, offer students ways to experiment and observe phenomenon and view results in graphic ways that aid in understanding.

As an added benefit, with technology tools and a project-learning approach, students are more likely to stay engaged and on task, reducing behavioural problems in the classroom.

Intellectual challenge

Technology is ubiquitous, touching almost every part of our lives, our communities, our homes. Yet most schools lag far behind when it comes to integrating technology into classroom learning.

Many are just beginning to explore the true potential technology offers for teaching and learning.

Properly used, technology will help students acquire the skills they need to survive in a complex, highly technological, knowledge-based economy.

Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class.

Technology-enabled project learning is the new plus ultra of classroom instruction.

Learning through projects that are equipped with technology tools allows students to be challenged intellectually, while giving them a realistic snapshot of what the modern office looks like.

Through projects, students acquire and refine their analysis and problem-solving skills as they work individually and in teams to find, process, and synthesise information they have found online.

New role for teachers

Technology use in teaching and learning may also make some assessment methods redundant. Low level (factual) knowledge for example, has been traditionally tested by the use of multiple choice questions.

In an ICT environment, online tests can easily be used, which instantly provide the teacher with a wide range of information associated with the learner’s score.

There are various technological tools that are available in assisting teachers with this task.

Comparisons of previous scores and dates of assessment, for example, will indicate a student’s progress, and each student can be allocated an individual report database stored in electronic format into which each successive test’s results can be entered automatically.

This means we can make do without reports and put all information online instead.

Teachers can also pick up on the creative use of Internet technology and put the blog to work in the classroom.

The education blog can be a powerful and effective technology tool for students and teachers alike.

The role of the teacher must change because using technology in teaching will cause certain teaching resources to become obsolete.

For example, the use of overhead projectors and chalkboards may no longer be necessary if all learners have access to the same networked resource on which the teacher is presenting information.

The role of the teacher must change in the sense that it is no longer sufficient for teachers merely to impart content knowledge.

Instead, it is crucial for teachers to encourage critical thinking skills, promote information literacy, and nurture collaborative working practices to prepare students for a new world in which no job is guaranteed for life, and where people switch careers several times.

It is our responsibility as teachers to produce holistic individuals who are ready to face the real world, a world full of challenges.

Aladdin’s lamp

Teachers must begin to reappraise the methods by which they meet children’s learning needs and match curriculum to the requirements of human thought.

The Internet can be an excellent way to adapt information to meet the characteristics of human information processing.

Traditional methods of imparting knowledge, such as lectures, books and this conference paper, are characterised by a linear progression of information.

Human minds are more adaptable than this, using non-linear strategies for problem-solving, representation and the storage and retrieval of information.

Technology encourages teachers to take on new and expanded roles, both inside and outside of the classroom.

The teacher assumes the role of coach or facilitator while students work.

Outside of the classroom, technology supports teacher collaboration.

Instead of working in isolation, teachers can work together on school wide programmes.

They can help find solutions to problems and act as peer advisors to provide information and feedback.

Technology if harnessed properly can play the role of “Aladdin’s lamp” in teaching.

For children with special needs, like hearing impairment, I believe you cannot proceed much in providing meaningful education without the use of technology.

As for other cases also, I believe a good teacher cannot materialise his or her brilliant ideas for creating learning experiences without technology.

For example, with a digital camera and the Internet it is possible to cover a wide spectrum of experiences at the global level, something which cannot be done via verbal and routine non-verbal methods and through textbooks within the walls of a classroom.

The bottom line

One may argue that you need to have your own ideas before using technology. Though this is true to some extent, by using the Internet you can find ideas to teach certain topics and thus supplement the planning process.

Thus technology can be a good servant in the planning and execution of teaching. Just have a clear vision and information on what prevalent technology can do, and its limitations.

Technology as an enhancement is as important as light is to a dark room.

Technology integration is not education in itself. However, technology is the light for our current times. Applied in the right way it will help in the education process to produce great minds and holistic individuals.

The writer is a senior lecturer at the School of Educational Studies in Universiti Sains Malaysia (USM). Her main interest in research is in the area of ICT in Education and the use of Peer Coaching in technology integration in teaching and learning. Her most recent achievement is a Gold Medal in the Malaysian Technology Expo 2011 for creating a courseware using the SmartBoard. She is currently working on the development of an Interactive Teaching and Learning Lab in USM.

This article was found at http://thestar.com.my/education/story.asp?file=/2012/7/8/education/11458494&sec=education.

Teacher Creates Awesome Whiteboard Art

OK- so this post is a little bit different from my normal posts, but I came across these really cool drawings that this teacher had created on his whiteboard, and I just wanted to share them.  Good, talented artists really impress me, and the fact that this guy did his artwork on his whiteboard (and later just erased them!) is mind-blowing to me.  Also, he completed each piece on his lunch break of only 25 minutes.  Anyway, take a look…

Teacher creates amazing 25-minute whiteboard art – pictures

Published Wednesday, Jul 4 2012, 6:01pm EDT | By Charlotte Grant-West

A teacher in the US has unveiled his amazing collection of whiteboard artwork.

Gregory Euclide originally started to draw on the board at his school in Minnesota River Valley to relieve stress during his 25-minute lunch break.

Gregory Euclide whiteboard artwork

© Gregory Euclide

Euclide’s paintings are made from things lying around the classroom, such as whiteboard erasers, paper towels, brushes, spray bottles and Japanese Sumi ink, which is made from soot, water and glue.

He said of his artwork and the student’s reaction to it: “In our culture, there is a strong emphasis on reproduction and the original seems less important.

“My students were shocked when I would erase the original, because they saw it firsthand, and they were disturbed that it was destroyed.

“People who do not see the original have no problem only looking at it on a screen or as a print, but once you see the original it is hard to let it go or believe that it could be destroyed.”

Gregory Euclide whiteboard artwork

© Gregory Euclide

Euclide’s artwork is also on the front cover of Bon Iver’s 2012 Grammy Award-winning album.

The teacher is putting together a permanent version of his artwork in a special edition of ten portfolios called Laid Down & Wiped Away.

This article was found at http://www.digitalspy.com/odd/news/a391596/teacher-creates-amazing-25-minute-whiteboard-art-pictures.html

As always, if you’re looking for great eBeam prices or would just like to check out some awesome eBeam products, please check out our website, http://www.ebeamrocks.com/.  Mention my blog, and receive an extra discount!