Are these boards really SMART?

My impression of interactive SMART boards is still the same despite my experience with a SMART board. I believe purchasing the best quality SMART board as the best decision. If the best quality board is not used, then I believe functioning the SMART board will be distracting for the students. On the other hand, I recognize the potential projects that students would benefit from by using an interactive SMART board. For example, allowing students to present with the SMART board is an excellent way to encourage collaboration.
The following are a few more specific thoughts:

LIKES:
1- Internet access with a group of students in a classroom. (which includes an easier way to present recently created videos)
2- Capability to capture an image on the screen for later use.
3- Interactive (touch) abillity during a presentation.

DISLIKES:
1- I'd rather spend money on other classroom technology and resources. For example, a program called LOGGER PRO or a program that can build 3-D representations of molecules. These resources could also be used with a SMART Board in very helpful/interactive ways; however, I feel money would be best spent on this item before the SMART Board investment.
2- The resources for a chemistry classroom depend on the materials used in a laboratory procedure. In order to have a functioning laboratory, my students will need me to purchase chemicals, glassware, and materials needed for laboratory safety.
3- Cheaper versions of the SMART board have drastic problems. For instance, when standing infront of the projector the teacher/student will cause images on the screen to be unavailable.
4- The major purchase of SMART boards has caused teachers to force their curriculum around this device. I believe in a saying- If it ain't broke, den don't fix 'er"- I say this because I feel resources already in the schools are doing an excellent job a presenting material.


Will I use a SMART board?
-> Most definitely!

Will I like it?
-> Probably... once I find a way to effectively use the technology.

The Birth of Earth's Single Moon

I found this video clip on a friend's blog. I wanted to share this with my followers because there are so many interesting people who have created this video. Recreating this representation required dedicated work from scientists, film makers, artists, and even your "techno" lovers.
This supports my mission as a high school science teacher because I believe a good teacher can relate their class to their students' interests and aspirations. By sparking an interest, the students will be motivated to learn.

Revels Webquest: Cosmic Oranges

Click Here.

Webquest Rubric

Criteria	Accomplished (3)	Developing (2)	Beginning (1)	Score & Comments
Introduction	Engagingly describes a compelling question or problem.	A question or problem is described.	The purpose of the WebQuest is unclear.	3- I enjoy the capitvating colors, which draws in the students' attention to specific words.
Task	Task is doable and engaging, and is connected to learning in the real world. It elicits thinking that goes beyond rote comprehension.	The task is doable and elicits higher order thinking but is not relevant to students lives.	Task requires simply comprehending or retelling of information found on web pages and answering factual questions.	2.5)- The task is very understandable and is connected to the real world. The task encourages the use of the internet for reasearch, which is very relevant to the students' lives. To add interest, maybe using a Digital Story as the means of communicating the information instead of writing a paper.
Process Checklist	Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.	Some directions are given, but there is missing information. Students might be confused.	Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.	2) I feel like the process is explained well, but  I feel like some steps would benefit by adding some to the description of the steps. For example, I would use a table in Part 2 to explain the roles of each task. A table might help with some confusion as other parts would benefit from more explanation.
Resources	There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task.	There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.	Resources provided are not sufficient for students to accomplish the task.	2.9) The resource at the end of the webquest is a world map. The map is excellent, but doesn't completely show because of the size of the page/screen. Only half of the globe is visual on my screen.
Evaluation	Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors.	Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors.	Criteria for success are not described.	3)- Excellent Evaluation. The two rubrics are attached to the page. The evaluation section displays both qualitative and quantitative descriptors.
Visual Appeal	Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships.	Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships.	Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability.	2) I think the designer of the webquest is still working on improving the appearance of the page. A few typographical errors are in a few of the sections. For example, "enjoies" and "lable" I will refrain from making any additional comments until completed.
Navigation	Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.	There are a few places where the learner can get lost and not know where to go next.	There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	2) I think the order of the pages on the sidebar allow for the learner to easily leave the desired direction of focus. I suggest moving the "Pick A Country" and "World Map" section to another location on the sidebar.