Through a tip from Twitter, I requested a beta invite from a promising new iPad app called ShowMeApp

It promised to screen capture AND upload the video recording AND then provide me with an embed code. That ability was the one that caught my attention. I have been working with several grade levels over the course of the school year to Become Good Tutorial Designers. Although the emphasis for the younger students is learning how to envision and script step by step tutorials, it has been a challenge to easily produce them. From capturing media with digital cameras, Flip videos, SmartBoard notebook software, Skitch (Screen capture), Garageband (audio), etc. to importing, editing, converting and then uploading them has been somewhat of a hassle ( and there is NEVER enough time!). The more we can hand the process over to the students, the better!

Although ShowMeApp suggests the following reasons for teachers and educators to use their app and community site…

• Reach more Students
• As an Online Business Card
• Being found as a Tutor

…I immediately wanted to see how easy it would be for students to use and to create simple tutorials which could then be shared on classroom blogs and/or wikis.

Initial Screen

Create your Recording

Manage your recordings: Save, upload and choose to share

Grab an embed code from Showmeapp site

We have been working with 4th grade over the last few weeks to create multiplication/Math tutorials. We are finally ready to record the tutorials. I decided last minute to give one group the option of using my iPad with the ShowMeApp. They jumped at the opportunity and immediately were into it. It was super-intuitive, no instructions or help needed from me!

Exploring the ShowmeApp

Testing out recording the script

Engaged...

Testing...Experimenting...

This group tested and experimented with timing, changing of colors and the overall flow of the step by step guide. All three members of the group were collaborating (two were recording their voices, while the third member of the group was following their directions and visualizing the solution to the problem). Towards the end of the class we had several of the other groups standing around the iPad group and observing. We need one more class for a final recording in quiet surroundings and the tutorial will be ready to go:) So stay tuned for their example (coming soon…).

Here is my initial impression of the app:

I liked:

• very intuitive
• simple interface (not many distractions)
• easy way to upload and get an embed code
• good sound quality for recordings
• can use image from photo gallery as background.

What could be improved?

• more color options including highlighter
• different brush sizes
• option to type text
• different background fill colors to choose from
• undo button
• export button of final movie clip

I am thrilled that more and more app developers are remembering that CREATING is the highest level of all Thinking Skills!

Thank you ShowMeApp, you are on the right track.

Kindergarten spent time on the Pinky Dinky Doo site. It is well worth exploring with your younger students. We directed students to go to Story Podcasts on the site.

and to choose “Create your Own”.

They are able to choose from 5 different story categories.

The story is divided into three segments, Beginning, Middle and End. The site reads the story aloud for the children and the students choose from several images, that will then be plugged in to customize their stories.

Depending on what they choose, the storyboard changes to make their choices visual.

Once all the blanks are filled, the story will be read back to you.

The added bonus is that at the end you have a choice to print out a little booklet (1 page) to be folded of the story that they created.

The site was very intuitive and easy to navigate for our 5 year olds. A great listening and reading activity to reinforce that words represent meaning and are being supported by images.

This post title is “Teaching Information/Research Skills in Elementary School”, but this post is as much for adults and older students.

Many adults are overwhelmed with the quantity and new kind of media that is available and accessible through technology. Older students in High School and College might not feel overwhelmed, but have never been taught how to navigate, evaluate, save and retrieve the information that they are seeking.

How and what kind of information skills do we need to start teaching in elementary school, that will grow and expand with our students as their grow older?

What do teachers need to know in order to introduce and guide their students in a

• critical
• efficient
• effectively
• safe
• ethical

way as they navigating through the sea of information available?

We need to help students develop these kind of information skills:

• locating information
• evaluating information
• learning from information
• using (remix) information

I have written a few blog posts in the past months trying to wrap my own understanding what and how we can teach information/reserach skills starting in elementary school.

• Research Skills in Elementary School
• Web Searching Strategies for Elementary School Students
• How to Do Research? Kentucky Virtual Library Presents

I ran across what looks like an amazing resource to include in lessons.

All About Explorers

All About Explorers was developed by a group of teachers as a means of teaching students about the Internet. Although the Internet can be a tremendous resource for gathering information about a topic, we found that students often did not have the skills to discern useful information from worthless data.

So we set out to develop a series of lessons for elementary age students in which we would demonstrate that just because it is out there for the searching does not mean it is worthwhile.

The idea of creating a website and sprinkling in false information to make a point about

• not everything you find online is true
• you are responsible to verify with other sources the information you find
• use common sense when you find information that sounds “too good/ too outrageous/ too odd to be true”

is well thought through.

Because we wanted to make a point about finding useless information even in a site which looked at first to be fairly well put together, all of the Explorer biographies here are fictional. While many of the facts are true or based on truth, many inaccuracies, lies, and even downright absurdity are mixed in indiscriminately.

All About Explorers | Everything you’ve ever wanted to know about every explorer who ever lived…and more! via kwout

Students are invited to join in on Explorer Treasure Hunts, that point them to the site’s information page for each explorer (sprinkled with false facts) and one other link (with correct facts..well as correct as historical “facts” can be). Students then are asked to answer questions and fill them in direclty on the website. The submit button prints the page out with the answers.

There is also an extensive list of downloadable lessons and worksheets the teachers have used in their classroom in conjunction with this information skills lesson.

• Lesson 1: Just Because It’s Out There Doesn’t Mean It’s Good
  Students go on an Internet treasure hunt to find information about a famous world explorer. They compare information from two different sites to come to a conclusion about whether they can trust all Internet sources.
• Lesson 2: So How Do You Find the Good Stuff?
  Students are taught about the difference between publishing a book and posting a web site, emphasizing the selectivity of the publishing process. The “1 – 2 – 3″ approach to researching on the Internet is introduced. Students then get a chance to try out the first two steps.
• Lesson 3: Google, What?
  In this lesson, search engines are introduced in more detail. Emphasis is placed on the fact that these are collections rather than selections and that there are no humans involved in the collection process. Students explore some search engines to see the differences in results.
• Lesson 4: Where Exactly Am I, Anyway?
  Students learn about how to decode a URL and that it is the address for locating a web page. They also learn how to begin evaluating a site based on the top level domain (e.g. .com, .org, or .edu), as well as a few other tricks for determining the quality of the site.
• Lesson 5: How Could They Be So Wrong?
  Students research the correct facts and draft an email to the AllAboutExplorers site webmaster to fix the mistakes they discovered in Lesson 1.
• Explorer WebQuest
  Students will apply what they’ve learned about Internet research to a real world project.

Not only have the webmaster’s made available all the lesson plans, but they have also created a WebQuest for your students to complete. The student’s introduction is as follows:

Every year in our country, we celebrate many holidays. Several of those are in honor of famous and important people from our history, like Martin Luther King, George Washington, and Christopher Columbus. In this WebQuest you are going to find out more about an explorer your team chooses and about how and why we use holidays to honor them.

Who was this explorer? What is important to remember about him or her? How can you use a holiday celebration to tell his or her story well and communicate the important aspects of his or her life and accomplishments to the public?

Gerald Aungst, one of the webmasters of the site, was gracious enough to answer a few of my questions from his experience in developing and using  the site.

What grade levels are the lesson plans intended for?

The lessons are specifically targeted for our original audience of fourth and fifth grade students, but they could certainly be adapted down to second or third grade, and I have heard of middle school and high school teachers using the site as well.

What were some of the reactions when students found out that the information they found was wrong? Did some students not figure it out?

Reactions tend to vary. Some students start noticing “weird” things in the biographies, such as references to cell phones, and it dawns on them that there might be something odd going on. Other students plow ahead, copying information happily from the site. We always have a couple of groups that figure it out quickly and a couple that never figure it out until we point it out. It is particularly effective when we teach these in our own schools, because we can truthfully say, “What would you say if we told you all of this was made up, and we wrote it ourselves?”

Do you feel that some students were (even more) confused about what were the true facts?

I haven’t had that experience, though I suppose it is definitely something you want to be cautious of, and it is the reason we explicitly teach students how information gets into books and onto Internet web sites. And even in the publishing world, with multiple layers of fact-checking, often errors make it into the final product. How much more, then, do we need to be cautious of the instant-publishing online world? After teaching these lessons, I insist that students find at least two sources, including at least one print source, to verify every fact they find.

What tips would you give someone who wants to use the lesson plans? What are some things to look out for?Highlights? Pitfalls?

I would strongly recommend using the full series of lessons and doing the follow up activities. While some of these can work well in isolation, it is the sequence that builds the understanding. Users also need to be aware that in some cases the content in the lessons is fairly specific to our own situation, particularly with reference to the subscription databases that are available to us. It is important that teachers using these lessons review them carefully and adapt the details to match what is available in your district.

I would also caution teachers to consider these principles themselves when doing any research of their own on the Internet. I have actually witnessed teachers who were present during our lessons with their classes and participated in the activities with us go later to search for something online and accept what they read at face value without checking the source or verifying the facts later. It’s important that we model these things for our students on a daily basis–show them that you apply the same principles to your own work as you expect them to do in theirs.

How could a teacher or media specialist customize your idea of creating a source of “false” information to another subject (not explorers) they are researching?

I have actually gotten requests along those lines to add more information on other topics and in other languages. While I haven’t had the time or energy to even consider pursuing such a project, with new Web 2.0 tools like wikis, a teacher could create a page of “false” information about a topic they are going to teach and have their students compare with a reliable Internet source.

What do you think of the idea to have students involved in such a project not only in uncovering “false” facts but actually correcting them online?

This is the entire purpose behind activity #5 in our lessons, “How Could The Be So Wrong?” I think it is crucial for students to learn that they not only have the obligation to think critically about what they read on the Internet, they have the power to do something about it. When they write to the webmaster in that final lesson, I read and respond to every comment. Now, granted, I’m not about to “correct” the errors that are on the actual pages–that would defeat the purpose of the site–but I do encourage the students to continue to pursue accuracy in their own research.

I believe it would be a very powerful experience for students of any age to follow up this unit with a visit to Wikipedia where you can have them search for–and correct–errors about a topic you may be studying in class. While it’s hard to predict when they might find such errors, and you certainly need to be cautious about what topics you explore in this way, it’s a perfect example of how the users of the Internet need to take responsibility for using it wisely and contribute to it effectively.

The more I “explore” the All About Explorers website, the more I am impressed with a well thought through concept.

• As a webmaster, I can appreciate all the time and effort in designing, linking and updating the pages. The pages look well designed and “official” (not a home-made look). This supports the effort of separating the notion that content accuracy is coupled with professional looking packaging.
• As a technology integrationist, I appreciate the fact that students are being guided and taught at school in using the internet to research curriculum related units instead of just being told “Google it” as a homework assignment. Technology is not the “enemy” that we need to protect our students from.  We need to teach/use technology as a tool COMBINED with the necessary skills to allow our students to use these tools in a  critical, efficient, effective, safe and ethical way.
• As an educational media specialist, I am thrilled to see students being introduced to research skills that go beyond the book checked out in the library. Information found online or in any electronic form should NOT be discarded, prohibited, seen as less valuable or automatically inaccurate per se, but as an integral part of the research process.
• As an elementary school teacher, I am thankful for age appropriate content and links, that allow my students to learn skills that are absolutely necessary for their future in the information age.

Watch this interesting video about The 21st Cenury Librarian from the New York Times that also mentions All About Explorers.

A few weeks ago, I reviewed the Flip Camcorder and was really impressed with the easiness of being able to simple record video clips, then "flip" out the USB and connect to the PC. The build in Flip Camcorder software made it extremely easy to edit individual movie clips, cut, add music and then save to your computer or directly upload to YouTube to share online.

I had several requests to try the Flip out with a MAC.

I went to our backyard and recorded two short video clips. The first Problem was evident immediately. My MacBook is thinner than the Flip Camcorder, which makes it impossible to plug it into the USB ports that are located on the side of the MacBook. I had to place the MacBook on my lap and support the Flip Camcorder with my knees. This seemed to be a very unstable connection, since the laptop stopped recognizing the Flip several times.

I finally was able to keep a steady hand/knee and downloaded the Flip For Mac software that came with the camcorder. From the included "Read me Text" :

To use the Flip Video Program with your Macintosh computer:

1. Connect the Flip Video Camcorder to an available USB port on your Macintosh.
2. Double-click the "FLIPVIDEO" icon on your Desktop. A window should appear that displays the contents of your camcorder.
3. Double-click the "Mac Users" folder.
4. Double click the "Install Flip Video for Mac" icon. This will open a new folder called "Flip Video Program for Mac", which contains the program files.
5. Drag the "Flip Video Program for Mac" folder to your Desktop.
6. Double-click the folder to open it, and double-click the "Flip Video for Mac" icon to start the Flip Video Program.
7. When the Flip Video Program is started for the first time, a window will appear requesting your acceptance of the license agreement, and the automatic installation of video compatibility software that allows your computer to play your videos. Click the "I Agree" button and wait for the installation to complete. Upon completion, follow the instructions to exit the program and restart it.
8. You are now ready to use the Flip Video Program to play back, save, share, edit and make movies of your videos. Please note that the camcorder must remain connected to your computer for you to use the program with your videos.

The next time you want to use the program, you may simply connect your camcorder and then launch the program you have already installed by double-clicking the "Flip Video for Mac" icon. You do not need to install the program each time you want to use it.

After going through all the steps, the software installed easily. I was able to open up the program and immediately saw my two video clips in the window.

Clicked on Make a Movie, where I knew (from playing with it on the PC) I would be able to add the clips together, clip the beginning or end of the clips, add music, etc. I selected both clips, then "Begin".

Unfortunately, once I arrived on the next screen, it seemed pretty empty to me, compared to the PC version. No editing, no music, no combining the clips, merely a "Back" button. Maybe I missed something crucial, but what was very intuitive on the PC, seemed a problem on the MAC.

So I used the "Back" button, since I could do not much else and chose to save the movie to my computer. That went without a hitch. The program created a "My Flip Video Library" folder under my Documents.

Next problem was that it saved the clips as an .avi file. iMovie will not open the .avi file. When I tried to open it through my Quicktime player, it showed only a white screen. So, I went back to the "Read Me Text"

NOTE for Users Running Macintosh Computers with Intel Core Processors: In order to play back videos within the QuickTime Player on Macintosh computers with Intel Core processors, you may need to adjust the QuickTime Player:

1. From the Finder menu, choose Go > Applications to open the Applications window. Click once on "QuickTime Player" to select it.
2. From the Finder menu, choose File > Get Info or type Command-I to open "QuickTime Player Info".
3. In the "General" section, select the checkbox named "Open using Rosetta".
4. Close "QuickTime Player Info".

Now, when you double-click the QuickTime Player, it will open with Rosetta and should play back your videos successfully. If you are still having trouble playing back your videos, you may need to install a commercially available Universal video codec, such as DivX Community Codec (www.divx.com). If you install a Universal video code such as DivX, you may then need to go back to "QuickTime Player Info" as above, and deselect the checkbox named "Open using Rosetta".

I followed the instructions, but got stuck, when trying to find the "QuickTime Player Info". Maybe it s not my night tonight, but that option was simply not there. When using the Command-I function I got the Apple Quicktime Inspector. Under Preferences I found a general tab, but nowhere a checkbox with "Open using Rosetta" So I am pretty much stuck.

I guess I could go use a conversion program, such as Zamzar.com to convert the . avi to a .mov file and then edit in iMovie…. BUT it was supposed to be intuitive, easy and FAST.

Maybe it is user error on my part…

So, I plugged the Flip camcorder into my desktop PC and a couple of minutes later, the clips were downloaded from the camcorder to the Flip software, put together, music added and saved as a .wmv file to my computer.

Another few moments later, I uploaded to my Flickr account and then embedded the code into this post. The entire process did not take more than 5 minutes on the PC.

I have briefly highlighted a few screen capturing tools and keyboard shortcuts on Langwitches before. Here is a quick run down, links to original posts or links to the software website:

1. Windows Keyboard Shortcut
   1. Capturing the entire desktop: Use the Print Screen button on your keyboard to place the image on your clipboard, then past (CTRL+V) the image
   2. Capturing the active window: ALT + Print Screen button
2. Mac Keyboard Shortcuts
   1. Command+Shift+3 shortcut for taking a screen capture of your entire screen. Places a copy of the image on your desktop.
   2. Command+Shift+4: gives you a crosshair cursor. Drag the cursor out over the area you want to capture. Places a copy of that image on your desktop.
   3. Control+Command+Shift+3 (or +4): instead of creating a file on your desktop, copies the captured area into your Clipboard. Paste (CTRL+V) the image where you want to.
3. Kwout- Screen Capturing and Quoting tool (web based)
   
4. Skitch (for MACs only)
5. Jing Project (MAC and PC)
   I have been using Jing for a while and love that it is simply there. After installation jing will be the "sunshine" on top of your screen window.
   
   The crosshair cursor will create a cross on your screen that you can drag over the area you want to capture. You can save the captured image as a .png file on your hard drive or upload to screencast.com , flickr or upload via FTP directly to a location. You can also receive an embed code for that image. I use the image tool almost every day for trouble shooting visuals, creating step-by-step instructions for faculty and even to re-size images quickly while I have them on the screen, instead of opening up Photoshop to do it. I admit, that I have not used their video capturing tool on a consistent basis.
   Usually I add text and/or arrows to the screenshot to point out a button or an option.
   
6. Snag it (Same company who developed Jing)
7. I was able to get a free licensed copy (version 7) of this program as well as Camtasia a couple of months back. I had not played with it, until Sue Waters used some pretty nice screen shots in her post "Can you smell the benefits of CoComment? " I asked what tool she was using and that brought me back to checking out Snag It.
   I like there more professional options to jazz up your arrows, add stickers and above all the ability to edit the screen shots right there, without having to save and then import into Photoshop to resize. That is a real issue for me, since my WordPress layout theme, does not like me to insert images greater than 500 px.
   

   Snag It allows you to save your shots in MANY different formats, while Jing will export as a .png file. It also allows you to choose between different options of capturing. While Jing will capture a rectangular area, in Snag It you can choose between the Screen, a window, an active window, a freehand region, a fixed region, an object and multiple areas. The best feature though is the scrolling area. With the other screen capture tools I have, I cannot include any part of the screen that is hidden below. Very cool tool.

One feature that I am still looking for is the one that allows me to capture dropdown menus. Usually they disappear when I move my mouse away from it to define the area of the shot. Anyone now of a way to do this with any of the tools mentioned here? A tip would be greatly appreciated.

You can find another review list for screen capturing tools on Digital Inspiration . They include a few tools, that I have not used.

Technorati Tags: Screen_capturing

Two Flip Cameras by PureDigital arrived today at school, thanks to our wonderful Drama teacher, Mrs. B. I had to try it out, since I was interested in the quality and the level of intuitive use it had for in classroom and field trip application.

David Pogue from the New York Times reviewed this little gadget. It is well worth taking the time to watch his fun video clip of comparing the Flip to a traditional video camcorder.

As soon as I took it out of the box, the 4 little buttons it had displayed on the back were obvious and self-explanatory.

I turned the power button on, it powered up immediately (2 AA came already included AND inserted). Focused on my classroom shelves with all the Teddy Bears sitting on them and started recording by pressing the big red button, then pushed again to stop recording.

Once the recording was completed, I slid down the push button, which flipped out the USB port.

Once the computer recognized the device, the following window popped up and allowed me to launch the Flip Video program.

Another window opened up, which showed previews of the movies I took. From that window, it allows you to choose saving the videos, share videos. make movies or delete videos.

I chose to first make a movie, by choosing the size, then no background music, since I already used my voice to narrate and this allowed me to combine both clips that I took into one movie.

After the movie was created, the choices again offered me to e-mail, share as a video greeting card or share online. I chose to use the share online option.

After that it prepared to upload to Youtube . Once completed, the program created a folder on My Desktop, where it placed the finished file. It opened up a window that took me directly to Youtube , I signed in and browsed for the on the Desktop.

I was very impressed with the quality of the video and how easy it was to upload and share. The movie clips themselves are accessible as .avi files directly in Windows Explorer, if you have the camera plugged in via the USB. Very cool. I am thinking of getting one for personal use at home!

On Amazon, they are selling them starting at US$109. I have also seen them sold at out local Blockbuster for $99.
Flip Video Camcorder: 60-Minutes (White)

Thanks to @karlyb and @susant from Twitter, I clicked my way through to VuVox.com this morning. Vuvox’ byline is Your Visual Voice . Media Create made easy. Slideshow, photo, video and music sharing. Vuvox let’s you create different ways.

STUDIO provides a range of media presentation formats that allow unmatched personalization. Link to your media, choose a style and modify to your heart’s desire… and, distribute it to COLLAGE, or your personal and public web pages.

Dynamic Visual Galleries Choose a presentation style and link it to your media libraries through RSS feeds that maintain “always on” permalinks to the original content source.

Interactive Panoramas!

COLLAGE introduces a new creation platform for WYSIWYG online multimedia layout and sharing. COLLAGE offers Drag and Drop interfaces, placement of Interactive Media Hot Spots that can include direct links and presentations. An easy to use cut-out tool delivers fast compositing of photos, video and audio assets.

Just by skimming the site, I was able to easily use my Flickr photos to stream them into a presentation. Only need the username, which means you can use any images from anyone.

Looks like they recently added another way to add content, which looks really cool. They call it cutout and allows you to upload your own image, then “cutout” a certain area within that image to then “slide” your show behind that cutout to view it. I can see that allowing a lot of creativity. They offer different ways to share your presentation. In order to embed into my WordPress blog, I simply copied the URL of the SWF file out of the code that Vuvox gave me and pasted it into the following code:

["remove these words" kml_flashembed movie="http://www.vuvox.com/presentations/29418.swf"/><embed src="http://www.vuvox.com/presentations/29418.swf" width="300" height="200" wmode="transparent" /]

Vuvox offers quiet a quiet a bit of layout choices and pre-made variations. Steps are easy and intuitive to follow to get your slideshow up and running. Only issue I found so far that bugs me a little bit is that you cannot choose the position or the zoom level of the images that are showing up in your cutout or show. So a few of my images, you will see only a top of a head. Would be great if one could adjust the images for each slide to show exactly the area you want to see, instead of it being random.

Andy Katz left a comment on my review of Smilebox . He prompted me to check out the company he works for Panraven , which I incidentally already had bookmarked in July 2007 and had not gotten back to it. Panraven offers

a solution for storing your media (photos, video, & music), and then provide a process for creating "stories" that can be shared online or professionally printed in photobooks.

EMBEDDABILITY

• Being able to embed the finished product directly into a blog is really important to us elementary school teachers, since it minimizes the opportunities for students to encounter inappropriate advertisement or material uploaded from other users to the site (ex. YouTube) as well as it minimizes the distractability factor we are especially dealing with the lower levels.
• The finished book was easily embeddable in my WordPress blog. I just had to tweak the code a little to make the width fit in my theme. Somehow it did not allow me to change the width to anything other than the pre-set 8oo px before Panraven generated to code to embed.

Collaboration

• Panraven offeres the option to invite "Friends" and create groups. Friends, that are all members on Panraven are able to share media with each other. Non-members of the service can also be as friends, they are able to view your stories, but are not able to share and use each your media,

Media

• Media can be uploaded through your browser, Picasa, or Picup (an uploader application) but sadly no Flickr mash up. Since I upload and organize all my photos in Flickr , it is extremely important to me to have the option to directly mash up with a new tool. It saves time and effort to upload the same images over and over again. I already have my photos organized in sets on Flickr, which makes finding a certain group of images easy.
• There is storage to upload text, photos, audio and media to your account and integrate into your story and/or share with your friends.
• A member can use media from their own uploaded content, their friends who are also members and from public media. The public media option is a nice addition and gives you choices of adding maps, illustrations, text, photos, and videos.
• I uploaded a video file (.wmv) and was told it uploaded successful, but was not able to find it later in my media folder. I tried to search for valid media file formats and only located that images had to be .jpg and.gif format. No help on video format. Giving it another try with a .mpg video file.—. The .mpg video clip immediately showed up under my video media, but would not play in the preview mode. That is too bad.

TEMPLATES & LAYOUT

• There seem to be a fair amount of templates available and I also liked the different layouts for individual pages, that vary media sizes and text.

EDUCATIONAL USE

• I can see teachers use this service to create their own storybooks, then embed them into their classroom blogs.
• BIG PLUS- Panraven is a free service, no limited features. There is a price if you choose to have your book printed professionally.
• The ability to share media with friends shows great potential for use in the classroom. A teacher could upload the media for a given project and students would be able to create individual books. I am not sure if there is a way to invite other collaborators on one given project though (Like Mixbook ).
• Students need to have an e-mail to sign up for the service. I guess a teacher could use Gmail by creating e-mails that will be filtered through their main account with username+extratext@gmail.com
• I especially like the ability of mixing media. Uploading your own audio, video and photos is great. I am hoping, I will soon figure out how to include my video so they actually play in the storybook. A great addition would be if the ability of directly recording onto each page would be an available feature…similar to Windows Photostory . The less steps, less tools, less importing and converting in creating a complete project is required, the better for the younger elementary students and their teachers.

You can read more about Panraven’s features on their website. Check it out and let me know about your experience with the site and what educational use you see.