Electronic Science Fair

2012-2013
Electronic Science Fair
For more information, please contact
[email protected]
Rocky Mountain Regional Office
520.514.2897
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Electronic Science Fair
Coordinator’s Handbook
Contents
Christian Philosophy of Science
General Science Fair Information
Project Requirements
Project/Category Topic Ideas
Judging Rubric
Judging Form
ACSI Project Proposal
Science Fair Student Participation Form/Consent form
Chairperson’s checklist
Science Fair Tabulation Sheet
Quick Reference Guide
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Christian Philosophy of Science
Integrating the Bible with the school’s science curriculum goes deeper than the use of
scientific facts to illustrate spiritual truth, though such use is clearly scriptural. It also goes
deeper than merely quoting Bible verses that refer to scientific subjects. It involves
finding the scientific facts and principles that are taught in the Bible and incorporating
them into the teaching where they are relevant to the subject at hand, thus
consolidating truth gained from Bible study and from observations by men. All truth is
God’s truth.
The Psalmist declares that God is the Creator and Sustainer of the world in which we live
(89:11). Paul reminds us that this world is governed in an orderly way by specific laws
and properties of matter and energy that God has established (Colossians 1:16-17).
God created a world that was excellent in every way and charged us to be stewards
of it all. Stewardship involves learning about its intricacies and glories, as well as using
wisdom in the use and preservation of His gift.
Sometimes, as we learn about issues in this world, it can be very overwhelming. There
are so many problems- air pollution, water pollution, wildlife problems, disease, energy
shortages and a myriad of other concerns. It is easy to feel overwhelmed and helpless.
We will never solve all the problems. Rather than humans and their technology, it is only
God who will be able to effect a permanent solution to humankind’s problems in this
fallen, sinful world. But we are His children, and we are to be about His business of
redeeming and restoring a broken world.
Helping our students to think critically and constructively from a Bible-based Christian
worldview should be a major concern of ours. They should also see that higher order
learning is not done in isolation, but across the curriculum and across the skill sets. For
instance, our students should see that technology itself is generally amoral. How we use
it, though, becomes morally significant. It is important for Christian school teachers to
discover ways to constructively integrate technology into the educational process, as
well as honing the skill of rhetoric. We need to be able to articulate not only what we
believe, but why we believe and how we arrived at our beliefs. It is our hope and
prayer as we offer up this fresh approach to the traditional Science Fair that we have
crafted an engaging and purposeful activity that will enhance both the instruction
preceding the Science Fair, as well as provide growth opportunities during the actual
Fair.
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Does not wisdom call out
The LORD brought me forth as the first of His works,
Before His deeds of old, I was appointed from eternity.
From the beginning, before the world began,
When there were no oceans, I was given birth,
When there were no springs abounding with water,
Before the mountains were settled in place,
Before He made the earth or its fields or any of the dust of world.
Then I was the craftsman at His side.
I was filled with delight day after day,
Rejoicing always in His presence,
Rejoicing in His whole world,
And delighting in mankind.
Proverbs 8
Through studying the creation, we can learn of the Creator. His beauty, order and
lovingkindness are revealed in each atomic particle, each pulsing heart, and in each
swirling galaxy. The Scientific Method is a process for investigating phenomena,
acquiring new knowledge, or correcting and integrating previous knowledge and is a
framework for students to approach this task of exploration with joy, curiosity and
creativity.
The purpose of a science project is not to follow a pre-designed recipe found in a
library book or the internet and then create a complicated board with results. The
purpose of the science fair is to learn how to think. Therefore the foundation for the
Scientific Method is a question. What do I want to investigate about God’s creation?
The electronic science fair is designed to focus on this process, and to allow the student
to record this investigation, present it electronically and share it both visually and
verbally with interested peers, teachers, parents and experienced scientists. This new
format allows for the integration of 21st Century Skills (critical thinking and problem
solving, communication, collaboration and creativity) through the engaging
investigation of a self-selected topic, with a variety of presentation formats that allow
for growth in technology skills as well.
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The Self-evaluation Checklist
The following scorecard will help the student and advisors to make sure that all of the
basics have been covered before submitting the final presentation.
Scientific Method
___ Presented a question that can be answered through experimentation
___ Developed a hypothesis
___ Developed a fair test to validate hypothesis, changing only one factor at a time
___ Clear and thorough process for data observation and collection
___ Ran sufficient trials (at least three)
___ Accurate experimental technique
___ Derived conclusions from appropriately organized data
___ Related conclusions back to the hypothesis
Scientific Knowledge
___ accessed at least three grade-appropriate sources for background knowledge
___ clearly identified and explained key scientific concepts relating to the experiment
___ Used scientific principles and / or mathematical formulas correctly
Presentation
___ Neat, well-organized and visually appealing
___ Correct mechanics demonstrating care and attention to details
___ Include key components to provide a through picture of project (purpose/question,
hypothesis, summary of research findings, material and procedure, data charts or
graphs, results, conclusion)
Creativity
___ Investigated an original question or used an original approach or technique
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The Procedure
While it is true that one of the goals of science to forge new frontiers and to gain fresh
understanding of God and His created order, there are also established fundamentals
that create reliability and a common understanding to help us communicate what we
have learned. Here is a general list of expectations which should be evident in your
project.
Objectives
 To explore how science can be used as a tool to illuminate our understanding of
God and how we should apply this understanding in our lives.
 To develop our inquiry skills in using the Scientific Method.
 To communicate this learning clearly and accurately with our peers, teachers, family
members and broader Christian community.
The Question:
 The research question should stem from observations you have made about this
world, deepened by research.
 This is the force that drives the investigation.
Research:
 Gather basic background information related to your question from the library,
internet, and experts in the field.
 Make sure that your sources are both reliable and cited correctly.
Hypothesis:
 This is an educated guess/answer to your question based upon your prior
knowledge and completed research.
 Often it is written in an IF/THEN format.
Plan:
 Once you have decided the What, you will have to design the How. This is where
critical thinking comes into play. How will you control all of the variables,
manipulating just one?
 You will also want to plan how you are going to present the information, and
prepare the necessary technology for filming or recording events.
 It is important to have a logbook that includes materials, diagrams of experimental
set-up, and step-by-step instructions.
 Another scientist should be able to duplicate your experiment following your notes,
so be precise.
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Experiment:
 These are descriptive, qualitative observations made before, during and at the
conclusion of the experiment. Noticing is important. Being aware of the details
often allows us to detect God’s character and consider how we live.
 There are two types of data that can be collected in an experiment, Qualitative
(descriptive) observations and Quantitative (measurements and values)
observations
 Record environmental factors, errors that occur, and any other information that
could affect the results.
 The data should be organized in tables and graphs for clarity of presentation and
analysis.
Conclusions:
 This is the most important section. Analyze the data and observations and answer
the original question. You should be able to verify or refute your original hypothesis.
 You should also reflect on why you think this is true, and how this information applies
to real life.
 If you were to repeat this experiment, what would you do differently? What further
research is suggested by your results that should be explored?
 Overall, what did you learn as a student, a scientist and a child of God through this
process even beyond the accuracy of your hypothesis?
The Product
Once you have completed the experiment, you need to share the results with your
peers, your teachers, and even the school community. You will be producing either a
two-minute video or a twenty-slide presentation (PowerPoint, Keynote, or Prezi); you
may also imbed video clips into your presentation. You should include the following:
 Abstract: A brief overview of your project
 The Question: Something that interests you about life that you have observed,
noticed, or wondered about.
 Research: Summarize the research that you completed to support and answer
your question.
 Hypothesis: A prediction that you can address in a single experiment.
 Experiment: Describe the materials and procedure that tests your hypothesis.
 Data: Report the results, both qualitative and quantitative data.
 Conclusions: Explain how your experiment supported or contradicted your original
hypothesis. Show an understanding of what you observed during the experiment
and how this deepened your knowledge of God and His creation.
 References: Cite any resources that you used in your research.
 Acknowledgements: Tell a little about yourself and detail any help and support
that you received to complete your project.
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The Process
Once the school projects are complete, there should be a classroom event, in
which each student presents the electronic version of the project. There should
be a question and answer time, in which the teacher or classmates ask several
questions to the presenter.
 Classmates should be prepared ahead of time as to the sort of questions
which positively develop scientific understanding. One option would be for
them to write questions on 3x5 cards and submit them to the teacher.
There should also be a school-wide event, with selected participants and a panel
of judges. Once again, the judges ask clarifying questions, and the student is
evaluated on clarity, knowledge, critical thinking and biblical integration.
Three projects from each of the class groups, 6-8, 9-10, 11-12 may be submitted to
ACSI Rocky Mountain Region, [email protected], by January 11, 2013. Both
research and engineering projects will be accepted.
The Senior High School Finals will be held at Arizona Christian University on
February 8/9, for the top 16 projects. This will be an opportunity for further
adjudication, hands-on science laboratories, and an overnight college visit, full of
fun activites.




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There will be a ten dollar fee for each entrant; school fees will be waived
the first trial year.
Projects will be submitted to an electronic Dropbox, along with required
paperwork.
The first trial year will be limited to 100 submissions.
There will be a consorted effort to have prizes donated by corporations.
Of course, this sort of activity would lend itself to becoming an international
event, able to include the many bilingual International member schools.
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Sample Problem-Solving Project/Category Ideas

Life Science Animal Behavior—ethology, learned or instinctive animal behavior,
learning, animal biorhythms, etc.

Physical Science Astronomy—study of the composition, motions, and structure of
the universe

Physical Science Biochemistry—molecular biology, molecular genetics, enzymes,
photosynthesis, blood chemistry, protein chemistry, food chemistry, hormones,
etc.

Life Science Biology/Microbiology—bacteriology, virology, proto-zoology, fungal
and bacterial genetics, yeast, animal ecology, plant ecology, plant and animal
life in an ecological area, etc.

Life Science Botany—agriculture, agronomy, horticulture, forestry, plant
biorhythms, palynology, plant anatomy, plant taxonomy, plant physiology, plant
pathology, plant genetics, hydroponics, algology, mycology, etc.

Physical Science Chemistry—physical chemistry, organic chemistry (other than
biochemistry), inorganic chemistry, materials, plastics, fuels, pesticides,
metallurgy, soil chemistry

Physical Science Computer Science—development of computer hardware,
software engineering, internet networking and communications, graphics
(including human interface), simulations/virtual reality or computational science
(including data structures, encryption, coding, and information theory)

Physical Science Crystallography—chemistry (crystal composition),
mathematics/computers (symmetry), and physics (lattice structure)

Physical Science Earth/Space Sciences—geology, geophysics, physical
oceanography, meteorology, atmospheric physics, seismology, petroleum,
geography, speleology, mineralogy, topography, optical astronomy, radio
astronomy, astrophysics, etc.

Life Science Ecology-Pollution—study of the eutrophication of lakes: social
sciences (human beings who caused the problem), chemistry (process of
eutrophication), botany (growth of algae), engineering (water purification
systems), medical sciences (health effects on human beings), microbiology
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(effects on microorganisms), zoology (fish population), and biology (study of
relations between organisms and polluted environment)

Physical Science Engineering/Electronics—civil, mechanical, aeronautical,
chemical, electrical, photographic, sound, automotive, marine, heating and
refrigerating, transportation, environmental engineering, power transmission and
generation, electronics, communications, architecture, bioengineering, lasers,
computers, instrumentation, etc.

Life Science Human Psychology/Social Sciences—psychology, sociology,
anthropology, archaeology, ethnology, linguistics, animal behavior (learned or
instinctive), learning, perception, urban problems, reading problems, public
opinion surveys, educational testing, etc.

Physical Science Instruments—the design and construction of a telescope,
bubble chamber, laser, or other instrument would be properly placed in
engineering if the design and construction were the primary purpose of the
project. If a telescope was constructed, the telescope was used to gather the
data, and an analysis of the data was presented, the project should be placed
in earth/space sciences.

Life Science Marine Science—animal behavior (schooling of fish), botany
(marine algae), zoology (sea urchins), or biology (plant and animal life of tide
pools, estuaries, etc.)

Physical Science Mathematics—calculus, geometry, abstract algebra, number
theory, statistics, complex analysis, probability, topology, logic, operations
research, other topics in pure and applied mathematics

Life Science Medical Sciences—medicine, dentistry, pharmacology, veterinary
medicine, pathology, ophthalmology, nutrition, sanitation, pediatrics,
dermatology, allergology, speech and hearing, etc.

Physical Science Meteorology—study of the structure and composition of our
atmosphere, weather and climate, and storms

Physical Science Oceanography—study of the structure and dynamics of the
ocean

Physical Science Physics—solid state, optics, acoustics, particle, nuclear, atomic,
plasma, superconductivity, fluid and gas dynamics, thermodynamics,
semiconductors, magnetism, quantum mechanics, biophysics, etc.

Physical Science Rockets—chemistry (rocket fuels), earth/space science (use of
a rocket as a vehicle for meteorological instruments), engineering (design of a
rocket), physics (computing rocket trajectories), or medical sciences (effects of
rocket acceleration on mice)
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
Physical/Life Science Space-Related Projects—many projects involving “space”
do not go into earth/space sciences: botany (effects of zero gravity on plants),
medical sciences (effects of gravity on)
Science Fair Judging Sheet
Project # ___________________
CATEGORY
COMMENTS:
Inquiry & Analysis
Significance & complexity of topic (5)
Focused topic (5)
Thoroughness of study (5)
Creativity & Innovation
Originality of idea or approach (5)
Techniques and ingenuity applied (5)
Data collection/analysis (5)
Information & Media Literacy
Research informed processes (5)
Contextual Learning
Judge____________________________________________
POINTS EARNED
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Clarity of scientific concepts (5)
Mathematical skills and metric system utilized (5)
Vocabulary and language usage appropriate (5)
Communication
Consistent and clear organization (5)
Abstract, hypothesis, data and conclusions thorough (5)
Overall visual appeal and dramatic effect (5)
Critical Thinking
Informed decisions (5)
Logical conclusions with adequate data (5)
Limitations/variables identified (5)
Biblical Worldview
Revelation of God’s character (5)
Application as His children (5)
Ethical Access of Information
Correctly cited resources (10)
Oral Presentation (if applicable)
Demonstrates knowledge of the project using scientific terms (5)
Explains the hypothesis and the problem (5)
Accurately interprets the results of the experiment (5)
Relates a biblical understanding/application to project (5)
Recommended place: ___ (Superior)
___ (Excellent)
___ (Good)
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Remember that these are general guidelines only, feel free to discuss and take into
consideration
Release Form
DO NOT do experiments that pose health risks (physical or emotional) to humans,
involve animals not in their natural environment, or involve the use of hazardous
chemicals, animal tissues, or controlled substances.
DO NOT use content owned by other people in your projects including trademarks,
logos, company names, music, photographs, works of art, or images published on or in
websites, television, movies, or other media.
DO NOT include other people’s personal data in your project. This means their name,
age, or anything else that is not directly related to your research.
No matter how wonderful your project, if you break the rules, it will not be scored. If you
have questions, you may consult with an expert in your field to make sure your test
follows accepted research standards.
Teacher/Sponsor
I have reviewed the student’s research plan and proper safety standards and methods
that will be used. I will assume reasonable responsibility for compliance to safety
standards and requirements.
_______________________________________
Teacher/Sponsor Approval Signature
_______
Date
Parent/Guardian
I have reviewed the research plan, project areas, and substances/devices as indicated
above. I approve of the experiment and the location(s) where the research will be
conducted. I consent to my child participating in this research project, and posting the
results on the internet.
_______________________________________
Parent / Guardian Approval Signature
_______
Date
Student
I will comply with safety standards and requirements while conducting the research for
this project. I will do 90% or more of the work.
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_______________________________________
Student Acknowledgement
_______
Date
ACSI Electronic Science Fair Experimental Design
Problem that will be investigated:
Research Sources:
Experimental hypothesis:
Description of experiment:
Experimental control (what stays the same):
Experimental variable (what is manipulated):
Materials required:
How will special materials and equipment be obtained?
Planned experimental procedure (use back side if needed):
How data be measured / recorded:
Planned method of presentation (video / slide presentation):
Tentative time frame:
Name
Grade
Date
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parent / guardian signature
ACSI RUBRIC
Inquiry and
Analysis Skills
Creativity and
Innovation Skills
Information and
Media Literacy
Skills
Contextual
Learning Skills
Communication
Skills
Superior
teacher / sponsor signature
Excellent
Good
Inadequate
Identifies a
focused and
doable topic
that
appropriately
addresses
relevant aspects
of the topic.
Identifies a topic
that while
doable, is too
narrowly
focused and
leaves out
relevant aspects
of the topic.
Identifies a topic
that is far too
general and wideranging as to be
manageable and
doable.
Develops a
logical,
consistent plan
to solve the
problem.
Considers new
directions or
approaches
without going
beyond the
guidelines of the
assignment.
Stays strictly within
the guidelines of the
assignment.
Communicates,
organizes and
synthesizes
information from
sources.
Intended
purpose is
achieved.
Communicates
and organizes
information from
sources. The
information is
not yet
synthesized, so
the intended
purpose is not
fully achieved.
Does not
communicate either
source or original
material clearly.
Clearly and
completely
discusses general
scientific
theory or
concepts.
Discusses most
scientific
concepts
relevant to the
experiment.
Briefly discusses
relevant
scientific
concepts
behind
experiment.
Minimal discussion
of scientific
theory/concepts.
Not relevant.
Organizational
pattern is clearly
and consistently
observable and
skillfully makes
the content of
Organizational
pattern is clearly
and consistently
observable
within the
presentation.
Organizational
pattern is
intermittently
observable
within the
presentation.
Organizational
pattern is not
observable within
the presentation.
Identifies a
focused, and
manageable
topic that
addresses
potentially
significant yet
previously lessexplored aspects
of the topic.
Extends a novel
or unique idea,
question, format,
or product to
create new
knowledge or
knowledge that
crosses
boundaries.
Communicates,
organizes and
synthesizes
information from
sources to fully
achieve a
specific purpose,
with clarity and
depth.
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the presentation
cohesive.
Critical Thinking
Skills
Biblical
Worldview Skills
Access and Use
Information
Ethically and
Legally
Conclusions and
related
outcomes are
logical and
reflect student’s
informed
evaluation and
ability to place
evidence and
perspectives in
order.
Student discusses
in
detail/analyzes
both core beliefs
and the origins of
the core beliefs
and discussion
has thoughtful
depth and
clarity.
Student correctly
uses all of the
information use
strategies and
demonstrate a
full
understanding of
the ethical and
legal restrictions
on the use of
published,
confidential,
and/or
proprietary
information.
Conclusion is
logically tied to a
range of
information;
related
outcomes are
identified.
Conclusion is
logically tied to
information
(because
information is
chosen to fit the
desired
conclusion).
Conclusion is
inconsistently tied to
some of the
information
discussed and
oversimplified.
Student discusses
in
detail/analyzes
both core beliefs
and the origins of
the core beliefs.
Student states
both core
beliefs and the
origins of the
core beliefs.
Student does not
consider core
beliefs.
Student
occasionally
uses information
use strategies
correctly and
demonstrates
understanding of
the ethical and
legal restrictions
on the use of
published,
confidential,
and/or
proprietary
information.
Students
occasionally
uses information
use strategies,
but does not
follow correct
format and
demonstrates a
full
understanding
of the ethical
and legal
restrictions on
the use of
published,
confidential,
and/or
proprietary
information.
Student does not
use information use
strategies.
Excerpted from Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics, edited
by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
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Expected Student Outcomes

Identify and create questions and hypotheses that can be answered through scientific
investigations.

Develop appropriate experimental procedures for student-generated questions.

Analyze variables in scientific investigations to identify and manipulate dependent and
independent variables, use of a control.

Analyze evidence to explain observations, make inferences and predictions and
develop the relationship between evidence and explanation.

Use mathematics to gather, organize, and present quantitative data resulting from
scientific investigations.

Use oral and written language to communicate findings, defend conclusions of
scientific investigations and describe strengths and weaknesses of claims, arguments,
and/or data.

Relate how this aspect of God’s creation reveals His invisible qualities- His eternal power
and divine nature which are clearly seen from what He has made. (Romans 1:20)
Note: In 2012 the ACSI Student Activity Coordinators conducted a survey of ACSI member schools on the
Science Fair. This Electronic Science Fair is in response to that feedback, and will be conducted in the
Rocky Mountain Region during the 2012-2013. We continue to seek your input, questions and suggestions
as we develop and sponsor Student Activities that truly enhance God-given abilities, gifts, and talents in the
lives of our students, as well as support Christian educators to effectively prepare students for life.
As part of this process, we are also developing educational tools for classroom use. A 1-3 grade classroom
project has been suggested as well, and it is in the development process. I would like to thank the many
ACSI teachers and administrators who have encouraged and advised me through this process. Their
dedication and enthusiasm bodes well for future of Christian scientists and thinkers.
Of particular note is Alicia Roberts, tech resource extraordinaire of Paradise Valley Christian Preparatory, Phoenix,
Arizona, a school that is truly committed to supporting 21st century classrooms. Alicia is the one that gathered,
constructed and formatted the valuable and even inspiring resources in the back of this handbook. She has
offered to be available for tech support regarding online presentation and research tools. She would also be
happy to host a training session on site at PVCP or via podcast. Please contact her at [email protected]
Thank you,
Christy Voelkel. M.Ed.
Rocky Mountain Region
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Association of Christian Schools International
1607 N. Wilmot, Suite 104D, Tucson, AZ 85712
[email protected]
Phone: 520.514.2897 Fax 520.514.0994
Web 2.0 Research Tools
These sites go beyond Google search. Use these search engines to search safe,
focused, and secure educational sites.
CLICK ON THE ICON TO GO TO SITE!!!
Slideshare: How to Use Advanced Search Tools on Google
Sweet Search Engine for Students
instaGrok Search Engine with Mind Map to store and explore information with detail
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refseek an excellent search tool to explore your question, research and hypothesis.
EIA Energy an easy to use energy calculator with a search engine and interactive reference tools.
Safe Search is a filtered site that allows you to get straight to your target.
A good place to develop a good hypothesis.
Science Bob is a great site to practice the scientific method and get ideas for your science project.
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FREE Web 2.0 Tools for Online Presentations
Click on the images below…
Sample Science Fair Projects:
Prezi.com
Prezi is a cloud-based presentation software and storytelling tool for exploring and
sharing ideas on a virtual canvas. Prezi enables users to zoom in and out of their
presentation media. Prezi allows users to display and navigate through information
within a 2.5D space.
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Flipsnack.com
FlipSnack is an online flipping book software that allows you to convert PDF documents
into Flash page flip digital publications.
Present Me
Present.me allows you to upload your powerpoint and include a video of yourself
narrating the presentation, or simply add audio as you flip through your slides.
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Glogster
Glogster EDU enables users to combine videos, music, sounds, pictures, text, data
attachments, special effects, animations and links into a digital poster or "glog." The
platform also includes drawing tools.
You might enjoy MY BRAIN SHARK if you like using Powerpoint. My Brain Shark is very easy to
use and upload sound to the slide show.
www.mybrainshark.com
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For more information, please contact
Christy Voelkel. M.Ed.
Rocky Mountain Region
Association of Christian Schools International
1607 N. Wilmot, Suite 104D, Tucson, AZ 85712
Phone: 520.514.2897 Fax 520.514.0994
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