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Glogster

Glogster is a Web 2.0 platform that allows users to create interactive online posters called glogs, by adding images, videos, audio, and text. As a learner-centered tool, Glogster supports students’ building of knowledge by allowing them to construct their meaning of the content. 

Keywords: Constructionism

Tool Snapshot

Price 7-Day Trial (Free); Month (5$/month); Personal ($29.90); Elementary ($39); Secondary ($95); Faculty ($390)
Learning Constructionism
Ease of Use ★★★★✩
Privacy ★★★✩✩
Accessibility ★★★★✩
Class Size Depends on the type of account
ISTE*S Knowledge Constructor, Creative Communicator
COPPA/
FERPA
Glogster complies with both. Check "Protection of Child Contact information" for detailed information.

Glogster Overview

Glogster supports culturally responsive practices since students can use this tool to show what they know and can do, share their passions and interests, and reveal what they care about. 

Students can use Glogster as a way to build upon their knowledge and present their learning. Learners enjoy making their meaning and showcasing it to others in an interactive, online poster. Its format promotes the construction of new knowledge while balancing mastery of skills and the use of multimedia and web resources.

Glogster Overview Video

YouTube Video

Glogster-Site Evaluation Video transcript

Glogster & the SAMR Model

Learning Activities

Social Studies / ELA: After conducting a short research project about the different U.S. regions, students use Glogster to collect and display their knowledge. They will be able to use images, record audio, and add text explaining the features and characteristics of each region.

Timelines/Sequence or transition words. Students create personal timelines using Glogster. These timelines can be interactive with photos, videos, interviews, sound, and digital artifacts. They can use the multimodality of a glog to make graphic representations of the chronology of events in their lives.

Math: Students create a glog that uses photos, videos, audio, and writing as means to explain their thinking for how they solved a math problem.

Reading: Book Report. Glog that Book! After reading a fiction book, students share the fiction features (character, setting, problem, solution, etc…) They will create a glog to present and share their book report with peers.

Science: Students in 2nd grade make observations of plants and animals to compare the diversity of life in different habitats. With the use of the Glogster features, students can use images, videos, and text about a particular habitat to gather a deeper knowledge and understanding of a specific habitat and the animals and plants that live in it.

Resources

How to Use Glogster Edu – A Guide for Students

YouTube Video

Log in on  https://edu.glogster.com/login and fill in the information needed to use Glogster as a student. To create a Glog follow these steps:

  1. Click on “CREATE A NEW GLOG” or choose a premade template.
  2. The background is called the “WALL.” The wall can be changed at any point.
  3. To add text boxes, choose “TEXT” and then click “USE IT.”
  4.    Text boxes can be edited!  You can change the color, size, location, or direction.
  5. Graphics can enhance the appearance of your project. Graphics can also be edited!
  6. Adding images to Glogster is quite easy. Use your own or provide an image link. You can also add FRAMES to your images.
  7. Glogster also allows you to upload videos (even from YouTube) and music.
  8. It is a good idea to save your work periodically. Click “SAVE AND PUBLISH.” Name your Glog, select a category, then click “SAVE & PUBLISH.”
  9. Once you saved, you can “CONTINUE EDITING” to go back to work; if you are finished you can share your Glog in many ways such as email, social media, or Pinterest.
  10. Happy Glogging!

Research

Baker, C., & Wills, T. (2013). Have You Used a Glog Yet?. Teaching Children’s Mathematics, 19(5), 324-327.

Carroll, J., & Edwards, B. (2012). Boys, ballads, and Glogster: techno-poetry in year 7. Literacy Learning: The Middle Years, 20(1), 16.

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