For example, 75 percent of teachers say they regularly use technology in their classrooms. However, only 40 percent of students report that technology is used in their classrooms. You have to wonder if “regular tech use” is defined differently by kids and adults.
Do Your Students Know More About Technology Than You Do? | Scholastic.com - 0 views
-
-
53 percent of middle and high school students feel that the restrictions on using cell phones are the biggest obstacle to using technology at school.
-
Worse, while 75 percent of teachers feel they understand how students want to use technology as a learning tool, only 49 percent of their students agree.
Differences Between Online and Classroom Teaching - 0 views
-
Online teachers must often have all class material prepared and ready for students before the course ever begins.
-
In online classes, teachers are not required to be in class at any particular time, but must make themselves available to student questions on a consistent basis throughout each day to insure that students have a consistent resource for learning
-
Instructors who conduct classes online have to be more aware of certain teaching techniques and learning outcomes. For example, online teaching classes available through public high school systems as well as postsecondary institutions emphasize the need to facilitate student communication. Because learners aren't communicating in a classroom setting, they need to be able to conduct ongoing dialogue with peers and professors. Teachers may wish to assign group projects or set participation quotas to provide distance-education students with the same sense of community and learning support that classroom-based students experience.
Something to Shout About: New research shows that more librarians means higher reading ... - 0 views
E Pedagogy - 2 views
-
E-Pedagogy: Does e-learning require a new pedagogy? 5 The emergence of e-learning As part of the technological revolution, the use of e-learning, or blended learning, isincreasing. This is particularly true of Higher Education, which offers most programmespartly or wholly online. In the future, e-learning is likely to be more widely used in thetertiary and school sectors. Another driver for e-learning is life-long learning, whichrequires on-going training and re-training of the adult workforce.In many cases, e-learning is delivered through a virtual learning environment (VLE),which is a custom built environment designed for online learning. VLEs, such as Blackboard and Moodle , typically provide all of the software tools required for onlinelearning such as communication and file sharing facilities. These environments are oftenmodelled around the traditional campus, providing ‘virtual staff rooms’ and ‘onlinecommon rooms’. E-portfolios provide the digital equivalent to the traditional paperportfolio; these typically provide online storage for a range of media types (such asdrawings, photos and videos). Dedicated e-assessment systems, such as Questionmark ,facilitate large-scale online testing, providing many of the question types that arefamiliar to teachers.Some academics have pointed out the potential of e-learning to improve current practice.Garrison and Anderson (2003) write:“E-learning has significantpotential to alter the nature of theteaching and learning transaction.In fact, it has caused us to face upto some of the current deficienciesof higher education, such as largelecturers, while providing somepossible solutions or ways tomitigate these shortcomings. Seenas part of pedagogical solution, e-learning becomes an opportunity toexamine and live up to the ideals of the educational transactiondescribed previously.” New learning opportunities The changing environment facilitates new kinds of learning. Teachers have traditionallyfocussed on content; indeed, many consider the identification and delivery of learningmaterial to be their prime role. But it has been argued that the traditional skill of contentcreation is redundant in the information-rich learning environment. Some of this contentis very high quality, even world class, and certainly superior to a hurriedly producedhandout of the type often used by busy teachers.It has been suggested that the contemporary teacher should be more “guide on the side”than “sage on the stage”. The ready availability of information makes facilitation moreimportant than direction . The pedagogic issue is not too little information but too much:the contempora
-
changing learning landscape poses fundamental epistemological questions about thenature of knowledge and how it is acquired. Dede (2008) writes: “In the Classicalperspective, knowledge consists of accurate interrelationships among facts, based onunbiased research that produces compelling evidence about systematic causes […]Epistemologically, a single right answer is believed to underlie each phenomenon […]The epistemology that leads to validity of knowledge in Web 2.0 media such as Wikipedia is peer review from people seen, by the community of contributors, as having unbiasedperspectives. Expertise involves understanding disputes in detail and proposingsyntheses that are widely accepted by the community
-
hatever new theory of learning emerges in thenext decade, it will likelybuild upon thesepedagogie
- ...2 more annotations...
-
"Does e-learning require a new approach to teaching and learning?" This is an interesting paper about pedagogical approaches to e-learning and e-teaching. Do you believe we need a new approach for online learning? What is your pedagogical approach to e-learning and e-teaching?
-
What is your pedagogical approach to e-learning and e-teaching?
ETAP640amp2012: are you prepared to change the way you teach? - 0 views
-
It feels like she was purposeful in everything she has laid out for us.
-
Is it because of the rush of accomplishing we didn't think we could? Is it the sense of strength and empowerment we feel from realizing how far we've come? Can these things be attributed to our high levels of satisfaction with this course development process?
What Your Ph.D. Didn't Cover | Inside Higher Ed - 0 views
-
Now, recognizing that what these instructors need is markedly different training from their counterparts in high schools and at four-year universities, some graduate programs are offering credentials specifically for those students who plan to or already teach at community colleges as a supplement to their subject matter graduate training.
-
Those seeking the certificate do not have to be enrolled in a Temple graduate program, and there is a specific track for current community college instructors who, though they are already experts in their discipline, want a professional development opportunity to learn new teaching techniques.
-
The certificate for current community college instructors consists of a three-credit seminar on “teaching in higher education” — with broad-based lessons on various teaching philosophies and course designs — and three one-credit modules on specific topics. Current topics are “assessment,” “diversity and inclusive teaching” and “teaching with technology.
- ...3 more annotations...
Research #1 - Locate Best Sources « The Cheeky Lit Teacher - 0 views
Catherine's Reflections » Blog Archive » Week 7: Teaching Presence and Establ... - 0 views
-
It is through design that teachers set the stage for a community of inquiry, but it is through the facilitation and experience with that design that the community is actually established.
-
imagine the design as being the outline of a painting. As the community is established and evolves its members fill the outline with color. Together they create a picture of learning. The more active and engaged the participants, the more the picture will evolve. Ultimately, my goal is for the community to paint a picture with detail, depth, subtlety, and nuance. I want my students to take the picture with them after the course and bring it into a new community and continue to share and develop it. In turn, I will take the picture I am left with at the end of the course and look for pieces where my design succeeded in encouraging color with detail, depth, subtlety and nuance as well as pieces that maybe weren’t colored in as much or as well. I will adapt my design based on the influence of the community in an attempt to maximize its potential to create a high quality picture of learning.
Using Facebook to build community in large college classes (essay) | Inside Higher Ed - 1 views
ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views
-
This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
-
Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
-
We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
- ...19 more annotations...
101 Ways to Use Tagxedo - 7 views
![](/images/link.gif)
alexandra m. pickett, diane hamilton, Tina Bianchi, Lauren D, Gary Bedenharn, and Victoria Keller liked it
-
Compare Similar Documents
-
Make a Movie Review
-
Turn a Logo into a Tagxedo
- ...8 more annotations...
Media Use Statistics Resources on m... - 0 views
-
ne out of ten 13- to 17-year-olds have used some form of social media
-
68% of all teens say Facebook is their main social networking site
-
51% visit social networking sites daily
- ...12 more annotations...
-
-
-
-
-
KPBJ.COM | Leaders from all sectors commit to state goals for STEM education ... - 0 views
-
Almost 150 business, education and community leaders from across Washington state and the nation have announced a set of commitments to ensure all students have a high-quality education in science, technology, engineering and math (STEM) to increase and diversify the STEM pipeline necessary for a healthy economy.
Why Badges? Why Not? | HASTAC - 0 views
-
Perhaps a school wants to be able to recognize the master teacher who is caring and constructive mentor to new teachers in her school. Isn’t that a fantastic contribution that so many teachers make, day in and day out, that, currently, goes unrecognized? (An aside: I loved the “Go, Teachers!” thread that ran throughout yesterday’s program.) Perhaps there’s a national network of auto mechanics that would like to be able to come up with a way of credentialing high school drop outs who happen to be great at fixing hybrid cars but who cannot afford to go to for-profit trade school that offer formal credentials. I’m making this up, but I can see applications that could help participants and communities to recognize those with achievements “outside the system” and yet crucial, to the community and to their own success in the workplace. What do we have now to offer? Multiple choice tests, ABCD grades, transcripts, resumes: that is an extremely narrow r
-
Our current, standardized systems of credentialing are very rigid and often restrictive. Badges allow groups of people—organizations and institutions--to decide what counts for them and how they want to give credit. Every contribution isn’t measured by ABCD. If you contribute, you can have a record of that contribution. That’s the beauty of digital badge systems or eportfolios such as Top Coders where you can actually click on the badge and see all the specific contributions or skills of a person that were recognized by peers in the form of a badge.
Future Shock. Too much change in a too short period of time - FT Careers Blog - 0 views
-
Subjectively, we feel this acceleration of time, we grew up in a slower paced world and it was easier for us to adapt to change. Today we are bombarded with information, products, events and it’s sometimes hard to keep up. It may be easier for some, harder for others
-
Think about the news, communications and mass media. Since the internet became mainstream the way information is shared has changed radically. News one day old is already OLD. News is being produced in real time; worldwide communications are in real time too. Even more, there is more news everywhere. And it’s not that some years ago nothing happened. It’s that it’s become easier to broadcast them, allowing us to dramatically increase the information that can be distributed to the world.
-
The younger generations have a less daunting task, mainly because they were raised in this wired/online world. They are accustomed to it.
Virtual and Artificial, but 58,000 Want Course - NYTimes.com - 0 views
-
Stanford University on artificial intelligence, to be taught this fall by two leading experts from Silicon Valley, has attracted more than 58,000 students around the globe — a class nearly four times the size of Stanford’s entire student body.
-
For example, the Khan Academy, which focuses on high school and middle school, intentionally turns the relationship of the classroom and homework upside down. Students watch lectures at home, then work on problem sets in class, where the teacher can assist them one on one.
-
Dr. Widom said that having Stanford courses freely available could both assist and compete with other colleges and universities.
« First
‹ Previous
81 - 100 of 182
Next ›
Last »
Showing 20▼ items per page