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Heather Kurto

http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/157/55 - 0 views

www.ascilite.org.au/...55

Web 2.0 teachers

shared by Heather Kurto on 07 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Web 2.0 has driven pedagogy so that teachers need to know, not only how to use the Web 2.0 tools for personal purposes but how to use them to support and enhance their students' learning
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008; Woo, Chu, Ho, & Li, 2011; Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010; Ching & Hsu, 2011; Deng & Yuen, 2011; Roussinos & Jimoyiannis, 2011; Yang, 2009; Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011; Wheeler, & Wheeler, 2009; Wopereis, Sloep, & Poortman , 2010).
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Existing literature, regarding the integration of ICT in schools, shows that despite governmental efforts and directives, the application of ICT in educational settings is rather peripheral acting, in most cases, as an 'add on' effect to regular teacher-centred classroom work. It remains a common practice, for most teachers, to use ICT primarily for low-level formal academic tasks (e.g., getting information from Web resources) or for administrative purposes (developing lesson plans, worksheets, assessment tests, etc.) rather than as a learning tool to support students' active learning (OFSTED, 2004; Jimoyiannis & Komis, 2007; Tondeur, van Keer, van Braak, & Valcke , 2008).
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    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      The theoretical framework presented and the empirical research phase of the paper addressed some of the critical issues arising around Web 2.0 in school practice. TPACK 2.0 and authentic learning can develop and support a coherent pedagogical and instructional framework for future teacher professional development programs aiming to help educators: * to adopt Web 2.0 not as a matter of acquiring new ICT skills but in terms ofspecific pedagogical and instructional dimensions; * to move beyond oversimplified approaches which treat Web 2.0 as a 'trend', a 'special event' or an 'extra tool'supplemental to their traditional instruction; * to understand how Web 2.0 technologies change both pedagogy and learning practice; * to consider, in their instructional design, Web 2.0 technologies, Content and Pedagogy not in isolation, but in the complex relationshipssystem they define.
Amy M

Maintaining a Good (Online) Reputation - 0 views

workawesome.com/...ining-a-good-online-reputation

shared by Amy M on 18 Jul 12 - No Cached
  • This may sound a little over the top, but a CareerBuilder.com survey found that 45 percent of employers use social networking sites to research job candidates (more than double from the year before). Industries that specialize in technology and sensitive information are most likely to screen job candidates via social networking sites or online search engines. If you’re indiscreet on Facebook, who’s to say you can hold your tongue about Top-Secret government programs?
  • Amy M on 18 Jul 12
     
    how to be a professional online
Amy M

101 Killer Open Courseware Projects from Around the World: Ivy League and Beyond | The ... - 0 views

bestcollegerankings.org/...he-world-ivy-league-and-beyond

shared by Amy M on 05 Jun 12 - No Cached
  • The list, which also includes a few open source libraries (for textbooks) and some directories (for open source courses only) to expand your tool base, is alphabetized, as each resource offers more than one category; however, a few resources do specialize in one genre.
  • ng list of 100 open courseware projects are designed to offer readers access to supplementary materials for education. They are free (hence “open”) and available to anyone who has access to the Internet.
  • Amy M on 05 Jun 12
     
    A list of open courseware websites.
Anne Gomes

Bard Early High School - 0 views

bhsec.bard.edu/about

special high school community college

shared by Anne Gomes on 14 Jun 12 - No Cached
  • Anne Gomes on 14 Jun 12
     
    Model High School Community College Program in New York City.
Amy M

European Journal of Open, Distance and E-Learning - 0 views

www.eurodl.org/?p=special&sp=articles&article=457

shared by Amy M on 08 Jun 12 - No Cached
  • Agency and activity are required to thrive in a semi-autonomous learning environment mainly distributed on the Cloud, outside the scope of institutional educational support. It was clear from the research that learners have their own ideas on what type of activities would suit them, their life styles and their confidence levels, and the majority chose to be involved in aggregating, ‘remixing’ and sharing of information, without getting involved in the creative production stage. However, the majority of participants believed that the creative production of digital artifacts by some learners, and the discussions that followed on the network, inspired them in the development of ideas and in their learning.
  • it gave people the support they needed to feel comfortable and connected to other participants.
  • y using micro-blogging tools and discussion forums, inspired and motivated people into creating.
  • Amy M on 08 Jun 12
     
    Research of creativity and motivation in a MOOC
Maree Michaud-Sacks

Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education | Wi... - 0 views

www.irrodl.org/...1414

Openness higher ed

shared by Maree Michaud-Sacks on 13 Aug 13 - Cached
  • We refer to the painful disconnection between Jay’s lived experience in the real world and the artificial environment inside the classroom as the daily divide. Unlike the digital divide, the daily divide also discriminates against people of higher socioeconomic status. Individuals with abundant access to information and communication technologies who have habits of effective use of these technologies in information-seeking and problem-solving activities are unable to make effective use of these technologies in higher education settings like the class described above.
Jessica M

Students' Learning Style Preferences and Teachers' Instructional Strategies: Correlatio... - 0 views

files.eric.ed.gov/...EJ995172.pdf

LearningStyles Students Strategies Instruction

shared by Jessica M on 10 Jun 14 - No Cached
  • the majority of studies pertaining to learning styles involved participants in secondary or post-secondary education
  • Past research has predominately focused on identifying individuals’ learning style preferences and pattern
  • helping teachers recognize the incredibly diverse needs students bring into the classroom
  • ...2 more annotations...
  • This extends to those with special learning needs
  • and Guild (2001) even suggested                       between teaching and learning styles
  • Jessica M on 10 Jun 14
     
    is there a correlation between student learning styles and teacher instruction strategies?
Jessica M

Universal Design for Learning (UDL) | Special Education - 1 views

sped.dpi.wi.gov/sped_udl

UDL Online Diversity Students

shared by Jessica M on 05 Jun 14 - No Cached
  • Universal Design for Learning is a framework that provides educators with a structure to develop their instruction to meet the wide range of diversity among all learners.
  • provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged;
  • educes barriers in instruction
Elena Buttgereit

Behavior Plans/Classroom and Group Support/Teacher Tools/Positive Reinforcement | Speci... - 0 views

www.specialconnections.ku.edu/?q=behavior_plans/classroom_and_group_support/teacher_tools/positive_reinforcement

ETAP640 behavior plans classroom group support teacher tools positive enforcement

shared by Elena Buttgereit on 19 Jul 14 - No Cached
  • Elena Buttgereit on 19 Jul 14
     
    "Many teachers do not believe in positive reinforcement because they do not want to reward students for just doing what is expected"
  • Elena Buttgereit on 19 Jul 14
     
    "Many teachers do not believe in positive reinforcement because they do not want to reward students for just doing what is expected"
lkryder

Individual and Social Aspects of Learning - 1 views

www.education.miami.edu/...salomon.html

social individual learning

shared by lkryder on 21 Jul 14 - No Cached
  • The cognitive transformations triggered by tools have two sides, paralleling the kinds of effects discussed above. One side is learning effects with the tool. This recognizes the changed functioning and expanded capability that takes place as the user uses and gets used to particular tools. Impact occurs through the redistribution of a task‰s cognitive load between persons and devices (e.g. Pea, 1993; Perkins, 1993), including symbol-handling devices (e.g,. a spell checker) or across persons, mediated by devices and symbol systems (telephones, fax machines). As these examples suggest, such tools are all around us, but their possibility also invites the design of special-purpose tools for supporting various cognitive functions. For instance, experiments have shown that a computerized Reading Partner that provides ongoing metacognitive-like guidance improves students‰ comprehension of texts while they read with the tool (Salomon, Globerson, & Guterman, 1991).
  • Social Mediation by Cultural Artifacts
  • The role of tools and symbol systems as both reflecting and affecting the human psyche has long been recognized. But it is mainly due to the Russian sociocultural tradition of Vygotsky (e.g., 1978), Luria (1981), and Leont‰ev (1981), and their Western interpreters (e.g,. Cole & Wertch, 1996), that scholarly attention has focused on tools as social mediators of learning. Here we use ‹toolsŠ in a broad sense, including not only physical implements but technical procedures like the algorithms of arithmetic and symbolic resources such as those of natural languages and mathematical and musical notation.
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  • implements of information-handling,
  • lkryder on 21 Jul 14
     
    dated but still very interesting and relevant article about what "social learning is"
Joan Erickson

LD OnLine :: Technology-Supported Math Instruction for Students with Disabilities: Two ... - 0 views

www.ldonline.org/...es_of_Research_and_Development

shared by Joan Erickson on 01 Jul 10 - Cached
  • One kind of cognitive task that can be offloaded to a computer is converting text, symbols, and mathematical notations. These tools can support students who have difficulty decoding text and symbols
  • Too often, special education students study mathematics by first learning isolated skills. Then they apply these skills by solving narrowly defined math problems that are purported to provide practice for these skills. Unfortunately, this strategy often leads to the practice of rote procedural skills
  • inert knowledge
  • ...3 more annotations...
  • students may have the mathematical knowledge and procedures they need but may be unable to use them because they lack the conceptual understanding that allows them to match their knowledge to the problem situation
  • anchored instruction
  • declarative, procedural, and conceptual.
  • Joan Erickson on 01 Jul 10
     
    LD strategies for math education
Joan Erickson

Teaching-Learning Center: Special Feature - 0 views

courses.durhamtech.edu/...hybridclasses.htm

shared by Joan Erickson on 09 Jun 10 - Cached
  • Maximizing Student Learning
  • Peter Sands
  • Alan Aycock, Carla Garnham, and Robert Kaleta
  • Joan Erickson on 09 Jun 10
     
    hybrid online education for grades 7-12
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