The study found that just 22 percent of teachers regularly use technology in the classroom.
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Learn It In 5 - 22 percent of teachers using technology - 0 views
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The study found that just 22 percent of teachers regularly use technology in the classroom.
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Amazon.com: The Axemaker's Gift (9780874778564): Robert Ornstein, James Burke: Books - 1 views
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Technology began as soon as humans determined to use tools. Burke and Ornstein call these people the axemakers. The axemakers' talents offered us a bargain, and we took it, despite its multifarious effects. "In our ancient past, the all-powerful axemaker talent for performing the precise, sequential process that shaped axes would later give rise to the precise, sequential thought that would eventually generate language and logic and rules, which would formalize and discipline thinking itself" (p. xii). Accordingly, with every invention and modification of technology, humans learned to adapt to the effects of that change. The authors of this book argue that for the first time in human progress, "we can consciously take our development in our own hands and use it to generate talents that will suit the world of tomorrow" Easy reading--interesting -- consistent message. The authors may bend the historical discussions to maintain the metaphor, and how well its double edge works. Language, a primary gift, diminished the elders' responsibility to teach, but offered the opportunity to learn from many sources, past and present. For today's leaders, a warning remains clear: Evaluate what is new and its consequences before rushing to embrace it. The Axemaker continues to hone a double edge of hope and hurt. Burke and Ornstein call upon us to take care -- to avoid the "cut and control" concepts that separate people, ideas, scientific thought, emotional well-being, and society. Technology can work for us if we seek the wholeness of life.
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Incredible book on the way technology has changed us and our world over time.
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shared by Erin Fontaine on 17 Aug 12
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Technology Permeates Common Core Standards - 0 views
www.convergemag.com/...tes-Common-Core-Standards.html
technology commoncore standards edtech student-centred
shared by Erin Fontaine on 17 Aug 12
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In English language arts, the standards call for students to use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others. This includes writing blog posts and commenting on blogs, as the students involved in the Comments4Kids project do.
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Blogging you say! Good thing Alex introduced us to this wonder tool! What a grat way to get kids writing!! -
Blogging hmmmm! Good thing Alex introduced me to this little wonder tool. What a grat way to get kids writing!
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Mathematically proficient students should know which tools help them perform different tasks, according to the standards.
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“This is really at the heart of how students are going to get to these standards," Minnich said. "It’s not necessarily a part of setting the standards, but If we don’t use technology to get students to these standards, we’re missing a huge opportunity."
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ISTE | NETS Standards - 0 views
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International Society for Technology Education National Educational Technology Standards
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shared by Hedy Lowenheim on 11 Aug 13
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Integrating Web 2.0 Tools into the Classroom: Changing the Culture of Learning | CCT - 0 views
cct.edc.org/...room-changing-culture-learning
classroom learning online teaching tools education web tools
shared by Hedy Lowenheim on 11 Aug 13
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This report presents findings from a two-year investigation of the ways in which Web 2.0 tools and social networking technologies are being used to support teaching and learning in classrooms across the United States.
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Currently, there is much discussion and excitement about Web 2.0 in education, but we still know very little about how these tools actually work in the classroom. Therefore, the goal of this research was simply to interview and observe educators and students who are experimenting with these tools in the classroom to see what uses are emerging and to explore the learning affordances of blogs, wikis, and other Web 2.0 tools.
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between school/home, public/private or youth/adult culture, it presents an emerging challenge. Web 2.0 technologies are fundamentally reshaping and realigning many aspects of the communication loop: the people with whom teachers, students, and parents communicate; how they communicate; what they communicate about; and where and when they communicate. These ongoing processes bring to the fore exciting opportunities and novel challenges for educators. As schools use these technologies to build communities, the old boundaries between public and private, in school and out of school, and youth culture and adult culture are melting away and being redrawn.
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Study on Web 2.0 tools for educational purposes. "Web 2.0 technologies are fundamentally reshaping and realigning many aspects of the communication loop: the people with whom teachers, students, and parents communicate; how they communicate; what they communicate about; and where and when they communicate."
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Special Education, Technology, and Teacher Education - 1 views
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"access to technology can provide meaningful learning experiences to develop problem solving and higher order thinking skills and to function in the world beyond the classroom"
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"The view of technology as playing a "role" for the student with disabilities includes a focus on the teacher's integration of technology into the learning environment and on technology's impact on student outcomes and related benefits"
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"It is imperative that the general education curricula be made accessible to all students and include research-based practices that result in achievement for students with disabilities"
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"encourages multiple means of expression in the demonstration of understanding as well as multiple means of engagement... flexibility in the curriculum to meet students' diverse learning characteristics and styles and allow them to be incorporated into the learning process."
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The Associated Press: House passes major R&D funding bill - 0 views
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The House gave its assent Friday to $84 billion in federal funding to help keep the country competitive in the fields of scientific and technological innovatio
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$40 billion over the five-year period for research and education programs,
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needs
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Senate approval
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offers scholarships for K-12 teachers working in science, technology, engineering and math education.
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The House has led the way to increase funding in science and technology education. It looks like Republicans have attempted to block it several times, and it still must fight its way through the Senate.
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Ten Steps Toward Universal Design of Online Courses: Home Page - 0 views
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This site presents 10 steps to universally designing online courses. There are also links to other sites (such as WebAIM) to get more information on a particular way that technology can be made more accessible for students with disabilities. This is a good quick overview of the "basics" of accessible technology, especially for students with sensory impairments (hearing and vision).
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ScienceDirect - Computers & Education : What makes teachers use technology in the class... - 0 views
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Neil Postman - Wikipedia, the free encyclopedia - 0 views
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efficiency
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technophiles who do not see the downside of technology. This is dangerous because technophiles want more technology and thus more information
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Children are the living messages we send to a time we will not see
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If students get a sound education in the history, social effects and psychological biases of technology, they may grow to be adults who use technology rather than be used by it
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A new technology tends to favor some groups of people and harms other groups. School teachers, for example, will, in the long run, probably be made obsolete by television
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Sloan-C - Publications - Journal: JALN - Vol4:2 Student Satisfaction and Perceived Lear... - 0 views
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For new SLN faculty the first stage in their development as on-line instructors is to get on-line and access the SLN Faculty Developer Gateway (http://SLN.suny.edu/developer). There, they are introduced to the SLN faculty development and course design processes. They participate in a facilitated on-line conference to network with our growing community of on-line instructors and to get the feel for on-line discussion in the asynchronous Web environment. In stage two, faculty begin to conceptualize their courses. They complete an on-line orientation to the Web course environment and they also have the opportunity to observe a variety of live on-line courses that have been selected as models to help them get a sense of the possibilities and to get the look and feel of the on-line classroom. Stage three is the SLN Course Development stage. They are asked to attend three workshops. At the first workshop, faculty receive a customized course template created in Lotus Notes, access to our networked system and on-line resources, and a step-by-step guide for building the components of their course. They are also assigned an instructional design partner to work with throughout their first course-development and delivery cycles and have access to a Help Desk for technology support. Note that it is not until stage three of our faculty development process that faculty are introduced to the technology that they will use to create their course. Our primary focus is on developing and supporting on-line faculty and effective on-line pedagogy, not on the technology.
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Getting faculty involved in the system of communicating in a new way is very effective. If we expect our students to be involved, we need to (as faculty) get immersed in communicating in these new ways to make the technology effective. Otherwise, the technology is obsolete
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Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College http://www.sloan-c.org/publications/jaln/v4n2/pdf/v4n2_fredericksen.pdf Karen Swan University of Albany
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Technology and Universal Design - 1 views
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DO-IT is a federally funded grant program from the University of Washington that provides many resources for faculty and staff working with students with disabilities. This particular page takes you to the page on their site with information and resources regarding technology for individuals with disabilities.
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Review: Teaching with Technology: Creating Student Centered Classrooms - 0 views
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a 10-year research study of the Apple Classroom of Tomorrow (ACOT) school sites. The centerpiece of the study is the five-phase model of instructional evolution in technology-rich classrooms: entry, adoption, adaptation, appropriation, and invention. The model describes a shift in instructional style, from traditional to constructivist, that the authors believe takes place as teachers become expert technology users leading to new levels of confidence and willingness to experiment with instruction.
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THE ROLE OF COMMITMENT TO PEDAGOGICAL QUALITY: THE ADOPTION OF INSTRUCTIONAL TECHNOLOGY... - 0 views
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This study examined the importance of faculty's commitment to pedagogical quality (CPQ) in predicting instructional technology adoption. A customized electronic survey of 27 questions was developed and implemented to four higher educational institutions and yielded 104 usable surveys. Data were analyzed with SPSS using correlation and backward stepwise regression methods. Results indicated CPQ is related to instructional technology adoption. Beliefs about instructional technology and categorical variables (academic title, years taught in higher education, and tenure status) affect both CPQ and faculty adoption of instructional technology independently. Intrinsic and extrinsic motives, and teaching in health-related courses also predict adoption
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Relational Context of Teaching - 3 views
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He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!
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I believe that anyone can conquer fear by doing the things he fears to do, provided he keeps doing them until he gets a record of successful experience behind him.
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You can do this!!! You are doing this diane!!! Thank you for being brave and persisting. you just made my day!! : )
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However, to be part of the social network and be actively involve citizens, each must become life-long learners.
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... and like it or not life is now technology mediated. No matter who you end up being "when you grow up" if you are not comfortable with technology, can't assess/evaluate information, can't find information when you need it, you will be at a disadvantage.
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I agree. I am concern for the students who are not exposed to this technology. In our district, the computer teacher was laid off, yet we kept all the coaches/sports. Adults, who are not on board with the technological needs of their students, are the ones making these decisions.
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Eleanor Roosevelt
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I am going to give this blog a 3.
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Teacher presence
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June 21st,
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What I would like is to have the option of posting and assessing it as NG (no grade)
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I too feel that the blog area should be a little more relaxed. I like your idea of a NG post. I'm wondering if you could create a separate "page" just for social commentary. Just a thought.
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Finally, I carefully considers there are no place where Alex might say “can you tell me more”
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It's okay if Alex asks you to elaborate a little more, that's the role of the instructor if the students aren't providing enough feedback.
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Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses, creating a shared understanding, leading to collaborative knowledge
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Yes, it has taken me a while to figure all this out as well. I never take the straight path from point A to point B. I always take the detour, but I do get there eventually :-)
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Dewey states: “I assume that amid all uncertainties there is one permanent frame of reference: namely the organic connection between education and personal experience. (Dewey 1939:25).
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Dewey was a great believer in the connection between the educational system and the social community. "It was forgotten that to become integral parts of the child's conduct and chracter they must be assimilated; not as mere items of information, but as organic parts of his present needs and aims -- which in turn are social" (Dewey). In his book, The School and Society, he talks about the deep connection between home and school, between home and work, and the importance of the school as the connector.
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pay attention
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I had a doctor describe ADD very aptly to me. He said think about your child's surroundings as radio waves. Your child is picking up every radio wave that is out there and he does not have the ability to ignore any of it. When my son was 11 he described his inability to understand things in school like this: it's like I'm looking through a window that is foggy. I can see, but it's not clear enough to make sense.
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This was a good explanation of ADD. Do you know that there is a college that is set up for ADD students? It is called Landmark College and it is a remarkable place!
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then I go on an adventure and troll through the internet and my books to satisfy my desire to learn. I continue, immerse in my hyper-focus state of mind, until I feel that I have a deep understanding of whatever I am exploring.
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This is a good thing; it's what online learning is all about. I realize it's probably frustrating to you because you focus so intensely on what you're doing, but I definitely see your presence in this course, so I wouldn't worry that you're not interacting enough. Just for the record, 12 posts is difficult for me as well when you consider how much research goes into each one.
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I will investigate and use group Wikis
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I've decided to have my students use Wiki as well for a group project. I think it will be a good learning activity and will give them the opportunity to collaborate outside of the forum. They will be writing their own short stories in small groups.
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detailed rubric
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I need to create a rubric for my "Book Club" forum. Any suggestions for where to start? Do I reinvent the wheel, or are there sites that have pre-fabricated rubrics that can be tweaked to fit my needs?
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Hi Donna, Whenever youi can do not reinvent the wheel. I am going to post either today or tomorrow a post on building a rubric. First I need to see what Alex wants us to do
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plan on using Alex’s rubric for my instructional design,
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Can we do this, just borrow a rubric from somebody else? That would be awesome, but I don't want to plagarize anything.
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I prefer to think I synthesize....I always search the internet for "ideas" for my rubrics and course syllabi.
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Hey diane, sometimes I never know when I am ready to write. I thought I had the pattern down. Read the material, take notes, reflect and research on what interests or inspres me, but this module I was not ready to blog and i started writing something, and some crazy stuff just came out. It might have been the two best blog posts of the semester.
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Yes Ian I have learned much from you all. I also could use the 1,000 points! :)
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While i agree with you I think I would not push myself sometimes if I wasnt forced. I might have chosen to slack instead of worked when I was tired or busy with life. Do you think you can use different models of teaching with different students in the same class?
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I agree with Ian...it reminds me of doing sports in high school. If my coach didn't push us harder and harder we wouldn't ever have been successful! Alex is our coach and we can either choose to step up to the plate and work our butts off or we can sit on the bench and let the game, or in this case the learning, pass us by! -
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I am saddened and concern for the positivist, behaviorist methods she employs and models. I
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poor grade.
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This is the second time you've brought up this issue. The way I see, Alex is the instructor, and she has designed a course with rubrics. I really don't see that the rubrics are that difficult to understand. I understand you wanting to get an "A" but if you want the "A" you have to work hard for it. If your life circumstances prevent you from doing what she considers the fair amount of work, that's not her problem. I don't feel an instructor should change the syllabus or rubrics for every student that complains about the work load, unless the instructor has received numerous complaints. I think that perhaps you have a lot on your plate right now, atleast that's the feeling I get from reading some of your posts. I can understand that, I've been through a lot myself this semester. However, it's unfair to expect Alex to change the point system just for you. May I suggest something: Clearly you are a hard working student, but circumstances are obviously preventing you from putting in the amount of work needed to earn an "A." Just accept that and work toward a "B" which is a perfectly acceptable grade. Take the pressure off of yourself. It's just a grade. A year or two from now it won't matter. All that will matter is that you learned about online teaching and came away with a robust course that you can teach. I think that's a good deal.
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Donna My comment is a pedagogical one and not an attack on Alex. The point I may not be making clearly, why the number 12? I am not the only student who has stated that a post takes several hours. Does Alex require this? No. Why I take this time is because of the quality I expect to bring to the discussion forum. I was not posting prior knowlege, but new understandings. Learning takes time and the #12 does not seem to recognize this time. I again do not see "choice" in this rubric. I agree the knowlege is the goal, and I have no problem with what I have learned and will continue to learn. However, with the exception of the last grading I have not gotten a "B" but failed every discussion forum except the last. Yes I was teaching a summer online course. I also have home responisblilites. These were stresses, but not obstacles. According to the expectations we were expected to do ~ 45 hours in class work and 100+ hours building our course. I don't know about you but the class work I have done over 150 hours just in class work. Finally, why do I bring this argument up for a second time. It is not for Alex to change; but for you all in this class to not simply copy and use Alex's rubric in your own courses. That is why I speak out.
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Again if I had scrolled down I would have seen that 12 posts were not required.
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In the future I will build my course off line,
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when a student finally understands that their discussions need to encompass teaching, cognitive engagement, and social presence, then the discussion forum truly becomes a awesome learning tool!!!!!!
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I guess that's what it's all about in the end. I'm not sure all online students understand this concept when they first delve into it. I've actually added a resource that explains the generalities of social learning theory and the students part in it.
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Alex, my Shifu, has diligently pushed me down the road of online pedagogy. There were many times when I landed hard and bounced a few times. However, just like the panda, I too will become capable in my bumbling ways. I too realize there is no secret ingredients in 21st century teaching….it still is best practices in education with technology embedded in it.
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I have changed in many ways as a result of this class. I am now and will continue to be a blogger, and use blogs as one way to facilitate learning for my students. I understand the Community of inquiry approach, and have now created a rubric for my discussion forums that reflect the elements of teacher, cognitive, and social presence. I was fortunate to be teaching online as I took this class, and I observed my discussion forums going from conversations to dialogue that exhibit depth of learning. I have observed the pedagogy of my professor and will incorporate similar ways of interacting with my students, using the tools that web 2.0 affords me. I have moved from having little enthusiasm for online learning to embracing it as an essential medium for learning.
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I will do this because I care about their learning.
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I knew I needed this course to become the better online teacher, what I didn’t know was the transformative change that I would experience this summer.
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ulnerability, especially with the knowledge that their efforts will be evaluated by their instructor.
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Of Plato and iPads: Should We Use Technology in the Classroom? | The American Conservative - 0 views
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hamper classroom relationships
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When used correctly, we have clearly seen that student interaction is possible, and even enhanced, using technology in the classroom.
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students can easily disengage, looking at other apps (some for school and others surely for entertainment), perusing websites, and checking email
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I do share the concern that my students will be off task during my lessons - however, can't they also be disengaged while taking notes in a paper notebook? I also, thankfully, have small enough class sizes that I can stand behind the room and see most computers, so it is easy to spot obviously off track students (ie someone in their email rather than a document).
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The focus in a technological classroom changes from student-to-student and/or student-to-teacher to a student-computer relationship, with the teacher occasionally breaking into this primary bond.
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When used correctly, I would disagree. My students are still interacting with each other. They are often working on the same shared document to create a product, or are talking in a small group and documenting the work in a document. More recently, I have also had students working in groups to produce songs, movies, and other multimedia products to show what they have learned. Thus, I can see in my own classroom that students are still able to interact richly with each other.
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Rather than creating solitary learners, such a method could encourage group learning.
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Multimodal Composition and the Common Core State Standards - 0 views
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The standards assume that being literate means being digitally literate.
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My goal for this column is to highlight strong examples of digital literacies instruction and technology integration that teachers can remix and customize for their students and teaching contexts
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“One of the biggest communication changes happening today is the shift from the printed word on a page to multiple modes of image, sound, movement, and text on a screen.”
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proposition that effective technology integration occurs at the intersections of teachers’ knowledge about technology, pedagogy, and content, or TPAC (see Figure 1).
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the world is changing to more technology, and multimodal - education is changing with it
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Pearson Research Network - School of Thought Videos - 0 views
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Vision of the future that integrates technology, neuroscience, and educational psychology into everyday life to make anytime, anywhere learning possible. These videos demonstrate how innovative connections among technology, content, and life beyond formal schooling can change how we think of learning.
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What Is Successful Technology Integration? | Edutopia - 0 views
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Routine and transparent Accessible and readily available for the task at hand Supporting the curricular goals, and helping the students to effectively reach their goals
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Seamless integration is when students are not only using technology daily, but have access to a variety of tools that match the task at hand and provide them the opportunity to build a deeper understanding of content.
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Willingness to embrace change is also a major requirement for successful technology integration.