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sherrilattimer

WebTools4u2use - Finding the Right Tool - 0 views

webtools4u2use.wikispaces.com/Finding+the+Right+Tool

shared by sherrilattimer on 12 Jun 14 - Cached
  • sherrilattimer on 12 Jun 14
     
    This is a wiki listing which online tools to use based on task, product or even cognitive level.
  • sherrilattimer on 12 Jun 14
     
    If you're looking for ideas on implementing new Web 2.0 applications, this is the place to go.
sherrilattimer

Bloom's Taxonomy Blooms Digitally | Tech Learning - 0 views

www.techlearning.com/...44988

BloomsTaxonomy technology Bloom

shared by sherrilattimer on 12 Jun 14 - No Cached
  • Searching or "Googling" - Search engines are now key elements of students' research. At its simplest the student is just entering a key word or phrase into the basic entry pane of the search engine. This skill does not refine the search beyond the key word or term.
  • Social bookmarking – this is an online version of local bookmarking or favorites, It is more advanced because you can draw on others' bookmarks and tags. While higher order thinking skills like collaborating and sharing, can and do make use of these skills, this is its simplest form - a simple list of sites saved to an online format rather than locally to the machine.
    • sherrilattimer
      sherrilattimer on 12 Jun 14
       
      Diigo!
  • Playing – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game are showing understanding of process and task and application of skills.
  • ...4 more annotations...
  • Tagging – This is organising, structuring and attributing online data, meta-tagging web pages etc. Students need to be able understand and analyse the content of the pages to be able to tag it.
  • Blog/vlog commenting and reflecting – Constructive criticism and reflective practice are often facilitated by the use of blogs and video blogs. Students commenting and replying to postings have to evaluate the material in context and reply.
    • sherrilattimer
      sherrilattimer on 12 Jun 14
       
      Interesting that responding to someone else's blog is more of a higher level thinking skill than writing one.
  • Moderating – This is high level evaluation; the moderator must be able to evaluate a posting or comment from a variety of perspectives, assessing its worth, value and appropriateness.
  • Students frequently capture, create, mix and remix content to produce unique products.
  • sherrilattimer on 12 Jun 14
     
    Bloom's Taxonomy for technology!!
  • sherrilattimer on 12 Jun 14
     
    This may be a really nice tool for developing our courses!
sherrilattimer

Not Just Another Notes App: Why You Should Use Google Keep - 1 views

lifehacker.com/-should-use-google-k-509256637

Google Notes Google-Keep Keep

shared by sherrilattimer on 11 Jun 14 - No Cached
  • sherrilattimer on 11 Jun 14
     
    Google Keep is a portable notes app.
sherrilattimer

2001 Beder - 0 views

www.adulterc.org/...2001beder.htm

shared by sherrilattimer on 09 Jun 14 - No Cached
  • Their most commonly expressed intention was to meet learners' needs.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      Meeting learner's needs rather than challenging them to rise to find out more.
  • In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
  • They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
  • ...21 more annotations...
  • Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
  • We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
  • teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
  • Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
  • If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
  • Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
  • Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
sherrilattimer

ACVE - Teaching Adults: Is It Different? - 0 views

www.calpro-online.org/...docgen.asp

teaching adults pedagogy andragogy active learning

shared by sherrilattimer on 09 Jun 14 - No Cached
  • pedagogy assumes that the child learner is a dependent personality, has limited experience, is ready to learn based on age level, is oriented to learning a particular subject matter, and is motivated by external rewards and punishment (Guffey and Rampp 1997; Sipe 2001).
    • sherrilattimer
      sherrilattimer on 10 Jun 14
       
      Not everyone is the same at the same age, and they certainly don't have the same experience.
  • traditional teaching practices, not considered appropriate for adults, are suited to the needs of children and adolescents
  • The ongoing debates—andragogy vs. pedagogy, teacher directed vs. learner centered—may mean that no single theory explains how adult learning differs from children's learning (Vaske 2001).
  • ...6 more annotations...
  • Some question the extent to which these assumptions are characteristic of adults only, pointing out that some adults are highly dependent, some children independent; some adults are externally motivated, some children intrinsically; adults' life experience can be barriers to learning; some children's experiences can be qualitatively rich (Merriam 2001; Vaske 2001)
  • Power differences based on race, gender, class, sexual orientation, and disability can limit adults' autonomy and ability to be self-directed
  • Adults do not automatically become self-directed upon achieving adulthood. Some are not psychologically equipped for it and need a great deal of help to direct their own learning effectively (Beitler 1997; Titmus 1999)
  • Adults may be self-directed in some situations but at other times prefer or need direction from others (Courtney et al. 1999).
  • Research shows that motivational, affective, and developmental factors are more crucial in adults than in younger learners; adults are more able to be self-directed and reflective and to articulate learning goals, and they are more disposed to bring their life experiences to what and how they learn (Smith and Pourchot 1998)
  • Studies of metacognition indicate that children and adults differ at each level due to acquired expertise and active use of expert knowledge
  • sherrilattimer on 09 Jun 14
     
    This is an online version of Kerka's "Teaching Adults: Is it Different?"
sherrilattimer

Multiple Intelligences -- Assessment - 0 views

www.literacynet.org/...index.html

multiple intelligences assessment

shared by sherrilattimer on 07 Jun 14 - No Cached
  • sherrilattimer on 07 Jun 14
     
    A quiz to determine learning style.
sherrilattimer

The Complete Guide to iTunes Books, Podcasts + iTunes U | iLounge Article - 0 views

www.ilounge.com/...s-audiobooks-podcasts-itunes-u

itunes podcasts accomodations

shared by sherrilattimer on 07 Jun 14 - No Cached
  • sherrilattimer on 07 Jun 14
     
    Overview of auditory learning options.
sherrilattimer

ERIC - Teaching Adults: Is It Different? Myths and Realities., 2002 - 0 views

eric.ed.gov/?id=ED468614

adults

shared by sherrilattimer on 04 Jun 14 - No Cached
  • sherrilattimer on 04 Jun 14
     
    Teaching adults should be different if adults learn differently than children do. Theories or perspectives on adult learning, such as andragogy, make a number of assertions about the characteristics of adults as learners. If there are indeed distinctive characteristics of adults, on which claims for the uniqueness and coherence of adult education are based, then one might expect them to be taken into account in all organized education for adults. However, each of these characteristics is contested. Some question the extent to which these assumptions are characteristic of adults only. The literature promotes learner-centeredness as another distinguishing characteristic of adult education. Research indicates learner centeredness is an expression of a teacher's values, not a teaching method. Adult learners are more concerned with teacher character and appropriate teaching methods; adult students' conceptions of good teaching include a mix of teacher-directed and learner-centered characteristics. Ongoing debates--andragogy vs. pedagogy, teacher directed vs. learner centered--may mean no single theory explains how adult learning differs from children's learning. Appropriate choices about teaching practices should be based on numerous considerations, including context, learner knowledge and characteristics, and teacher beliefs and values. (Contains 22 references) (YLB)
  • sherrilattimer on 04 Jun 14
     
    This is the link to the abstract page of the pdf file for the article.
sherrilattimer

What does it mean to be a digital native? - CNN.com - 0 views

edition.cnn.com/...digital-native-prensky

digital native digital immigrant

shared by sherrilattimer on 04 Jun 14 - No Cached
  • As technology filters into every corner of the globe and tech cities spring up in some unlikely places from Bangalore to Tel Aviv, a new gulf is emerging to separate the digitally savvy from the disconnected: Poverty.
  • In India, over two-thirds of the population live on less than $2 a day, according to the World Bank. But a United Nations report still says that mobile phones are more common than toilets, with nearly half of India's 1.2 billion population armed with a handset.
  • hierarchies created by digital literacy and the class systems that will be shaped by access to digital technologies.
  • ...3 more annotations...
  • digital outcasts -- people whose supposed problem of access to the world has been resolved."
  • By 2020, Prensky predicts people across the globe will be plugged into the "AORTA," -- Always On RealTime Access -
  • "The presents that we live in, are the futures that our pasts have imagined."
sherrilattimer

Google Tips and Tricks Every Student Should Know - 2 views

lifehacker.com/...all

shared by sherrilattimer on 03 Jun 14 - No Cached
  • Finally, learn how to use Google Scholar to find research material (peer-reviewed journals, patents, and more), with this video from Googler Dan Russell (or a very quick list of tips from Google here)
  • Google Drive comes with a research tool that finds information for you while you work on your paper. It also conveniently grabs the citation and inserts it, already formatted, for you into your document.
  • sherrilattimer on 03 Jun 14
     
    This is a great tool for students who need to research... like us!!
sherrilattimer

Google Invests in Satellites to Spread Internet Access - WSJ - 0 views

online.wsj.com/...ead-internet-access-1401666287

shared by sherrilattimer on 03 Jun 14 - No Cached
  • the project will start with 180 small, high-capacity satellites orbiting the earth at lower altitudes than traditional satellites, and then could expand.
  • "Wired connectivity only goes so far and wireless cellular networks reach small areas. Satellites can gain much broader access."
  • If Google succeeds, it "could amount to a sea change in the way people will get access to the Internet, from the Third World to even some suburban areas of the U.S.," said Jeremy Rose of Comsys, a London-based satellite consulting firm.
    • sherrilattimer
      sherrilattimer on 03 Jun 14
       
      We often forget about rural areas when considering limitations to access.
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