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!!
Group items matching
in title, tags, annotations or urlRelational Context of Teaching - 3 views
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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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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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Digital natives: Everyday life versus academic stud y - 0 views
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Access to and use of technology by 'digital native' students studying in our universities has been an area of much speculation, though relatively little empirical research. This has led some pundits to call for a radical rethink of how higher education uses technology to deliver education. Others are more circumspect and think it is necessary to hear directly from these 'digital natives' about their actual technology practices before jumping to such conclusions. This paper reports on a study that aimed to do just that; the study comprised a survey of the technology access and practices in both everyday life and for academic study of first year university students. The findings suggest that, for the participants of this study, access and usage of technology does not neatly fit into the stereotype of the 'digital native'. Access to and use of some technologies was found to be quite high whilst others have significant levels of non-adoption. A comparison was made between technologies and activities undertaken as part of students' everyday life in contrast to their academic study and it was found that the usage rates were generally lower for academic study. Access to and use of different technologies for different purposes is variable and university teachers and policymakers need to take this variability into account when making changes at the course or institution levels. What is also required is more in-depth investigation of the technology practices of these 'digital natives' to understand how technology is transforming their social and academic lives and, importantly, how they are shaping technology to suit their lives.
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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Using Audio Feedback to Promote Teaching Presence - Spectrum Newsletter Spring 2009 - 0 views
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Social presence is defined as, “The ability of participants in the community of inquiry to project their personal characteristics into the community, thereby presenting themselves to the other participants as ‘real people’
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Social presence is the pathway whereby cognitive presence is developed.
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As faculty and students cultivate social presence in a course through meaningful dialogue, deepened analysis and application of course concepts can take place.
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Cooperative Learning - 0 views
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Roger and David Johnson are brothers who are managing to work cooperatively as faculty at the College of Education, University of Minnesota (202 Pattee Hall, Minneapolis, MN 55455).- Robert GilmanH...
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Roger and David Johnson are brothers who are managing to work cooperatively as faculty at the College of Education, University of Minnesota (202 Pattee Hall, Minneapolis, MN 55455).- Robert GilmanH...
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE.edu - 3 views
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global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
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Web 2.0, has blurred the line between producers and consumers of content
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the Web 2.0 is creating a new kind of participatory medium that is ideal for supporting multiple modes of learning
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Assessment and Online Teaching - 0 views
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"Assessment for online is underpinned by the same principles of validity, reliability, flexibility and fairness, and uses many of the same strategies used in traditional face-to-face teaching (Booth, Clayton, Hyde, Hartcher & Hungar 2002). What differs mostly is the context of the assessment, the interactions between assessor and those being assessed, and collection and administration processes."
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ISTE Standards Essential Conditions - 0 views
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oactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders Stakeholders at every level empowered to be leaders in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas Technical Support Consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources Curriculum Framework Content standards and related digital curriculum resources that are aligned with and support digital age learning and work Student-Centered Learning Planning, teaching, and assessment centered around the needs and abilities of students Assessment and Evaluation Continuous assessment of teaching, learning, and leadership, and evaluation of the use of ICT and digital resources Engaged Communities Partnerships and collaboration within communities to support and fund the use of ICT and digital learning resources Support Policies Policies, financial plans, accountability measures, and incentive structures to support the use of ICT and other digital resources for learning and in district school operations Supportive External Context Policies and initiatives at the national, regional, and local levels to support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standards
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Proactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community
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Shared Vision
Self-regulation and teacher-student relationships. - Free Online Library - 1 views
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sed with gatekeeping. It is essential, therefore, to establish a consensus on a conceptual and theoretical underpinning un·der·pin·ning n.1. Material or masonry used to support a structure, such as a wall.2. A support or foundation. Often used in the plural.3. Informal The human legs. Often used in the plural. for effective teaching. This review is designed
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elf-regulation is the process by which individuals make their plans, act upon those plans, and self-evaluate the results.
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he more autonomous the individual the more intrinsic the self-regulation. Student achievement also improves when students are intrinsically motivated and when teachers are autonomy supportive (
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ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT - 0 views
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"The teacher shares responsibility with each individual student for attainment of agreed upon learning objectives. The teacher supports and encourages participation by modeling appropriate behaviors, commenting upon and encouraging student responses, drawing in the less active participations, and curtailing the effusive comments of those who tend to dominate the virtual space. "
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"Teaching presence begins before the course commences as the teacher, acting as instructional designer, plans and prepares the course of studies, and it continues during the course, as the instructor facilitates the discourse and provides direct instruction when required"
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Assessing teaching presence in online courses
Making Matters! How the Maker Movement Is Transforming Education - WeAreTeachers - 0 views
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The tools and ethos of the Maker revolution offer insight and hope for schools. The breadth of options and the “can-do” attitude espoused by the movement is exactly what students need, especially girls who tend to opt out of science and math in middle and high school. However, hands-on Making is not just a good idea for young women. All students need challenge and “hard fun” that inspires them to dig deeper and construct big ideas. Making science hands-on and interesting is not pandering to young sensibilities; it honors the learning drive and spirit that is all too often crushed by endless worksheets and vocabulary drills. Making is a way of bringing engineering to young learners. Such concrete experiences provide a meaningful context for understanding the abstract science and math concepts traditionally taught by schools while expanding the world of knowledge now accessible to students for the first time.
Instruction by Design - 5 views
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I was a bit surprised
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why surprised? It is no longer a question of whether is is as good as f2f instruction. There is a now a significant body of evidence that online instruction done well surpasses f2f instruction: http://slneducation.edublogs.org/2010/07/27/more-than-no-significant-difference/
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I have been pushed to find out and learn about topics relevant to me!
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I believe that using questions that allow my students to explore areas that are relevant to their unique situations will help them to be successful.
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