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John Evans

ISTE 2011 Eight Shifts - 8 views

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    Will richardson presentation from ISTE 2011
Phil Taylor

iPad in every TEACHER'S hand | Opening Doors and Turning On Lights - 15 views

  • . I use Evernote for all my notes for school, student council meetings and PD’s. I also use Google docs to help me with assessment as I wander the room too.
  • Downloading great content from iTunes U and having the ability watch or listen without internet is such an advantage with this device
John Evans

After 12 Years of Teaching Writing…an Epiphany! | Catlin Tucker, Honors Engli... - 0 views

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    "Two years ago I began flipping my writing instruction. I created short videos to replace the "mini-lessons" I had traditionally presented in class. I saw value in allowing students the opportunity to control the pace of their learning. As a teacher, I love having a resource I can point a student to if they are continuing to struggle with the structure of an argument body paragraph or how to write a thesis statement. In the past, I had to repeatedly explain these concepts. Flipping my writing instruction also creates more time in the classroom to actually write."
David McGavock

Introducing Diigo Browser (aka iChromy) - 0 views

  • IntroducingDiigo Browser
  • For those who consume a lot of online information, Diigo highlights are great for active reading and better retention
Phil Taylor

360° classrooms around the world - 3 views

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    Are you in? Please submit your 360° photo from your classroom to here: https://t.co/Jq6TENuZw9 by Feb.19th. @GoogleARVR @GoogleForEdu #GoogleExpeditions @MissStewy @LanttoSari @LadyWesner @MetteHardis @marienkoen @Mrreiff @MSDinahW @ASBIndia
Phil Taylor

Faculty inch closer to accepting tech - Houston Chronicle - 1 views

  • peer edits tend to be deeper and more reflective with Google Docs when students see a faculty member actively following along.
Sheri Oberman

Cognitive Access to Numbers: the Philosophical Significance of Empirical findings About... - 1 views

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    We teach children about numbers, but how do people come to know what numbers are, given that they are abstract? There must be some process of learning that takes place. This paper explores this problem, offers several alternative accounts of what a number is, and argues that the concept of a number can be learned by learning to recognize the size of a set or collection of entities. Teachers call this subetizing
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