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Phil Taylor

Free Technology for Teachers: Photo Pin - Royalty-free Image Search - 2 views

www.freetech4teachers.com/...royalty-free-image-search.html

free technology teachers photo pin image search

shared by Phil Taylor on 17 May 14 - No Cached
  • Phil Taylor on 17 May 14
     
    Using the amazing blog by @rmbyrne to get my teacher homework done! THANK YOU!!!!! :) http://t.co/mC7JrzMIRy
John Evans

Lifehacker Pack for iPad: Our List of the Essential iPad Apps - 0 views

lifehacker.com/of-the-essential-ipa-839840273

lifehacker pack ipad list essential apps

shared by John Evans on 21 Jul 14 - No Cached
  • John Evans on 21 Jul 14
     
    "t took a little while for the apps to come into their own, but we're at a place now where the iPad has nearly as good of a selection of apps as the iPhone. Now, it's harder than ever to find apps that are worthwhile. Let us save you some time with this collection of the best iPad apps. The Lifehacker Pack is a yearly snapshot of our favorite, must-have applications for each of our favorite platforms. This list focuses specifically on apps that really shine on the iPad, so no half-done, blown up iPhone apps here."
Phil Taylor

10 tips for getting started with Google Classroom - Daily Genius - 5 views

dailygenius.com/tting-started-google-classroom

tips google classroom PD

shared by Phil Taylor on 04 Sep 14 - No Cached
  • Phil Taylor on 04 Sep 14
     
    10 tips for getting started with Google Classroom http://t.co/kM7J82WPk7 via @Edudemic
John Evans

Can Learning to Code Delay Alzheimer's? | Motherboard - 0 views

motherboard.vice.com/...rning-to-code-delay-alzheimers

learning code delay alzheimer

shared by John Evans on 12 Jun 15 - No Cached
  • John Evans on 12 Jun 15
     
    @mraspinall Another great reason to learn how to code. At any age! http://t.co/XmUpT2X3aa
John Evans

Part 3: Forty Educational Websites For Your Summer 2015 Toolkit | 21 st Century Educati... - 7 views

21centuryedtech.wordpress.com/...s-for-your-summer-2015-toolkit

websites summer toolkit educational technology

shared by John Evans on 21 Jul 15 - No Cached
  • John Evans on 21 Jul 15
     
    "Welcome to the third post in this series. I cant't think of a better thin then summer to check out some new edtech tools and possibilities. I have a goal every summer to bring you at least 40 new tools… maybe more… that you may not know about.  I am sending out ten new ones in each post. Remember, I am picking these from thousands and I am trying to find those sites that are up and coming and might just be the next big edtech hit. You might also notice I am also including a few sites that have been around for awhile.  They include ones that I feel educators might want to be a little more aware of. I hope you enjoy and try some of these out during the summer months. It is my way of saying happy summer!   First, t"
Phil Taylor

Year One With a 3D Printer: 17 Tips | Edutopia - 1 views

www.edutopia.org/...ne-with-3d-printer-vicki-davis

iste2015 3D printing tips tricks

shared by Phil Taylor on 01 Jul 15 - No Cached
  • Phil Taylor on 01 Jul 15
     
    FROM MY CLASSROOM: 17 Tips for using a 3D printer http://t.co/7NkmySscF2 #iste2015
Phil Taylor

35 More Ways to Use Google Classroom | Teacher Tech - 0 views

www.alicekeeler.com/...e-ways-to-use-google-classroom

ISTE2015

shared by Phil Taylor on 02 Jul 15 - No Cached
  • Phil Taylor on 02 Jul 15
     
    35 More Ways to Use Google Classroom http://t.co/DQ2LMVrvhj via @alicekeeler #ISTE2015
John Evans

A Librarian's Guide to Makerspaces: 16 Resources | OEDB.org - 0 views

oedb.org/...ibrarians-guide-to-makerspaces

ISTE2015 makerED STEM makerspaces Makerspace libraries OEDB

shared by John Evans on 03 Jul 15 - No Cached
  • John Evans on 03 Jul 15
     
    "Makerspaces, sometimes also referred to as hackerspaces, hackspaces, and fablabs are creative, DIY spaces where people can gather to create, invent, and learn. In libraries they often have 3D printers, software, electronics, craft and hardware supplies and tools, and more. Here are some excellent resources for anyone thinking about setting up a makerspace in their organization."
Phil Taylor

3 Ideas To Help You Feel Better About Your Kids and Screens - 2 views

pixelkin.org/...er-about-your-kids-and-screens

ideas kids screens

shared by Phil Taylor on 01 Jul 15 - No Cached
  • Phil Taylor on 01 Jul 15
     
    3 Ideas To Help You Feel Better About Your Kids and Screens http://t.co/sCtGMcXUpR
John Evans

A Word Cloud Generator with an Angle | doug - off the record - 2 views

dougpete.wordpress.com/...-cloud-generator-with-an-angle

word cloud generator dougpete word cloud

shared by John Evans on 18 Aug 15 - No Cached
  • John Evans on 18 Aug 15
     
    "Word Clouds.  We've seen them, we've done them, many of us wear the t-shirt.   It's a quick and easy way to create a graphic based upon text.  Essentially, the size of the word is based upon the frequency of the text.  Many teachers use word clouds to  have students analyse their writing or to create a poster/graphic based upon key words. But, suppose you worked a little mathematics into it! Jason Davies has actually worked a lot of mathematics into his Word Cloud Generator.  Just start with this little protractor at the bottom of the screen."
John Evans

The 10 Stages of the Creative Process | Brain Pickings - 2 views

www.brainpickings.org/...iffany-shlain-creative-process

stages creative process brain

shared by John Evans on 28 Sep 15 - No Cached
  • John Evans on 28 Sep 15
     
    "The question of what creativity is and how it works will perhaps remain humanity's most unanswerable - but that hasn't stopped us from trying. On the heels of Neil Gaiman's recent reflection on the subject comes one from filmmaker Tiffany Shlain, founder of the Webby Awards and daughter of the great Leonard Shlain of Art & Physics fame. In this short installment from AOL's The Future Starts Here series, Shlain offers ten steps to the creative process based on her own experience in film and art, expanding, perhaps inadvertently, on Graham Wallace's famous 1926 model of the four stages of the creative process and incorporating other notable theories of yore, like John Dewey's emphasis on hunches and T.S. Eliot's insistence on idea-incubation."
John Evans

Six Ways You Can Tame Sunday Night Stress - Brilliant or Insane - 1 views

www.brilliant-insane.com/...-tame-sunday-night-stress.html

taming sunday nught stress

shared by John Evans on 04 Oct 15 - No Cached
  • John Evans on 04 Oct 15
     
    "t started my first year of teaching, and although things have improved dramatically over the last two decades, I've never completely overcome Sunday night stress. I deal with it far more often than I'd like to, and I know that many of my teacher friends do too. One of them just happens to be my neighbor, and when I tiptoe downstairs in the wee hours of a Monday morning to read myself back to sleep, I often notice the glow of lights in his living room too. It's good to know I'm not alone, but I'd rather be sleeping. If you're reading this post, I'm thinking you would be too. Perhaps these ideas will help you."
John Evans

How to Ensure that Making Leads to Learning | School Library Journal - 2 views

www.slj.com/...-that-making-leads-to-learning

makered makerspaces learning making maker

shared by John Evans on 05 Jun 15 - No Cached
  • On closer inspection, however, these two bodies of evidence actually complement each other. Some tasks, like those concerning basic knowledge or skills, are better suited to direct instruction. It may be better to provide explicit instruction on how to operate a 3-D printer, for example, than to have students figure out the directions on their own. We should tell student makers exactly how to perform straightforward tasks, so that they can devote cognitive resources to more complex operations. Meanwhile, tasks that themselves demand deeper conceptual understanding are likely to benefit from a productive-failure approach. In such cases, we should organize makers into groups and ask them to generate multiple solutions
  • On closer inspection, however, these two bodies of evidence actually complement each other. Some tasks, like those concerning basic knowledge or skills, are better suited to direct instruction. It may be better to provide explicit instruction on how to operate a 3-D printer, for example, than to have students figure out the directions on their own. We should tell student makers exactly how to perform straightforward tasks, so that they can devote cognitive resources to more complex operations. Meanwhile, tasks that themselves demand deeper conceptual understanding are likely to benefit from a productive-failure approach. In such cases, we should organize makers into groups and ask them to generate multiple solutions.
  • On closer inspection, however, these two bodies of evidence actually complement each other. Some tasks, like those concerning basic knowledge or skills, are better suited to direct instruction. It may be better to provide explicit instruction on how to operate a 3-D printer, for example, than to have students figure out the directions on their own. We should tell student makers exactly how to perform straightforward tasks, so that they can devote cognitive resources to more complex operations. Meanwhile, tasks that themselves demand deeper conceptual understanding are likely to benefit from a productive-failure approach. In such cases, we should organize makers into groups and ask them to generate multiple solutions.
  • ...2 more annotations...
  • On closer inspection, however, these two bodies of evidence actually complement each other. Some tasks, like those concerning basic knowledge or skills, are better suited to direct instruction. It may be better to provide explicit instruction on how to operate a 3-D printer, for example, than to have students figure out the directions on their own. We should tell student makers exactly how to perform straightforward tasks, so that they can devote cognitive resources to more complex operations. Meanwhile, tasks that themselves demand deeper conceptual understanding are likely to benefit from a productive-failure approach. In such cases, we should organize makers into groups and ask them to generate multiple solutions.
  • On closer inspection, however, these two bodies of evidence actually complement each other. Some tasks, like those concerning basic knowledge or skills, are better suited to direct instruction. It may be better to provide explicit instruction on how to operate a 3-D printer, for example, than to have students figure out the directions on their own. We should tell student makers exactly how to perform straightforward tasks, so that they can devote cognitive resources to more complex operations. Meanwhile, tasks that themselves demand deeper conceptual understanding are likely to benefit from a productive-failure approach. In such cases, we should organize makers into groups and ask them to generate multiple solutions.
  • John Evans on 05 Jun 15
     
    How to Ensure that Making Leads to Learning http://t.co/jqjmk9NJlo #makered
John Evans

Cybraryman Internet Catalogue - 2 views

cybraryman.com/makerspaces.html

edtechchat makered makerspace Makerspaces

shared by John Evans on 03 May 15 - No Cached
  • John Evans on 03 May 15
     
    "Makerspaces - #MakerEd"
Rick Beach

Social Media Actually Strengthen Social Ties, Various Demographics Engage Differently, ... - 4 views

www.newswise.com/...-engage-differently-study-says

social media Facebook

shared by Rick Beach on 22 Nov 10 - No Cached
  • Rick Beach on 22 Nov 10
     
    study of how Facebook use enhances f-t-f social activity
John Evans

1 Thing Student Teachers Needs to Know! | Clif's Notes - 0 views

clifmims.com/1812

studentteachers knowledge practice teaching classroommanagement

shared by John Evans on 21 Jan 09 - Cached
  • I’m reminded of the best book any new teacher should have that helps address some of these questions, The First Days of School: How to Be an Effective Teacher by Harry Wong. There is a new 2009 edition out now. 
  • One point in Wong’s book that still lingers with me is the importance of planning and preparation. You cannot over plan.
  • With good procedures in order, students trained, expectations explained and lots of practice, the classroom can run smoothly. When you plan well, stay organized, and maintain a positive outlook even when it becomes stressful, you can bring new challenges and fun ways to learning. You will gain as much as your students do for it will be a rich and rewarding experience.
John Evans

Living and Learning with New Media: Summary of Findings from the Digital Youth Project - 0 views

www.macfound.org/...DML_ETHNOG_WHITEPAPER.PDF

Web2.0 Learning Education Youth research McCarthurFoundation

shared by John Evans on 01 Dec 08 - No Cached
  • John Evans on 01 Dec 08
     
    This white paper summarizes the results of a three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, examining young people's participation in the new media ecology. It represents a condensed version of a longer treatment of the project findings.i The study was motivated by two primary research questions: How are new media being integrated into youth practices and agendas? How do these practices change the dynamics of youth-adult negotiations over literacy, learning, and authoritative knowledge?
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