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John Evans

EdTechTeacher Getting Started with Apple's Productivity Suite on the iPad - From Mason ... - 2 views

edtechteacher.org/ctivity-suite-ipad-mason-mason

getting started apple productivity suite ipad

shared by John Evans on 27 Feb 18 - No Cached
  • John Evans on 27 Feb 18
     
    "Leveraging the power of the iPad for teaching and learning means not only tapping into the potential of Apple's hardware but harnessing the power of Apple's software as well. Pages, Keynote, and Numbers comprise Apple's productivity suite of apps that teachers and students can use to not only increase productivity but also foster creativity in the classroom and beyond. Learn how to create documents, edit content, share final products, and more in this introductory video series. Get started with the word processing, presentation, and spreadsheet suite of apps and see how far they can take you and your students. Learn more from Mason in this great video playlist!"
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

Apps That Rise to the Top: Tested and Approved By Teachers | MindShift - 1 views

blogs.kqed.org/...ested-and-approved-by-teachers

apps tested approved teachers

shared by John Evans on 11 Jun 14 - No Cached
  • John Evans on 11 Jun 14
     
    "With the thousands of educational apps vying for the attention of busy teachers, it can be hard to sift for the gold. Michelle Luhtala, a savvy librarian from New Canaan High School in Connecticut has crowd-sourced the best, most extensive list of apps voted on by educators around the country. "I wanted to make sure we had some flexibility because there's no one app that's better than all the others," Luhtala said. Some apps are best for younger students, others are more complicated, better suited for high school students. Many apps do one thing really well, but aren't great at everything. Still others are bought, redesigned or just disappear - so it's always good to know about an array of tools to suit the need at hand."
John Evans

Instructure Launches Minecraft MOOCs for K-12 -- THE Journal - 0 views

thejournal.com/...s-minecraft-moocs-for-k12.aspx

MOOC minecraft gamification free course

shared by John Evans on 13 Aug 14 - No Cached
  • John Evans on 13 Aug 14
     
    " "Even young kids have gotten very adept at Minecraft, so it can be quite intimidating for teachers," said Jason Schmidt, an instructional technologist for Bennington Public Schools who will teach the four-week MinecraftEdu MOOC, in a prepared statement. "If I can help get teachers over that hump, imagine how delighted students will be to have a learning environment tailored to their interests for a change." The other, Minecraft for Educators, "is a course for teachers who are wishing to gamify their learning experiences and deliver a unique pedagogy that will engage, enthuse and keep learners coming back for more," according to information released by the company. Both MOOCs are available through the Canvas Network. Minecraft for Educators will start January 26, 2015 and run through March 9. The company has also released a Minecraft app to allow students to submit assignments to the Canvas learning management system from within the game. Using the app, students can tag what they've made in the game for their teachers to visit, upload books they've written in game directly to the speed grader or use the game's circuitry tool to complete assignments that will be automatically graded. A video demonstration of the app is available at YouTube. Other MOOCs for teachers in the suite include: Digital Literacies 1; Digital Literacies 2; Five Habits of Highly Effective Teachers; Teachers without Borders: Educating Girls; and Tinker, Make and Learn. Among the other MOOC offerings in the new suite is a course designed specifically for parents, Parenting in the Digital Age, which aims to help them address issues such as cyberbullying, digital citizenship, exposure to inappropriate content, media literacy and screentime. Taught by Andrew Swickheimer, director of technology at Noblesville Schools, the self-paced course opens September 22. "Parental involvement in K-12 education has one of the biggest impacts on a child's commitment to learning," said Jared Stein, vice pres
Cally Black

Introducing Google Drive for the iPad | Digital Literacy - 0 views

bhsdigitallit.com/...cing-google-drive-for-the-ipad

google docs google drive iPad web 2.0 web 2.0 tools

shared by Cally Black on 18 Sep 12 - No Cached
  • Cally Black on 18 Sep 12
     
    After a long wait, Google Drive is now available for the iPad with the full functionality of the web-based version of Google Drive. To refresh, Google Drive is the new name for the Google Docs Suite. This suite includes Google Docs, Spreadsheets, Presentations, Forms, and Folders.
John Evans

All the Good Apps Fit on One Screen - EdTech Researcher - Education Week - 6 views

blogs.edweek.org/...od_apps_fit_on_one_screen.html

apps create screen edtech researcher education

shared by John Evans on 17 Feb 13 - No Cached
  • Thus, educators don't need to review and master the hundreds of education apps that come out every year; rather, they should consider how a small suite of apps related to annotation, curation, and image, audio, and video production could support diverse student performances of understanding.
  • John Evans on 17 Feb 13
     
    "One of the core principles of good iPad usage that my EdTechTeacher colleagues have developed is the idea that educators should focus on creation apps rather than content apps. Most apps that are designed to teach specific content are terrible, so educators shouldn't think of iPads as repositories of apps but rather as portable media creation devices. Thus, educators don't need to review and master the hundreds of education apps that come out every year; rather, they should consider how a small suite of apps related to annotation, curation, and image, audio, and video production could support diverse student performances of understanding. "
John Evans

Office Suite 2008 - What's New? - Movies - 0 views

movies.atomiclearning.com/...office08_wn

2008 office

shared by John Evans on 24 Aug 08 - No Cached
  • John Evans on 24 Aug 08
     
    Free tutorials from Atomic Learning on the 2008 Office Suite
John Evans

What Teachers Need to Know about The New Google Play for Education ~ Educational Techno... - 0 views

www.educatorstechnology.com/...rs-need-to-know-about-new.html

teachers google play education educational technology

shared by John Evans on 17 May 13 - No Cached
  • John Evans on 17 May 13
     
    "Pad's monopoly of the ' school tablet market ' is being compromised now after the announcement of Google Play for Education. Google seems to be moving towards displacing Apple's hegemony of this market by providing a suite of productivity management apps made specifically for teachers and students."
Phil Taylor

Schools seeking best digital tools | SeacoastOnline.com - 0 views

www.seacoastonline.com/...20130421-NEWS-304210347

technology schools administration think

shared by Phil Taylor on 24 Apr 13 - No Cached
  • Phil Taylor on 24 Apr 13
     
    "There's a lot of different technology out there that suits different disciplines"
John Evans

iPads in Primary Education: Introducing Game Design as Part of an Integrated Project - 0 views

mrandrewsonline.blogspot.ca/...ng-game-design-as-part-of.html

ipads primary education introducing game design game design project

shared by John Evans on 25 Jan 13 - No Cached
  • John Evans on 25 Jan 13
     
    "The opportunities for learning through the use of digital gaming are diverse and massive. The speed and ease in which basic game development can be achieved using apps such as Sketch Nation can provide a platform for outstanding cross-curricular projects and really make an impact on progress, standards and pupil independence. This blog post describes one project (upper KS2) which could easily be adapted to suit Key Stage 1 or expanded to meet the needs of Key Stage 3 pupils, and to support almost any topic/subject. 1:1 use of iPods enabled maximum pupil engagement but fewer devices could have been used if pupils collaborated in groups"
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