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John Evans

Civility Please - 2 views

www.civilityplease.org

civility please

shared by John Evans on 09 Feb 11 - No Cached
  • But we can still be civil. It’s easy. We can trade ideas instead of insults. We can vow to not say things online we wouldn’t say to someone’s face. We can put away our phones and pay attention. We can think before we speak or hit send. Join us and spread the word.
anonymous

Voki : a fun and free animated avatar tool for educators - 0 views

educationaltech-med.blogspot.com/...free-animated-avatar-tool.html

tools technology

shared by anonymous on 24 Sep 11 - No Cached
  • anonymous on 24 Sep 11
     
    Voki is an animation website . It is “ a free service that allows you to create personalized speaking avatars and use them on your blog, profiles and in email messages”. This web2.0 tool is very important in education as It enables teachers and students to express themselves on the web in their own voice , using a talking character.
Phil Taylor

Where's the Innovation? | always learning - 0 views

mscofino.edublogs.org/...wheres-the-innovation

innovation technology learning blog change plan ictag

shared by Phil Taylor on 05 Jun 09 - Cached
  • Generally speaking, schools are excruciatingly slow to change. Even when schools are making a concerned effort to be innovative and re-think traditional modes of learning, it often ends up being a variation of what’s already in place.
  • has to be driven by a focus on authentic learning and learner competency. What can our students do? What should they be able to do? How do we help them become capable of doing the things that really matter?
John Evans

Jessica Gross: Embracing the Twitter Classroom - 0 views

www.huffingtonpost.com/...-the-twitter-cla_b_204463.html

twitter web2.0 bestpractices technology education

shared by John Evans on 21 May 09 - Cached
  • Rheingold points to five reasons for teaching students social media: Developing students' literacy in our new online environment is as crucial as developing their abilities to read and write. Communication is moving toward social media. We can either help students thrive in this environment or leave them flailing. Many students bring their computers to class. Why not work with this trend instead of fighting or ignoring it? Social media is just that: social. Students who use Twitter for class are "learning collaborative skills that are particularly important today." There is only so much class time. Rheingold makes mini-lectures on video that students comment on between classes, allowing more time to engage the issues through in-class discussion. Shy students who hold back in class often speak up online. "If you can extend the discussion to an online message board, you enable students who may not jump into the discussion," he said, to "make a thoughtful contribution."
John Evans

Digitally Speaking / Blogging - 8 views

digitallyspeaking.pbworks.com/Blogging

blogging digital blog resources

shared by John Evans on 19 Oct 09 - Cached
  • John Evans on 19 Oct 09
     
    Checklist to use before embarking on a blogging project with students
John Evans

apophenia: spectacle at Web2.0 Expo... from my perspective - 0 views

www.zephoria.org/...spectacle_at_we.html

backchannel apophenia twitter speaking conference presentation

shared by John Evans on 26 Nov 09 - Cached
  • John Evans on 26 Nov 09
     
    Danah Boyd's refelction on her recent presentation at Web 2.0 Conference. Video of presentation can be found here: http://www.youtube.com/watch?v=DW3_JhQksv4
Phil Taylor

More powerful pencils: 1:1 Laptop Programs and 21st century learning « 21k12 - 6 views

21k12blog.net/...rams-and-21st-century-learning

1:1 laptops edtech teaching technology

shared by Phil Taylor on 18 Oct 11 - Cached
  • it is not because they had a 1-1 program in itself that made them so, but because they had a classroom culture of student inquiry, of research, collaboration, and on-line publishing, all of which were well supported by the laptops in students’ hands.
  •   “Laptop computers [would not be] technological tools; rather, [they would be] cognitive tools that are holistically integrated into the teaching and learning processes of their school.”
  • One of the best sections of this article speaks right to this, as it advocates schools to bring the students to the table: But it’s not just teachers who experts say must be involved in the 1-to-1 planning process—students should be, too.
Phil Taylor

Stagnant Future, Stagnant Tests: Pointed Response to NY Times "Grading the Digital School" | HASTAC - 3 views

hastac.org/...-response-ny-times-grading-dig

technology education edtech nytimes testing teaching

shared by Phil Taylor on 30 Oct 11 - No Cached
  • they are understanding a complex text and making sense of it within the context of their own lives.   No parent wants more, no teacher does, than for kids to be able to not just "read" Shakespeare but to understand why his work still speaks urgently to the present, why it is worth taking the time to read all that odd English from another time
  • We are not responsible as educators unless we are teaching not just with technology but through it, about it, because of it.   We need to make kids understand its power, its potential, its dangers, its use.  That isn't just an investment worth making but one that it would be irresponsible to avoid.
John Evans

Kids Speak Out on Student Engagement | Edutopia - 3 views

www.edutopia.org/...stories-heather-wolpert-gawron

student engagement education learning Edutopia

shared by John Evans on 01 May 12 - No Cached
  • responses I received from all 220 of them seemed to fall under 10 categories, representing reoccurring themes that appeared again and again.
  • "learning by doing" it helps them focus more. Technology helps them to do that
  • but rather relations between the text and the outside world.
  • John Evans on 28 Aug 14
     
    "A while back, I was asked, "What engages students?" Sure, I could respond, sharing anecdotes about what I believed to be engaging, but I thought it would be so much better to lob that question to my own eighth graders. The responses I received from all 220 of them seemed to fall under 10 categories, representing reoccurring themes that appeared again and again. So, from the mouths of babes, here are my students' answers to the question: "What engages students?""
Natalia Giacosa

Critical Thinking and Technology - 0 views

www.bestteachersinstitute.org/id98.html

critical thinking education

shared by Natalia Giacosa on 09 Apr 13 - No Cached
  • to recapture the significance of our inquiries,
  • We must help them understand why anyone might want to solve this problem or answer this question. We must remind them of the connection between today's smaller question and the larger issues.
  • faith in their ability to succeed, if we ask about their attitudes and their values as well as about their ability to understand, if we act excited, and if we ask them both to understand abstract concepts and to see the relevance of those concepts to people's lives. We must appeal directly to their curiosity.
  • ...20 more annotations...
  • teaching students to understand, analyze, synthesize, evaluate evidence, and so forth.
  • specific abstract reasoning capacities.
  • ess telling and more asking.
  • bring models of knowledge with them to our classes, preconceptions that have a profound influence on what they think they learn and how they react to what we tell them.
  • Relatively few people have fixed styles of learning in which they can learn from only one kind of experience, but many people do have learning personalities in which they often express preference for one approach or another.
  • If we provide that diversity, we can speak to different personalities while encouraging everyone to expand their preferences, and to consider the joys of learning in new ways.
  • feel comfortable,
  • uneasiness, the tension that stems from intellectual excitement, curiosity, challenge, and intense concern with a particular question, the tension that emerges primarily from the questions that we ask, the challenges that we issue,
  • provisions an author must make are the ones that lead a student to rectify incorrect responses.
  • work collaboratively in solving important problems.
  • Think about uncovering it so your students can better understand it.
  • sustained, substantial, and positive influence on the way they think, act, or feel)
  • solve
  • create
  • a sense of control over their own education;
  • work will be considered fairly and honestly
  • try, fail, and receive feedback from expert learners
  • Good Practice Emphasizes Time on Task
  • paradigms of reality are students likely to bring with them that I will want them to challenge
  • challenge students to rethink their assumptions and examine their mental models of reality?
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