Among students, more than half said they would "use technology more easily at school if they could use their own laptop, cell phone or mobile device to work on projects, access related software applications and the Internet, and communicate with classmates,"
IThinkEd - 0 views
Are Schools Inhibiting 21st Century Learning? : April 2008 : THE Journal - 0 views
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Here are the top-3 technologies teachers and administrators chose to equip the "ultimate school for 21st century learners."
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Most high school students (67 percent) and middle school students (52 percent) have cell phones. And 75 percent of middle and high school students have a digital media player.
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Will Your College Be Covered in Virtual Graffiti? - Technology - The Chronicle of Highe... - 2 views
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It's a lot easier to get ahead of the curve and to guide people into some of these technologies, as opposed to after the fact going back and trying to correct" their behavior, says the interactive-media manager.
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Universities are still figuring out how to deal with Facebook and Twitter and other interactive programs which, like much of what's called Web 2.0, are largely out of their control. Now they'll have to wrestle with the power and pitfalls of an even more in-your-face social-media tool.
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The University of Texas at Dallas is taking a different approach. Lately the 16,000-student state university has become a laboratory for what happens when students and professors go wild with unofficial tagging.
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Simply the Best 10 - for any toolkit | EFL Classroom 2.0 - Teacher Talk - 0 views
elearnspace - 0 views
This Visible College (EDUCAUSE Quarterly) | EDUCAUSE - 1 views
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To understand this brave new classroom, we can learn from the library. For years librarians have grappled with their own version of this inversion, seeing library functions migrate beyond physical walls. Indeed, a slogan coined in 2005, around the same time Web 2.0 started growing into a planetary force, spotlighting not library as place, but (every) place as (a) library.11 Libraries facilitate access to patrons anywhere. Similarly, teachers increasingly make learning experiences available to any connected learner, willingly or not. Thus education needs all kinds of professional and policy responses to support the classroom. We can imagine changes to teacher training in graduate school, new professional development content, increased campus media capture support, new privacy policies, intellectual property policy revisions, reinterpretations of FERPA, and new licenses and negotiations for non-OER materials. And that’s just for starters.
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