Three Practical Ideas for Using Twitter in E-Learning » The Rapid eLearning Blog - 0 views
Twitter Resources for Teachers - Classroom 2.0 - 1 views
Classroom 2.0 LIVE! - 0 views
The Power of Wikis in Higher Ed - 0 views
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Johns Hopkins and MIT. One thing that came out of those conversations was that, interestingly, the wikis were being used more for administrative purposes than classroom purposes.
Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views
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This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.
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We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation.
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Younger students need to see their teachers engaging experts in synchronous or asynchronous online conversations about content, and they need to begin to practice intelligently and appropriately sharing work with global audiences. Middle school students should be engaged in the process of cooperating and collaborating with others outside the classroom around their shared passions, just as they have seen their teachers do. And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.
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PIJIP: - American University Washington College of Law - 0 views
Teachers And YouTube: Connecticut May Study Impact Of Video-Recording Devices In Classr... - 0 views
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Still, Smoker was worried that the video would be taken out of context, and he called it a "rude awakening." He contacted the student, who has since graduated, to ask that it be taken down.
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So the clip is "a little upsetting," Smoker said, "because I do teach mostly seniors, and they know what the policy is. To do a sneaky video like this was out of line."
The Way We'll Be - 0 views
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a prominent pollster, John Zogby, says in a book being released on Tuesday that it won’t be long before American society takes to distance education as warmly as it has embraced game-changing innovations like microbrewed beers, Flexcars, and “the simple miracle of Netflix.”
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The factor that will close that “enthusiasm gap” is the growing use of distance education by well-respected universities, Mr. Zogby predicts in the book, The Way We’ll Be: The Zogby Report on the Transformation of the American Dream (Random House).
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Mr. Zogby says polls detect signs of society’s emerging resistance to big institutions, and its de-emphasis on things and places. “We’re redefining geography and space,” he says — and a widening acceptance of online education is part of that trend.
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Foreign Language Faculty in the Age of Web 2.0 (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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graduate students interested in becoming acquainted with relevant instructional technologies have a limited number of options. Few graduate programs include such training as a part of the curriculum. As a matter of fact, pedagogy itself often represents a negligible fraction of graduate program requirements. The University of Minnesota offers excellent training through its summer institutes,4 but access is an issue. Most IT departments offer training sessions on how to use the university course management system, build a web page, or create a PowerPoint presentation, but technical training is not enough.
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Today, language centers are the only campus units where such a wide range of expertise can easily be found.
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The role of language technologists goes beyond teaching what a blog is and how to set up a browser to display Japanese characters. It includes sorting through novel technologies, evaluating their instructional potential, researching current educational uses, and sharing findings with educators. The most promising applications available today were not designed for instructional use and do not come with an instruction manual. To use them in the classroom requires the ability to redirect their intended purpose and, more importantly, to think through possible consequences of doing so.
Tech How To: Podcasts | Scholastic.com - 0 views
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Every week, Paul Bogush’s eighth-grade social studies students in Wallingford, Connecticut, get an opportunity that would be rare in a tech-free classroom. The kids take 20 minutes during lunch to interview career mentors—such as the dean of the Yale University School of Nursing—on the phone, in person, or over Skype. Then they share the interviews with the world in a podcast called Lunchtime Leaders.
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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The openness of Wikipedia is instructive in another way: by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
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viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
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Educating With "The Big Three": Critical Thinking, Interdisciplinary Thought, & the Tra... - 1 views
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This type of rigorous thought will only come with altering the structure to include more collaboration and realignment of priorities to ensure that adequate time is spent discussing “cross sections” of curriculum. Since time is a valuable priority, I would suggest a virtual set-up (via blogs or a Ning) that allows for ideas to flow freely. In addition, including some aspect of this in end-of-year summaries for teachers and administrators would stimulate more of a sense of urgency to deal with this problem. I contend that much of the reason these types of assignments do not exist is the product of a lack of time for teachers to develop strong collegial relationships with teachers that they normally do not come in contact with. The key is that we need to break the tradition of “closed door” classrooms and allow professionals from other departments, schools, and districts in to acquire a gauge on what students are studying in other subject areas.
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By working to create a culture and structure that cultivate deeper professional relationships between teachers of different backgrounds, the challenge of assignments can only improve.
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