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"So , as educators and teachers, you would be asking yourself how to ethically use images without having to worry about the copyright issues.Well the answer is very simple you will have to use images licensed under GFLD or Creative Commons especially this latter as it has images that can be used in teaching materials, blogs, wikis, ..ect. How to find such kind of images is what the guide below is all about. It walks you through the different steps on how to locate images licensed under Creative Commons . It contains illustravie snapshots and is ideal for use with your students. The guide is just two pages long but has everything you will need to teach your students about how to get free images in Google Image."

R. Byrne: "A featured resource on MoMA Learning is this video containing five tips for teaching with works of art. The video not only lists the tips, it contains examples of using these tips to teach art history and art appreciation lessons to students." Most of the great art museums and natural history museums of the world have websites with instructional materials of very high quality. It's worth some time to explore what they offer and figure out how to adapt their resources for your classes. One of the other excellent resources on MoMA Learning is this glossary of art terms. In many cases the definitions in the glossary contain links to multiple examples of each term. You might also like: Three Good Places to Find Art Lessons Art Babble - Videos and Lessons In Art History Read and Download 250+ Art Books from the Getty Museum 390 Free Online Art History Books Linkwithin 33 at 7:05 PM Email ThisBlogThis!Share to TwitterShare to FacebookShare to Pinterest Labels: Art, Art History, art lessons, Free Technology For Teachers, MoMA, MoMA Learning Links to this post Create a Link Newer Post Older Post Home LinkWithin Related Posts Plugin for WordPress, Blogger... TW FreeTech Banner Dark Blue (1) freetech4teachers HelloTalk new seesaw-468-60 Midwest Teachers Institute Banner 468x60 isd-richard-byrnes-ad-2014 ettipad-boston15-CFP-200x200 prepfactory DE_WILKES_EDGE_AD_200x200.jpg Browse The Archives ► 2015 (707) ▼ 2014 (1243) ► December (115) ► November (86) ► October (112) ► September (116) ► August (102) ▼ July (114) ► Jul 31 (5) ► Jul 30 (4) ► Jul 29 (2) ► Jul 28 (4) ► Jul 27 (3) ► Jul 26 (2) ► Jul 25 (5) ► Jul 24 (5) ► Jul 23 (4) ► Jul 22 (5) ► Jul 21 (5) ► Jul 20 (2) ► Jul 19 (2)

R. Stannard training video for students: "This is a guide on how to use Quizlet to study vocabulary. If you are a teacher and you want to know what tips you can give to your students about using Quizlet, then this will really help you. It shows you ONLY the essential things that you need to show to students so that they can understand how to use Quizlet and how to organise their learning. If you do now know anything about Quizlet then I recommend you watch these videos first. Key Tools for Educators: A full introduction to Quizlet"

A. Kohn: "it's not really possible to motivate anyone, except perhaps yourself. If you have enough power, sure, you can make people, including students, do things. That's what rewards (e.g., grades) and punishments (e.g., grades) are for. But you can't make them do those things well....The more you rely on coercion and extrinsic inducements, as a matter of fact, the less interest students are likely to have in whatever they were induced to do. "What a teacher can do - all a teacher can do - is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with: to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people. Motivation - at least intrinsic motivation -- is something to be supported, or if necessary revived. It's not something we can instill in students by acting on them in a certain way. You can tap their motivation, in other words, but you can't 'motivate them.'" Another take on the idea of motivation -- it's easier to kill than to foster. Kohn gives some good advice on how to create NON-readers, and then some ways to get around the traditional approaches to teaching and learning that dominate the field of education.

R. Byrne shows how to add voice comments on G-Drive with a tool call Kaizena. This blog entry has a video showing how to use Kaizena, plus links to a few other handy how-tos. This might be another way for students to collaborate on their papers and projects.

"To give a brief over view of the paper, it was written for people who have a basic understanding of Blogs. I looked at how Blogs have impacted business and communication. . . etc."

An interesting review of the literature on learning styles: "Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. "We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. However, given the lack of methodologically sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been tested and found wanting; many have simply not been tested at all. Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately."

"A Complete Guide to Using Blogger In School covers everything from blogging terminology to blogging activities to the nuts and bolts of using Blogger. You'll learn where to find media to use in blog posts, how to use media in blog posts, and get ideas for media-based blog posts. You'll also learn how to set-up your blog for multiple authors and how to manage comments." T/H R. Byrne

How to get students to focus when technology is all too distracting: "A tech break starts with the teacher asking all students to check their texts, the Web, Facebook, whatever, for a minute and then turn the device on silent and place it upside down on the desk in plain sight and "focus" on classroom work for 15 minutes. The upside down device prohibits external distractions from vibrations and flashing alerts and provides a signal to the brain that there is no need to be internally distracted since an opportunity to "check in" will be coming soon. "At the end of the 15-minute focus time the teacher declares a tech break and students take another minute to check in with their virtual worlds followed by more focus times and more tech breaks. The trick is to gradually lengthen the time between tech breaks to teach students how to focus for longer periods of time. I have teachers using this in classrooms, parents using it at the dinner table or at a restaurant, and bosses using tech breaks during meetings with great success. So far, though, the best we can get is about 30 minutes of focus thanks to Steve Jobs for making such alluring, distracting technologies."

Each of these is explained in detail: "#1 How to manage money #2 How to manage emotions (especially worrying) #3: The importance of a healthy lifestyle #4 To question everything #5: To respect other peoples' rights to an opinion #6 To value creative arts #7 To respect the natural environment #8 Public speaking #9 Manners and etiquette #10: How to teach themselves"

"I was recently in a third grade classroom and was struck by the presence of rules that were posted for how to have a conversation. The poster said, "Each person must contribute to the discussion but take turns talking. Ask each other, 'Would you like to add to my idea?' or 'Can you tell us what you are thinking?' Ask questions so that you understand each other's ideas. Say, 'Can you tell me more about that?' or 'Can you say that in another way?'" "Having visited many middle and high schools, I think these same rules could -- and probably should -- be posted there as well. " How important the rules of conversation are! We all too often expect our students to "get into groups and discuss," but how often are these productive conversations? These tips/strategies are well worth practicing at the beginning of every year/semester, and not just with young learners. These tips are also a nice practice for EFL/ESL students as they prepare to speak with native speakers.

This is an excellent compendium of how to do "close reading" which in fact means re-reading for various purposes. Teachers can teach how to read on multiple levels--vocabulary, metaphor, main ideas--and how these inter-relate, with an eye to how this can lead to writing a thoughtful, original paper. This blog is well worth following for help with pedagogy and teaching high school and academic learners.

Adobe Captivate 6 is"a solution which can help you track how learners have been interacting with your Adobe Captivate courses. It gives you insight on aspects such as: how much time learners are spending on slide which interactive items they are interacting with how much time they are away from slide, on which slide they are dropping out of the course how many times they are visiting a slide how they have been performing on the quiz." Sounds like a useful program to have.

An interesting argument that the flipped classroom is really a stepping stone to students doing their own learning/research. Very thought-provoking about the role of the teacher in a classroom or online: "Ultimately, we have realized that three fundamental questions should drive the teaching and ­learning experience: What are you going to learn? How are you going to learn it? How are you going to show your learning? As this new way of learning has played out over time, my students have found that they no longer need me to locate or create videos for them. They can find their own resources and direct their own learning. My goal as a teacher is to help them become independent learners, to give their learning a purpose that is apparent to them (beyond simply passing the unit exam). I prompt them to reflect on their thinking and learning while sharing stories of my own journey as a learner. I help them develop skills, such as finding and evaluating sources and collaborating with their peers."

"8 ways to use Learnist, a Pinterest-like education sit By Lindsey Smith Learnist bears a striking similarity to Pinterest by way of Wikipedia, and the busy knowledge-sharing site is bursting at the seams with content. "Want to know how to write objectively, use Photoshop, or experiment with the "flipped classroom"? Now you can with Learnist boards. Experts create pages or "boards," which serve as informative or instructional layouts where external sources are used to support any given topic. "Education Dive compiled a list of 8 ways that education-focused Learnist boards present trends, tips, and resources to help you learn and eventually share what you know:" This is an informative list that shows how to use a technology in ways that can expand the mind to other applications/format. Good links!

"Every educator, from kindergarten to graduate school, should contribute to the important and significant work of teaching students to use online sources and social networks for educational and professional goals. To ignore the technology, or assume that our students already know it because they use it every day, is to participate in educational malpractice." A very sensible article about what main tools are used to move kids from social media to academic purposes -- and how to get them there. Speaks to PLNs, PLEs, Pinterest, curation with Diigo, Symbaloo, Netvibes, Twitter. Very good explanation of how the work, the advantages, and the possible problems. Hybrid Pedagogy is a Digital Journal with a team of editors and writers.

An interesting article on student "addiction" to social media: ""The students did complain about how boring it was [to] go anywhere and do anything without being plugged into music on their MP3 players," says Moeller. "And many commented that it was almost impossible to avoid the TVs on in the background at all times in their friends' rooms. But what they spoke about in the strongest terms was how their lack of access to text messaging, phone calling, instant messaging, email and Facebook, meant that they couldn't connect with friends who lived close by, much less those far away." "Texting and IM-ing my friends gives me a constant feeling of comfort," wrote one student. "When I did not have those two luxuries, I felt quite alone and secluded from my life. Although I go to a school with thousands of students, the fact that I was not able to communicate with anyone via technology was almost unbearable." The student responses to the assignment showed not just that 18-21 year old college students are constantly texting and on Facebook-with calling and email distant seconds as ways of staying in touch, especially with friends-but that students' lives are wired together in such ways that opting out of that communication pattern would be tantamount to renouncing a social life."