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You might want to print off the Power Searching quick sheet before starting with this course. "Gaming to learn" - this course is made up of challenges along with tips and tricks and keeping track of how you found things. A good learning challenge!

" Using TPCK with digital story issues in educational technology Abstract Digital storytelling is recognized as a motivating students in critical thinking and reflective learni ng storytelling are readily available and much easier to use today than they were in years pa convergence of these facto rs has facilitated the inclusion of digital storyte lling in p educational technology courses . Some researchers have expressed concern over approach technology instruction over careful consideration of the educational value of the tool, speculating that such are unlikely to result in powerful uses of technology in schools. Mishra and Koehler (2006) proposed a conceptual framework technology an d pedagogy. With emphasis on the development of Content Knowledge (TPCK) , the model reframes for pre-service teachers. This case stud framework to a digital storytelling project in an u ndergraduate teacher education course. Keywords: digital storytelling, educational technology, Techn ological Pedagogical Content Knowledge, TPCK Journal of Instructional Pedagogies TPCK with Digital Storytelling digital story tell ing to investigate contemporary issues in educational technology "

"Getting connected professionally on Twitter was the single most important, most powerful thing I ever did as an educator." - Matt Miller

Formally assess the extent and scope of the problem within your school district by collecting survey and/or interview data from your students. Once you have a baseline measure of what is going on in your school, specific strategies can be implemented to educate students and staff about online safety and Internet use in creative and powerful ways.

Twitter has become a powerful tool for community organizers, marketers, and others who want to share and receive information in a fast, friendly environment. It's no wonder, then, that teachers have also found success on Twitter, using the tool to connect with students, share information with parents, and find useful resources. Here, we'll take a look at 100 tools that can help twittering teachers make the most out of this helpful microblogging tool.

You don't need to have a Chromebook to use these apps - just the Chrome web browser.

"Information is everywhere and the ability to organize that information in meaningful ways is a powerful skill. How can we teach our students to effectively curate content? And how can we organize the resources available to us as educators?"

"Efficiency and engagement are critical components of online learning-these often-overlooked, free tools can boost both."

Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Engage your students with text messages for realtime polling, and send reminders that they'll read instantly. Learn more here.

"You have no idea what people will do to reach the United States - until you hear their stories". (From reviewed tool NPR Borderline Stories)

That was not very convincing to me. I need more information. Maybe we should also investigate when and how to use power point. :)

Education Nation is a nationally broadcast, in-depth conversation about improving education in America. During an interactive summit on Rockefeller Plaza, parents, teachers and students will meet with leaders in politics, business and technology to explore the challenges and opportunities in education today.

re-posted here from Connected Principals.] Steven B. Johnson writes in Where Good Ideas Come From about the revolutionary power of social media such as Twitter to advance ideas and innovation in a myriad of fields, and it has been fascinating to see this concept in action in the swift spread over the past six months of the practice of flipping classrooms, which is also known as reverse instruction or learning, and is closely related to (or often synonymous with) teacher vodcasting.

Discussion on how technology is being used and why we're still struggling to give more control of learning to students. A good read!

"A 2014 paper by researchers at Michigan State University, in East Lansing, provides a tangible example: Teachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized. Teachers were not encouraging group-writing assignments and their feedback focused overwhelmingly on issues such as spelling and grammar, rather than content and organization." This really gets to the heart of the idea of combining education and technology: the technology has to serve the goal and it doesn't sound like the teachers' goals were the same as the stated goals of the assignment. So obviously Google Docs is a fantastic tool, but it has to be utilized appropriately for it to be effective.

I must say I have sat through many workshops in my tenure at my university that included the modification of some practices and even included, to my frustration, the basic structure of a lesson from stating outcomes to assessment. The problem with our particular situation is that usually it is directed to a "one-size-fits-all" use of a given technology that may not apply to many disciplines. I have found them somewhat useful for upper-level courses at times, but the language classes often pose the need for a kind of collaboration and interpersonal technology that isn't presented. Hence my desire to take this course. Another difficulty is the overwhelming number of technological applications presented--I can't tell you how many--and the students really become overwhelmed, since they often have to learn new technologies in almost many courses. Some work and some don't, and since they are the guinea pigs and there are no guarantees that everything will work as planned, and given the astounding changes in tech, the newness never seems to end, neither for the student nor the teacher. So focusing on just 1 or 2 to begin with seems like the only way to deal with it. Finally, I think that, at least in our university, the huge courses found often in the sciences reflect the slowness to adopt meaningful change. Many in these disciplines have simply used the tech to deliver more lectures on topics students must memorize, perhaps adding clickers for comprehension checks. There seems to be a great disconnect between what happens in the classroom and the amazing advances in tech they have made for their hands-on work--labs, collaborative work, etc.

A brief overview of using PowerPoint for telling stories, including sites for free images, and ways to add audio.

National EducationTechnology Plan 2010 Nov. 2010 report by the US Dept of Education

Now that I posted this, I should learn how to use the Diigo toolbar to annotate!

Are you a 'learner'? Are your colleagues 'learners'? Do you promote a 'learning culture'? Six suggestions to cultivating a learning environment to reflect upon.