How to create classroom templates in Google Docs and Slides - Ditch That Textbook - 1 views
Dear teacher overwhelmed by technology ... - 1 views
4 Activities to Boost Target Language Vocabulary Acquisition | Edutopia - 1 views
9 New Ways to Use Flipgrid in the Classroom | Edutopia - 0 views
Classroom tech: Should I use it? 10 considerations - Ditch That Textbook - 1 views
101 ways to ditch that textbook with Google - 2 views
Classkick - Helping Teachers Be Awesome - 1 views
20 activities to "Bloom" with the new Flipgrid camera | Ditch That Textbook - 0 views
European Framework for the Digital Competence of Educators: DigCompEdu | EU Science Hub - 0 views
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"On International and national levels, a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training. Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu)."
A 5 Step Guide to Making Your Own Instructional Videos | Edutopia - 2 views
20 ways to Ditch That Textbook in K-2 (with templates!) - 0 views
Home - Language Learning and Technology - 1 views
Exploring the Role of Feedback and its Impact within a Digital Badge System from Studen... - 0 views
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Abstract: "In academic settings where digital badges are taking over conventional task formats, educators are faced with the challenge of how to deliver and assess content and skills within badges. Imposing a mastery learning approach, where feedback is key, to a digital badge system may be a potential solution to using digital badges within higher education. As a way to support student learning, Guskey, Journal of Advanced Academics, 19(1), 8-31 (2007) emphasizes the importance of not only frequent feedback but specific feedback. In order to examine how students are using feedback to inform their coursework within a digital badge context, an online survey was designed consisting of open-ended questions about the nature and value of instructional feedback within a digital badge system. Results from the questionnaire indicated three major thematic groups illustrating feedback from the students' perspective: Importance and Nature of Feedback, Authority over Knowledge and Learning, and Learning for Mastery."
Building Digital Literacy Bridges: Connecting Cultures and Promoting Global Citizenship... - 0 views
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Abstract: "Students deepen their content knowledge and collaborative skills as they interact with others across the globe. In order to deepen early childhood students' awareness and understanding of the world, teachers worked with their classes to develop and share school-based virtual field trips. The researcher sought to (a) identify the steps to create a school-based virtual field trip, and (b) understand how virtual field trips can promote global and/or content understandings. Qualitative results reveal that the steps taken to create a trip varied by grade. Students were motivated to teach other students about their school and were able to learn about different cultures. A variety of literacy skills were also utilized in the virtual field trips."
Purposes - CALL Principles and Practices - 0 views
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From the book: "Since the first version of this book came out in 2005, the field of computer-assisted language learning (CALL) has grown and changed. This update is the result of some of those changes. Our intent is to place pedagogical goals before technologies, as the literature advises but is not always followed in classrooms. In revising this book, as in the original, we assume that good teachers teach well because they bear in mind certain principles about how they can best help learners to learn language. Placing these principles at the center of attention makes it much easier for teachers to concentrate on the question of what constitutes effective computer-enhanced pedagogy and why. This book takes as its organizing principles both the system of conditions that are known to support effective language learning and the goals that a variety of standards in the field have set out for us and our students. Examples throughout the book underscore the need to consider theory in every aspect of the teaching and learning process. Some of the points in this book we have made in other places; other we discovered during the revision process. All told, this text provides a brief picture of what CALL classrooms can be like today. Of course, that could change tomorrow."
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