Skip to main content

Home/ Pennsylvania Coaches/ Group items tagged collaborative projects

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Ross Hunter

Technology Integration Matrix - 0 views

fcit.usf.edu/index.html

shared by Ross Hunter on 02 Oct 09 - Cached
  • Ross Hunter on 02 Oct 09
     
    The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students." /> <!-- body { background-color: #FFFFFF; margin-left: 20px; margin-top: 10px; } --> This is a cached version of http://fcit.usf.edu/matrix/index.html. Diigo.com has no relation to the site.x
Michelle Krill

Don't Text and Drive - Center for Interactive Learning and Collaboration - 3 views

www.cilc.org/...collaboration.aspx

texting collaboration videoconference cilc

shared by Michelle Krill on 16 Mar 10 - Cached
  • Michelle Krill on 16 Mar 10
     
    "Students at Asher Public School, Asher, Oklahoma, are currently collaborating with students in Illinois, Indiana, and Washington using a global platform that consists of the project Ning, Wiki, and Skype. The Ning is located at: http:dontextandrive.ning.com/. Membership into the Ning is representative of their pledge not to text and drive. The Ning sufficiently addresses current research, data, laws, and even legislation through active blogging and forum discussion exchanges. We are interested in collaborating with schools from within the United States to outside. This is a global issue and deserves global attention. We want to be part of the solution and not part of the problem. Please join us."
Virginia Glatzer

Clutter | Home | Create - Connect - Share - 6 views

clutter.scratch.mit.edu

scratch programming stem

shared by Virginia Glatzer on 07 May 12 - No Cached
  • Darcy Goshorn on 07 May 12
     
    The goal of Clutter is to allow users to collaborate by linking Scratch projects. On the Scratch site it is possible to add projects to galleries, however, this is only one way to bring Scratch projects together. In Clutter there are three ways to bring projects together: Story Clutters allow you order projects sequentially. Secret Word Clutters requires users to type in a secret word to move to the next project in a sequence. Link Clutters allow you to go to any project inside a Clutter if you know the link word that is associated with the project.
  • Virginia Glatzer on 15 May 12
     
    "A Clutter is a collection of Scratch projects that are linked together."
Lauri Brady

Flat Stanley: Flat Stanley - 0 views

www.flatstanley.com

geography collaborative projects exchange projects Flat Stanley literacy writing

shared by Lauri Brady on 26 Oct 11 - Cached
  • Lauri Brady on 26 Oct 11
     
    The basic principle of The Flat Stanley Project is to connect your child, student or classroom with other children or classrooms participating in the Project by sending out "flat" visitors, created by the children, through the mail (or digitally, with The Flat Stanley app). Kids then talk about, track, and write about their flat character's journey and adventures. Although similar to a pen-pal activity, Flat Stanley is actually much more enriching-students don't have to wonder where to begin or what to write about. The sender and the recipient already have a mutual friend, Flat Stanley. Writing and learning becomes easier, flows naturally, and tends to be more creative. This is what teachers call an "authentic" literacy project, in that kids are inspired to write of their own passion and excitement about the project, and given the freedom to write about many things through the rubric of the Flat Stanley character.
Ty Yost

Assessment at SLA | Science Leadership Academy - 0 views

www.scienceleadership.org/...assessment-sla

1to1 rubric sla

shared by Ty Yost on 28 Apr 09 - Cached
  • Ty Yost on 28 Apr 09
     
    Students at SLA are assessed through a variety of means with a focus on project-based learning and our five core values of inquiry, research, collaboration, presentation, and reflection. Our students do not take the School District of Philadelphia benchmark exams; rather, they complete projects in every subject that are assessed based on the SLA rubric (see below). The descriptions in the empty boxes are filled in according to the subject and project nature. We are working with the School District of Philadelphia to ensure that grades from the SLA Benchmark projects will be entered into SchoolNet at the end of every marking period.
Jason Heiser

Copy / Paste by Peter Pappas: The Reflective Principal: A Taxonomy of Reflection (Part IV) - 4 views

peterpappas.blogs.com/...cipal-taxonomy-reflection.html

learningstyles

shared by Jason Heiser on 08 Jan 10 - Cached
  • Jason Heiser on 12 Jan 10
     
    The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was
anonymous

2009 Horizon Report: The K12 Edition » Technologies to Watch - 0 views

wp.nmc.org/...technologies

shared by anonymous on 28 Apr 09 - Cached
  • As the project got underway, there was considerable interest in seeing the how similarly K-12 and higher education were viewing emerging technology. As it turned out, there is a considerable overlap, but there are also clear distinctions.
  • collaborative environments and online communication tools
  • barriers such as policy constraints on using online tools, the fact that many students do not bring laptops to school (as opposed to many college students, who do), and policies that restrict Internet access in many schools.
  • ...8 more annotations...
  • Communication tools are a part of most students’ daily lives outside of school.
    • Michelle Krill
      Michelle Krill on 28 Apr 09
       
      Blogs, skype, and many other tools apply here. Moodle has some of these built in, as do other services.
  • Collaborative Environments,
    • Michelle Krill
      Michelle Krill on 28 Apr 09
       
      Online tools such as wikis, mindmapping sites, social networks would apply here.
  • Over the next year, we anticipate that both groups of technologies will begin to move into the mainstream of teaching practice.
    • Michelle Krill
      Michelle Krill on 28 Apr 09
       
      Collaborative Environments and online communication tools.
    • anonymous
      anonymous on 20 Jun 09
       
      I hope so. But, as I travel around the state I'm still seeing schools blocking wikis and blogs - even in IU buildings where the only users are adults! The fear of lawsuits is palpable! What we need is a news-worthy crisis to make us take this seriously.
  • Multi-touch interfaces, GPS capability, and the ability to run third-party applications make today’s mobile device an increasingly flexible tool that is readily adapted to a wide range of tasks for social networking, learning, and productivity.
  • Collaborative work, research, social networking, media sharing, virtual computers: all are enabled by applications that live in the cloud.
    • Michelle Krill
      Michelle Krill on 28 Apr 09
       
      Google Apps for Education is useful for cloud computing, as well as collaborative work.
  • There are a number of technologies that are used to configure and manage the ways in which we view and use the Internet;
    • Michelle Krill
      Michelle Krill on 28 Apr 09
       
      The start of this is already here with the use of RSS. Teachers and students can personalize their web experience, which in turn can personalize their learning experience.
  • Smart objects combine a unique identifier with sensors and network access to link physical objects with a wealth of virtual information.
  • Smart objects combine a unique identifier with sensors and network access to link physical objects with a wealth of virtual information.
    • anonymous
      anonymous on 30 Nov 09
       
      Is this what is used to make Augmented reality objects? http://www.youtube.com/watch?v=ZKw_Mp5YkaE
  • Michelle Krill on 28 Apr 09
     
    Technologies to Watch section.
  • anonymous on 20 Jun 09
     
    Technologies to Watch section.
Sue Sheffer

Project Global Inform - 3 views

project-inform.org

project global collaboration

shared by Sue Sheffer on 06 Dec 10 - Cached
  • Sue Sheffer on 06 Dec 10
     
    "Project Global Inform (PGI) is an in-school project where students use media to spread awareness about human rights violations. "
Michelle Krill

Buck Institute for Education | Project Based Learning - 5 views

www.bie.org

pbl bie projectbasedlearning

shared by Michelle Krill on 30 Jun 10 - Cached
  • Michelle Krill on 30 Jun 10
     
    "n Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and..."
Darcy Goshorn

Videoconferencing Collaborative Projects - 0 views

www.twice.cc/projects.html

videoconferencing projects collaboration videoconference for:cffcoach

shared by Darcy Goshorn on 16 Jan 09 - Cached
  • Darcy Goshorn on 16 Jan 09
     
    TWICE = Two Way Interactive Connections in Education. This is a Michigan project, so the resources may localized.
Michelle Krill

cleanwatersheds project - 0 views

cleanwatersheds.wikispaces.com

watersheds science collaboration wikispace project pbl

shared by Michelle Krill on 18 Nov 08 - No Cached
  • Michelle Krill on 18 Nov 08
     
    The Clean Watersheds Project is an interdisciplinary collaboartive watershed monitoring project that uses Google Earth Pro to store and share watershed data. Our main goal is to empower our community of parents, teachers, students and environmental experts to collect, post, and analyze data about our changing watersheds in an effort to improve the health of our national watersheds.
Kathy Fiedler

Education Week Teacher: How Blogging Can Improve Student Writing - 0 views

www.edweek.org/...tln_curran.html

literacy blogging writing 21stcentury commoncore communication editing engagement audience authentic technologyintegration standards CCS K-12 elementary middleschool highschool

shared by Kathy Fiedler on 29 Nov 12 - No Cached
  • Kathy Fiedler on 29 Nov 12
     
    Command of the written word is a vital 21st-century skill, even if we are using keys, buttons, and tablets instead of pens and pencils. In fact, in our digital world, communication is now more instantaneous than ever. How do we prepare our students to meet the challenge? Blogging can offer opportunities for students to develop their communications skills through meaningful writing experiences. Such projects not only motivate students to write, but motivate them to write well. Furthermore, student-blogging projects can be designed to address the Common Core State Standards for writing. For example, see anchor standard six, which calls upon students to use technology to "produce and publish writing and to interact and collaborate with others." Score!
cheryl capozzoli

Project Based Learning - 0 views

www.pbl-online.org

project based learning pbl jonh dewey

shared by cheryl capozzoli on 26 Oct 08 - Cached
  • cheryl capozzoli on 26 Oct 08
     
    A incredible resource for building, collaborating and searching for PBL projects
Sue Sheffer

Primary Research :: Bring History Closer to Home - 0 views

www.primaryresearch.org

primarysources history socialstudies library museum

shared by Sue Sheffer on 09 Apr 09 - Cached
  • Sue Sheffer on 09 Apr 09
     
    Primary Research is the Internet presence of a number of projects involving high school students and local history. Central to all of these projects is collaboration among research institutions such as historical societies, libraries, archives, and museums. We are based in Beverly, Massachusetts, which serves as a starting point for students learning the process of local history research.
Dianne Krause

horizon-k12 - home - 3 views

k12.wiki.nmc.org

horizonreport web2.0 technology professionaldevelopment horizon-k12

shared by Dianne Krause on 15 Apr 10 - Cached
  • Dianne Krause on 15 Apr 10
     
    "Welcome to the workspace for the Horizon.K12 Project. This space is a place for the members of the Horizon.K12 Advisory Board to manage the process of researching, discussing, and ultimately, selecting the topics for the 2010 Horizon Report: K-12 Edition. The annual K12-focused report, which summarizes the qualitative research that will be conducted on this wiki, and the K12 Project as a whole are a collaboration between The New Media Consortium and the Consortium for School Networking (CoSN). The generous support of the Office of Global Social Innovation at Hewlett Packard makes this research possible and is thankfully acknowledged."
Ann Baum (Johnston)

Flat Classroom wiki - 0 views

www.flatclassrooms.com/What+is+a+flat+classroom%3F

collaboration projects

shared by Ann Baum (Johnston) on 09 Jul 08 - No Cached
  • Ann Baum (Johnston) on 09 Jul 08
     
    Projects by Vicki Davis and Julie Lindsay including Flat Classroom, the Horizon Project, and Digiteen.
Michelle Krill

iEARN - International Education and Resource Network - 0 views

iearn.org

collaboration global international necc2008 pbl technology

shared by Michelle Krill on 01 Jul 08 - Cached
  • Michelle Krill on 01 Jul 08
     
    EARN (International Education and Resource Network) is the world's largest non-profit global network that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world.
Mardy McGaw

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 1 views

www.ascd.org/...lls@_The_Challenges_Ahead.aspx

shared by Mardy McGaw on 07 Sep 09 - Cached
  • But in fact, the skills students need in the 21st century are not new.
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills.
  • This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.
  • ...10 more annotations...
  • To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
  • Why would misunderstanding the relationship of skills and knowledge lead to trouble? If you believe that skills and knowledge are separate, you are likely to draw two incorrect conclusions. First, because content is readily available in many locations but thinking skills reside in the learner's brain, it would seem clear that if we must choose between them, skills are essential, whereas content is merely desirable. Second, if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
  • Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods (Shapson, Wright, Eason, &amp; Fitzgerald, 1980). Again, these are not new issues. John Goodlad (1984) reported the same finding in his landmark study published more than 20 years ago.
  • Why don't teachers use the methods that they believe are most effective? Even advocates of student-centered methods acknowledge that these methods pose classroom management problems for teachers. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
  • Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
  • Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
  • The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      "ensuring that students learn how to think" You would think that this is the essence of education but this is not always asked of students. Memorize, Report and Present but how often do students think and comment on their learning?
  • practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      Students need to be taught how to work as part of a group. The need to see mistakes and be given a chance to improve on them. Someone who already knows how to work as a team player is the best coach/teacher.
  • anonymous on 07 Sep 09
     
    A very interesting article. Lots of good discussion points.
Michelle Krill

Sakai Project - an Open Source suite of learning, portfolio, library and project tools ... - 6 views

sakaiproject.org

cms lms sakai opensource e-learning

shared by Michelle Krill on 05 Nov 10 - Cached
  • Michelle Krill on 05 Nov 10
     
    "Designed by educators for educators, Sakai is an enterprise teaching, learning and academic collaboration platform that best meets the needs of today's learners, instructors and researchers."
Michelle Krill

Sakai Project : Home : Home - 0 views

sakaiproject.org/portal

opensource cms collaboration

shared by Michelle Krill on 16 Feb 09 - Cached
  • Michelle Krill on 16 Feb 09
     
    Designed by educators, for educators. The people building Sakai work at campuses just like yours. We believe they know best what features academic users value. Flexible, Free and Open. Sakai is a powerful yet flexible solution that supports not only teaching and learning but also research and administrative collaboration. The Sakai CLE is distributed free of charge and our license is designed to encourage innovation and customization in order to meet local campus needs. Our Community. Sakai is an active community of educational institutions working together to solve common problems and share best practices. The professional development and cross-institutional knowledge sharing are benefits hard to find elsewhere.
1 - 20 of 42 Next › Last »
Showing 20▼ items per page