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Ross Hunter

Technology Integration Matrix - 0 views

shared by Ross Hunter on 02 Oct 09 - Cached
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    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
Darcy Goshorn

K-2 Writing Interactives - UEN - 2 views

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    Online writing tools (interactive!) for Grades K-2
anonymous

YouTube - Augmented Reality - Explained by Common Craft (Free Version) - 3 views

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    Another Commoncraft video - this time on Augment Reality
anonymous

A Fistful of Challenges for Ed Tech -- THE Journal - 4 views

  • In the fourth slot was nothing short of the "fundamental structure of the K-12 education establishment," specifically, as the authors described it, "resistance to any profound change in practice."
    • anonymous
       
      Whoa! What do you think of this?
    • Aly Kenee
       
      I think it's spot on. The big change our administration is pushing for is a new lunch schedule. Although it would be better for our students, he has met resistance...from the cafeteria manager, who claims it will cost more in labor for her.
    • Vicki Treadway
       
      We always deal with this - we are one of the top high schools in the state so, why mess with excellence?
  • The authors said that as long as the thrust of education support is on maintaining the existing system's "basic elements," meaningful change will face resistance.
  • The lack of congruence between what students are learning outside of school and what they're being taught in the classroom is causing a disconnect in educational practices.
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  • The existence of a wealth of online tools and communications tools is allowing teachers to "to revisit our roles as educators."
    • anonymous
       
      Can't argue with this, but the question is DO they revisit their roles?
    • Vicki Treadway
       
      Good question, Jim. I get frustrated with teachers that seem to just teach day in and day out but don't explore what is changing in their content area or in the world of their students. Teachers don't have to jump on every bandwagon that comes along but they should be aware of possibilites and be carefully choosing where they are going to focus their time and teaching methods.
  • "As IT support becomes more and more decentralized, the technologies we use are increasingly based not on school servers, but in the cloud,
    • anonymous
       
      This is great - as long as the bandwidth is there.
  • "The digital divide, once seen as a factor of wealth, is now seen as a factor of education
  • Digital literacy will also play an increasing role in career advancement, according to the report.
  • The ways we design learning experiences must reflect the growing importance of innovation and creativity as professional skills."
    • anonymous
       
      I like how this is phrased, too
  • Innovation is valued at the highest levels of business and must be embraced in schools if students are to succeed beyond their formal education
    • Aly Kenee
       
      I hear fairly frequently from students who resist technology. They have been brought up to copy notes from the teacher and spit info back, so meaningful tech integration means more work for them. I think we need to stress with them that their future may be enhanced if they have this knowledge.
  • "It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students," according to the report. "Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching."
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    In the fourth slot was nothing short of the "fundamental structure of the K-12 education establishment," specifically, as the authors described it, "resistance to any profound change in practice."
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    In the fourth slot was nothing short of the "fundamental structure of the K-12 education establishment," specifically, as the authors described it, "resistance to any profound change in practice."
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    In the fourth slot was nothing short of the "fundamental structure of the K-12 education establishment," specifically, as the authors described it, "resistance to any profound change in practice."
Michelle Krill

http://www.glogster.com/edu/?k=2 - 0 views

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    *Glogster is a perfect web 2.0 tool for learning and WIKIs * Glogster gives support and help with creating school accounts and keeping Glogs PRIVATE * Glogster brings updates based on your feedback. Glogster is Yours!
Darcy Goshorn

Count Us In Games - 13 views

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    Pre-K and Kindergarten teachers can use the Count Us In website to play some very engaging Math concept games on their SMART Board interactive whiteboard. Each game is very simple to use and allows students to interact with the information in a fun and engaging manner.
anonymous

K12 Online Conference 2009 - 0 views

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    "The K-12 Online Conference invites participation from educators around the world interested in innovative ways Web 2.0 tools and technologies can be used to improve learning. This FREE conference is run by volunteers and open to everyone. The 2009 conference theme is "Bridging the Divide." "
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    online conference
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    This is OUTSTANDING, FREE professional development from some of the top educators in the country.
Michelle Krill

using technology in writing - 1 views

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    Explore how technology can be a helpful tool that enhances and supports students' performance with their writing. Below you will see technology listed with the suggested grade level posted next to the title. The grade levels are separated in three groups: primary (K-2 grades), intermediate (3-5 grades), and secondary (6-12 grades).
Kathy Fiedler

Webtools: No Registration Needed for Students | Nathan Hall - 0 views

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    A long list of web 2.0 tools that do not require account signup.  
Kathy Fiedler

2Plus1 Math Rocks! Educational Math Songs For All Ages - 0 views

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    2 + 1 is comprised of middle school educators who have developed and present an innovative program called MathRocks! Their program combines the music of classic rock songs with original lyrics and PowerPoint slideshows to teach math concepts that range from basic counting to algebra.
anonymous

Education Week: Filtering Fixes - 0 views

  • Instead of blocking the many exit ramps and side routes on the information superhighway, they have decided that educating students and teachers on how to navigate the Internet’s vast resources responsibly, safely, and productively—and setting clear rules and expectations for doing so—is the best way to head off online collisions.
  • “We are known in our district for technology, so I don’t see how you can teach kids 21st-century values if you’re not teaching them digital citizenship and appropriate ways of sharing and using everything that’s available on the Web,” said Shawn Nutting, the technology director for the Trussville district. “How can you, in 2009, not use the Internet for everything? It blows me away that all these schools block things out” that are valuable.
  • While schools are required by federal and state laws to block pornography and other content that poses a danger to minors, Internet-filtering software often prevents students from accessing information on legitimate topics that tend to get caught in the censoring process: think breast cancer, sexuality, or even innocuous keywords that sound like blocked terms. One teacher who commented on one of Mr. Fryer’s blog posts, for example, complained that a search for biographical information on a person named Thacker was caught by his school’s Internet filter because the prohibited term “hacker” is included within the spelling of the word.
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  • The K-2 school provides e-mail addresses to each of its 880 students and maintains accounts on the Facebook and Twitter networking sites. Children can also interact with peers in other schools and across the country through protected wiki spaces and blogs the school has set up.
  • “Rather than saying this is a scary tool and something bad could happen, instead we believe it’s an incredible tool that connects you with the entire world out there. ... [L]et’s show you the best way to use it.”
  • As Trussville students move through the grades and encounter more-complex educational content and expectations, their Internet access is incrementally expanded.
  • In 2001, the Children’s Internet Protection Act instituted new requirements for schools to establish policies and safeguards for Internet use as a condition of receiving federal E-rate funding. Many districts have responded by restricting any potentially troublesome sites. But many educators and media specialists complain that the filters are set too broadly and cannot discriminate between good and bad content. Drawing the line between what material is acceptable and what’s not is a local decision that has to take into account each district’s comfort level with using Internet content
  • The American Civil Liberties Union sued Tennesee’s Knox County and Nashville school districts on behalf of several students and a school librarian for blocking Internet sites related to gay and lesbian issues. While the districts’ filtering software prohibited students from accessing sites that provided information and resources on the subject, it did not block sites run by organizations that promoted the controversial view that homosexuals can be “rehabilitated” and become heterosexuals. Last month, a federal court dismissed the lawsuit after school officials agreed to unblock the sites.
  • Students are using personal technology tools more readily to study subject matter, collaborate with classmates, and complete assignments than they were several years ago, but they are generally asked to “power down” at school and abandon the electronic resources they rely on for learning outside of class, the survey found. Administrators generally cite safety issues and concerns that students will misuse such tools to dawdle, cheat, or view inappropriate content in school as reasons for not offering more open online access to students. ("Students See Schools Inhibiting Their Use of New Technologies,", April 1, 2009.)
  • A report commissioned by the NSBA found that social networking can be beneficial to students, and urged school board members to “find ways to harness the educational value” of so-called Web 2.0 tools, such as setting up chat rooms or online journals that allow students to collaborate on their classwork. The 2007 report also told school boards to re-evaluate policies that ban or tightly restrict the use of the Internet or social-networking sites.
  • Federal Requirements for Schools on Internet Safety The Children’s Internet Protection Act, or CIPA, is a federal law intended to block access to offensive Web content on school and library computers. Under CIPA, schools and libraries that receive funding through the federal E-rate program for Internet access must: • Have an Internet-safety policy and technology-protection measures in place. The policy must include measures to block or filter Internet access to obscene photos, child pornography, and other images that can be harmful to minors; • Educate minors about appropriate and inappropriate online behavior, including activities like cyberbullying and social networking; • Adopt and enforce a policy to monitor online activities of minors; and • Adopt and implement policies related to Internet use by minors that address access to inappropriate online materials, student safety and privacy issues, and the hacking of unauthorized sites. Source: Federal Communications Commission
  • “We believe that you can’t have goals about kids’ collaborating globally and then block their ability to do that,” said Becky Fisher, the Virginia district’s technology coordinator.
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    This is an excellent article. I think every school should take this to a meeting with Administrators to discuss bringing sanity to this issue once and for all.
anonymous

Will the Real Digital Native Please Stand Up? -- Campus Technology - 1 views

  • "It is how they perceive [the web] that makes them different in my opinion," he explains. "Many older people use the web, of course, but for digital natives the web is an integral part of their lives. They go there first, instinctively. And yes, some are better at it than others. I definitely agree that there is a continuum of capabilities among the digital natives. But if we are talking about what makes them different from previous generations, I believe it is this connection to the web."
    • anonymous
       
      If the difference is in whether or not they go to the web 'instinctively' then I think this guy just disproved his own point. MOST of us to to the web instinctively.'
  • She says this group of learners is more globally aware, thanks to the internet, and more adept at collaborative uses of the web.
    • anonymous
       
      And this definition has NOTHING to do with age.
  • "This generation definitely has a thematic approach to learning," she says, "which is not about, 'I'm a vessel--go ahead and fill me up.' It's about, 'I'm the master of my own educational destiny. Give me lots of input and I'll find what I think is most important.' Most of the [K-12] schools I talk to still believe that they are the custodians of knowledge. But for these kids, increasingly, [schools] are just one more source of input."
    • anonymous
       
      I LOVE this discussion. What do you think?
    • Michelle Krill
       
      I think this is true. The educator has to teach the students how to know which information is important and how to make connections between what they know and what they are learning.
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  • While Prensky's original definition might not survive close scrutiny a decade later--too generationally focused and without enough attention on how students use their devices--he was definitely on to something.
    • anonymous
       
      Ah, there it is.
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