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nakhonline

Affiliate Marketing And Social Media Relationship - 0 views

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    What Is The Relationship Between Affiliate Marketing And Social Media? Affiliate Marketing And Social Media Relationship: There is a significant link between affiliate marketing and social media. They work together to create an effective online marketing strategy.
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    What Is The Relationship Between Affiliate Marketing And Social Media? Affiliate Marketing And Social Media Relationship: There is a significant link between affiliate marketing and social media. They work together to create an effective online marketing strategy.
Kathy Fiedler

How to Gain Parent Buy-In for Classroom Technology « Indiana Jen - 0 views

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    Every teacher who has attempted to integrate technology into the classroom knows that getting parents on board can sometimes be a challenge. It's not uncommon for the parent of a struggling child to be on the phone with you asking questions like: "Why do you need to use technology to teach math/social studies/English/biology?" or "This is an AP history class  - not computer science!" Your efforts to engage students and develop important 21st century skills can become the scapegoat explanation for problems that have nothing to do with tech. So, how do we as educators get these parents into our corner? Here are some strategies I've used successfully to gain parent buy-in.
Darcy Goshorn

Designing and Orchestrating Online Discussions - 0 views

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    "This author's position is that asynchronous online discussions face an array of resolvable pedagogical and course management challenges. Online discussions can transform mere course chatter into a cyber forum of student-centered learning through meticulous planning, designing and orchestrating. After introducing common issues, a literature review summarizes the contributions that online discussions bring to distance learning. The author then addresses pedagogical and managerial issues that plague online discussions with strategies that instructors may readily employ. In the pedagogical realm, these include insights on organizing online discussions, using groups to facilitate interactions, establishing discussion parameters, and ensuring that the course syllabus introduces online discussion details. In the managerial realm, approaches are offered regarding overseeing discussion windows, using icebreakers, assessing student performance, ongoing communications, maintaining an online presence, netiquette, and a variety of other online discussion tips. In support of online instructors, the article weaves in relevant literature with the hard learned lessons from the author's ongoing attempts to improve online discussions. It concludes by urging instructors to cultivate improvement continuously through candid self-critique supplemented by student feedback."
Darcy Goshorn

Stop Disasters - Disaster Simulation - 3 views

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    Stop Disasters is a collection of disaster simulation games created by the ISDR (International Strategy for Disaster Reduction). As students play the games, they learn about natural disasters and actions that people can take to help protect themselves and others. The student's job is to plan and construct a safer environment for their population. Students must assess the disaster risk and try to limit damage when natural disasters strike. Some advice that students are given within the game will be good and some of it will be bad, it is up to them to discern which is which. Students can choose from 5 different scenarios, Tsunami, Earthquake, Hurricane, Wild Fire, and Flood. Each scenario has 3 levels: easy, medium, and hard. When students enter the simulation, they are greeted by a local who briefs them on the situation. Students are given a budget and time limit to complete the necessary precautions. After 20 min., the natural disaster occurs and tests their solutions. Students develop the land and learn about their choices each step of the way. During the game students can keep track of their budget, the population they are working to keep safe, a map and risk management map, and their remaining time. The game is very engaging, it reminds me of the SIM City games that I played as a kid. This game will put those critical thinking muscles to the test!
zaid kamal

New general plan will not change war - 0 views

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    senior U.S. military assured Afghan President Hamid Karzai on Saturday that new NATO commander will follow the same war strategy designed by General Stanley McChrystal - which brought General warmly praised Karzai to train Afghan forces security and reducing civilian casualties.
Michelle Krill

learningspacedesign - Summit - April 30 - 2 views

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    "ISTE is interested in creating a clearing house of information on formal and informal learning spaces and their intersection with the digital world. The organization will be collecting design principles, best practices, and strategies to build new facilities and to renovate existing facilities. "
Michelle Krill

Big6 - 7 views

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    The Big6 is an information and technology literacy model and curriculum, implemented in thousands of schools - K through higher education. Some people call the Big6 an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task.
Michelle Krill

nets-implementation » Videos of NETS*S in Action - 0 views

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    These videos provide excerpts of lessons that demonstrate the effective integration of technology in the classroom learning environment and highlight strategies that contribute to student learning that can lead to mastery of the NETS*S.
Michelle Krill

Teaching the Civil War with Technology - 0 views

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    Here you will find curriculum integration strategies and ideas for incorporating technology into the teaching of the American Civil War.
Michelle Krill

Resource Locator - 1 views

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    Visit the IRIS Center for Training Enhancements for free online interactive resources that translate research about the education of students with disabilities into practice. Our materials cover a wide variety of evidence-based topics, including behavior, RTI, learning strategies, and progress monitoring.
Darin Wagner

PBS Teachers Connect - 0 views

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    PBS Teachers Connect is an online community of teachers exchanging ideas, resources and instructional strategies on the integration of digital media and technology.
Keith Arnold

Search Strategies - 0 views

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    Quick Help guide to searching the Internet using Google
Kathe Santillo

Teaching the Civil War with Technology - 0 views

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    Curriculum integration strategies and ideas for incorporating technology into the teaching of the American Civil War.
Michelle Krill

Kitzu - Find, Learn, Create - 0 views

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    At kitZu, you will find a collection of free, educational, copyright-friendly media resources. Students and teachers around the world can access pre-made collections, or "kits," of various digital assets - still images, background music, narratives, video and text. Each kit is built around a common theme, or curricular topic. For students, this becomes the construction paper of the 21st century --allowing them to create reports and projects filled with rich, immersive media for communicating their vision of whatever subjects they chose. AS they master the technology, they will progress from building projects with supplied materials to projects where they find or create their own resources -- a strategy that results in truly authentic assessment as measured by the projects produced.
Michelle Krill

Foundation for Critical Thinking: Books, Conferences and Academic Resources for Educato... - 0 views

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    The Foundation and Center for Critical Thinking aim to improve education in colleges, universities and primary through secondary schools. We present publications, conferences, workshops and professional development programs, emphasizing instructional strategies, Socratic questioning, critical reading and writing, higher order thinking, assessment, research, quality enhancement, and competency standards.
Mardy McGaw

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

  • 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.
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  • 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, & 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
       
      "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
       
      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.
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    A very interesting article. Lots of good discussion points.
Donald Burkins

Infinite Thinking Machine - 0 views

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    how do you use the Google search box to get just the right amount of information, analyze it for authenticity, and get it quickly? The new Google Search Lessons are aimed at helping teachers and students learn the inside scoop about skillful searching. Check out nine compelling and practical lessons for students to understand and be successful with the Google search process. The lessons are divided into three modules; Understanding Search Engines, Search Techniques and Strategies, and Search Features. Each topic contains three lessons that build on the skills taught in the previous lesson. Teachers can mix and match lessons depending on the skills they want to emphasize. The lessons provide a guide for teachers, inquiry questions, a slide presentation, and search challenges for students.
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