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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

Nature: It's more than just a faraway beach or mountain. It's a fantastic factory that makes the building blocks of all our lives-food, drinking water, the stuff we own and the air we breathe. It makes amazing memories, and even protects us from floods and storms! That's why The Nature Conservancy and its 550 scientists have created a new initiative - Nature Works Everywhere - to help students learn the science behind how nature works for us…and how we can help keep nature running strong. Nature Works Everywhere gives teachers, students and families everything they need to start exploring and understanding nature's fantastic factory - videos, interactive games, and interactive lesson plans that align to standards. Hosted by Nature Conservancy scientists, Nature Works Everywhere takes your class around the world to visit nature at its productive best - from coral reefs to bee gardens, from Maine's snowy forests to Africa's grasslands. We'll be adding more lessons each year from around the globe on science and social studies topics that teachers can use as is or customize for their own classroom needs.

This toolkit offers the six fundamentals of art, line, color, space, shape, balance, and rhythm. Watch an animated explanation of the fundamentals, find examples in works of art, and create your own work. Put that knowledge to work by recognizing the concepts in works of art that are in museums, and finally, apply those concepts to your own creation. Clicking on the Encyclopedia gives you even more examples. This is a great site to use for all levels of students.

Printable version of the "Life on Minimum Wage" game. "The goals of this game are up to you. The first person to reach all of their goals wins (or do they?). In order to reach your goals you must work hard. By working hard and being careful with your money, you can reach your goals. Rules: 1. You must identify your goals before the game begins. Everyone needs at least five goals. 2. Everyone will be randomly assigned to a job that pays minimum wage. 3. In order to earn money you need to complete the requirements on your task card. When you complete those requirements you will be paid. 4. You can work more than one job, but you have to complete all of the requirements of your assigned job first. 5. You can not work any more than 39.9 hours at any one job. 6. You must pay all of your bills including Taxes, Food & Beverages, Rent, Utilities, and "surprise bills" before spending your money on any of your goal items. 7. You cannot steal money. If you steal you will be sent to jail and disqualified from the game."

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

The projects profiled here are full-figured creations by teams of teachers at schools whose cultures and schedules support grand ideas. Take a deep breath -- it didn't happen in one big swoop. Article on how to plan the PBL process in a classroom/school/district. I think this article is useful for any educator hesitant about the project-based learning approach. It's a lot of time and work, and then a struggle with how it is assessed. In my personal experience, project-based learning makes for an amazing classroom, but there is a lot of work done on the front-end to get students to buy-in to this model, and then to work within this model.

Doing What Works is a website dedicated to assisting teachers in the implementation of effective educational practices. The Doing What Works website contains practice guides developed by the Department's Institute of Education Sciences that evaluate research on the effectiveness of teaching practices described in the guides. The website also contains examples of possible ways this research may be used, but not necessarily the only ways to implement these teaching practices.

BNET provides working professionals with the tools, advice, and insight they need to succeed in today's workplace. This isn't a site for those who merely punch the clock: It's for people who are committed to nurturing their own excellence, who believe in the meaning of work, and who know that a fulfilling career is an excellent way to make personal ambitions come true.

Business ed teacher uses some of these videos in her class.

"I often get asked how I managed to integrate technology into my classroom before I was a technology teacher teaching in a lab (with every child on a computer). I must preface this post with: I am not an expert. I taught second grade for one year and had two computers in my classroom and no computer lab for the school. I used what I had and found a system that worked for me. With that in mind here is how I made my 2 computer classroom work"

" Ready by 21 is the Forum's signature initiative based on decades of experience working with state and local leaders. It is a set of innovative strategies that helps communities and states improve the odds that all children and youth will be ready for college, work and life. Ready by 21 provides clear standards to achieve collective impact, tools and solutions to help leaders make progress, and ways to measure and track success along the way. Specifically, Ready by 21 helps leaders build broader partnerships, set bigger goals, collect and use better data, and take bolder actions. A growing number of communities and states are using these strategies to change the way they do business."

"The ISTE Classroom Observation Tool (ICOT) (XML) provides you with a convenient platform for recording observations of technology use in classrooms. Checkboxes and pull-down menus allow you to easily record and time a variety of classroom characteristics. ICOT automatically aggregates your data into a table for analysis and presentation. You can work with your records right in ICOT or export them to any software that can read tabular data. Use ICOT to record information on classroom groupings, teacher roles, time and types of technology use, and the NETS for Students. The ICOT is a macro-enabled Excel workbook that automates many data recording and management tasks. The Visual Basic macros work with most versions of Microsoft Office for Windows and with Office 2011 for Macintosh. Users of eCOVE observation software can obtain a toolset that will allow them to record ICOT NETS and Computational Thinking items on iPad, iPhone, and Android devices. Contact eCOVE directly for information on the NETS/CT toolset. The ICOT methodology has been successfully adapted for use in a variety of contexts, including projects involving mathematical thinking and cyberinfrastructure research skills. For information on how ISTE evaluation might meet your needs, contact research@iste.org."

In an environment where global economy, global collaboration, and global 'knowledge' are  the aspiration of many countries, the understanding of the complexities of plagiarism becomes  a global requirement that needs to be addressed by all educators and learners. This paper  considers a simple definition of plagiarism, and then briefly considers reasons why students  plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation  (TPA:CTLI) is working closely with faculty, managers, student support services and library  personnel to introduce strategies and tools that can be integrated into programmes and  curricula whilst remaining flexible enough to be tailored for specific learners. The authors  therefore provide an overview of one of the tools available to check student work for  plagiarism - Turnitin - and describe the academic Professional Development (PD)  approaches that have been put in place to share existing expertise, as well as help staff at  Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its  use. Evaluation and results are considered, before concluding with some recommendations. It  goes on to theorise how blended programmes that fully integrate academic literacy skills and  conventions might be used to positively scaffold students in the avoidance of plagiarism.  Conference participants will be asked to comment on and discuss their institutions' approach  to supporting the avoidance of plagiarism (including the utilisation of PDS and other  deterrents), describe their own personal experiences, and relate the strategies they employ in  their teaching practice and assessment design to help their learners avoid plagiarism. It is  planned to record the session so that the audience's narratives can be shared with other  practitioners.

a 6-lesson scheme of work to teach ICT and programming using Scratch with lots of great worksheets, powerpoints, games and generally good resources for a tightly focused unit of work

"There's a lot that you can do with Tin Can and video on many platforms, not just YouTube. We chose YouTube because, well, it's popular, but we've done more than just work with YouTube videos. Brian worked with one of our clients to generate Tin Can statements from their Brightcove videos, and also from videos on their native mobile apps (iOS and Android), even when the mobile devices aren't connected to a network."

Maryland Public Television and Johns Hopkins University Center for Technology in Education developed some interactive media that are very engaging and promote critical thinking. You really need to check out this site and find resources that you can use in your classroom. Lure of the Labyrinth is a digital game for middle-school pre-algebra students. It includes a wealth of intriguing math-based puzzles wrapped into an exciting narrative game in which students work to find their lost pet - and save the world from monsters! Linked to both national and state mathematics standards, the game gives students a chance to actually think like mathematicians. I worked on some of the puzzles, and I'm sure this would extend to high school age students as well! Also, students don't have to play the full game. You can choose a puzzle that correlates to what you're teaching and just do that puzzle. Math by Design (MbD) gives students a highly creative experience in seeing geometry and measurement come alive. Under Educator Resources, check out some of the Math In Action videos! I loved the one on cake decorating. Bayville was developed for middle school students studying life sciences, ecology, and the environment. Under school or district, just choose Other States.

"If you're a teacher / administrator / librarian / education professor that somehow 'doesn't even realize [yet] that there's a decision to be made,' should you even be working in a school or university? Don't our children and our school systems need and deserve someone who's in a different place than you are? It's one thing to still be a learner; heck, we're all learners with this technology stuff. It's another to opt out or not even recognize the choice. If we look at what our kids need, shouldn't we replace you with someone else? "

"Becoming accustomed as a coach to not having your own classroom or your own students was probably challenging. I am sure, however, you quickly engaged in conversations with your colleagues about offering to demonstrate or co-teach some lessons to those teachers willing to share their students with you. Although alien at first, I'll bet it was very rewarding to work with students again and feel that great "high" that a teacher feels when the lesson worked well. "

At the core of FreshBrain is an open and free web site freshbrain.org that provides teens with the opportunity to explore, engage, and create through activities and projects. FreshBrain takes advantage of the latest technologies, such as web conferencing and social networking, to provide a very progressive environment where teens can complete activities and work together on projects. This experience is enhanced with Advisors, available to support and mentor teens who are working on projects, with the intention of increasing the likelihood of success. In addition, FreshBrain provides teens with tools and training in the latest technologies to complete these projects. Providing the latest tools in technology, and a social interactive networking environment, has enabled teens to explore, create, and share with others. A result of pulling these two key online arenas together into one solution has enabled FreshBrain to attract teens comfortable with technology and communicating online. Creations from FreshBrain users range from music videos to logo designs.

track your work on the internet!!!