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"These questions have helped me become more reflective with my actions, have allowed me to focus on the teacher I will be coaching, and assist in planning the differentiated, classroom-embedded, technology staff development of which I am an avid proponent."
students use google doc to coordinate an event - this will reflect many of the tasks covered here.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
process data and report results.
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
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And the flip’s gradual disappearance from our learning space hasn’t been a conscious decision: it’s simply a casualty of our progression from a teacher-centred classroom to a student-centred one.
What was my role? I helped them learn to learn. I prompted them to reflect on their thinking and learning, while at the same time I shared my own journey as a learner.
The real power is when students take responsibility for their own learning.
The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.
INCLUDES: Videso examples from actual classrooms.
The emerging role of social media and learning in organizations and society. "UnTraining" - Jane Hart's "Center for Learning and Performance Technologies" site; compilation of resources, reflective and sharing blog posts, links to own consulting services and publications.
This has videos of rich math tasks being used in classrooms, and takes you through the preplanning, launch-explore-summarize of the lesson, and the reflection after the lesson. Student work samples from the actual videos are also available. It's a great resource for coaches and teachers for professional development.
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."
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.
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.
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,
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."
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."
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."
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."
The
Common Core State Standards provide a consistent, clear understanding
of
what students are expected to learn, so teachers and parents know what they need
to do to help them. The standards are designed to be robust and relevant to the
real world, reflecting the knowledge and skills that our young people need for
success in college and careers.
"The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy."
This Prezi is one of the best examples and thought provoking discussion starters I have seen regarding evaluating teaching and learning using Blooms Taxonomy.
Appsbar was designed to fill the gap between over-simplified apps and costly, professionally-produced apps. It presents myriad personalization opportunities with a unique interface that guides creators through the entire process - from creation, to editing, to publication - with visual and textual clues at each step. As creators build apps page by page, each app becomes more personalized through limitless combinations of background colors and fonts and the ability to upload images and videos from personal libraries.
Appsbar was introduced in 2011 as the first cost-free way for anyone, at any skill level and with a limited budget, to make rich, personalized apps that reflect their own personality, business or event with direct access to app stores. Appsbar meets the demand for a turn-key solution for creating and publishing apps, while eliminating the common hassles faced by even experienced app developers, including how to develop for multiple devices and platforms, how to beat long-wait periods for publication, and how to stop rejections from app stores.
The Teacher Challenge is made up of free 30 day professional development challenges where participants are stepped through weekly tasks that increase their skills while working together as part of a global community.
The Challenge is open to anyone who wants to increase their skills - blogs will be used for reflecting your progress while learning and connecting with each other. We've observed success of any use of online technology is strongly related to the teacher's abilities. The greater we support and increase a teacher's skills, the better they are able to support their students use of web 2.0 technologies.
"The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below. "
