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Jill Bergeron

The Four Negative Sides of Technology | Edudemic - 0 views

www.edudemic.com/ive-side-effects-of-technology

technology effects

shared by Jill Bergeron on 04 May 15 - No Cached
  • Jill Bergeron on 04 May 15
     
    Less physical activity Safety & privacy at risk Tech changes the way children feel Tech changes the way children think
Jill Bergeron

Every Teacher's Guide to Assessment | Edudemic - 0 views

www.edudemic.com/tive-and-formative-assessments

assessment formative summative assessments

shared by Jill Bergeron on 04 May 15 - No Cached
  • Jill Bergeron on 04 May 15
     
    This is an article that addresses how different assessments can be used and defines the various types of assessments. It is extremely concrete.
Jill Bergeron

Are Your Students Distracted by Screens? Here's A Powerful Antidote - Edudemic - 0 views

www.edudemic.com/distracted-by-screens

lesson plans new teacher screens distraction technology

shared by Jill Bergeron on 28 May 14 - No Cached
  • Many teachers I encounter have decided that they need to crack down on — if not entirely eradicate — screen distractions in their classrooms. (A minority of teachers accept it as a form of 21st century doodling.)
  • If the activity is engaging and challenging, there is an authentic audience, and prescribed time limits, students won’t mess around.
  • The more time I spend “teaching” teachers something from the front of the room, the more inclined they are to check email, Facebook, or whatever.
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  • Add in the possibility that they they’ll have to present to the entire class, or post their creation online, and they’re even more focused
  • the activities are challenging and expectations high
  • it’s more like: “This is hard. And I’m not going to show you how to do it. But I expect what you create will be excellent.
  • Tell students you’re going to present their work at a conference, or submit it to a state publication, and then watch the heightened focus in their eyes
  • Teacher lectures impart useful information and explanations, and they can be lively and engaging.
Jill Bergeron

How to Integrate Tech When It Keeps Changing | Edutopia - 0 views

www.edutopia.org/...ech-keeps-changing-todd-finley

tech tools tech integration edutopia edtech

shared by Jill Bergeron on 03 Sep 14 - No Cached
  • Meanwhile, those of us whose skills in tech integration are not quite Olympic class may find the SAMR model (Substitution, Augmentation, Modification, and Redefinition) more helpful for locating ourselves along the continuum of maximizing the transformational impact of technology. What won't work is waiting for technological change to stabilize.
  • You'll never keep abreast of every technology innovation, so allow yourself to be a curious learner that doesn't know it all.
  • Give yourself 30 minutes every couple of weeks to learn a new tech tool from Tammy's Technology Tips, Edudemic, Monica Burns' ClassTechTips, Kathy Schrock's Guide to Everything, Cybraryman's Teacher Tools, or Richard Byrne's Favorite Resources. Happy clicking!
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  • top education technology bloggers and ask their advice on social media
  • "The time I spend helping my students to edit and refine their writing as they write is exponentially more valuable for them than the final comments I leave on their essays."
  • For even more information on this topic, visit Edutopia’s Resources for Technology Integration.
  • Jill Bergeron on 03 Sep 14
     
    This article contains a number of resources to help teachers better familiarize themselves with the myriad of tools and ways in which they can be integrated.
Jill Bergeron

5 Tech Implementation Challenges for Teachers | Edudemic - 0 views

www.edudemic.com/tation-challenges-for-teachers

tech maker implementation

shared by Jill Bergeron on 24 Mar 15 - No Cached
  • Jill Bergeron on 24 Mar 15
     
    I plan to apply this to our maker initiative.
Jill Bergeron

Plagiarism vs. Collaboration on Education's Digital Frontier - 0 views

plpnetwork.com/...on-educations-digital-frontier

collaboration technology Google_Drive Google edtech

shared by Jill Bergeron on 18 Dec 13 - No Cached
  • It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.
  • But when does collaboration cross the line into plagiarism, out in the digital frontier of education?
  • At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it plagiarism or cheating, and technology is often identified as the instrument that tempts students into such behavior.
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  • hould we ever stymie collaboration among our students? We live in a collaborative world. It is rare in a job, let alone life, that individuals work in complete isolation – with lack of assistance or contributions from anyone else. Perhaps as educators, it’s time to reassess how we want students to work.
  • what if we incorporated collaboration into our lessons and our assessments?
  • Using tools such as Google Drive, students can more easily collaborate across distances and with conflicting schedules. Better yet for me as their teacher, I can actually view their collaborative efforts using the “revision history” function of Google Drive (Go to File → See Revision History). This allows me to see who contributed what and when. This way, I can track not only quality, but quantity.
  • We have all heard students complain that a member of the group has “contributed nothing.” Now there is a method to verify and follow up this complaint.
  • If you can Google the answer, how good is the question?
  • Perhaps instead of focusing our concerns on technology as a wonderful aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, and then ask ourselves (we are the clever adults here) how we can incorporate those elements into our formalized assessments.
  • Unfortunately, yes, there will always be those students who want to cut corners, find the easy way, and cheat to get out of having to do the hard work. (See my post on combating plagiarism.) But a significant majority of students are inherently inquisitive: they want to learn and do better by engaging and thinking, not memorizing and fact checking. It’s up to us to appeal to that inquisitiveness.
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