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Bob Abrams

Welcome to the Learning Activity Types Wiki - 0 views

activitytypes.wmwikis.net

dissertation TPACK tpck research college of william and mary wiki edtech technology integration tech integration pedagogy content knowledge

shared by Bob Abrams on 04 Feb 11 - Cached
  • Bob Abrams on 04 Feb 11
     
    This is a virtual place for folks interested in learning to "operationalize TPACK" (Technology, Pedagogy, and Content Knowledge) via curriculum-based learning activity types ('ATs') to get up-to-date information, and (more importantly) participate in the vetting and refining of the activity types in each of the curriculum areas in which activity type development is happening. The curricula in which we are developing and refining learning activity type taxonomies appear on the left. Those that have taxonomies available for your perusal and feedback have links to other pages in this wiki. Links to online surveys to use to provide feedback are included on live curriculum area pages.
Bob Abrams

Webspiration - 0 views

www.mywebspiration.com/home

collaborate create planning inspiration writing edtech languagearts outlining brainstorming resources

shared by Bob Abrams on 04 Feb 11 - Cached
  • Bob Abrams on 04 Feb 11
     
    Combine the Power of Visual Thinking and Outlining to Enhance Thinking, Learning and Collaboration Use Webspiration to map out ideas, organize with outlines and collaborate online with teams or colleagues. Webspiration unleashes your creativity, strengthens organizational skills, and transforms your ideas and information into knowledge.
Bob Abrams

Education Week: A Special Report on Informal Science Education - 0 views

www.edweek.org/...index.html

education science STEM curriculum edweek informal zoo museums

shared by Bob Abrams on 08 Apr 11 - No Cached
  • Bob Abrams on 08 Apr 11
     
    As concern mounts that U.S. students lack sufficient understanding of science and related fields, it has become increasingly clear that schools can't tackle the challenge alone. This special report explores the field often called "informal science education," which is gaining broader recognition for its role in helping young people acquire scientific knowledge and skills. Opportunities abound outside the classroom to learn about science, and to inspire a passion for it. Zoos and science museums, robotics clubs, science competitions, and online games are just a few of the options to engage American youths. Education Week reporters examine what informal science education looks like in practice, and what we know about its impact, its potential, and the challenges it faces.
Michelle Friday

Lessons Learned for Effective Technology Implementation - 0 views

www.cited.org/index.aspx

shared by Michelle Friday on 21 Apr 11 - Cached
    • Michelle Friday
      Michelle Friday on 21 Apr 11
       
      Links expand information on this statement within the page. Literature is cited in expanded form.
  • hese champions, however, must be coordinated into a team that is established by policies and procedures—rather than ad hoc—within the school system
  • Having regular access to technology specialists during the planning process meant that teachers could feel more confident and supported when integrating technology.
  • ...8 more annotations...
  • To answer these questions and begin formulating goals for professional learning, schools must collect data and complete a needs assessment about students and staff, capacity, and available resources
  • requent evaluation allows schools to readily address issues that may be affecting the efficacy of the intervention and then to refine goals and activities accordingly.
  • Once partners were selected, CITEd helped districts refine their goals, particularly when goals were too ambitious for a year-long intervention
  • Even when purchases are made with the best of intentions, the shift from the shelf to the classroom can be difficult. Many of the schools and districts selected as TIP sites had purchased software, often accompanied by extensive technology training for teachers. However, they were still struggling with getting the software into teaching practice.
  • Teachers may learn how to use a tool during a summer workshop, but unless the tool is directly linked to the curriculum and teachers are given ample time for experimentation, they will be unlikely to adopt it into their practice
  • teachers need basic technical knowledge about how to use a tool and knowledge about how to integrate the tool into their existing curriculum (CEO Forum, 2000). To achieve full-scale change, schools need to ensure that strong professional development programs are in place and that teachers have a variety of opportunities for learning and growth
  • methods used by TIP sites were examples of teacher-centered professional development—workshops and learning opportunities were structured to fit the needs, goals, and learning objectives of the teachers involved and grew and changed according to teacher needs
  • he literature shows that any new initiative will be more successful if it meshes well with existing programs
janie reneau

Effects of Technology on Classrooms and Students - 0 views

www2.ed.gov/...effectsstudents.html

classroom technology integration collaboration projects teacher roles motivation computers and culture

shared by janie reneau on 26 Mar 11 - Cached
    • janie reneau
      janie reneau on 26 Mar 11
       
      Using technology in the classroom improves collaboration, engagement, and problem solving.
  • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. The teacher's role changes as well. The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity. As students work on their technology-supported products, the teacher rotates through the room, looking over shoulders, asking about the reasons for various design choices, and suggesting resources that might be used. (See example of teacher as coach.) Project-based work (such as the City Building Project and the Student-Run Manufacturing Company) and cooperative learning approaches prompt this change in roles, whether technology is used or not. However, tool uses of technology are highly compatible with this new teacher role, since they stimulate so much active mental work on the part of students. Moreover, when the venue for work is technology, the teacher often finds him or herself joined by many peer coaches--students who are technology savvy and eager to share their knowledge with others.
  • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress.
  • ...1 more annotation...
    • janie reneau
      janie reneau on 26 Mar 11
       
      One goal for teachers is to provide students with life-long skills. Utilizing technology in problem solving is authentic.
  • janie reneau on 26 Mar 11
     
    3.This site comes from a research project sponsored by the Office of Educational Research and Improvement/U.S. Department of Education.The purpose of the site is to report on the effects of technology on students and classrooms.The audience for this site would be teachers interested in keeping up with technology in their classrooms.The site uses data collected from projects in classrooms.The design is a report of the results of data collection on actual technology projects and how they affected student learning.The results were positive in that students developed confidence, worked harder at problem-solving, developed peer collaboration skills, and learned to use computer skills in the real world.A negative was that teachers observed students using the tools more than completing the tasks.
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