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Marc Lijour

Go Ahead, Mess With Texas Instruments - Phil Nichols - The Atlantic - 5 views

www.theatlantic.com/...278899

learning edtech technology programming cs

shared by Marc Lijour on 01 Sep 13 - No Cached
  • Though many devices enter our classrooms for different reasons -- they are not neutral. Some are used to reinforce the authority of formal teaching; some engage students in the process of imaginative discovery. By balancing conventional and subversive academic possibilities, these latter objects show us the real potential of learning technologies. Not as sterile knowledge-delivery devices policed by authorized educators, but as boundary objects between endorsed educational utility and creative self-expression gone rogue.
  • Though many devices enter our classrooms for different reasons -- they are not neutral. Some are used to reinforce the authority of formal teaching; some engage students in the process of imaginative discovery. By balancing conventional and subversive academic possibilities, these latter objects show us the real potential of learning technologies. Not as sterile knowledge-delivery devices policed by authorized educators, but as boundary objects between endorsed educational utility and creative self-expression gone rogue.
  • Though many devices enter our classrooms for different reasons -- they are not neutral. Some are used to reinforce the authority of formal teaching; some engage students in the process of imaginative discovery. By balancing conventional and subversive academic possibilities, these latter objects show us the real potential of learning technologies. Not as sterile knowledge-delivery devices policed by authorized educators, but as boundary objects between endorsed educational utility and creative self-expression gone rogue.
  • ...6 more annotations...
  • Though
  • Though many devices enter our classrooms for different reasons -- they are not neutral. Some are used to reinforce the authority of formal teaching; some engage students in the process of imaginative discovery. By balancing conventional and subversive academic possibilities, these latter objects show us the real potential of learning technologies. Not as sterile knowledge-delivery devices policed by authorized educators, but as boundary objects between endorsed educational utility and creative self-expression gone rogue.
  • Though many devices enter our classrooms for different reasons -- they are not neutral. Some are used to reinforce the authority of formal teaching; some engage students in the process of imaginative discovery. By balancing conventional and subversive academic possibilities, these latter objects show us the real potential of learning technologies. Not as sterile knowledge-delivery devices policed by authorized educators, but as boundary objects between endorsed educational utility and creative self-expression gone rogue.
  • Much like skateboarders have an imaginative orientation that allows them to see textures and movement in the curvatures of everyday objects -- a park bench, a railing, an empty swimming pool -- programmers learn to see their immediate environment as a creative space, a source for inspiration and improvisation.
  • This is distinct from other popular educational technologies -- many of which are marketed as subversive tools to "disrupt" traditional notions of learning, but often end up preserving those aspects of schooling that are most in need of disruption. In recent decades, districts have spent millions of dollars equipping classrooms with TVs, computers, and Smartboards -- only to find that such devices are mostly used to aid formal teaching instead of facilitating student discovery.
  • writing code for an iPad is restricted to those who purchase an Apple developer account, create programs that align with Apple standards, and submit their finished products for Apple's approval prior to distribution.
  • Marc Lijour on 01 Sep 13
     
    "Though many devices enter our classrooms for different reasons -- they are not neutral. Some are used to reinforce the authority of formal teaching; some engage students in the process of imaginative discovery. By balancing conventional and subversive academic possibilities, these latter objects show us the real potential of learning technologies. Not as sterile knowledge-delivery devices policed by authorized educators, but as boundary objects between endorsed educational utility and creative self-expression gone rogue."
Paul Beaufait

Learning objectives, targets and goals - 13 views

www.multibriefs.com/..._objectives_targets_goals.html

education goals learning learning objectives targets teaching

shared by Paul Beaufait on 01 Aug 13 - No Cached
  • Paul Beaufait on 01 Aug 13
     
    "While the authors of The SIOP Model advocate for writing separate content and language objectives, others are advocating for the incorporation of language skills into content objectives. In either case, making language learning explicit benefits students as it clarifies what they should know and learn in a given lesson" (¶9). Some teachers also incorporate a third type of objective: behavioral. Behavioral objectives make explicit to students the actions and behaviors associated with classroom activities. Examples of behavioral objectives may include engaging in conversations, working in cooperative groups or delivering speeches" (¶10).
  • Vince Mcdaniel on 01 Aug 13
     
    Behavior Learning Objectives: these are now "Ownership" in the Relevance and Rigor, paradigm. Would you agree?
justquestionans

Ashford-University ECE 332 Homework and Assignment Help - 1 views

Get help for Ashford-University ECE 332 Homework and Assignment Help. We provide assignment, homework, discussions and case studies help for all subjects Ashford-University for Session 2017-2018. ...

Early Childhood Education Assignment Help Early Childhood Education Homework Help Early Childhood Education Study Help Early Childhood Education Tutors Help Early Childhood Education Course Help

started by justquestionans on 27 Jun 18 no follow-up yet
Julian Ridden

eAdventure - create e-learning Games - 1 views

e-adventure.e-ucm.es

e-learning education game elearning

shared by Julian Ridden on 17 Dec 12 - Cached
  • Julian Ridden on 17 Dec 12
     
    The eAdventure platform is a research project aiming to facilitate the integration of educational games and game-like simulations in educational processes in general and Virtual Learning Environments (VLE) in particular. It is being developed by the e-UCM e-learning research group at Universidad Complutense de Madrid, with three main objectives: Reduction of the development costs for educational games Incorporation of education-specific features in game development tools Integration of the resulting games with existing courseware in Virtual Learning Environments From this website we wish to promote the use of the tools developed as part of the eAdventure project. The core of the eAdventure project is the eAdventure educational game engine, that runs games defined using the eAdventure language. Authors can use the graphical editor to create the games or directly access the human-readable source documents that describe the adventures using XML markup. With eAdventure, any person can write an educational point & click adventure game.
Mark Cruthers

WiZiQ free Virtual Classroom - 114 views

video

free virtual_classroom virtual_whitebaord wiziq

started by Mark Cruthers on 11 May 08 no follow-up yet
Tom Daccord

Advise the Advisor: Melody Barnes | The White House - 9 views

www.whitehouse.gov/advise

edreform

shared by Tom Daccord on 11 Mar 11 - No Cached

  • Advise the Advisor is a new program to help senior staff at the White House stay connected to the American people.

    Providing our nation’s students with a world-class education is a shared responsibility. It’s going to take all of us – teachers, parents, students, philanthropists, state and local governments, and the federal government – working together to prepare today’s students for the future.

    This week, Melody Barnes, Director of the Domestic Policy Council and one of President Obama’s senior advisors on education policy, is asking for feedback from parents, teachers and students about what’s working in their communities and what needs to change when it comes to education.

    You can add your voice to the conversation by answering one or all of the following questions:

    • Parents: Responsibility for our children’s education and future begins in our homes and communities. What are some of the most effective ways you're taking responsibility at a personal and local level for your child’s education?
    • Teachers: President Obama has set a goal of having the highest proportion of college graduates in the world by 2020. How are you preparing your students for college and career? What’s working and what challenges do you face?
    • Students: In order to compete for the jobs of the 21st century, America’s students must be prepared with a strong background in reading, math and science along with the critical thinking, problem solving, and creativity needed to succeed in tomorrow’s workforce. How has your education prepared you for a career in the 21st century? What has worked and what challenges do you face?

    Past Questions

    David Plouffe, Senior Advisor to the President, kicked off the series by asked for your feedback on how American innovation affects your community and the obstacles to innovation you see where you live. Check out David’s video and read his follow up blog post responding to some of the major themes we saw in reading your feedback.

    Austan Goolsbee, Chairman of the Council of Economic Advisors, posted the second edition of Advise the Advisor asking for feedback from small businesses about the obstacles they face in getting off the ground. Austan responded to some of your feedback during a live chat at the Winning the Future Forum on Small Business in Cleveland.

    Please answer the question(s) below that best apply to you. Please restrict your answers to no more than 2,500 characters.

    = Required field

    Responsibility for our children’s education and future begins in our homes and communities. What are some of the most effective ways you're taking responsibility at a personal and local level for your child’s education?

  • Tom Daccord on 11 Mar 11
     
    "Advise the Advisor is a new program to help senior staff at the White House stay connected to the American people."
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
  • ...19 more annotations...
  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
J Black

shortsighted.pdf (application/pdf Object) - 0 views

www.all4ed.org/...shortsighted.pdf

education 21centuryskills assessment change comparison

shared by J Black on 05 Apr 09 - No Cached
  • J Black on 05 Apr 09
     
    To future generations, Americans' current educational myopia is likely to appear, at best, a negligent failure to anticipate and meet the needs of the nation and its citizens. And for the sake of those future generations, the short-sighted practices and parochial policies that have delayed significant improve-ment in the nation's educational advancement must change. To provide students with a world-class education, the United States, beginning with strong leadership from the U.S. Department of Education (ED), must adopt a more global outlook. The tools and opportunities already exist; indeed, the United States has even subsidized their creation. Now the nation needs to participate in, learn from, and act on the results of internationally benchmarked assessments.
Caroline Bucky-Beaver

Code of Best Practices in Fair Use for Media Literacy Education - 1 views

wwwdev.ncte.org/...fairusemedialiteracy

shared by Caroline Bucky-Beaver on 12 Nov 08 - Cached
    • Caroline Bucky-Beaver
      Caroline Bucky-Beaver on 12 Nov 08
       
      Under the 4th Principle regarding students' use of copyrighted material the article references students' use of copyrighted music. They cannot rely on it when their goal is to establish a mood or convey an emotional tone, or to simply use a popular song to exploit its appeal. This is what I find most students doing when they are using copyrighted songs. In order to use copyrighted songs, they have to demonstrate how they have repurposed or transformed the original. I'm curious to see examples of this that meet fair use.
  • FIVE:  Developing Audiences for Student Work
  • If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
  • ...6 more annotations...
  • Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
  • Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • The ethical obligation to provide proper attribution also should be examined.
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond
  • MYTH:  Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth:  Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example. Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.
BTerres

How much carbon… - 0 views

www.informationisbeautiful.net/...how-much-carbon

CO2 resources education

shared by BTerres on 17 Jan 11 - No Cached
  • BTerres on 17 Jan 11
     
    How much CO2 is created by a banana? A wedding? A flight to New York? We teamed up with GE to turn 'tons of carbon' into an interactive visual landscape. Enter a CO2 value. Hit the 'random' button for serendipity. Or just click through objects like stepping stones. (There are nearly 200 objects so it may take a second to load) Designed by David McCandless
Julie Shy

Awesome Stories - 7 views

www.awesomestories.com

primary_sources research writing reference teacher_resources

shared by Julie Shy on 16 Mar 09 - Cached
Berylaube 00 liked it
  • Julie Shy on 06 Jul 12
     
    AwesomeStories is a gathering place of primary-source information. Its purpose - since the site was first launched in 1999 - is to help educators and individuals find original sources, located at national archives, libraries, universities, museums, historical societies and government-created web sites. AwesomeStories is about primary sources. The stories exist as a way to place original materials in context and to hold those links together in an interesting, cohesive way (thereby encouraging people to look at them). It is a totally different kind of web site in that its purpose is to place primary sources at the forefront - not the opinions of a writer. Its objective is to take the site's users to places where those primary sources are located.  The author of each story is listed on the preface page of the story. A link to the author provides more detailed information. This educational, curriculum-support teaching/learning tool is also designed to support state and national standards. Each story on the site links to online primary-source materials which are positioned in context to enhance reading comprehension, understanding and enjoyment.
  • Berylaube 00 on 15 Jul 12
     
    Really exceptional. Many thanks. incredibly interacive..Videos, audio, pictures, articles. lesson plans. Awesome.
Miles Berry

Online Learning: Trends, Models And Dynamics In Our Education Future - Part 1 - Robin G... - 0 views

www.masternewmedia.org/in-our-education-future-part-1

PLE personalisation personalised learning informal learning network Downes

shared by Miles Berry on 08 Feb 09 - Cached
  • In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants. There is no leader; each person participates as they deem appropriate. There are no boundaries; people drift into and out of the conversation as their knowledge and interests change.
    • Miles Berry
      Miles Berry on 08 Feb 09
       
      WAYKLWYNL, Informal Learning
  • The PLE is not an application, but rather, a description of the process of learning in situ from a variety of courses and according to one’s personal, context-situated, needs. The process, simply, is that learners will be presented with learning resources according to their interests, aptitudes, educational levels, and other factors (including employer factor and social factors) while they are in the process of working at their job, engaging in a hobby, or playing a game.
  • Miles Berry on 08 Feb 09
     
    Stephen Downes on the future of e-learning: personalised learning, networks and PLEs amongst much else
J Black

Web 2.0 Tools - Web 2.0 That Works: Marzano & Web 2.0 - 4 views

www.web2thatworks.com/index.php

marzano web2.0 tools technology education

shared by J Black on 13 Feb 09 - Cached
  • J Black on 13 Feb 09
     
    Web 2.0 Tools From Web 2.0 That Works: Marzano & Web 2.0 Jump to: navigation, search Master List of Web 2.0 Tools "Y" Under each category indicates that this tool can be used with this strategy. "Free +" Indicates that the tool is free at the basic level, but that more advanced versions are available at a cost. Category Key: SD = Identifying Similarities and Differences CL = Cooperative Learning SNT = Summarizing and Note-Taking ER = Reinforcing Effort and Providing Recognition HP = Homework and Practice NR = Nonlinguistic Representation OF = Setting Objectives and Providing Feedback HYP = Generating and Testing Hypotheses QCO = Questions, Cues, and Advance Organizers Tool Link Desc Cost SD CL SNT ER HP NR OF HYP QCO Notes Ajax13 [[1]] Online Graphic Editor Free Y Y Y Y Y Y Y Requires Firefox 1.5 (or higher) Browser Backpack [[2]] Online Personal Organizer Free + Y Y Y Y Y Y Y Basecamp [[3]] Online Project Collaboration Free + Y Y Y Y Y Y Y Y Blogger [[4]] Blog Hosting Website Free Y Y Y Y Y Y bubbl.us [[5]] Online Brainstorming Free Y Y Y Y del.icio.us [[6]] Online Social Bookmarks Free Y Y Y Y Diigo [[7]] Online Social Annotation Free Y Y Y Y Y Y EditGrid [[8]] Online Spreadsheets Free + Y Y Y Y Y Integrates with Facebook and iPhone EduBlogs [[9]] Blog Hosting Website Free Y Y Y Y Y Y Exploratree [[10]] Online Graphic Organizer Free Y Y Y Y Y Y Interactive, pre-made graphic organizers that can be edited online Flickr [[11]] Photo Hosting Website Free + Y Y Y Y Part of Zoho Suite of Online Apps Gliffy [[12]] Online Diagramming Software Free + Y Y Y Google Documents [[13]] Online Word Processor Free Y Y Y Y Y Y Also contains Spreadsheets & Presentations Google Earth [[14]] Dynamic Global Geographic App Free Y Y Downloads to computer Google Maps [[15]] Online Ma
Michelle DeSilva

Smithsonian National Museum of Natural History Virtual Tour - 19 views

www.mnh.si.edu/panoramas

smithsonian museum virtual history museums education edu_tech web2.0 virtual field trips

shared by Michelle DeSilva on 29 Sep 09 - Cached
  • Michelle DeSilva on 29 Sep 09
     
    The comprehensive virtual tour allows the visitor to take a virtual, self-guided, room-by-room walking tour of the whole museum. The visitor can navigate from room to room either by using a floor map or by following blue arrow links connecting the rooms. Camera icons indicate hotspots where the visitor can get a close-up on a particular object or exhibit panel.
  • Michelle DeSilva on 29 Sep 09
     
    The comprehensive virtual tour allows the visitor to take a virtual, self-guided, room-by-room walking tour of the whole museum. The visitor can navigate from room to room either by using a floor map or by following blue arrow links connecting the rooms. Camera icons indicate hotspots where the visitor can get a close-up on a particular object or exhibit panel.
Maggie Verster

Search sites for learners (a customized learner friendly google search engine) - 10 views

www.google.com/...home

learners library2.0 school2.0 searchengines education google cse

shared by Maggie Verster on 08 Oct 09 - Cached
  • Maggie Verster on 08 Oct 09
     
    I have created this search engine to see how it works and in order for me to create my learning object where you can learn how to create your own search engine which you can download from here: http://www.scribd.com/doc/20796551/A-guide-for-teachers-on-how-to-create-a-customized-search-engine
  • Maggie Verster on 08 Oct 09
     
    I have created this search engine to see how it works and in order for me to create my learning object where you can learn how to create your own search engine which you cna download from here: http://www.scribd.com/doc/20796551/A-guide-for-teachers-on-how-to-create-a-customized-search-engine
marciabeard

Buy Google Maps Reviews - 100% Non-Drop,Safe, Permanent, Cheap ... - 0 views

realserviceit.com/...buy-google-maps-reviews

education web2.0 technology learning tools teaching resources collaboration science Free

shared by marciabeard on 17 Aug 23 - No Cached
  • wallaceclient56 on 17 Aug 23
     
    Buy Google Maps Reviews Introduction It's a fact that people trust online reviews more than they trust their friends. And there's no better way to get those positive reviews than by buying them! If you're looking for ways to improve your business listing, then buying Google Maps reviews is one of the best options out there for improving your visibility online and attracting new customers. Buy Google Reviews Cheap You can buy Google Reviews for your business or product. If you are looking for a quick fix to boost your online presence and make it more visible, then this is the right place for you. We provide cheap Google Reviews at reasonable prices so that everyone can afford them without any hassle or struggle in their lives. Our services include: Buy Google Reviews Cheap Buy Google Reviews From Us Buy Google Reviews For Your Business (We Provide Them To You) Why Should I Buy Google Maps Reviews? When you buy Google Maps reviews, you're not just getting a product that's useful for your business. You're also building trust with your customers and improving the overall experience of using Google Maps. Even if you don't have any plans to use these services, the fact that they exist means that Google wants everyone who searches on their platform to have access to them. If they didn't want these services available at all costs, they wouldn't have made them so easy and accessible for anyone who wants them! Also here you will get buy google 5 star reviews, get buy google reviews at very low rate How To Buy Google Maps Reviews? If you want to buy Google Maps Reviews, there are many options. You can do it by using our services or by directly contacting us. We have experts that can help you in every aspect of buying reviews from us. The best thing about our services is that we provide free trial offer for all users who want to know how good our service is before buying any product or service from us because we believe in quality over quantity when it come
  • Hare Marke on 30 Dec 23
     
    Buy Google Reviews Cheap You can buy Google Reviews for your business or product. If you are looking for a quick fix to boost your online presence and make it more visible, then this is the right place for you. We provide cheap Google Reviews at reasonable prices so that everyone can afford them without any hassle or struggle in their lives. Our services include: Buy Google Reviews Cheap Buy Google Reviews From Us Buy Google Reviews For Your Business (We Provide Them To You) Why Should I Buy Google Maps Reviews? When you buy Google Maps reviews, you're not just getting a product that's useful for your business. You're also building trust with your customers and improving the overall experience of using Google Maps. Even if you don't have any plans to use these services, the fact that they exist means that Google wants everyone who searches on their platform to have access to them. If they didn't want these services available at all costs, they wouldn't have made them so easy and accessible for anyone who wants them! Also here you will get buy google 5 star reviews, get buy google reviews at very low rate How To Buy Google Maps Reviews? If you want to buy Google Maps Reviews, there are many options. You can do it by using our services or by directly contacting us. We have experts that can help you in every aspect of buying reviews from us. The best thing about our services is that we provide free trial offer for all users who want to know how good our service is before buying any product or service from us because we believe in quality over quantity when it comes to everything related with search engine optimization (SEO) and social media marketing! So don't worry if there's no money involved because all our products and services are affordable at affordable prices so that everyone can afford them without having problems financially while also getting excellent results within their respective industries/brands/businesses etc.. Is Buying Google Maps
  • marciabeard on 30 Dec 23
     
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Leonard Miller

Education Week: Blended PD Emphasizes Differentiated Instruction - 0 views

www.edweek.org/...09el-blendedpd.h32.html

Blended learning for PD modeling differentiated

shared by Leonard Miller on 26 Oct 12 - No Cached
  • If blended learning is one of the biggest trends in education, it should offer a way for teachers to practice the approach themselves.
  • Professional development for educational technology has to move away from its historical focus on technical training and toward a broader focus on what educational approaches work best.
  • In other words, teachers not only need to be proficient at integrating virtual experiences into the classroom, they must also be confident in why they're doing so.
  • ...5 more annotations...
  • the certification program is split into two tiers. The first includes foundational courses aimed at helping teachers understand various strategies for online and blended learning and make decisions about how to use them to create engaging, differentiated classrooms. The second tier provides instruction in the tools and techniques for turning those ideas into reality
  • launched an online and blended certification program
  • No longer solely a teacher, "I am facilitator, fellow learner, and curator," added Ms. Canady. "I'm becoming more focused on giving my students more bang for their buck, more time. I don't want them to do anything they don't need in order to grow."
  • The team generally kicks off the design process anywhere from six to 12 months before the first day of school. The process includes identifying instructional objectives, choosing a classroom model, selecting curriculum providers, preparing infrastructure, and setting up teacher professional development.
  • the coach helped them implement blended-learning models to differentiate instruction, extend learning beyond the classroom, and engage families in the learning process.
Martin Burrett

Rotate and Roll - 0 views

flash.hoodamath.com/...rotateandroll.swf

games logic flash

shared by Martin Burrett on 22 Nov 12 - No Cached
  • Martin Burrett on 22 Nov 12
     
    This is a fun logic game where players must rotate the platforms and objects on the screen to collect tokens and touch the orb. http://ictmagic.wikispaces.com/Educational+Games
Martin Burrett

Magic Pen - 0 views

games.jayisgames.com/magic-pen.swf

games logic puzzle drawing draw

shared by Martin Burrett on 23 Dec 11 - No Cached
  • Martin Burrett on 23 Dec 11
     
    A fun puzzle game where players must draw the objects to solve it. http://ictmagic.wikispaces.com/Educational+Games
Roland Gesthuizen

Using iPad Screencasting for Feedback and Assessment - iPads in Education - 0 views

ipadeducators.ning.com/...screencast-assess

education screencast feedback assessment iPad

shared by Roland Gesthuizen on 20 Sep 13 - No Cached
  • Roland Gesthuizen on 20 Sep 13
     
    "If however we assume that interactivity and communication are important objectives of the modern classroom, then there's one feature however that's particularly interesting. Explain Everything links to a wide variety of cloud storage services thereby enabling screencasts to be uploaded and exchanged between students and teacher. For example, a student can create a screencast and the teacher can respond verbally within the same screencast while highlighting and marking it up for clarification"
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