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Maggie Verster

Free Webinar: Exploring Open Educational Resources by Nellie Deutsch - 0 views

www.wiziq.com/...ing-Open-Educational-Resources

webinar wshops school2.0

shared by Maggie Verster on 02 Jun 09 - Cached
  • Maggie Verster on 02 Jun 09
     
    The Internet provides unique opportunities for educators to access, use, modify, and share educational materials. Open Educational Resources (OER), as these free materials are called, can include "full courses, textbooks, streaming videos, exams, software, and any other materials or techniques supporting learning"http://www.hewlett.org/oer . The OER movement shows considerable potential to reduce cost, improve quality and widen access to educational opportunities. WikiEducator was launched in 2006 to turn tomorrow's promise for OER into today's reality for teachers, lecturers, and trainers around the world. WikiEducator is an international community of educators committed to the development of OER at all levels of the education system. WikiEducators are returning to the core value of education, namely to share knoweldge freely. In this session, experienced WikiEducators will share what the concept of "OER" and explore ideas on how to get the most from this rewarding project.
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
Jeff Johnson

Crossroads in Education: Issues for Web 2.0, Social Software, and Digital Tools - 1 views

www.thejournal.com/22454

appropriate assessment curriculum digital_tools digitaltools education web2.0 web_2.0

shared by Jeff Johnson on 16 Jul 08 - Cached
  • Jeff Johnson on 16 Jul 08
     
    We are at a crossroads in educating our youth. Since public schools became the norm for education, we've identified curriculum based on the social, political, and economic need. We've classified what counts into tight packages of content in subject areas as math, science, social studies, and so on. Echoing Owen, Grant, Sayers, and Facer (2006), our approach to teaching and learning, including the order and how information is presented to students, the stages of assessment and what constitutes appropriate discussion on those subjects have also been tightly defined (p. 31). Advancements in technology, principally Web 2.0, social software, and digital tools, have challenged what it means to be educated and how we proceed to educate our youth in a culture where innovation and creativity, lifelong learning, personalization (my own learning space), and knowledge from and with the collective vie for a rightful place.
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
Fatima Anwar

The Integrated Learning Platform d2l students educational facilities: HP K-12 Education... - 0 views

schoolcolleged2l.blogspot.com/...-education-raise-level-of.html

hewlett packard hp enterprise business networking software division studying solutions learning students facilities

shared by Fatima Anwar on 06 Nov 13 - No Cached
  • Fatima Anwar on 06 Nov 13
     
    HP K-12 Education and studying supports the Smart Learning System to encourage years to come with Twenty first century academic abilities and tools. HP Education and studying Solutions provide a variety of technological coaching and related services to back up the present most popular technologies. HP Education and studying Solutions can help you learn the best way to incorporate cloud solutions and accomplish your company goals.
Amanda Kenuam

iPods & iPads are Innovative Tech Tools for Special Education - 0 views

www.mangomon.com/...ch-Tools-for-Special-Education

teenagers SPED Special Education Software ipod videos technology tools Assistive Tech interactive Apple Special Education assistive technology functional skills high school ipad

shared by Amanda Kenuam on 23 Apr 10 - Cached
  • Amanda Kenuam on 23 Apr 10
     
    "teenagers, SPED, Special Education Software, ipod, videos, technology tools, Assistive Tech, interactive, Apple, Special Education, assistive technology, functional skills, high school, ipad"
Tero Toivanen

Study on the Effective Use of Social Software by UK FE & HE to Support Student Learning... - 0 views

www.jisc.ac.uk/...socialsoftwarefinalreport.aspx

jisc study social sofware

shared by Tero Toivanen on 27 Feb 09 - Cached
  • This study provides insights about
  • educational goals of using social software tools; enablers or drivers within the institution, or from external sources which positively influence the adoption of social software; benefits to the students, educators and institutions; challenges that may influence a social software initiative; and issues that need to be considered in a social software initiative.
  • social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning.
  • ...3 more annotations...
  • The educator’s role is changing from being a provider of information to a facilitator or moderator
  • adjusting to a ‘new’ way of teaching.
  • The results highlight the different pedagogical roles of social software: communication, nurturing creativity and innovation, and collaborative learning.
  • Tero Toivanen on 27 Feb 09
     
    Study on the Effective Use of Social Software by UK FE & HE to Support Student Learning & Engagement
Denis S

Smart Tutor Wins 2009 Education Software Review Awards - 5 views

blog.learningtoday.com/...ucation-Software-Review-Awards

reading curriculum EDDIE Awards educational software awards math curriculum

shared by Denis S on 08 Oct 09 - Cached
  • Denis S on 08 Oct 09
     
    "reading curriculum, EDDIE Awards, educational software awards, math curriculum"
Ruth Howard

Social Media Classroom - 0 views

socialmediaclassroom.com/...n-to-the-community-of-practice

Howard Rheingold Social Media Community pedagogy Professional development

shared by Ruth Howard on 23 Apr 09 - Cached
  • The Social Media Classroom is a set of free and open source social media
  • It was initially created by Howard Rheingold and Sam Rose
  • Colab was created specifically to teach social media theory by the use of social media, a
  • ...5 more annotations...
  • Although the Colab was created specifically to teach social media theory by the use of social media, and the Social Media Classroom includes resource lists, syllabi, and , lesson plans focused on that specific subject, it was intended from the beginning to serve as an all-purpose tool for educators who seek to use social media in pursuit of a more participative pedagogy. That’s where the community of practice comes in. We’re devoting an instance of the Colab to converations among educational practitioners that we hope to grow into a self-sustaining community around the use of social software in pedagogy in the broadest sense—any subject, any age level, any institution. We welcome participants who want to learn more, share best practices, meet others who share an interest in social media in education. The hope of those who created the initial Colab and accompanying curricular and support material is that this effort, and the tools we provide, will inspire others to vastly expand and deepen our resource repository, add their syllabi and lesson plans, discuss with and learn from others. We’ll start with Forums, where the early participants can meet and discuss what we’d like to do together, and the wiki, where we’ve seeded some fundamental resources and invite others to add new ones. If there is interest, we can add blogs, chat, RSS, social bookmarking, microblogging and video. The Colab is based on Drupal, a free and open source Content Management System, and we hope to grow ties with others in that community who are interested in working with educators to co-develop new tools and improve existing ones. To join the community click here
  • it was intended from the beginning to serve as an all-purpose tool for educators who seek to use social media in pursuit of a more participative pedagogy. That’s where the community of practice comes in.
  • a self-sustaining community around the use of social software in pedagogy in the broadest sense—any subject, any age level, any institution. We welcome participants who want to learn more, share best practices, meet others who share an interest in social media in education.
  • We’ll start with Forums, where the early participants can meet and discuss what we’d like to do together, and the wiki, where we’ve seeded some fundamental resources and invite others to add new ones. If there is interest, we can add blogs, chat, RSS, social bookmarking, microblogging and video.
  • we hope to grow ties with others in that community who are interested in working with educators to co-develop new tools and improve existing ones. To join the community click here
Judy Robison

Free & Open Source Software Portal:Software/Science and Education/Physics - 0 views

www.unesco-ci.org/...page.cgi

science

shared by Judy Robison on 13 Mar 09 - Cached
  • Judy Robison on 13 Mar 09
     
    Free & Open Source Software Portal: Software: Science and Education: Physics
Judy Robison

Free & Open Source Software Portal:Software/Science and Education/Mathematics - 0 views

www.unesco-ci.org/...page.cgi

math

shared by Judy Robison on 13 Mar 09 - Cached
  • Judy Robison on 13 Mar 09
     
    Free & Open Source Software Portal: Software: Science and Education: Mathematics
chris15hemsworth

Best online software testing training course institute in chennai with placement for be... - 0 views

www.zuaneducation.com/ftware-testing-training-course

software testing course fees in chennai

shared by chris15hemsworth on 02 Aug 19 - No Cached
  • chris15hemsworth on 02 Aug 19
     
    Want to learn Manual Testing Training and Automation Testing Training? Learn it with real-time projects. At affordable fees. Both online and classroom training offered in software testing training in Chennai by Zuan Education. Only 80 hours of class at flexible timings and days. Find your jobs in software testing @ +91 9025 500 600.
J Black

The 21st Century Centurion: 21st Century Questions - 0 views

21stcenturion.blogspot.com/...21st-century-questions.html

21stcenturyskills

shared by J Black on 31 Jan 09 - Cached
  • The report extended literacy to “Five New Basics” - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to “understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies."That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
    • J Black
      J Black on 31 Jan 09
       
      I had never really considered this before...how computer science has been totally left out of the equaltion....why is that? Cost of really delivering this would be enormous -- think how much money the districts would have to pour into the school systems.
  • On June 29, 1996, the U. S. Department of Education released Getting America's Students Ready for the 21st Century; Meeting the Technology Literacy Challenge, A Report to the Nation on Technology and Education. Recognizing the rapid changes in workplace needs and the vast challenges facing education, the Technology Literacy Challenge launched programs in the states that focused on a vision of the 21st century where all students are “technologically literate.” Four goals, relating primarily to technology skills, were advanced that focused specifically on: 1.) Training and support for teachers; 2.) Acquisition of multimedia computers in classrooms; 3.) Connection to the Internet for every classroom; and 4.) Acquiring effective software and online learning resources integral to teaching the school's curriculum.
    • J Black
      J Black on 31 Jan 09
       
      we are really stuck here....the training and support -- the acquisition of hardware, connectivity etc.
  • Our profession is failing miserably to respond to twenty-six years of policy, programs and even statutory requirements designed to improve the ability of students to perform and contribute in a high performance workplace. Our students are losing while we are debating.
    • J Black
      J Black on 31 Jan 09
       
      This is really, really well said here...bravo
  • ...2 more annotations...
  • In 2007, The Report of the NEW Commission on the Skills of the American Workforce: Tough Choices or Tough Times made our nation hyperaware that "World market professionals are available in a wide range of fields for a fraction of what U.S. professionals charge." Guess what? While U.S. educators stuck learned heads in the sand, the world's citizens gained 21st century skills! Tough Choices spares no hard truth: "Our young adults score at “mediocre” levels on the best international measure of performance." Do you think it is an accident that the word "mediocre" is used? Let's see, I believe we saw it w-a-a-a-y back in 1983 when A Nation At Risk warned of a "tide of mediocrity." Tough Choices asks the hard question: "Will the world’s employers pick U.S. graduates when workers in Asia will work for much less? Then the question is answered. Our graduates will be chosen for global work "only if the U.S. worker can compete academically, exceed in creativity, learn quickly, and demonstrate a capacity to innovate." There they are
    • J Black
      J Black on 31 Jan 09
       
      This is exactly what dawns on students when they realize what globalization means for them..the incredibly stiff competition that it is posed to bring about.
  • “Learning is what most adults will do for a living in the 21st century."
  • J Black on 31 Jan 09
     
    The report extended literacy to "Five New Basics" - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to "understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies." That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
David L. Brooks

ComicLife in Education - 2 views

www.comiclife.com/education

comiclife comic.life web2.0 Tech Learn e-learning digital media webtools plasq skitch net apps netapps

shared by David L. Brooks on 21 Sep 09 - Cached
  • David L. Brooks on 21 Sep 09
     
    The Benefits of Comic Life in Education Making comics is fun for everyone, and Comic Life makes it easy. Teachers and students will find Comic Life a very useful software tool, and now it's available for both Mac and Windows platforms. Technology not only changes how we write, but it also changes what writing is. Education will need to re-evaluate which writing skills teachers should pass to their students. Digital graphic writing is one genre students need to be fluent. Comic Life is the "word processor" of digital graphic writing. Easy to Learn Students and teachers need only a short time to learn the basics of Comic Life. It's easy to add images from digital cameras, computer web-cameras, clip art from CD's and the web, stills from QuickTime movies, scanned photos and drawings -- just about any on-screen image can be used in Comic Life. Adding captions and word balloons is as easy as drag and drop.
Martin Burrett

Prowise Presenter entirely free of charge - 0 views

ukedchat.com/...prowise-free

prowise resources

shared by Martin Burrett on 12 Nov 18 - No Cached
  • Martin Burrett on 12 Nov 18
     
    "Prowise has made all the unique education possibilities that Prowise Presenter has to offer accessible to everyone, for free. This applies to non-paying, paying and new users. From now on, everyone has free access to all the functionalities the education software has to offer. This way the company, based in Birmingham, makes progress towards their ambition to make digital education accessible for everyone, globally."
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
  • ...4 more annotations...
  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
School Report Writer .com

School Report Writing Software for Teachers - FREE & ONLINE - 0 views

www.schoolreportwriter.com

school report writing software web app teachers free online

shared by School Report Writer .com on 05 Jul 12 - No Cached
  • Martin Burrett on 05 Jul 12
     
    This site allows you to save sentences and lists of activities and projects to easily customise your school reports. Build your own comment back to avoid careless errors and save it until next year. Easily change between he/she him/her and more by using hashtags. It not a comment bank, it's just a smarter way to use your own words in an organised way. http://ictmagic.wikispaces.com/Planning+%26+Assessment
  • School Report Writer .com on 10 Jul 12
     
    New teachers' report writing app - 600 sign-ups in last month! FREE & ONLINE school report writing software for teachers, easy-to-use, with great features including an OOOPS! DETECTIVE that spots embarrassing mistakes and SPELLCHECK AS YOU TYPE. LATEST TEACHER REVIEWS From TES (Times Educational Supplement) http://www.tes.co.uk/teaching-resource/NEW-6204573/ "So grateful for this - took me a while to get the hang of it but the time investment was worth it. Thank you." "The software is great, really excellent. I love it already!" "Well worth investing the time to set this up with specific subject related comments. Has made the actual report writing process much faster! Really helpful spelling/grammar checker included. When I had a query, the online support was very useful and prompt. Thanks for this!"
Mary Ann Apple

Mixbook | Education Program - Free Digital Storytelling Software for Educators - 0 views

www.mixbook.com/edu

digitalstorytelling web2.0

shared by Mary Ann Apple on 08 May 09 - Cached
  • Mary Ann Apple on 08 May 09
     
    Looking for a way to get your students more engaged? Mixbook is proud to present Mixbook for Educators , a program that allows educators even easier access to the most powerful suite of digital storytelling tools on the web. Check out the stories below to hear how Mixbook can help YOU.
Jeff Johnson

Social Networking: Learning Theory in Action - 0 views

www.thejournal.com/22646

debate education learning_theory learningtheory social_networking socialnetworking web2.0

shared by Jeff Johnson on 16 Jul 08 - Cached
  • Jeff Johnson on 16 Jul 08
     
    There has been a lot of recent debate on the benefits of social networking tools and software in education. While there are good points on either side of the debate, there remains the essential difference in theoretical positioning. Most conventional educational environments are "Objectivist" in nature and highly structured in terms of students progress and choice. Social networking essentially requires a less controlled, user-generated environment, which challenges conventional views of the effective "management" of teaching and learning. Therefore, can social networking both as an instructional concept and user skill be integrated into the conventional approaches to teaching and learning? Do the skills developed within a social networking environment have value in the more conventional environments of learning?
Siobhan Chapman

UK Schools ICT: Everything has changed - 0 views

www.computerworlduk.com/...index.cfm

Technology schools ict computer education edu tech edutech

shared by Siobhan Chapman on 08 Jun 10 - Cached
  • Siobhan Chapman on 08 Jun 10
     
    UK has axed the education IT government quango BECTA. What's more, UK is looking at Open source software and the Dell Streak. But John Spencer predicts anarchy.
  • Siobhan Chapman on 08 Jun 10
     
    UK has axed the education IT government quango BECTA. What's more, UK is looking at Open source software and the Dell Streak. But John Spencer predicts anarchy.
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