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Lisa Stevens

Classroom 2.0 Convention in the UK? - 141 views

I'll lurk on FM - pop past the webcam and wave ;o) Lisa xx Joanne Bennett wrote: > Yes ...lets all try and meet up.... say hello to fellow diigo and twitter users. > > > Danny Nicholson wrote: >...

learning teaching web2.0

Jeff Johnson

Digital Education - 0 views

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    This blog post on Ewan McIntosh's edu.blogs.com points out a new peer-reviewed study that links Web 2.0 to academic improvement. The report found that Web 2.0 tools encourage participation and engagement, especially for those students who are timid; help students continue classroom discussions outside of the classroom; let students who are so inclined continue researching anytime, anywhere; and instill a sense of ownership and pride in students for the work they publish online, which can lead to more attention to detail and a better quality of work. The report also found that one of the biggest obstacles to using Web 2.0 tools in the classroom was the time it takes teachers to incorporate those new tools into lesson plans. Although many teachers were familiar with the tools and used them in their personal lives, they were apprehensive about how to monitor Internet use in the classroom and the time needed to figure out how those tools should be used to teach.
Nik Peachey

Development - ELT and the Crisis in Education: Technology in the Classroom | Delta Publ... - 0 views

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    "One of the most common criticisms leveled at teachers who do attempt to integrate technology into their classroom environment, is that this often results in a lot of 'faffing around' or time wasted while struggling to get the technology to work properly. To some extent I feel that this criticism is fair, but I don't think it's a criticism that should be leveled at teachers, but would be better directed at the people who control the way technology is layered onto the classroom environment, so lets look at that."
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    ne of the most common criticisms leveled at teachers who do attempt to integrate technology into their classroom environment, is that this often results in a lot of 'faffing around' or time wasted while struggling to get the technology to work properly. To some extent I feel that this criticism is fair, but I don't think it's a criticism that should be leveled at teachers, but would be better directed at the people who control the way technology is layered onto the classroom environment, so lets look at that.
aortega1961

Best content in Classroom 2.0 | Diigo - Groups - 0 views

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    A place for members of www.Classroom20.com to share links, Classroom 2.0 is social networking site devoted to those interested in the practical application of computer technology (especially Web 2.0) in the classroom and in their own professional development.
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    A place for members of www.Classroom20.com to share links, Classroom 2.0 is social networking site devoted to those interested in the practical application of computer technology (especially Web 2.0) in the classroom and in their own professional development.
Tero Toivanen

Commons Sense | What my student think about the flipped classroom - 49 views

  • So the key points I want to make about the flipped classroom that I have learnt from my wonderful class: Students do learn how to manage themselves to make this method effective Making your own video’s really matters with respect to teacher contact and correct syllabus language/ style The right online question bank is a great tool for student learning (plus reduces stress on all) And finally …my year 12 IB Physics flipped classroom really works and so could anyone else’s.
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    Could you tell us more about your online question bank? How do you have it setup, tool? Do you use an online quiz that provides more than one time to get the correct answer, hints to answers, and scores to students so they will know performance? What types of activities do you provide partnered with videos they watch? Thanks for your feedback.
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    Thank you for your comment and really good questions. I'm special education teacher and I'm teaching severely autistic pupils. Comment in my Diigo post is directly from the blog, so I think it would be better to make the question in the blog. There are already really good comments in there. I think flipped classroom is fantastic idea and I'm trying to find teachers in my school, who could try it. In my classroom it's not possible so far.
David Wetzel

5 Benefits for Creating a Classroom Environment for Student Blogs - 0 views

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    Benefits for creating a classroom environment for student blogging begin with establishing a foundation for their success. Why is this important? Integrating blogs transforms a classroom into a learning community where students become self-directed learners and thinkers. This in turn, causes students to use higher order thinking skills as they create and post entries in their blogs, along with commenting on other student's blogs.
David Wetzel

What Does the Online Digital Footprint in Your Classroom Look Like? - 0 views

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    In contrast to the digital footprint you use for your personal learning network, this focus is on the online digital footprint students' use in your science or math classroom. The power of a well designed digital footprint brings the capacity to transform a classroom into an online learning community. Within this community your students use digital tools to create and develop a personal learning network.
J. D. Ebberly

The Social Media Classroom: A New Web 2.0 Platform For Education - ReadWriteWeb - 0 views

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    The Social Media Classroom (SMC) is a new project started by Howard Rheingold which offers an open-source Drupal-based web service to teachers and students for the purpose of introducing social media into the classroom. The service includes tools like forums, blogs, wikis, chat, social bookmarking, RSS, microblogging, widgets, video conferencing, and more.
Kyle Stevens

Seventeen Interesting Ways* to use Voicethread in the Classroom - 0 views

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    17 ideas on using Voicethread in the classroom with examples.
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    Various ways to use Voicethread in the classroom. Examples contributed to Tom Barrett by classroom teachers
Philippe Scheimann

A Vision of Students Today (& What Teachers Must Do) | Britannica Blog - 0 views

  • It has taken years of acclimatizing our youth to stale artificial environments, piles of propaganda convincing them that what goes on inside these environments is of immense importance, and a steady hand of discipline should they ever start to question it.
    • Russell D. Jones
       
      There is a huge investment in resources, time, and tradition from the teacher, the instutions, the society, and--importantly--the students. Students have invested much more time (proportional to their short lives) in learning how to be skillful at the education game. Many don't like teachers changing the rules of the game just when they've become proficient at it.
  • Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. I have tried this with faculty and get similar results. Last year’s U.S. Professor of the Year, Chris Sorensen, began his acceptance speech by announcing, “I hate school.” The crowd, made up largely of other outstanding faculty, overwhelmingly agreed. And yet he went on to speak with passionate conviction about his love of learning and the desire to spread that love. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning.
    • Russell D. Jones
       
      So we (teachers and students) are willing to endure a little (or a lot) of uncomfortableness in order to pursue that love of learning.
  • They tell us, first of all, that despite appearances, our classrooms have been fundamentally changed.
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  • While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation. In short, they tell us that our walls no longer mark the boundaries of our classrooms.
  • And that’s what has been wrong all along. Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our “subjects,” “disciplines,” and “courses.” McLuhan’s statement about the bewildered child confronting “the education establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called “the real world” which is foreign and set apart from our schools. When somebody asks a question that seems irrelevant to this real world, we say that it is “merely academic.”
  • We can use them in ways that empower and engage students in real world problems and activities, leveraging the enormous potentials of the digital media environment that now surrounds us. In the process, we allow students to develop much-needed skills in navigating and harnessing this new media environment, including the wisdom to know when to turn it off. When students are engaged in projects that are meaningful and important to them, and that make them feel meaningful and important, they will enthusiastically turn off their cellphones and laptops to grapple with the most difficult texts and take on the most rigorous tasks.
  • At the root of your question is a much more interesting observation that many of the styles of self-directed learning now enabled through technology are in conflict with the traditional teacher-student relationship. I don’t think the answer is to annihilate that relationship, but to rethink it.
  • Personally, I increasingly position myself as the manager of a learning environment in which I also take part in the learning. This can only happen by addressing real and relevant problems and questions for which I do not know the answers. That’s the fun of it. We become collaborators, with me exploring the world right along with my students.
  • our walls, the particular architectonics of the disciplines we work within, provide students with the conversational, narrative, cognitive, epistemological, methodological, ontological, the –ogical means for converting mere information into knowledge.
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    useful article , I need to finish it and look at this 'famous clip' that had 1 million viewers
shahbazahmeed

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technology web2.0 education

started by shahbazahmeed on 15 Apr 21 no follow-up yet
Evelyn Izquierdo

Come join Podcasting for the ESL/EFL Classroom - 20 views

Hi all! Happy New Year! Here is an invitation for you. Come join Podcasting for the ESL/EFL Classroom, a totally free, 5-week, hands-on, TESOL - Electronic Village Online (EVO) workshop aimed at ...

podcasting web2.0 technology tools resources Teaching learning

started by Evelyn Izquierdo on 05 Jan 12 no follow-up yet
Danny Nicholson

33 Ways to use blogs in your classroom and in the educational setting - 0 views

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    33 Ways to use blogs in your classroom and in the educational setting
Jim Farmer

ICTs in Science Education - home - 29 views

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    "The aim of this wiki is to provide a useful set of ICTs and other tech tools for Science Teachers to utilise in their classrooms. Each type of technology will be briefly explained and a classroom example will also be attached, together with a comprehensive list of links."
anonymous

Classroom2.0: Critical pedagogy v. edu-branding - 31 views

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    the vital priorities for digital education concern largely social, cognitive and civic engagement - not the absence or presence of a particular device in your classroom.
David Freeburg

Google Moderator in the Classroom « Epic Epoch - 0 views

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    How could you use Google Moderator in the classroom?  Might it improve classroom discussion and sharing ideas?
Belinda Flint

Interesting Ways | edte.ch - 47 views

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    Excellent Google Docs presentations of ways of using various Web 2.0 tools in the classroom. The documents are collaborative, so are truly useful
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    Interesting Ways to… Use Google Forms in the Classroom Use QR Codes in the Classroom Ideas for Class Blog Posts etc.
readtactular7

TabPilot | Classroom Tablet Management System for Android. Tablets in Schools - 1 views

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    TabPilot is a cloud-based management system that puts teachers in control of classroom tablets while also providing MDM features for the IT department. Admins secure devices and distribute apps; teachers monitor student screens and freeze them when it's time for "heads up!" FocalPoint secure browser controls web browsing. Use your own tablets or our Breea tablets, and soon use iPads too! Ideal for 1-to-1 or shared-use.
Matt S

The 100 Best Web 2.0 Classroom Tools Chosen By You | Edudemic - 0 views

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    The 100 Best Web 2.0 Classroom Tools Chosen By You Topics: best, cozi, edmodo, edublogs, google, guide, prezi, tools, top 10, vuvox, web 2.0, wiki
Julie Shy

AnswerGarden - Plant a Question, Grow Answers - 0 views

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    Answer Garden is a simple but elegant way to conduct a poll/survey online. Just enter your question, share the link, and respondents either enter their answer or click on a response. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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    AnswerGarden is a minimalistic feedback tool. Use it in the classroom as an educational tool or at work as a creative brainstorming tool. Or you can embed it on your website or blog to use it as a poll or guestbook. Post a question and others type in the answer, 20 character answer limit You create an AnswerGarden by entering a topic on the Create New AnswerGarden-page. Then you'll be redirected to your newly created AnswerGarden. Since no-one has posted an answer yet, your AnswerGarden will still be empty. The next step is to share your AnswerGarden. Use it live in the classroom, at a meeting or a conference. Or place (embed) your AnswerGarden on your blog, site or social network page, using the provided embed code. Or post a direct link to your AnswerGarden on fora or email it to friends. As your AnswerGarden draws attention people will start posting their answers to your question, either by entering their own answers or by clicking on and submitting existing answers. These are then represented in your AnswerGarden in the form of a growing word cloud.
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