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BTerres

Storybird: A Collaborative Storytelling Tool : Tech Tutorials - 0 views

techtutorials.edublogs.org/...storybird

storytelling collaborative tools collaboration web2.0

shared by BTerres on 05 Sep 11 - No Cached
  • BTerres on 05 Sep 11
     
    Storybird is a collaborative storytelling tool. Students use collections of art to be inspired to write stories. One the art is chosen, students are able to build there story by dragging and dropping pictures and creating a story to match. It's great for teachers because they're able to easily create student accounts and assignments for students. It's also simple to collaborate with others whether it's another student in class or someone from another country! Storybird is an extremely engaging site that allows students to focus more on the content of their writing rather than drawing pictures!
Paul Beaufait

Free online tutorial for using Tricider - 25 views

www.teachertrainingvideos.com/...index.html

collaboration Edmodo education learning environments technology tutorials virtual learning environments

shared by Paul Beaufait on 05 Oct 12 - No Cached
  • Paul Beaufait on 05 Oct 12
     
    Second of two tutorials introducing the Edmodo virtual learning environment, and illustrating its features and functions in detail.
  • Keith Schoch on 05 Oct 12
     
    Why is the link title so mismatched to the content on the site page?
Paul Beaufait

Free online tutorial for using EDMODO - 36 views

www.teachertrainingvideos.com/...index.html

collaboration Edmodo education learning environments technology tutorials virtual learning environments

shared by Paul Beaufait on 05 Oct 12 - No Cached
John Helm liked it
  • Paul Beaufait on 05 Oct 12
     
    First of two tutorials introducing the Edmodo virtual learning environment, and illustrating its features and functions in detail.
Jeff Johnson

The Webcast Academy | Collaborative Learning Community for Webcasters - 0 views

www.webcastacademy.net

webcast podcasting web2.0 classroom classroom2.0 webcasting collaboration tutorials podcast edtech

shared by Jeff Johnson on 28 Jun 08 - Cached
  • Class of 3.1 Now getting underway Interested in participating? Register  at Webcastacademy.net and introduce yourself here Then, head over to our Moodle at Webcastacademy.com to enroll in Webcasting 101
  • Brenda Muench on 28 Jun 08
     
    Learn how to webcast!
  • Brenda Muench on 28 Jun 08
     
    I need to try this
  • Jeff Johnson on 25 Jan 09
     
    The Webcast Academy  is a hands on, collaborative training center for people interested in learning how to produce and host live, interactive webcasts. We are currently between sessions, but if you're interested in participating in the future, you can register,  introduce yourself here , & Take the first steps   We are currently in the middle of a site upgrade, so things may not work or look quite right for a little while.
sophiya miller

A Comprehensive Guide to Top 10 Online Resources for Academic Success - 2 views

In the ever-evolving landscape of education, students often find themselves juggling multiple assignments, projects, and exams simultaneously. The digital era has not only transformed the way we ac...

takemyclasscourse college university education student

started by sophiya miller on 26 Dec 23 no follow-up yet
Cheska Lorena

Learning Essentials for Microsoft Office - Essentials: Tools for Teachers - 0 views

www.microsoft.com/...ProductDetails.aspx

technology Microsoft-Office freebies

shared by Cheska Lorena on 05 Dec 10 - Cached
  • Cheska Lorena on 05 Dec 10
     
    "Learning Essentials has been designed with teachers for teachers to help make best use of precious planning time, create top-quality learning experiences and speed through every-day administrative tasks. With more than 117 templates and 38 tutorials developed in collaboration with leading education publishers, Learning Essentials helps you get the most out of your Office applications. "
James OReilly

Harvard: CCDT Multimedia Tutorials - 0 views

www.markmillar.info/ccdt

lesson planner

shared by James OReilly on 21 Jul 08 - Cached
  • James OReilly on 21 Jul 08
     
    Collaborative Curriculum Design Tool
Maggie Verster

web2tutorial » home - 0 views

web2tutorial.wikispaces.com

wiki web2tools web2.0 tutorials school2.0

shared by Maggie Verster on 29 Jul 09 - No Cached
  • Maggie Verster on 29 Jul 09
     
    Teachers are using the new Web 2.0 tools to launch their classroom into the 21st century. Students are creating online content, collaborating with other students around the world and showcasing their work to a global audience. Web 2.0 facilitates professi
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.
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  • 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).
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