But one area of American life that is consistently resistant to innovation is our education system.
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Meetings.io - 0 views
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This is a wonderful Video conferencing site which works across many types of devices. There is no sign up or login required. Just start a room and share the link to invite afters. You can have five video participates at once. You can watch videos together from YouTube and other sites. There is a collaborative notepad, text chat, file sharing and you can even share your screen with other 'room mates.' You can sign in for free to customise rooms and schedule sessions. A great resource for staff meetings, training and distance teaching. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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Esther Wojcicki: Revolution Needed for Teaching Literacy in a Digital Age - 28 views
www.huffingtonpost.com/...n-need-for-teach_b_635630.html
literacy digital education revolution web2.0 tools learning edtech
shared by Stephanie Sandifer on 07 Jul 10
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children who are below grade level by age ten tend to stagnate and eventually give up and drop out in high school. Harvard educational psychologist Jeanne Chall famously called this phenomenon the "fourth grade reading slump,
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In the classroom, digital media also have other major advantages. These media teach students to master the production of knowledge, not just the consumption of knowledge. Kids learn to create videos, write blogs, collaborate online; the also learn to play video games, do digital storytelling, fan fiction, music, graphic art, anime and even more. Their informal process of learning, collaboration, and transforming passion into knowledge is desperately needed in schools today.
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to train teachers to help students learn to read by transforming information for discovery and problem-solving.
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all beginning teachers learn how to use online collaborative tools, video production tools, blogging tools, mobile tools and a variety of commercial and non-profit programs targeting the classrooms. Frequently young teachers know how to use these tools on a personal level but not in the classroom.
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Let's building on national models like Communities in Schools, First, Computer Clubhouse, Club Tech of the Boys and Girls Clubs, and the Quest to Learn, Digital Youth Network and School of One models in Chicago and New York City.It is time to extend the learning day and create a place in every community where young children can gain confidence in their literacy and interactive technology skills.
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laboratories for testing many different digital approaches to learning and assessment, as well as for testing different ways to break down the barriers between in- and out-of-school learning
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embrace the potential revolutionary power of the digital tools that have defined the first decade of the 21st century
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WiZiQ Free Online Teaching and E-Learning with Web Conferencing - 0 views
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Curriculum Collaboration Toolkit - 2 views
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Effective teaching with technology matches the teacher's goals and the learner's characteristics and needs, with tools that enhance understanding.
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Online Teaching and Learning: Makin' Whuffie - 0 views
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A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
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Members of an online community gain social capital by making thoughtful or helpful contributions. This can be made tangible by a rating system - some forums have thumbs up or down or voting systems for forum posts.
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Social capital is a natural and logical consequence/reward of a student's (or anyone's) online behavior and contributions, and as such, it is a powerful tool for educators to include in their online courses to ensure student engagement and retention.
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A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
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If you want to truly learn something, there is nothing like teaching it, so allowing, in fact encouraging, students to help one another solve problems, to teach each other, increases learning for both the helper and the helped.
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A group can gain social capital by being proud of what it creates and getting positive feedback from other groups. A chance for students, whether working as individuals or in collaborative groups, to give feedback to each other is a valuable tool for creating a greater sense of community and engagement toward common goals.
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Bookmarking, Sharing, Highlighting, and Annotating Online Resources:Diigo is a great tool for Educators, because you can form a group, and share bookmarks, which each member can highlight and comment on. Diigo is a fantastic tool for sharing resources and collaborating. Now, they have come out with Diigo for Educators, to make it even better!
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Critical Issue: Using Technology to Improve Student Achievement - 0 views
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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).
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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."
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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.
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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.
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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.
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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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Making the Most of Wikis in Your Science or Math Classroom - 0 views
www.teachscienceandmath.com/...your-science-or-math-classroom
algebra chemsitry education techmology physics podcasts real world math Science teaching and learning web 2.0 wiki
shared by David Wetzel on 24 May 10
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Wikis are the most popular Web 2.0 tool being used in science and math classrooms. Based on a survey of readers - 43 percent use them to support their teaching and student learning. A Wiki is appealing, encourages participation, supports collaboration, and promotes interaction by students who love to use technology. By the way - this includes most students today!
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Thinking in the Wild - Thinking routines beyond the classroom - The Learner's Way - 3 views
thelearnersway.net/...-routines-beyond-the-classroom
thinking classroom learner routines education teaching learning
shared by Nigel Coutts on 17 Jun 18
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Despite this being a 'thinking' conference, despite us all being advocates for structured and scaffolded models of thinking, not one group had applied any thinking routines, utilised a collaborative planning protocol or talked about applying an inquiry model or design thinking cycle. It wasn't that we didn't know about them. It wasn't that we don't know how to use them. It wasn't that we don't value them. We had all the knowledge we could desire on the how to and the why of a broad set of thinking tools and anyone of these would have enhanced the process, but we did not use any of them. Why was this the case and what does this reveal about our teaching of these methods to our students?
WiZiQ free Virtual Classroom - 114 views
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Project Based Teaching Rubric | Project Based Learning | BIE - 31 views
bie.org/...project_based_teaching_rubric
collaboration groupwork learning project-based learning resources rubrics teaching
shared by Paul Beaufait on 10 Jun 16
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skip zalneraitis liked it
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21st Century Pedagogy | 21st Century Connections - 0 views
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Linked to assessment is the importance of timely, appropriate, detailed and specific feedback. Feedback as a learning tool, is second only to the teaching of thinking skills [Michael Pohl]. As 21st Century teachers, we must provide and facilitate safe and appropriate feedback, developing an environment where students can safely and supportively be provided with and provide feedback. Students are often full of insight and may have as valid a perspective as we teachers do.
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? The use of technology = technological fluency, ? Collecting, processing, manipulating and validating information = information fluency,? using, selecting, viewing and manipulating media = media fluency,
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Students must be key participants in the assessment process, intimate in it from start to finish, from establishing purpose and criteria, to assessing and moderating. Educators must establish a safe environment for students to collaborate in but also to discuss, reflect and provide and receive feedback in.
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In 1997, I said that "The Web is not the future, but a dynamic part of today."; the same still holds for Web 2.0 and beyond. It's an evolution (webolution - http://wgraziadei.home.comcast.net/Webolution.html ) not a revolution. It's time to STOP strategic planning and START strategic TEACHING.
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The best app for teachers and educators - 0 views
www.chroniclecloud.com/a-must-have-app-for-teachers
education tools learning technology teaching resources collaboration
shared by chroniclecloud on 21 Jun 21
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Chronicle Cloud is the cloud-based class management system and a digital grade book designed with the simple thought of using technology and integrating teaching tasks, allowing teachers to focus on their passion for teaching. CC is one of the best cloud-based class management apps that helps teachers in note-taking, giving student feedback, taking formative assessments, and using multimedia for making teaching engaging. During the pandemic, it also helped teachers organize frequent individual meetings and interactions with students and the parents via the "Chronicle Cloud Parents App
Shaping the Learning Environment - 0 views
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Rethinking Mathematics Education - The Learner's Way - 10 views
thelearnersway.net/...thinking-mathematics-education
mathematics education learner collaboration teaching resources
shared by Nigel Coutts on 15 Jan 17
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What becomes clear, as you dive further into the emerging research that connects what we know about learning, mindsets, dispositions for learning and the development of mathematical understandings, is that a new approach is required. We need to move away from memorisation and rule based simplifications of mathematics and embrace a model of learning that is challenging and exciting. We can and should be emerging all our students in the beauty and power of mathematics in learning environments full of multiple representations, rich dialogue and collaborative learning.
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Skype Announces Collaboration with Prominent Organizations to Further Empower Teachers ... - 21 views
www.execdigital.com/...empower-teachers-with-educatio
collaboration education guest speakers music organizations Peace One Day science Skype tools reading resources teachers technology
shared by Paul Beaufait on 17 May 12
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Skype in the classroom strives to enrich students' learning experiences to discover new cultures, languages and ideas without leaving the classroom.
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Skype in the classroom strives to enrich students' learning experiences to discover new cultures, languages and ideas without leaving the classroom. Skype in the classroom now features each individual organization's dynamic content, projects and available guest speakers
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To join Skype in the classroom and view these exclusive resources, teachers should: Sign up at education.skype.com using their Skype account details Create a profile which includes their interests, location and the age groups they teach Once complete, teachers will have full range to explore the Skype in the classroom organization microsites, utilize vast content from these organizations and engage in conversations with select guest experts. For more information or to register for Skype in the classroom, please visit http://education.skype.com.
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Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments... - 0 views
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The author provides a critical overview of three-dimensional (3-D) virtual worlds and “serious gaming” that are currently being developed and used in healthcare professional education and medicine.
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it is beneficial to address while the race to adopt and implement highly engaging Web 3-D virtual worlds is watched in healthcare professional education
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Therefore, Roger’s Diffusion of Innovations Theory [5] and Siemens’ Connectivism Theory [6] for today’s learners will serve as theoretical frameworks for this paper.
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A 3-D virtual world, also known as a Massively Multiplayer Virtual World (MMVW), is an example of a Web 2.0/Web 3-D dynamic computer-based application.
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US agencies, such as the Centers for Disease Control and the National Institutes of Health conduct meetings in SL to discuss the educational potential of SL
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Virtual worlds are currently being used as educational spaces [1] and continue to grow in popularity on campuses and businesses worldwide. Furthermore, access to versions of virtual worlds on the Web, such as “Croquet,” “Uni-Verse,” and “Multiverse” are predicted within two to three years to be mainstream in education
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By allowing students time to interact with other avatars (eg, patients, staff members, and other healthcare professionals) in a safe, simulated environment, a decrease in student anxiety, an increase in competency in learning a new skill, and encouragement to cooperate and collaborate, as well as resolve conflicts, is possible.
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High quality 3-D entertainment that is freely accessible via Web browsing facilitates engagement opportunities with individuals or groups of people in an authentic manner that illustrates collective intelligence
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Advanced Learning and Immersive Virtual Environment (ALIVE) at the University of Southern Queensland
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Problem-based learning groups enrolled in a clinical management course at Coventry University meet in SL and are employed to build learning facilities for the next semester of SL students. This management course teaches students to manage healthcare facilities and is reported to be the first healthcare-related class to use SL as a learning environment.
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Another virtual world project developed by staff at the Imperial College in London, in collaboration with the National Physical Lab in the United Kingdom, is the Second Health Project
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Some educators may balk at adopting this technology because there is a learning curve associated with the use of 3-D virtual worlds.
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Let’s have fun, explore these fascinating worlds and games, and network with others while respecting diverse ways of life-long learning and current researchers’ findings.
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there is an underlying push in higher education to adopt these collaborative tools and shift the paradigm from a traditional Socratic method of education to one possessing a more active and interactive nature
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One may view online virtual worlds and serious gaming as a threat to the adoption and purchase of high-fidelity computerized patient-simulation mannequins that are currently purchased for healthcare-profession training. For example, nurses may login into SL and learn Advanced Cardiac Life Support at their convenience, and it costs virtually nothing for the nurse and perhaps a nominal fee for the developer.
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The educational opportunity in SL may not be a replacement for the doctor- or nurse-patient interaction or relationship, but SL may serve as an adjunct or pre- or post-learning tool.
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one recalls when critics questioned the validity and reliability of the stethoscope invented by Laennec in 1816 and how today it is second nature to use this assessment tool.
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WebTools4u2use - 58 views
webtools4u2use.wikispaces.com/Finding+the+Right+Tool
education web2.0 resources integration technology tools webtools4u2use collaboration teaching wiki
shared by Jim Farmer on 09 Feb 10
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BLOGGING 2.0 IN XXI CENTURY EDUCATION: I wish you a Christmas with peace my friends and... - 1 views
teacherluciandumaweb20.blogspot.com/...u-christmas-with-peace-my.html
Christmas Nativity #edtech20 education web2.0 tools technology blog twitter collaboration teaching
shared by LUCIAN DUMA on 25 Dec 10
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I wish you a Christmas with peace my friends and my #edtech20 PLN ; the Birth of Son of God , the reason for Christmas . I invite you to join #edtech20 facebook page has a new look . Do you like ? If you like please post useful information for teachers related to integrating eSafety of new technologies web 2.0 and social media in education 2.0 . Using #edtech20 hastag http://www.facebook.com/pages/Caransebes-Romania-Dear-members-please-free-to-share-/Web-20-and-new-tehnologies-in-education-still-2010/103495893021586?v=app_186663019975 All the posts will appear on the main page . Let's collaborate and share knowledge toghether also when you join eSafety in #edtech20 PLN http://web20ineducation2010.ning.com/