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shahbazahmeed

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started by shahbazahmeed on 12 May 21 no follow-up yet
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
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
David Wetzel

6 Top Free Online Tools for Support Teaching and Learning - 0 views

www.suite101.com/...-teaching-and-learning-a281711

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shared by David Wetzel on 03 Sep 10 - Cached
  • David Wetzel on 03 Sep 10
     
    The six top free online tools were selected from available web 2.0 tools for teaching and learning using presentations, blogging, and bookmarking online resources. There are many excellent online tools available in these three categories, making the selection difficult at best. However, the selection was made based on reviewing available online resources along with other contributions and feedback from teachers.
BTerres

10 Internet Technologies Educators Should Be Informed About - 2011 Update | Emerging Ed... - 0 views

www.emergingedtech.com/...-be-informed-about-2011-update

technology resources education elearning web2.0 tools

shared by BTerres on 06 Sep 11 - No Cached
  • 1. Video and Podcasting Resources
  • 2. Digital Presentation Tools 
  • 3. Collaboration & Brainstorming Tools 
  • ...7 more annotations...
  • 4. Blogs & Blogging
  • 5. Social Networking Tools 
  • 6. Lecture Capture 
  • 8. Educational Gaming 
  • 7. Student Response Systems & Poll/Survey Tools 
  • 9. Open Educational Resources
  • 10. The iPad and other tablet devices 
Ruth Howard

An Idea Worth Spreading: The Future is Networks « emergent by design - 27 views

emergentbydesign.com/...reading-the-future-is-networks

future the an idea worth networks collaboration resources technology tools blog learning web2.0 education digital

shared by Ruth Howard on 18 Mar 10 - Cached
  • It’s now become so incredibly complex and enmeshed, that each of us now has access to EVERY SINGLE PERSON ON THE PLANET in less than 6 steps. Even with billions of people on the planet, we can reach literally anyone in 6 steps. That means we can access anyone’s resources in 6 steps. Their skills, their knowledge, their capital, their influence. Any resource.
  • ANET in less than 6 steps. Even with billions of people on the planet, we can reach literally anyone in 6 steps. That means we can access anyone’s resources in 6 steps. Their skills, their knowledge, their capital, their influence. Any resource.
  • e’ve transitioned past the point of scarcity.
  • ...32 more annotations...
  • There is no longer such thing as scarcity.
  • There are only misallocated resources.
  • It happened right under our noses
  • strengths “come naturally.”
  • If you have any connection with your strengths
  • My strength is the ability to see patterns. It’s what enabled me to write this post. People call me “insightful.” I have the ability to see stuff that other people don’t see, even when it’s staring them right in the face. (I’ve been calling this process “metathinking,”
  • I started writing about the patterns I was seeing. Explaining trends I was seeing in simple language, distilling down big concepts into words that people could “get.
  • they’ve provided you with a free resource. They’re publicly exposing you to their network.
  • What I did was go to Listorious.com. I looked at all the Top Lists that were interesting to me, and started following every single person who I thought I could learn from. That means I looked through their tweetstream to see if it was filled with potentially useful links to info, and I also clicked through to their personal website.
  • This takes effort and time. It’s work. And it’s unpaid. So why on Earth would you waste your time doing this? Because something interesting happens when you start sending people links to information that they can turn around and apply in the real world,
  • It builds trust. This was literally a revelation for m
  • As I started interacting more with these real life humans in an online space, I couldn’t understand why people were being so nice to me and sharing information with me and providing me with resources.
  • Do you know how this makes me feel? Empowered.
  • All of this free giving and sharing actually does something tremendously valuable. It enables us.
  • It’s networks. The answer is networks. Networks solve the problem of complexity
  • It turns out, life is EXACTLY like a game. If you can access the right resources, you can win. Now here’s the kicker. Everyone can win.
  • complex system can only function with independently acting agents who collaborate.
  • a globally cooperative society, as we’ve assumed. She showed, in practice, that this could actually work.
  • This whole online thing is essentially a simulation – it mimics the actual world
  • Turns out, we’re all actually in this together, all trying to figure out a way that we can all utilize our strengths, connect, collaborate, and survive. If helping each other and building trust is the way to make it work, let’s make it work.
  • Networks self-organize.
  • The point is that we want to build trust
  • What happens when your entire organization of people, as a unit, is a network in itself, but each person also has their personal networks of relationships to draw on, which extend beyond the organization?
  • The world will keep moving. It’s accelerating at an accelerating rate. The ONLY WAY to deal with it is not to cling to the old hierarchies and silos and pride and egos. We have to understand that we can only deal with this as a fully connected system. And the really crazy part is: we already have everything we need to make this happen. It’s already in place.
  • All that needs to change is the mindset.
  • We’ll be flexible, adaptive, and intelligent, because we’ll be able to quickly and freely allocate resources where they’re needed in order to make change.
  • If you think so too, pass it on.
  • I thought that made this an idea worth spreading.
  • It’s an option that seems not only possible, but preferable, and comes with a plan that’s implementable immediately.
  • A missing element, in my view, is a simple way for participants to tangibly contribute to the growth of the network. I would love to see a curated version of Pledgebank.org woven into blogs like EBD, where ideas for enhancing the network could be proposed. These crowdfunding/crowdsourcing elements might spark donations of funds and time to enrich the commons and help the network to grow.
  • Systems – biological, social and economic – are driven by avoiding risk and moving forward. Moving forward is life – no choice. Avoiding risk is the constraints and dangers of the environment – no choice. But life does make a choice.
  • that the transparency provided by social media, especially in its revealing the structure of networks, drives the growth of trust.
  • Ruth Howard on 18 Mar 10
     
    awe and some! Complexity connectivity simplified Blogpost by Vanessa Miemis
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    Buy Facebook Reviews Introduction Facebook is one of the world's most powerful social media platforms. It has been around for a few years now and has become one of the most popular places to share pictures, videos, articles, and more with your friends and family. As more people are using Facebook as their main source of communication, businesses have begun to realize that there's money to be made by connecting with other users. While it's important for you to get reviews from people who know your business well (like friends), there are also ways you can buy them yourself! Buy Facebook Reviews If you are looking for the best way to get Facebook reviews, then this article is for you. We will tell you how to buy Facebook reviews and what is the importance of buying Facebook reviews. Buy Facebook Reviews: What Is The Difference Between Buying Likes And Buying Reviews? In recent years, Facebook has grown to become one of the most popular social media platforms. It allows people to connect with each other through their friends and family members who share common interests or hobbies. Buy Facebook Reviews You can also create your own profile, add friends as well as join groups based on your interests and hobbies. This social network allows people to interact in real time via text messages (SMS) or voice calls too! How to get more reviews on your Facebook Business Page? Your business page on Facebook is the best way to get more reviews. If you have a good product or service, then it's important for people to know about it. The best way for them to do that is through their friends and family who will then tell others about your business. Buy Facebook Reviews So how do you get started? First thing first: choose a platform that allows you to create an effective review site for your business! We recommend using Realserviceit because they have been around since 2010 and have built up an excellent reputation among businesses looking for quality customer feedback ser
  • Hare Marke on 18 Apr 24
     
    Buy Facebook Reviews Introduction Facebook is one of the world's most powerful social media platforms. It has been around for a few years now and has become one of the most popular places to share pictures, videos, articles, and more with your friends and family. As more people are using Facebook as their main source of communication, businesses have begun to realize that there's money to be made by connecting with other users. While it's important for you to get reviews from people who know your business well (like friends), there are also ways you can buy them yourself! Buy Facebook Reviews If you are looking for the best way to get Facebook reviews, then this article is for you. We will tell you how to buy Facebook reviews and what is the importance of buying Facebook reviews. Buy Facebook Reviews: What Is The Difference Between Buying Likes And Buying Reviews? In recent years, Facebook has grown to become one of the most popular social media platforms. It allows people to connect with each other through their friends and family members who share common interests or hobbies. Buy Facebook Reviews You can also create your own profile, add friends as well as join groups based on your interests and hobbies. This social network allows people to interact in real time via text messages (SMS) or voice calls too! How to get more reviews on your Facebook Business Page? Your business page on Facebook is the best way to get more reviews. If you have a good product or service, then it's important for people to know about it. The best way for them to do that is through their friends and family who will then tell others about your business. Buy Facebook Reviews So how do you get started? First thing first: choose a platform that allows you to create an effective review site for your business! We recommend using Realserviceit because they have been around since 2010 and have built up an excellent reputation among businesses looking for quality customer feedback ser
Chris Wherley

BrainPOP Educators, tips, tools, & resources - 0 views

www.brainpop.com/blog

BrainPOP animated videos resource

shared by Chris Wherley on 14 Mar 09 - Cached
  • Chris Wherley on 14 Mar 09
     
    BrainPOP Educators, tips, tools, & resources
Tero Toivanen

Digital Citizenship | the human network - 0 views

blog.futurestreetconsulting.com/?p=132

Britannica Facebook Internet Obama SMS Twitter Wikipedia blog co-presence education google earth hierarchy hyperconnectivity hyperempowerment hyperpeople mobile network peer production sharing social networks wiki

shared by Tero Toivanen on 07 Jun 09 - Cached
  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
  • ...13 more annotations...
  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
  • Tero Toivanen on 07 Jun 09
     
    Mark Pesce: Digital Citizenship and the future of Education.
sophiya miller

Master Your Courses with Ease: Dive into the World of TakeMyClassCourse - 2 views

Welcome to the digital age, where the pursuit of knowledge has taken on new dimensions with the advent of online education. As students navigate the complex landscape of virtual classrooms and e-le...

college university education student takemyclasscourse

started by sophiya miller on 09 Dec 23 no follow-up yet
Paul Beaufait

Curriculum21 - Clearinghouse - 31 views

www.curriculum21.com/clearinghouse

curriculum education learning resources teaching

shared by Paul Beaufait on 29 Aug 12 - No Cached
  • Paul Beaufait on 29 Aug 12
     
    Resources in dozens of categories: "21st Century Skills, Android Apps, Art, Arts, ASCD 2012, Assessment, Audio, Blogs, C21 Webinars, Career/Tech Ed, Chemistry, Chess, Common Core State Standards, Curriculum Mapping, Dictionary, Digital Literacies, Digital Storytelling, Digital Tools, Early Childhood, eCoaching, English/Language Arts, ePortfolios, Film, Games, Global, Global Education, Global Partnerships, Government, Grades 3-5, Health, Heritage, High, High School, History, Humanities, Images In the Classroom, Infographics, Interdisciplinary, Issues, iPad/iPhone Apps, K-2, Languages, Library-Media Literacy, LiveBook, Math, Media Arts, Middle School, Mobile Learning, Music, New Forms, News, Open Learning, Physical Education, Podcast, Professional Development, Provocations for Professionals, Reading, Repositories, Science, Social Networking, Social Studies, Sustainability, Technology, The Arts, Theatre, Uncategorized, Videos, Webinars, World Languages, [and] Writing" (2012.08.29).
Kenneth Griswold

Kidblog - 0 views

kidblog.org/why-kidblog

blog writing edtech ELA resources primary intermediate kidblog tpsdinstitute

shared by Kenneth Griswold on 31 May 13 - No Cached
  • Kidblog is built by teachers, for teachers, so students can get the most out of the writing process. Our mission is to empower teachers to embrace the benefits of the coming digital revolution in education. As students become creators - not just consumers - of information, we recognize the crucial role of teachers as discussion moderators and content curators in the classroom. With Kidblog, teachers monitor and control all activity within their classroom blogging community.
  • Kidblog provides teachers with the tools to help students safely navigate the digital – and increasingly social – online landscape. Kidblog allows students to exercise digital citizenship within a secure, private classroom blogging space. Kidblog’s security features put safety first: Teachers have administrative control over all student blogs and student accounts. Your students’ blogs are private by default – viewable only by classmates and the teacher. Teachers can elect to make posts public, while still moderating all content. Teachers can add password-protected parent and guest accounts to the community at their discretion. Comment privacy settings block unsolicited comments from outside sources. Kidblog is fully COPPA compliant and does not require any personal information from students.
  • Kenneth Griswold on 31 May 13
     
    A safe FREE solution for blogging.  Perfect for the elementary school.  Haiku is missing a full fledged blogging tool, this will fill that gap for teachers.
Amanda Kenuam

Who Needs Resources? - Special Needs Tools - 0 views

www.mangomon.com/...-Resources-Special-Needs-Tools

special education special needs free resources website

shared by Amanda Kenuam on 18 Mar 10 - Cached
  • Amanda Kenuam on 18 Mar 10
     
    "special education, special needs, free, resources, website"
Susan Oxnevad

10 Free Tools for Everyday Research - 0 views

gettingsmart.com/...0-free-tools-everyday-research

education web2.0 technology tools resources learning teaching

shared by Susan Oxnevad on 17 Sep 12 - No Cached
  • Susan Oxnevad on 17 Sep 12
     
    As educators we are faced with the challenge of teaching students to efficiently use the Internet to find and use information. Searching for information and making sense of it is a process that involves critical thinking and it is an important skill. Fortunately, there are many free digital tools available to help students efficiently sift through an overwhelming abundance of web content to find the relevant and reliable information they need. This post will explore some digital resources to provide educators with tools to help all students become savvy searchers and independent learners.
Neil O'Sullivan

Social Media in Education: Resource Toolkit | Edutopia - 0 views

www.edutopia.org/cial-media-education-resources

social media resources

shared by Neil O'Sullivan on 01 Apr 15 - No Cached
  • Neil O'Sullivan on 01 Apr 15
     
    "This collection of blogs, articles, and videos aims to help educators deploy social-media tools to develop professionally, connect with parents and communities, and engage students in 21st-century learning."
Neil O'Sullivan

Social Media in Education: Resource Toolkit | Edutopia - 0 views

www.edutopia.org/cial-media-education-resources

social media resources

shared by Neil O'Sullivan on 01 Apr 15 - No Cached
  • Neil O'Sullivan on 01 Apr 15
     
    "This collection of blogs, articles, and videos aims to help educators deploy social-media tools to develop professionally, connect with parents and communities, and engage students in 21st-century learning."
David Wetzel

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

www.suite101.com/...ment-for-student-blogs-a285167

5 benefits for student blogs online learning integrating technology differentiated instruction with techmology education resources tools web2.0

shared by David Wetzel on 13 Sep 10 - No Cached
  • David Wetzel on 13 Sep 10
     
    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.
Paul Beaufait

Wissahickon School District's eToolBox - home - 41 views

etoolbox.wikispaces.com

education schools resources tools wikis Wikispaces technology learning teaching collaboration

shared by Paul Beaufait on 28 Jan 11 - Cached
  • Paul Beaufait on 28 Jan 11
     
    "an alphabetical index of Web 2.0 tools, from Blogs to Wikispaces, with evaluations and recommendations for each one." (Carole, Wikispaces Blog, Best Educational Wikis of 2010, 2011.01.17 [retreived 2011.01.28])
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