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dmncedm dmncedm

Advantages of CNC EDM Spark Erosion Machine - 0 views

www.dmncedm.com/edm-spark-erosion-machine.html

Advantages of CNC EDM Spark Erosion Machine

shared by dmncedm dmncedm on 26 Dec 24 - No Cached
  • dmncedm dmncedm on 26 Dec 24
     
    Advantages of CNC EDM Spark Erosion Machine 1: The CNC spark erosion machine has designed two side repair programs, the rectangular with sharp edges and corners adopts the flat-bottomed square side repair plan, and the round or multi-curved ellipse adopts the flat-bottomed round side repair plan. During the side repair process, the electrode moves and feeds towards the workpiece at an angle. At this time, the tool electrode moves from the center to the outside, from top to bottom, and is automatically controlled by CNC, that is, the three-axis linkage. This kind of movement accomplished by CNC EDM spark erosion services machine is not easy to accumulate carbon, easy to remove chips and exhaust, will not cause arcing, and has high production efficiency. 2: CNC spark erosion machine X-axis lateral processing of opposite molds, high mold clamping accuracy, and productivity can be much higher than that of Z-axis downward processing. 3: CNC EDM spark erosion machine adds special control to the control circuit. When arcing or false short circuit occurs, the pulse power is immediately cut off, and the energy supply to the cavity is stopped. The electrode temperature will not continue to rise, reducing the occurrence of fire. 4: CNC EDM spark erosion machine adopts a complete low-voltage pulse method after high-voltage breakdown. The pulse width is equal. Practice of EDM machine application has proved that this pulse method further reduces the loss of the tool electrode, the processing surface is rough and uniform, and the end surface loss of the tool electrode is small . 5: The CNC EDM spark erosion machines by DMNC-EDM, a reliable EDM machine supplier, can use one electrode for rough and fine machining, which saves the manufacturing time and cost of the double electrode, saves the trouble caused by the correction of the fine machining electrode, and shortens the mold manufacturing time. 6: Self-appropriate function, the so-called self-appropriate knife lift, is that
sibai1

wire cut edm process - 1 views

www.sibaicnc.com/edm-wire-cutting

wire cut edm process

shared by sibai1 on 12 Mar 25 - No Cached
  • sibai1 on 12 Mar 25
     
    Wire cutting is one kind of auxiliry processing in Sibai. It plays an important role on some critical products. For example, for narrow slot or tiny holes, we adopt wire cutting processing to realize.
sibai1

cnc mill turn center - 1 views

www.sibaicnc.com/ng-milling-compound-processing

cnc mill turn center

shared by sibai1 on 01 Apr 25 - No Cached
  • sibai1 on 01 Apr 25
     
    CNC turning & milling Shows Outstanding Advantages Mill composite machine can shorten the product manufacturing process and improve production efficiency. The cnc machining milling turning can realize all or most of the machining processes in one loading, which can greatly shorten the manufacturing process. On one hand, the production auxiliary time caused by the loading change is reduced, and at the same time, the manufacturing cycle and waiting time of the tooling and fixture are also reduced, which can significantly improve the production efficiency.
xycargoservice

air cargo directory - 1 views

www.xycargoservice.com/air-freight

air cargo directory

shared by xycargoservice on 29 Sep 22 - No Cached
  • xycargoservice on 29 Sep 22
     
    We will provide you with all-round air freight customs declaration, customs clearance, warehousing and logistics delivery services, and use a powerful information system to master every link of the transportation process, so as to ensure that your goods enjoy the highest quality transportation services, and create a fast, efficient and considerate international air cargo transportation business for you. Strategic partners in all corners of the world, with dozens of international airlines have a deep cooperative relationship. Track customized project processes, optimize operation links, and provide comprehensive one-stop air freight services.
  • xycargoservice on 17 Dec 24
     
    As a professional international air cargo shipping company, we will provide you with all-round global air freight customs declaration, customs clearance, warehousing and logistics world air cargo delivery services, and use a powerful information system to master every link of the air cargo logistics process, so as to ensure that your goods enjoy the highest quality transportation services, and create a fast, efficient and considerate international air global cargo services transportation business for you.
  • xycargoservice on 01 Apr 25
     
    As a professional international air cargo shipping company, we will provide you with all-round global air freight customs declaration, customs clearance, warehousing and logistics air freight cargo delivery services, and use a powerful information system to master every link of the air cargo transportation process, so as to ensure that your goods enjoy the highest quality transportation services, and create a fast, efficient and considerate international air cargo services transportation business for you.
LaDawna Harrington

Shaping the Learning Environment - 0 views

FREE Webinar 4/17 | Guided Research Join us for the next LMC @ The Forefront webinar! Guided Research: Shaping the Learning Environment by Being observANT Wednesday, April 17, 2013 - 4pm / Eastern ...

Inquiry Guided Research Technology Digital Learning teaching collaboration education

started by LaDawna Harrington on 14 Apr 13 no follow-up yet
Leonard Miller

Education Week: Blended PD Emphasizes Differentiated Instruction - 0 views

www.edweek.org/...09el-blendedpd.h32.html

Blended learning for PD modeling differentiated

shared by Leonard Miller on 26 Oct 12 - No Cached
  • If blended learning is one of the biggest trends in education, it should offer a way for teachers to practice the approach themselves.
  • Professional development for educational technology has to move away from its historical focus on technical training and toward a broader focus on what educational approaches work best.
  • In other words, teachers not only need to be proficient at integrating virtual experiences into the classroom, they must also be confident in why they're doing so.
  • ...5 more annotations...
  • the certification program is split into two tiers. The first includes foundational courses aimed at helping teachers understand various strategies for online and blended learning and make decisions about how to use them to create engaging, differentiated classrooms. The second tier provides instruction in the tools and techniques for turning those ideas into reality
  • launched an online and blended certification program
  • No longer solely a teacher, "I am facilitator, fellow learner, and curator," added Ms. Canady. "I'm becoming more focused on giving my students more bang for their buck, more time. I don't want them to do anything they don't need in order to grow."
  • The team generally kicks off the design process anywhere from six to 12 months before the first day of school. The process includes identifying instructional objectives, choosing a classroom model, selecting curriculum providers, preparing infrastructure, and setting up teacher professional development.
  • the coach helped them implement blended-learning models to differentiate instruction, extend learning beyond the classroom, and engage families in the learning process.
Nigel Coutts

Process vs Product in Maker-centered Learning - The Learner's Way - 8 views

thelearnersway.net/...uct-in-maker-centered-learning

process product learning Education technology

shared by Nigel Coutts on 06 Nov 16 - No Cached
  • Nigel Coutts on 06 Nov 16
     
    The maker movement and with it maker-centered learning brings new possibilities and challenges into the classroom. It has spawned makerspaces and students are busy designing and making products. The danger with all this frenzied making is that it is very easy to miss the point, to focus on the product and not the journey.  
Brown Hemert

One Month Payday Loans- Reliable and Quiet Simple Online Process FIscal Aid - 0 views

www.paydayloanslongterm.ca/one-month-payday-loans.html

payday loans long term loans for bad credit one month payday loans long term loans no credit check long term loans long term loans online one month long term loans payday loans no credit check long term loans bad credit

shared by Brown Hemert on 15 Sep 15 - No Cached
  • Brown Hemert on 15 Sep 15
     
    One Month Payday Loans are a new form of loans which can be accessed via the online process. This loaning system is also known as advance payday loans online. It is one of the most convenient online financial exchange systems. One month payday loans are handed to customers via online portal that are managed by trusted lenders. Apply Now - http://www.paydayloanslongterm.ca/one-month-payday-loans.html
Jeff Johnson

TextFlow - 0 views

www.textflow.com

collaboration wordprocessing document textflow web2.0 editor tools word-processing

shared by Jeff Johnson on 25 Nov 08 - Cached
  • Jeff Johnson on 25 Nov 08
     
    Collaboration has never been this easy. Parallel word processing helps you produce text faster and use feedback better. To see TextFlow in action, watch the 1 minute video presentation and don't forget to sign up for the beta.
Sheryl A. McCoy

n2teaching: Lives of Teachers: Public or Private? - 0 views

samccoy-n2teaching.blogspot.com/...eachers-public-or-private.html

appropriate behavior censorship community due education n2teaching process

shared by Sheryl A. McCoy on 30 Apr 08 - Cached
  • Sheryl A. McCoy on 30 Apr 08
     
    a multi-dimensional concern for teachers and the communities where they teach and live;D
  • Sheryl A. McCoy on 30 Apr 08
     
    Because the internet is interactive, it seems that no problem can be solved in a 20th century manner. As we learn more about how to protect ourselves from identity theft, we need to teach our communities. All teachers, young and old, deserve enough respect to be allowed to defend their honor and not be condemned without due process.
J Black

ed4wb » Blog Archive » The New Bottom-up Authority - 0 views

www.ed4wb.org/?p=164

21stcenturyskills education learning learners

shared by J Black on 31 Jan 09 - Cached
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
  • ...2 more annotations...
  • Schools, in general, are not taking advantage of the power of peer-based learning or the benefits of a more decentralized type of expertise which lies outside of its ivory walls.
  • The same study later describes a writer’s heightened sense of authenticity that comes from peer feedback as opposed to school evaluations: “It’s something I can do in my spare time, be creative and write and not have to be graded,” because, “you know how in school you’re creative, but you’re doing it for a grade so it doesn’t really count?”
  • J Black on 31 Jan 09
     
    The top-down, authoritarian model found in most classrooms today looks very different from the model many students experience when they learn online. The classroom's hierarchical approach, with the sage on the stage, requires, (and, ultimately demands) passivity and deference on the part of the learner. Informal, interest-driven networked learning, with its access to large stores of information and variety of opinion, on the other hand, takes a much different view of authority. It's usually peer based, largely democratic, meritocratic, often creates dissonance due to variety and demands evaluation. Knowing what we do about active learning, one would seem clearly superior to the other.
anonymous

21st Century Pedagogy | 21st Century Connections - 0 views

www.21centuryconnections.com/...653

shared by anonymous on 16 Dec 08 - Cached
  • The sum of the students learning will be greater than the individual aspects taught in isolation.
  • Students should be involved in all aspects of the assessment process.
  • 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,
  • 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.
  • Bill Graziadei, Ph.D. (aka Dr. G) on 16 Dec 08
     
    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.
  • anonymous on 08 Mar 09
     
    21C teaching
Miles Berry

Online Learning: Trends, Models And Dynamics In Our Education Future - Part 1 - Robin G... - 0 views

www.masternewmedia.org/in-our-education-future-part-1

PLE personalisation personalised learning informal learning network Downes

shared by Miles Berry on 08 Feb 09 - Cached
  • In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants. There is no leader; each person participates as they deem appropriate. There are no boundaries; people drift into and out of the conversation as their knowledge and interests change.
    • Miles Berry
      Miles Berry on 08 Feb 09
       
      WAYKLWYNL, Informal Learning
  • The PLE is not an application, but rather, a description of the process of learning in situ from a variety of courses and according to one’s personal, context-situated, needs. The process, simply, is that learners will be presented with learning resources according to their interests, aptitudes, educational levels, and other factors (including employer factor and social factors) while they are in the process of working at their job, engaging in a hobby, or playing a game.
  • Miles Berry on 08 Feb 09
     
    Stephen Downes on the future of e-learning: personalised learning, networks and PLEs amongst much else
Dennis OConnor

Tired of Being a Red Ink Slave to Corrections? - The Writing Teacher - Tips, ... - 1 views

www.thewritingteacher.org/...-ink-slave-to-corrections.html

writing editing webcast webinar

shared by Dennis OConnor on 22 May 09 - Cached
  • Dennis O'Connor previously wrote How to Introduce the Six Traits for The Writing Teacher, and teaches writing instruction at the University of Wisconsin-Stoudt. In addition to teaching and consulting, he maintains two invaluable websites: 6-Traits Resources 21st Century Information Fluency  This article is a preview of a free webinar that Dennis will be providing on June 2, at 2:00 PM Eastern time. If you are interested in attending the webinar, click here.
    • Dennis OConnor
      Dennis OConnor on 22 May 09
       
      I invite Diigo users interested in writing, the writing process, and 6-traits to join me on the up-coming webinar!
  • Dennis OConnor on 22 May 09
     
    I've just published another article with the Writing Teacher. This one is focused on Editing and the writing process. Editing/conventions becomes an 800 pound gorilla in the classroom. It's often the only trait that get's any attention! Consider joining the free webinar on June 2, 2009 for more on this very topic!
Dennis OConnor

Free Webinar Tired of being a red ink slave to corrections? - 0 views

www.wimba.com/1618

6-traits conventions corrections grammar writing process

shared by Dennis OConnor on 18 May 09 - Cached
  • Dennis OConnor on 18 May 09
     
    Here's an invitation to a free webinar. I'll be presenting a one hour webinar on how to integrate editing skills into the writing process. Hope you can attend. ~ Dennis O'Connor
Tero Toivanen

Music and the Brain - 0 views

www.cerebromente.org.br/...musica.html

music brain learning memory

shared by Tero Toivanen on 16 May 09 - Cached
  • A little known fact about Einstein is that when he was young he did extremely poor in school. His grade school teachers told his parents to take him out of school because he was "too stupid to learn" and it would be a waste of resources for the school to invest time and energy in his education. The school suggested that his parents get Albert an easy, manual labor job as soon as they could.
  • Instead of following the school's advice, Albert's parents bought him a violin. Albert became good at the violin. Music was the key that helped Albert Einstein become one of the smartest men who has ever lived. Einstein himself says that the reason he was so smart is because he played the violin. He loved the music of Mozart and Bach the most. A friend of Einstein, G.J. Withrow, said that the way Einstein figured out his problems and equations was by improvising on the violin.
  • Another example of how rhythm orders movement is an autistic boy who could not tie his shoes. He learned how on the second try when the task of tying his shoes was put to a song. The rhythm helped organize his physical movements in time.
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  • Classical music from the baroque period causes the heart beat and pulse rate to relax to the beat of the music. As the body becomes relaxed and alert, the mind is able to concentrate more easily. Furthermore, baroque music decreases blood pressure and enhances the ability to learn. Music affects the amplitude and frequency of brain waves, which can be measured by an electro-encephalogram. Music also affects breathing rate and electrical resistance of the skin. It has been observed to cause the pupils to dilate, increase blood pressure, and increase the heart rate.
  • Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
  • According to The Center for New Discoveries in Learning, learning potential can be increased a minimum of five times by using this 60 beats per minute music.
  • Dr. Lozanov's system involved using certain classical music pieces from the baroque period which have around a 60 beats per minute pattern. He has proven that foreign languages can be learned with 85-100% efficiency in only thirty days by using these baroque pieces. His students had a recall accuracy rate of almost 100% even after not reviewing the material for four years.
  • Group 1 was read the words with Handel's Water Music in the background. They were also asked to imagine the words. Group 2 was read the same words also with Handel's Water Music in the background. Group 2 was not asked to imagine the words. Group 3 was only read the words, was not given any background music, and was also not asked to imagine the words. The results from the first two tests showed that groups 1 and 2 had much better scores than group 3. The results from the third test, a week later, showed that group 1 performed much better than groups 2 or 3.
  • One simple way students can improve test scores is by listening to certain types of music such as Mozart's Sonata for Two Piano's in D Major before taking a test. This type of music releases neurons in the brain which help the body to relax.
  • William Balach, Kelly Bowman, and Lauri Mohler, all from Pennsylvania State University, studied the effects of music genre and tempo on memory retention. They had four groups learn vocabulary words using one of four instrumental pieces - slow classical, slow jazz, fast classical, and fast jazz.
  • Surprisingly, the results showed that changing the genre had no effect on recall but changing the tempo decreased recall.
  • One key ingredient to the order of music from the baroque and classical periods is math. This is realized by the body and the human mind performs better when listening to this ordered music.
  • George recognized that Saul overcame his problems by using special music. With this story in mind King George asked George Frederick Handel to write some special music for him that would help him in the same way that music helped Saul. Handel wrote his Water Music for this purpose.
  • Dr. Ballam goes on to say that, "The human mind shuts down after three or four repetitions of a rhythm, or a melody, or a harmonic progression."
  • Bob Larson, a Christian minister and former rock musician, remembers that in the 70's teens would bring raw eggs to a rock concert and put them on the front of the stage. The eggs would be hard boiled by the music before the end of the concert and could be eaten. Dr. Earl W. Flosdorf and Dr. Leslie A. Chambers showed that proteins in a liquid medium were coagulated when subjected to piercing high-pitched sounds
  • Rock music was played in one of the boxes while Bach's music was played in the other box. The rats could choose to switch boxes through a tunnel that connected both boxes. Almost all of the rats chose to go into the box with the Bach music even after the type of music was switched from one box to the other.
  • She found that the plants grew well for almost every type of music except rock and acid rock. Jazz, classical, and Ravi Shankar turned out to be the most helpful to the plants. However, the plants tested with the rock music withered and died. The acid rock music also had negative effects on the plant growth.
  • One cannot deny the power of music. High school students who study music have higher grade point averages that those who don't. These students also develop faster physically. Student listening skills are also improved through music education. The top three schools in America all place a great emphasis on music and the arts. Hungary, Japan, and the Netherlands, the top three academic countries in the world, all place a great emphasis on music education and participation in music. The top engineers from Silicon Valley are all musicians. Napoleon understood the enormous power of music. He summed it up by saying, "Give me control over he who shapes the music of a nation, and I care not who makes the laws" .
  • Tero Toivanen on 16 May 09
     
    Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
Dennis OConnor

Why The FCC Wants To Smash Open The iPhone - washingtonpost.com - 0 views

www.washingtonpost.com/...AR2009080101074.html

cloud google voice apps iphone e-learning 21cif

shared by Dennis OConnor on 01 Aug 09 - Cached
  • Right about now, Apple probably wishes it had never rejected Google Voice and related apps from the iPhone. Or maybe it was AT&T who rejected the apps. Nobody really knows. But the FCC launched an investigation last night to find out, sending letters to all three companies (Apple, AT&T, and Google) asking them to explain exactly what happened.
  • The FCC investigation is not just about the arbitrary rejection of a single app. It is the FCC's way of putting a stake in the ground for making the wireless networks controlled by cell phone carriers as open as the Internet.
  • On the wired Internet, we can connect any type of PC or other computing device and use any applications we want on those devices. On the wireless Internet controlled by cellular carriers like AT&T, we can only use the phones they allow on their networks and can only use the applications they approve.
  • ...4 more annotations...
  • Google must secretly be pleased as punch. It was only two years ago, prior to the 700MHz wireless spectrum auctions, that it was pleading with the FCC to adopt principles guaranteeing open access for applications, devices, services, and other networks. Now two years later, in a different context and under a different administration, the FCC is pushing for the same principles.
  • FCC cites "pending FCC proceedings regarding wireless open access (RM-11361) and handset exclusivity (RM-11497). That first proceeding on open access dates back to 2007 when Skype requested that cell phone carriers open up their networks to all applications (see Skype's petition here). Like Google Voice, Skype helps consumers bypass the carriers. The carriers don't like that because that's their erodes their core business and turns them into dumb pipes. But dumb pipes are what we need. They are good for consumers and good for competition because they allow any application and any device, within reason, to flower on the wireless Internet.
  • The FCC also wants Apple to explain the arbitrariness of its app approval process: 4. Please explain any differences between the Google Voice iPhone application and any Voice over Internet Protocol (VoIP) applications that Apple has approved for the iPhone. Are any of the approved VoIP applications allowed to operate on AT&T?s 3G network?5. What other applications have been rejected for use on the iPhone and for what reasons? Is there a list of prohibited applications or of categories of applications that is provided to potential vendors/developers? If so, is this posted on the iTunes website or otherwise disclosed to consumers?6. What are the standards for considering and approving iPhone applications? What is the approval process for such applications (timing, reasons for rejection, appeal process, etc.)? What is the percentage of applications that are rejected? What are the major reasons for rejecting an application?
  • Why does it take a formal request from a government agency to get Apple (and AT&T) to explain what the rules are to get on the wireless Internet?
  • Dennis OConnor on 01 Aug 09
     
    Opening the iPhone would make educational apps much easier to publish. Apple's monopoly means e-text-book readers and classroom use of hand held computers (which is what the iPhone and iPod reall are) have to pay a toll to Apple. Right now, Apple's approval system is cloaked in mystery. Developers have no way to market their products without 'official' approval. Opening up the iPhone and by extension opening up wireless networks around the country will drive down high prices and bring connectivity to more inexpensive computing devices. I hope this FCC investigation is the domino that kicks open the door to the clouds of connectivity that are already out there!
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).
Maggie Verster

Thoughts on Setting up a Student Created Wiki - 22 views

www.techlearning.com/24742

wiki school2.0 education collaboration teaching

shared by Maggie Verster on 22 Oct 09 - No Cached
  • hat is, as we already know, the technology itself does not develop the skill, nor is it the teacher; the technology is only a tool, and teachers must remain committed to the collaborative process if students are to fully engage and develop the skills necessary to work collaboratively with their peers
  • Maggie Verster on 22 Oct 09
     
    T This really brought it home: "as we already know, the technology itself does not develop the skill, nor is it the teacher; the technology is only a tool, and teachers must remain committed to the collaborative process if students are to fully engage and develop the skills necessary to work collaboratively with their peers"
Beth Cullinan

Blooming Orange: Bloom's Taxonomy Helpful Verbs Poster | Diigo - 0 views

www.diigo.com/...-Taxonomy-Helpful-Verbs-Poster

Bloom's taxonomy education learning process critical thinking

shared by Beth Cullinan on 14 Nov 09 - Cached
  • Beth Cullinan on 14 Nov 09
     
    Kid-friendly poster that could be used to discuss student-driven projects, discussions about the learning process, critical thinking
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