Group items tagged project-based - Classroom 2.0

Strayer-University ACC 599 Homework Help - 1 views

started by justquestionans on 26 Jun 18 no follow-up yet

1More

Personal Passion Project - Reflections After Eight Years - 22 views

shared by Nigel Coutts on 27 Dec 14 - No Cached

1More

DLF 5 Gurgaon - 0 views

nofrillsdeal.com/dlf5gurgaon.php DLF 5 Residential

shared by ashok rai on 10 May 13 - No Cached

1More

CAL: Digests:The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researc... - 10 views

1More

Project Based Learning - 1 views

www.pbl-online.org project based learning pbl jonh dewey

shared by cheryl capozzoli on 26 Oct 08 - Cached

1More

Teaching History With Technology - 1 views

thwt.org history technology teaching socialstudies web2.0 Tom Daccord thwt.org thwt edtech

shared by Tom Daccord on 07 Jun 09 - Cached

11 Essential Tools For Better Project-Based Learning - 0 views

www.teachthought.com/...-better-project-based-learning pbl tools resources edtech edchat learning web2.0 apps

shared by Scott Kinkoph on 17 Dec 12 - No Cached

Educational Technology Guy: Free Project Based Learning Resources from Edutopia - 33 views

educationaltechnologyguy.blogspot.com/...-based-learning-resources.html resources edutopia project based learning PBL free learning teaching education

shared by Tero Toivanen on 20 Mar 12 - No Cached

2More

PhET: Free online physics, chemistry, biology, earth science and math simulations - 4 views

phet.colorado.edu/index.php science physics simulations interactive education tools web2.0

shared by Jim Farmer on 09 Sep 08 - Cached

william roper liked it

1More

Intel Teach Elements: Project-Based Approaches - 0 views

www.intel.com/...content.htm projectbased on-demand self-paced

shared by Dennis OConnor on 14 Aug 09 - Cached

1More

The Overselling of Ed Tech - Alfie Kohn - 7 views

www.alfiekohn.org/ed-tech Alfie Kohn children collaboration disruption education learning innovation schools teaching technology technology integration

shared by Paul Beaufait on 12 Jul 16 - No Cached

1More

Best 6 Month Based Red Hat - Linux Training in Noida | Training Basket - 0 views

www.portalmarkets.com/...44859.html month based hat linux training noida basket

shared by ashkif as on 24 Jan 19 - No Cached

1More

The Talk Room - 0 views

www.thetalk-room.com/lets-talk.php personality development communication skills english

shared by zebrians on 09 Dec 21 - No Cached

zebrians on 09 Dec 21

Check the rules for the choice of topic and other criteria here. 1. Any student, young professional or employee, aged between 13 to 30 years of age is eligible to participate. 2. The Topics chosen must be non-political in nature, avoiding any use of vulgar slangs or any kind of offensive language. 3. The Content must be intriguing, preferably relevant to the current scenarios in the world or the society at large and must be spoken from a neutral point of view, backed by facts and statistics instead of mere opinions. 4. A time slot of maximum 9 minutes is available for each speaker. 5. A panel of 3 judges will be adjudging the participants based on the following criteria- Content, Expression, Body Language and Grammar. 6. In the Second Round, the selected candidates will be required to visit the main office for their video to be shot while speaking. 7. The best out of the selected participants will be chosen based on the engagement received on their respective videos, in addition to the aforementioned criteria. 8. The Best Speaker will be awarded. The candidates selected in the second round also get a chance to work with the entire Let's Talk team for future events and projects. Break a leg! For any queries, contact- 7409468668 You may also drop a mail at- thetalkroom13@gmail.com

<div class="cArrow"> </div><div class="cContentInner">Check the rules for the choice of topic and other criteria here. 1. Any student, young professional or employee, aged between 13 to 30 years of age is eligible to participate. 2. The Topics chosen must be non-political in nature, avoiding any use of vulgar slangs or any kind of offensive language. 3. The Content must be intriguing, preferably relevant to the current scenarios in the world or the society at large and must be spoken from a neutral point of view, backed by facts and statistics instead of mere opinions. 4. A time slot of maximum 9 minutes is available for each speaker. 5. A panel of 3 judges will be adjudging the participants based on the following criteria- Content, Expression, Body Language and Grammar. 6. In the Second Round, the selected candidates will be required to visit the main office for their video to be shot while speaking. 7. The best out of the selected participants will be chosen based on the engagement received on their respective videos, in addition to the aforementioned criteria. 8. The Best Speaker will be awarded. The candidates selected in the second round also get a chance to work with the entire Let's Talk team for future events and projects. Break a leg! For any queries, contact- 7409468668 You may also drop a mail at- thetalkroom13@gmail.com</div>

...

Cancel

7More

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).
...

Cancel
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."
...

Cancel
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.
...

Cancel
...4 more annotations...
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.
...

Cancel
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.
...

Cancel
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.
...

Cancel
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).
...

Cancel