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Dennis OConnor

Education Week Teacher: High-Tech Teaching in a Low-Tech Classroom - 26 views

www.edweek.org/...barnett_hightechteaching.html

education Low-Tech 21st century skills ed-tech blended learning

shared by Dennis OConnor on 04 Sep 11 - No Cached
  • How can we best use limited resources to support learning and familiarize students with technology?
  • get creative with lesson structure
  • Take advantage of any time that your students have access to a computer lab with multiple computers.
  • ...10 more annotations...
  • Relieve yourself from the pressure of knowing all the ins and outs of every tool. Instead, empower your students by challenging them to become experts who teach one another (and you!) how to use new programs.
  • "Pass it On" Buddy Method
  • Students assist one another in creating digital products that represent or reflect their new learning. It’s a great way to spread technological skills in a one-computer classroom.
  • Group Consensus Method
  • Small groups of students engage in dialogue on a particular topic, then a member uses a digital tool to report on the group's consensus.
  • Rotating Scribe Method
  • Each day, one student uses technology to record the lesson for other students.
  • Whole Class Method
  • Teachers in one-computer classrooms often invite large groups of students to gather around the computer. Here are a few suggestions for making the most of these activities
  • When we are faced with limited resources, it is tempting to throw up our hands and say, "I just don't have what I need to do this!" However, do not underestimate your ability to make it work.
  • Dennis OConnor on 04 Sep 11
     
    Might help create a blended classroom, even when you have to share the blender.  Common sense advise for the real world of underequipped classrooms and stretched thin teachers.
sammye

A great teacher is like a candle - 0 views

agreatteacherislikeacandle.wordpress.com

Education

shared by sammye on 16 Apr 15 - No Cached
  • sammye on 16 Apr 15
     
    I keep a blog as a system of collective critical inquiry and reflection. A way to leverage the wisdom of the crowd and its resources by querying various virtual venues. An online brain trust, if you will. I would love to hear from you! And please share with your friends.
Paul Beaufait

TESOL Connections: A Sequence of Critical Thinking Task - 31 views

www.tesol.org/...tc

Bloom's taxonomy critical thinking TESOL Connections education resources tasks teaching

shared by Paul Beaufait on 11 Dec 10 - Cached
  • Scriven and Paul begin to define critical thinking as ‘‘the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action’’ (quoted in Foundation for Critical Thinking, 2009, para. 2).
  • Bloom (1956) offered one of the first comprehensive elaborations of these important skills. Since the conception of Bloom’s Taxonomy, his colleagues (Anderson & Krathwohl, 2001) have carried on his work and developed a two-dimensional taxonomy for learning, teaching, and assessing student learning outcomes. The Knowledge Dimension identifies four types of knowledge: factual, conceptual, procedural, and metacognitive. The second aspect of Bloom’s Taxonomy, the Cognitive Process Dimension, outlines six ways of thinking (remember, understand, apply, analyze, evaluate, and create) and their many subprocesses.
  • For the purposes of this article, critical thinking is defined as the practice and development of an active, conscious, purposeful awareness of what one encounters both in the classroom and in the outside world. It is a kind of thinking and learning that demands an investment in personal and communal learning on the part of the student and teacher. Critical thinking does not discount the emotional or gut responses that everyone has. Rather, it complements and enters into dialogue with them so that reasoned judgments are possible.
  • ...2 more annotations...
  • Observing is the basic starting point of the sequence—so basic, in fact, that some teachers may not immediately consider it to be critical thinking at all. However, observing is critical thinking because it involves a fundamental level of analysis.
  • To read the rest of the article, download the PDF
  • Paul Beaufait on 11 Dec 10
     
    "This article [by John Beaumont] is from Volume 1, Issue 4 of TESOL Journal" (TESOL Connections [website], Features, December 2010).
Tero Toivanen

Study on the Effective Use of Social Software by UK FE & HE to Support Student Learning... - 0 views

www.jisc.ac.uk/...socialsoftwarefinalreport.aspx

jisc study social sofware

shared by Tero Toivanen on 27 Feb 09 - Cached
  • This study provides insights about
  • educational goals of using social software tools; enablers or drivers within the institution, or from external sources which positively influence the adoption of social software; benefits to the students, educators and institutions; challenges that may influence a social software initiative; and issues that need to be considered in a social software initiative.
  • social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning.
  • ...3 more annotations...
  • The educator’s role is changing from being a provider of information to a facilitator or moderator
  • adjusting to a ‘new’ way of teaching.
  • The results highlight the different pedagogical roles of social software: communication, nurturing creativity and innovation, and collaborative learning.
  • Tero Toivanen on 27 Feb 09
     
    Study on the Effective Use of Social Software by UK FE & HE to Support Student Learning & Engagement
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.
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  • 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.
Philippe Scheimann

A Vision of Students Today (& What Teachers Must Do) | Britannica Blog - 0 views

www.britannica.com/...ts-today-what-teachers-must-do

learning web2.0 school

shared by Philippe Scheimann on 01 Jul 09 - Cached
  • It has taken years of acclimatizing our youth to stale artificial environments, piles of propaganda convincing them that what goes on inside these environments is of immense importance, and a steady hand of discipline should they ever start to question it.
    • Russell D. Jones
      Russell D. Jones on 01 Jul 09
       
      There is a huge investment in resources, time, and tradition from the teacher, the instutions, the society, and--importantly--the students. Students have invested much more time (proportional to their short lives) in learning how to be skillful at the education game. Many don't like teachers changing the rules of the game just when they've become proficient at it.
  • Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. I have tried this with faculty and get similar results. Last year’s U.S. Professor of the Year, Chris Sorensen, began his acceptance speech by announcing, “I hate school.” The crowd, made up largely of other outstanding faculty, overwhelmingly agreed. And yet he went on to speak with passionate conviction about his love of learning and the desire to spread that love. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning.
    • Russell D. Jones
      Russell D. Jones on 01 Jul 09
       
      So we (teachers and students) are willing to endure a little (or a lot) of uncomfortableness in order to pursue that love of learning.
  • They tell us, first of all, that despite appearances, our classrooms have been fundamentally changed.
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  • While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation. In short, they tell us that our walls no longer mark the boundaries of our classrooms.
  • And that’s what has been wrong all along. Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our “subjects,” “disciplines,” and “courses.” McLuhan’s statement about the bewildered child confronting “the education establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called “the real world” which is foreign and set apart from our schools. When somebody asks a question that seems irrelevant to this real world, we say that it is “merely academic.”
  • We can use them in ways that empower and engage students in real world problems and activities, leveraging the enormous potentials of the digital media environment that now surrounds us. In the process, we allow students to develop much-needed skills in navigating and harnessing this new media environment, including the wisdom to know when to turn it off. When students are engaged in projects that are meaningful and important to them, and that make them feel meaningful and important, they will enthusiastically turn off their cellphones and laptops to grapple with the most difficult texts and take on the most rigorous tasks.
  • At the root of your question is a much more interesting observation that many of the styles of self-directed learning now enabled through technology are in conflict with the traditional teacher-student relationship. I don’t think the answer is to annihilate that relationship, but to rethink it.
  • Personally, I increasingly position myself as the manager of a learning environment in which I also take part in the learning. This can only happen by addressing real and relevant problems and questions for which I do not know the answers. That’s the fun of it. We become collaborators, with me exploring the world right along with my students.
  • our walls, the particular architectonics of the disciplines we work within, provide students with the conversational, narrative, cognitive, epistemological, methodological, ontological, the –ogical means for converting mere information into knowledge.
  • Philippe Scheimann on 28 Jul 09
     
    useful article , I need to finish it and look at this 'famous clip' that had 1 million viewers
chroniclecloud

The Growing Importance of Technology in Education - 0 views

www.chroniclecloud.com/-ahead-technology-in-education

education web2.0 technology learning tools teaching resources

shared by chroniclecloud on 14 Jun 21 - No Cached
  • chroniclecloud on 14 Jun 21
     
    The impact of teachers' efforts to switch over technology is a revolution in the making. The education system has transformed overnight, and it will have unprecedented implications on education. The classes will be powered by technology now. The value will be added to the process of learning and less time will be spent on mundane tasks. The experience over the last year should inspire all of us who are involved in education to reflect on our efforts and consider the real impact.
timmhaubrich532

Buy Linkedin Account - Old Verified LinkedIn PVA Accounts - 0 views

realserviceit.com/...buy-linkedin-account

education web2.0 Technology learning tools teaching resources collaboration science free

shared by timmhaubrich532 on 30 Dec 23 - No Cached
  • Hare Marke on 30 Dec 23
     
    Buy LinkedIn Accounts Introduction If you are looking to buy the LinkedIn accounts, then you have come to the right place. This article will tell you about all the features of linkedin accounts and what makes them different. We will also provide information about how much money does it cost to get a LinkedIn account from us and how we can help you get more traffic on your profile. Features to Buy LinkedIn Accounts Buy LinkedIn Accounts Buy Linkedin Accounts in Bulk Get any Country Account from us. We provide a wide range of accounts with different features and requirements. You can also get any type of linkedin account from us, including professional, business or even social media profile accounts for free! If you want to purchase a high-quality yet cheap service for your company or organization, then contact us today! What are the purchasing options to buy linkedin accounts online? If you are looking for the best way to buy linkedin accounts online, then you have come to the right place. We are one of the leading companies that sell linkedin accounts at very low prices. We offer our services in bulk and also provide individualized service for each client. The most important thing about buying LinkedIn accounts is that it will help you increase your profile visibility on the platform which will help with future business opportunities as well as networking with other professionals in your industry or niche area. So if you have been thinking about buying some linkedin accounts but haven't decided yet then don't worry because we can help! Buy Linkedin Account Linkedin Account Content Creation Content creation is the most important part of your LinkedIn account. It's what makes you stand out from the crowd and gives you credibility with your audience. You need to create content that is unique, interesting and engaging at all times-even if it's just one piece of content per week or month. The best way to do this is through writing articles about topic
  • elliswhite5 on 02 Apr 24
     
    Buy LinkedIn Accounts Introduction If you are looking to buy the LinkedIn accounts, then you have come to the right place. This article will tell you about all the features of linkedin accounts and what makes them different. We will also provide information about how much money does it cost to get a LinkedIn account from us and how we can help you get more traffic on your profile. Features to Buy LinkedIn Accounts Buy LinkedIn Accounts Buy Linkedin Accounts in Bulk Get any Country Account from us. We provide a wide range of accounts with different features and requirements. You can also get any type of linkedin account from us, including professional, business or even social media profile accounts for free! If you want to purchase a high-quality yet cheap service for your company or organization, then contact us today! What are the purchasing options to buy linkedin accounts online? If you are looking for the best way to buy linkedin accounts online, then you have come to the right place. We are one of the leading companies that sell linkedin accounts at very low prices. We offer our services in bulk and also provide individualized service for each client. The most important thing about buying LinkedIn accounts is that it will help you increase your profile visibility on the platform which will help with future business opportunities as well as networking with other professionals in your industry or niche area. So if you have been thinking about buying some linkedin accounts but haven't decided yet then don't worry because we can help! Buy Linkedin Account Linkedin Account Content Creation Content creation is the most important part of your LinkedIn account. It's what makes you stand out from the crowd and gives you credibility with your audience. You need to create content that is unique, interesting and engaging at all times-even if it's just one piece of content per week or month. The best way to do this is through writing articles about topic
  • timmhaubrich532 on 27 Jul 24
hurryupcabsindia

Top 10 Oldest Temples in India You Must Visit | HurryUp - 1 views

hurryupcabs.com/...oldest-temples-of-india

education web2.0 technology learning tools teaching resources collaboration science free

shared by hurryupcabsindia on 06 Feb 25 - No Cached
  • hurryupcabsindia on 06 Feb 25
     
    India is a religious country with many ancient temples thousands of years old and reflects the rich cultural heritage of our country. These ancient temples of India showcase India's spiritual history and stunning architecture. There are 7 Sapta Puri holy cities, 4 Dhams (Char Dham) 12 Jyotirlings devoted to the Lord Shiva, and 51 Shakti Pithas. They stand as symbols of devotion, attracting pilgrims and tourists to admire their beauty and historical importance
dustinharber

When Everything Feels Loud, Awareness Helps You Hear Yourself - 1 views

Daily fast-paced life together with distractions makes us lose sight of meaningful aspects in our existence. Daily interruptions produce so much noise, which makes your personal psyche hard to hear...

education learning teaching resources

started by dustinharber on 07 Apr 25 no follow-up yet
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