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justquestionans

Ashford-University ECE 332 Homework and Assignment Help - 1 views

Get help for Ashford-University ECE 332 Homework and Assignment Help. We provide assignment, homework, discussions and case studies help for all subjects Ashford-University for Session 2017-2018. ...

Early Childhood Education Assignment Help Early Childhood Education Homework Help Early Childhood Education Study Help Early Childhood Education Tutors Help Early Childhood Education Course Help

started by justquestionans on 27 Jun 18 no follow-up yet
Tom Daccord

Education Recovery and Reinvestment Center - 0 views

www.learningpt.org/recovery

stimulus funds recovery reinvestment

shared by Tom Daccord on 02 Jul 09 - Cached
  • Tom Daccord on 02 Jul 09
     
    Education Recovery and Reinvestment Center The new search tools on our Education Recovery and Reinvestment Center help you find the resources you need or take you directly to the pages that meet your needs. * Fund Finder: Identifies total distribution of funds to your state. * State Resources page contains state-specific information. * The LPA Resource page contains specially developed tools and resources. * The calendar of events is updated regularly. District and School Administrators * The School Reform and Improvement Database contains research on school finance models, optimal resource allocation for school improvement, whole district reform, and teacher retention strategies.
  • Tom Daccord on 02 Jul 09
     
    Education Recovery and Reinvestment Center The new search tools on our Education Recovery and Reinvestment Center help you find the resources you need or take you directly to the pages that meet your needs. Here is a sample of what you will find:
David Wetzel

Top 5 Search Tools for Finding Flickr Images for Use in Education - 0 views

teachingtechnology.suite101.com/...kr-images-for-use-in-education

digital pictures teaching learning technology tools search engines education strategies 5 top

shared by David Wetzel on 13 Aug 10 - Cached
  • David Wetzel on 13 Aug 10
     
    The top five search tools for finding Flickr images are designed to help teachers and students locate just the right image for use in any subject area and project. Without these tools finding the right image on this image hosting site is often an impossible, or at least a tedious, task. The value of this site is its ability to provide digital pictures which are often impossible for a teacher to obtain any other way. Like everything else on the internet, trying to find something is like trying to find a needle in a haystack. This where the top five search tools become valuable resources for teachers and students trying to find images comes into play. These search engines are specifically designed to search the more than three billion pictures on the Flickr hosting site.
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.
Marty Nostrala

Dulcinea Media, Inc. -- Uncluttering the Web - 18 views

www.dulcineamedia.com

education

shared by Marty Nostrala on 29 Jan 10 - Cached
  • Marty Nostrala on 29 Jan 10
     
    cannot effectively conduct research on the Internet. These are the products we have developed thus far in pursuit of that mission. Our Web Sites: SweetSearch, a Search Engine for Students, searches only 35,000 Web sites that have been approved by our staff. SweetSearch allows students to choose the most relevant result from a list of credible results, without the distraction of unreliable sites.   SweetSearch Web Links To help educators introduce students to great Web resources, we have published model Web Links pages. All links have been evaluated and approved by Dulcinea Medias expert Internet researchers and librarian and teacher consultants. Web Links pages are free, intuitively organized, and accessible. FindingDulcinea, the Librarian of the Internet, guides students to credible and complete information online for thousands of subjects. We find the best links, organize them, and provide context, insight and research strategies. Follow findingDulcinea: EncontrandoDulcinea, a Bridge for Spanish Speakers, is our Web site for bilingual Spanish-speaking Internet users. Content from findingDulcinea has been translated into Spanish, providing Spanish language guidance to the best English and Spanish language Web links by topic. FindingEducation, a Community Tool for Educators, is a free tool that helps educators find the best online education resources, to manage, organize and share links with students and other educators, and to create Web-based assignments. Follow findingEducation: © 2009 Dulcinea Media, Inc. All rights reserved. Diigo Web Highlighter (1.5.1)  Highlight   B
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)
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  • 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
Paul Beaufait

Skype Announces Collaboration with Prominent Organizations to Further Empower Teachers ... - 21 views

www.execdigital.com/...empower-teachers-with-educatio

collaboration education guest speakers music organizations Peace One Day science Skype tools reading resources teachers technology

shared by Paul Beaufait on 17 May 12 - No Cached
  • Skype in the classroom strives to enrich students' learning experiences to discover new cultures, languages and ideas without leaving the classroom. 
  • Skype in the classroom strives to enrich students' learning experiences to discover new cultures, languages and ideas without leaving the classroom.  Skype in the classroom now features each individual organization's dynamic content, projects and available guest speakers
  • To join Skype in the classroom and view these exclusive resources, teachers should: Sign up at education.skype.com using their Skype account details Create a profile which includes their interests, location and the age groups they teach Once complete, teachers will have full range to explore the Skype in the classroom organization microsites, utilize vast content from these organizations and engage in conversations with select guest experts. For more information or to register for Skype in the classroom, please visit http://education.skype.com.
  • Paul Beaufait on 17 May 12
     
    Press release about Skype in the classroom
David Wetzel

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

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

best practices teach technology web2.0 tools teaching free learning online top diigo prezi twitter wordpress slideshare education web

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.
Joseph Alvarado

Why Teachers Should 'Friend' Students Online - Murry's World - 0 views

rrmurry.posterous.com/-should-friend-students-online

facebook internetsafety teachers technology friend cybersafety murry students web2.0 teaching learning education resources tools

shared by Joseph Alvarado on 25 Feb 10 - Cached
  • It is NOT Facebook, Twitter, MySpace, YouTube, or any other online community that is the problem. It is the people who are out of touch with today's youth.
  • All I can say is AMEN! I blogged about this last year, as a matter of fact, because it ticks me off that we would have all of this great technology, but NOT use it for expanded educational opportunities that we might not have otherwise had. I love extended the teachable moment beyond the "year" that I'm given with a set of students. Just because they've come and gone doesn't mean my responsibility to continue to teach them if the opportunity presents itself is over. I am a teacher. Not from 7:30 to 2:30. Not just on the weekdays. Not just in my classroom. I am a teacher ALL. OF. THE. TIME. Wherever I am, whatever I'm doing, whether physical or virtual. We should be more worried about the teachers (and critics) who aren't nearly so well connected
  • "teachers should have have relations with students, not a relationship."
  • Joseph Alvarado on 25 Feb 10
     
    This is a great post explaining why teachers SHOULD friend their students on facebook.
Paul Beaufait

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

www.cal.org/...sheltered.html

collaboration education ELLs English ESL instruction instructional practices observation protocols reflection reflective practices research sheltered instruction SIOP teachers teacher development

shared by Paul Beaufait on 08 Mar 12 - Cached
  • Paul Beaufait on 08 Mar 12
     
    "... The project described in this digest was designed with the belief that teacher professional growth can best be fostered through sustained collaborative inquiry between teachers and researchers. It has set out to incorporate what is known about quality professional development with the special features necessary for meeting the needs of English language learners. The project has defined a model of sheltered instruction based on the research of best practices, as well as on the experiences of the participating teachers and researchers..." (¶1).
Paul Beaufait

Social Media for Teachers: Guides, Resources, and Ideas | Edutopia - 42 views

www.edutopia.org/...resources-educators-matt-davis

education educators Edutopia Facebook guides Instagram online parents Pinterest social media technology teachers tips Twitter

shared by Paul Beaufait on 23 Feb 15 - No Cached
  • Paul Beaufait on 23 Feb 15
     
    "[I]t can be a challenge to incorporate social media into lessons. There are many gray areas for teachers to navigate, like setting guidelines, accessibility at school, and student safety. But to help teachers navigate this ever-changing landscape of social media tools, here are some of the best guides on the web for four popular networks, Facebook, Instagram, Twitter, and Pinterest" (¶2, 2015.02.23).
patricajohnson51

The Future of Learning: Thriving with Online Assignment Assistance - 7 views

Thanks for sharing insights on the future of learning! Online assignment assistance is indeed a reliable companion for students seeking academic success.

college university student education takemyclasscourse

started by sophiya miller on 08 Dec 23 1 follow-up, last by patricajohnson51 on 11 Jan 24
Laura Diaz

What 'Flipped' Classrooms Can (and Can't) Do for Education | NEA Today - 0 views

neatoday.org/...-can-and-cant-do-for-education

students watch tech classroom flipped flipped classroom education technology tools resources collaboration teaching video Learning

shared by Laura Diaz on 27 Oct 13 - No Cached
  • Laura Diaz on 27 Oct 13
     
    "Not too long ago, many teachers would have been horrified at the thought of their students watching them on YouTube. But in the world of "flipped" classrooms, students watching online videos of their teachers is a key part of their instruction. Tyler Johnstone, an algebra teacher in Folsom, CA, is one of the growing number of educators who have integrated the flipped model into their classrooms."
David Wetzel

How to Use Twitter to Stay Informed in Science and Math - 0 views

www.teachscienceandmath.com/...y-informed-in-science-and-math

science teach math and education technology web2.0 resources tips ideas

shared by David Wetzel on 29 Aug 10 - Cached
  • David Wetzel on 29 Aug 10
     
    The value of Twitter for helping you and your colleagues stay informed of the latest trends, ideas, resources, and Web 2.0 integration tools has increased tremendously in the past year. A Web 2.0 tool is available for exploiting the every growing information on Twitter to remove barriers and allow you to collaborate with other science and math teachers. This new online tool is paper.li - a source of daily Twitter newsletters in education.
Paul Beaufait

Integrating Google Tools 4 Teachers - 97 views

sites.google.com/...Home

education Google Google Apps learning resources science teachers teaching tools

shared by Paul Beaufait on 05 Feb 13 - No Cached
  • Paul Beaufait on 05 Feb 13
     
    Collete Casinelli's site comprises a number of resources not only comparing Google Apps for Education with standard Google Tools and Products, and outlining the Pros and Cons of each, but also introducing many of the tools, and providing suggestions for their use with young learners.
Paul Beaufait

Free Technology for Teachers: 12 Awesome EdTech Tools for 2012-2013 - 85 views

www.freetech4teachers.com/...dtech-tools-for-2012-2013.html

edtech education free K-12 resources teachers teaching technology tools

shared by Paul Beaufait on 16 Sep 12 - No Cached
  • Paul Beaufait on 16 Sep 12
     
    "12 Awesome EdTech Tools for 2012-2013 is designed to share what I think is a selection of free tools that can be used in almost every K-12 setting. I intentionally kept this document short because the intended audience is teachers who are new(ish) to using technology in their classrooms and I didn't want to create something that would be overwhelming. You'll also notice that I left out iOS and Android apps. Those will be featured in future documents." (Bryne, ¶2) "Please feel free to download, print, and distribute this [embedded document] in your school." (Byrne, ¶3)
LaDawna Harrington

Chrome Web Store - Teacher & Admin Tools - 0 views

chrome.google.com/...95-academic-resources

shared by LaDawna Harrington on 23 Aug 12 - No Cached
  • LaDawna Harrington on 23 Aug 12
     
    education teachers "tech tools" "teaching tools"
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.
Neil O'Sullivan

OpenScout :: tool library - 0 views

learn.openscout.net/tools.html

web tools teachers web2 library education tools resources

shared by Neil O'Sullivan on 25 Nov 12 - No Cached
  • Neil O'Sullivan on 25 Nov 12
     
    Tools and Scenarios: Use the tool library to locate suitable tools and scenarios for content adaption, user collaboration and communication.
Caroline Roche

100 Tips, Apps, and Resources for Teachers on Twitter | Online College Degree - 0 views

onlinecollegedegree.org/...ources-for-teachers-on-twitter

Twitter education resources web2.0 tools Teacher

shared by Caroline Roche on 21 Mar 09 - Cached
  • this list of 100 tips, apps, and resources is worth browsing. Find out how to get started with Twitter, ways to use it in an educational setting, and tools to help you use it better with these resources
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