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Mark Cruthers

WiZiQ free Virtual Classroom - 114 views

video

free virtual_classroom virtual_whitebaord wiziq

started by Mark Cruthers on 11 May 08 no follow-up yet
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"
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
Mike McIlveen

21centuryedtech - home - 0 views

21centuryedtech.wikispaces.com

education classroom2.0 learning teaching

shared by Mike McIlveen on 17 Nov 09 - Cached
  • First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education.
    • Mike McIlveen
      Mike McIlveen on 17 Nov 09
       
      Trust, respect, responsibility - putting Character Ed. into practice, with admin. support - that's a new paradigm in my district.
  • Mike McIlveen on 17 Nov 09
     
    New Tech incoporates three key concepts. First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education
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).
Nigel Coutts

Learning to love teach meets - The Learner's Way - 10 views

thelearnersway.net/...learning-to-love-teach-meets

education collaboration learning teaching

shared by Nigel Coutts on 20 Nov 16 - No Cached
  • Nigel Coutts on 20 Nov 16
     
    There is a growing momentum in education driven by a desire to share our practice and learn from our colleagues. Increasingly teachers are finding ways to break free of their classrooms and share their ideas. Collaborations in the interests of unlocking the collective potential of the profession are spreading within and importantly between schools. For many these collaborative endeavours and desires are satisfied by online communities but for many the possibility for a face to face conversation is more alluring.
David Wetzel

Tips for Using Skype in the Classroom: Teaching Strategies for Ensuring Successful Use ... - 0 views

teachingtechnology.suite101.com/...r-using-skype-in-the-classroom

skype tips for using collaborative learning recommended strategies teaching classroom management collaboration web cam online tool

shared by David Wetzel on 23 Feb 10 - Cached
  • David Wetzel on 23 Feb 10
     
    25 Collaborative learning strategies, teaching tips and techniques, and classroom management techniques are provided to assist teachers and students using Skype.
Nigel Coutts

Collaboration & Connectedness the Key to Quality Teaching - 25 views

thelearnersway.net/...ss-the-key-to-quality-teaching

education learning collaboration

shared by Nigel Coutts on 01 Nov 15 - No Cached
  • Nigel Coutts on 01 Nov 15
     
    Most teachers recognise the potential for collaboration between students and the importance of it as a component of a 21st Century education and yet many do not take full advantage of the opportunities they have for collaboration as teachers.
  • anonymous on 18 Jan 16
     
    goodby 2015 welcome 2016 to all friends
anonymous

Infographic: Anatomy of a Teacher - 0 views

mastersinteaching.org/fographic-anatomy-of-a-teacher

Education web2.0 technology tools resources learning teaching collaboration

shared by anonymous on 19 Jul 11 - No Cached
  • anonymous on 19 Jul 11
     
    Being a teacher definitely isn't for everyone. The things I put teachers through while I was at school is enough for me not to pursue it as a career. This infographic highlights some interesting facts related to the profession. For example, the average salary of a teacher is $53,910 and 17% of all teachers have a second job. Check out the infographic below for more indepth data on being a teacher. (Source: Masters in Teaching
chroniclecloud

The best app for teachers and educators - 0 views

www.chroniclecloud.com/a-must-have-app-for-teachers

education tools learning technology teaching resources collaboration

shared by chroniclecloud on 21 Jun 21 - No Cached
  • chroniclecloud on 21 Jun 21
     
    Chronicle Cloud is the cloud-based class management system and a digital grade book designed with the simple thought of using technology and integrating teaching tasks, allowing teachers to focus on their passion for teaching. CC is one of the best cloud-based class management apps that helps teachers in note-taking, giving student feedback, taking formative assessments, and using multimedia for making teaching engaging. During the pandemic, it also helped teachers organize frequent individual meetings and interactions with students and the parents via the "Chronicle Cloud Parents App
David Wetzel

Why Use Web 20 Tools when Teaching Science or Math? - 0 views

www.teachscienceandmath.com/...-when-teaching-science-or-math

advantages collaboration free web tools learning Math online podcasts Science teaching 2.0

shared by David Wetzel on 23 Apr 10 - Cached
  • David Wetzel on 23 Apr 10
     
    The following is a common question heard around teacher workrooms, teacher lunchrooms, faculty meetings, and science or math conferences. "Why use web 2.0 tools when teaching science or math?" The answer is both simple and complex at the same time.
Joseph Alvarado

TeachersPayTeachers.com - a marketplace for lesson plans and teaching resources - 0 views

www.teacherspayteachers.com

education collaboration teacherspayteachers.com teaching Lesson teachers plans ideas

shared by Joseph Alvarado on 08 Dec 09 - Cached
  • Joseph Alvarado on 08 Dec 09
     
    An empowering place where teachers buy & sell original and used teaching materials and make teaching an even more rewarding experience
Tero Toivanen

Education Futures - The role of teachers in Education 3.0 - 0 views

www.educationfutures.com/...le-of-teachers-in-education-30

constructivism Education 3.0 futures knowledge Leapfrog learning students teaching

shared by Tero Toivanen on 10 May 09 - Cached
  • Download-style education fails when we try to provide students with knowledge and skills that will enable them to lead in a future that is very different from what exists today –and, in a future that defies human imagination.
  • Teaching in Education 3.0 requires a new form of co-constructivism that provides meaningful extensions to Dewey, Vygotsky and Freire, while building the future.
  • Specifically, teaching in Education 3.0 necessitates a Leapfrog approach with: Adults who are eager to imagine, create and innovate with kids Kids and adults who want to learn more about each other Kids and adults who partner to collaborate in teaching to and learning from each other Kids who work at creative tasks that mirror the innovation workforce An understanding that kids need to contribute to all economic levels, and with better distribution of effort than in the past
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  • The future that kids and adults co-create can provide the emerging knowledge/innovation economy a boost, greatly enhancing human capital and potentials. How would you teach, learn, and create in Education 3.0? ShareThis
  • Tero Toivanen on 10 May 09
     
    The future that kids and adults co-create can provide the emerging knowledge/innovation economy a boost, greatly enhancing human capital and potentials. How would you teach, learn, and create in Education 3.0?
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
Stephanie Sandifer

Esther Wojcicki: Revolution Needed for Teaching Literacy in a Digital Age - 28 views

www.huffingtonpost.com/...n-need-for-teach_b_635630.html

literacy digital education revolution web2.0 tools learning edtech

shared by Stephanie Sandifer on 07 Jul 10 - Cached
  • But one area of American life that is consistently resistant to innovation is our education system.
  • children who are below grade level by age ten tend to stagnate and eventually give up and drop out in high school. Harvard educational psychologist Jeanne Chall famously called this phenomenon the "fourth grade reading slump,
  • In the classroom, digital media also have other major advantages. These media teach students to master the production of knowledge, not just the consumption of knowledge. Kids learn to create videos, write blogs, collaborate online; the also learn to play video games, do digital storytelling, fan fiction, music, graphic art, anime and even more. Their informal process of learning, collaboration, and transforming passion into knowledge is desperately needed in schools today.
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  • to train teachers to help students learn to read by transforming information for discovery and problem-solving.
  • all beginning teachers learn how to use online collaborative tools, video production tools, blogging tools, mobile tools and a variety of commercial and non-profit programs targeting the classrooms. Frequently young teachers know how to use these tools on a personal level but not in the classroom.
  • Let's building on national models like Communities in Schools, First, Computer Clubhouse, Club Tech of the Boys and Girls Clubs, and the Quest to Learn, Digital Youth Network and School of One models in Chicago and New York City.It is time to extend the learning day and create a place in every community where young children can gain confidence in their literacy and interactive technology skills.
  • laboratories for testing many different digital approaches to learning and assessment, as well as for testing different ways to break down the barriers between in- and out-of-school learning
  • a hub for the professional development of digitally savvy teachers.
  • embrace the potential revolutionary power of the digital tools that have defined the first decade of the 21st century
  • Stephanie Sandifer on 07 Jul 10
     
    embrace the potential revolutionary power of the digital tools that have defined the first decade of the 21st century
Tero Toivanen

Some Folks Flip for the "Flipped" Classroom | CITES Academic Technology Services - 21 views

blogs.cites.illinois.edu/...flip-for-the-flipped-classroom

flip classroom academic technology education learning teaching

shared by Tero Toivanen on 08 Mar 12 - No Cached
  • Tero Toivanen on 08 Mar 12
     
    "The flipped classroom model inverts, or "flips" teaching methods by switching activities traditionally done at home with those done in class. Lectures, in the form of several short videos, happen at home where students watch prerecorded lessons online. Homework is done in class where teachers and students engage in a variety of active, and collaborative learning activities. Increased student access to technology, cheaper recording methods, and an increasing demand for open content have paved the way for Khan Academy and other online instructional repositories to move teaching out of the classroom and into the home."
Nigel Coutts

Learning to learn with a MakerSpace - The Learner's Way - 15 views

thelearnersway.net/...ing-to-learn-with-a-makerspace

education collaboration teaching making maker STEAM

shared by Nigel Coutts on 08 Jan 17 - No Cached
  • Nigel Coutts on 08 Jan 17
     
    Making, Maker Centred Learning and STEAM fit neatly alongside Inquiry Based Learning (IBL) for many schools. Commonly this approach includes a constructivist view of knowledge and teachers seek to establish conditions which allow students to explore questions and ideas with greater independence than may occur in the traditional classroom.  Learning becomes a collaborative partnership between teachers and students with a clear focus on a learner centric approach.
Tom Daccord

k12online08presenters » Dennis Richards - 0 views

k12online08presenters.wikispaces.com/Dennis+Richards

dennisrichards k12online08presenters 21stcenturylearning t21 bio

shared by Tom Daccord on 03 Feb 09 - No Cached
  • Tom Daccord on 03 Feb 09
     
    Dennis is a former English teacher and administrator in urban and suburban schools for many years. Dennis has always gravitated toward K12 leadership, learning and technology topics. He has graduate degrees from Middlebury College's Bread Loaf School of English and Harvard University's School of Education. In addition to blogging about K12 learning, leading and web 2.0 tools/pedagogies at innovation3.edublogs.org, he is president of the Massachusetts affiliate of ASCD, a member of the Leadership Council for ASCD; a member of the Massachusetts Working Group for Educator Quality; Co-Facilitator of the Massachusetts High School Redesign Task Force; and a member of Massachusetts STEM Summit V Planning Committee. The web 2.0 conversation is not about technology tools; it is about student learning. Dennis subscribes to the definition of Professional Learning Communities that Rick and Becky DuFour and many other leaders of education have espoused. In simple terms, * learning (for us and for students) is our purpose, * we can improve student learning if we learn together collaboratively, and * monitoring student learning is the only way to know: 1. what students are learning, 2. how we are teaching and 3. how we get better at it. A former English teacher and administrator in urban and suburban schools for many years, he has always gravitated toward K12 leadership, learning and technology topics. He has graduate degrees from Middlebury College's Bread Loaf School of English and Harvard University's School of Education. He is married with three children and four grandchildren. Among other things, he loves running, cycling, kayaking, contemporary poetry, photography and the outdoors. In the summer of 2007 his professional life changed when he attended the Building Learning Communities Conference 2007 and in three days experienced, for the first time, the power of Web 2.0 tools and their potential for transforming schools and learning. That experience
Wendy Windust

WIDE World - Program Overview - 14 views

wideworld.pz.harvard.edu/...index.html

world wide program wow

shared by Wendy Windust on 11 Nov 09 - Cached
  • Wendy Windust on 11 Nov 09
     
    Our goal is to transform school systems by developing professional communities of teachers and school leaders with interactive online courses and on-site support programs that enable schools to cultivate the critical learning students need for the 21st century world. Research-Based. WIDE World professional development programs are based on Teaching for Understanding, a classroom-tested framework developed through research at the Harvard Graduate School of Education. Online. WIDE World courses are conducted online and are asynchronous. This allows for flexible, adaptive, and convenient learning for all participants, regardless of location or schedule. Job-embedded. Through our courses, WIDE World learners integrate research-based strategies in their own workplace. Online coaches support cycles of learning, applying, and reflecting as teams of educators improve lesson plans, instruction, and data-driven action projects. Team-Based with Coaching. Systemic change requires coordinated effort from all stakeholders. Expert coaches help teachers, leaders, and specialists work in teams to develop a common language for defining and achieving shared goals. Tailored for Local Impact. WIDE World works with you to design professional development programs adapted precisely to address the needs of your school, program, district, or system and build local capacity for continuous improvement. Global Learning. In the online environment, participants collaborate with innovative educators from across the US and around the globe.
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."
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