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David McGavock

CITE Journal - Editorial - 21 views

www.citejournal.org/...article1.cfm

technology integration Judi Harris editorial journal technocentrism

shared by David McGavock on 28 Aug 10 - Cached
  • A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools.
  • his urging to shift the focus from the learning tools to what is being learned and how that learning happens still needs to be heeded—almost 20 years later.
  • Integration is defined not by the amount or type of technology used, but by how and why it is used.
  • ...15 more annotations...
  • many of these technology-specific studies did not explore more fundamental issues in technology and education
  • what needs to be further developed, examined, and shared
  • particular curriculum standards-based instructional strategies that are appropriately matched to students’ learning needs and preferences
  • understanding the processes and interim results of how and why specific tools can and should be appropriated
  • help students with distinct needs and preferences to achieve identified learning goals.
  • the STaR Chart
  • According to the national StaR Chart, then, technology use in what is typically described as “constructivist” learning is preferable to technology used to “reinforce basic academic skills.”
  • Constructivists view people as constructive agents and view the phenomenon of interest (meaning or knowledge) as built instead of passively “received”
  • curriculum-based integration of educational technologies – defined in Education and Technology: An Encyclopedia (Kovalchick & Dawson, 2004) as “the effective integration of technology throughout the curriculum to help students meet the standards and outcomes of each lesson, unit, or activity”
  • As discerning educators and researchers, we should question why teachers’ roles “must” change to integrate technology effectively into K-12 curricula.
  • the technologies themselves do not require this shift
  • Though teachers in the nationally representative sample they studied acknowledged that computers helped them to change instructional practice over time, they cited experience, organized professional learning, and school culture as the primary factors provoking instructional changes.
  • In districts in which teachers’ academic freedom is preserved—at least in part—aren’t the pedagogical approaches to be used the result of decisions that each teacher makes, preferably rooted in a well-informed knowledge base of both students’ learning needs and preferences and corresponding methodological alternatives?
  • Can it really be assumed that a particular approach “works best” in all teaching, learning, school, district, and community contexts?
  • perhaps a new approach is warranted at this point in time—one that genuinely respects pedagogical plurality and honors teachers’ academic freedom.
  • David McGavock on 28 Aug 10
     
    A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education's (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions-as accessible as all other classroom tools.
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
Julian Ridden

eAdventure - create e-learning Games - 1 views

e-adventure.e-ucm.es

e-learning education game elearning

shared by Julian Ridden on 17 Dec 12 - Cached
  • Julian Ridden on 17 Dec 12
     
    The eAdventure platform is a research project aiming to facilitate the integration of educational games and game-like simulations in educational processes in general and Virtual Learning Environments (VLE) in particular. It is being developed by the e-UCM e-learning research group at Universidad Complutense de Madrid, with three main objectives: Reduction of the development costs for educational games Incorporation of education-specific features in game development tools Integration of the resulting games with existing courseware in Virtual Learning Environments From this website we wish to promote the use of the tools developed as part of the eAdventure project. The core of the eAdventure project is the eAdventure educational game engine, that runs games defined using the eAdventure language. Authors can use the graphical editor to create the games or directly access the human-readable source documents that describe the adventures using XML markup. With eAdventure, any person can write an educational point & click adventure game.
Tero Toivanen

How One Classroom Actually Used iPads To Go Paperless (Part 1: Research) | Edudemic - 53 views

edudemic.com/...o-go-paperless-part-1-research

ipads paperless research education iPad app apps tools collaboration teaching

shared by Tero Toivanen on 16 Sep 12 - No Cached
  • “The technology used really help to enhance the writing and research process. Diigo and the iPads proved to be particularly helpful during the process of researching and annotating. Some minor challenges were presented with the use of this technology (writing with the IPads was a bit more difficult than typing on a computer), but nothing interfered with the process in a negative way. Some of the technology could prove very useful in the future.” 
  • Dropbox - This app allows students to work offline in the Pages app and upload their document to their Dropbox account with each new draft.  Pages does not support direct upload to Dropbox.  As a solution, students linked their Dropbox accounts with SendtoDropbox.
  • One of the earliest steps in the process was to have the students share a folder in their Dropbox account with their teacher in order to allow the teacher to check in on their progress along the way.
  • ...8 more annotations...
  • Pages - While there are less expensive alternatives for word procession on an iPad, Pages is the most stable option that will consistently be supported and updated for the life of the iPads.
  • Diigo Web Highlighter for Safari - As one of our goals was to take advantage of the web connectivity and social bookmarking, Diigo was a perfect solution.  Once the Diigo app is installed, there is a three step process to install the Safari web highlighter.
  • To access and refer to each other’s research, students had to access Diigo through Safari, not the Diigo app.  The purpose of the collective research group was to have students examine each other’s research and use the resources their classmates found in their final research paper.
  • Notability - Because students would still be conducting traditional paper based research, we needed a solution that would allow them to digitize and share their research.  When students found traditional paper content that was part of their research, they could snap a picture of the document and pull it into Notability.  They could then digitally highlight, underline and insert notes on the document.  Notability will also export directly to Dropbox from within the app.
  • Explain Everything - This step was a late addition to the process and allowed students to create video screencasting feedback of each other’s papers.
  • Students exported a PDF version of their paper from Pages and email it to a classmates SendtoDropbox email address.  This would place the PDF version of the paper into the classmates Dropbox account.  The receiving student could then open ExplainEverything, link to their Dropbox account and use the PDF of their classmates paper as the back drop to the screencast.  To share the video files, we had students publish directly to the teacher’s YouTube channel from ExplainEverything. 
  • the recent update to the Google Drive app that allows for in-app creation, editing and sharing of a Google document absolutely changes the landscape of going completely paperless with iPads.  The clunky workaround of combining Pages, SendtoDropbox and Dropbox in order to get student work shared with the teacher would be much streamlined by conducting the entire process through Google Drive.
  • As an alternative to the process of writing in Pages, collecting research in Diigo and storing documents in Dropbox, I would consider jumping to Evernote to house the entire process.  Writing, researching and sharing could all be conducted within Evernote.
  • Tero Toivanen on 16 Sep 12
     
    Great article about how to use iPad:s in projects, with useful tips about apps.
LUCIAN DUMA

BLOG USING GR8 WEB 2.0 TOOLS AND APPS IN XXI CENTURY EDUCATION by Lucian http://xeeme.c... - 0 views

teacherluciandumaweb20.blogspot.com/...s-socialmedia-king-top-10.html

curation #edtech20 project research education

shared by LUCIAN DUMA on 20 Jan 12 - No Cached
  • LUCIAN DUMA on 20 Jan 12
     
    #curation is #socialmedia king . Top 10 #edtech20 tools who will change research in #education20 this year . I invite you to subscribe free to our monthly newstelller http://bitly.com/edtech20newsteller . This post was made after 1 year research in #edtech20 #socialmedia #curation project . If you are agree that #curation is #socialmedia king leave a comment and share with #PLN . Also I invite to read every week on this blog about  gr8 tools . Also all my blog post are now on scoopit http://bitly.com/edtech20projectresearch
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
Robert Letcher

Survey of K12 Educators on Social Networking and Content Sharing Tools - 15 views

www.edweb.net/...K12Survey.pdf

application k12survey social network content sharing

shared by Robert Letcher on 09 Nov 09 - Cached
  • Robert Letcher on 09 Nov 09
     
    The final research report for a Survey of K-12 Educators on Social Networking and Content-Sharing Tools is now available. The survey was sent to 83,000 educators nation-wide (teachers, principals, and librarians) during late August and September and was co-sponsored by edWeb.net, MCH, Inc., and MMS Education. Educators, like millions of other Americans, are exploring the world of social networks and see a high value for this technology in education. Here are some key findings
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
James OReilly

Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments... - 0 views

www.jmir.org/e26

shared by James OReilly on 13 Dec 08 - Cached
  • Virtual 3-D Healthcare Learning Environments
  • The author provides a critical overview of three-dimensional (3-D) virtual worlds and “serious gaming” that are currently being developed and used in healthcare professional education and medicine.
  • Roger’s Diffusion of Innovations Theory
  • ...32 more annotations...
  • Siemens’ Connectivism Theory
  • accelerating momentum
  • there are some fundamental questions which remain unanswered.
  • it is beneficial to address while the race to adopt and implement highly engaging Web 3-D virtual worlds is watched in healthcare professional education
  • Therefore, Roger’s Diffusion of Innovations Theory [5] and Siemens’ Connectivism Theory [6] for today’s learners will serve as theoretical frameworks for this paper.
  • A 3-D virtual world, also known as a Massively Multiplayer Virtual World (MMVW), is an example of a Web 2.0/Web 3-D dynamic computer-based application.
  • applications that enable social publishing, such as blogs and wikis
  • the most popular virtual world used by the general public is Linden Lab’s Second Life (SL)
  • Who would imagine attending medical school in a virtual world?
  • US agencies, such as the Centers for Disease Control and the National Institutes of Health conduct meetings in SL to discuss the educational potential of SL
  • virtual medical universities exist all over the world
  • The term “avatar” is an old Sanskrit word portraying a deity which takes on a human shape
  • Trauma Center
  • Virtual worlds are currently being used as educational spaces [1] and continue to grow in popularity on campuses and businesses worldwide. Furthermore, access to versions of virtual worlds on the Web, such as “Croquet,” “Uni-Verse,” and “Multiverse” are predicted within two to three years to be mainstream in education
  • there are reported advantages to having students engage in these emerging technologies
  • By allowing students time to interact with other avatars (eg, patients, staff members, and other healthcare professionals) in a safe, simulated environment, a decrease in student anxiety, an increase in competency in learning a new skill, and encouragement to cooperate and collaborate, as well as resolve conflicts, is possible.
  • High quality 3-D entertainment that is freely accessible via Web browsing facilitates engagement opportunities with individuals or groups of people in an authentic manner that illustrates collective intelligence
  • Advanced Learning and Immersive Virtual Environment (ALIVE) at the University of Southern Queensland
  • health information island
  • Problem-based learning groups enrolled in a clinical management course at Coventry University meet in SL and are employed to build learning facilities for the next semester of SL students. This management course teaches students to manage healthcare facilities and is reported to be the first healthcare-related class to use SL as a learning environment.
  • Another example of a medical school using SL is St. George’s Medical School in London.
  • Stanford University medical school
  • Another virtual world project developed by staff at the Imperial College in London, in collaboration with the National Physical Lab in the United Kingdom, is the Second Health Project
  • Mesko [35] presents the top 10 virtual medical sites in SL.
  • The development and use of 3-D virtual worlds in nursing education is increasing.
  • Some educators may balk at adopting this technology because there is a learning curve associated with the use of 3-D virtual worlds.
  • Let’s have fun, explore these fascinating worlds and games, and network with others while respecting diverse ways of life-long learning and current researchers’ findings.
  • there is an underlying push in higher education to adopt these collaborative tools and shift the paradigm from a traditional Socratic method of education to one possessing a more active and interactive nature
  • One may view online virtual worlds and serious gaming as a threat to the adoption and purchase of high-fidelity computerized patient-simulation mannequins that are currently purchased for healthcare-profession training. For example, nurses may login into SL and learn Advanced Cardiac Life Support at their convenience, and it costs virtually nothing for the nurse and perhaps a nominal fee for the developer.
  • The educational opportunity in SL may not be a replacement for the doctor- or nurse-patient interaction or relationship, but SL may serve as an adjunct or pre- or post-learning tool.
  • one recalls when critics questioned the validity and reliability of the stethoscope invented by Laennec in 1816 and how today it is second nature to use this assessment tool.
  • 2006 health fair
Jeff Johnson

Digital Education - 0 views

blogs.edweek.org/...DigitalEducation

academic blog education engagement improvement obstacles participation students teachers web2.0 web_2.0

shared by Jeff Johnson on 08 Oct 08 - Cached
  • Jeff Johnson on 08 Oct 08
     
    This blog post on Ewan McIntosh's edu.blogs.com points out a new peer-reviewed study that links Web 2.0 to academic improvement. The report found that Web 2.0 tools encourage participation and engagement, especially for those students who are timid; help students continue classroom discussions outside of the classroom; let students who are so inclined continue researching anytime, anywhere; and instill a sense of ownership and pride in students for the work they publish online, which can lead to more attention to detail and a better quality of work. The report also found that one of the biggest obstacles to using Web 2.0 tools in the classroom was the time it takes teachers to incorporate those new tools into lesson plans. Although many teachers were familiar with the tools and used them in their personal lives, they were apprehensive about how to monitor Internet use in the classroom and the time needed to figure out how those tools should be used to teach.
Michèle Drechsler

The practices of socialbookmarking in the field of Education - 87 views

Hello About the survey : http://enquetes-education.net/limesurvey/index.php?sid=28793〈=en Please note that this survey is usually taken in 20 minutes, but you can save your partial answers with...

survey socialbookmarking diigo

started by Michèle Drechsler on 08 Jul 09 1 follow-up, last by Michèle Drechsler on 11 Jul 09
Newman Lanier liked it
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:
Maggie Wolfe Riley

Education - Change.org: Tutorial: Two Uses of Technology to Improve Literacy and Critic... - 0 views

education.change.org/...literacy_and_critical_thinking

education online web2.0 tools social social_media_list

shared by Maggie Wolfe Riley on 03 Feb 09 - Cached
  • It's easy, efficient, and turbo-effective literacy, research, and information management. It's unique to the Berners-Lee Age. Gutenberg would have loved it. Some high-profile "researchers" apparently know little of it.
  • Maggie Wolfe Riley on 03 Feb 09
     
    two examples showing how blind the UCLA research was to today's possibilities, how behind the times.... It's easy, efficient, and turbo-effective literacy, research, and information management. It's unique to the Berners-Lee Age. Gutenberg would have loved it. Some high-profile "researchers" apparently know little of it.
Dr. Nellie Deutsch

Impact of introduction of online learning in developing countries-special reference to ... - 0 views

www.wiziq.com/...session.aspx

shared by Dr. Nellie Deutsch on 16 Jul 08 - Cached
  • Dr. Nellie Deutsch on 16 Jul 08
     
    The Open University of Sri Lanka (OUSL) was set up for the purpose of providing higher educational facilities to persons above 18 years of age with relevant basic qualifications, in Sri Lanka. It is the only recognized university in Sri Lanka where students are able to pursue further education by distance education techniques in keeping with the philosophy of open and distance learning. The main focus of this lecture would be to identify and evaluate the impact of online learning on the students. This lecture would essentially discuss the findings from a research done using random sampling method with a questionnaire technique. According to the findings, most students prefer forums as the best online teaching/ collaboration tool. They like this method because they can contact their coordinator at any time and at any place, and can also network as well as discuss their queries. Students pursuing their studies at post graduate level prefer this method more than other students. However, the students have identified this method as a complement and not as a substitute for traditional face to face learning. As far as barriers for Online Education are concerned : Lack of resources (computers as well as experts in the field), infrastructure, no proper training on Moodle, and low awareness level of e-Learning are considered as main problems. This Lecture would be more of a discussion on impact of Online Learning and lessons learned from it in a developing country. I will present our findings and then we can have an open house to discuss this further.
Hare Marke

Buy Google 5 Star Reviews - 100% Non-Drop,Safe,Real 5 Star Reviews.... - 0 views

realserviceit.com/...buy-google-5-star-reviews

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

shared by Hare Marke on 26 Jul 23 - No Cached
  • nathanielcowan54 on 26 Jul 23
     
    Buy Google 5 Star Reviews Introduction If you have a business and need to get more customers, the Google 5 Star Reviews service is an excellent way to do it. This will help your business get more customers on the internet and grow its brand. Google 5-Star Reviews Service The Google reviews service is a way to get 5-star reviews from your customers. It's a very simple process and can be completed in just a few minutes, which makes it ideal for businesses that want to improve their online reputation but don't have time or money for traditional marketing techniques. Buy Google 5 Star Reviews Google Reviews Service Costs: There are three different ways you can use this service: You can pay $3 per review submitted through the Google site; You can pay $10 per month (or $99 annually), which includes an integrated email address where they will send out all customer emails sent by you; Or you can pay $25 per month (or $250 annually), which includes access to all other features of our platform as well as automated scheduling capabilities so that we know when exactly each company should post its latest review! Can you pay for 5 star google reviews? Yes, you can buy Google 5 Star Reviews. You can pay for verified Google 5 Star Reviews and reviews from people that have been working in the service industry for years. You can get a lot of information about a business or individual on Google by searching their name or title and seeing what comes up in the search results. If this person has written reviews on Google then they are probably telling you the truth about their experience with that company or individual. Buy Google 5 Star Reviews We're not just talking about content either-we mean real time human interaction that actually takes place between two living, breathing humans who happen to be talking face-to-face right now! Why should you buy google 5 star reviews from online? We are the best platform for you to get your business listed in Google. We have an exper
  • ...4 more comments...
  • wallaceclient56 on 02 Aug 23
     
    Buy Google 5 Star Reviews Introduction If you have a business and need to get more customers, the Google 5 Star Reviews service is an excellent way to do it. This will help your business get more customers on the internet and grow its brand. Google 5-Star Reviews Service The Google reviews service is a way to get 5-star reviews from your customers. It's a very simple process and can be completed in just a few minutes, which makes it ideal for businesses that want to improve their online reputation but don't have time or money for traditional marketing techniques. Buy Google 5 Star Reviews Google Reviews Service Costs: There are three different ways you can use this service: You can pay $3 per review submitted through the Google site; You can pay $10 per month (or $99 annually), which includes an integrated email address where they will send out all customer emails sent by you; Or you can pay $25 per month (or $250 annually), which includes access to all other features of our platform as well as automated scheduling capabilities so that we know when exactly each company should post its latest review! Can you pay for 5 star google reviews? Yes, you can buy Google 5 Star Reviews. You can pay for verified Google 5 Star Reviews and reviews from people that have been working in the service industry for years. You can get a lot of information about a business or individual on Google by searching their name or title and seeing what comes up in the search results. If this person has written reviews on Google then they are probably telling you the truth about their experience with that company or individual. Buy Google 5 Star Reviews We're not just talking about content either-we mean real time human interaction that actually takes place between two living, breathing humans who happen to be talking face-to-face right now! Why should you buy google 5 star reviews from online? We are the best platform for you to get your business listed in Google. We have an exper
  • wallaceclient56 on 02 Aug 23
     
    Buy Google 5 Star Reviews Introduction If you have a business and need to get more customers, the Google 5 Star Reviews service is an excellent way to do it. This will help your business get more customers on the internet and grow its brand. Google 5-Star Reviews Service The Google reviews service is a way to get 5-star reviews from your customers. It's a very simple process and can be completed in just a few minutes, which makes it ideal for businesses that want to improve their online reputation but don't have time or money for traditional marketing techniques. Buy Google 5 Star Reviews Google Reviews Service Costs: There are three different ways you can use this service: You can pay $3 per review submitted through the Google site; You can pay $10 per month (or $99 annually), which includes an integrated email address where they will send out all customer emails sent by you; Or you can pay $25 per month (or $250 annually), which includes access to all other features of our platform as well as automated scheduling capabilities so that we know when exactly each company should post its latest review! Can you pay for 5 star google reviews? Yes, you can buy Google 5 Star Reviews. You can pay for verified Google 5 Star Reviews and reviews from people that have been working in the service industry for years. You can get a lot of information about a business or individual on Google by searching their name or title and seeing what comes up in the search results. If this person has written reviews on Google then they are probably telling you the truth about their experience with that company or individual. Buy Google 5 Star Reviews We're not just talking about content either-we mean real time human interaction that actually takes place between two living, breathing humans who happen to be talking face-to-face right now! Why should you buy google 5 star reviews from online? We are the best platform for you to get your business listed in Google. We have an exper
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    Buy Google 5 Star Reviews Introduction If you have a business and need to get more customers, the Google 5 Star Reviews service is an excellent way to do it. This will help your business get more customers on the internet and grow its brand. Google 5-Star Reviews Service The Google reviews service is a way to get 5-star reviews from your customers. It's a very simple process and can be completed in just a few minutes, which makes it ideal for businesses that want to improve their online reputation but don't have time or money for traditional marketing techniques. Buy Google 5 Star Reviews Google Reviews Service Costs: There are three different ways you can use this service: You can pay $3 per review submitted through the Google site; You can pay $10 per month (or $99 annually), which includes an integrated email address where they will send out all customer emails sent by you; Or you can pay $25 per month (or $250 annually), which includes access to all other features of our platform as well as automated scheduling capabilities so that we know when exactly each company should post its latest review! Can you pay for 5 star google reviews? Yes, you can buy Google 5 Star Reviews. You can pay for verified Google 5 Star Reviews and reviews from people that have been working in the service industry for years. You can get a lot of information about a business or individual on Google by searching their name or title and seeing what comes up in the search results. If this person has written reviews on Google then they are probably telling you the truth about their experience with that company or individual. Buy Google 5 Star Reviews We're not just talking about content either-we mean real time human interaction that actually takes place between two living, breathing humans who happen to be talking face-to-face right now! Why should you buy google 5 star reviews from online? We are the best platform for you to get your business listed in Google. We have an exper
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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).
Susan Oxnevad

10 Free Tools for Everyday Research - 0 views

gettingsmart.com/...0-free-tools-everyday-research

education web2.0 technology tools resources learning teaching

shared by Susan Oxnevad on 17 Sep 12 - No Cached
  • Susan Oxnevad on 17 Sep 12
     
    As educators we are faced with the challenge of teaching students to efficiently use the Internet to find and use information. Searching for information and making sense of it is a process that involves critical thinking and it is an important skill. Fortunately, there are many free digital tools available to help students efficiently sift through an overwhelming abundance of web content to find the relevant and reliable information they need. This post will explore some digital resources to provide educators with tools to help all students become savvy searchers and independent learners.
Julie Shy

28 Free Social Bookmarking Tools for educators - 0 views

elearningindustry.com/ookmarking-tools-for-educators

bookmarking social_bookmarking

shared by Julie Shy on 10 Dec 13 - No Cached
  • Julie Shy on 10 Dec 13
     
    "Social bookmarking is very popular in education. From creating a set of resources to conduct research and share it with your students, social bookmarking can help you achieve better learning outcomes. Would you be interested in a list of 30 28 Free Social Bookmarking Tools?"
Steve Ransom

Technology in Schools Faces Questions on Value - NYTimes.com - 9 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by Steve Ransom on 04 Sep 11 - No Cached
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      A valid criticism when technology implementation is decoupled from meaningful and effective pedagogy. You can't buy measurable change/improvement.
  • district was innovating
  • how the district was innovating.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Again, this is very different than how TEACHERS are innovating their PRACTICES. It's much more challenging than making a slick brochure that communicates how much technology your district has.
  • ...23 more annotations...
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      There's a confidence building statement for you....
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Exactly... and how much was spent on equipping teachers to change their practices to effectively leverage this new infrastructure?
  • If we know something works
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      And what is that "something"? New technology? If so, you missed the boat.
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Why does the argument for making schools relevant and using current cultural tools need to be backed with performance data? Give politicians and superintendents horses instead of cars and see how long that lasts.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Finally, a valid point.
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Exactly. But somehow, "value" has been equated with test scores alone. Do we have a strong body of research on pencil effectiveness or clay effectiveness or chair effectiveness?
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      And you expect them to always engage enthusiastically with tools that are no longer relevant in their culture?
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Okay... and you follow up with a totally trivial example of the power of technology in learning.
  • term” that can slide past critical analysis.
  • engagement is a “fluffy
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Very true
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      If that is so, why not back up your claim by linking to the source here. I have a feeling he has been misquoted and taken out of context here.
  • that computers can distract and not instruct.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Computers don't really "instruct". That's why we have teachers who are supposed to know what they are doing and why they are doing it... and monitoring kids while keeping learning meaningful.
  • guide on the side.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      But many teachers are simply not prepared for how to do this effectively. To ignore this fact is just naive.
  • Professor Cuban at Stanford
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Are they in love with Cuban or something? Perhaps they should actually look at the research... or interview other authorities. Isn't that what reporting is all about? I think this reporter must be a product of too much Google, right?
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Again, the fact that any supporter is happy that their kids are learning PowerPoint illustrates the degree of naiveté in their understanding of technology's role in learning.
  • creating an impetus to rethink education entirely
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Herein lies another huge problem. Mr. Director of Technology seems to base no decisions on what the learning and technology literature have to say... nor does he consult those who would be considered authorities on technology infused learning (emphasis on learning here)
  • This is big business.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      No kidding.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Anyone who asks that should volunteer to have their home and work computer confiscated. After all, it's just a distraction, right?
wittyben

21 Digital Tools to Build Vocabulary | Learning Unlimited | Research-based Literacy Str... - 0 views

www.learningunlimitedllc.com/...0-digital-tools-for-vocabulary

Digital tools education English Vocabulary

shared by wittyben on 11 Mar 13 - No Cached
  • wittyben on 11 Mar 13
     
    These digital tools show promise to support word learning, review, and play with language. They are grouped them into four categories: Reference Tools, Word Clouds, Games and Review, Word Walls and Virtual Field Trips.
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