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Jennifer Carey

Preparing for my Conference Talk - Cell Phones, From Enemy to Asset in the Classroom « Indiana Jen - 0 views

indianajen.com/...nemy-to-asset-in-the-classroom

conference cell phones classroom education technology resources teaching

shared by Jennifer Carey on 21 Dec 11 - No Cached
  • Jennifer Carey on 21 Dec 11
     
    I could use your input on a pending talk!
Kathy Cannon

Inkling lets textbook makers embrace the iPad - 17 views

venturebeat.com/...inkling-ipad

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shared by Kathy Cannon on 05 Feb 10 - Cached
  • readers by making it possible to hop around a book, to hand out individual chapters as assignments, and to take notes in highlighter yellow right on the text. The notes are sharable among a social network of students and instructor.
  • A caption, simultaneously spoken by a voiceover (They call this karaoke mode. It turns out to help memory better than either text or speech by itself) instructs me to tap the cells nucleus three times to simulate its breakdown.
  • learning modules built with Inkling will be priced individually on iTunes,
  • ...1 more annotation...
  • Pricing hasn’t been determined yet, but it’s likely to be a few dollars per unit — much cheaper than current textbooks.
  • Kathy Cannon on 05 Feb 10
     
    A caption, simultaneously spoken by a voiceover (They call this karaoke mode. It turns out to help memory better than either text or speech by itself) instructs me to tap the cells nucleus three times to simulate its breakdown.
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started by intermixed intermixed on 12 Jul 14 no follow-up yet
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from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms.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.
  • ...4 more annotations...
  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • 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).
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started by intermixed intermixed on 20 Jun 16 no follow-up yet
Mike Cullum

Educational Leadership:Meeting Students Where They Are:Using Games to Enhance Student Achievement - 0 views

www.ascd.org/...hance-Student-Achievement.aspx

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shared by Mike Cullum on 05 Jun 10 - Cached
  • Mike Cullum on 05 Jun 10
     
    Games are a regular part of students' lives, no matter what their grade level. Students play games throughout the day on their computers, the Internet, and their cell phones. One of the few places they don't regularly play games is in their classrooms. Although some teachers use games as a part of their instructional repertoire, most teachers do not, and those who do include them may not be using them to their potential.
Ihering Alcoforado

Move Over Galileo, It's Science 2.0 :: University Communications Newsdesk, University of Maryland - 0 views

www.newsdesk.umd.edu/...release.cfm

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shared by Ihering Alcoforado on 02 Jun 10 - Cached
  • Ihering Alcoforado on 02 Jun 10
     
    In a provocative article in this week's Science Magazine, the University of Maryland's Ben Shneiderman, one of the world's leading researchers and innovators in human-computer interaction, says it's time for the laboratory research that has defined science for the last 400 years to make room for a revolutionary new method of scientific discovery. He calls it Science 2.0., and it combines the hypothesis based inquiry of laboratory science with the methods of social science research to understand and improve the use of new human networks made possible by today's digital connectivity. Through Science 2.0, the societal potential of such networks can be realized for applications ranging from homeland security to medical care to the environment. Recently honored by the International Journal of Human-Computer Interaction for his leadership in bringing scientific methods to the study of human use of computers, Shneiderman points to the effect that the World Wide Web and cell phones have had on building human collaborations and influencing society.
Kathleen N

iPhone VoIP App | Line2 WiFi / Cell: 2 Numbers on One Cell Phone - 11 views

www.line2.com

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shared by Kathleen N on 02 Oct 10 - Cached
  • Kathleen N on 02 Oct 10
     
    Line2 includes carrier-grade SMS texting - no per text charges, no special user names or email addresses required. Text to and receive texts from any SMS enabled phone. Unlimited US/Canada SMS texting on your iPhone, iPod Touch, and iPad.
Dennis OConnor

YouTube - DiscoveryEd2010Web's Channel - 29 views

www.youtube.com/...DiscoveryEd2010Web

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shared by Dennis OConnor on 06 Apr 11 - Cached
  • Dennis OConnor on 06 Apr 11
     
    terrific video series on digital media literacy and web 2.0. Includes a 6 minute video on how too use cell phones with web 2.0 websites.  Great ideas!  Voice, Text, Polling, 
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Jeff Johnson

Film On The Fly - KOCE - 0 views

www.koce.org/filmonthefly

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shared by Jeff Johnson on 23 Jan 09 - Cached
  • Jeff Johnson on 23 Jan 09
     
    We're texting a secret story prompt to cell phones all over the world on February 7, 2009. Over the next 20 hours, people will be creating stories, making mobile phone videos and posting them to YouTube. Will you be part of this global experience?
Maggie Verster

Free webinar: Mobile Devices within Instruction - 0 views

event.on24.com/...EventLobbyServlet

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shared by Maggie Verster on 11 Aug 09 - No Cached
  • Maggie Verster on 11 Aug 09
     
    Discover ideas for instruction that innovative districts have developed to better leverage the increasing number of laptops, cell phones, MP3 players and smart phones that students carry. This webinar explores the latest findings from Speak Up surveys given to K-12 students, teachers and administrators regarding their views on mobile devices within instruction.
Judy Robison

Learn.Genetics™ - 1 views

learn.genetics.utah.edu

science

shared by Judy Robison on 31 Mar 09 - Cached
  • Samantha Morra on 31 Mar 09
     
    Educational materials on genetics, bioscience and health topics.
  • Judy Robison on 20 Dec 10
     
    These resources for learning about genetics by the University of Utah's Genetic Science Learning Center include interactive visualizations, 3D animations and activities. Student activities include taking a "tour" of DNA, a chromosome or a protein, building a DNA molecule, or exploring the inside of a cell. The university is also building a sister site, Teach.Genetics, with print-and-go lesson plans and supplemental materials for some channels on the Learn.Genetics site.
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Maggie Verster

Students say using tech to cheat isn't cheating - 0 views

www.eschoolnews.com/...index.cfm

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shared by Maggie Verster on 19 Jun 09 - Cached
  • Maggie Verster on 19 Jun 09
     
    A new poll conducted by the nonprofit organization Common Sense Media suggests that students are using cell phones and the internet to cheat on school exams. What's surprising, however, is not just the alarming number of students who say they cheat, but also the number of students who think it's OK to do so.
Allison Kipta

The Answer Sheet - Willingham: Why doesn't reading more make us better readers? - 25 views

voices.washingtonpost.com/...oesnt-reading-more-make-u.html

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shared by Allison Kipta on 22 Dec 09 - Cached
  • Allison Kipta on 22 Dec 09
     
    "We have supposedly been in the midst of an educational back-to-basics movement since the 1983 release of "A Nation at Risk," a report by a national commission that said American society was in danger of deteriorating because of an eroding public education system. Why, then, have reading scores (as measured by the National Assessment of Educational Progress, a test often called the nation's report card), been flat since 1971? One obvious answer is that even if we're getting back to basics in school, kids read less and less outside of school. Think of all of the new technologies that compete for their time: they have ipods, video games, text messaging, instant messaging, cell phones. Who has time to read? Surprise! Americans read more now than they did in 1980. A lot more, according to an exhaustive study done at the University of California, San Diego."
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