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55 Interesting Ways to use the Interactive Whiteboard in the Classroom - 121 views

docs.google.com/...edit technology tools learning web2.0 IWB smartboard edtech
shared by Caroline Roche on 10 Apr 11 - No Cached
  • Caroline Roche on 10 Apr 11
     
    Another collaborative resource from Tom Barrett
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Twiducate - Social Networking & Media For Schools :: Education 2.0 - 47 views

www.twiducate.com twiducate twitter socialnetworking education tools web2.0 classroom student science resources collaboration
shared by Scott Kinkoph on 18 Jun 10 - Cached
  • Martin Burrett on 07 Jul 11
     
    Twitter-like website for educators and children to use as a class or school. Embed text, images, videos, links and even Google Docs files. The site has a live chat functure open to just the class. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
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14 Interesting Ways to Get to Know Your New Class - 0 views

docs.google.com/...view
shared by jodi tompkins on 16 Aug 10 - No Cached
  • jodi tompkins on 16 Aug 10
     
    Great beginning of the school year ideas for use in your classroom.
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Parent Letter for Twitter Use - 0 views

docs.google.com/...pub web20 technology Twitter teaching-example
shared by Cheska Lorena on 05 Dec 10 - No Cached
  • Cheska Lorena on 05 Dec 10
     
    Great example of a parent letter for social media (specifically Twitter) use. (In Gdoc format).
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TESOL Connections: A Sequence of Critical Thinking Task - 31 views

www.tesol.org/...tc Bloom's taxonomy critical thinking TESOL Connections education resources tasks teaching
shared by Paul Beaufait on 11 Dec 10 - Cached
  • Scriven and Paul begin to define critical thinking as ‘‘the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action’’ (quoted in Foundation for Critical Thinking, 2009, para. 2).
  • Bloom (1956) offered one of the first comprehensive elaborations of these important skills. Since the conception of Bloom’s Taxonomy, his colleagues (Anderson & Krathwohl, 2001) have carried on his work and developed a two-dimensional taxonomy for learning, teaching, and assessing student learning outcomes. The Knowledge Dimension identifies four types of knowledge: factual, conceptual, procedural, and metacognitive. The second aspect of Bloom’s Taxonomy, the Cognitive Process Dimension, outlines six ways of thinking (remember, understand, apply, analyze, evaluate, and create) and their many subprocesses.
  • For the purposes of this article, critical thinking is defined as the practice and development of an active, conscious, purposeful awareness of what one encounters both in the classroom and in the outside world. It is a kind of thinking and learning that demands an investment in personal and communal learning on the part of the student and teacher. Critical thinking does not discount the emotional or gut responses that everyone has. Rather, it complements and enters into dialogue with them so that reasoned judgments are possible.
  • ...2 more annotations...
  • Observing is the basic starting point of the sequence—so basic, in fact, that some teachers may not immediately consider it to be critical thinking at all. However, observing is critical thinking because it involves a fundamental level of analysis.
  • To read the rest of the article, download the PDF
  • Paul Beaufait on 11 Dec 10
     
    "This article [by John Beaumont] is from Volume 1, Issue 4 of TESOL Journal" (TESOL Connections [website], Features, December 2010).
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Science Student Blog Expectations - 0 views

docs.google.com/View science education eductaion3.0 edtech student blogging
shared by Kate Klingensmith on 16 Dec 08 - Cached
  • Kate Klingensmith on 16 Dec 08
     
    by Stacy Baker - http://blogging4biology.edublogs.org/; each student would fill out this chart on their individual wiki page or blog
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Ideas to Inspire - 2 views

www.ideastoinspire.co.uk ideas classroom iwb resources english maths science HSIE KLA
shared by Jessica Becerra on 19 Feb 09 - Cached
  • Danny Nicholson on 19 Feb 09
     
    'Ideas to Inspire' is a collection of Google Docs presentations, which offer a large number of ideas for engaging lesson activities in a range of curriculum areas.
  • Jessica Becerra on 04 Oct 09
     
    Ideas for interactive and engaging lesson activities in a range of curriculum areas. Contributed by teachers from all around the world.
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Learner acceptable use agreement - 0 views

docs.google.com/View internetsafety policy policies school2.0 saschools
shared by Maggie Verster on 22 Jun 09 - Cached
  • Maggie Verster on 22 Jun 09
     
    An example of an AUP for learners from @dajbelshaw
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5 Quick Tips to Remove Unwanted Formatting from Your Documents - 0 views

www.friedbeef.com/formatting-from-your-documents remove formatting email Google Docs MS Word powerpoint Excel
shared by Tero Toivanen on 03 Jun 09 - Cached
  • Tero Toivanen on 03 Jun 09
     
    How to remove unwanted formatting from your documents
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Twenty-Five Interesting Ways to use Twitter in the Classroom - 0 views

docs.google.com/...view interestingways school2.0 twitter education
shared by Maggie Verster on 10 Aug 09 - Cached
  • Maggie Verster on 10 Aug 09
     
    A collaborative presentation compiled by teachers. Some snippets of ideas for lessonplans.
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Seventeen Interesting Ways* to use Voicethread in the Classroom - 0 views

docs.google.com/...view voicethread collaboration web2.0 audio
shared by Kyle Stevens on 02 Aug 09 - Cached
  • Melissa Smith on 02 Aug 09
     
    17 ideas on using Voicethread in the classroom with examples.
  • Kyle Stevens on 22 Aug 09
     
    Various ways to use Voicethread in the classroom. Examples contributed to Tom Barrett by classroom teachers
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Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

www.ascd.org/...trating_the_Media_Collage.aspx literacy digitalliteracy medialiteracy
shared by J Black on 02 May 09 - Cached
  • New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and moving images in addition to text.
  • New media coalesce into a collage. Being literate also means being able to integrate emerging new media forms into a single narrative or "media collage," such as a Web page, blog, or digital story.
  • New media are largely participatory, social media. Digital literacy requires that students have command of the media collage within the context of a social Web, often referred to as Web 2.0. The social Web provides venues for individual and collaborative narrative construction and publication through blogs and such services as MySpace, Google Docs, and YouTube. As student participation goes public, the pressure to produce high-quality work increases.
  • ...7 more annotations...
  • Historically, new media first appear to the vast majority of us in read-only form because they are controlled by a relatively few technicians, developers, and distributors who can understand or afford them. The rest of us only evolve into writers once the new media tools become easy to use, affordable, and widely available, whether these tools are cheap pencils and paper or inexpensive digital tools and shareware.
  • Thus, a new dimension of literacy is now in play—namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively.
  • n the mid 1960s, Marshall McLuhan explained that conventional literacy caused us to trade an ear for an eye, and in so doing, trade the social context of the oral tradition for the private point of view of reading and writing. To him, television was the first step in our "retribalization," providing a common social experience that could serve as the basis for dialogue in the global village.2  However, television told someone else's story, not ours. It was not until Web 2.0 that we had the tools to come full circle and produce and consume social narrative in equal measure. Much of the emerging nature of literacy is a result of inexpensive, widely available, flexible Web 2.0 tools that enable anyone, regardless of technical skill, to play some part in reinventing literacy.
  • What is new is that the tools of literacy, as well as their effects, are now a topic of literacy itself.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • The fluent will lead, the literate will follow, and the rest will get left behind.
  • They need to be the guide on the side rather than the technician magician.
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