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Maggie Verster

Digital Citizenship: How to use tehcnology appropiately - 2 views

digitalcitizenship.net/Home_Page.html

citizenship school2.0 education

shared by Maggie Verster on 01 Sep 09 - Cached
  • Maggie Verster on 01 Sep 09
     
    Digital Citizenship is a concept which helps teachers, technology leaders and parents to understand what students/children/technology users should know to use technology appropriately. Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. Too often we are seeing students as well as adults misusing and abusing technology but not sure what to do. The issue is more than what the users do not know but what is considered appropriate technology usage.
Jeff Johnson

Crossroads in Education: Issues for Web 2.0, Social Software, and Digital Tools - 1 views

www.thejournal.com/22454

appropriate assessment curriculum digital_tools digitaltools education web2.0 web_2.0

shared by Jeff Johnson on 16 Jul 08 - Cached
  • Jeff Johnson on 16 Jul 08
     
    We are at a crossroads in educating our youth. Since public schools became the norm for education, we've identified curriculum based on the social, political, and economic need. We've classified what counts into tight packages of content in subject areas as math, science, social studies, and so on. Echoing Owen, Grant, Sayers, and Facer (2006), our approach to teaching and learning, including the order and how information is presented to students, the stages of assessment and what constitutes appropriate discussion on those subjects have also been tightly defined (p. 31). Advancements in technology, principally Web 2.0, social software, and digital tools, have challenged what it means to be educated and how we proceed to educate our youth in a culture where innovation and creativity, lifelong learning, personalization (my own learning space), and knowledge from and with the collective vie for a rightful place.
Muslim Academy

What is Islamic banking - 0 views

muslim-academy.com/what-is-islamic-banking

Islamic banking What is Islamic banking

shared by Muslim Academy on 06 Dec 12 - No Cached
  • Muslim Academy on 06 Dec 12
     
    Islamic banking is a banking action which is steady with the Islamic law (Shariah). Islamic banking is done as per the tenets of Shariah, regarded as fiqh muamalat (Islamic manages on transactions). It tries not to permit the paying and appropriating of riba' (premium) and furthers more amazing level of decency and value in the behavior of banking business. The foremost Islamic bank was created in Malaysia in 1983. In 1993, business banks, dealer banks and back groups were permitted to give Islamic banking items and aids under the Islamic Banking Scheme (IBS banks). The IBS banks are needed to guarantee that the trusts and actions of the Islamic banking transactions are divided from the traditional banking business. All permitted Islamic banks and IBS banks are needed to showcase the Islamic banking logo as demonstrated beneath: SHARIAH PRINCIPLES IN ISLAMIC BANKING The guidelines and standards of fiqh muamalat radiated from two essential origins of Shariah specifically the Quran and the Sunnah and different auxiliary and legitimate origins of Islamic law.
DSL Academy

Five Objectives To Go For A Web Designing Training Courses - 0 views

www.articlesnatch.com/...4250942

Web Designing Courses Institute Design Course Ahmedabad.

shared by DSL Academy on 27 Feb 13 - No Cached
  • DSL Academy on 27 Feb 13
     
    Web design activity to aspire in worldwide popularity. From mercantile to private websites, Web Design is extensively appropriate and every time in demand. Compensation to the worldwide economic disaster, however, a small number of Companies based on USA, UK and India's Web Designers gain prices in order to be ends come across.
fabrizio bartoli

Money as You Grow - Kids and Money - President's Advisory Council on Financial Capability - 0 views

www.moneyasyougrow.org

web2.0 economics financial primary kids

shared by fabrizio bartoli on 10 Apr 13 - No Cached
  • fabrizio bartoli on 10 Apr 13
     
    Money as You Grow provides 20 essential, age-appropriate financial lessons--with corresponding activities--that kids need to know as they grow
1 Minute Payday Loan

Benefits That Make Long Term Payday Loans A Pleasant Monetary Option! - 0 views

paydayloan-1minute.blogspot.com/...hat-make-long-term-payday.html

cash loans for long term long term payday loans 1 minute no credit check 1 minute payday loans payday loans 1 minute 1 minute cash loans payday loans in canada canada payday loans cash loans no credit check 1 minute loans 1 minute loa

shared by 1 Minute Payday Loan on 14 Mar 16 - No Cached
  • 1 Minute Payday Loan on 14 Mar 16
     
    Long term payday loans usually suits number of employed people who need cash help but can't afford the lump sum payment. With an online application, one can simply avail the appropriate option of these deals to tackle the temporary financial bind with ease.
Tammy Jin

925 Sterling Silver Men Rings, Sterling Silver Iron Crosses SLVR21800-11 | Wholesale $ 47.60 - - 0 views

www.keychainen.com/...iron-crosses-slvr21800-11.html

silver technology jewelry tungsten stainless titanium Steel rings iron wholesale tools resources web2.0 education teaching learning collaboration video science

shared by Tammy Jin on 11 Jul 12 - No Cached
  • Tammy Jin on 11 Jul 12
     
    Made of 925 Sterling Silver Iron Crosses 925 Sterling Silver 11 Rings,925 Sterling Silver 925 Sterling Silver Iron Crosses How do I estimate my ring size? Step 1: Get a piece of twistie or strip of paper. Step 2: Wrap it around the base of the appropriate finger. Step 3: Mark the point on the string or twist the twistie to tighten up the loop, forming a complete circle. Step 4: Measure the length from the starting end of the string/twistie to the pen mark. Step 5: Determine your ring size from the chart below
Tammy Jin

JB9488 dollar jewelry wholesale | Wholesale $ 12.80 - Tungsten Jewelry - 0 views

www.supplyjewelryonline.com/...-dollar-jewelry-wholesale.html

silver jewelry tungsten titanium stainless steel rings wholesale

shared by Tammy Jin on 11 Jul 12 - No Cached
  • Tammy Jin on 11 Jul 12
     
    Color : Gold,Gray Style : Elegant,Fashion,Cool,Garden Style,Sport Style,Sweet Style,Rococo, Gothic,Comic and Animation Suit Crowds : Middle Aged,Women,Men,Unisex,ambitious,aspiring,brave,energetic,frank Material : Stamping,Tungsten,Plating Gold Season : Spring,Summer,Autumn,Winter Shape : Anomalous formation,trapezoid,rhombus Craft-work : Plating,Assemble,Refrigerating treatment,Heat treatment Weather : Overcast sky,drizzle,hail,light rain shower and windy,breezy Dress match : Leisure,Gentlewomanly,Evening gown Design origin : Jesus,Lover,Twelve animals,Heart Dress match : Marvelous beauty,Psychedelic,Appropriate luxury,Tranquility,Elegance temains Wholesale Steel jewelry offer the JB9488 dollar jewelry wholesale, it celebrate all that is masculine with male symbol earrings. Earrings are made of stainless steel. Jewelry will instantly update your casual wardrobe. Wholesale Steel jewelry Unique bracelet is crafted of stainless steel, Jewelry piece features a striking skull design, Add a bold bracelet to your jewelry collection JB9488 dollar jewelry wholesale features a simple bullet design with goldplated center. The stainless steel necklace includes a ball chain.
Duane Sharrock

A Good Prompt is Worth 1,000 Words : Stager-to-Go - 0 views

stager.tv/blog

attributes of a good project project-based instruction project assignment constructivism grading a project

shared by Duane Sharrock on 12 Jul 12 - No Cached
  • Duane Sharrock on 12 Jul 12
     
    With the following four variables in place, a learner can exceed expectations. 1. A good prompt, motivating challenge, or thoughtful question 2. Appropriate materials 3. Sufficient time 4. Supportive culture, including a range of expertise The genius of this approach is that it is self-evident. If you lack one of the four elements, it is obvious what needs to be done
Julie Shy

Student 2.0 - . - 0 views

www.student20.com

collaboration social_networking PLN technology

shared by Julie Shy on 16 Jul 12 - No Cached
  • Julie Shy on 16 Jul 12
     
    Student 2.0 is a network for learners to connect independently with other learners and with mentors from around the world, and to have educational experiences across cultural and geographic boundaries. We encourage you to explore passionate interests, to find people to help you, and to build professional competencies--creating your own virtual "Personal Learning Network" (PLN). You must be 13 to join the Student 2.0, and both content and communications on this network must be appropriate. Please report anything inappropriate or uncomfortable, and please watch our introductory video on personal safety online. Mentors and experts are also encouraged to join and participate, but spamming or inappropriate remarks will result in immediate banning.
Martin Burrett

Too Noisy - 0 views

toonoisyapp.com

ipad app classroom management behaviour management noise

shared by Martin Burrett on 30 Jul 13 - No Cached
  • Martin Burrett on 30 Jul 13
     
    This is a great simple Apple device app to help you reach an appropriate level of volume in your classroom. Watch the gauge rise and the background change as the volume increases. You can adjust the sensitivity for the situation/activity. The app is supported by ads, but these only appear as you start the app. Download the app at https://itunes.apple.com/gb/app/too-noisy/id499844023 http://ictmagic.wikispaces.com/Classroom+Management+%26+Rewards
andrew jhons

Online Algebra Tutor - Your Facilitator for Easy Learning Process in Algebra! - Tutor Pace Blog | Get Unlimited Online Tutoring.. From Experts - 0 views

tutor-pace.typepad.com/...arning-process-in-algebra.html

shared by andrew jhons on 14 Nov 13 - No Cached
  • andrew jhons on 14 Nov 13
     
    Algebra learning is riddling for many Math minds when they grope in the dark without guidance and resources to study. An online Algebra tutor solves the problem with his timely help, valuable guidance and appropriate suggestions for utilizing online sources to make student's learning process easy. How a tutor online...
Steve Ransom

ASCD Express 9.03 - How to Take Two-Column Notes - 28 views

www.ascd.org/...903-video.aspx

notes notetaking video howto tips

shared by Steve Ransom on 07 Nov 13 - No Cached
  • Steve Ransom on 07 Nov 13
     
    Great example of how a tool like a smartphone with video can be used to create really clear instructional segments to support of flip instruction. It doesn't have to be fancy... only clear and developmentally appropriate.
  • topplayer on 13 Nov 13
     
    www.thebargainplaza.com Most quality online stores.New Solution for home gym, cool skateboard, Monsterbeats headphone and much more on the real bargain. Highly recommended.This is one of the trusted online store in the world. View now www.thebargainplaza.com
Aman Khani

Different Types of Web Hosting Servers Available Online, That You Can Use to Host Your Site. - 2 views

medium.com/...-in-on-line-space-5b6aeb554e24

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shared by Aman Khani on 07 Oct 15 - No Cached
  • Aman Khani on 07 Oct 15
     
    Read this post to get better idea on what to consider before buying hosting server services through online space. All the companies present online offer best hosting packages to customers, but you have to select the most appropriate one.
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.
Jacques Cool

Creating and embedding audio feedback using Microsoft Word 2000 and 2007 -- JISC Digital Media - 0 views

www.jiscdigitalmedia.ac.uk/...audio-feedback-a-how-to-guide

word audio embed microsoft

shared by Jacques Cool on 07 Oct 10 - No Cached
  • Jacques Cool on 07 Oct 10
     
    This document provides a simple step-by-step guide to creating and embedding audio feedback using Microsoft Word 2000 and 2007, the most common format for student text works. There is also a mention of embedding audio in PDFs, which is discussed at the end of this document, with a link to the appropriate Adobe online resource.
Cheska Lorena

Teach Parents Tech - 15 views

www.teachparentstech.org

technology parents-resources Google tutorials videos

shared by Cheska Lorena on 13 Dec 10 - No Cached
  • Cheska Lorena on 14 Dec 10
     
    Google launched TeachParentsTech.org, a little spin-off web site that features 50 how-to videos, all designed to answer your parents' basic tech questions. Your father wants to know how to share a big file? Your mother is trying to figure out how to bookmark a web page? Simply head to TeachParentsTech.org, find the appropriate how-to video, send it via email, then free up time to teach yourself more heavy-duty tech.
Carlos Quintero

E-Learning Queen: Educational Mashups and E-Learning - 0 views

elearnqueen.blogspot.com/...al-mashups-and-e-learning.html

articulo educación education innovación mashup mashups pedagogia2.0

shared by Carlos Quintero on 26 Apr 08 - Cached
  • Carlos Quintero on 26 Apr 08
     
    E-Learning Queen focuses on distance training and education, from instructional design to e-learning and mobile solutions, and pays attention to psychological, social, and cultural factors. The edublog emphasizes real-world e-learning issues and appropriate uses of emerging technologies. Who is the "Queen"? You are, dear reader (or, if you prefer, the King). Susan Smith Nash is your assistant.
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)
  • ...19 more annotations...
  • 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
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