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David Wetzel

Top 10 Online Tools for Teaching Tools and Math - 0 views

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    Why use Web 2.0 tools in tools and math classes? The primary reason is they facilitate access to input and interaction with content through reading, writing, listening, and speaking. These tools offer enormous advantages for tools and math tools, in terms of helping their students learn using Web 2.0 tools. For example: * Most of these tools can be edited from any computer connected to the Internet. tools can add, edit and delete information even during class time. * Students learn how to use these tools for academic purposes and, at the same time, can transfer their use to their personal lives and future professional careers. * RSS feeds allow students to access all the desired research information on one page. * Students learn to be autonomous in their learning process.
Maggie Verster

Love this brilliant science site! Well done! - 77 views

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    This website offering free science resources was developed by learningscience.org, an organization dedicated to sharing the emerging science of science education: real-time data collection, simulations, inquiry based lessons, interactive web lessons, micro-worlds, and imaging. Click on categories including science Inquiry, Life science, Earth and Space, The History and Nature of science, science to do science and more. Read the student and teacher comment page, and add one of your own.
David Wetzel

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

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    The following is a common question heard around teacher workrooms, teacher lunchrooms, faculty meetings, and science or math conferences. "Why use web 2.0 science when teaching science or math?" The answer is both simple and complex at the same time.
David Wetzel

How to Use Twitter to Stay Informed in Science and Math - 0 views

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    The value of Twitter for helping you and your colleagues stay informed of the latest trends, ideas, resources, and Web 2.0 integration tools has increased tremendously in the past year. A Web 2.0 tool is available for exploiting the every growing information on Twitter to remove barriers and allow you to collaborate with other tools and math tools. This new online tool is paper.li - a source of daily Twitter newsletters in education.
Colleen McGuire

Critical Issue: Using Technology to Improve Student Achievement - 0 views

  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
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  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
David Wetzel

Wiki or Blog: Which is Better? - 0 views

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    Both wikis and blogs provide teachers with a a dynamic process for integrating Web 2.0 technology in their teachers and math classes. These two types of online teachers offer students a more engaging process for learning. Both are relatively easy teachers which do not require teachers or students to learn any special program teachers or computer skills. Their uses and applications are only limited by the vision and purpose for helping students learn.
David Wetzel

To Blog or Not To Blog in Science or Math Class - 0 views

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    The primary purpose of blog is to facilitate interaction between a teacher and his or her students. This is possible because a blog is a dynamic tool which can be easily updated or transformed as necessary to meet the needs of a science or math class. The integration of blog technology in a class requires an investment of time. Because of this commitment, additional evidence is needed to support the integration this technology in a science or math class curriculum.
Jim Farmer

ICTs in Science Education - home - 29 views

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    "The aim of this wiki is to provide a useful set of ICTs and other tech tools for tools tools to utilise in their classrooms. Each type of technology will be briefly explained and a classroom example will also be attached, together with a comprehensive list of links."
GoEd Online

101 Websites for Science Science - 0 views

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    Boldly go where no science teacher has gone before! Your continuing mission: to discover useful new sites, to integrate them into your lesson plans and to giggle at this corny Star Trek reference. Silliness aside, my love for science grew from watching the crew of the starship Enterprise warp around the galaxy as they encountered previously unknown phenomena, worlds and civilizations.
David McGavock

Ipadschools - home - 0 views

  • clearinghouse of applications, lessons ideas and experiences using the iPad in the classroom. The intention is that all apps listed have been tested and recommended by teachers using them.
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    "This wiki is intended to be a clearinghouse of applications, lessons and experiences using the iPad in the classroom. The intention is that all apps listed have been tested and recommended by teachers using them. The Apps pages are generally created using google docs spreadsheets, feel free to update the wiki or the spreadsheets. (A link is provided on each page for the spreadsheets... at least the ones I've started working on...) At this point, as a high school teachers teacher, most of the apps I've recommended and investigated are geared to this level. Some can be used at any level. I invite you to add pages dedicated to your areas of interest and expertise if they are not already listed here. I would love to see a section on Literature and Language and Elementary Skills added to the wiki along with additions to any of the currently developed spreadsheets. It would also be sweet to share specific lessons or ideas for applications and activities. "
Paul Beaufait

Integrating Google Tools 4 Tools - 97 views

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    Collete Casinelli's site comprises a number of resources not only comparing Google Apps for Education with standard Google Tools and Products, and outlining the Pros and Cons of each, but also introducing many of the Tools, and providing suggestions for their use with young learners.
Paul Beaufait

Skype Announces Collaboration with Prominent Organizations to Further Empower Teachers with Educational Resources through Technology - Exec Digital - 21 views

  • Skype in the classroom strives to enrich students' learning experiences to discover new cultures, languages and ideas without leaving the classroom. 
  • Skype in the classroom strives to enrich students' learning experiences to discover new cultures, languages and ideas without leaving the classroom.  Skype in the classroom now features each individual organization's dynamic content, projects and available guest speakers
  • To join Skype in the classroom and view these exclusive resources, teachers should: Sign up at education.skype.com using their Skype account details Create a profile which includes their interests, location and the age groups they teach Once complete, teachers will have full range to explore the Skype in the classroom organization microsites, utilize vast content from these organizations and engage in conversations with select guest experts. For more information or to register for Skype in the classroom, please visit http://education.skype.com.
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    Press release about Skype in the classroom
Jim Farmer

Free Homework Help Videos from Brightstorm - Math, Science, Test Prep - Brightstorm - 30 views

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    Our mission at Brightstorm is to be the best place to learn in the world. We believe that great learning starts with great teaching. So, we find the best teachers, film them teaching, and build learning solutions around those great teacher videos.
David Wetzel

Ideas and Strategies for Using Voice Thread in Science and Math - 0 views

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    Are you searching for a way to share documents, presentations, slideshows, or a series of photos or images with your students? Then Voice Thread is the free Web 2.0 tool for you and your students (teachers can register for a free education account).
Carlos Martín

About us | Cosas que encuentro para clase - 18 views

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    Spin-off from the Facebook group with the same name which some teachers created last year. Most of us are teachers at Escuelas Oficiales de Idiomas, and we like to share ideas, links and debate in Facebook, but we thought that all these posts would be better organized if we had a group so they wouldn't be lost among other entries in our personal Facebook wall. When the group started to grow (there are 92 of us already), we realized that we were missing some kind of categorization, so we thought a blog would do the trick. And here we are. We choose the ideas that are more popular among the posts in our group in Facebook and write a post here.
Fabian Aguilar

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 0 views

  • Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
  • Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
  • The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
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  • As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a teachers process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
  • Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
  • The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
  • The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
  • 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.
  • Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
  • Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital Teachers can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
  • Focus on expression first and technology second—and everything will fall into place.
Judy Robison

Clickers in the Classroom - YouTube - 29 views

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    This is a suite of 4 videos about clicker use in the science classroom -- important considerations, student opinions,and data supporting different types of use. For more resources see http://www.colorado.edu/istem/clicker_resources.html
Jim Farmer

Knotebooks - Anyone can contribute. Everyone can learn. - 55 views

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    Knotebooks is a supplementary education platform that enables students, teachers and self-learners to effortlessly create and collaborate on customized multimedia lessons.
Jim Farmer

WorksheetWorks.com - 40 views

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    The goal of this site is to provide the finest quality paper-based teaching materials to teachers and parents around the world.
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