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Kenneth Griswold

Kidblog - 0 views

  • Kidblog is built by teachers, for teachers, so students can get the most out of the writing process. Our mission is to empower teachers to embrace the benefits of the coming digital revolution in education. As students become creators - not just consumers - of information, we recognize the crucial role of teachers as discussion moderators and content curators in the classroom. With Kidblog, teachers monitor and control all activity within their classroom blogging community.
  • Kidblog provides teachers with the teacher to help students safely navigate the digital – and increasingly social – online landscape. Kidblog allows students to exercise digital citizenship within a secure, private classroom blogging space. Kidblog’s security features put safety first: teachers have administrative control over all student blogs and student accounts. Your students’ blogs are private by default – viewable only by classmates and the teacher. teachers can elect to make posts public, while still moderating all content. teachers can add password-protected parent and guest accounts to the community at their discretion. Comment privacy settings block unsolicited comments from outside sources. Kidblog is fully COPPA compliant and does not require any personal information from students.
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    A safe FREE solution for blogging.  Perfect for the elementary school.  Haiku is missing a full fledged blogging tool, this will fill that gap for teachers.
David Wetzel

Top 5 Search Tools for Finding Flickr Images for Use in Education - 0 views

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    The top five search tools for finding Flickr images are designed to help toolss and students locate just the right image for use in any subject area and project. Without these tools finding the right image on this image hosting site is often an impossible, or at least a tedious, task. The value of this site is its ability to provide digital pictures which are often impossible for a tools to obtain any other way. Like everything else on the internet, trying to find something is like trying to find a needle in a haystack. This where the top five search tools become valuable tools for toolss and students trying to find images comes into play. These search engines are specifically designed to search the more than three billion pictures on the Flickr hosting site.
Tom Daccord

Education Recovery and Reinvestment Center - 0 views

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    Education Recovery and Reinvestment Center The new search tools on our Education Recovery and Reinvestment Center help you find the tools you need or take you directly to the pages that meet your needs. * Fund Finder: Identifies total distribution of funds to your state. * State tools page contains state-specific information. * The LPA Resource page contains specially developed tools and tools. * 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 tools retention strategies.
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    Education Recovery and Reinvestment Center The new search tools on our Education Recovery and Reinvestment Center help you find the tools you need or take you directly to the pages that meet your needs. Here is a sample of what you will find:
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
David Wetzel

6 Top Free Online Tools for Support Teaching and Learning - 0 views

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    The six top free online tools were selected from available web 2.0 tools for teaching and learning using presentations, blogging, and bookmarking online tools. There are many excellent online tools available in these three categories, making the selection difficult at best. However, the selection was made based on reviewing available online tools along with other contributions and feedback from toolss.
Joseph Alvarado

Why Teachers Should 'Friend' Students Online - Murry's World - 0 views

  • It is NOT Facebook, Twitter, MySpace, YouTube, or any other online community that is the problem. It is the people who are out of touch with today's youth.
  • All I can say is AMEN! I blogged about this last year, as a matter of fact, because it ticks me off that we would have all of this great technology, but NOT use it for expanded educational opportunities that we might not have otherwise had. I love extended the teachable moment beyond the "year" that I'm given with a set of students. Just because they've come and gone doesn't mean my responsibility to continue to teach them if the opportunity presents itself is over. I am a teacher. Not from 7:30 to 2:30. Not just on the weekdays. Not just in my classroom. I am a teacher ALL. OF. THE. TIME. Wherever I am, whatever I'm doing, whether physical or virtual. We should be more worried about the teachers (and critics) who aren't nearly so well connected
  • "teachers should have have relations with students, not a relationship."
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    This is a great post explaining why teachers SHOULD friend their students on facebook.
Paul Beaufait

CAL: Digests:The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development - 10 views

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    "... 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).
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy - 17 views

    • jordi guim
       
      Muy interesante sobre PLE / PLN
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the tools determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web resources to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the resources simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
Paul Beaufait

Free Technology for Teachers: 12 Awesome EdTech Teacher for 2012-2013 - 85 views

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    "12 Awesome EdTech Tools for 2012-2013 is designed to share what I think is a selection of free Tools that can be used in almost every K-12 setting. I intentionally kept this document short because the intended audience is Toolss who are new(ish) to using technology in their classrooms and I didn't want to create something that would be overwhelming. You'll also notice that I left out iOS and Android apps. Those will be featured in future documents." (Bryne, ¶2) "Please feel free to download, print, and distribute this [embedded document] in your school." (Byrne, ¶3)
Nik Peachey

Digital Tools for Toolss - 0 views

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    This book has been written and designed primarily with English language teachers in mind though the majority of the teacher and teacher contained in the book will have much wider use than just language teaching. The book contains more than 70 teacher and teacher and these have been hand picked because they represent a broad cross-section of what is at present available.
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

  • 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, resourcess, 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 teacher 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.
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    About pedagogic 2.0
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    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
LaDawna Harrington

Chrome Web Store - Teacher & Admin Teacher - 0 views

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    education teachers "tech teacher" "teaching teacher"
Paul Beaufait

Social Media for Teachers: Guides, Teacher, and Ideas | Edutopia - 41 views

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    "[I]t can be a challenge to incorporate social media into lessons. There are many gray areas for teachers to navigate, like setting guidelines, accessibility at school, and student safety. But to help teachers navigate this ever-changing landscape of social media teacher, here are some of the best guides on the web for four popular networks, Facebook, Instagram, Twitter, and Pinterest" (¶2, 2015.02.23).
Neil O'Sullivan

OpenScout :: tool library - 0 views

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    Tools and Scenarios: Use the tool library to locate suitable Tools and scenarios for content adaption, user collaboration and communication.
anonymous

Infographic: Anatomy of a Teacher - 0 views

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    Being a teacher definitely isn't for everyone. The things I put teachers through while I was at school is enough for me not to pursue it as a career. This infographic highlights some interesting facts related to the profession. For example, the average salary of a teacher is $53,910 and 17% of all teachers have a second job. Check out the infographic below for more indepth data on being a teacher. (Source: Masters in Teaching
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 resources 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 science and math resourcess. This new online tool is paper.li - a source of daily Twitter newsletters in education.
Paul Beaufait

Integrating Google Tools 4 Toolss - 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 resources and Products, and outlining the Pros and Cons of each, but also introducing many of the resources, and providing suggestions for their use with young learners.
Charli Solo

20 Awesome Web Tools For Toolss & Professors - 0 views

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    Web 2.0 Teacher Teacher
Caroline Roche

100 Tips, Apps, and Resources for Resourcess on Twitter | Online College Degree - 0 views

  • this list of 100 tips, apps, and resources is worth browsing. Find out how to get started with Twitter, ways to use it in an educational setting, and resources to help you use it better with these resources
Paul Beaufait

Skype Announces Collaboration with Prominent Organizations to Further Empower Teachers with Educational Teacher 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, resourcess 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, resourcess 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
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