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Wanda Terral

Fantastic Forms - 1 views

markcallagher.com/?p=315

forms google google apps googleapps web2.0 2.0 tools education technology resources

shared by Wanda Terral on 22 Dec 11 - No Cached
  • Wanda Terral on 22 Dec 11
     
    A list of some of the ways a teacher has used Google Forms with their classes and activity groups.
Dean Mantz

10 Google Forms for the Classroom | edte.ch - 9 views

edte.ch/...google-forms-for-the-classroom

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shared by Dean Mantz on 30 Jul 10 - Cached
  • Dean Mantz on 30 Jul 10
     
    10 Google forms for an educational classroom.
hamastrickland

Google Forms: Online Form Creator | Google Workspace - 0 views

www.google.com/about

Survey Quiz Students Teachers Collaborators idt3600

shared by hamastrickland on 13 Sep 22 - No Cached
  • mchamm on 13 Sep 22
     
    Link for Google Forms
  • damaiyahadkins on 18 Sep 22
     
    Easy for gathering a bulk of information at once.
  • hamastrickland on 20 Sep 23
     
    A website you can use to create surveys or quizzes and add collaborators.
aghora group

Aghora Group | Online Registration Form | DealsTechno.com - 0 views

dealstechno.com/...p-%7C-online-registration-form

Aghora Group | Online Registration Form

shared by aghora group on 13 Nov 13 - No Cached
  • aghora group on 13 Nov 13
     
    Welcome to Aghora Design Academy,Registration for mep academic programs and course descriptions at your fingertips.
Clif Mims

Wufoo: Online Form Builder - 14 views

wufoo.com

Productivity-Tools Web-Design Database Qualitative Assessment Collaboration=Telecollaboration

shared by Clif Mims on 11 Aug 10 - Cached
  • Clif Mims on 11 Aug 10
     
    Create Web Forms & Surveys
Dave James

Successful Financial Source Of Funds Accessed In Excellent Approach - 0 views

tinyurl.com/j4nyq8c

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shared by Dave James on 28 Apr 16 - No Cached
  • Dave James on 28 Apr 16
     
    No earnings evidence self employed loans are fairly trouble-free to obtain financial source in secured and unsecured form at emergency time. The borrowed amount consequential can be utilized to sort out the several requirement and demands. For trouble-free and harass free endorsement, you can like better to apply through online medium for excellent financial lending.
Ninja Essays

7 Resources For Essay Writing That Make a Teacher's Life Easier - 0 views

blog.edmodo.com/...at-make-a-teachers-life-easier

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shared by Ninja Essays on 17 Sep 15 - No Cached
  • Ninja Essays on 17 Sep 15
     
    "What's the toughest part of your work as an educator? You are used to teaching lessons…you already have the knowledge, so it's not that difficult to express it. However, the task of motivating your students to write falls in another category. It's hard for you to take control over the process and explain how they should infuse their creativity into the rigid form of academic writing. The following 7 online resources will help you teach essay writing in a more inspiring way."
Jeff Johnson

Speaking and Presenting- Your Next Actions | chrisbrogan.com - 0 views

www.chrisbrogan.com/d-presenting-your-next-actions

presentations presenting

shared by Jeff Johnson on 17 May 09 - Cached
  • Jeff Johnson on 17 May 09
     
    Presentations are important. They are a gifted opportunity, given to you by someone who hopes that you will educate and equip (and entertain!) the people who have gathered to participate. As such, I treat them as important opportunities, and I invite you to do the same, should you find yourself invited to speak in some form or another with people. I want you to succeed. It's my hope that some of what I share with you is useful, that you can pick it up, that you can take some of what I come up with here and run with it yourselves. I call this "giving your ideas handles." We'll do three things with this post: talk about the audience, share with you my most concise advice about presenting, and give you some further resources.
Barbara Lindsey

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

wesch social media web2.0 education teaching academic commons

shared by Barbara Lindsey on 31 Mar 09 - Cached
  • The message of Wikipedia is not “trust authority” but “explore authority.” Authorized information is not beyond discussion on Wikipedia, information is authorized through discussion, and this discussion is available for the world to see and even participate in. This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
  • Many faculty may hope to subvert the system, but a variety of social structures work against them.
  • Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
  • ...19 more annotations...
  • The physical structures are easiest to see, and are on prominent display in any large “state of the art” classroom. Rows of fixed chairs often face a stage or podium housing a computer from which the professor controls at least 786,432 points of light on a massive screen. Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room. The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
  • at the base of this “information revolution” are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.
  • Even in situations in which a spirit of exploration and freedom exist, where faculty are free to experiment to work beyond physical and social constraints, our cognitive habits often get in the way
  • Most of our assumptions about information are based on characteristics of information on paper.
  • Even something as simple as the hyperlink taught us that information can be in more than one place at one time
  • Blogging came along and taught us that anybody can be a creator of information.
  • Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
  • Taken together, this new media environment demonstrates to us that the idea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.
  • Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education. In some ways these technologies act as magnifiers.
  • Usually our courses are arranged around “subjects.” Postman and Weingartner note that the notion of “subjects” has the unwelcome effect of teaching our students that “English is not History and History is not Science and Science is not Art . . . and a subject is something you 'take' and, when you have taken it, you have 'had' it.” Always aware of the hidden metaphors underlying our most basic assumptions, they suggest calling this “the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.5
  • As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.
  • We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
  • So while the course is set up much like a typical cultural anthropology course, moving through the same readings and topics, all of these learnings are ultimately focused around one big question, “How does the world work?”
  • Students are co-creators of every aspect of the simulation, and are asked to harness and leverage the new media environment to find information, theories, and tools we can use to answer our big question. Each student has a specific role and expertise to develop. A world map is superimposed on the class and each student is asked to become an expert on a specific aspect of the region in which they find themselves. Using this knowledge, they work in 15-20 small groups to create realistic cultures, step-by-step, as we go through each aspect of culture in class. This allows them to apply the knowledge they learn in the course and to recognize the ways different aspects of culture--economic, social, political, and religious practices and institutions--are integrated in a cultural system.
  • The World Simulation itself only takes 75-100 minutes and moves through 650 metaphorical years, 1450-2100. It is recorded by students on twenty digital video cameras and edited into one final "world history" video using clips from real world history to illustrate the correspondences. We watch the video together in the final weeks of the class, using it as a discussion starter for contemplating our world and our role in its future. By then it seems as if we have the whole world right before our eyes in one single classroom - profound cultural differences, profound economic differences, profound challenges for the future, and one humanity. We find ourselves not just as co-creators of a simulation, but as co-creators of the world itself, and the future is up to us.
  • I have often found myself writing content-based multiple-choice questions in a way that I hope will indicate that the student has mastered a new subjectivity or perspective. Of course, the results are not satisfactory. More importantly, these questions ask students to waste great amounts of mental energy memorizing content instead of exercising a new perspective in the pursuit of real and relevant questions.
  • When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension. Many of these dimensions were mentioned in the issue precis, “such as emotional and affective dimensions, capacities for risk-taking and uncertainty, creativity and invention,” and the list goes on. How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.
  • The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions.
  • This is what I have called elsewhere, “anti-teaching,” in which the focus is not on providing answers to be memorized, but on creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases.
Clif Mims

OER Commons - 0 views

www.oercommons.org

shared by Clif Mims on 16 Jun 09 - Cached
  • Clif Mims on 16 Jun 09
     
    The worldwide OER movement is rooted in the idea that equitable access to high-quality education is a global imperative. Open Educational Resources are teaching and learning materials that you may freely use and reuse, without charge. OER often have a Creative Commons or GNU license that state specifically how the material may be used, reused, adapted, and shared. As a network for teaching and learning materials, the web site offers engagement with resources in the form of social bookmarking, tagging, rating, and reviewing. OER Commons has forged alliances with over 120 major content partners to provide a single point of access through which educators and learners can search across collections to access over 24,000 items, find and provide descriptive information about each resource, and retrieve the ones they need. By being "open," these resources are publicly available for all to use, and principally through Creative Commons licensing, many thousands are legally available for repurposing, modifying and improving.
Henry Thiele

FRONTLINE: digital nation: an online interactive learning tool for frontline's digital ... - 17 views

www.pbs.org/...teachers

googleapps 21stCentury web2.0

shared by Henry Thiele on 03 Feb 10 - No Cached
  • Henry Thiele on 03 Feb 10
     
    Teachers are tapping into technology and digital media for learning. Watch How Google Saved a School and discuss the hype and the hopes for improving education through technology. More and more educators are tapping into the power of digital media and technology for teaching and learning. The variety of information resources available online is simply staggering. Explore how teachers and students are using the power of social media to promote students' active engagement, critical thinking and literacy skills. New Forms of Learning. It doesn't need to happen in school. Because it's visual, interactive and social, learning can happen anywhere with digital media as people collaborate and share about a wide range of topics and issues that matter to them. Technology and School Improvement. Technology may transform schools by promoting student engagement and creativity. But critics fear that too much focus on technology takes attention away from what's really needed to improve schools: capable, well-trained teachers; student-centered learning methods; and smaller class sizes. Hope, Hype and Reality. Are today's learners really different from previous generations? Compelling images of students using digital technology are impressive, but the research evidence on the impact of technology on learning is more mixed. And it's sometimes hard to separate the scholarship from the marketing hype, given the deep investment of technology companies in promoting the idea of technology's transformative potential.
Ben Rimes

Tagxedo - Tag Cloud with Styles - 10 views

www.tagxedo.com

wordle tagxedo word cloud wordcloud

shared by Ben Rimes on 13 Apr 10 - Cached
  • Ben Rimes on 13 Apr 10
     
    Word clouds on steroids, Tagxedo takes the popular word cloud feature of Worlde and turns it into an art form with different shpaes, color schemes, fonts, and many more features. Also allows for uploading of different shapes with a "pro" account.
Brevity Software Solutions Pvt Ltd

Request for Quote - Event Management System Development - 0 views

www.brevitysoftware.com/get-quote

request for quote event management system

shared by Brevity Software Solutions Pvt Ltd on 04 Feb 16 - No Cached
  • Brevity Software Solutions Pvt Ltd on 04 Feb 16
     
    Get a quote within 24 hours of contacting Brevity Software Solutions Pvt Ltd for your website designing and development, mobile apps development, travel portal development, transport & logistics Software, enterprise mobility solutions, event management systems, web application, social media app, CRM software eCommerce & m commerce application development. Having any queries regarding our products or services? Just fill out our simple form to request a quote, information or advice and we will get back to you.
Tamlyn Sampson

Google Forms - create and analyze surveys, for free. - 0 views

forms.google.com

survey fun experiment education idt3600

shared by Tamlyn Sampson on 26 Oct 19 - No Cached
  • Tamlyn Sampson on 26 Oct 19
     
    ways for students to learn how to survey
Sherrill Didymus

User Friendly And Helpful Funds For Entire Folk - 0 views

www.youtube.com/watch

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shared by Sherrill Didymus on 26 May 16 - No Cached
  • Sherrill Didymus on 26 May 16
     
    Short term loans no credit check are an excellent loans facility make available to financial seekers who are in necessitate of small cash requirements with excellent refund choice at emergency time. You just require filling up uncomplicated online application form without any additional processing fee. Without low credit check suggests you to take benefit of funds even if you're previous credit record no good.
Stacy King

BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math,... - 0 views

www.brainpop.com

education science technology math Idt7064 language arts videos quizzes social studies

shared by Stacy King on 22 Jul 12 - Cached
  • Alicia Kelley on 22 Jul 12
     
    Brain Pop allows teachers to stream short videos related to their content area.
  • Natasha Gossett on 24 Jul 12
     
    It is a educational website for all subjects. The website offers excellent information in the form of video and then as a follow up to what is taught a quiz to test comprehension is given.
  • Stacy King on 22 Jul 13
     
    Animated games, movies and activities that teach science, math, "social studies" and "language arts".
marilyndavis

Dinosaur Tracks: How Are Fossilized Imprints Formed? | Education.com - 0 views

www.education.com/...imprints

science idt7064

shared by marilyndavis on 14 Jun 14 - No Cached
  • marilyndavis on 14 Jun 14
     
    Kindergarteners will love this geology science project where they will learn how fossils are made by creating fossil imprints in homemade clay.
  • marilyndavis on 14 Jun 14
     
    Kindergarteners will love this geology science project where they will learn how fossils are made by creating fossil imprints in homemade clay.
rhtomal

Technology - 0 views

rhtechnology.blogspot.com/...card-announced-by-sandisk.html

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shared by rhtomal on 17 Sep 14 - No Cached
  • rhtomal on 17 Sep 14
     
    SanDisk has revealed a 512GB SD card, the highest storage capacity ever seen in this form factor. SanDisk yesterday launched the 512GB Extreme PRO SDXC UHS-I, the world's highest capacity SD card and the first to reach 512GB, or half a terabyte.
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