Karl Fisch's Blog - 0 views
21Classes - Free Classroom and Education Blogs - Home - 0 views
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today hindi news,today news talmi,hindi news www.killdo.de.gg
ISTE | ISTE 100 - 0 views
The Electric Educator: 9 Ways to Use Google Wave - 25 views
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When a school closes, a large percentage of the student body may be sick, but a large percentage is not. A tool such as Wave enables the students who are well enough to collaborate together in an online environment.
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Whenever I promote a new technology I always remind teachers that the fundamental aspects of effective instruction remain the same. Technology doesn't change the basics, it simply repackages them in a new and exciting way.
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Another major problem is that the talented teachers are not motivated at all to go to the villages rather be in the big cities to enjoy the benefits that Big cities offer. With web 2.0 technologies we have a chance to solve these problems. I see a great future where for the first time in the history that we can provide education to the poorest people of those remote villages at a very low cost that is affordable
IDT7078 Google Reader Shared Items - 0 views
Teaching the Civil War with Tech » home - 0 views
Scholastic's Student Activities - 0 views
University of Memphis' IDT Podcast - 0 views
Free Open Source Software for Education - 0 views
Teaching in Social and Technological Networks « Connectivism - 9 views
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The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
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Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
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Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
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Discusses the role of teachers in the learning process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
Strategies for Differentiating - 19 views
The Test Generation - 11 views
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"The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.
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In 2005, for example, Alabama reported that 83 percent of its fourth-graders were proficient in reading, even though the NAEP found that only 22 percent of these children were proficient readers. The harsh punishments associated with NCLB had encouraged Alabama and most other states to dumb down their tests and then teach directly to them.
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The letter is a thinly veiled attack on teachers' unions and the job security for which they fight. Mike Stahl, former executive director of the Pikes Peak Education Association, says union membership in Harrison has decreased by half under Miles' leadership, and that teacher turnover, at about 25 percent from year to year, "is the highest in the state among like-sized or larger districts." According to Stahl, Miles "is very anti-union and very prone to retaliation for speaking in opposition to district or superintendent plans. ... There was no collaboration with staff or union in the development of this plan. As a result, district teacher morale is extremely low."
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Cases of instructional planning - 0 views
Wii in my Classroom - 1 views
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