Evidence-based practices for teaching writing - 1 views
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e within their cooperative groups or partnerships. For example, if the class is working on using descriptive adjectives in their compositions, one student could be assigned to review another's writing. He or she could provide positive feedback, noting several instances of using descriptive vocabulary, and provide constructive feedback, identifying several sentences that could be enhanced with additional adjectives. After this, the students could switch roles and repeat the process. Goals: Set specific goals for the writing assignments that students are to complete. The goals can be established by the teacher or created by the class themselves, with review from the teacher to ensure they are appropriate and attainable. Goals can include (but are not limited to) adding more ideas to a paper or including specific elements of a writing genre (e.g., in an opinion essay include at least three reasons supporting your belief). Setting specific product goals can foster motivation, and teachers can continue to motivate students by providing reinforcement when they reach their goals. Word processing: Allow students to use a computer for completing written tasks. With a computer, text can be added, deleted, and moved easily. Furthermore, students can access tools, such as spell check, to enhance their written compositions. As with any technology, teachers should provide guidance on proper use of the computer and any relevant software before students use the computer to compose independently. Sentence combining: Explicitly teach students to write more complex and sophisticated sentences. Sentence combining involves teacher modeling of how to combine two or more related sentences to create a more complex one. Students should be encouraged to apply the sentence construction skills as they write or revise. Process writing: Implement flexible, but practical classroom routines that provide students with extended opportunities for practicing the cycle of planning, writing, and revie
How Common Core Standards Mesh With Education Technology | Edudemic - 2 views
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Integration is a matter of design, and produces considerable cognitive load on a learner. And in light of APIs, social media, and an array of smart mobile devices, is a kind of digital strategy
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When the standard says “digital media,” it might as well say social media as it continues “to add interest,” a side-effect of making something non-social, social. students,” but rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well.
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Educational Leadership:Technology-Rich Learning:Our Brains Extended - 0 views
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When my 2nd grader needs to know the meaning of a word, I tell him to use my iPhone to ask Siri, an artificial intelligence program that's always happy to look it up for him. Siri, in turn, uses the free online program Wolfram Alpha, one of the most powerful data analysis tools in the world. If you enter into the Siri (or Wolfram Alpha) search box, by text or voice, "arable land in world divided by world population," in less than a second the phone or computer will find the relevant data; do the calculations; provide the answer—in square miles, acres, square feet, and hectares per person—and cite you its sources.
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The only way to do almost all science today is with technology. No human can handle or analyze the volumes of data we now have and need. Ditto for the social sciences. The research study of the past focusing on 10 graduate students has been replaced by sample sizes of millions online around the world. Being perfect at language translation, spelling, and grammar is becoming less important for humans as machines begin to understand context and can access almost every translation ever done. Those who laugh at the mistakes that machines make today will no longer be laughing in a few short years.
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call the process of envisioning such technically enhanced possibilities imag-u-cation. It's something every teacher and class should spend some time doing.
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Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work? | MindShift - 0 views
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“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”
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“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,”
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Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?| The Committed S... - 0 views
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What I’m hearing from schools more is that they’ve eliminated policies restricting using mobile devices for learning and they’re interested in developing mobile learning programs as fast as possible,”
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“We’re going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.”
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“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”
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Six Facets of Understanding - 1 views
elearnspace. Connectivism: A Learning Theory for the Digital Age - 16 views
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Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…”
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Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
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Lesson Plans and Student Activity Sheets - 5 views
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