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Sheri Edwards

Read&Write for Google Provides Reading, Writing Support Tools for Google Apps for Educa... - 0 views

thejournal.com/...google-apps-for-education.aspx

google google apps reading writing tools gafesummit gafe

shared by Sheri Edwards on 08 Aug 13 - No Cached
  • Sheri Edwards on 08 Aug 13
     
    Texthelp, which provides literacy software for struggling readers and writers, English language learners, and students with learning disabilities, has released a suite of support tools for Google Docs, PDFs, and ePubs. Read&Write for Google, which integrates with Google Drive, is available in the Chrome Web Store. Read&Write for Google comes with Read&Write for Google Docs Chrome Extension, PDF Reader, and ePub Reader. All three pieces of software, which are compatible with Google Drive on PCs, Macs, and Chromebooks, include read-aloud and dual-color highlighting features, which are available through a Google Chrome toolbar. Other features available in the toolbar include: A talking dictionary; A translator; A picture dictionary; A fact finder; and A vocabulary list builder, which allows students to generate a list of highlighted words along with definitions and images. In addition, typewriter and pushpin annotation tools are provided in PDF Reader and ePub Reader, and navigation tools are also available for ePub Reader. Texthelp is offering 30-day free trials of Read&Write for Google, which can be accessed in the Chrome Web Store. After that, it is available through single-user or domain-wide subscriptions. For more information, visit texthelp.com. Read more at http://thejournal.com/articles/2013/08/07/readwrite-for-google-provides-reading-writing-support-tools-for-google-apps-for-education.aspx#h2qiaTTzLsvJtUWU.99
Sheri Edwards

Building School-Based Student Digital Book Clubs | MiddleWeb - 0 views

www.middleweb.com/...ding-student-digital-book-club

book clubs student building

shared by Sheri Edwards on 27 Jun 14 - No Cached
  • So instead of focusing on skill development alone, we considered engagement.
  • real readers find pockets of time during the day in which to squeeze some reading, known in her classes as “reading emergencies.” Highly portable digital devices make it much easier to exploit these pockets of time.
  • responses to their reading on Kidblog.
  • ...8 more annotations...
  • Two other elements for engagement, purpose and audience, proved to be the difference makers. When learners know that they will receive feedback when posting their thoughts and questions about what they’re reading, they see how these digital forums can serve them compared to just chatting about the mundane.
  • We stopped referring to this offering as an “intervention.” It was a book club.
  • having a diversity of abilities and interests paved the way toward a more authentic community of readers.
  • readers theater performance,
  • But we don’t plan to quantify the results. Instead we’ll ask questions like: Do they read without the need of a log? Have they ever saved up their allowance so they could get that special title on its release date? Has a whole afternoon passed by because they were so immersed in a book?
  • All learning is social.
  • . Bridging these two worlds through social media such as Google+, Twitter, and Edmodo gives us that authentic experience of what read readers do.
  • teach our students to be critical thinkers of what we read and investigate multiple perspectives before we can say we “learned” something.
Sheri Edwards

Losing Facebook Friends and Other Tragedies: Close Reading Nonfiction for Point of View... - 0 views

kateandmaggie.com/...g-nonfiction-for-point-of-view

nonfiction reading point_of_view

shared by Sheri Edwards on 28 Jan 14 - No Cached
  • Sheri Edwards on 28 Jan 14
     
    Sentence Frames for Point of View: I think the author wants me to think that . . . If the author was debating this topic, they would say . . . The author doesn't say anything about . . . which makes me think . . . Some feeling words the author uses are __________, _____________, and __________, which tells me that the author probably feels . . . about the topic. The author seems to believe that . . .
Sheri Edwards

EmTech Preview: Another Way to Think about Learning | MIT Technology Review - 0 views

www.technologyreview.com/...er-way-to-think-about-learning

learning education elearning OLPC edtech MIT experiment Ethiopia

shared by Sheri Edwards on 03 Mar 13 - No Cached
  • What you really want to measure is curiosity, imagination, passion, creativity, and the ability to see things from multiple points of view.
  • I believe that we get into trouble when knowing becomes a surrogate for learning. We know that a vast recall of facts about something is in no way a measure of understanding them.
  • The gods must be crazy
  • ...6 more annotations...
  • What have we learned? We learned that kids learn a great deal by themselves.
  • can children learn how to read on their own?
  • To answer this question, we have delivered fully loaded tablets to two villages in Ethiopia, one per child, with no instruction or instructional material whatsoever. The tablets come with a solar panel, because there is no electricity in these villages. They contain modestly curated games, books, cartoons, movies—just to see what the kids will play with and whether they can figure out how to use them. We then monitor each tablet remotely, in this case by swapping SIM cards weekly (through a process affectionately known as sneakernet
  • If kids in Ethiopia learn to read without school, what does that say about kids in New York City who do not learn even with school?
  • children can learn a great deal by themselves. More than we give them credit for. Curiosity is natural, and all kids have it unless it is whipped out of them, often by school. Making things, discovering things, and sharing things are keys.
  • Having massive libraries of explicative material like modern-day encyclopedias or textbooks is fine. But such access may be much less significant than building a world in which ideas are shaped, discovered, and reinvented in the name of learning by doing and discovery.
Sheri Edwards

Evaluating Sources: The CRAAP Test - Information Literacy Research Skill Building - Lib... - 0 views

libguides.wsulibs.wsu.edu/content.php

evaluating sources research information literacy literacy skill libguides washington state university

shared by Sheri Edwards on 18 Jun 14 - No Cached
  • Sheri Edwards on 18 Jun 14
     
    "Currency The timeliness of the information: When was the information published or posted? Does the time period that the information was published matter in relation to your topic? When was the information last revised? (onine often found in the footer area) If reviewing a web source, are the links current or are they broken? Relevance or Coverage The importance of the information in relation to your topic: What is the depth of coverage? Is the informtion provided central to your topic or does the source just touch on your topic? Is the information unique? Who is the intended audience? Basically, is the information at the appropriate level for your research or does it target a different type of audience? Is better information available in another source? Authority Consider the source: Can you tell who wrote it? If the author is not identified who is the sponsor, publisher, or organization behind the information? Are the author's credentials or organizational affiliations listed? Is contact information available? Is the source reputable? Accuracy The reliability, truthfulness, and correctness of the informational content: Where does the information presented come from? Are the sources listed? Are the sources reputable? Can you verify the information in other sources or from your own knowledge? Corroborate! Does the language or tone seem free of bias or ideologically based arguments? Purpose or Objectivity The reason the information exists: What is the purpose of the information? Inform? Teach? Sway opinion? Sell? Entertain? Can you determine possible bias? If you can are they clearly stated or do they become apparent through a close reading? Does the point of view appear objective? Does the site provide information or does it attempt to debunk other information? (Weighing positive evidence versus negative evidence) "
Sheri Edwards

Literature -- Analyzing Theme - 0 views

www.learner.org/...theme1.html

shared by Sheri Edwards on 16 Oct 13 - Cached
  • Sheri Edwards on 16 Oct 13
     
    "Theme What exactly is this elusive thing called theme? The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a piece of fiction is its view about life and how people behave. In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly at all. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself. The writer's task is to communicate on a common ground with the reader. Although the particulars of your experience may be different from the details of the story, the general underlying truths behind the story may be just the connection that both you and the writer are seeking. "
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