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Websider - 3 views

tip.no/websider.php IT1 webside nettside hjemmeside teknologi html dhtml css asp php xml dtd xsl xhtml
shared by Ola Lie on 15 Jun 12 - No Cached
  • Ola Lie on 15 Jun 12
     
    Presentasjon av ulike teknologier som kan brukes på websider
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naturfagsenteret.no: Elevprodukt - 1 views

www.naturfagsenteret.no/...vis.html informasjonkompetanse naturfag digital kompetanse
shared by Siv Marit Ersdal on 29 Sep 12 - No Cached
  • Siv Marit Ersdal on 29 Sep 12
     
    Elevproduktet er et prosjekt som ble avsluttet i 2009. Grunnlaget og pedagogikken er aktuell Om digital kompetanse og informasjonkompetanse i naturfag. Sonja Mork har skrevet boka: Språk og digitale verktøy i naturfag. Den anbefales!
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CRUDE AWAKENING - 1 views

www.infographicworld.com/...large-crude-awakening.html samfunnsfag engelsk naturfag
shared by Morten Oddvik on 01 Jun 10 - Cached
  • Morten Oddvik on 01 Jun 10
     
    Infografisk plakat som forklarer BPs oljesøl i Gulfen. 
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Some educators question if whiteboards, other high-tech tools raise achievement - 2 views

www.washingtonpost.com/...AR2010061005522.html interaktiv tavle kritikk ikt i læring
shared by Rune Mathisen on 12 Jun 10 - Cached
  • Rune Mathisen on 12 Jun 10
     
    Kritikk mot bruk av teknologi i klasserommet. Synd at så mange tror at teknologi i seg selv skal gjøre klasseromsundervisninga bedre, og erklærer det som tull når det ikke blir bedre. Teknologi gir ingen gevinst i seg selv, det er anvendelsen som er avgjørende. Dårlig anvendelse -> dårligere resultater.
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In Math You Have to Remember... - 5 views

www.maa.org/...devlin_06_10.html matematikk pedagogikk metode
shared by Rune Mathisen on 02 Jun 10 - Cached
  • It's not that people cannot think mathematically. It's that they have enormous trouble doing it in a de-contextualized, abstract setting.
  • absent any clear evidence as to how best to proceed, the majority of teachers quite understandably default to more or less the same teaching methods that they themselves experienced. Overwhelmingly that is the traditional method, though the fact that no one has been able to make this approach work (for the majority of students) in three-thousand years does make some wonder if there is a better way.
  • the majority of claims made about the efficacy of various pedagogies are based on nothing more than an extrapolation from personal experience (of the teacher, not the student)
  • ...4 more annotations...
  • In the nineteenth century and for much of the twentieth, most industrial workers did work silently on their own, in large open offices or on production lines, under the supervision of a manager. Schools, which have always been designed to prepare children for life as adults, were structured similarly. An important life lesson was to be able to follow rules and think inside the box. But today's world is very different - at least for those of us living in highly developed societies. Companies long ago adopted new, more collaborative ways of working, where creative problem solving is the key to success - the ones that did not went out of business - but by and large the schools have not yet realized they need to change and start to operate in a similar fashion.
  • I ask you, which is the more important information: the score on a standardized, written test taken at the end of an educational episode, or the effect that educational episode had on the individual concerned?
  • teaching math in the progressive way requires teachers with more mathematical knowledge than does the traditional approach (where a teacher with a weaker background can simply follow the textbook - which incidentally is why American math textbooks are so thick)
  • First, the students were completely untracked, with everyone taking algebra as their first course, not just the higher attaining students. Second, instead of teaching a series of methods, such as factoring polynomials or solving inequalities, the school organized the curriculum around larger themes, such as "What is a linear function?" The students learned to make use of different kinds of representation, words, diagrams, tables symbols, objects, and graphs. They worked together in mixed ability groups, with higher attainers collaborating with lower performers, and they were expected and encouraged to explain their work to one another.
  • Rune Mathisen on 05 Jun 10
     
    The US ranks much worse than most of our economic competitors in the mathematics performance of high school students. Many attempts have been made to improve this dismal performance, but none have worked. To my mind (and I am by no means alone in thinking this), the reason is clear. Those attempts have all focused on improving basic math skills. In contrast, the emphasis should be elsewhere.
  • eoeuoeu oepup on 05 Jun 10
     
    Jeg skulle gjerne ha gjort mye flere prosjekter/utforsking/åpne oppgaver osv. Men jeg er redd for eksamen. Dessuten - mange lærere tør ikke å innrømme at de knytter seg opp til boka- jeg må ha mye mer støtte fra en bok før jeg har TID (og peil) til å sette i gang)
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Marginal Revolution: Scientific hypotheses from 1956 - 0 views

www.marginalrevolution.com/...tific-hypotheses-from-196.html
shared by eoeuoeu oepup on 23 Jun 10 - Cached
  • eoeuoeu oepup on 23 Jun 10
     
    This article was from the Guardian: Intelligence tests recently carried out among more than a thousand children in Wolverhampton schools appear to show a striking and quite unexpected increase in the mental capacity of children born since 1945. A psychiatrist concerned in the tests has suggested that the most probable hypothesis to account for this change is the effect on the brain of the increase in "background radio-activity". For the pointer I thank Michelle Dawson.
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...And Other Fancy Stuff: How Google Wave Could Improve Education: Group Work - 0 views

otherfancystuff.blogspot.com/...e-could-improve-education.html googlewave wave communication group
shared by Morten Oddvik on 07 Oct 09 - Cached
  • Morten Oddvik on 07 Oct 09
     
    As a teacher, you often want to encourage group projects, since they can help students learn cooperation and teamwork, and since they can often have a synergistic effect and produce amazing results. But, there's always that same concern with group projects - someone will do all the work, someone will do none, and it's impossible to know who deserves the good grade. Well, Wave could potentially solve this, both in terms of knowing who to give credit to, and encouraging a better balance of work across group members.
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The Electric Educator: Google-Proof Questioning: A New Use for Bloom's Taxonomy - 3 views

electriceducator.blogspot.com/...f-questioning-new-use-for.html prøve spørsmålstilling blooms taksonomi
shared by Rune Mathisen on 09 Aug 10 - Cached
  • Rune Mathisen on 09 Aug 10
     
    When I give worksheets with questions on them my students immediately type the entire question into the omniscient search box on Google and in an instant, they have their answer. They have expended absolutely zero energy or effort to find the answer and as a result will not remember the question or the answer. There are two solutions to this problem: 1. Ban the use of Google by all school-aged children. 2. Learn to write "Google-proof" questions.
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Arkeologi i nord: Skattejakt i mulm og mørke - 3 views

arkeologi.blogspot.com/...skattejakt-i-mulm-og-mrke.html historie arkeologi Norge
shared by Siv Marit Ersdal on 19 Aug 10 - Cached
  • Siv Marit Ersdal on 19 Aug 10
     
    Veldig god blogg om arkeologi. Gode fortellinger, konkret knyttet til steder sør i Norge. Flott som kilde i historie.
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Explosive fun for students with THE POWDER TOY a great science game - HOME - ... - 3 views

www.edgalaxy.com/...-powder-toy-a-great-scien.html kjemi fysikk spill simulering
shared by Rune Mathisen on 03 Sep 10 - Cached
  • Rune Mathisen on 03 Sep 10
     
    Engasjerende "spill" med kjemi og fysikk som tema. En versjon for OS X kan lastes ned her: http://powdertoy.co.uk/
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The Innovative Educator: Think you're a Digital Immigrant? Get Over It! - 4 views

theinnovativeeducator.blogspot.com/...igital-immigrant-get-over.html skole ikt i læring personlig læringsnettverk ikt pln
shared by Rune Mathisen on 10 Sep 10 - No Cached
  • We have learned to become helpless; most likely by playing the traditional game of ‘school’
  • For me ‘Learned Helplessness’ is the attitude that many of the self-described ‘digital immigrants’ adopt. It still surprises me to this day when I hear teachers bleat out with a certain sort of pride that they are a ‘digital immigrant’. To me they are saying that they have learned to be helpless, and they are proud of that.
  • educators must take ownership of their learning rather than waiting for/relying on others to provide it
  • ...2 more annotations...
  • Teachers do not need to be technology experts to allow students to use it to retrieve information, collaborate, create, and communicate.
  • Those stuck in the past... those who are not developing their own personal learning networks... those not taking ownership for their learning... are doing a great disservice to our students and themselves.
  • Rune Mathisen on 10 Sep 10
     
    Er mange lærere innlært hjelpeløse? Kan de avvise bruk av IKT i klasserommet fordi de ikke har fått opplæring i bruk? Nei hevdes det her, lærere må ta ansvar for og eierskap over egen læring.
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