Research shows that virtual schooling can be as good as, or better than, classes
taught in person in brick-and-mortar schools
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Education Week: Research Shows Evolving Picture of E-Education - 0 views
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But that broad conclusion, which comes mainly from a couple of research syntheses published in 2001 and 2004, masks a lot of variation in the designs of online classes and in who takes them
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to figure out under what conditions, what scenarios, in what content areas, and with what students.”
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“Whether that’s 24-hour technical support, tutorial support, parental vigilance, or face-to-face site coordinators or mentors,”
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“You pay attention to what’s going on,” she says, “and you respond to them as individuals.”
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Jigsaw Planet - Online Jigsaw Puzzle Games - 67 views
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Consider the work of a famous artist or that of your students. Upload them and try to put them back together. Good spatial awareness/problem solving.
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Assemble or create virtual jigsaws with your own photos and images. A great resource to hide clues, a twist on a multiple choice quiz or answers to homework. http://ictmagic.wikispaces.com/Photos+&+Images
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Make a puzzle out of one of your pics and put puzzle together on line. Idea: DO a class pic on mimio first day of school
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ClassBadges | Home - 83 views
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Keep your class motivated with this is behaviour management tool where teachers can award virtual badges for anything. Choose from a large collection of badge designs. The children can see their progress with their own personal login. http://ictmagic.wikispaces.com/Classroom+Management+%26+Rewards
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ClassBadges is a free, online tool where teachers can award badges for student accomplishments. Through your teacher account, you can award badges customized for your classroom or school.
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Andy Kessler: Professors Are About to Get an Online Education - WSJ.com - 2 views
online.wsj.com/...4659404578504761168566272.html
online education online learning onlinelearning cost
shared by Maureen Greenbaum on 10 Jun 13
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For the same $7,000 a year that New York City spends per student on school buses, you can now get a master's from one of the most well-respected programs in the country.
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Students who worked with online content passed at a higher rate than classroom-only students, 91% to 60%
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Today's job market—whether you're designing new drugs, fracking for oil, writing mobile apps or marketing Pop Chips—requires graduates who can think strategically in real time, have strong cognitive skills, see patterns, work in groups and know their way around highly visual virtual environments. This is the same generation that grew up playing online games like Call of Duty and World of Warcraft, but who are almost never asked to use their online skills in any classroom.
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Online education is about taking the "best in class" teachers and scaling them to thousands or millions of students rather than 25-30 at a time.
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Education Rethink: 11 Reasons Teachers Aren't Using Technology #edchat #edtech - 51 views
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reading is viewed culturally as educational while all things techie tend to be viewed culturally as entertainment.
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If teachers themselves have never used these tools in their free time and schools haven't used these in professional development, the tools will always seem strange.
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Humility: It takes a certain level of humility to say, "my non-tech approach is wrong and maybe I need to consider technology."
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: I am not a fan compliance-driven leadership. However, in a culture of compliance, some teachers will only do what leaders mandate them to do. So, technology isn't required. Somehow, we treat it as if it's a matter of personal choice in a way that we would never do with pedagogy. Someone is still allowed to be a "good teacher" and use virtually no technology whatsoever. Failure isn't an option, but irrelevance is. Somehow we've screwed up our priorities. Somehow we've allowed teacher comfort level to drive what we use with students.
15 Months in Virtual Charter Hell: A Teacher's Tale - Living in Dialogue - Education We... - 75 views
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50 Best Education Technology Blogs You Aren't Reading Yet - 173 views
www.mastersinspecialeducation.org/ogs-you-arent-reading-yet.html
teaching technology web2.0 teachers education Blogs elearning resources flexiblelearning blendedlearning learning&teaching learningtools teacherdevelopment teachertraining
shared by trisha_poole on 06 Dec 10
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Early EFL: Leahn is located in Spain, where she works as a freelance language assistant teacher and as a teacher trainer in workshops for primary and secondary school teachers.
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Neslihan Durmusoglu: This blog reflects on the world of EFL and about being a 21st-century learner and teacher.
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Reflections of a Teacher and Learner: David teaches kids at a private college in Turkey and he also is a distance student on the University of Manchester’s MA in EdTech & TESOL programme
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Authentic Teaching: This blogger has taught EFL in Brazil, and taught ELT for several years as well. He now is earning an MA in Education in London
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Jeremy Harmer’s Blog: Jeremy is a writer and teacher/teacher-trainer for English to speakers of other languages, and he blogs about presentation.
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Marisa Constantinides — TEFL Matters: This blogger runs CELT Athens, a teacher development center based in Greece.
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Shaun Wilden’s Blog: Shaun has been involved in English language teaching for almost twenty years. He also maintains several online teaching sites including ihonlinetraining.net.
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So this is English… This blog is filled with ideas, thoughts, discoveries, feedback and more about the teaching and learning of English.
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Teaching Village: Barbara is an English teacher currently living in Kitakyushu, Japan, and using Web 2.0 tools and virtual worlds.
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Technology and teaching - two words that seem to fit together perfectly today for most teachers and learners. So much so that a slew of new blogs have come on board to talk about education technology - or, edTech. This list of the 50 best education technology blogs are not inclusive, as there are so many new blogs available; however, if you look at links provided by many of these blogs to other edTech blogs, you may learn about even more blog that you aren't reading yet.
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educon21 » home - 0 views
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What is EduCon 2.1? EduCon 2.1 is both a conversation and a conference. And it is not a technology conference. It is an education conference. It is, hopefully, an innovation conference where we can come together, both in person and virtually, to discuss the future of schools. Every session will be an opportunity to discuss and debate ideas -- from the very practical to the big dreams.
Virtual High Schools - 0 views
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Wired Up: Tuned out | Scholastic.com - 0 views
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Compared to us, I believe their brains have developed differently," says Sheehy. "If we teach them the way we were taught, we're not serving them well."
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children were much more likely to have connections between brain regions close together while older subjects were more likely to feature links between parts of the brain that are physically farther apart.
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Recent reports from the Pew Internet and American Life Project show that 93 percent of youth ages 12 to 17 go online. Of those kids, 55 percent use social-networking sites (like Facebook and MySpace), and 64 percent are creating their own original content (such as blogs and wikis)
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Unlike watching television, using the Internet allows young people to take an active role; this move from consumption to participation affects the way they construct knowledge, develop their identity, and communicate with others.
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"Computers give you different ways to solve problems, the opportunity to run and test simulations, and a way to offload processing. . . . We need kids to think about problems in innovative and creative ways. We need to change the emphasis of education to focus on higher-order kinds of thinking."
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"It's a shift from how to memorize and retrieve data in one's mind to how to search for and evaluate information out in the world
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Even if we're duplicating a real-life scenario in a virtual environment, the fact that students are engaged with technology and performing through a semblance of anonymity lends itself to a deeper level of discourse.
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"If we fail to do so, our kids are going to look at what they're learning in schools and see that it is irrelevant to the future they see before them."
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Davis says today's teachers are seeking information when they need it instead of waiting for more formal professional development workshops.
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acob is your average American 11-year-old. He has a television and a Nintendo DS in his bedroom; his family also has two computers, a wireless Internet connection, and a PlayStation 3. His parents rely on e-mail, instant messaging, and Skype for daily communication, and they're avid users of Tivo and Netflix. Jacob has asked for a Wii for his upcoming birthday. His selling point? "Mom and Dad, we can use the Wii Fit and race Mario Karts together!"
Voice Academy - Virtual School for Vocal Health of Teachers - 0 views
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Writing in College - 1. Some crucial differences between high school and college writing - 55 views
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you will be asked to analyze the reading, to make a worthwhile claim about it that is not obvious (state a thesis means almost the same thing), to support your claim with good reasons, all in four or five pages that are organized to present an argument .
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They expect to see a claim that would encourage them to say, "That's interesting. I'd like to know more."
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They expect to see evidence, reasons for your claim, evidence that would encourage them to agree with your claim, or at least to think it plausible.
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This kind of argument is less like disagreeable wrangling, more like an amiable and lively conversation with someone whom you respect and who respects you; someone who is interested in what you have to say, but will not agree with your claims just because you state them; someone who wants to hear your reasons for believing your claims and also wants to hear answers to their questions.
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We also know that whatever it is we think, it is never the entire truth. Our conclusions are partial, incomplete, and always subject to challenge. So we write in a way that allows others to test our reasoning: we present our best thinking as a series of claims, reasons, and responses to imagined challenges, so that readers can see not only what we think, but whether they ought to agree.
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And that's all an argument is--not wrangling, but a serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively.
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So your first step in writing an assigned paper occurs well before you begin writing: You must know what your instructor expects.
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When most of your instructors ask what the point of your paper is, they have in mind something different. By "point" or "claim" (the words are virtually synonymous with thesis), they will more often mean the most important sentence that you wrote in your essay, a sentence that appears on the page, in black in white; words that you can point to, underline, send on a postcard; a sentence that sums up the most important thing you want to say as a result of your reading, thinking, research, and writing. In that sense, you might state the point of your paper as "Well, I want to show/prove/claim/argue/demonstrate (any of those words will serve to introduce the point) that "Though Falstaff seems to play the role of Hal's father, he is, in fact, acting more like a younger brother who . . . ."" If you include in your paper what appears after I want to prove that, then that's the point of your paper, its main claim that the rest of your paper supports.
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A good point or claim typically has several key characteristics: it says something significant about what you have read, something that helps you and your readers understand it better; it says something that is not obvious, something that your reader didn't already know; it is at least mildly contestable, something that no one would agree with just by reading it; it asserts something that you can plausibly support in five pages, not something that would require a book.
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Another Look at the Weaknesses of Online Learning - Innovations - The Chronicle of High... - 86 views
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have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:1. While in the onsite classroom you have the opportunity to think on your feet and challenge and be experiential on your feet to reactions to the students who speak, in the online classroom, you are able to meet *every* class member and challenge their minds and ideas. The students who would normally be lost in a classroom of 35-40 are met and developed each day or week at their level and pushed to consider ideas they might not have considered. 2. I am able to reach the entire class through multimedia exhibits in each of the weekly units - journal articles, non-copyrighted film clips (and many from our university's purchased collection under an agreement for both onsite classroom and online classroom use), photography, art, patents, etc, that the students would not see - or would otherwise ignore - in an onsite classroom. We incorporate this information into our discussions and make it part of the larger whole of history.3. Each student and I - on the phone during office hours or in e-mail - discuss the creation of their term papers - and discuss midterm and final "anxiety" issues - and as they are used to the online format, and regular communication with me through the discussion boards, they respond much more readily than onsite students, whom I have found I have to pressure to talk to me. 4. I am able to accommodate students from around the country - and around the world. I have had enrolled in my class students from Japan, Indonesia, India, England - and many other countries. As a result, I have set up a *very* specific Skype address *only* for use of my students. They are required to set up the time and day with me ahead of time and I need to approve that request, but for them (and for some of my students scattered all over the state and US), the face time is invaluable in helping them feel "connected" - and I am more than happy to offer it. 5. As the software upgrades, the possibilities of what I can offer become more and more amazing, and the ease of use for both me - and for the students - becomes astronomically better. Many have never known the software, so they don't notice it - but those who have taken online courses before cheer it on. Software does not achieve backwards. As very few of these issues are met by the onsite classroom, I am leaning more and more toward the online classroom as the better mode of instruction. Yes, there are times I *really* miss the onsite opportunities, but then I think of the above distinctions and realize that yes, I am where I should be, and virtually *ALL* the students are getting far more for their money than they would get in an onsite classroom. This is the wave of the future, and it holds such amazing promise. Already I think we are seeing clear and fruitful results, and if academics receive effective - and continuing - instruction and support from the very beginning, I cannot imagine why one would ever go back. The only reason I can think of *not* doing this is if the instructor has his or her *own* fear of computers. Beyond that - please, please jump on the bandwagon, swallow your fears, and learn how to do this with vigor. I don't think you will ever be sorry.PhD2BinUS
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have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
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While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
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I am a graduate student at Sam Houston State University and before I started grad school I never had taken an online course before. My opinion then was that online courses were a joke and you couldn't learn from taking a course online. Now my opinion has done a complete 180. The teachers post numerous youtube videos and other helpful tools for each assignment so that anyone can successfully complete the assignment no matter what their technology skill level is. I do not see much difference between online and face-to-face now because of the way the instructors teach the courses.
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School Libraries in Canada - Homepage - 15 views
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This issue focuses on resources for commemorating Canada's Remembrance Day on November 11th. In addition to author interviews with Sharon E. McKay and Monique Polak, it also includes features related to the contributions of Canadian First Nations in the military the Holocaust. There is an article by Anita Brooks-Kirkland on "The virtual library as a learning hub" and one by Carol Koechlin and Sandi Zwann entitled "Engage and grow with questions."
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Teachers Testimonials : TTS Online : Free Text to Speech : Read The Words - 83 views
www.readthewords.com/TestTeachers.aspx
exceptional students Language Impaired Learning Disabled in Autistic PDD tools reading aid diversity
shared by Charity Fisher on 28 May 11
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find ReadTheWords.com to be one of the most useful services on the Internet today. Many LD (learning disabled) students struggle with auditory processing.
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these students are very capable, they tend to favor auditory processing, versus the more common visual processing. It is important that these students learn how their mind works and modify their learning techniques accordingly.
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5 students incorporate this service for study of their weekly vocabulary words. We started by making an audio file of the words and definition, and turned it into an mp3 format. The students spent 10 minutes each day on the computer. Each student has averaged a minimum of a full letter grade higher. Two students have received perfect scores for the past 2 weeks.
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ReadTheWords.com allows me to create listening material for some learners that struggle a little bit. It allows my students to read along with the Virtual Avatar Reader. This saves a lot of time so I can focus on certain children without slowing down the rest of the class.
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We create links to audio files that read our upcoming events, and we use it to help visually impaired patrons read anything - articles, letters they have received, emails that can be copy/pasted from their email account...the possibilities are endless! On a personal level, I have been using ReadTheWords toolbar plug in.
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brings the text to life, and stimulates my second language learners in a dynamic way. I would recommend this program to all foreign language teachers,
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I have been assisting students to create audio files of study review materials. This greatly helps them decode and analyze the material for comprehension. I have seen a great improvement on test scores
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Students listen to a piece of their own writing, so they can hear if what they wrote sounds correct. It helps students with comprehension, spelling, grammar and structuring sentences.
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This service is godsend for many students, especially auditory learners. I cannot even begin to imagine how many people this will help in the future. We just received approval to offer this service to our entire school. (Email webmaster@readthewords.com to get a special deal like we did.
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I believe that the audio could act as a reinforcer of the written word as students read. This could be helpful not only with students who are Language Impaired, but also for students who struggle with reading comprehension.
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This website could be benefitical to students who are Hearing Impaired or Learning Disabled in Reading.
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This could be a great tool for Language Impaired students, but also Learning Disabled in reading as well. The audio would act as a reinforcer of the written material. Even though this is learning or reading comprehension tool, students may see it as a reward thereby motivating them to read more. This could a aid to any teacher attempting to motivate reluctant or struggling readers.
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readthewords.com for Special Ed, ESOL, Low Level Readers, Writing and More!
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Read The Words could be a beneficial tool to students who are Language Impaired and/or Learning Disabled in Reading. The audio can reinforce the written word and increase comprehension. Also, it could be a valuable tool for autistic students who prefer to work independently. They can use this to aid comprehension and also it could be a reward. This tool could also add interest to text for any student.
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Treehouse teaching and laundry art: Educators find creative ways to reach kids - 5 views
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was also concerned about her students’ lack of engagement — so few were completing the assignments she emailed to parents
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Playing with her family’s laundry marked the first time Maliah seemed happy — actually happy — since the start of the pandemic.
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Nobody should ever be penalized or put at a disadvantage for the supplies they don’t have,” Dillingham thought to herself. “But everyone’s got laundry!”
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Clark started an online fundraiser to pay for bikes. He raised more than $10,000, and neighbors donated dozens of bikes and helmets for the rides.
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She couldn’t be sure whether her kids were uninterested or whether they lacked the necessary pens, paper and crayons at home.
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He decided he would take his students on socially distanced bike rides across the city. “It was a leap of faith. I got extremely nervous. I was trying to find a way to connect with kids,” Clark said.
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her young students are musical detectives, in search of learning. She teaches most grade levels and the school chorus.
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t he’s found other ways to keep his students engaged and cycling the city. He invited students to a weekly entrepreneurship class for which they rode their bikes uptown from Dunbar to the gym where Clark works, Sweat DC. The students met with the owner of the gym and the owners of a nearby bar, Hook Hall, and the bagel shop Call Your Mother Deli to learn what it takes to run a business.
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She wanted them to create their own composition, their own snowy-day song.
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When Clark wanted to teach them about resilience, he took them through the hilly streets of Georgetown.
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In lessons for older students, some days there were makeshift drums involved or recorders that students had taken home.
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She lugged a bookshelf, desk and heater into the 5-by-7-foot space, and ran an Ethernet cable from the house so she’d have Internet.
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before climbing into what passes for her classroom in 2020: her daughters’ decade-old treehouse.
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So as one class studied architecture this fall, Daney, 54, encouraged them to walk in their neighborhood to take photos of houses of different styles: ranch, colonial, Victorian.
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nd he stuck with his usual method of helping students learn about the design process, asking them to prepare a meal. They started with ideas and research, made a plan, carried it out and evaluated it. The result: soups and pastas and pastries.
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In fifth grade, students are expected to learn how to add, subtract, multiply and divide with whole numbers, decimals and fractions. Through a computer application the students have, they can program the robot to move a certain distance, stop, maybe even turn.
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With learning all-virtual, he packs a big Ziploc bag — for each student, each quarter — with things like fishing line, foam board, pipecleaners, magnets, Popsicle sticks and rubber bands. Whatever they will need for their projects.
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And a lot of the math is a little sneaky. They think they are trying to get the robot to move, when they are actually measuring the angles to get it to move.”
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Others complete their math problems directly on the computer, which can lead to some troubles as they try to show their work.
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When Kristin Gavaza interviewed for the music teacher position at Dorothy I. Height Elementary in the summer, she told the principal she had some ideas for how to create a festive concert while students were scattered and learning from home.