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Janet Peters

Technology Integration Matrix - 156 views

fcit.usf.edu/matrix

education matrix pedagogy learning edtech rubric video technology

shared by Janet Peters on 30 May 11 - Cached
  • The site includes 25 videos lesson examples in each of four core subject areas – math, science, language arts, and social studies. These lessons were videotaped in classrooms across Florida.
    • Lucy Gray
      Lucy Gray on 02 Aug 11
       
      Blahblah blah
    • Emily Mann
      Emily Mann on 25 Aug 11
       
      In Chrome I cannot get this sticky to go away.  Why can't I change my settings to not view public notes? I am excited about this matrix and comparing it with Arizona's (AZTIM)
    • Janet Peters
      Janet Peters on 04 Apr 12
       
      The notes are not Public they are from Diigo Education, which is why they aren't going away.
  • Roland Gesthuizen on 30 May 11
     
    "The Technology Integration Matrix (TIM) provides a foundation for professional development for technology integration and a common vocabulary for talking about effective uses of technology in teaching and learning."
  • ...1 more comment...
  • Lucy Gray on 02 Aug 11
     
    "The Technology Integration Matrix (TIM) provides a foundation for professional development for technology integration and a common vocabulary for talking about effective uses of technology in teaching and learning."
  • Emily Mann on 25 Aug 11
     
    "The Technology Integration Matrix (TIM) provides a foundation for professional development for technology integration and a common vocabulary for talking about effective uses of technology in teaching and learning."
  • Janet Peters on 04 Apr 12
     
    "The Technology Integration Matrix (TIM) provides a foundation for professional development for technology integration and a common vocabulary for talking about effective uses of technology in teaching and learning."
westphal

Exactly What The Common Core Standards Say About Technology - 129 views

www.teachthought.com/...standards-say-about-technology

technology CommonCore CCSS standards

shared by westphal on 10 May 13 - No Cached
Patti Patrick liked it
  • use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
  • Evaluate the advantages and disadvantages of using different mediums
  •  Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
  • ...7 more annotations...
  • Make strategic use of digital media
  • Publishing
  • Collaboration
  • Evaluation
  • Integration is a matter of design, and produces considerable cognitive load on a learner.
  • Social media professional learning networks (PLN) from linkedin to twitter, facebook to even pinterest, can be dominated by education technology discussion rather than broader concerns of how people learn , likely because those educators tending towards technology are on these digital networks to begin with.
  • rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well.
  • Jennie Snyder on 10 May 13
     
    "@POUSDSupt: Exactly What The Common Core Standards Say About Technology http://t.co/WTRFq2LUTt via @zite #ccss #edtech" Nicely presented.
  • westphal on 15 May 13
     
    Tech standards in the common core
Marsha Ratzel

college readiness and Common Core blended. - 91 views

www.parcconline.org/parcc-content-frameworks

curriculum common core

shared by Marsha Ratzel on 29 Sep 11 - No Cached
  • Marsha Ratzel on 29 Sep 11
     
    Integrates College readiness and Common Core.
Matt Renwick

A Recipe for Success | Reading By Example - 53 views

readingbyexample.com/...a-recipe-for-success

recipe success reading example

shared by Matt Renwick on 02 Oct 14 - No Cached
  • Matt Renwick on 02 Oct 14
     
    An analogy for integrating the Common Core
jayraywats

Web 2.0 Tools - ScholasTECH Integrated Instruction - 97 views

www.scholastech.net/web-20-tools.html

Copyright and Creative Commons Lesson Plans Web 2.0

shared by jayraywats on 29 Sep 12 - No Cached
  • jayraywats on 29 Sep 12
     
    Web 2.0 Tools for classrooms of all core content areas.
D. S. Koelling

The Liberal Arts Are Work-Force Development - Do Your Job Better - The Chronicle of Hig... - 35 views

chronicle.com/...128149

student education liberal arts

shared by D. S. Koelling on 07 Jul 11 - No Cached
  • Now consider that, according to the American Association of Community Colleges, about half of all freshmen and sophomores are enrolled at the nation's 1,300 two-year colleges, and many of those students transfer to four-year institutions. For a large percentage of people who earn bachelor's degrees, then, the liberal-arts portion of their education was acquired at a two-year college. Next, factor in all of the community-college students who enter the work force after earning two-year degrees or certificates, and whose only exposure to the liberal arts occurred in whatever core courses their programs required. The conclusion becomes obvious: Two-year colleges are among the country's leading providers of liberal-arts education, although they seldom get credit for that role.
  • Employers rank communication and analytical skills among the most important attributes they seek in new hires, according to the National Association of Colleges and Employers. Perhaps those of us who teach those very skills at community colleges should embrace the integral role we play in preparing the nation's workers rather than rejecting the idea of work-force development as somehow beneath us.
  • More important, this new perspective could have a positive effect on student success. If we come to see ourselves as preparing students not just for transfer but ultimately for the work force, students may be more likely to understand the relevance of the skills that we teach them and better able to use those skills for some purpose other than just getting a passing grade.
  • ...5 more annotations...
  • Require lots of writing. As the management guru Peter Drucker argued, communication is the one skill required of all professionals, regardless of field. "As soon as you take one step up the career ladder," he said, "your effectiveness depends on your ability to communicate your thoughts in writing and in speaking."
  • Clearly, one of the best things we can do for students is to require them to write—a lot.
  • Focus on critical thinking. A common complaint of employers, as reflected in the NACE survey, is that many workers have difficulty thinking for themselves. They may be thoroughly trained, having mastered all of the concepts in the textbooks, but, inevitably, situations arise that weren't covered in the books. When that happens, the ability to think critically, independently, and creatively becomes indispensable.
  • Bring the real world into the classroom. Another strategy we can adopt, if we want our courses to be more relevant, is to make our class discussions, case studies, experiments, and assignments as real-world-based as possible. For example, in my composition courses, I not only allow students to choose their own essay topics, but I also encourage them to write about issues related to their prospective majors. I also assign reading (in addition to the old textbook standbys) from newspapers, popular magazines, even the Internet.
  • Make the connection. Take advantage of every opportunity to connect what students are doing in class with what they will be doing some day as employees. My students hear the term "the real world" so much that, by the middle of the term, they're starting to roll their eyes. But it's important for them to understand that the work we're doing now in class isn't just a series of meaningless exercises, another set of hoops for them to jump through on their way to a degree. They're going to have to do these things for real one day—describe processes, do research to find solutions, draw comparisons—and my course may be the last time anyone ever actually teaches them how.
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