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Glenn Hervieux

After 12 Years of Teaching Writing…an Epiphany! | Catlin Tucker, Honors Engli... - 60 views

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    "I've been teaching students how to write for 12 years, but this week I had a realization that made me question the purpose of writing in school." Catlin Tucker brings up some important points to consider in the writing process and her own process as a teacher.
H DeWaard

Teaching is a 'Way of Being' - Part 1 | Canadian Education Association (CEA) - 23 views

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    Excellent teaching requires that teachers possess a particular way of being-not merely own a repertoire of recipes and protocols like the three-part lesson or inquiry lesson plans!
Roland Gesthuizen

Screen time: It's not about how much. It's about how. | Tech Learning - 37 views

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    "Screen time is most effective when adults and children use electronic devices together. This interaction will prepare young people to effectively use the devices as toddlers, then in school and beyond."
Roland Gesthuizen

Why Sing? | Mrs Fintelman Teaches - 6 views

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    At the start of the year I love to start off with a lot of singing. As in A LOT. We sing on the first day, first thing in the morning. We spend a good part of the morning singing. We sing in between activities, waiting in lines and just before we go home.

Nigel Coutts

If knowing is obsolete. . . - 51 views

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    Speaking in 2013 at 'TED' Sugata Mitra (2013) posed the question 'Could it be that at the point in time when you need to know something, you can find out in two minutes? Could it be that we are heading towards or maybe in a time when knowing is obsolete?'. What does this mean for education?
Nigel Coutts

Lessons from Oversold and Underused - Looking back to look forward - 54 views

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    In 2001 Larry Cuban published his book 'Oversold and Underused - Computers in the Classroom' in which he addresses the effect that the adoption of computer technology has had on education. But what can we learn from this writing as we head towards another revolution in education?
C CC

Smithsonian X 3D - 14 views

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    The Smithsonian has created online 3D models of some of their collection. Explore these treasures like never before.
C CC

The White Room by @te4chl3arn - 4 views

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    Just you, your class and your brain power
alexis alexander

Online Teaching Certificate - 29 views

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    How to use Moodle, andragogical online teaching theory and practices, make your own multimedia, providing support to students and hybrid course design
mostrum

Teach100 | Teach.com - 54 views

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    100 teaching blogs
Matt Claxon

Moving beyond technology in designing online learning - 70 views

  • Some loved them, some hated them, and few were indifferent.
    • Matt Claxon
       
      This is just like my students with the screencasts.  Look for a way to give the TV-haters more options and relevant learning media.
  • At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).
  • different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others
  • ...7 more annotations...
  • Thus requiring the television program to be judged by the same assessment methods as for the classroom lecture unfairly measures the potential value of the TV program. In this example, it may be better to use both methods: didactic teaching to teach understanding, then a documentary approach to apply that understanding. (Note that a television program could do both, but the classroom lecture could not.)
  • many media are better than one.
  • The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
  • technology on its own does not lead to the transfer of meaning.
  • This of course is what we do with technology in education. We try either to incorporate new technology into old formats, as with clickers and lecture capture, or we try to create the classroom in virtual space, as we do with learning management systems. What we are still developing but not yet clearly recognizing are formats, symbols systems and organizational structures that exploit the unique characteristics of the Internet as a medium.
  • Given the need to create and interpret meaning when using media, trying to use computers to replace or substitute for humans in the education process is likely to be a major mistake, at least until computers have much greater facility to recognize, understand and apply semantics, value systems, and organizational factors,
  • it is equally a mistake to rely only on the symbol systems, cultural values and organizational structures of classroom teaching as the means of judging the effectiveness or appropriateness of the Internet as an educational medium.
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    Defines the difference between technology and media and provides information (based on academic experience) about how to most effectively create online lessons and media.
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