Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
What I see in these is that many of these we should be doing already.
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last edit by eabbey Mar 11, 2011 6:56 am -
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Iowa Online Teaching Standards
Composed from Iowa Teaching Standards and Other Resources
1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
• Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
• Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
• Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
• Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
• Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
• Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
• Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
I can't wait to try this with an online assignment. As a teacher-librarian, I may have to convince a teacher to try it so that I can actually see it in action. I believe Diigo is really going to help my students and staff go paperless.
dent feedback to online work, and supports student responses and comments to each other.
Category:
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License:
Standard YouTube License
Automate your online world with this 'must try' resource. Set up 'If this then that' actions across your social networks, email and more. For anyone spending time on multiple platforms and sites, this will save you so much time.
http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Since it is through communication
that we exercise our political, economic and social power, we risk contributing
to the hegemonic perpetuation of class if we fail to demand equal access to
newer technologies and adequately prepared teachers for all students
They can benefit
their students by developing and then teaching their students to develop expertise
in evaluation of search engines and critical analysis of Web site credibility.
Well-prepared teachers, with a deep and broad understanding of language, linguistics,
literature, rhetoric, writing, speaking, and listening, can complement those
talents by studying additional semiotic systems that don’t rely solely
on alphabetic texts.
Not only will teachers need to understand
“fair use” policies, they are likely to need to integrate units
on ethics back into the curriculum to complement those units on rhetoric.
Students should be counseled not only on the risks to their
physical safety, but also on the ways that the texts they are composing today,
and believe they have eliminated, often have lives beyond their computers, and
may reappear in the future at a most inopportune time.
learn methods of critically analyzing
the ways in which others are using multiple semiotic systems to convince them
to participate, to buy, to believe, and to resist a wide range of appeals
It also implies the process of uncovering one’s
own cultural, social, political and personal (e.g. age, gender) backgrounds
and understanding how these backgrounds can and often do influence one’s
own ways of communicating and interacting with others in virtual and face-to-face
encounters.
nstances of anti-social behavior in online communication such
as using hurtful language and discriminating among certain members of virtual
communities have been reported.
allows their members
to construct and act out identities that may not necessarily be their real selves
and thus lose a sense of responsibility toward others
Professional development for teachers and teacher educators must be ongoing,
stressing purposeful integration for the curriculum and content, rather than
merely technical operation. It also needs to provide institutional and instructional
support systems to enable teachers to learn and experiment with new technologies.
Offering release time, coordinating student laptop initiative programs or
providing wireless laptop carts for classroom use, locating computer labs
in accessible places to each teacher, scheduling lab sessions acceptable for
each teacher, and providing alternative scheduling for professional development
sessions so that all teachers can attend, are a few examples of such systems.
Finally, teachers and students must be provided with technical support as
they work with technology. Such assistance must be reliable, on-demand, and
timely for each teacher and student in each classroom.
educators must address plagiarism, ownership, and authorship
in their classrooms.
strategies to
assess the quality of information and writing on the Web
help students develop netiquette
Such netiquette is thus not only about courtesy;
more importantly, it is about tolerance and acceptance of people with diverse
languages, cultures, and worldviews.
Teachers and teacher educators must examine with students the social processes
through which humans grow individually and socially, and they must expose
the potentially negative consequences of one’s individual actions. In
doing so, teachers and educators will be able to reinforce the concept of
learning as a social process, involving negotiation, dialogue, and learning
from each other, and as a thinking process, requiring self-directed learning
as well as critical analysis and synthesis of information in the process of
meaning-making and developing informed perceptions of the world.
Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.
“one-to-world.”
The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.
As soon as you shift from “one-to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support.
learning how to manage the transition from a learning ecology where paper is the dominant technology for storing and retrieving information, to a world that is all digital, all the time.
Leaders must be given the training to:
Craft a clear vision of connecting all students to the world’s learning resources.
Model the actions and behaviors they wish to see in their schools.
Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology.
Move in to the role of systems analyst to ensure that digital literacy is aligned with standards.
Ensure that technology is seen not as another initiative, but as integral to curriculum.
In a one-to-world approach, the critical question is not, “What technology should we buy?” The more important questions revolve around the design of the culture of teaching and learning.
t’s essential to craft a vision that giving every student a digital device must lead to achievements beyond what we can accomplish with paper.
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
These are my reasons about how and why I continue to blog almost four years on. Key points:
Blogging keeps me current
Blogging encourages me to read
Blogging makes me think, justify and engage in debate
Blogging makes me develop a discipline and a time to write
Blogging encourages me to make practice explicit
Blogging is for me a form of curation, of gathering sources that matter
Increasingly I see blogging as a form of professional self-development.
When a student says, “Just tell me what you want,” the student could be speaking from a place of great frustration.
if students know what we want them to do and they understand how we will evaluate their efforts, they are more apt to do the work we assign. They’ll take chances, and they’ll do so without much complaint.
If we want students to take chances, they must be able to trust us.
Have I met my office hours? (If not, have I left a note or alerted students to the change?)
Is my syllabus online or otherwise available other than on the first day of the semester?
Do I return student work in a reasonable amount of time?
Do I require a textbook, and am I using that book?
Do I respect my students and the knowledge they bring to the classroom?
Have I set clear guidelines about assignments, even if the assignment is broad?
If I have strict syllabus policies, do I enforce them equally and fairly?
Am I creative or innovative in my approach to the subject? (Am I modeling the kind of behavior/actions I wish to see in my students?)
Have I been clear about how interpretive or creative takes on assignments will be evaluated? (Am I sure I’m not evaluating harshly, for example, if I disagree with the student’s interpretation of the assignment?)
it turns out that the one thing present in every successful person is one consistent trait. It’s not a person’s education or lack of it, or their IQ, their upbringing, their financial abundance or lack, their test scores, their birth order or their gender. It’s one odd, rarely mentioned quality: Grit.
But grit is more than just an attitude. It’s about the actions we take when faced with doubt and obstacles. In 2006, Drs. Angela Duckworth and Martin Seligman discovered that the correlation between self-discipline and achievement was twice as large as the correlation between IQ and achievement.
A clear goal
Determination despite others’ doubts
Self-confidence about figuring things out
Humility about knowing it doesn’t come easy
Persistence despite fear
Patience to handle the small obstacles that obscure the path
A code of ethics to live by
Flexibility in the face of roadblocks
A capacity for human connection and collaboration
A recognition that accepting help does not equate to weakness
A focus and appreciation of each step in the journey
An appreciation of other people’s grit
A loyalty that never sacrifices connections along the way
An inner strength that helped propel them to their goal
“… Grit may be as essential as IQ to high achievement. In particular, grit, more than self-control or conscientiousness, may set apart the exceptional individuals who … made maximal use of their abilities.”
Energizing Brain Breaks help students to refocus in the middle of class. They only take 1-2 minutes. Teachers love them because they help get the jitters out of students. They are work well for any student K-12. There are links to websites with videos of students in action doing a brain break.
Brain breaks are the only way my students made it thru the state testing window. It made me realize how important it was to take the pressure off and let them relax a bit.
Dean Whaley on 12 Jul 11What I see in these is that many of these we should be doing already.
