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Seven Steps to Improving Learning with One-to-One Computing | eSchool News - 64 views

www.eschoolnews.com/...ning-with-one-to-one-computing

BYOD 1:1

shared by John Mansel-Pleydell on 07 Aug 13 - No Cached

Getting Started Overview - Bookshare - Accessible Books for Individuals with Print Disa... - 26 views

www.bookshare.org/...overview

shared by Tricia Hunt on 15 Aug 13 - No Cached

- Tricia Hunt on 15 Aug 13
  
  Definitely need to tell principal to sign us up for this. Great for the class iPad or for kid's BYOD
  
  <div class="cArrow"> </div><div class="cContentInner">Definitely need to tell principal to sign us up for this. Great for the class iPad or for kid's BYOD</div>
  
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Shift to the Future: Why BYOT? - 6 views

www.shift2future.com/...why-byot.html

BYOD

shared by anonymous on 17 Jan 13 - No Cached

- anonymous on 17 Jan 13
  
  When learning moves to higher order and more critical thinking levels, students tend to internalize information and knowledge more and it "sticks" with them for longer - so it is more likely to become something that is applicable to other situations or to be generalized and applied.
  
  <div class="cArrow"> </div><div class="cContentInner">When learning moves to higher order and more critical thinking levels, students tend to internalize information and knowledge more and it "sticks" with them for longer - so it is more likely to become something that is applicable to other situations or to be generalized and applied.</div>
  
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- anonymous on 17 Jan 13
  
  Isn't it interesting how we put limits on the learning of students and we don't even realize we are doing so?
  
  <div class="cArrow"> </div><div class="cContentInner">Isn't it interesting how we put limits on the learning of students and we don't even realize we are doing so?</div>
  
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- anonymous on 17 Jan 13
  
  Right now, too many teachers are using technology in this more simplified, lower level way. Instead, we need to be pushing students more to make predictions and take their thinking a step further. I wonder if we, teachers, are pushing ourselves when it comes to thinking or are we simply teaching the same old, same old in the ways we learned eons ago...
  
  <div class="cArrow"> </div><div class="cContentInner">Right now, too many teachers are using technology in this more simplified, lower level way. Instead, we need to be pushing students more to make predictions and take their thinking a step further. I wonder if we, teachers, are pushing ourselves when it comes to thinking or are we simply teaching the same old, same old in the ways we learned eons ago...</div>
  
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...4 more annotations...
- anonymous on 17 Jan 13
  
  Why is it so hard to raise our expectations that students WILL have this technology? If we consistently expect it, they will - we expect them to have a pencil...
  
  <div class="cArrow"> </div><div class="cContentInner">Why is it so hard to raise our expectations that students WILL have this technology? If we consistently expect it, they will - we expect them to have a pencil...</div>
  
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- anonymous on 17 Jan 13
  
  key words: integrated extension
  
  <div class="cArrow"> </div><div class="cContentInner">key words: integrated extension</div>
  
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- anonymous on 17 Jan 13
  
  Change has to happen. If we keep doing the same thing, we will continually have the same results. Do we want different results? YES!
  
  <div class="cArrow"> </div><div class="cContentInner">Change has to happen. If we keep doing the same thing, we will continually have the same results. Do we want different results? YES!</div>
  
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- anonymous on 17 Jan 13
  
  I was meeting with a teacher this week who had a wonderful lesson using a few websites to ID European countries and find information about each country. There was a wee bit of critical thinking added into the mix of the assignment but I was still 'hungry for more' and feeling the need to nudge him and his students to the next level. The green highlighted information is sort of what I was looking for to nudge him onward with in his lesson.
  
  <div class="cArrow"> </div><div class="cContentInner">I was meeting with a teacher this week who had a wonderful lesson using a few websites to ID European countries and find information about each country. There was a wee bit of critical thinking added into the mix of the assignment but I was still 'hungry for more' and feeling the need to nudge him and his students to the next level. The green highlighted information is sort of what I was looking for to nudge him onward with in his lesson. </div>
  
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Technology Integration Matrix | Arizona K12 Center - 195 views

azk12.org/tim

PSU integration CFF BYOD

shared by Aly Kenee on 10 Mar 11 - No Cached

- Aly Kenee on 11 Jul 11
  
  This is a great goal -- but it does take persistence and vision.
  
  <div class="cArrow"> </div><div class="cContentInner">This is a great goal -- but it does take persistence and vision. </div>
  
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Through regular classroom observation and targeted professional development activities, it is our hope that over time teachers will be able to effectively monitor their progress through a continuum of technology integration levels
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trisha_poole on 10 Mar 11

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.

<div class="cArrow"> </div><div class="cContentInner">The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.</div>

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Mobile learning's major impact | eSchool News | eSchool News | 2 - 10 views

www.eschoolnews.com/...2

mobile learning stats

shared by anonymous on 10 Sep 14 - No Cached

- anonymous on 10 Sep 14
  
  About HALF of all students in grades 3-5 have access to a tablet!
  
  <div class="cArrow"> </div><div class="cContentInner">About HALF of all students in grades 3-5 have access to a tablet!</div>
  
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Eighty percent of students in grades 9-12, 65 percent of those in grades 6-8, 45 percent of grades 3-5 students
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have access to a smartphone
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...5 more annotations...
A report released earlier this year confirms the trend, which seems now to be less of a trend and more of a permanent feature in schools.
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the majority (77 percent) of families have at least one smartphone at home, and 46 percent have at least one tablet.
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- anonymous on 10 Sep 14
  
  Devices are available and accessibility is at hand!
  
  <div class="cArrow"> </div><div class="cContentInner">Devices are available and accessibility is at hand!</div>
  
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School and district administrators say that mobile technology, including tablets (41 percent), one-to-one programs (28 percent), mobile apps (22 percent), and BYOD (22 percent) have had a significant impact on teaching and learning,
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South Korea trains teachers in digital learning and has broadband connectivity in all of its schools. Additionally, South Korea plans to phase out printed textbooks in the next two years. Turkey has plans to distribute 10 million tablets to students by 2015, and Thailand’s government has similar aims, with plans to supply 13 million mobile devices to students by 2015
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ASCD Express 11.06 - Use Mobile Tech to Challenge and Engage Students - 34 views

www.ascd.org/...1106-tucker.aspx

BYOD

shared by ddavisfife on 17 Dec 15 - No Cached

- ddavisfife on 17 Dec 15
  
  iMovie (dynamic videos) another option WeVideo
  
  <div class="cArrow"> </div><div class="cContentInner">iMovie (dynamic videos) another option WeVideo</div>
  
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students were challenged to think deeply
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I gave the students complete autonomy on how to execute the task, which also increased their excitement about the assignment.
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...12 more annotations...
Devices should drive engagement, pique curiosity, and encourage creativity.
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If teachers design the activity well, students will be too absorbed in what they're doing to be off task.
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one device to explore
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another device, they posted
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They posted their inferences to a shared Padlet wall so they could see one another's posts in real time.
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they had 20 minutes to complete the activity, which was enough time for them to accomplish the task without getting bored or wandering off task.
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Students have more opportunities to learn from one another, and they begin to value their peers as resources in the classroom.
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It's hard for me to imagine that devices are a distraction if students are challenged and engaged.
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This collaboration makes it hard for a student to be off task because the group relies on each member to contribute to the final product.
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shared Google Document
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dynamic videos
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- ddavisfife on 17 Dec 15
  
  dynamic videos ~ WeVideo
  
  <div class="cArrow"> </div><div class="cContentInner">dynamic videos ~ WeVideo</div>
  
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