Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
Group items tagged
2More
shared by Lee-Anne Patterson on 08 Feb 09
- Cached
Cell Phones as Audio Recorders | ISTE's NECC09 Blog - 1 views
www.isteconnects.org/...cell-phones-as-audio-recorders
blog Wes Fryer cellphones teaching 21st Century Classroom
shared by Lee-Anne Patterson on 08 Feb 09
- Cached
-
Cell Phones in education - blog post by Wes Fryer at www.isteconnects.org -
Presentations about the uses of cell phones to support learning both inside and outside the traditional classroom have been popular as well as contentious at educational technology conferences in the past year. I first become aware of the wide variety of constructive ways cell phones can be used to support learning through Liz Kolb's presentation for the 2007 K-12 Online Conference, "Cell Phones as Classroom Learning Tools." Liz is the author of the blog "From Toy to Tool: Cell Phones in Learning," and published the book "Toys to Tools: Connecting Student Cell Phones to Education" with ISTE in 2008. This past week, at the eTechOhio conference in Columbus, I heard Ohio technology director Ryan Collins' outstanding presentation "Cellphones in the classroom? Yes way!" In his session Ryan identified seven different ways cell phones can and are being used to support learning:
23More
shared by tapiatanova on 08 Nov 11
- No Cached
A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of High... - 98 views
chronicle.com/...129609
social network sociallearning Social Media learning education millenials socialnetworking socialbookmarking pln ple optometry
shared by tapiatanova on 08 Nov 11
- No Cached
Kate Pok liked it
-
-
Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom. -
-
-
External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.
-
The last sentence is especially important in institutional contexts where the staff voices their distrust against "open scholarship" (Weller 2011), web 2.0 and/or open education. Where "privacy" is deemed the most important thing in dealing with new technologies, advocates of an external audience have to be prepared for certain questions.
-
yes! nothing but barriers! However, it is unclear if the worries about pravacy are in regards to students or is it instructors who fear teaching in the open. everyone cites FERPA and protection of student identities, but I have yet to hear any student refusing to work in the open...
-
-
Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.
- ...9 more annotations...
-
back-channel conversations
-
While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
-
-
-
classrooms where students are motivated to learn. Will this work in a HS classroom where kids just view their phones as a means to check up on people? Maybe if they can see "cool" class could be if they were responsible for the freedoms that would be needed to use twitter or other similar sites.
-
-
Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.
-
A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.
-
Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
-
Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.
-
Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.
-
The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."
-
Yes, but what is the relation between such writing and ("proper"?) academic writing?
-
-
Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.
-
A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
-
A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
-
A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
14More
shared by Wayne Holly on 27 Oct 11
- No Cached
Should You Flip Your Classroom? | Edutopia - 207 views
www.edutopia.org/...pped-classroom-ramsey-musallam
Flipped flipped classroom flipclass edutopia strategy
shared by Wayne Holly on 27 Oct 11
- No Cached
Jason Finley and Patricia Hermes liked it
-
different forms of instructional video published online for students
-
primarily by Salman Khan's TED talk
-
obtaining core content prior to coming to class
- ...9 more annotations...
-
classroom space was then used for critical thinking and group problem solving.
-
spend more time in the classroom focused on collaboration and higher-order thinking
-
lecture is still a poor mode of information transfer
-
Eric Mazur's talk Confessions of a Converted Lecturer
-
hype
-
Good teaching, regardless of discipline, should always limit passive transfer of knowledge in class, and promote learning environments built on the tenants of inquiry, collaboration and critical thinking
-
pedagogical skills
-
The science teacher in me is deeply committed to the process of inquiry, and arming my students with the skills needed to construct and test their own ideas. The AP teacher in me fears sending my students off to their examination in May having covered only a portion of all the content required
-
inquiry learning cycle.
-
I like this concept - read more. Works against teacher as delivery system to be ignored. -
At its core, "flipped instruction" refers to moving aspects of teaching out of the classroom and into the homework space. With the advent of new technologies, specifically the ability to record digitally annotated and narrated screencasts, instructional videos have become a common medium in the flipped classroom. Although not limited to videos, a flipped classroom most often harnesses different forms of instructional video published online for students.
7More
4 Steps to Empower Student Voice | The Remind Blog - 39 views
-
The term “student voice” refers to the input and perspectives of students, and describes how their voices and actions affect what happens in the classroom. Through developing their own questions, seeking out their interests, and driving their own learning, students become more involved in their education. With this involvement comes empowerment, as students are able to use their knowledge to contribute to the greater community.
-
1. Inclusion When students feel that they matter and are included in the classroom community, they are much more likely to open up and share their perspectives.
-
2. Integration Begin to integrate student voice into your daily lessons by creating more opportunities for students to contribute. This can come in the form of whole classroom discussion, small group activities, input on writing activities, and more
- ...3 more annotations...
-
At the transformational level, teachers can draw on student input to shape curricular goals for the class.
-
Student empowerment enables students to use their knowledge to contribute to the classroom and greater outside community. When students feel comfortable sharing their voices, they grow into positions of leadership.
-
Resources Encourage student voice in your classroom and school community with some of these helpful resources: Student Voice: Student Voice has toolkit filled with classroom resources, student voice stories, and more that will allow you to transform your classroom into one where students can thrive. Edutopia: Check out some of these great articles and resources for highlighting student voice in your classroom. Students at the Center: Motivation, engagement, and student voice activities. MindShift KQED: From student voices, learn what students say about being trusted partners in learning.
-
Voice and Choice--Encouraging it in 4 steps to personalize the learning experience.
11More
shared by Rachael Hodges on 20 Apr 12
- No Cached
Five Best Practices for the Flipped Classroom | Edutopia - 186 views
www.edutopia.org/...m-best-practices-andrew-miller
flipped classroom best practices learning teaching practices
shared by Rachael Hodges on 20 Apr 12
- No Cached
-
It doesn't solve anything. It is a great first step in reframing the role of the teacher in the classroom. It fosters the "guide on the side" mentality and role, rather than that of the "sage of the stage." It helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students.
-
We must first focus on creating the engagement and then look at structures, like the flipped classroom, that can support.
-
If the flipped classroom is truly to become innovative, then it must be paired with transparent and/or embedded reason to know the content.
- ...8 more annotations...
-
One of the best way to create the "need to know" is to use a pedagogical model that demands this.
-
Will you demand that all students watch the video, or is it a way to differentiate and allow choice
-
Will you allow or rely on mobile learning for students to watch it?
-
Lack of technology doesn't necessarily close the door to the flipped classroom model, but it might require some intentional planning and differentiation.
-
you must build in reflective activities to have students think about what they learned, how it will help them, its relevance
-
Students need metacognition to connect content to objectives
-
The focus should be on teacher practice, then tools and structures.
-
Ok, I'll be honest. I get very nervous when I hear education reformists and politicians tout how "incredible" the flipped classroom model (1), or how it will "solve" many of the problems of education. It doesn't solve anything. It is a
4More
Another Look at the Weaknesses of Online Learning - Innovations - The Chronicle of High... - 86 views
-
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
-
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:
-
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:
-
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.
1More
Using Groups Effectively: 10 Principles » Edurati Review - 50 views
-
"Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop
1More
shared by Roland Gesthuizen on 26 Aug 13
- No Cached
The Transformational Potential of Flipped Classrooms : Education Next - 3 views
educationnext.org/otential-of-flipped-classrooms
flipclass learning blog education edtech selfdiscipline motivation
shared by Roland Gesthuizen on 26 Aug 13
- No Cached
-
"the flipped classroom is a form of blended learning in which students learn online at least part of the time while attending a brick-and-mortar school. Either at home or during a homework period at school, students view lessons and lectures online. Time in the classroom, previously reserved for teacher instruction, is spent on what we used to call homework, with teacher assistance as needed. How can this improve student learning? "
20More
Five U.S. innovations that helped Finland's schools improve but that American reformers... - 64 views
-
-
-
-
Answer explanation is almost as important as mathematic problem solving. If we really want to know if a student understands ANY concept, we need to ask him/her to write their explanation. Sometimes the understanding comes from the thinking required to do the writing - writing to make it make sense!
-
-
-
Why don't we consider relating almost every lesson to everyday life? Seems like an obvious thing to do to me!
-
- ...16 more annotations...
-
-
Wow! I think the concept of doing less of something in order to make time for experimentation is a fabulous idea! Do you mean there are different aspects of student assessment and testing beyond a bubble sheet? :)
-
-
Most of them have studied psychology, teaching methods, curriculum theories, assessment models, and classroom management researched and designed in the United States
-
-
Finland's successful practices are something they learned here in the U.S. So, why aren't our teachers here in the U.S. employing those same practices successfully?
-
-
Professional development and school improvement courses and programs often include visitors from the U.S. universities to teach and work with Finnish teachers and leaders.
-
in an ideal classroom, pupils speak more than the teacher
-
-
-
the entire Finnish school system looks like John Dewey’s laboratory school in the U.S.
-
cooperative learning has become a pedagogical approach that is widely practiced throughout Finnish education system
-
Finnish teachers believe that over 90 percent of students can learn successfully in their own classrooms if given the opportunity to evolve in a holistic manner.
-
After abolishing all streaming and tracking of students in the mid-1980s, both education policies and school practices adopted the principle that all children have different kinds of intelligences and that schools must find ways how to cultivate these different individual aspects in balanced ways.
-
it is ironic that many of these methods were developed at U.S. universities and are yet far more popular in Finland than in the United States. These include portfolio assessment, performance assessment, self-assessment and self-reflection, and assessment for learning methods.
-
-
Alternative assessments! Performance, portfolio, self-assessment, self-reflection, and assessment of learning methods...
-
-
Peer coaching—that is, a confidential process through which teachers work together to reflect on current practices, expand, improve, and learn new skills, exchange ideas, conduct classroom research and solve problems together in school
-
-
Working together and reflecting on current practices - Reflection helps to expand, improve, and provides an opportunity to learn and exchange ideas to solve problems
-
-
the work of the school in the United States is so much steered by bureaucracies, test-based accountability and competition that schools are simply doing what they must do
-
-
Sadness Abounds! We are teaching folks what works best. Then, they enter the classroom and get wrapped up in bureaucracies and test-based accountability to the point that teachers are just going through the motions instead of facilitating quality learning
-
-
Pasi Sahlberg Blog Finnish education reform Originally published in Washington Post, 24 July 2014 An intriguing question whether innovation in education can be measured has an answer now. The Organization of Economic Cooperation and Development in its recent report "Measuring Innovation in Education: A New Perspective, Educational Research and Innovation" measures Innovation in Education in 22 countries and 6 jurisdictions, among them the U.S.
1More
Flipped-Learning Toolkit: Overcoming Common Hurdles | Edutopia - 88 views
-
"Flipping your classroom is a great way to move from "sage on the stage" to "guide on the side." But that shift can also bring about a number of other complications." Learn some great tips on how to flip learning in your classroom.
3More
Habits and Habitats: Rethinking Learning Spaces for the 21st Century - 92 views
-
The question is how will you change the school from a collection of classrooms to a robust multidimensional learning space capable of fostering well-educated, 21st Century citizens?
-
As Sir Ken Robinson stated, “If we are looking for new pedagogical practices, we have to have facilities that will enable those to happen.”
-
In many classrooms, the picture is all too familiar: desks in rows, a clear front of the classroom, podium off-center in the front, etc.. Does this image speak to the beliefs we state about 21st Century Learning? Are these spaces best capable of fostering the development of our vision for a well-educated global citizen? Have the spaces been intentionally designed in a way that supports learning and teaching?
10More
Educational Leadership:How Teachers Learn:Learning with Blogs and Wikis - 2 views
-
What makes professional development even more frustrating to practitioners is that most of the programs we are exposed to are drawn directly from the latest craze sweeping the business world. In the past 10 years, countless schools have read Who Moved My Cheese?, studied The Seven Habits of Highly Effective People, learned to have "Crucial Conversations," and tried to move "from Good to Great."
-
With the investment of a bit of time and effort, I've found a group of writers to follow who expose me to more interesting ideas in one day than I've been exposed to in the past 10 years of costly professional development. Professional growth for me starts with 20 minutes of blog browsing each morning, sifting through the thoughts of practitioners whom I might never have been able to learn from otherwise and considering how their work translates into what I do with students.
-
This learning has been uniquely authentic, driven by personal interests and connected to classroom realities. Blogs have introduced a measure of differentiation and challenge to my professional learning plan that had long been missing. I wrestle over the characteristics of effective professional development with Patrick Higgins (http://chalkdust101.wordpress.com) and the elements of high-quality instruction for middle grades students with Dina Strasser (http://theline.edublogs.org). Scott McLeod (www.dangerouslyirrelevant.org) forces me to think about driving school change from the system level; and Nancy Flanagan (http://teacherleaders.typepad.com/teacher_in_a_strange_land) helps me understand the connections between education policy and classroom practice. John Holland (http://circle-time.blogspot.com) and Larry Ferlazzo, Brian Crosby, and Alice Mercer (http://inpractice.edublogs.org) open my eyes to the challenges of working in high-needs communities.
- ...6 more annotations...
-
That's when I introduce them to RSS (Really Simple Syndication) feed readers.
-
If you're not sure where to begin, explore the blogs that I've organized in my professional Pageflake at www.pageflakes.com/wferriter/16618841. I read these blogs all the time. Some leave me challenged. Some leave me angry. Some leave me jazzed. All leave me energized and ready to learn more. School leaders may be interested in the collection of blogs at www.pageflakes.com/wferriter/23697456.
-
A power shift is underway and a tough new business rule is emerging: Harness the new collaboration or perish. Those who fail to grasp this will find themselves ever more isolated—cut off from the networks that are sharing, adapting, and updating knowledge to create value. (Kindle location 268–271)
-
The few moments
-
Technology has made it easy for educators to embrace continual professional development.
-
knowledge is readily available for free
2More
20 reasons why students should blog | On an e-journey with generation Y - 181 views
-
It is FUN! Fun!….. I hear your sceptical exclamation!! However, it is wonderful when students think they are having so much fun, they forget that they are actually learning. A favourite comment on one of my blog posts is: It’s great when kids get so caught up in things they forget they’re even learning… by jodhiay authentic audience – no longer working for a teacher who checks and evalutes work but a potential global audience. Suits all learning styles – special ed (this student attends special school 3days per weeek, our school 2 days per week, gifted ed, visual students, multi-literacies plus ‘normal‘ students. Increased motivation for writing – all students are happy to write and complete aspects of the post topic. Many will add to it in their own time. Increased motivation for reading – my students will happily spend a lot of time browsing through fellow student posts and their global counterparts. Many have linked their friends onto their blogroll for quick access. Many make comments, albeit often in their own sms language. Improved confidence levels – a lot of this comes through comments and global dots on their cluster maps. Students can share their strengths and upload areas of interest or units of work eg personal digital photography, their pets, hobbies etc Staff are given an often rare insight into what some students are good at. We find talents that were otherwise unknown and it allows us to work on those strengths. It allows staff to often gain insight to how students are feeling and thinking. Pride in their work – My experience is that students want their blogs to look good in both terms of presentation and content. (Sample of a year 10 boy’s work) Blogs allow text, multimedia, widgets, audio and images – all items that digital natives want to use Increased proofreading and validation skills Improved awareness of possible dangers that may confront them in the real world, whilst in a sheltered classroom environment Ability to share – part of the conceptual revolution that we are entering. They can share with each other, staff, their parents, the community, and the globe. Mutual learning between students and staff and students. Parents with internet access can view their child’s work and writings – an important element in the parent partnership with the classroom. Grandparents from England have made comments on student posts. Parents have ‘adopted’ students who do not have internet access and ensured they have comments. Blogs may be used for digital portfolios and all the benefits this entails Work is permanently stored, easily accessed and valuable comparisons can be made over time for assessment and evaluation purposes Students are digital natives - blogging is a natural element of this. Gives students a chance to show responsibility and trustworthiness and engenders independence. Prepares students for digital citizenship as they learn cybersafety and netiquette Fosters peer to peer mentoring. Students are happy to share, learn from and teach their peers (and this, often not their usual social groups) Allows student led professional development and one more…… Students set the topics for posts – leads to deeper thinking
-
Good reasons to allow student blogging Point being if it's fun they will love doing it, while enriching their knowledge at the same time.\nA great slant on multitasking.
3More
shared by Roland Gesthuizen on 26 Feb 13
- No Cached
Free Choice Learning: What Teachers Can Learn From Museums - Getting Smart by Winifred ... - 2 views
gettingsmart.com/...eachers-can-learn-from-museums
learningspaces thinking learning education deschooling
shared by Roland Gesthuizen on 26 Feb 13
- No Cached
-
museums have figured out a thing or two about intrinsic motivation and free choice learning
-
The main difference between the joy of learning in schools and museums is that, with the exception of school field trips, museums can’t force you to come, stay, or learn a thing.
-
"What does a public school classroom have in common with a museum exhibition hall? The answer has nothing to do with oversized models or informative laminated labels - and everything to do with the joy of learning."
9More
shared by anonymous on 03 Dec 12
- No Cached
5 Critical Mistakes Schools Make With iPads (And How To Correct Them) - From Tom on Edu... - 166 views
edtechteacher.org/...rect-them-from-tom-on-edudemic
iPad teaching education list edutech PD teachertraining EdTechTeacher
shared by anonymous on 03 Dec 12
- No Cached
-
technology needs to be — above everything else — in the service of learning. Administrators who fail to articulate the connection between iPads and learning often hamper their iPad initiative.
-
-
put the iPads in the hands of teachers who understand that active learners learn best
-
Focusing on iPad-versus.-laptop comparisons stifles the ability to see how the iPad facilitates student-centered learning
- ...3 more annotations...
-
Simply handing a teacher an iPad in advance won’t serve to address these challenges when the school year starts
-
Teachers need instruction on how to incorporate the devices into the learning process, which is quite different than trying out a few apps
-
School administrators should be explaining to their constituents that the iPad supports essential skill areas — complex communication, new media literacy, creativity, and self-directed learning. Instead of focusing on the convenience of ebooks, they should instead be emphasizing the incredibly immersive and active learning environment the iPad engenders and the unprecedented opportunities to develop personalized, student-centered learning. They should highlight some of the beneficial consumption, curation, and creativity activities the iPad facilitates — as well as the student empowerment it inspires.
-
"While we've witnessed many effective approaches to incorporating iPads successfully in the classroom, we're struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We're sharing these common challenges with you, so your school doesn't have to make them. "
-
"While we've witnessed many effective approaches to incorporating iPads successfully in the classroom, we're struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We're sharing these common challenges with you, so your school doesn't have to make them. "
1More
Google Classroom | Teacher Tech - 109 views
-
Want to learn about Google Classroom? Alice Keeler has written a lot of posts & they're gathered on this blog post for us. Lots of good ones to choose from.
1More
Virtual Classroom - eLearning Learning - 9 views
7More
Study Finds That Online Education Beats the Classroom - Bits Blog - NYTimes.com - 0 views
-
The report examined the comparative research on online versus traditional classroom teaching from 1996 to 2008. Some of it was in K-12 settings, but most of the comparative studies were done in colleges and adult continuing-education programs of various kinds, from medical training to the military.
-
This is an important paragraph - most of this research is beyond K-12. It doesn't diminish the promise that 2.0 and future techs can assist in creating individualized learning opps - and it soundly heralds the death of "learning by lecture" - an approach that has both failed and bored generations of students!
-
-
More and more, students will help and teach each other, he said.
-
This only makes sense. Research continues to support collaborative learning and student-centered classrooms.
-
-
-
I agree that it needs to be more personal and not about checking off a task as complete. In 2 online courses I took this summer, the discussion board comments were mostly insipid. I wish the teacher had thought about how to facillitate the online discussion to push our thinking. Perhaps to redirect false comments into real analysis and reflection of the questions posted.
-
- ...1 more annotation...
-
-
This leaves out many special populations of students. My English Language Learners need exposure and modeling in how to negoticate online course. My school district discourage them from taking the summer courses. I can't think of an example in which my student knew more than I did about web2.o.
-
-
Peer teaching is a powerful learning tool. Technology can help enlarge the number of peers.
1More
shared by trisha_poole on 09 Jan 11
- Cached
The technoLanguages Blog - 42 views
www.technolote.com
INF506 web2.0 technology onlineeducation elearning resources Blogs languages LOTE blog technolote ideas eslresources TESOL ESL learning&teaching
shared by trisha_poole on 09 Jan 11
- Cached
-
A blog that focuses on technology in the language classroom. Interesting observations from a primary teacher outside of Melbourne, Australia, and the use of technology in the classroom.