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Janice Stearns

Digitally Speaking / Social Bookmarking and Annotating - 57 views

digitallyspeaking.pbworks.com/ial-Bookmarking-and-Annotating

diigo socialbookmarking

shared by Janice Stearns on 23 Oct 09 - Cached
  • Instead, powerful learning depends on the quality of the conversation that develops around the content being studied together.  That means teachers must systematically introduce students to a set of collaborative dialogue behaviors that can be easily implemented online.
  • While these early interactions are simplistic processes that by themselves aren't enough to drive meaningful change in teaching and learning, they are essential because they provide team members with low risk opportunities to interact with one another around the topics, materials and instructional practices that should form the foundation of classroom learning experiences.
  • Janice Stearns on 23 Oct 09
     
    An in depth article on social bookmarking and the new way it is influencing reading and writing. This article has suggestions for strategies to use in the classroom with students. via Alice Barr on Diigo
Rebecca McIntyre

TechNTuit - 131 views

techntuit.pbworks.com

technology 21st Century Student

shared by Rebecca McIntyre on 16 Jul 10 - Cached
  • Rebecca McIntyre on 16 Jul 10
     
    This Website is designed as an inquiry-oriented format which will provide you the viewer with information on Web 2.0 digital tools that will enable you to create 21st century learning environments. The creator of this portal hopes that the results of this project will inspire many educators to create social networks of learning for classrooms across the globe. Whether you're a teacher or student new to the topic of Web 2.0 or an experienced educator looking for Web 2.0 materials, I hope that you will find something here to meet your needs.
Maggie Tsai

MeaningPhil Stuff?: Web 2.0 in the Classroom - 6 views

philguth.blogspot.com/...web-20-in-classroom.html

diigo education review

shared by Maggie Tsai on 05 Aug 07 - Cached
  • I just finished teaching a computer ethics course at Judson University--okay, it's still Judson College now, but they will be changing to University this Fall (www.judsoncollege.edu). I used a web 2.0 tool called diigo (www.diigo.com). Diigo is an acronym for "Digest of Internet Information, Groups and Other stuff".It may be that you've heard of del.icio.us which is a very popular social bookmarking tool. Diigo is a social bookmarking tool plus annotation tool. It allows you to read an article, bookmark it, and within the article, make annotations like "highlighting" and "sticky note comments". This makes it an awesome research tool.In the past I have had students bring articles to class that pertain to the assigned chapters, but this time I made this an entirely digital activity. The students were to find online articles, book mark, annotate, and share them with the group forum that I set up for them. We then, with the group forum on the projector screen, would have each student talk us through their article.While this tool is still in "beta" the student assessment survey that was taken at the end of the last class seemed to indicate that this activity was well received.
Randolph Hollingsworth

The Code of Best Practices in Fair Use for Media Literacy Education - 60 views

www.centerforsocialmedia.org/...r-use-media-literacy-education

copyright fair use media educational technology

shared by Randolph Hollingsworth on 25 Oct 10 - Cached
  • when they occur within a restricted-access network, do enjoy certain copyright advantages
  • we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment
  • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • ...21 more annotations...
  • If the answers to these two questions are "yes," a court is likely to find a use fair
  • whether the use will cause excessive economic harm to the copyright owner
  • the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
  • In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • educators should provide reasonable protection against third-party access and downloads
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
  • but cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity
  • material that is incorporated under fair use should be properly attributed wherever possible
  • attribution, in itself, does not convert an infringing use into a fair one.
  • If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
  • there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
  • Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
  • Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
  • if work is going to be shared widely, it is good to be able to rely on transformativeness
  • courts have found that asking permission and then being rejected has actually enhanced fair use claims.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • Randolph Hollingsworth on 08 Jun 12
     
    Good place to look for guidelines about use of media
Peter Beens

Education Week's Digital Directions: Students Sound Off on School Tech Use - 42 views

www.edweek.org/...02kids.h03.html

ICT students #otfretreat2010 education issues

shared by Peter Beens on 23 Feb 10 - Cached
  • Peter Beens on 23 Feb 10
     
    "Discussions of technology in education typically center on what policymakers, academic experts, and educators would like to see happen in the classroom. Rarely heard are the voices of those who are actively test-driving new forms of technology: the students."
Phil Taylor

InCtrl :: Cable in the Classroom - 14 views

www.ciconline.org/...inctrl

digital citizenship digital literacy digital_citizenship digitalcitizenship

shared by Phil Taylor on 30 Jan 14 - No Cached
  • Phil Taylor on 30 Jan 14
     
    "Empower Students to be InCtrl in a Digital Age"
Tricia Rodriguez

Education Week: Publishers Turn to Cloud Computing to Offer Digital Content - 47 views

www.edweek.org/...01cloud.h05.html

education

shared by Tricia Rodriguez on 12 Nov 11 - No Cached
  • struggling to strike a balance between print and digital curricula for students, textbook publishers are taking to the cloud to house new digital resources and curricula.
    • Tricia Rodriguez
      Tricia Rodriguez on 12 Nov 11
       
      Just as with "hybrid education" schools must find a way to balance the types of resources we are providing our students. Funding is key here as well as the consideration of sustainability. 
  • cloud computing
  • dip their toes into
  • ...8 more annotations...
  • lack of resources
  • nformation and power available from servers hosted by a separate, off-site entity
  • bandwidth and hardware support,
  • cloud-based textbook is stored on the Internet by servers not operated by school districts themselves
  • Web 2.0 forma
  • start discussions with each other about the content, complete interactive assessments and activities, and search Google or Wikipedia for further information.
    • Tricia Rodriguez
      Tricia Rodriguez on 12 Nov 11
       
      Students are able to interact with the content and not act as passive consumers. This is key as the classroom struggles to catch up with the true status of society.
  • [Cinch]
    • Tricia Rodriguez
      Tricia Rodriguez on 12 Nov 11
       
      In actuality, this publishers has provided a CMS embedded with their curriculum. This is probably where text-book providers will need to move to in order to stay competitive. 
  • upgraded its online bandwidth
thatcher bohrman

Lies, damned lies and the Internet | Learning with 'e's - 2 views

steve-wheeler.blogspot.com/...-damned-lies-and-internet.html

digital literacy internet

shared by thatcher bohrman on 03 May 12 - No Cached
  • I regularly ask my own students to challenge what is being said in the classroom. I advise them to question everything they hear, read or see, to help develop their critical thinking abilities, to practice defending or attacking a theory, to exercise their evaluative skills. I read recently of one professor who deliberately lied once each lesson, and challenged his students to detect the lie. As the lies became more subtle, the students began to struggle to detect the falsehood, until eventually they were at the point where they were deeply scrutinising everything that was presented in the lesson, and going beyond the content to make sure they had discovered the lie. They had to discuss extensively to put themselves in a position where they knew what was correct and what was incorrect. The web is a very fertile place to learn, but we all need to develop our critical awareness of what content is good and what is to be avoided.
  • What is today's student to make of all this? Deliberately misleading websites are only the tip of the iceberg when it comes to bad content on the web. Let's take this a little further. How do students discern the difference between a website that hosts good, empirical, well established content, and one that doesn't? And how do they detect when a website is not based on established fact, but is merely a collection of
Katie Akers

COPPA and Schools: The (Other) Federal Student Privacy Law, Explained - Education Week - 4 views

www.edweek.org/...index.html

shared by Katie Akers on 24 Apr 20 - No Cached
  • In a nutshell, COPPA requires operators of commercial websites, online services, and mobile apps to notify parents and obtain their consent before collecting any personal information on children under the age of 13. The aim is to give parents more control over what information is collected from their children online.
  • This law directly regulates companies, not schools. But as the digital revolution has moved into the classroom, schools have increasingly been put in the middle of the relationship between vendors and parents.
  • In some cases, companies may try to shift some of the burden of COPPA compliance away from themselves and onto schools
  • ...15 more annotations...
  • “That is not without risk, and COPPA has a whole lot of gray area that gives school attorneys pause.”
  • Less clear, though, is whether COPPA covers information such as IP (internet protocol) address, device identification number, the type of browser being used, or other so-called metadata that can often be used to identify users.
  • some school lawyers have taken the FTC’s previous guidance to mean that their districts must get consent from every single parent, for every single product that collects information online from young children.
  • First, according to the FTC, schools can grant consent on behalf of parents only when the operator of the website, online service, or app in question is providing a service that is “solely for the benefit of students and the school system” and is specific to “the educational context.”
  • How are schools supposed to determine if a website or app is strictly educational?
  • will any information collected from children under 13 be used or shared for commercial purposes unrelated to education? Are schools allowed to review the information collected on students? Can schools request that student info be deleted? If the answers to that second group of questions are, respectively, yes, no, or no, schools are not allowed to grant consent on behalf of parents, according to the FTC.
  • Many vendors also allow third-party trackers (usually related to analytics or advertising) to be embedded into their sites and services.
  • How do schools notify parents and get their consent under COPPA?
  • Often through an Acceptable Use Policy or similar document that is sent home to parents at the beginning of the school year, said Fitzgerald of Common Sense Media.
  • Even better, Fitzgerald said, is when schools provide a detailed list of exactly what websites/online services/apps students will be using, and what the information practices of each are.
  • some privacy experts say that a one-time, blanket sign-off at the beginning of the school year may not be considered valid notification and consent under COPPA, especially if it doesn’t list the specific online services that children will be using.
  • responsibility for deciding “whether a particular site’s or service’s information practices are appropriate” not be delegated to teachers.
  • Many districts do in fact have that kind of review-and-approval process.
  • One is “click-wrap agreements.” Often, these are the kinds of agreements that almost all of us are guilty of just clicking through without actually reading
  • Herold, Benjamin. (2017, July 28). The Children’s Online Privacy Protection Act. Education Week. Retrieved Month Day, Year from http://www.edweek.org/ew/issues/childrens-online-privacy-protection-act-coppa/
Matt Renwick

Initial Findings After Implementing Digital Student Portfolios in Elementary Classrooms... - 56 views

readingbyexample.com/...olios-in-elementary-classrooms

shared by Matt Renwick on 27 Jun 16 - No Cached
  • Matt Renwick on 27 Jun 16
     
    The inital results are promising, but it is about the portfolio process, not technology.
Christophe Gigon

elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views

www.elearnspace.org/...connectivism.htm

connectivism MEMOIRE learning elearning theory collaboration technology community

shared by Christophe Gigon on 09 Dec 08 - Cached
  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
    • Orlando Gonzalez
      Orlando Gonzalez on 13 Mar 12
       
      Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
    • Mike Burnett
      Mike Burnett on 18 Aug 14
       
      Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
  • Information development was slow.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
  • ...41 more annotations...
  • Informal learning is a significant aspect of our learning experience.
  • Learning is a continual process, lasting for a lifetime.
  • Technology is altering (rewiring) our brains.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Principles of connectivism:
  • Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I think it is important for us to realize the importance of connections.
  • The organization and the individual are both learning organisms.
  • Classrooms which emulate the “fuzziness”
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      If new learning approaches are required, then why are we still being evaluated in a linear way?
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
  • Knowledge is growing exponentially
  • amount of knowledge
  • is doubling every 18 months
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • (the understanding of where to find knowledge needed).
  • know-where
  • learning
  • a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • knowledge is no longer acquired in the linear manner
  • What is the impact of chaos as a complex pattern recognition process on learning
  • An entirely new approach is needed.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • Meaning-making and forming connections between specialized communities are important activities.
  • Chaos, as a science, recognizes the connection of everything to everything.
  • If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
  • principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
  • Connections between disparate ideas and fields can create new innovations.
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
  • decisions are based on rapidly altering foundations
  • The ability to draw distinctions between important and unimportant information is vital.
  • Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
  • The health of the learning ecology of the organization depends on effective nurturing of information flow.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
    • BalancEd Tech
      BalancEd Tech on 25 Mar 12
       
      Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
  • learning is no longer an internal, individualistic activity
  • learning is no longer an internal, individualistic activity
Dallas McPheeters

Ed/ITLib Digital Library → Learning as Community Service: Thinking with New M... - 38 views

www.editlib.org/33236

digital learning community service podcasting web20

shared by Dallas McPheeters on 17 Oct 10 - No Cached
  • Dallas McPheeters on 17 Oct 10
     
    Imagine the impact on personal identity of students when they are able to reach beyond the classroom as potential change agents.
Melissa Julian

Bloom's Taxonomy Blooms Digitally - 158 views

www.techlearning.com/...8670

Blooms Taxonomy digital

shared by Melissa Julian on 12 Nov 10 - No Cached
  • Melissa Julian on 12 Nov 10
     
    The elements cover many of the activities and objectives but they do not address the new objectives presented by the emergence and integration of Information and Communication Technologies into the classroom and the lives of our students.
James Shockley

Web 2.0 Smack Down - 149 views

www.techlearning.com/38258

tools tech learning resources Web2.0

shared by James Shockley on 14 Apr 11 - No Cached
  • James Shockley on 14 Apr 11
     
    Digital Edition mag Top Stories Benjamin Franklin: An Extraordinary United States Global Change Research National World War II Museum Mayan Math Activity Product Review: StudySync FORUMS How did you choose an SIS? Are schools ready for open source? Can you Google-proof a question using Bloom's Taxonomy? Does online training work? top tech resources LCD or DLP? More.. Subscribe| Customer Service|Contact Us|About Us|eNewsletters|Advertising New Articles From the Classroom Leadership Professional Development Tech/Media Coordinators Tech Talk Studies in Ed Tech Ideas and Opinions How To EdTech Ticker TL Advisor Blog Leader of the Year Awards of Excellence Portraits of Learning Other Contests Upcoming Webinars Data Management Security eLearning Copyright Funding Mobile & Wireless Assessment & Testing Curriculum News & Trends Products Features Editor's Desk Issues Current Issue Newsletters eBooks White Papers Grants Columns Podcasts Web Tours Buyers Guide News Site of the Day QuickFlicks IT Guy Interactive Whiteboards Student Information Systems
anonymous

Technology in Schools Faces Questions on Value - NYTimes.com - 70 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by anonymous on 04 Sep 11 - No Cached
  • When it comes to showing results, he said, “We better put up or shut up.”
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
  • how the district was innovating.
  • ...24 more annotations...
  • district was innovating
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
  • If we know something works
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • anonymous
      anonymous on 07 Dec 11
       
      yep - so where does leadership come in?
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • that computers can distract and not instruct.
  • “They’re inundated with 24/7 media, so they expect it,”
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
  • engagement is a “fluffy
  • term” that can slide past critical analysis.
  • creating an impetus to rethink education entirely
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Like teaching powerpoint is "rethinking education". Right.
  • guide on the side.
  • Professor Cuban at Stanford
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
  • This is big business.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
  • anonymous on 07 Dec 11
     
    Shallow (still important) analysis of the major issues regarding technology integration in schools.
Matt Renwick

Hybrid Classes Outlearn Traditional Classes -- THE Journal - 61 views

thejournal.com/...learn-traditional-classes.aspx

hybrid classes journal

shared by Matt Renwick on 06 Jan 15 - No Cached
  • nine out of 10 schools using a hybrid learning program reported higher academic performance on standardized tests compared to traditional classrooms
  • The use of a blended classroom system; Students rotate among different learning stations; Instruction is delivered in small groups; Students take frequent digital assessments; Educators use student information to differentiate instruction; and The personalized learning is considered "cost-effective."
Jennie Snyder

Schools seeking best digital tools | SeacoastOnline.com - 65 views

www.seacoastonline.com/...20130421-NEWS-304210347

digital computer labs technology

shared by Jennie Snyder on 22 Apr 13 - No Cached
  • The most obvious takeaway, he said, was that "the age of the computer lab is kind of out," in which students travel out of their classrooms to log on.
  • The idea kids can access tools for learning 24 hours a day and can access learning not bound by the walls of the school is critical," Hobbs said. "It's indicative of what we mean by a 21st-century education."
  • Jennie Snyder on 22 Apr 13
     
    Great quote: "The age of the computer lab is kind of out." Move toward to mobile devices and digital tools.
dmassicg

Education Week: Teachers Report Mixed Impact of Digital Media - 66 views

www.edweek.org/...11techsurveys.h32.html

education teachers media digital media

shared by dmassicg on 16 Nov 12 - No Cached
  • Educators say digital tools used both inside classrooms and outside schools in students' personal lives are having a mixed impact on students' academic and social development, according to two surveys released last week.
London Jenks

Teenagers, Legal Risks and Social Networking Sites | Lucacept - intercepting the Web - 49 views

jennylu.wordpress.com/...ks-and-social-networking-sites

legal networking social risks

shared by London Jenks on 20 Mar 11 - No Cached
  • a significant minority (36.1%) of the teachers who were asked this question indicated that they had used SNS for educational purposes, including communicating with their students about schoolwork.
  • These educational activities should be aimed primarily at equipping children and young people with the skills required to be effective digital citizens, and not focussed on rare or hypothetical fears.
  • the importance of SNS in the lives of students, and the potential significance of social media for future digital citizenship, suggests that room should be found for these issues to be directly addressed.
  • ...1 more annotation...
  • Research findings like these will support our use of new technologies in classrooms. What is evident from their recommendations is that further teacher professional development is required to ensure that we have teachers with the skill set to produce the ‘effective digital citizens’ we need in society today.
Kalin Wilburn

VoiceThread - Products - K-12 - 91 views

voicethread.com/k12

voicethread digitalstorytelling k-12 technology education interactive web2.0

shared by Kalin Wilburn on 19 May 11 - Cached
    • Kalin Wilburn
      Kalin Wilburn on 19 May 11
       
      I LOVE VoiceThread. I think it is super easy to use and provides students the opportunity to express themselves digitally. It works great for elementary students all the way up to high school students (even adults). You can create a single educator account for FREE or get a classroom subscription. Depending on how often you will use it I recommend splurging and buying the class subscription because you can create individual student accounts.
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