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anonymous

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
      anonymous on 10 Sep 14
       
      About HALF of all students in grades 3-5 have access to a tablet!
  • Eighty percent of students in grades 9-12, 65 percent of those in grades 6-8, 45 percent of grades 3-5 students
  • have access to a smartphone
  • ...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.
  • the majority (77 percent) of families have at least one smartphone at home, and 46 percent have at least one tablet.
    • anonymous
      anonymous on 10 Sep 14
       
      Devices are available and accessibility is at hand!
  • 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,
  • 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
Roland Gesthuizen

Why A Badge Is Better Than an A+ - Getting Smart by Alison Anderson - badges, EdTech, I... - 61 views

gettingsmart.com/...hy-a-badge-is-better-than-an-a

badge assessment blog

shared by Roland Gesthuizen on 08 Nov 12 - No Cached
  • A traditional “A-F” report card doesn’t inspire that type of insight for the students or the people they need to share it with in order to get into high school or college or get a job. A collection of badges from classroombadges.com would be much more like sharing a personal “yearbook” of academic accomplishments. I love that idea.
  • Roland Gesthuizen on 08 Nov 12
     
    "I admit this title makes a pretty bold statement for a society that pretty much uses the first five letters of the alphabet to define every child from about age 5 until adulthood. But, I am hearing more and more about the use of badges in the classroom, especially in conversations about gamification and self motivation."
  • Erin Crisp on 08 Nov 12
     
    I have been trying out some grading apps and am intrigued by ActivGrade because instead of being focused on a letter grade A-F, I could see students being more concerned with mastering a goal. Their "grade" is a color toward mastery of a standard. Red means I have a lot of work to do to master this, yellow means I'm making progress toward mastery and green means I've mastered this goal at this point. One grading algorithm to choose from in the app is a calculation which puts a 75% weight on the student's most recent assignment for a given concept. This means that as I get better at a skill, my most recent attempt at showing my mastery over the skill is worth more for my grade than my prior attempts. This seems like smart grading practice to me.
Gloria Maristany

Motivating the Child with Attention Deficit Disorder - 3 views

www.ldonline.org/19975

Disorder motivating attention deficit

shared by Gloria Maristany on 15 Jul 11 - No Cached
  • live very much in the present. Therefore, long-term goals and rewards (e.g., grades and report cards) are often ineffective motivators.
    • Gloria Maristany
      Gloria Maristany on 15 Jul 11
       
      Reason for immediate rewards/consequences.
  • basically two time frames — now and not now.
  • This Now/Not Now worldview causes great frustration for the child, his teachers, and his parents, and must be seriously considered when designing activities and approaches for motivating the child with ADD.
  • ...7 more annotations...
  • respond more positively to a curriculum that allows him choices and options. He will also be more likely to participate actively in tasks when there is a degree of creativity and novelty
  • the presentation should be creative, colorful, multimodal, and enjoyable.
  • pervasive and complex disorder that impacts nearly all of the child's activities and interactions.
  • The child's impulsivity ("Ready, fire, aim!") can present serious safety concerns; his distractibility makes it extraordinarily difficult for him to understand and follow instructions; his memory difficulties make even rote learning troublesome; his executive processing problems (ability to plan and prioritize) present great challenges when he attempts to plan simple daily activities; his organizational deficiencies cause him tremendous problems with homework, household tasks, and long-term projects.
  • two most important words when dealing with these special children: "support" and "challenge."
  • The adult should continually challenge the child by presenting him with activities designed to improve his behavior and his learning, while simultaneously providing him with the support that he requires to meet these goals. Support without challenge is meaningless. Challenge without support is equally ineffective.
  • Among the specific teaching strategies that may foster the child's motivation are:
  • Gloria Maristany on 15 Jul 11
     
    Good description of the limitations they have and how it affects them in school.
Patti Porto

Promoting Grit, Tenacity, and Perseverance - 117 views

www.ed.gov/...-Draft-Grit-Report-2-17-13.pdf

21stcenturyskills

shared by Patti Porto on 13 Jan 14 - No Cached
  • Patti Porto on 13 Jan 14
     
    Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Century U.S. Department of Education Office of Educational Technology
Sharin Tebo

Guide: Using the SAMR Model to Guide Learning | That #EdTech Guy's Blog - 74 views

thatedtechguy.wordpress.com/...e-samr-model-to-guide-learning

edtech SAMR technology technology integration

shared by Sharin Tebo on 25 Oct 15 - No Cached
  • The SAMR Model (above) was developed by Dr. Ruben Puentedura. It enables educators to analyse how effective their use of technology is on teaching and learning.
  • – Enhancement (Substitution and Augmentation) – technology is used just to enhance a task
  • – Transformation (Modification and Redefinition) – tasks are designed in a way which would not be possible without the use of technology
  • ...9 more annotations...
  • Substitution – at this stage, technology is simply used as an alternative tool for completing the original task with no real change in the tasks function.
  • Example: instead of writing by hand, learners use an app like Pages to type up a report.
  • Example: once again, if students are creating a document on Pages, using the collaborative tools available on iWork for iCloud, learners can work on a document together. Peers could add feedback comments to the document in real time which could be responded to, which would improve the end product further.
  • Augmentation – here, technology is still used as a direct substitute like above, however it offers improvements in terms of the function of the task.
  • Example: again using Pages, however making use of features like spellchecking function or importing images to enhance the end product.
  • Modification – it is at this point where technology starts to enhance teaching and learning. It requires tasks to be redesigned, in order to make the most of the technology available.
  • it still does not improve the students learning experience.
  • Redefinition– this is the point at which technology really enhances the learning experience for students and has the greatest impact. Through the use of technology, educators are able to design tasks that were previously impossible.
  • Example: like before, learners may be collaborating on a document in Pages. However, this time the end product will be uploaded to a website or perhaps a class blog. Students are usually excited by the prospect of their work being on display in a classroom, so the use of a real audience is huge for them. Furthermore, this builds their literacy skills as they need to consider the audience that they’ll be writing to and adapt their work accordingly. Finally, this opens up the possibility of feedback from this global audience which they can respond to.
  • Sharin Tebo on 25 Oct 15
     
    SAMR Explained with Definitions and Application Examples
Maggie Tsai

The Classroom » Using Diigo for Organizing the Web for your Class - 13 views

theclassroom.ca/...anizing-the-web-for-your-class

diigo education review

shared by Maggie Tsai on 05 Aug 07 - Cached
  • Using Diigo for Organizing the Web for your Class 31 07 2007 A good friend of mine, Randy Lyseng, has been telling people of the tremendous power and educational value that can be gained from social bookmarking in the classroom. His personal favourite is Diigo. My preference is a social bookmarking tool called http://diigo.com. With diigo, you can highlight, add stick notes and make your comments private or public. (Randy Lyseng, Lyseng Tech: Social Bookmarking, November 2006) After listening to Randy praise Diigo at every opportunity, I finally started playing with the site (and corresponding program, more on that in a bit) this summer (I know Randy - I’m slow to catch on…)As I started to play with the system, my mind started reeling with all the possibilities. First off, like any other social bookmarking tool, Diigo allows you to put all your favorites/bookmarks in one “central” location. Students can access them from ANY computer in the world (talk about the new WWW: whatever, whenever, where ever). They just open up your Diigo page, and there are all the links. But that’s just the tip of the iceberg. Diigo’s power lies in it’s group annotations. That’s right, people can now write in the margins of webpages. You can highlight passages of interest, write notes, and even write a blog entry directly from another webpage, quoting passages right from the original text. Sounds great - but to do all that it must be complicated right? Nope. To use these advanced features all you need to do is run the Diigo software. This can either be done using a bookmarklet or by downloading and installing the Diigo toolbar. While both have basically the same features, the toobar is less finicky, and allows you to use contextual menus to access features quickly. I also find the toolbar’s highlighting and sticky notes to be easier to read. Ok fine… I can leave notes on webpages - so what? Here’s an example. I’m thinking about having my 7B’s record radio plays. I’ve looked them up online and found many scripts from all the old classics available. However many also contain the old endorsements from tobacco and other companies. So I go to a play that I’d like to my students to record and highlight the old commercial. If they’re using diigo when they access this page they’ll see the same text highlighted in pink, and when they mouse over the highlighted text they’ll get a hidden message from me - “I’d like you to write a new advertisement for this section. What other advertisement do you think we could write for here? Write an ad for a virtue or trait that you think is important. For example - “Here’s a news flash for every person in Canada. It’s about a sensational, new kind of personality that will make you the envy of all those around you. It’s call trustworthiness. Why with just a pinch of this great product….” They now have a writing assignment to go along with the recording of the radio play. Adding assignments is just one possibility. You can ask questions about the site, or have students carry on conversations about the text. Perhaps about the validity of some information. These notes can be made private (for your eyes only), public, or for a select group of people. You could use the same webpage for multiple classes, and have a different set of sticky notes for each one! Diigo will also create a separate webpage for each group you create, helping you organize your bookmarks/notes further! This technology is useful for any class, but I think is a must have for any group trying to organize something along the lines of the 1 to 1 project. I’m hoping to convince all the core teachers to set up a group page for their classes, and organize their book marks there! I’ve already started one for my 7B Language Arts Class! One of the first questions I was asked when I started looking at this site, and more importantly at the bookmarklets and toolbar was is it secure? Will it bring spyware onto our systems? How about stability? I’ve currently been running the Diigo bookmarklet and toolbar on 3 different browsers, Explorer, Firefox, and Safari (sorry, there’s no Safari toolbar yet), across 4 different computers and 2 different platforms with no problems. I’ve also run every virus and spyware scan I can think of, everything checks out clean. I’ve also done an extensive internet check, and can’t find any major problems reported by anyone else. To my mind it’s an absolutely fantastic tool for use in the classroom. Thanks Diigo! And thanks Randy for pointing me in the right direction!
mrshathaway

Evaluating a Website or Publication's Authority - Web Literacy for Student Fact-Checkers - 25 views

webliteracy.pressbooks.com/...te-or-publications-reliability

website_reliability information_literacy

shared by mrshathaway on 15 Aug 18 - No Cached
  • most of us would like to ascribe authority to sites and authors who support our conclusions and deny authority to publications that disagree with our worldview
  • Wikipedia’s guidelines for determining the reliability of publications. These guidelines were developed to help people with diametrically opposed positions argue in rational ways about the reliability of sources using common criteria.
  • defined by process, aim, and expertise.
  • ...11 more annotations...
  • fact-checkers of all political stripes are happy to be able to track a fact down to one of these publications since they have reputations for a high degree of accuracy, and issue corrections when they get facts wrong.
  • a reliable source for facts should have a process in place for encouraging accuracy, verifying facts, and correcting mistakes
  • Process
  • researchers and certain classes of professionals have expertise, and their usefulness is defined by that expertise
  • Expertise
  • while we often think researchers are more knowledgeable than professionals, this is not always the case
  • Reporters, on the other hand, often have no domain expertise
  • Aim
  • Aim is defined by what the publication, author, or media source is attempting to accomplish
  • One way to think about aim is to ask what incentives an article or author has to get things right
  • In general, you want to choose a publication that has strong incentives to get things right, as shown by both authorial intent and business model, reputational incentives, and history
Clint Heitz

Department of Psychology | JMU - 10 views

www.psyc.jmu.edu/...etextbooks.html

reading digital resources review

shared by Clint Heitz on 21 Mar 18 - No Cached
  • If the new trend in textbooks is moving them to computer screens, the switch could have negative consequences as many suggest that people skim more, process more shallowly, and may retain less information when reading online, Daniel said.
  • he readers’ goals are different: Individuals reading an e-book for enjoyment aren’t required to pass a comprehension-based test afterward. While they found that learning is possible from both formats, learning from e-textbooks takes longer and requires more effort to reach the same level of understanding, even in a controlled lab environment. At home, students report taking even more time to read e-textbooks as well as higher rates of muti-tasking (e.g., Facebook, electronic chat, texting, email, etc.) than do their peers using printed textbooks.
  • In their preliminary findings, the scanning pattern produced when the student read a textbook showed consistent reading from line to line down the page. But the scanning pattern from reading on the screen was less intense.
  • ...1 more annotation...
  • Daniel and Jakobsen argue that the information dense textbooks characteristic of natural and social science subjects are not a good fit for current e-textbooks, but there are exceptions for subjects like chemistry and math that include doing formulas and other activities. The liability, Daniel emphasizes, comes when math and chemistry teachers hope their students will learn the explanations, not just the formulas, “Students tend to skip the text and go straight to the formulas, especially if they are graded.”
Dallas McPheeters

Change and why we all see it differently - The Learner's Way - 14 views

thelearnersway.net/...-why-we-all-see-it-differently

education future

shared by Dallas McPheeters on 04 Feb 18 - No Cached
  • the rise of the ‘gig’ economy where freelance and short term contract work is common and training and retraining for new projects is the norm
  • it is more important to be able to learn than it is to be learned
  • If the young people of today are to thrive beyond the walls of the classroom they will need to be able to cope with a world characterised by volatility, uncertainty, complexity and ambiguity.
  • ...11 more annotations...
  • teaching children who have lived their entire lives in that very century
  • multiple reports that detail the skills and dispositions children will need
  • there are broad typologies which emerge along a continuum from those who actively seek to change to those who actively resist it. 
  • There are those for whom change is the next adventure
  • There are those who are open to change but need to be shown the evidence.
  • There are those who need to be show how the change will impact them
  • There are those who publicly embrace the change but in the privacy of the classroom continue as they have always done
  • There are those who are outright afraid of change
  • “A person’s sense of identity is partly determined by his or her values, which can mesh or clash with organizational values”
  • There are of course also those for whom the change is just wrong
  • Change is always complicated. A the least it involves people, personalities, cultures, beliefs, values, emotions and identity.
  • Nigel Coutts on 04 Feb 18
     
     If the young people of today are to thrive beyond the walls of the classroom they will need to be able to cope with a world characterised by volatility, uncertainty, complexity and ambiguity. The children of todays Kindergarten will enter the workplace in the fourth-decade of the 21st Century. We debate the merits of teaching 21st Century Skills and what they might be while teaching children who have lived their entire lives in that very century. The challenge is how will schools and individual teachers respond to this drive for urgent change.
Megan N-B

Dietary Guidelines - health.gov - 9 views

health.gov/dietaryguidelines

nutrition guidelines dietary

shared by Megan N-B on 21 Sep 16 - No Cached
  • Dietary Guidelines
    • Megan N-B
      Megan N-B on 21 Sep 16
       
      NEW dietary guidelines! Just released. Textbook refers to the 2010 guidelines. How are they the same/different?
    • Megan N-B
      Megan N-B on 21 Sep 16
       
      Look here for the previous guidelines for comparing!
  • ...5 more annotations...
  • Dietary Reference Intakes (DRI)
  • As of June 2016, you can also download the Dietary Guidelines [PDF - 10.8 MB].
    • Megan N-B
      Megan N-B on 21 Sep 16
       
      This website is an excellent resource for finding dietary and physical guideline information. The new Dietary Guidelines were just relesed a few months ago.
    • Megan N-B
      Megan N-B on 21 Sep 16
       
      Did you know Texas State has a School Health Advisory Committee (SHAC) you can join?
  • 2015 Advisory Committee
  • Megan N-B on 21 Sep 16
     
    New for 2015-2020
  • Megan N-B on 21 Sep 16
     
    New for 2015-2020
meghankelly492

Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views

psycnet.apa.org/...2011-20583-001.pdf

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
  • , see Kenny (2005) andMcGinnis and Milling (2005
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • ...30 more annotations...
  • did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
  • Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
  • The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
  • heart rate at 10 min, 5
  • Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
  • Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
  • person has few problems with performance anx-iety
  • Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
  • The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
  • d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
  • Performance Anxiety Inventory (PAI)
  • cognitive, behavioral, and physiological fac
  • and has beenwidely used in treatment outcome research
  • Behavioral Anxiety Index (BAI)
  • igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
  • Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
  • practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
  • This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
  • how to use self-talk effectively and how touse cues
  • Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
  • Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
  • Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
  • MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
  • Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
  • We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
  • Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
robert morris

STEM + Art: A Brilliant Combination - Education Week - 44 views

www.edweek.org/...13ceschini.h34.html

shared by robert morris on 04 Dec 14 - No Cached
  • asked permission to hire an arts-integration teacher
  • and that year and subsequent years, the scores on the state assessments improved.
  • a compendium of 62 research studies that support the powerful positive academic and social effects of learning in and through the arts
  • ...5 more annotations...
  • The research confirms what we know to be true. The arts impact all learning.
  • Neuroscience has also provided an emerging branch of research related to studying the arts. For instance, "Learning Arts and the Brain: The Dana Consortium Report on Arts and Cognition" reinforced the positive impact arts learning has on a young person's ability to retain information.
  • Neither the arts nor the sciences have a monopoly on teaching creativity, collaboration, or problem-solving skills.
  • The design process proved to be as important as the finished product.
  • Schools must provide opportunities for students to learn across disciplines. No longer can we teach in silos.
  • robert morris on 06 Dec 14
     
    ""Education is not the filling of a pail, but the lighting of a fire." -William Butler Yeats"
  • robert morris on 06 Dec 14
     
    ""Education is not the filling of a pail, but the lighting of a fire." -William Butler Yeats"
tattinot

Singapore proposes changes to cybersecurity and data protection regimes - Data Protecti... - 5 views

www.dataprotectionreport.com/...curity-data-protection-regimes

singapore law privacy governance

shared by tattinot on 27 Sep 17 - No Cached
  • tattinot on 27 Sep 17
     
    "To relax the requirement for organisations to obtain consent before processing personal data, making it easier for online businesses to collect and share data and encouraging the growth of new technologies such as Internet of Things devices and artificial intelligence; and"
Maureen Greenbaum

How diplomas based on skill acquisition, not credits earned, could change education - T... - 15 views

hechingerreport.org/-earned-could-change-education

based education competency skill testing

shared by Maureen Greenbaum on 24 Jun 17 - No Cached
  • a new teaching approach here called “proficiency-based education” that was inspired by a 2012 state law.
  • law requires that by 2021, students graduating from Maine high schools must show they have mastered specific skills to earn a high school diploma.
  • CompetencyWorks, a national organization t
  • ...11 more annotations...
  • By 2021, schools must offer diplomas based students reaching proficiency in the four core academic subject areas: English, math, science and social studies. By 2025, four additional subject areas will be included: a second language, the arts, health and physical education.
  • proficiency-based idea has also created headaches at some schools for teachers trying to monitor students’ individual progress.
  • Students have more flexibility to learn at their own pace and teachers get time to provide extra help for students who need it
  • It wasn’t for lack of trying,” Bowen said. “It was a systems design problem.”
  • offer students clarity about what they have to learn and how they are expected to demonstrate they’ve learned it.
  • at schools that have embraced the new system, teachers say they are finding that struggling students are seeing the biggest gains because teachers are given more time to re-teach skills and students better understand the parameters for earning a diploma.
  • Deciding to believe that all students are capable of learning all of the standards, she said, “was scary.”
  • Multiple-choice questions have virtually disappeared. Homework is checked, but not graded.
  • students get less than a proficient score, they must go back and study the skill they missed. They are then given a chance to retake the relevant portions of the test until they earn a satisfactory score.
  • We inherited a structure for schooling that was based on time and on philosophical beliefs that learning would be distributed across a bell curve,
  • get crystal clear about what we want students to know and be able to do and then how to measure it.”
Dwight Woodley

Spelling & Vocabulary Website: SpellingCity - 68 views

www.spellingcity.com

elementary spelling language_arts

shared by Dwight Woodley on 01 Oct 09 - Cached
  • Over 42,000 spelling words with customizable sentences and definitions A REAL person who says each word and sentence Free home pages for teachers and parents to save lists Teacher training videos Free printable handwriting worksheets Free teaching resources with lists and lesson plans Twenty-five games to play online or to print such as
  • Over
  • Over 42,000 spelling words with customizable sentences and definitions A REAL person who says each word and sentence Free home pages for teachers and parents to save lists Teacher training videos Free printable handwriting worksheets Free teaching resources with lists and lesson plans Twenty-five games to play online or to print such as :Alphabetical Order, Unscramble, Parts of Speech, HangMouse, Crossword Puzzle, WordSearch, and Vocabulary Test. A free forum and newsletters
  • ...1 more annotation...
  • Over 42,000 spelling words with customizable sentences and definitions A REAL person who says each word and sentence Free home pages for teachers and parents to save lists Teacher training videos Free printable handwriting worksheets Free teaching resources with lists and lesson plans Twenty-five games to play online or to print such as : Alphabetical Order , Unscramble , Parts of Speech , HangMouse , Crossword Puzzle , WordSearch , and Vocabulary Test . A free forum and newsletters
  • Kimberly LaPrairie on 01 Oct 09
     
    SpellingCity.com has: - Over 42,000 spelling words and ten learning games! - A REAL person who says each word and sentence. - Free home pages for teachers and parents to save lists. - How To Videos to explain to teachers and parents how to use SpellingCity.com. - A free forum and newsletter with more vocabulary and spelling resources! - Ten spelling and vocabulary games to play online or to print. - Free printables for handwriting practice with your saved lists. - A Resources Section which highlights features and existing lists for Dolch words, compound words, sound-alikes (their, there, they're), contractions, possessives, and more. After taking the online spelling test, students can print out a report, retake the entire test, or get tested only on spelling words that they got wrong the first time. TeachMe spells and displays the word in ways that stimulate memory for visual and verbal learners. Printable Games include WordSearch, UnScramble, WhichWord?, Sentence UnScramble and MissingLetter. Printable Handwriting Worksheets for combined spelling and handwriting practice can be created from any saved list (this feature only works if the list is saved). Choices includes three sizes of lines, capitals or small letters, script or cursive, and with directional arrows on or off. How cool is that?
  • Linda Zwillick on 10 Dec 09
     
    All you have to do is type in the list of words and bam! at least 10 games are generated for the students! It also teaches and tests the students on the words. You can save the lists as a teacher and have students search for your lists or you can have students input their own lists without saving them.
  • Martin Burrett on 19 Jul 11
     
    A superb resource where teachers can sign in and input spelling lists for pupils to learn by playing games. Give pupils the link and they don't need to sign in to use it. Site only recognises US spelling when generating example sentences, but you can input your own easily. Free option should be enough for most users, but 'paid for' option is available. http://ictmagic.wikispaces.com/English
Kari Beery

Tech Savvy Kids - 86 views

www.usatoday.com/...0-02-10-igeneration10_CV_N.htm

shared by Kari Beery on 03 Mar 11 - No Cached
  • To the psychologists, sociologists, and generational and media experts who study them, their digital gear sets this new group (yet unnamed by any powers that be) apart, even from their tech-savvy Millennial elders. They want to be constantly connected and available in a way even their older siblings don't quite get. These differences may appear slight, but they signal an all-encompassing sensibility that some say marks the dawning of a new generation.
  •  PARENTING & KIDS' HEALTH NEWS: ONLY ON USA TODAYNew daditude: Today's fathers are hands-on, pressure offTV: Impairs speech | Leads to earlier sexBaby names: What's popular? Whatever's unusualMore parents share workload when mom learns to let goAre kids becoming too narcissistic? | Take the quizChemicals: What you need to know about BPA | Carcinogens found in kids' bath products | Lead poisonings persist'Momnesia,' spanking, tweens and toddlers fullCoverage='Close  X Todders: Parents' fear factor? A short toddle into the danger zoneTweens: Cooler than ever, but is childhood lost?
  • The difference is that these younger kids "don't remember a time without the constant connectivity to the world that these technologies bring," she says. "They're growing up with expectations of always being present in a social way — always being available to peers wherever you are."
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