Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page
The key concepts or vocabulary words could be
highlighted to check for understanding.
Some students have problems determining what
should be highlighted in an article or passage. Teachers could use this tool to
demonstrate how to correctly highlight and find the key points.
About diigo.com
page
Details and Tags
Print
Download PDF
Backlinks
Source
Delete
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Lock
discussion
history
notify me Protected
Details
last edit by cmh459 Sunday, 7:53 pm - 36 revisions
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none
About diigo.comDiigo or
Digest of Internet Information, Groups and Other stuff is a social bookmarking
site that allows its users to bookmark and tag websites. Users are also able to
highlight information and put sticky notes directly on the webpage as you are
reading it. Your notes can be public which allows other users to view and
comment on your notes and add their own or it can be private. Sites can be saved
and stored for later reading and commenting. Users can also join groups with
similar interests and follow specific people and sites. Teachers can register for an educator account that allows
a teacher to create accounts for an entire class. In an education account,
students are automatically set up as a Diigo group which allows for easy sharing
of documents, pictures, videos, and articles with only your class group. There
are also pre-set privacy settings so only the teacher and classmates can see the
bookmarks and communications. This is a great way to ensure that your students
and their comments are kept private from the rest of the Internet community.
Diigo is a great tool for teachers to use to have students interact with
material and to share that interaction with classmates.
Best Practices for using Diigo tools
Tagging
Tool
Teachers or students can tag a website that
they want to bookmark for future reference.
Teachers can research websites or articles that
they want their students to view on a certain topic and tag them for the
students. This tool is nice when
researching a certain topic. The teacher can tag the websites that the students
should use eliminating the extra time of searching for the sites that would be
useful and appropriate for the project.Highlighting Tool
Diigo
highlighting tool allows the teacher or
student to
highlight in an article or a web page
.
1The key
concepts or vocabulary words could be
highlighted
to check for understanding.
Some students have problems determining
what
should be highlighted in an article or passage.
Teachers could use this tool to
demonstrate
how to correctly highlight and find the key points.
Sticky Notes
Tool
The sticky note tool is a great addition to the
tools of diigo. Students may add sticky notes to a passage as they are reading
it. The sticky notes could be used to make notes or ask questions by the
students.
Teachers could postition the sticky notes in
the passage for students to respond to various ideas as they are reading.
Students could use sticky notes to peer edit
and make comments on other student's work through Google docs.
These are just a few ideas of how to
apply the diigo tools to your teaching practices. Both students and teachers
benefit form using these tools. The variety of uses or practices give both
groups a hands on way of dealing with text while making it more efficient.
Bookmark/Snapsho
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diigo.com
page
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Source
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notify
me
Protected
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last edit by
cmh459
Sunday,
7:53 pm
-
36
revisions
Tags
none
About
diigo.com
Diigo or
Digest of
Internet Information, Groups and Other stuff is a social bookmarking
site
that allows its users to bookmark and tag websites. Users are also able
to
highlight information and put sticky notes
directly on the webpage as you are
reading it.
Your notes can be public which allows other users to view and
comment on
your notes and add their own or it can be private. Sites can be saved
and
stored for later reading and commenting. Users can also join groups with
si
Diigo or Digest of Internet Information, Groups and
Other stuff is a social bookmarking site that allows its users to bookmark
and tag websites
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page.
The key concepts or vocabulary words could be
highlighted to check for understanding
Diigo highlighting tool allows the teacher
or
student to highlight in an article or a web
page.
The key concepts
or vocabulary words could be
highlighted
to check for understanding
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page.
The key concepts or vocabulary words could be
highlighted to check for understanding.
Some students have problems determining what
should be highlighted in an article or passage. Teachers could use this tool to
demonstrate how to correctly highlight and find the key points.
Diigo highlighting tool allows the teacher
or
student to highlight in an article or a web
page.
Teachers or students can tag a website that
they want to bookmark for future reference.
Teachers can research websites or articles that
they want their students to view on a certain topic and tag them for the
students.This tool is nice when
researching a certain topic. The teacher can tag the websites that the students
should use eliminating the extra time of searching for the sites that would be
useful and appropriate for the project.
The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
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April 22, 2013
How to Improve Public Online Education: Report Offers a Model
By Charles Huckabee
Public colleges and universities, which educate the bulk of all American college students, have been slower than their counterparts in the for-profit sector to embrace the potential of online learning to offer pathways to degrees. A new report from the New America Foundation suggests a series of policies that states and public higher-education systems could adopt to do some catching up.
The report, "State U Online," by Rachel Fishman, a policy analyst with the foundation, analyzes where public online-education efforts stand now and finds that access to high-quality, low-cost online courses varies widely from state to state.
Those efforts fall along a continuum of organizational levels, says the report. At the low end of the spectrum, course availability, pricing, transferability of credit, and other issues are all determined at the institutional level, by colleges, departments, or individual professors, resulting in a patchwork collection of online courses that's difficult for stud
patchwork collection of online courses that's difficult for students to navigate.
they can improve their online-education efforts to help students find streamlined, affordable pathways to a degree.
"Taken together, these steps result in something that looks less like an unorganized collection of Internet-based classes, and more like a true public university."
I am always miffed at the people within Higher Ed who recognize that nothing about pedagogy has changed in 50 years except computers and PowerPoint but they still rationalize that nothing needs changed or fixed.
Educators looking together at student work using structures and guidelines ("protocols")
for reflecting on important questions about teaching and learning.">
This is a cached version of http://www.lasw.org/. Diigo.com has no relation to the site.x
#
February 2011 |
Volume
68
|
Number
5
Teaching
Screenagers
Pages
7-7
Screenagers: Making the Connections
Marge Scherer
"Education has to change. We can't pull kids into
learning
in school if they are engaged in a different
world outside school."
"If you don't know how to use technology in
class, you are
in trouble. But, of course, technology is a
double-edged sword. You can use it
poorly, or
you can use it well."
The principals speaking were two of the
candidates for the
ASCD Outstanding Young Educator Award, which will
be presented in March at
ASCD's Annual Conference in San Francisco. A
group of us were interviewing 13
finalists—both administrators and teachers—over
the course of a few weeks, and
we were
talking to them about their leadership, their creativity, their whole
child philosophy, their impact on student
achievement, and, of course, their
technology
use. All the educators spoke to us via Adobe ConnectPro, a two-way
technology that allowed us to see, hear, and
record them in their
schools—whether in New York, Oregon, the
Philippines, or places in between—while
they
viewed us in our meeting room in Alexandria, Virginia.
February 2011 |
Volume
68
|
Number
5
Teaching
Screenagers
Pages
7-7
Screenagers: Making the
Connections
Marge Scherer
"Education has to change. We can't pull kids
into
learning
in school
if they are engaged in a different
world
outside school."
"If you don't know how to use technology
in
class, you are
in
trouble. But, of course, technology is a
double-edged sword. You can use
it
poorly, or
you can
use it well."
The principals speaking were two of the
candidates for the
ASCD
Outstanding Young Educator Award, which will
be
presented in March at
ASCD's
Annual Conference in San Francisco. A
group of
us were interviewing 13
finalists—both administrators and
teachers—over
the course of a few weeks, and
we were
talking to
them about their leadership, their creativity, their whole
child philosophy, their impact on student
achievement, and, of course,
their
technology
use. All
the educators spoke to us via Adobe ConnectPro, a two-way
technology
that allowed us to see, hear, and
record
them in their
schools—whether in New York, Oregon, the
Philippines, or places in
between—while
they
viewed us
in our meeting room in Alexandria, Virginia.
February 2011 |
Volume
68
|
Number
5
Teaching
Screenagers
Pages
7-7
Screenagers: Making the
Connections
Marge Scherer
"Education has to change. We can't pull
kids
into
learning
in
school
if they are engaged in a
different
world
outside
school."
"If you don't know how to use technology
in
class, you
are
in
trouble.
But, of course, technology is a
double-edged sword. You can use
it
poorly,
or
you can
use it
well."
The principals speaking were two of
the
candidates for the
ASCD
Outstanding Young Educator Award, which
will
be
presented
in March at
ASCD's
Annual
Conference in San Francisco. A
group
of
us were interviewing 13
finalists—both administrators and
teachers—over
the course
of a few weeks, and
we
were
talking to
them about
their leadership, their creativity, their whole
child
philosophy, their impact on student
achievement, and, of course,
their
technology
use.
All
the educators spoke to us via Adobe ConnectPro, a
two-way
technology
that
allowed us to see, hear, and
record
them in
their
schools—whether in New York, Oregon,
the
Philippines, or places in
between—while
they
viewed
us
in our meeting room in Alexandria,
Virginia.
The importance of the distinction is this: As Digital Immigrants
learn - like all immigrants, some better than others - to adapt to their
environment, they always retain, to some degree, their "accent,"
that is, their foot in the past.
There are hundreds
of examples of the digital immigrant accent.
our Digital Immigrant
instructors, who speak an outdated language (that of the pre-digital age),
are struggling to teach a population that speaks an entirely new language
Digital Immigrant teachers assume that learners are the
same as they have always been, and that the same methods that worked for the
teachers when they were students will work for their students now. But
that assumption is no longer valid. Today's learners are different.
So what should happen?
Should the Digital Native students learn the old ways, or should their
Digital Immigrant educators learn the new?
methodology
learn to communicate in the language and style
of their students
it does mean going faster, less step-by step, more in parallel, with
more random access, among other thing
kinds of content
As educators, we need to be thinking about how to teach
both Legacy and Future content in the language of the Digital Natives.
Adapting materials to the language of Digital Natives has already been
done successfully. My own preference
for teaching Digital Natives is to invent computer games to do the job, even
for the most serious content.
"Why not make the learning into
a video game!
But while the game was easy for my Digital Native staff to invent,
creating the content turned out to be more difficult for the professors, who
were used to teaching courses that started with "Lesson 1 – the
Interface." We asked them instead to create a series
of graded tasks into which the skills to be learned were embedded. The professors
had made 5-10 minute movies to illustrate key concepts; we asked them to cut
them to under 30 seconds. The professors insisted that the learners to do
all the tasks in order; we asked them to allow random access. They wanted
a slow academic pace, we wanted speed and urgency (we hired a Hollywood script
writer to provide this.) They
wanted written instructions; we wanted computer movies. They wanted the traditional
pedagogical language of "learning objectives," "mastery",
etc. (e.g. "in this exercise you will learn"); our goal was to completely
eliminate any language that even smacked of education.
large mind-shift
required
We need to invent Digital Native methodologies for all
subjects, at all levels, using our students to guide us.
One of the best decisions our team made last summer was to pre-install Casper (5) profiles on all of our iPads. We pulled
the student IDs from our ASPEN (6) student
information system, logged each student into Casper and installed the four
profiles needed for our plan. The profiles took Safari web browser off the iPad.
As we progressed through the year, we discovered that these tools took a lot of
time to create something we were trying to move away from in the first place.
The reason for moving away from textbooks is that they offer a myopic vision of
a world that is ever-changing. Simply viewing a textbook on an iPad does not
change or innovate learning, nor does it use the iPad to its full potential. If
your plan is to digitize a standard textbook, save your money and renew your
textbook licenses.
This year we are incorporating K-12 digital portfolios along with revised
information and digital literacy standards. Every BPS student will have a Google
Apps for Education account that they will use in conjunction with the Blogger (15) application
to begin creating their Life of Learning portfolio
Begrundelser for anvendelsen af iPads i undervisningen bevæger sig fra en forestilling om at erstatte tekstbøger til en forestilling om at kunne lærerne kan samarbejde med eleverne i skyen ved hjælp af værktøjer, der automatisk synkroniserer med eleverns iPads
The students that make it into help desk are those who not only enjoy working
with technology in an educational context, but have a desire to serve, support
and possibly solve problems in the school on a daily basis.
.
Aside from simply troubleshooting, our
students help their former teachers at the middle and elementary levels as well
as create how-to scripts and videos for students, faculty and the Burlington
community. Our students have not only helped within the BPS community, but have
helped our Tech Team organize two major conferences in the past year:
You can have the most precisely calculated plan in place before you launch, but
if you don't have the right support in place, your launch may stumble. I regard
our IT department as one of the best I have ever worked with. I say this in all
sincerity because I do "work with" this team. These guys not only manage a
robust infrastructure, but they take part in the educational conversation and
give our staff the best tools to create dynamic, engaging classrooms.
Teknisk support er en del af løsningen og de skal deltage i den løbende pædagogisk/didaksike debet
However, we must work to incorporate information and digital literacy standards
into the K-12 curriculum as early as possible. Students in Kindergarten should
understand what it means to be nice to someone and how that will translate to
writing and living on the Web. As students grow up through the educational
pathways, they must be exposed to new and emerging technologies as early as
possible in a safe, responsible manner. By doing so, we are preparing them for a
global economy that requires these skills.
Our middle school is adding character education to the arts and humanities curriculum. Teaching students at a young age to be thoughtful and responsible with technology will make it a much better experience inside the classroom.
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
"This chapter offers a case study for using apps scripts to facilitate assessment of student learning and to automate the creation of student feedback reports."
"This section gives one or two ideas for monologues suitable for use in auditions, plus suggestions for alternatives. It provides material for men, women, young people and under 12s."
Teaching Wikipedia in 5 Easy Steps:
*Use it as background information
*Use it for technology terms
*Use it for current pop cultural literacy
*Use it for the Keywords
*Use it for the REFERENCES at the bottom of the page!
4 ways to use Wikipedia (hint: never cite it)
Teachers: Please stop prohibiting the use of Wikipedia
20 Little Known Ways to Use Wikipedia
Study: Wikipedia as accurate as Encyclopedia Britannica
Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006
And:
Yes students, there’s a world beyond Wikipedia
**Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response.
Nature compared articles from both organizations on various topics and sent them to experts to review. Per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia.
-0-
Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our
Higher Education
page. Bookmark it!
var entrycat = '
'
By Valerie Strauss
|
05:00 AM ET, 09/07/2011
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Excellent perspective on "The 'W' Word" - use it wisely for what it is - high school and college kids shouldn't be citing any general knowledge encyclopedias for serious research - but that doesn't mean there aren't some excellent uses for it.
<div class="greet_block"><div
class="greet_text"><div class="greet_image"><img
src="http://randyrodgers.edublogs.org/wp-content/plugins/wp-greet-box/images/rss_icon.png"/></div>Hello
there! If you are new here, you might want to <a
href="http://randyrodgers.edublogs.org/feed/rss/"
rel="nofollow"><strong>subscribe to the RSS
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class="greet_block_powered_by"><a
href="http://omninoggin.com/projects/wordpress-plugins/wp-greet-box-wordpress-plugin/">Powered
by Greet Box</a></div></div></div><div
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One concern I have heard expressed by teachers with regard to the use of
video sites such as YouTube,
TeacherTube, etc. in the classroom is that students tend to
Thank you, Jennifer, for sharing your process on digital storytelling. I teach middle school English and am not as tech-savvy as you, but I know the value of a well-planned multimedia project for students. I am inspired to plan out a similar project, now that I see how to do it. I like that they create a storyboard and script to emphasize the "meat" of their project and not the glitzy stuff. Their narrated videos are quite impressive. Your students are lucky to have you!
Thanks Irene! The students did such an amazing job. You really don't have to be tech-saavy to employ this in your classroom. The software is already so user-friendly. The person who taught me how to do this was an English teacher - she would use it with poetry, so that students would have to emphasize emotion in their reading. Very effective!
Jennifer, this is wonderful! I love how you give your students choices of which app to use and how you place the onus on them to learn it and to troubleshoot on their own. This is something that I teach in my computer classes because students have to acquire and feel comfortable with that skill. Thanks!
"This Public Service Announcement (PSA) was produced in 1995 by the 5th grade students at Ray Bjork school in Helena Montana. All the Internet possibilities mentioned in the script are today a reality. The production won a local ADDY Award in 1996 for Best PSA."
Group assignment via Excel file (.xls file with programming scripts - need to turn security settings to low); provides diversity within each group based on characterizations of each student; can also generate sequences of up to 10 successive group assignments (e.g., keep students apart who have been together in any group before).
When a comprehensive assessment program at the classroom level balances student achievement information derived from both summative and formative assessment sources, a fuller picture of where a student is relative to established learning targets and standards emerges."> This is a cached version of http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx. Diigo.com has no relation to the site.position:absolute;right:20px;top:5px;color
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
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
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?
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.
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
Use Google Drive to create a grade book, using your favorite spreadsheet grading rubric and a script contained here that will let your students see their individual grade reports via their Gmail login.
Pointing students to data buckets and conduits we've already made for them won't do. Templates and training wheels may be necessary for a while, but by the time students get to college, those aids all too regularly turn into hindrances. For students who have relied on these aids, the freedom to explore and create is the last thing on their minds, so deeply has it been discouraged. Many students simply want to know what their professors want and how to give that to them.
This is why the gradual release of responsibility is so important at all levels of education. While some meta-responsibilities need to be unloaded onto the learner at a very young age (scheduling and structuring work time, note taking, reflection, etc.), other tasks and scripts for learning within the context of a specific discipline can be scaffolded and then released to the learner throughout K-12.
y (lab) is designed to help students
to learn the critical distinctions between what happens to chromosomes
during mitosis vs meiosis. Students manipulate pipe-cleaner chromosomes
on a template showing stages of
Elizabeth,
I do a similar activity with my students, and this year we are using a flip video camera to create a movie of the phases. Students will move the chromosomes, narrate from a summary script that they have written for each phase, and then put the clips together to make the video. They love to watch and listen to their explanations, and the videos can be used as a review.
My group for my grad class, "Learning with the Internet" created this wiki about using and implementing Diigo in the classroom.
