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
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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
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me
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last edit by
cmh459
Sunday,
7:53 pm
-
36
revisions
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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.
Early EFL: Leahn is located in Spain, where she works as a freelance language assistant teacher and as a teacher trainer in workshops for primary and secondary school teachers.
Box of Chocolates: Join this EFL teacher from Recife, Brazil, who is very passionate about teaching
Neslihan Durmusoglu: This blog reflects on the world of EFL and about being a 21st-century learner and teacher.
Reflections of a Teacher and Learner: David teaches kids at a private college in Turkey and he also is a distance student on the University of Manchester’s MA in EdTech & TESOL programme
An A-Z of ELT: This blog is managed by the man who wrote An A-Z of ELT in 2006, Scott Thornbury.
Authentic Teaching: This blogger has taught EFL in Brazil, and taught ELT for several years as well. He now is earning an MA in Education in London
Jeremy Harmer’s Blog: Jeremy is a writer and teacher/teacher-trainer for English to speakers of other languages, and he blogs about presentation.
Marisa Constantinides — TEFL Matters: This blogger runs CELT Athens, a teacher development center based in Greece.
Shaun Wilden’s Blog: Shaun has been involved in English language teaching for almost twenty years. He also maintains several online teaching sites including ihonlinetraining.net.
So this is English… This blog is filled with ideas, thoughts, discoveries, feedback and more about the teaching and learning of English.
Teaching Village: Barbara is an English teacher currently living in Kitakyushu, Japan, and using Web 2.0 tools and virtual worlds.
Technology and teaching - two words that seem to fit together perfectly today for most teachers and learners. So much so that a slew of new blogs have come on board to talk about education technology - or, edTech. This list of the 50 best education technology blogs are not inclusive, as there are so many new blogs available; however, if you look at links provided by many of these blogs to other edTech blogs, you may learn about even more blog that you aren't reading yet.
Web application(networked studentcomponent)
Tool usedin test case
Student activitylevel of structure
Social bookmarking (RSS)
Delicioushttp://delicious.com/
Set up the account
Subscribe to each others accounts
Bookmark and read 10 reliable websites that reflect the content of chosen
topic
Add and read at least 3 additional sites each week.
News and blog alert (RSS)
Google Alerthttp://www.google.com/alerts
Create a Google Alert of keywords associated with selected topic
Read news and blogs on that topic that are delivered via email daily
Subscribe to appropriate blogs in reader
News and blog reader (RSS)
Google Readerhttp://reader.google.com
Search for blogs devoted to chosen topic
Subscribe to blogs to keep track of updates
Personal blog (RSS)
Bloggerhttp://www.blogger.com
Create a personal blog
Post a personal reflection each day of the content found and experiences
related to the use of personal learning environment
Students subscribe to each others blogs in reader
Internet search (information management, contacts, and synchronous
communication)
Google Scholarhttp://scholar.google.com/
Conduct searches in Google Scholar and library databases for
scholarly works.
Bookmark appropriate sites
Consider making contact with expert for video conference
Podcasts (RSS)
iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html
Search iTunesU for podcasts related to topic
Subscribe to at least 2 podcasts if possible
Video conferencing (contacts and synchronous communication)
Skypehttp://www.skype.com
Identify at least one subject matter expert to invite to Skype with
the class.
Content gathering/ digital notebook
Evernotehttp://evernote.com/
Set up account
Use Evernote to take notes on all content collected via other
tools
Content synthesis
Wikispaceshttp://www.wikispaces.com
Post final project on personal page of class
wiki
The process and tools are overwhelming to students if presented all at once.
As with any instructional design, the teacher determines the pace at which the
students best assimilate each new learning tool. For this particular project, a
new tool was introduced each day over two weeks. Once the construction process
was complete, there were a number of personal web page aggregators that could
have been selected to bring everything together in one place. Options at the
time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These
sites offer a means to compile or pull together content from a variety of web
applications. A web widget or gadget is a bit of code that is executed within
the personal web page to pull up external content from other sites. The students
in this case designed the personal web page using the gadgets needed in the
format that best met their learning goals. Figure 3 is an instructor example of
a personal webpage that includes the reader, email, personal blog, note taking
program, and social bookmarks on one page.
The personal learning environment can take the place of a traditional
textbook, though does not preclude the student from using a textbook or
accessing one or more numerous open source texts that may be available for the
research topic. The goal is to access content from many sources to effectively
meet the learning objectives. The next challenge is to determine whether those
objectives have been met.
Figure 3: Personal web page compiles learning tools
Table 2: Personal learning environment toolset
Web application
(networked student
component)
Tool used
in test
case
Student activity
level of
structure
Social bookmarking (RSS)
Delicious
http://delicious.com/
Set up the account
Subscribe to each others accounts
Bookmark and read 10 reliable websites that
reflect the content of chosen
topic
Add and read at least 3 additional sites each
week.
News and blog alert (RSS)
Google Alert
http://www.google.com/alerts
Create a Google Alert of keywords associated with selected topic
Read news and blogs on that topic that are
delivered via email daily
Subscribe to appropriate blogs in
reader
News and blog reader (RSS)
Google Reader
http://reader.google.com
Search for blogs devoted to chosen topic
Subscribe to blogs to keep track of
updates
Personal blog (RSS)
Blogger
http://www.blogger.com
Create a personal blog
Post a personal reflection each day of the
content found and experiences
related
to the use of personal learning environment
Students subscribe to each others blogs in
reader
Internet search (information management,
contacts, and synchronous
communication)
Google Scholar
http://scholar.google.com/
Conduct searches in Google Scholar and library databases for
scholarly
works.
Bookmark appropriate sites
Consider making contact with expert for video
conference
Podcasts (RSS)
iTunesU
http://www.apple.com/itunes/
whatson/itunesu.html
Search iTunesU for podcasts related to topic
Subscribe to at least 2 podcasts if
possible
Video conferencing (contacts and synchronous
communication)
Skype
http://www.skype.com
Identify at least one subject matter expert to invite to Skype with
the class.
Content gathering/ digital notebook
Evernote
http://evernote.com/
Set up account
Use Evernote to take notes on all content collected via other
tools
Content synthesis
Wikispaces
http://www.wikispaces.com
Post final project on personal page of
class
wiki
The process and tools are overwhelming to
students if presented all at once.
As with
any instructional design, the teacher determines the pace at which the
students best assimilate each new learning tool.
For this particular project, a
new tool
was introduced each day over two weeks. Once the construction process
was complete, there were a number of personal
web page aggregators that could
have been
selected to bring everything together in one place. Options at the
time
included iGoogle, PageFlakes, NetVibes, and Symbaloo. These
sites
offer a means to compile or pull together content from a variety of web
applications. A web widget or gadget is a bit of
code that is executed within
the
personal web page to pull up external content from other sites. The
students
in this case designed the personal web page
using the gadgets needed in the
format
that best met their learning goals. Figure 3 is an instructor example of
a
personal webpage that includes the reader, email, personal blog, note
taking
program, and social bookmarks on one
page.
The personal learning environment can take the
place of a traditional
textbook, though does not preclude the student
from using a textbook or
accessing one or more numerous open source texts
that may be available for the
research
topic. The goal is to access content from many sources to effectively
meet the learning objectives. The next challenge
is to determine whether those
objectives have been met.
AssessmentThere were four components of the assessment process for this
test case of the Networked Student Model: (1) Ongoing performance
assessment in the form of weekly assignments to facilitate the construction and
maintenance of the personal learning environment, (2) rubric-based assessment of
the personal learning environment at the end of the project, (3) written essay,
and (4) multimedia synthesis of topic content.
Points were earned for meeting the following requirements:
Identify ten reliable resources and post to social bookmarking account. At
least three new resources should be added each week.
Subscribe and respond to at least 3 new blogs each week. Follow these blogs
and news alerts using the reader.
Subscribe to and listen to at least two podcasts (if available).
Respectfully contact and request a video conference from a subject matter
expert recognised in the field.
Maintain daily notes and highlight resources as needed in digital notebook.
Post at least a one-paragraph reflection in personal blog each day.
At the end of the project, the personal learning environment was
assessed with a rubric that encompassed each of the items listed above.
The student's ability to synthesise the research was further evaluated with a
reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the
essay requirement was one more avenue through which the students demonstrated
higher order learning. The personal blog provided an opportunity for regular
reflection during the course of the project. The essay was the culmination of
the reflections along with a thoughtful synthesis of the learning experience.
Students were instructed to articulate what was learned about the selected topic
and why others should care or be concerned. The essay provided an overview of
everything learned about the contemporary issue. It was well organised,
detailed, and long enough to serve as a resource for others who wished to learn
from the work. As part of a final exam, the students were required to access the
final projects of their classmates and reflect on what they learned from this
exposure. The purpose of this activity was to give the students an additional
opportunity to share and learn from each other.
Creativity is considered a key 21st century skill (Partnership for 21st
Century Skills, 2009). A number of emerging web applications support the
academic creative process. Students in this project used web tools to combine
text, video, audio, and photographs to teach the research topics to others. The
final multimedia project was posted or embedded on the student's personal wiki
page.
Analysis and assessment of student work was facilitated by the very
technologies in use by the students. In order to follow their progress, the
teacher simply subscribed to student social bookmarking accounts, readers, and
blogs. Clicking through daily contributions was relatively quick and efficient.
Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
If you are fearful of Facebook and MySpace then you need to create an Edmodo account. Edmodo was designed specifically for educational purposes. You must be a teacher, student, or parent to gain access. It allows you all the amenities of those other social networking sites but with a lot more security/privacy.
Yes, it is free and you can manage student accounts. It is only open to those you invite in and only educators may obtain an account. You may monitor and moderate all conversations, administer quizes, embed media, etc. The groups feature is very effective and you may grant access to your group to other classes. We just had 700+ students interacting in a global collaboration project, Digiteen.
Students do not need an email address to use Edmodo, so under 13 is OK for CIPA. It looks much like Facebook, so kids love it and parents need some education on it as they fear it at first. Parents can get monitoring access so they may monitor their child's activity. It is a great tool to show parents how social media is used in education.
Practice logs can promote these helpful activities.
Such logs can show how often teachers use a new practice, how it worked, what
problems occurred, and what help they needed (Sparks, 1998).
Perfect use for reflective blogging on the teacher's part.
Professional development for technology use should demonstrate
projects in specific curriculum areas and help teachers integrate technology
into the content.
Specific content can help
teachers analyze, synthesize, and structure ideas into projects that they can
use in their classrooms (Center for Applied Special Technology, 1996).
The best integration
training for teachers does not simply show them how to add technology to their
what they are doing. "It helps them learn how to select digital content based
on the needs and learning styles of their students, and infuse it into the curriculum
A professional development curriculum that
helps teachers use technology for discovery learning, developing students' higher-order
thinking skills, and communicating ideas is new and demanding and thus cannot
be implemented in isolation (Guhlin, 1996)
teachers need access to follow-up discussion and collegial activities
The only way
to ensure that all students have the same opportunities is to require all teachers
to become proficient in the use of technology in content areas to support student
learning.
An effective professional development program
provides "sufficient time and follow-up support for teachers to master new content
and strategies and to integrate them into their practice,
teachers need time to plan, practice
skills, try out new ideas, collaborate, and reflect on ideas
The technology used for professional development
should be the same as the technology used in the classroom. Funds should be
available to provide teachers with technology that they can use at home or in
private to become comfortable with the capabilities it offers.
he Commission
suggests partnering with universities and forming teacher networks to help provide
professional development activities at lower cost.
This was well before development of Personal Learning Networks (PLNs)! Twitter, Facebook, Ning, and such all provide opportunities to make this idea happen.
consists of three types: preformative evaluation, formative
evaluation, and summative evaluation.
Preformative evaluation
formative evaluation,
summative evaluation,
Such a program gives teachers the skills
they need to incorporate the strengths of technology into their lesson planning
rather than merely to add technology to the way they have always done things.
School administrators may not provide adequate time and resources for high-quality
technology implementation and the associated professional development. They
may see professional development as a one-shot training session to impart skills
in using specific equipment. Instead, professional development should be considered
an ongoing process that helps teachers develop new methods of promoting engaged
learning in the classroom using technology.
That's why so many of us have to seek out PD opportunities both on and offline on our own time, past the meetings and opportunities provided by our school.
I know I'm going to get pushback on this, but I think one of the major problems we face in cultivating great teachers is that we don't pay enough attention, especially in K-12, to the learning of the teacher.
So many great points by veteran teachers - one with over 50 years of teaching experience - on what makes a great teacher - not just the quality, but the process of becoming/sustaining excellence in teaching
"What are the best apps for teachers? We asked TED-Ed Innovative Educators and the TED-Ed community. Below, 25 awesome apps recommended for teachers, by teachers."
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:
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
.connect_widget .connect_widget_text .connect_widget_connected_text a {display:block;}
#center {overflow:visible;}
/*.override-width iframe {width:274px !important;}*/
Tumblr
Reddit
Stumbleupon
Digg
Delicious
LinkedIn
http://platform.twitter.com/widgets/tweet_button.html#_=1315504289567&count=horizontal&counturl=http%3A%2F%2Fwww.washingtonpost.com%2Fblogs%2Fanswer-sheet%2Fpost%2F
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.
Using Twitter is a brilliant way for teachers to connect to their students, classroom parents, and the global community. If you are a teacher, you can use Twitter in a variety of ways, from staying updated on new trends in education to encouraging idea sharing in the classroom. The following list of tips can help you get the most out of your Twitter experience.
I recently had a teacher declare that Twitter was "a waste of time" during one of our meetings. It's good to see resources that will help our teachers understand the value of tools like Twitter.
"Conversation is
key
. Sawyer succinctly
explains this principle: "Conversation leads to flow, and flow leads to
creativity." When having students work in groups, consider what will spark rich
conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found
that rich conversation precedes and ignites flow more than any other
activity.1 Tasks that require (or force) interaction
lead to richer collaborative conceptualization.
Set a clear but
open-ended goal
.
Groups produce the richest ideas when they have a goal that will focus their
interaction but also has fluid enough boundaries to allow for creativity. This
is a challenge we often overlook. As teachers, we often have an idea of what a
group's final product should look like (or sound like, or…). If we put
students into groups to produce a predetermined outcome, we prevent creative
thinking from finding an entry point.
Try not announcing time
limits.
As teachers we
often use a time limit as a "motivator" that we hope will keep group work
focused. In reality, this may be a major detractor from quality group work.
Deadlines, according to Sawyer, tend to impede flow and produce lower quality
results. Groups produce their best work in low-pressure situations. Without a
need to "keep one eye on the clock," the group's focus can be fully given to the
task.
Do not appoint a group
"leader."
In research
studies, supervisors, or group leaders, tend to subvert flow unless they participate as an
equal, listening and
allowing the group's thoughts and decisions to guide the
interaction.
Keep it
small.
Groups with the
minimum number of members that are needed to accomplish a task are more
efficient and effective.
Consider weaving
together individual and group work.
For additive tasks-tasks in whicha group is
expectedtoproduce a list, adding one idea to another-research suggests that
better results develop
Writing becomes authentic and important because it is something that a 'real' audience is going to see!
The cool thing about this is that family members can far more easily be involved in her learning and in providing regular feedback than they could be if her writing was only contained in the traditional paper journal.
What an easy way to have parental involvement! This would solve some of that issue of parents not knowing what their children are doing at school or what is going on when the child gets older and more close-lipped.
Don't we ALL benefit from somebody interacting with us and commenting on our thinking?
Grandparents and other relatives rarely have an opportunity to observe or see what their grandchildren are doing in school. The student blogs also allows them to be a part of our classroom community.
Looked at this class blog. Wouldn't this be a wonderful exercise? The teacher could blog, the students could blog on personal level but also have a class blog which is a place for inspiration for writing exercises (thinking like a language arts/writing/reading teacher here) when students don't have their own inspiration/focus for creative writing.
This blog would also be a great place to steal ideas! :)
When I visit with teachers and suggest they have students create a web site or blog as an educational tool, often the teacher will tell me he/she doesn't have time to read/monitor that. However, most teachers have students complete writing assignments and turn them in for a grade - lab reports, essays, reports, etc. So, wouldn't this also be a way for students to create such assignments?
This article shows the versatility of the 3rd grade students' blogs - one reported on planet studied, one on animal, etc. So, it wouldn't have to just be a place for creative writing/online writer's notebook!
Teachers learn from their experience, from their colleagues, from their
students, and any number of other resources. If you are a teacher looking for
ways to expand your knowledge base, here are 100 free lectures you can watch to
help facilitate some of that learning.
Great teachers know that learning doesn't stop as soon as you graduate from college. Teachers learn from their experience, from their colleagues, from their students, and any number of other resources. If you are a teacher looking for ways to expand your knowledge base, here are 100 free lectures you can watch to help facilitate some of that learning.
Recently I read on the oz-teachers mailing list a warning for teachers about using social networking sites unprofessionally. This UK article, suggests that teachers should be cautious of what they post online and check what information is available about them. Teachers are warned that schools are scouring social networking sites and googling potential candidates for school positions.
This warning is not of concern to me. I am very wary about thinking before posting. I use Facebook in a limited way, while using Twitter for entirely professional reasons.
the attitude of professional privacy is not conducive to professional development
Build relationships
Observe the best
Ask questions
Share
Come prepared
preparation sparks much deeper conversation, more complete answers and better solutions. For informal collaborations, before I attempted to try out any new idea, I would ask one of my esteemed colleagues what they thought of it. In terms of assessments, the easiest way to improve the validity of the assessment is to have a colleague or group of colleagues review it.
develop a list of "how to" and "why for" questions regarding student data, instruction, discipline, etc.
bring my list of questions pertinent to the agenda in order to pick the groups' collective brain for answers.
one of the reasons that schools do not improve as fast as we would like them to is that when teachers get together for a purpose, rarely has research been done by the teachers, neither have ideas been mapped out prior to the meeting.
teachers, when it comes to their performance in the classroom, tend to stick to themselves.
But many advocates of this technology (myself included), see IWBs as genuine means of bringing more interactivity, more student-focus into classrooms of traditional teachers
What we don't want to forget is that someone who is coaching a teacher is not really looking for "good technology use" but for just good educational practices. Having an IWB is not going to change a lecturer into something else.
Any item in the Instruction domain can be enhanced using an IWB.
just because a teacher has an IWB doesn't mean it has to be used every minute of the day. And yes, a teacher can create truly interactive lessons without using any technology whatsoever.
use the SmartNotebook software that works with the hardware to organize materials, to find and share lessons, and to seamlessly blend multimedia into lessons.
While popular (2007, 2010, interactive white boards (IWBs) are controversial even (or especially) among technology enthusiasts. The major complaint is that the use of these devices reinforces the "sage on the stage" teaching methodology. "The IWB is little more than a fancy overhead projector and its touch sensitive screen is only used to save the teacher a couple steps back to the computer to change a slide."
Blog post that articulates some of the best practices for incorporating an interactive white board (IWB), like a SMART Board, into your classroom in meaningful and instructionally sound ways.
Great article on how pedagogy has shifted and the emergence of modern skills and literacies.
Dr. Gil Perl:" It's the teacher - whether new to the profession or seasoned veteran - who recognizes that the world is changing and that teachers ought to be on the forefront of understanding that change. It's the teacher who has a burning desire to learn more and do more, while being open to reflection and redirection. It's the teacher who encourages his students to take intellectual and emotional risks and models such by extending himself beyond his own comfort zone. It's the educator who embraces the idea that her job is not to teach, but to help students learn"
Science Fix I is a teacher blog created by a middle school science teacher to share their favorite demos done in class. Some cool useful videos here (examples include activation energy, water electrolysis, flaming gummy worm, Newton's 3rd law, etc)
I say in this interview that the only way we can learn is by doing and to do that we must practice constantly. Schools rarely teach doing, mostly teaching abstract theories that will never matter to 99% of the population.
So, my advice. Know what matters to you. Learn that. Temporarily memorize nonsense if you want to graduate but have a proper perspective on it. Nothing you learn in high school will matter in your future life.
"I believe that every single subject taught in high school is a mistake. What I write here will infuriate teachers, but teachers are not my enemy. It isn't their fault. They are cogs in a system over which they have no control. I believe there are many great teachers, and I believe that teaching and teachers are very important."
My group for my grad class, "Learning with the Internet" created this wiki about using and implementing Diigo in the classroom.
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