How does the releaseof iOS 5 impact you?
Multitouch gestures, Notification Center, an upgraded Safari browser,
Newstand and more. iOS 5 comes with over 200 new features. Which ones will you
use most - both personally and professionally?
Share your opinions...
News & Views
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Using an iPad as a Document Camera
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xg.addOnRequire(function () {
x$('.module_video').mouseover(function () { x$(this).find('.video-facebook-share').show(); })
.mouseout(function () { x$(this).find('.video-facebook-share').hide(); });
});
#iPadEd on Twitter
Use the hashtag #iPadEd to tweet with network members
//
iPads in Education Tweets
SamGliksman RT @kcalderw: Last call for
participants for an iPad in Edu survey for Masters class. Looking for teachers
who use them. #ipadchat #ipaded4 hours ago ·
reply · retweet · favorite
buddyxo Coding on the iPad: http://t.co/J55XxcXl. Looki
Finally, the goal of this community is to promote innovation in education
through the use of technology. The site is not sponsored by Apple nor does it
endorse the use of any specific technology or product.
Finally, the goal of this community is to promote
innovation in education
through the use of technology. The site is not
sponsored by Apple nor does it
endorse the use of any specific technology or
product.
Tablet computing and mobile devices promise to have a dramatic impact on
education. This Ning network was created to explore ways iPads and other
portable devices could be used to re-structure and re-imagine the processes of
education.
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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#center {overflow:visible;}
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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.
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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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.
"AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15.
05.04.15
TIME OF PUBLICATION: 7:00 AM.
7:00 AM
INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION
Click to Open Overlay Gallery
Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED
SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it.
At the same time, you're thinking: this school is kind of weird.
On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about.
Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say.
And so, if you are truly fed up with the school stat
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.
with complete confidence. Our online trainings show you how.
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Common Sense Media announced plans to create a digital driver’s license, an
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Internet safety FREE curriculum and implementation guides. The site has admin, teacher, and student resources. Digital Passport is one of the Internet Safety programs available.
Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
What I see in these is that many of these we should be doing already.
AEA PD Online Website
HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE
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Iowa Online Teaching Standards
Composed from Iowa Teaching Standards and Other Resources
1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
• Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
• Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
• Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
• Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
• Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
• Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
• Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
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.
Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations
Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading").
Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2]
Adults need to know the reason for learning something (Need to Know)
Experience (including error) provides the basis for learning activities (Foundation).
Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept).
Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness).
Adult learning is problem-centered rather than content-oriented (Orientation).
Adults respond better to internal versus external motivators (Motivation).
The term has been used by some to allow discussion of contrast between self-directed and 'taught' education
Andragogy
From Wikipedia, the free encyclopedia
Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings:
1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults.
2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning.
3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'.
The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig.
Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles.
Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading").
Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2]
Adults need to know the reason for learning something (Need to Know)
Experience (including error) provides the basis for learning activities (Foundation).
Adults need to be
Really not seeing the difference in how children and adults learn here. I have heard the term first about 20 or more years ago. From this definition the principals behind it are no different from those behind what a good learning environment is for all ages. What changes is the content not that the student, regardless of age, leads in their own learning facilitated by a trained practitioner.
"Andragogy" is another sexist term, using "andro" = male to stand for all humanity. Why wouldn't it by called "Gynogogy"? Can't we use a different term? Bring the concept up-do-date from 1833?
Andragogy
From Wikipedia, the free encyclopedia
Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings:
1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults.
2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning.
3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'.
The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig.
Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles.
Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading").
Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2]
Adults need to know the reason for learning something (Need to Know)
Experience (including error) provides the basis for learning activities (Foundation).
Adults need to be
Andragogy
From Wikipedia, the free encyclopedia
Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings:
1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults.
2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning.
3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'.
The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig.
Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles.
Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading").
Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2]
Adults need to know the reason for learning something (Need to Know)
Experience (including error) provides the basis for learning activities (Foundation).
Adults need to be
ClassPeriodSectionDaysRoomSemester
Computer Information & Technology
1
1A,B167S1, S2
Computer and Information Technology
2
1B314S1, S2
Computer and Information Technology
3
2B314S1, S2
Computer Applications
4
1A,B314S1, S2
to
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The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it.
The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it.
Rubbish. Teachers need to teach. These vacuous ideas that students know as much as teachers and we all teach each other have led to a dangerous decline in educational standards in the West. People do not process in a vacuum; they need to know the content before they can engage in that 'higher-order thinking' Blooms gunk. These theories are an excuse for teachers who don't know their subjects to feel less shamed at their ignorance.
The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it.
The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
Category:
Education
Tags:
informl
The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it.
The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
Category:
Education
Tags:
informl
The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
Do you speak/teach from a pulpit?
Take a look at "No More Learners" What was your first thought(s) when viewing this?
Does 'talking down' to learners go on? Perhaps it goes on some; but, I don't think a great deal today.
Who out there thinks they are or were ever in the pulpit? I was in the 70's and changed in 80's. There are too many smarter learners out there.
Please consider leaving your IMHO comment as a note.
The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
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Monday, June 21, 2010
Measure
the Impact of Asteroids & Atomic Bombs
Carlos Labs, a data
architecture and data integration firm in Australia, has developed two Google
Maps-based widgets that demonstrate the range of atomic weapons and the size of
areas that could be affected by asteroid impacts.Ground
Zero
size of an area that
TimeMaps is best
described as a mash-up of encyclopedia
This is a cool article!!! I like to use exclamation points to show my enthusiasm!!!!!
the new version of Google Earth is now a core component of G Suite for Education. This means that your students will be able to use Google Earth with the same account that they use for Google Drive, Classroom, Keep, and other core G Suite components.
Continuously upgrade educators' classroom technology skills as a pre-requisite
of "highly effective" teaching
Home
Advocacy
Top Ten in '10: ISTE's Education Technology Priorities for 2010
Through a common focus on boosting student achievement and closing the
achievement gap, policymakers and educators alike are now reiterating their
commitment to the sorts of programs and instructional efforts that can have
maximum effect on instruction and student outcomes.
This commitment requires a keen understanding of both past accomplishment and
strategies for future success. Regardless of the specific improvement paths a
state or school district may chart, the use of technology in teaching and
learning is non-negotiable if we are to make real and lasting change.
With growing anticipation for Race to the Top (RttT) and Investing in
Innovation (i3) awards in 2010, states and school districts are seeing increased
attention on educational improvement, backed by financial support through these
grants.
As we think about plans for the future, the International Society for
Technology in Education (ISTE) has identified 10 priorities essential for making
good on this commitment in 2010:
1.
Establish technology in education as the
backbone of school improvement
. To truly improve our schools for the
long term and ensure that all students are equipped with the knowledge and
skills necessary to achieve in the 21st century, education technology must
permeate every corner of the learning process. From years of research, we
know that technology can serve as a primary driver for systemic school
improvement, including school leadership, an improved learning culture and
excellence in professional practice. We must ensure that technology is at the
foundation of current education reform efforts, and is explicit and clear in its
role, mission, and expected impact.
2.
Leverage education technology as a gateway
for college and career readiness
. Last year, President Obama established
a national goal of producing the highest percentage of college graduates in the
world by the year 2020. To achieve this goal in the next 10 years, we must
embrace new instructional approaches that both increase the college-going rates
and the high school graduation rates. By effectively engaging learning
through technology, teachers can demonstrate the relevance of 21st century
education, keeping more children in the pipeline as they pursue a rigorous,
interesting and pertinent PK-12 public education.
3.
Ensure technology expertise is infused
throughout our schools and classrooms.
In addition to providing all
teachers with digital tools and content we must ensure technology experts are
integrated throughout all schools, particularly as we increase focus and
priority on STEM (science-technology-engineering-mathematics) instruction and
expand distance and online learning opportunities for students. Just as we
prioritize reading and math experts, so too must we place a premium on
technology experts who can help the entire school maximize its resources and
opportunities. To support these experts, as well as all educators who
integrate technology into the overall curriculum, we must substantially increase
our support for the federal Enhancing Education Through Technology (EETT)
program. EETT provides critical support for on-going professional
development, implementation of data-driven decision-making, personalized
learning opportunities, and increased parental involvement. EETT should be
increased to $500 million in FY2011.
4.
Continuously upgrade educators' classroom
technology skills as a pre-requisite
of "highly
effective" teaching
. As part of our nation's continued push to ensure
every classroom is led by a qualified, highly effective teacher, we must commit
that all P-12 educators have the skills to use modern information tools and
digital content to support student learning in content areas and for student
assessment. Effective teachers in the 21st Century should be, by definition,
technologically savvy teachers.
5. Invest in pre-service education
technology
This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac.
the theme of “Trust and Regulation”
my Canadian values of equality, diversity, safety and choice
high degree of trust for teachers, administrators and district decision makers
Our regulations are meant to encourage equality and diversity, choice, opportunity, innovation – fundamental values in our society.
In contrast to many of the other countries represented, our Canadian context was unique in that the regulations (organizations, federations, policies, curriculum) imposed actually tie in Trust and Relationship building and partnerships as key factors to increase capacity building with a wide range of stakeholders.
We need our profession to be respected, which includes paying us well, treating us fairly, supporting us with resources, nurturing our learning and leadership opportunities
systems of education can achieve and can be highly ranked without the use of formalized testing
We need to feel safe to make mistakes because we too are learners, especially in a profession that is changing so drastically in the 21st Century
We need to feel trusted and with that, we want our skills, our education, our talents and our passions to be respected so we -together – can become the creators of our own pedagogies
these passionate and experienced leaders agreed that such tests don’t work when used to rate, or punish teachers
can even sometimes do more harm then good
such tests are not always authentic
First and foremost, teacher voice needs to be heard and respected
As principals, we need to empower our teachers and community
the importance of the teacher/principal relationship came up over and over and over
Trust – allows me to teach in my style, developing my own curriculum
I wonder if there is a correlation between that supportive, trusting principal and the fact that we have incredibly dynamic teachers here, at Van Leer from all over the globe
We too need to think different because change can start with us
We need to make our voices heard by be socially active
By sharing and reflecting our learning openly and even by sometimes being vulnerable and asking for help and challenging the status quo
we need to recognize that our learning environments are changing and are very different from how we were once trained and educated
We need to remind our leaders that we are not just teachers of academics but we teach the whole person
Many of us struggle, without supports – to help impoverished families, students with mental health disabilities, learning disabilities, students that speak a different language, large class sizes, violence, inequalities
The conference in Jerusalem, Israel that Van Leer hosts each year is intended to encourage professional dialogue among educators, academics, representatives of the Third Sector, and policymakers from diverse areas and places in Israel and abroad. This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac.
With the theme of "Trust and Regulation" at the center of our discussions, it did not take long to realize that my context, as a Canadian Educator, a parent, and a student - was one of privilege and opportunity.
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:
Since it is through communication
that we exercise our political, economic and social power, we risk contributing
to the hegemonic perpetuation of class if we fail to demand equal access to
newer technologies and adequately prepared teachers for all students
They can benefit
their students by developing and then teaching their students to develop expertise
in evaluation of search engines and critical analysis of Web site credibility.
Well-prepared teachers, with a deep and broad understanding of language, linguistics,
literature, rhetoric, writing, speaking, and listening, can complement those
talents by studying additional semiotic systems that don’t rely solely
on alphabetic texts.
Not only will teachers need to understand
“fair use” policies, they are likely to need to integrate units
on ethics back into the curriculum to complement those units on rhetoric.
Students should be counseled not only on the risks to their
physical safety, but also on the ways that the texts they are composing today,
and believe they have eliminated, often have lives beyond their computers, and
may reappear in the future at a most inopportune time.
learn methods of critically analyzing
the ways in which others are using multiple semiotic systems to convince them
to participate, to buy, to believe, and to resist a wide range of appeals
It also implies the process of uncovering one’s
own cultural, social, political and personal (e.g. age, gender) backgrounds
and understanding how these backgrounds can and often do influence one’s
own ways of communicating and interacting with others in virtual and face-to-face
encounters.
nstances of anti-social behavior in online communication such
as using hurtful language and discriminating among certain members of virtual
communities have been reported.
allows their members
to construct and act out identities that may not necessarily be their real selves
and thus lose a sense of responsibility toward others
Professional development for teachers and teacher educators must be ongoing,
stressing purposeful integration for the curriculum and content, rather than
merely technical operation. It also needs to provide institutional and instructional
support systems to enable teachers to learn and experiment with new technologies.
Offering release time, coordinating student laptop initiative programs or
providing wireless laptop carts for classroom use, locating computer labs
in accessible places to each teacher, scheduling lab sessions acceptable for
each teacher, and providing alternative scheduling for professional development
sessions so that all teachers can attend, are a few examples of such systems.
Finally, teachers and students must be provided with technical support as
they work with technology. Such assistance must be reliable, on-demand, and
timely for each teacher and student in each classroom.
educators must address plagiarism, ownership, and authorship
in their classrooms.
strategies to
assess the quality of information and writing on the Web
help students develop netiquette
Such netiquette is thus not only about courtesy;
more importantly, it is about tolerance and acceptance of people with diverse
languages, cultures, and worldviews.
Teachers and teacher educators must examine with students the social processes
through which humans grow individually and socially, and they must expose
the potentially negative consequences of one’s individual actions. In
doing so, teachers and educators will be able to reinforce the concept of
learning as a social process, involving negotiation, dialogue, and learning
from each other, and as a thinking process, requiring self-directed learning
as well as critical analysis and synthesis of information in the process of
meaning-making and developing informed perceptions of the world.
A visual example of why teachers, whether in K-12 OR higher education might want to re-think their own use of PowerPoint slide shows. What she does not say, but probably should, is that any slide show should probably have only about 25% of the material that will be presented.
An example of teacher posting and student responses/posts in Edmodo
Me to
2* Science
Diffusion, Osmosis, & Active Transport Notes
Turned in (0)
DUE:
May 24, 2012
Please
fill-in as we go through them in class. I will upload a separate document with
the diagrams. I will create a handout of the diagrams so please DO NOT print
from here.
Diffusion, Osmosis, & Active Transport Notes...
Show Full Post Show Less
Cathy,
I loaded the Diigo toolbar in IE, Firefox, and Chrome. It's the only toolbar I use. In Firefox and IE, I click on the Diigo icon in the toolbar and mouse hover over "See All Annotations". Another menu will open in whcih you can select the setting you desire in regards to public and private annotations/sticky notes.
I like using the highlighting and sticky notes. This can be a great tool to use with my students. Just like I am doing for Edmodo by pointing out the different features of the site.
You can't remove them as they are not your notes, they were published by somebody else in a group where you have access to (Public, Diigo in Education, etc.).
You have the option to hide them through the Diigo toolbar, or you can abandon the group not to see any notes from any member in it. :)