hat the education system must adjust to better accommodate the way students learn, a point that some teachers brought up in focus groups themselves
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21 Things for the 21st Century Educator - 120 views
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"The purpose of this resource is to provide "Just in Time" training through an online interface for K-12 educators based on the National Educational Technology Standards for Teachers (NETS-T). "
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"Just in Time" training through an online interfac efor educators based on the National Educational Technology Standards for Teachers (NETS-T). These standards are the basic technology skills every educator should possess. In the process, educators will develop their own skills and discover what students need in order to meet the NETS for Students, as well as the MMC Online Experience requirement.
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321 Free Tools for Teachers - Free Educational Technology - 145 views
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Technology Is Changing How Students Learn, Teachers Say - The New York Times - 13 views
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roughly 75 percent of 2,462 teachers surveyed said that the Internet and search engines had a “mostly positive” impact on student research skills. And they said such tools had made students more self-sufficient researchers.
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But nearly 90 percent said that digital technologies were creating “an easily distracted generation with short attention spans.”
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About 60 percent said it hindered students’ ability to write and communicate face to face, and almost half said it hurt critical thinking and their ability to do homework.
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Technology Will Not Replace Teachers | LinkedIn - 40 views
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it is no substitute for experienced human decision-making and intervention in complex, dynamic, high-stakes situations
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Few would argue that without Captain Sully Sullenberger, a former fighter pilot with nearly 30 years of commercial aviation experience, there would have been no miracle on the Hudson
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But the highly complex and nuanced demands of teaching cannot be met by computers executing repetitive tasks or simple transactions -- or even sophisticated algorithms. People learn in different ways, at different rates, and numerous variables can affect their progression on any given day -- including those in the social and emotional realm.
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The best teachers harness this energy and use it as rocket fuel for learning
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picturing the thirties - 2 views
americanart.si.edu/...index.html
history virtual social_studies smithsonian museum EED427 photos video virtual worlds
shared by Kimberly LaPrairie on 23 Sep 09
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"Picturing the 1930s," a new educational web site created by the Smithsonian American Art Museum in collaboration with the University of Virginia, allows teachers and students to explore the 1930s through paintings, artist memorabilia, historical documents, newsreels, period photographs, music, and video. Using PrimaryAccess, a web-based teaching tool developed at the university's Curry Center for Technology and Teacher Education, visitors can select images, write text, and record narration in the style of a documentary filmmaker. They can then screen their video in a virtual theater. PrimaryAccess is the first online tool that allows students to combine their own text, historical images from primary sources, and audio narration to create short online documentary films linked to social studies standards of learning, said Glen Bull, co-director of the Curry Center. Since the first version was developed in collaboration with U.Va.'s Center for Digital History and piloted in a local elementary school in 2005, more than 9,000 users worldwide have created more than 20,000 short movies. In creating digital documentaries, students embed facts and events in a narrative context that can enhance their retention and understanding of the material, said Curry research scientist Bill Ferster, who developed the application with Bull. Besides increasing their knowledge about the period, "Picturing the 1930s" enhances students' visual literacy skills, Ferster noted, adding that PrimaryAccess "offers teachers another tool to bring history alive."
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Scholarships for New Graduate Students | St. Catherine University - 2 views
www.stkate.edu/...scholarships
Speranza scholarships St.Kate certificates graduate_education online learning online-pedagogy
shared by Siri Anderson on 14 Jul 20
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Teachers in Catholic settings can get $6000 scholarships towards certificates in Computational Thinking and Coding, Digital Video, Culturally Responsive Pedagogy, Literacy Leadership, STEM, Technology Integration, or Special Education for General Education Teachers. Teachers in traditional settings can get scholarships for the same for up $2500 for certificates or $5000 towards MAED.
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Education Week: Effective Use of Digital Tools Seen Lacking in Most Tech.-Rich Schools - 100 views
www.edweek.org/...21computing.h30.html
EMT502 technology effective edtech tools digital pedagogy digitallearning digital techintegration flexiblelearning blendedlearning fbl education elearning
shared by trisha_poole on 25 Feb 11
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Those factors include integrating technology into intervention classes; setting aside time for professional learning and collaboration for teachers; allowing students to use technology to collaborate; integrating technology into core curricula at least weekly; administering online formative assessments at least weekly; lowering the student-to-computer ratio as much as possible; using virtual field trips at least monthly; encouraging students to use search engines daily; and providing training for principals on how to encourage best practices for technology implementation. Only about 1 percent of the 1,000 schools surveyed by Project RED followed all those steps, and those that did “saw dramatic increases in student achievement and had revenue-positive experiences,” Ms. Wilson said.
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cut their photocopying and printing budgets in half.
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requires leadership,professional development, collaboration, and new forms of pedagogy and assessment
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Most schools that have integrated laptop computers and other digital devices into learning are not following the paths necessary to maximize the use of technology in ways that will raise student achievement and help save money, a report concludes."We all know that technology does things to improve our lives, but very few schools are implementing properly," said Leslie Wilson, a co-author of the study, "The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness," released last month. She is the chief executive officer of the Mason, Mich.-based One-to-One Institute, which advocates putting mobile-computing devices into the hands of all students.
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Many-to-One vs. One-to-Many: An Opinionated Guide to Educational Technology - The Ameri... - 9 views
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MOOCs do not benefit most of those who try them. Students differ in their cognitive abilities and learning styles. Even within a relatively homogenous school, you will see students put into separate tracks. If we do not teach the same course to students in a single high school, why would we expect one teaching style to fit all in an unsorted population of tens of thousands?
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I believe that the future of teaching is not one-to-many. Instead, it is many-to-one. By many-to-one, I mean that one student receives personalized instruction that comes from many educators. To make that work, technology must act as an intermediary, taking the information from the educators and customizing it to fit the student's knowledge, ability, and even his or her emotional state.
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I am optimistic about tablets in large part because I believe that a magic bullet in educational technology is the adaptive textbook. By that, I mean an electronic textbook that adjusts to the cognitive ability and learning style of the student. Adaptive textbooks will query students in order to make sure that they understand what they have been studying. They will also respond to student queries. Adaptive textbooks will implement the many-to-one teaching model.
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There are many horses in the educational technology race. The ones to bet on are adaptive textbooks and independent certification.
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I do not believe that educators fully understand the process of social learning in the classroom. We do not know exactly what factors make the difference between a classroom where students are of significant help to one another and one where students provide little assistance or even hold one another back
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"This essay will explain why I label various technologies as winners, losers, and magic bullets in the table below. My opinions are not based on exhaustive research. They are based on my experience both as a high school teacher and as an entrepreneur." My evaluations are based on whether I view these technologies as supporting a model of education that is one-to-many or a model that is many-to-one. The latter is the model I prefer, as will become clear in the rest of this essay.
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A comparison of 2 technology integration frameworks | COETAIL Bangkok - 76 views
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Critical thinking and problem solving are given a heavy emphasis throughout both frameworks,
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school has technology integration specialists available to teachers,
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individual class teachers
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imetabled weekly ICT lessons
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Nurturing creativity is a recurring theme in both frameworks, as is the importance of collaborative learning,
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Lewisville's texting-in-class program gets thumbs-up from teachers, students | Dallas-F... - 57 views
www.dallasnews.com/...-up-from-teachers-students.ece
dallasnews mobilephone policy technology digitalcitizenship
shared by Roland Gesthuizen on 02 Jun 11
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After they finished answering the question about the Kashmir conflict via their smartphones and other devices, Harris’ students said the technology allows them to share more information and exchange ideas with each other.
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being able to use technology you’ve grown up with just feels natural. “It fits in with what we’re doing at home,”
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Free Technology for Teachers - 125 views
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skip to main | skip to sidebar Pages Free Downloads Job Board Google Tools Tutorials Video Creation Resources Develop a PLN Work With Me Advertise 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
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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.
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When it comes to Technology, teachers need as much scaffolding as students - 107 views
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10 Tips for Teachers who Struggle with Technology | Ask a Tech Teacher - 144 views
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Myths and Opportunities: Technology in the Classroom by Alan November on Vimeo - 68 views
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"Easy to teach teachers to use technology. Difficult to get the teachers to shift control away from themselves to the kids."
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"Tech robbed kids of the opportunity to make a contribution to their communities." How can I find a way to help kids contribute, via English class?
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"Interdisc. Bauhaus created an amazing flow of ideas." How can we make our classes more interdisc.?
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All of these skills mentioned above are exactly what are essential in the 21st century workplace.
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"this gives students more of a choice to do the kinds of assignments they want to do, as opposed to just the teacher deciding." You would certainly need to check that they were doing challenging, relevant work.
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"Teach kids really good research skills. Have them look up assignments and related material from other teachers from all over the world." And then do what with them?
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"Have an official Note Taker each class as well. Have the class as a whole review the notes to see if they are good/correct."
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"Another solution: you need to be more reflective on the body of work that you are doing. What have I learned? Where have I been and where am I going?" How do you do this?
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Concrete idea for how to answer the above, last question. He used a concrete example from a 3rd grade class: "Have the kids create a podcast every week of what they learned. Have a writer, producer, mixer, etc." Would you do that during class time or outside of classtime?
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"One solution: have an official classroom researcher everyday in your class." The job would be to gather the websites that will be used connected to whatever it is you're studying? Is that right? Need more thought on this.
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"Final Myth: Tech will make kids smarter. Actually it's a distraction. Creates more plagiarism and people wanting to get things done. Losing critical thinking." How can we use the enormous resources of the internet and at the same time increase critical thinking?
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"Another myth: the internet will give people a range of ideas. The opposite is true. People search out their version of the truth, e.g. Fox News or Huffington Post." I find this to be incredibly true.
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"It's a myth that tech will be the great equilizer in society. At least not for now." Why?
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STEM Resources from Discovery - 54 views
stem.discoveryeducation.com
stem science engineering technology mathematics math teacher resources teaching education teaching resources
shared by Holly Barlaam on 13 Dec 10
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Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views
www.ascd.org/...cs-of-Blended-Instruction.aspx
classroom blended learning technology blended_learning edtech
shared by Clint Heitz on 23 Nov 15
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Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
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Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
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Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
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Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
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I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
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I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
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I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
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It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
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For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
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In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
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When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
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Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
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Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
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I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
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Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views
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Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
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Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
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remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
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learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
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I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
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Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
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Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
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Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
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Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
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Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
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. Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
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Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
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Free Technology for Teachers: Google Docs for Teachers - A Free eBook - 11 views
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Home - 4 views
www.teacherleaderstandards.org
education instruction technology leadership teacher leader teaching_profession teachers resources
shared by Brianna Crowley on 06 May 12
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