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iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards
shared by Dean Whaley on 12 Jul 11 - No Cached
  • 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)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      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 Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none 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
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Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool
shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "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
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What would an exceptional middle and high school computer science curriculum include? -... - 48 views

www.quora.com/ter-science-curriculum-include high school school computer computer science middle school curriculum science coding code programming include
shared by Steve Kelly on 26 Mar 15 - No Cached
  • What would an exceptional middle and high school computer science curriculum include?
  • This isn't a complete answer, but one thing the very first introductory classes should require is that the students turn off all their electronic computers and actually learn to walk through  algorithms with a computer that exists only on paper. (Or, I suppose, a whiteboard or a simulator.) This exercise would give the students a grounding in what is going on inside the computer as a very low level.My first computer programming class in my Freshman year of high school was completely on paper. Although it was done because the school didn't have much money, it turned out to be very beneficial.Another class I had in high school, that wouldn't normally be lumped into a Computer Science curriculum but has been a boon to my career, was good old Typing 101.
  • If you followed the CS Unplugged curriculum your students would know more about CS than most CS grads:http://csunplugged.orgIt's a really great intro to basic computer science concepts and very easy for students to understand.  Best of all you don't even need a computer per student if your school doesn't have the budget,
  • ...6 more annotations...
  • For younger students, I think that the ability to make something professional-looking, like a real grown-up would, is paramount.  Sadly, I think this means that LOGO and BASIC aren't much use any more*.
  • So, we have a few choices.  You can try to write phone apps that look just like real phone apps, design interactive websites that look just like real interactive websites, or do something with embedded systems / robotics.  Avoid the temptation to make these things into group projects; the main thing every student needs to experience is the process of writing code, running it, debugging it, and watching the machine react to every command.
  • It is important to consider what an 11 to 18-year old is familiar with in terms of mathematics and logical thinking. An average 11-year old is probably learning about fractions, simple cartesian geometry, the concept of units, and mathematical expressions. By 15, the average student will be taking algebra, and hopefully will have the all-important concept of variables under his/her belt. So much in CS is dependent on solid understanding that symbols and tokens can represent abstract concepts, values, or algorithms. Without it, it's still possible to teach CS, but it must be done in a very different way (see Scratch).
  • At this point, concepts such as variables, parenthesis matching, and functions (of the mathematical variety) are within easy reach. Concepts like parameter passing, strings and collections, and program flow should be teachable. More advanced concepts such as recursion, references and pointers, certain data structures, and big-O may be very difficult to teach without first going through some more foundational math.
  • I tend to agree strongly with those that believe a foundational education should inspire interest and enforce concepts and critical thinking over teaching any specific language, framework, system, or dogma.
  • The key is that the concepts in CS aren't just there for the hell of it. Everything was motivated by a real problem, and few things are more satisfying than fixing something you really want to work with a cool technique or concept you just learned.
  • Steve Kelly on 26 Mar 15
     
    Great resource for teachers (especially those of us not initially trained in Computer Science) about what should 'count' as Computer Science.  Worth the read!
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Computer Science Teachers Association - 44 views

csta.acm.org CS4HS computerscience programming ComputationalThinking education association international
shared by Roland Gesthuizen on 15 Apr 12 - Cached
  • Roland Gesthuizen on 15 Apr 12
     
    "The Computer Science Teachers Association is a membership organization that supports and promotes the teaching of computer science and other computing disciplines. CSTA provides opportunities for K-12 teachers and students to better understand the computing disciplines and to more successfully prepare themselves to teach and learn."
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Role and Function of Theory in Online Education Development and Delivery - 3 views

cde.athabascau.ca/...ch1.html learning theory elearning teaching onlinelearning
shared by Mark Swartz on 01 May 11 - Cached
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology tha
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology that influences the quality of learning.
  • However, it is not the computer per se that makes students learn, but the design of the real-life models and simulations, and the students' interaction with those models and simulations. The computer is merely the vehicle that provides the processing capability and delivers the instruction to learners (Clark, 2001).
  • ...35 more annotations...
  • Online learning allows for flexibility of access, from anywhere and usually at anytime—essentially, it allows participants to collapse time and space (Cole, 2000)—however, the learning materials must be designed properly to engage the learner and promote learning.
  • Cognitive psychology claims that learning involves the use of memory, motivation, and thinking, and that reflection plays an important part in learning.
  • The development of effective online learning materials should be based on proven and sound learning theories.
  • Early computer learning systems were designed based on a behaviorist approach to learning. The behaviorist school of thought, influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates that learning is a change in observable behavior caused by external stimuli in the environment (Skinner, 1974).
  • Therefore, before any learning materials are developed, educators must, tacitly or explicitly, know the principles of learning and how students learn.
  • Constructivist theorists claim that learners interpret information and the world according to their personal reality, and that they learn by observation, processing, and interpretation, and then personalize the information into personal knowledge (Cooper, 1993; Wilson, 1997).
  • The design of online learning materials can include principles from all three. According to Ertmer and Newby (1993), the three schools of thought can in fact be used as a taxonomy for learning. Behaviorists' strategies can be used to teach the “what” (facts), cognitive strategies can be used to teach the “how” (processes and principles), and constructivist strategies can be used to teach the “why” (higher level thinking that promotes personal meaning and situated and contextual learning).
  • The behaviorist school sees the mind as a “black box,” in the sense that a response to a stimulus can be observed quantitatively, totally ignoring the effect of thought processes occurring in the mind.
  • Learners should be told the explicit outcomes of the learning so that they can set expectations and can judge for themselves whether or not they have achieved the outcome of the online lesson. 2.  Learners must be tested to determine whether or not they have achieved the learning outcome. Online testing or other forms of testing and assessment should be integrated into the learning sequence to check the learner's achievement level and to provide appropriate feedback. 3.  Learning materials must be sequenced appropriately to promote learning. The sequencing could take the form of simple to complex, known to unknown, and knowledge to application. 4.  Learners must be provided with feedback so that they can monitor how they are doing and take corrective action if required.
  • Cognitivists see learning as an internal process that involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
  • Online instruction must use strategies to allow learners to attend to the learning materials so that they can be transferred from the senses to the sensory store and then to working memory.
  • Online learning strategies must present the materials and use strategies to enable students to process the materials efficiently.
  • information should be organized or chunked in pieces of appropriate size to facilitate processing.
  • Use advance organizers to activate an existing cognitive structure or to provide the information to incorporate the details of the lesson (Ausubel, 1960).
  • Use pre-instructional questions to set expectations and to activate the learners' existing knowledge structure.
  • Use prerequisite test questions to activate the prerequisite knowledge structure required for learning the new materials.
  • To facilitate deep processing, learners should be asked to generate the information maps during the learning process or as a summary activity after the lesson (Bonk & Reynolds, 1997).
  • The cognitive school recognizes the importance of individual differences, and of including a variety of learning strategies in online instruction to accommodate those differences
  • The Kolb Learning Style Inventory (LSI) (Kolb, 1984) looks at how learners perceive and process information, whereas the Myers-Briggs Type Indicator (Myers, 1978) uses dichotomous scales to measure extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perception. In the following discussion, we consider the Kolb Learning Style Inventory.
  • Attention: Capture the learners' attention at the start of the lesson and maintain it throughout the lesson. The online learning materials must include an activity at the start of the learning session to connect with the learners. Relevance: Inform learners of the importance of the lesson and how taking the lesson could benefit them. Strategies could include describing how learners will benefit from taking the lesson, and how they can use what they learn in real-life situations. This strategy helps to contextualize the learning and make it more meaningful, thereby maintaining interest throughout the learning session. Confidence: Use strategies such as designing for success and informing learners of the lesson expectations. Design for success by sequencing from simple to complex, or known to unknown, and use a competency-based approach where learners are given the opportunity to use different strategies to complete the lesson. Inform learners of the lesson outcome and provide ongoing encouragement to complete the lesson. Satisfaction: Provide feedback on performance and allow learners to apply what they learn in real-life situations. Learners like to know how they are doing, and they like to contextualize what they are learning by applying the information in real life.
  • Online strategies that facilitate the transfer of learning should be used to encourage application in different and real-life situations.
  • Constructivists see learners as being active rather than passive.
  • it is the individual learner's interpretation and processing of what is received through the senses that creates knowledge.
  • “the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one's experience in order to guide future action” (p. 12).
  • Learning should be an active process. Keeping learners active doing meaningful activities results in high-level processing, which facilitates the creation of personalized meaning. Asking learners to apply the information in a practical situation is an active process, and facilitates personal interpretation and relevance.
  • Learners should construct their own knowledge rather than accepting that given by the instructor.
  • Collaborative and cooperative learning should be encouraged to facilitate constructivist learning (H
  • When assigning learners for group work, membership should be based on the expertise level and learning style of individual group members, so that individual team members can benefit from one another's strengths.
  •   Learners should be given control of the learning process
  • Learners should be given time and opportunity to reflect.
  • Learning should be made meaningful for learners. The learning materials should include examples that relate to students, so that they can make sense of the information.
  • Learning should be interactive to promote higher-level learning and social presence, and to help develop personal meaning. According to Heinich et al. (2002), learning is the development of new knowledge, skills, and attitudes as the learner interacts with information and the environment. Interaction is also critical to creating a sense of presence and a sense of community for online learners, and to promoting transformational learning (Murphy & Cifuentes, 2001). Learners receive the learning materials through the technology, process the information, and then personalize and contextualize the information.
  • Figure 1-6. Components of effective online learning.
  • Behaviorist strategies can be used to teach the facts (what); cognitivist strategies to teach the principles and processes (how); and constructivist strategies to teach the real-life and personal applications and contextual learning. There is a shift toward constructive learning, in which learners are given the opportunity to construct their own meaning from the information presented during the online sessions. The use of learning objects to promote flexibility and reuse of online materials to meet the needs of individual learners will become more common in the future. Online learning materials will be designed in small coherent segments, so that they can be redesigned for different learners and different contexts. Finally, online learning will be increasingly diverse to respond to different learning cultures, styles, and motivations.
  • Online instruction occurs when learners use the Web to go through the sequence of instruction, to complete the learning activities, and to achieve learning outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997).
  • Mark Swartz on 01 May 11
     
    From:  FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING
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The Coach in the Operating Room - The New Yorker - 37 views

www.newyorker.com/...personal-best coaching teaching professional development
shared by anonymous on 14 Dec 16 - No Cached
Xiaojing Kou liked it
  • I compared my results against national data, and I began beating the averages.
    • anonymous
      anonymous on 14 Dec 16
       
      this is one of the most important reasons for data and using the data to help guide instruction
  • the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
    • anonymous
      anonymous on 14 Dec 16
       
      Why wouldn't we want a coach? Our supervisor or administrator often serves as an evaluator but might not have the time due to time constraints to serve as an effective and dedicated coach. Yet, a coach doesn't have to be an expert. Couldn't the coach just be a colleague with a different skill set?
  • They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
    • anonymous
      anonymous on 14 Dec 16
       
      PROFOUND!!!
  • ...31 more annotations...
  • always evolving
    • anonymous
      anonymous on 14 Dec 16
       
      Please tell me what profession isn't always evolving? It something isn't evolving, it is dying! So, why doesn't everyone on the face of the earth - regardless of his/her profession or station in life - need coaching periodically to help them continue to grow and evolve?
  • We have to keep developing our capabilities and avoid falling behind.
  • no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
  • outside ears, and eyes, are important
  • For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
    • anonymous
      anonymous on 14 Dec 16
       
      So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
  • California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
    • anonymous
      anonymous on 14 Dec 16
       
      Of course they are more effective! They have a trusted individual to guide them, mentor them, help sustain them. The coach can cheer and affirm what the teacher is already doing well and offer suggestions that are desired and sought in order to improve their 'game' and become more effective.
  • they did not necessarily have any special expertise in a content area, like math or science.
    • anonymous
      anonymous on 14 Dec 16
       
      Knowledge of the content is one thing and expertise is yet another. Sometimes what makes us better teachers is simply strategies and techniques - not expertise in the content. Sometimes what makes us better teachers could simply be using a different tool or offering options for students to choose.
  • The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
    • anonymous
      anonymous on 14 Dec 16
       
      The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
  • teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
    • anonymous
      anonymous on 14 Dec 16
       
      This could provide specific categories to offer teachers a choice in what direction they want to go toward improving - especially important for those who want broad improvement or are clueless at where to start.
  • must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
  • most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
    • anonymous
      anonymous on 14 Dec 16
       
      Progression
  • The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
    • anonymous
      anonymous on 14 Dec 16
       
      The coach also makes you aware of where you are excelling!
  • So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
  • “What worked?”
    • anonymous
      anonymous on 14 Dec 16
       
      Great way to open any coaching conversation!
  • “How could you help her?”
  • “What else did you notice?”
    • anonymous
      anonymous on 14 Dec 16
       
      These questions are quite similar to what we ask little children when they are learning something new. How did that go? What else could you do? What could you do differently? What more is needed? What would help?
  • something to try.
    • anonymous
      anonymous on 14 Dec 16
       
      Suggestions of something to try! Any colleague can offer this - so why don't we ask colleagues for ideas of something to try more often?
  • three colleagues on a lunch break
  • Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
    • anonymous
      anonymous on 14 Dec 16
       
      I probably need this printed out and stuck to the monitor of my computer or tattooed on my hand!
  • “listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
    • anonymous
      anonymous on 14 Dec 16
       
      patient, engaged listening
  • coaching has definitely changed how satisfying teaching is
  • trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
    • anonymous
      anonymous on 14 Dec 16
       
      Encouraging people to think - it is important to teach and encourage thinking rather than teaching them WHAT to think!
  • a whole list of observations like this.
  • one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
  • watch other colleagues operate in order to gather ideas about what I could do.
    • anonymous
      anonymous on 14 Dec 16
       
      This is one of the greatest strategies to promote growth - ever!
  • routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
    • anonymous
      anonymous on 14 Dec 16
       
      I always hate seeing a video of me teaching but I did learn so much about myself, my teaching, and my students that I could not learn in any other way!
  • I know that I’m learning again.
  • It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
    • anonymous
      anonymous on 14 Dec 16
       
      But it still works and is effective at nudging even those who are fabulous to be even better!
  • modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
  • coaching may prove essential to the success of modern society.
  • We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
  • anonymous on 14 Dec 16
     
    Valuable points about coaching - makes me want my own coach!
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Digital Natives, Digital Immigrants - 1 views

www.twitchspeed.com/...l%20Immigrants%20-%20Part1.htm digitalnatives web2.0 pedagogy prensky article pd professionaldevelopment integration
shared by Marc Safran on 30 Jul 09 - Cached
  • Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.
  • today's students think and process information fundamentally differently from their predecessors
  • we can say with certainty that their thinking patterns have changed
  • ...15 more annotations...
  • The importance of the distinction is this: As Digital Immigrants learn - like all immigrants, some better than others - to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.
  • There are hundreds of examples of the digital immigrant accent. 
  • our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
  • Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. Today's learners are different.
  • So what should happen?  Should the Digital Native students learn the old ways, or should their Digital Immigrant educators learn the new? 
  • methodology
  • learn to communicate in the language and style of their students
  • it does mean going faster, less step-by step, more in parallel, with more random access, among other thing
  • kinds of content
  • As educators, we need to be thinking about how to teach both Legacy and Future content in the language of the Digital Natives.
  • Adapting materials to the language of Digital Natives has already been done successfully.  My own preference for teaching Digital Natives is to invent computer games to do the job, even for the most serious content.
  • "Why not make the learning into a video game!
  • But while the game was easy for my Digital Native staff to invent, creating the content turned out to be more difficult for the professors, who were used to teaching courses that started with "Lesson 1 – the Interface."  We asked them instead to create a series of graded tasks into which the skills to be learned were embedded. The professors had made 5-10 minute movies to illustrate key concepts; we asked them to cut them to under 30 seconds. The professors insisted that the learners to do all the tasks in order; we asked them to allow random access. They wanted a slow academic pace, we wanted speed and urgency (we hired a Hollywood script writer to provide this.)   They wanted written instructions; we wanted computer movies. They wanted the traditional pedagogical language of "learning objectives," "mastery", etc. (e.g. "in this exercise you will learn"); our goal was to completely eliminate any language that even smacked of education.
  • large mind-shift required
  • We need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us.
  • Marc Safran on 30 Jul 09
     
    Our students have changed radically. Today's students are no longer the people our educational system was designed to teach.
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Moving beyond technology in designing online learning - 70 views

www.tonybates.ca/...y-in-designing-online-learning effective teaching screencast designing online learning
shared by Matt Claxon on 09 Feb 15 - No Cached
  • Some loved them, some hated them, and few were indifferent.
    • Matt Claxon
      Matt Claxon on 09 Feb 15
       
      This is just like my students with the screencasts.  Look for a way to give the TV-haters more options and relevant learning media.
  • At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).
  • different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others
  • ...7 more annotations...
  • Thus requiring the television program to be judged by the same assessment methods as for the classroom lecture unfairly measures the potential value of the TV program. In this example, it may be better to use both methods: didactic teaching to teach understanding, then a documentary approach to apply that understanding. (Note that a television program could do both, but the classroom lecture could not.)
  • many media are better than one.
  • The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
  • technology on its own does not lead to the transfer of meaning.
  • This of course is what we do with technology in education. We try either to incorporate new technology into old formats, as with clickers and lecture capture, or we try to create the classroom in virtual space, as we do with learning management systems. What we are still developing but not yet clearly recognizing are formats, symbols systems and organizational structures that exploit the unique characteristics of the Internet as a medium.
  • Given the need to create and interpret meaning when using media, trying to use computers to replace or substitute for humans in the education process is likely to be a major mistake, at least until computers have much greater facility to recognize, understand and apply semantics, value systems, and organizational factors,
  • it is equally a mistake to rely only on the symbol systems, cultural values and organizational structures of classroom teaching as the means of judging the effectiveness or appropriateness of the Internet as an educational medium.
  • Matt Claxon on 09 Feb 15
     
    Defines the difference between technology and media and provides information (based on academic experience) about how to most effectively create online lessons and media.
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Artificial intelligence | Playlist | TED.com - 13 views

www.ted.com/...talks_on_artificial_intelligen ethics_in_the_information_age AI TED
shared by Siri Anderson on 29 Oct 16 - No Cached
  • Siri Anderson on 29 Oct 16
     
    I used to promote teaching K-8 computational thinking and coding because of the social justice issues around access to the language of power, economic opportunities, and a belief that learning CT enhances overall academic competencies for those likely to be challenged to succeed in schools.. Now I'm an advocate for a different set of reasons that seem more preeminent. We need everyone to learn computational thinking because ethics and protecting the right to spirituality/secular humanist values seem to be what computers won't be able to do better than humans. Therefore we better have humans who are ethically grounded, informed by the humanities, and competent to understand the implications of the computer software we create. This is a great watch list or podcast list to spur considerations of this urgent matter of the unregulated world of AI.
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Teaching mathematicians shouldn't be like programming a computer - The Learner's Way - 11 views

thelearnersway.net/...be-like-programming-a-computer teaching mathematics maths education
shared by Nigel Coutts on 16 Dec 18 - No Cached
  • Nigel Coutts on 16 Dec 18
     
    Traditional methods of teaching maths have more in common with how we programme a computer that what we might do if we wanted to engage our students in mathematical thinking. We shouldn't be overly surprised then when our students consider mathematics to be all about learning a set of rules that they need to apply in the right order so as to output the correct response. But is there a better way?
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Technology Teaching Resources with Brittany Washburn: Sub Plans for the Elementary Comp... - 6 views

www.brittanywashburn.com/...r-elementary-computer-lab.html technology teaching teaching resources
shared by Jeff Andersen on 13 Jul 21 - No Cached
  • Jeff Andersen on 13 Jul 21
     
    Whether you're out sick or have a planned day out of the computer lab, writing sub plans is time consuming and often stressful. Technology teachers have a unique set of challenges to consider when deciding what to leave for a sub. This blog post will hopefully give you some solid ideas and peace of mind for the next time you need to be out. I have this other blog post about Technology Tools for Sub Plans with ideas and tools to help your sub be more comfortable using technology. Today's post is going to assume you have a substitute who is not comfortable using or teaching technology. You can skip right to idea #3 if your substitute cannot use any technology. All of the images are linked to the resource if you're interested. Just click or tap to learn more.
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Please Sir, how do you re-tweet? - Twitter to be taught in UK primary schools - 2 views

uk.techcrunch.com/...e-taught-in-uk-primary-schools twitter technology literacy education UK socialmedia
shared by Ed Webb on 25 Mar 09 - Cached
  • The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK’s education system. And that’s not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
  • Traditional education in areas like phonics, the chronology of history and mental arithmetic remain but modern media and web-based skills and environmental education now feature.
  • The skills that let kids use Internet technologies effectively also work in the real world: being able to evaluate resources critically, communicating well, being careful with strangers and your personal information, conducting yourself in a manner appropriate to your environment. Those things are, and should be, taught in schools. It’s also a good idea to teach kids how to use computers, including web browsers etc, and how those real-world skills translate online.
  • ...8 more annotations...
  • I think teaching kids HOW TO use Wikipedia is a step forward from ordering them NOT TO use it, as they presently do in many North American classrooms.
  • Open Source software is the future and therefore we need to concentrate on the wheels and not the vehicle!
  • Core skills is very important. Anyone and everyone can learn Photoshop & Word Processing at any stage of their life, but if core skills are missed from an early age, then evidence has shown that there has always been less chance that the missing knowledge could be learnt at a later stage in life.
  • Schools shouldn’t be about teaching content, but about learning to learn, getting the kind of critical skills that can be used in all kinds of contexts, and generating motivation for lifelong learning. Finnish schools are rated the best in the world according to the OECD/PISA ratings, and they have totally de-emphasised the role of content in the curriculum. Twitter could indeed help in the process as it helps children to learn to write in a precise, concise style - absolutely nothing wrong with that from a pedagogical point of view. Encouraging children to write is never a bad thing, no matter what the platform.
  • Front end stuff shouldn’t be taught. If anything it should be the back end gubbins that should be taught, databases and coding.
  • So what’s more important, to me at least, is not to know all kinds of useless facts, but to know the general info and to know how to think and how to search for information. In other words, I think children should get lessons in thinking and in information retrieval. Yes, they should still be taught about history, etc. Yes, it’s important they learn stuff that they could need ‘on the spot’ - like calculating skills. However, we can go a little bit easier on drilling the information in - by the time they’re 25, augmented reality will be a fact and not even a luxury.
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  • Ed Webb on 25 Mar 09
     
    The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK's education system. And that's not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
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Treehouse teaching and laundry art: Educators find creative ways to reach kids - 5 views

www.washingtonpost.com/...b-bc68-96af0daae728_story.html learning zoom online teaching laundry
shared by Martin Leicht on 11 Jan 21 - No Cached
  • was also concerned about her students’ lack of engagement — so few were completing the assignments she emailed to parents
  • Playing with her family’s laundry marked the first time Maliah seemed happy — actually happy — since the start of the pandemic.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - happy - happy is good. Happy kids want to learn or are more likely to learn.
  • Nobody should ever be penalized or put at a disadvantage for the supplies they don’t have,” Dillingham thought to herself. “But everyone’s got laundry!”
  • ...19 more annotations...
  • Clark started an online fundraiser to pay for bikes. He raised more than $10,000, and neighbors donated dozens of bikes and helmets for the rides.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - a little digital citizenship too mixed in with online fund raising.
  • She couldn’t be sure whether her kids were uninterested or whether they lacked the necessary pens, paper and crayons at home.
  • He decided he would take his students on socially distanced bike rides across the city. “It was a leap of faith. I got extremely nervous. I was trying to find a way to connect with kids,” Clark said.
  • her young students are musical detectives, in search of learning. She teaches most grade levels and the school chorus.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - musical detectives searching for music.
  • t he’s found other ways to keep his students engaged and cycling the city. He invited students to a weekly entrepreneurship class for which they rode their bikes uptown from Dunbar to the gym where Clark works, Sweat DC. The students met with the owner of the gym and the owners of a nearby bar, Hook Hall, and the bagel shop Call Your Mother Deli to learn what it takes to run a business.
  • She wanted them to create their own composition, their own snowy-day song.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - used flipgrid for this
  • When Clark wanted to teach them about resilience, he took them through the hilly streets of Georgetown.
  • In lessons for older students, some days there were makeshift drums involved or recorders that students had taken home.
  • she was able to use the treehouse as a key part of her lessons.
  • She lugged a bookshelf, desk and heater into the 5-by-7-foot space, and ran an Ethernet cable from the house so she’d have Internet.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - properly set up
  • before climbing into what passes for her classroom in 2020: her daughters’ decade-old treehouse.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - different locals - maybe something with changing backgrounds.
  • So as one class studied architecture this fall, Daney, 54, encouraged them to walk in their neighborhood to take photos of houses of different styles: ranch, colonial, Victorian.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - use what you have around you.
  • nd he stuck with his usual method of helping students learn about the design process, asking them to prepare a meal. They started with ideas and research, made a plan, carried it out and evaluated it. The result: soups and pastas and pastries.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - edTech class on engineering and design
  • Kids need connection, he said. “I think they’re starving for conversation,” including with adults.
  • In fifth grade, students are expected to learn how to add, subtract, multiply and divide with whole numbers, decimals and fractions. Through a computer application the students have, they can program the robot to move a certain distance, stop, maybe even turn.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - use a robot or technology to achieve the same result.
  • With learning all-virtual, he packs a big Ziploc bag — for each student, each quarter — with things like fishing line, foam board, pipecleaners, magnets, Popsicle sticks and rubber bands. Whatever they will need for their projects.
  • And a lot of the math is a little sneaky. They think they are trying to get the robot to move, when they are actually measuring the angles to get it to move.”  
  • Others complete their math problems directly on the computer, which can lead to some troubles as they try to show their work.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - will share screen be viable.
  • When Kristin Gavaza interviewed for the music teacher position at Dorothy I. Height Elementary in the summer, she told the principal she had some ideas for how to create a festive concert while students were scattered and learning from home.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - picture references a complete teacher set up of a large screen and standing desk. Sure, she's video editing yet the concept carries to teaching class too.
  • Martin Leicht on 11 Jan 21
     
    Numerous creative examples to how educators promoted learning on line and worked to build engagement.
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Conrad Wolfram: Teaching kids real math with computers | TED Talk | TED.com - 23 views

www.ted.com/..._kids_real_math_with_computers LAI532F16
shared by Randy Yerrick on 30 Sep 16 - No Cached
  • Randy Yerrick on 30 Sep 16
     
    From rockets to stock markets, many of humanity's most thrilling creations are powered by math. So why do kids lose interest in it? Conrad Wolfram says the part of math we teach - calculation by hand - isn't just tedious, it's mostly irrelevant to real mathematics and the real world. He presents his radical idea: teaching kids math through computer programming.
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The Sad Reality Of Education Technology | Edudemic - 100 views

edudemic.com/...eality-of-education-technology phd edtech technology social learning social networking social media EML515
shared by trisha_poole on 05 Sep 12 - No Cached
  • This technological revolution is different; it has the potential to fundamentally change the way we teach and the way students learn.
  • The sad reality is that most schools still believe that they are “teaching with technology” because they have a computer lab where they teach students important skills like word processing and how to create Power Point presentations.
  • we need to teach them how to find information and more importantly what to do with the information that they find
  • ...4 more annotations...
  • It’s no longer about who has the most information in their heads, it’s about who can find that information the fastest and who can do something with the information that they find.
  • The only way to do this is to make the fundamental change from teaching how to use technology to using technology to learn.
  • This model is fundamentally flawed because it teaches our students to be passive participants in the learning process.
  • With the advent of personal technology devices, we have the best opportunity of our careers to help students become more active participants in the learning process.
  • Nick Schlotter on 07 Sep 12
     
    I actually think this is way over-hyped. A textbook is a great source of information, the web is a great source of information. Unless you can comprehend what is being said the method of delivery of the information is not very important. As was mentioned above - being able to do something with the information has always been the important point. There are times when I am sure that we could do better with a piece of chalk at the blackboard - I learn a lot from making demos in Mathematica and using PHET active java apps for chemistry and physics - the students enjoy them, but how much do they learn? There is plenty of evidence that until you sit down and work out the problems in a course you haven't learned much. I suspect much of this is driven by the prospect of sales of electronics - there is nothing you can do on a tablet that you shouldn't be able to do on a laptop. Especially with Win 8 coming and laptops with touch screens....
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Will the Real Digital Native Please Stand Up? -- Campus Technology - 2 views

campustechnology.com/...al-Native-Please-Stand-Up.aspx DigitalNatives
shared by Julie Whitehead on 28 Oct 11 - No Cached
  • Julie Whitehead on 28 Oct 11
     
    I have personally experienced this in the college level computer class I teach. Even those students that think they know computers and are an expert, don't know how to use the computer in a work environment to solve problems and critically assess ideas. They google something and only look at 1 source and even cite that course
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Teaching Keyboarding: More Than Just Typing - 96 views

www.educationworld.com/...tech072.shtml keyboarding typing pedagogy
shared by Glenn Hervieux on 04 Apr 16 - Cached
  • Glenn Hervieux on 04 Apr 16
     
    While schools have worked hard to integrate computers into the classrMany schools do not even consider teaching the art/science of using a keyboard. This article in Education World provides important insights into teaching keyboarding.
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The rise of the Digital Refuseniks - Newspaper Tree El Paso - 0 views

newspapertree.com/...rise-of-the-digital-refuseniks edtech technology itegration education teaching resistance luddite refusenik
shared by Mr. Carver on 01 Apr 09 - Cached
  • re•fuse•nik (n) somebody who refuses to agree to, take part in, or cooperate with something, especially on grounds of principle (informal) Why do I think people are Refuseniks? Let's look at a little history: The first major introduction of computers into the classroom took place, essentially with the introduction of the Apple II-e computer. The Apple II-e was introduced in 1983 and became a staple of campuses around the world. So, in order to keep things simple, let’s just say it was 1985 by the time Apple II-e’s really hit it big in the classroom. So, without too much mathematical calculation going on here, it is not a stretch to say that computers have been in the schools for at least 24 years. A teacher, even with 35 years experience today, will have had 63% of their professional life exposed to computers in their work environment. A teacher with less than 24 years of experience will have not known a school without a computer.
    • Mr. Carver
      Mr. Carver on 02 Apr 09
       
      That is not necessarily a fair assessment as computers were not in CLASSROOMS. Most schools had a lab where you went to work on the computers they weren't readily available for use.
  • Greg Brandenburg on 01 Apr 09
     
    Refusenik is a good term for those who refuse to integrate technology. Luddite is another good term.
  • Mr. Carver on 02 Apr 09
     
    Refusenik is a good term for those who refuse to integrate technology. Luddite is another good term.
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How Not to Use Computers to Teach Kids on Vimeo - 107 views

vimeo.com/9822928 video teaching poor bad ineffective integration
shared by Steve Ransom on 18 Aug 10 - Cached
  • Steve Ransom on 18 Aug 10
     
    Watch this very typical example of how computer technologies are often used to trivialize learning and mask poor teaching.
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Can Computers Be Funny? - NYTimes.com - 71 views

www.nytimes.com/...can-computers-be-funny.html Computers technology Humor software
shared by Steven Szalaj on 06 Jan 13 - No Cached
  • Steven Szalaj on 06 Jan 13
     
    Teaching computers humor - it helps us learn more about what sets us apart as humans.
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