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Margaret FalerSweany

Report: Interest in Flipped Classrooms Surpasses Other Digital Learning Trends -- THE J... - 55 views

thejournal.com/...r-digital-learning-trends.aspx

learning flipped classroom trends

shared by Margaret FalerSweany on 24 Mar 14 - No Cached
  • Flipped Classrooms
  • a quarter of administrators identified flipped learning as having a major effect on teaching and learning, compared to only 21 percent who identified educational games and mobile apps and 19 percent who identified professional learning communities for educators has having a significant effect.
  • Forty-one percent of administrators indicated that they think pre-service teachers should learn how to set up a flipped classroom before they earn their teaching credentials;
  • ...1 more annotation...
  • Sixty-six percent of principals said they think teacher preparation programs should teach pre-service teachers how to use and create videos and other digital media for use in the classroom
meghankelly492

"Can't We Just Change the Words?": EBSCOhost - 1 views

web.b.ebscohost.com/...detail

Music Theory Test Review UFMUE

shared by meghankelly492 on 24 May 19 - No Cached
  • The idea of wanting to be true to the music of a culture, to the people of that culture, and to one's students in teaching is at the heart of the discussion of authenticity.
  • However, teaching music without attention to its cultural context is a problem in several respects: it risks misrepresenting the musical practice being studied, it fails to take advantage of the potential benefits of culturally infused music teaching, and it promotes a conception of music as isolated sonic events rather than meaningful human practices.2 Discussion about this struggle to balance accurate performance practice with accessibility has focused on the concept of authenticity
  • The definitions of authenticity represented in the music education literature fall into four models: the continuum model; the twofold historical/personal model; the threefold reproduction, reality, and relevance model; and the moving-beyond-authenticity model.
  • ...10 more annotations...
  • how does each author use authenticity as a strategy for making or justifying decisions in music education?
  • authenticity enhances an aesthetic experience; for others, authentic musical encounters enhance student motivation
  • since the original loses some of its essential qualities in a simplification.5
  • His view of historical authenticity calls for knowing the intentions of the composer, the performance practice of the time, using period instruments, and being musically creative within the boundaries of the composer's intentions
  • Peter Kivy's twofold model of authenticity. Focusing on historical authenticity in performance, Kivy explores two main aspects of authenticity: historical (attention to the intent, sound, and practice of the original) and personal (interpretation and expression of the performer).
  • Swanwick writes: "'Authentic' musical experience occurs when individuals make and take music as meaningful or relevant for them"
  • Swanwick's emphasis on the importance of personal relevance yields different choices for a music teacher than Palmer's position does.
  • Another example is found in the work of music educator and researcher Kay Edwards, who also reached the conclusion that attention to authenticity increases student response to learning. In her qualitative study of the response of children to a unit on Native American music, she found that the group using instruments of the Navajo, Hopi, Apache, and Yaqui peoples generated more journal responses overall (her criterion measure) and more responses about instrument playing than the groups with the inauthentic (traditional music room) instruments.
  • Using indigenous instruments, original languages, and involving culture bearers in instruction benefits student involvement and interest as well as helps them develop musical skills. Connecting the story of a piece of music to students' own experiences and encouraging students to create new music in the style of music being studied help facilitate meaningful experiences for students.
  • "World music pedagogy concerns itself with how music is taught/transmitted and received/learned within cultures, and how best the processes that are included in significant ways within these cultures can be preserved or at least partially retained in classrooms and rehearsal halls.
Philip Brown

Circumcision of the Heart in Leviticus and Deuteronomy: Divine Means for Resolving Curs... - 0 views

equip.sbts.edu/...lving-curse-and-bring-blessing

shared by Philip Brown on 08 May 20 - No Cached
  • These three uses of “uncircumcised” imply that the foreskin is an impediment or obstacle to hearing, speaking, and producing good fruit. That is, the state of being uncircumcised impedes something, which, if it did not have the foreskin, would otherwise be prepared for true function and vitality. But since it has the foreskin, it is impeded
    • Philip Brown
      Philip Brown on 08 May 20
       
      Excellent assessment up to this point. The conclusion "and will die," however, has no clear basis in the evidence for uncircumcised ears, lips, or fruit.
  • There is a progression in Leviticus from “outward” holiness to “inward” holiness or better, from the holiness symbolized in sacrifice, cult, and purity laws to holiness exhibited in the obedience of a prepared and consecrated people which Leviticus 17-27 envisions.
  • The foreskin of their heart was the cause of their stubbornness in 24:10-23, which led to God’s curse coming upon them in exile. They became as the “foreskined fruit trees” in Leviticus 19:23 that were unable to yield fruit. Their hearts still had the foreskin, the impediment or obstacle which prevented them from vital covenant faithfulness and ensuing blessing
  • ...5 more annotations...
  • Within this scheme, Leviticus presents the humbling of the foreskin of the heart as the resolution to the stubborn heart which brought the people into exile. Heart circumcision will bring the blessing of restoration.
  • It is in the context of the covenant curses that our reference to heart circumcision occurs in Leviticus 26:41, revealing that Israel had an internal heart problem which led them to curse God and therefore undergo his covenant curses.
  • Leviticus 26 describes the outworking of the blessing, curse-exile, and return from exile
  • Deuteronomy presents circumcision of the heart as important means for attaining the Deuteronomic vision of loyalty from a devoted heart.4
  • e root לוּמ ּto circumcise
Kelly Dau

Math Teaching Resources for K-5 Classrooms - 121 views

www.k-5mathteachingresources.com

math common core

shared by Kelly Dau on 13 Sep 11 - No Cached
  • James Allen on 13 Sep 11
     
    This site provides a range of resources, math games, and hands-on math activities aligned with the Common Core State Standards for Mathematics. Also available are Math Journal tasks for Kindergarten, 1st, 2nd, 3rd, 4th, and 5th Grade for teachers looking to use Math Journals as a means of providing students with opportunities to organize, clarify and reflect on their thinking while developing key mathematical skills and understandings.
  • Kelly Dau on 31 Oct 12
     
    This site provides an extensive collection of free resources, math games, and hands-on math activities aligned with the Common Core State Standards.
Florence Dujardin

Promoting Student Engagement by Integrating New Technology into Tertiary Education: The... - 3 views

www.ccsenet.org/...12841

engagement education iPad assessment m-learning Video

shared by Florence Dujardin on 09 Nov 12 - No Cached
  • Florence Dujardin on 09 Nov 12
     
    Teachers in tertiary education need new strategies to communicate with students of the net generation and to shape enticing educational experiences for them. The use of new approaches such as video-recorded lectures to communicate directly and individually with all students has been the preserve of technology-savvy educators. However, a recent technological advance - the Apple iPad - has the potential to change this situation, offering access to effective and efficient pedagogy in an easy and intuitive way. This paper is a report on the use of the iPad in teaching activities over the past 15 months, showing how it can be used to enhance engagement with learning for tertiary students, both those studying live on campus and those studying at a distance.
tgoodmann

Decoding Digital Pedagogy, pt. 1: Beyond the LMS | Digital Pedagogy | HYBRID PEDAGOGY - 2 views

www.hybridpedagogy.com/...Beyond_the_LMS.html

online courses teaching & learning pedagogy

shared by tgoodmann on 25 Mar 13 - No Cached
  • tgoodmann on 25 Mar 13
     
    "What's the difference between digital pedagogy and teaching online?" Challenges to the the now-old new (weak online instruction) and to the same-old, same-old: "Pedagogy is a scholarship unto itself, a study of learning and the many ways it is fueled . . ."
Lynda Monick-Isenberg

Online teaching andlearning - 63 views

www.hybridpedagogy.com/...affinity-asynchronous-learning

education technology hybrid asynchronous synchronous

shared by Lynda Monick-Isenberg on 21 Mar 14 - No Cached
  • Lynda Monick-Isenberg on 21 Mar 14
     
    Interesting article on access and bias in online world of teaching and learning.
Clint Heitz

Flipping the Classroom: A revolutionary approach to learning presents some pros and con... - 73 views

www.slj.com/...ng-presents-some-pros-and-cons

flipping flipped classroom flipped_classroom

shared by Clint Heitz on 09 May 13 - No Cached
    • Clint Heitz
      Clint Heitz on 09 May 13
       
      Why not create multiple types of videos? YouTube allows "choose your own path" videos that can let you alter the video based on the responses during viewing.
    • Clint Heitz
      Clint Heitz on 09 May 13
       
      Great way to provide equitable access opportunities
  • Teachers need to figure out what they want to get out of a flipped classroom, says Marine City High’s Ming. “What’s the purpose of doing it? Is it because you’re looking for more time in your curriculum to do hands-on activities?” An AP government teacher told Ming the best part of teaching his class was holding class discussions. The flipped classroom helped him get through the material with time to spare for conversation.
  • ...9 more annotations...
    • Clint Heitz
      Clint Heitz on 09 May 13
       
      The purpose is always the key. Don't try to implement this "just because" or excessively. It is a great tool, but not always the right one.
  • Watching videos also means more sitting in front of devices. The American Academy of Pediatrics recommends kids limit “screen time” to two hours a day because too much exposure has been linked to obesity, irregular sleep, behavioral problems, violence, and less time for play.
    • Clint Heitz
      Clint Heitz on 09 May 13
       
      Why not flip it with podcasts that students can listen to while walking, driving, etc.
  • Students need to feel as though their teachers are guiding them to the best materials, not merely giving them a list of videos to watch, says Valenza
  • “Teachers should keep posing the ‘why,’” says Bob Schuetz, the technology director at Palatine High School in Illinois. “Why am I doing this? Why is it beneficial to students?”
  • “The teacher walks around and helps everyone. It’s not a get-out-of-jail-free card for teachers not to teach.” It’s also not a way for kids to get out of doing anything at home. “Flipping what the kid does means they do the work ahead of time, come to class, and debrief,” explains Michelle Luhtala (aka the
  • “The end goal is personalized education. The flipped classroom is just a means to that end.” Students can use the videos to learn at their own pace—any time or place, says Roberts. “These students can replay their teacher’s explanation of a new concept as many times as they need to without fear of holding up the rest of the class.”
  • a librarian at Bullis School in Potomac, MD, gives students videos, Web pages, and screenshots about the nuts and bolts of the library, which frees up more time to devote to their research projects.
  • ure, some kids will ignore the video. “The same kids who don’t currently do their homework will not watch the lecture,” says McCammon. “But as you start making your class more engaging, kids who don’t usually do their homework will start doing it because they want to participate in the class.” Kids write questions down while they’re watching the video, and then the first 10 minutes of class is for discussion of what they’ve seen.
Florence Dujardin

Beyond natives and immigrants: exploring types of net generation students - Kennedy - 2... - 33 views

onlinelibrary.wiley.com/...abstract

student user stats digital_literacy

shared by Florence Dujardin on 28 Sep 10 - No Cached
  • Florence Dujardin on 28 Sep 10
     
    Abstract: Previously assumed to be a homogenous and highly skilled group with respect to information and communications technology, the so-called Net Generation has instead been shown to possess a diverse range of technology skills and preferences. To better understand this diversity, we subjected data from 2096 students aged between 17 and 26 from three Australian universities to a cluster analysis. Through this analysis, we identified four distinct types of technology users: power users (14% of sample), ordinary users (27%), irregular users (14%) and basic users (45%). A series of exploratory chi-square analyses revealed significant associations between the different types of technology users and the university that students attended, their gender and age and whether the student was local or international. No associations were found for analyses related discipline area, socio-economic status or rurality of residence. The findings are discussed in light of the rhetoric associated with commentaries about the Net Generation, and suggestions about their implications for teaching and learning in universities are offered.
Jon Tanner

What's the point of media specialists...? on School Library Journal - 49 views

www.schoollibraryjournal.com/...1860043986.html

neverendingsearch lms media specialist socialmedia

shared by Jon Tanner on 03 Dec 09 - Cached
  • Jon Tanner on 03 Dec 09
     
    "Joyce Valenza Ph.D On the librarian: What's the point . . ? The Twitter conversation April 30, 2009 @karlfisch: What's the point of having a media specialist if they aren't specialists in the media forms of the day? I was nearly finished copying and pasting, figuring out how best to post Tuesday's Twitter conversation, when I discovered that Karl Fisch (@karlfisch), who kinda started it all, already took care of that. (You likely know of Karl's very popular and provocative videos.) I am still not sure how best to frame this conversation on the place of the information/media specialist in today's school. What is clear is that a lot of smart people--people who are out there teaching, speaking, moving, and shaking--are disappointed in what they see when they see school librarians. Either we have a perception problem or we need to do some serious retooling. I'd say we have to deal with both. In a hurry. Being an information (or media) specialist today means being an expert in how information and media flow TODAY! It is about knowing how information and media are created and communicated. How to evalute, synthesize, and ethically use information and media in all their varied forms. It is about being able to communicate knowlege in new ways for new audiences using powerful new information and communication tools. Forgive me if it hurts. In my mind, if you are not an expert in new information and communication tools, you are NOT a media specialist for today. Tuesday's conversation happened in the open, on Twitter. We need to be aware that these conversations are happening where we cannot hear them--at conferences, at Board and cabinet meetings. We also need to make sure that our voices are heard and that we hear the voices of others in places like Twitter, where so many educational leaders and thinkers are chatting about us and many other things. I've selected the remarks that resonated loudest for me. (I've shuffled a bit, but you can visit Karl'
Florence Dujardin

Using Wenger's Communities of Practice to Explore a New Teacher Cohort - Journal of Tea... - 14 views

jte.sagepub.com/...62.abstract

CPD induction communities_of_practice portfolio qualitative blogging PhD

shared by Florence Dujardin on 28 Jan 11 - No Cached
  • Florence Dujardin on 28 Jan 11
     
    This qualitative study explores a cohort professional development experience that brought new teachers together every few weeks from across an urban school district. Observation data were analyzed through Wenger's (1998) Communities of Practice social learning framework. The purpose was to examine how a cohort can be a valuable resource of new teacher support, particularly in areas where novices, who are being prepared largely through alternative routes, start their careers in some of the most challenging teaching assignments. Key theoretical insights resulting from the analysis include (a) the importance of interactivity of the Wenger elements, (b) the centrality of the community component, and (c) the implications of what legitimate peripheral participation looks like for a solely novice community of practice. Implications of these theoretical considerations are discussed and then linked to possibilities for practice and research to supplement current, traditional induction and mentoring practices.
Suzanne Rogers

Teacher Guides: Can You Trust the News? - 108 views

newstrust.net/teachers

journalism newstrust

shared by Suzanne Rogers on 19 Feb 11 - Cached
  • Suzanne Rogers on 19 Feb 11
     
    Teaches students to evaluate journalistic quality
Bob Rowan

National Writing Project Digital Is - 63 views

digitalis.nwp.org

digital storytelling iste2011 video WHYY journalism literacy Writing

shared by Bob Rowan on 25 Jun 11 - No Cached
  • Marsha Ratzel on 25 Jun 11
     
    National Writing Project's digital website...loads to learn and explore here. Enough to fill a lifetime.
  • Bob Rowan on 27 Jun 11
     
    ideas about teaching writing in digital age; from WHYY young video showcase at ISTE 2011
Cindy Edwards

Electronic Journal for the Integration of Technology in Education - 60 views

ejite.isu.edu/...Stokes.html

learning_styles

shared by Cindy Edwards on 28 Apr 13 - Cached
  • Characters in alphabets began as pictures with meaning (West, 1997).
  • As history repeats itself, we may find that a great deal of information is better presented visually rather than verbally.
  • culture's
  • ...9 more annotations...
  • predominant mode of literacy depends on the technology and mass media it embraces (Sinatra, 1986).
  • Kellner (1998) proposes that multiple literacies are necessary to meet the challenges of today's society, literacies that include print literacy, visual literacy, aural literacy, media literacy, computer literacy, cultural literacy, social literacy, and ecoliteracy.
  • Learning through orderly, sequential, verbal-mathematical, left-hemisphere tasks is a pattern seen frequently in education (West, 1997). Those whose thought processes are predominantly in the right-hemisphere where visual-spatial and nonverbal cognition activities rule frequently may have difficulty capitalizing on a learning style that is not compatible with their abilities.
  • If visual literacy is regarded as a language, then there is a need to know how to communicate using this language, which includes being alert to visual messages and critically reading or viewing images as the language of the messages.
  • Technology, particularly the graphical user interface of the World Wide Web, requires skills for reading and writing visually in order to derive meaning from what is being communicated.
  • Because visual literacy precedes verbal literacy in human development,
  • learning evolves from the concrete to the abstract; visual symbols are nonverbal representations that precede verbal symbols (Sinatra, 1986).
  • West (1997) conveys an innovative mathematics approach whereby students “do” mathematics rather than “watch” mathematics. The technique emphasizes learning through interactive graphics without words. “The words go into an idea only after the idea has already settled in our mind”(West, p.
  • The literature suggests that using visual elements in teaching and learning yields positive results.
Sharin Tebo

JOLT - Journal of Online Learning and Teaching - 62 views

jolt.merlot.org/...alderton_0911.htm

eAchieve Twitter

shared by Sharin Tebo on 26 Apr 16 - No Cached
  • All of them responded that Twitter allows them to build connections with educators beyond those in their immediate vicinity. These connections are purposefully made as a way to find and share resources and to provide and receive support. For example, Participant 8 stated, “My primary purpose is to connect with other teachers, so that I can learn from them and share resources that I find.” Similarly, Participant 9 wrote, “I am the only biology teacher at my school. I use it [Twitter] as a means of obtaining advice, resources and collaboration…I also use it to find out about new tech tools.”
  • Twitter has helped me to build a strong professional reputation
  • they follow educators. They also follow content experts and others who share professional interests.
  • ...11 more annotations...
  • Participants explained that they choose to follow people who are open, positive, and constructive.
  • “If their tweets seem to be of interest - providing ideas or resources, as opposed to just opinion - I will network with them.” Similarly, Participant 6 stated, “I look for people who interact and don't just post links.”
  • those they trust
  • Since Twitter is considered to be a social networking website, one aspect of this study looked at dialogue that transpired between followers to show evidence of collaborative conversations rather than unidirectional sharing of information.
  • Survey results show that nine out of ten of the respondents were able to give concrete examples of collaboration that occurred with fellow Twitter users.
  • These examples included ideas such as creating units, sharing of resources, students collaborating on projects between classrooms, exchanging professional materials and readings, writing book chapters, and even co-presenting at conferences.
  • beyond 140-character messages. That teachers moved discussions to forums that allow for deeper discussion and expansion of ideas is encouraging; Twitter does not seem to be a place to collaborate in depth, but rather to make those initial connections - a "jumping off" point.
  • how using Twitter has benefited them professionally. Four unique themes emerged from their responses: Access to resources Supportive relationships Increased leadership capacity Development of a professional vision
  • practical resources and ideas as a benefit.
  • opportunities for them to take leadership roles in developing professional development, organizing conferences, publishing, and grant writing.
  • This research study provides new insight into how teachers use social networking sites such as Twitter for professional purposes.
  • Sharin Tebo on 26 Apr 16
     
    Impacts of Twitter on professional lives
anonymous

Hybrid Pedagogy: A Digital Journal on Teaching & Technology | Home - 76 views

www.hybridpedagogy.com

online_learning pedagogy blog

shared by anonymous on 04 May 12 - No Cached
  • anonymous on 04 May 12
     
    Informative and thought-provoking articles regarding hybrid learning (or all learning, as they rightfully state).
  • Pete Rorabaugh on 05 May 12
     
    Thanks for the boost Caitlin! We are excited that the journal's approach to critical and digital pedagogy has some resonance. Join us in the comments or, better yet, submit an article idea or draft for publication.
michelecain

Building 21st Century Writers -- THE Journal - 44 views

thejournal.com/...ding-21st-Century-Writers.aspx

shared by michelecain on 31 Mar 12 - No Cached
  • The real key to success in both Littleton and Saugus Union was ensuring that the netbooks would not be used as glorified word processors.
    • michelecain
      michelecain on 31 Mar 12
       
      I have seen our laptops being used in this capacity in spots. This idea demonstrates the importance of teaching the skill and showing the best tools for the skill.
BalancEd Tech

Digital Natives: Ten Years After - JOLT - Journal of Online Learning and Teaching - 77 views

jolt.merlot.org/...koutropoulos_1211.htm

DigitalNatives

shared by BalancEd Tech on 17 Aug 12 - No Cached
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