Group items tagged

Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.

Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.

Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students.This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.

Reflections of a Teacher and Learner: David teaches kids at a private college in Turkey and he also is a distance student on the University of Manchester’s MA in EdTech & TESOL programme

An A-Z of ELT: This blog is managed by the man who wrote An A-Z of ELT in 2006, Scott Thornbury.

Authentic Teaching: This blogger has taught EFL in Brazil, and taught ELT for several years as well. He now is earning an MA in Education in London

Jeremy Harmer’s Blog: Jeremy is a writer and teacher/teacher-trainer for English to speakers of other languages, and he blogs about presentation.

Marisa Constantinides — TEFL Matters: This blogger runs CELT Athens, a teacher development center based in Greece.

Shaun Wilden’s Blog: Shaun has been involved in English language teaching for almost twenty years. He also maintains several online teaching sites including ihonlinetraining.net.

So this is English… This blog is filled with ideas, thoughts, discoveries, feedback and more about the teaching and learning of English.

Teaching Village: Barbara is an English teacher currently living in Kitakyushu, Japan, and using Web 2.0 tools and virtual worlds.

Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching

Home Advocacy Top Ten in '10: ISTE's Education Technology Priorities for 2010 Through a common focus on boosting student achievement and closing the achievement gap, policymakers and educators alike are now reiterating their commitment to the sorts of programs and instructional efforts that can have maximum effect on instruction and student outcomes. This commitment requires a keen understanding of both past accomplishment and strategies for future success. Regardless of the specific improvement paths a state or school district may chart, the use of technology in teaching and learning is non-negotiable if we are to make real and lasting change.  With growing anticipation for Race to the Top (RttT) and Investing in Innovation (i3) awards in 2010, states and school districts are seeing increased attention on educational improvement, backed by financial support through these grants. As we think about plans for the future, the International Society for Technology in Education (ISTE) has identified 10 priorities essential for making good on this commitment in 2010: 1. Establish technology in education as the backbone of school improvement . To truly improve our schools for the long term and ensure that all students are equipped with the knowledge and skills necessary to achieve in the 21st century, education technology must permeate every corner of the learning process. From years of research, we know that technology can serve as a primary driver for systemic school improvement, including school leadership, an improved learning culture and excellence in professional practice. We must ensure that technology is at the foundation of current education reform efforts, and is explicit and clear in its role, mission, and expected impact. 2. Leverage education technology as a gateway for college and career readiness . Last year, President Obama established a national goal of producing the highest percentage of college graduates in the world by the year 2020. To achieve this goal in the next 10 years, we must embrace new instructional approaches that both increase the college-going rates and the high school graduation rates. By effectively engaging learning through technology, teachers can demonstrate the relevance of 21st century education, keeping more children in the pipeline as they pursue a rigorous, interesting and pertinent PK-12 public education. 3. Ensure technology expertise is infused throughout our schools and classrooms.  In addition to providing all teachers with digital tools and content we must ensure technology experts are integrated throughout all schools, particularly as we increase focus and priority on STEM (science-technology-engineering-mathematics) instruction and expand distance and online learning opportunities for students. Just as we prioritize reading and math experts, so too must we place a premium on technology experts who can help the entire school maximize its resources and opportunities. To support these experts, as well as all educators who integrate technology into the overall curriculum, we must substantially increase our support for the federal Enhancing Education Through Technology (EETT) program.  EETT provides critical support for on-going professional development, implementation of data-driven decision-making, personalized learning opportunities, and increased parental involvement. EETT should be increased to $500 million in FY2011. 4. Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching . As part of our nation's continued push to ensure every classroom is led by a qualified, highly effective teacher, we must commit that all P-12 educators have the skills to use modern information tools and digital content to support student learning in content areas and for student assessment. Effective teachers in the 21st Century should be, by definition, technologically savvy teachers. 5. Invest in pre-service education technology

Many teachers and administrators alike often fear how students can be appropriately assessed in technology-rich learning environments. This fear has been established as a result of a reliance on transitional methods of assessment as the only valid means to measure learning

For technology to be not only integrated effectively, but also embraced, a culture needs to be established where teachers and administrators are no longer fearful of giving up a certain amount of control to students. The issue of giving up control seems to always raise the fear level, even amongst many of the best teachers, as schools have been rooted in structures to maintain it at all costs

With the integration of technology comes change. With change comes the inevitable need to provide quality professional development. Many educators fear technology as they feel there is not, or will not be, the appropriate level of training to support implementation

AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.

district was innovating

there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again

“We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”

$46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.

If we know something works

it is hard to separate the effect of the laptops from the effect of the teacher training

The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.

Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.

“It’s not the stuff that counts — it’s what you do with it that matters.”

“Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”

that computers can distract and not instruct.

“They’re inundated with 24/7 media, so they expect it,”

The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.

rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.

engagement is a “fluffy

term” that can slide past critical analysis.

creating an impetus to rethink education entirely

guide on the side.

Professor Cuban at Stanford

But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint

“There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”

Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.

This is big business.

“Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”

the most effective collaborations come from a common sense of purpose and goals.

In the spirit of building relationships and sharing knowledge, IT staff could sit in classes to observe the teaching and learning process and to see how technology is — or could be — used. Faculty could attend academic technology conferences alongside IT staff. And when a technology solution is warranted, IT staff could provide faculty with a vetted set of instructional technology tools to explore and choose from. In return, faculty can invest in becoming tech-savvy enough to assess, and ultimately use, those tools. Faculty won't be blindly "window shopping" for technology tools, and IT staff won't be proposing solutions in a vacuum; instead, they will be sharing in goals and challenges.

faculty need technology that helps them to be better professors and that helps students become more sophisticated learners.

Faculty can start by identifying specific teaching and learning challenges they are trying to resolve, as individuals and as a faculty body, and can then challenge themselves and IT staff to find creative ways to solve them.

Resources

Don’t let fear based on misconception prevent you from creating a more student-centered, innovative learning culture