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in title, tags, annotations or urlIntroducing Google Plus to Educators - 132 views
Chrome Dojo - 58 views
iTeach: The best 1:1 device is good teaching - 11 views
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Devices come and go, but progressive teachers who adapt will sustain longer than any device
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Usually this conversation is focused on what hardware works best for teaching and learning. While this is an important decision to make, it should not be the focus. In fact, the best devices a school can employ are great teachers.
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We have reached a point in education technology where devices are, for the most part, adaptable.
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As I mentioned earlier, the best device a school can roll out is a teacher who can adapt to new and emerging technologies, does not always require formal training for learning and staying current, and is not tethered to a product (PowerPoint) in order to teach. Education technology will continue to progress and part of this evolution will be for students and teachers to stay current with both curriculum and digital literacy. Even in the absence of technology, a great teacher will continually seek out ways to engage his or her students in great lessons, simulations or challenges.
Teacher-Led Professional Learning: The Latest Revolution In Education | Edudemic - 71 views
Explaining Social Bookmarking - 90 views
IPads in the classroom: The right way to use them, demonstrated by a Swiss school. - Slate Magazine - 244 views
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Ten years ago, Stanford’s Larry Cuban noted that computers in the classroom were being oversold and underused. In short order, the iPad craze could take the same turn. My lesson from ZIS is that we should make sure we have teachers who understand how to help children learn from the technology before throwing a lot of money into iPad purchasing. It wasn’t the 600 iPads that were so impressive— it was the mindset of a teaching staff devoted to giving students time for creation and reflection. Are American public schools ready to recognize that it’s the adults and students around the iPads, not just the iPads themselves, that require some real attention?
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"It wasn't the 600 iPads that were so impressive- it was the mindset of a teaching staff devoted to giving students time for creation and reflection." So correct! So, how do we develop such a mindset? Does PD ever emphasize this?
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When you introduce anything new in most schools, you have to sell it to teachers as making their lives easier. An app that reteaches a math skill makes teacher's lives easier, whereas asking them to develop an authentic assessment with multimedia does not. The challenge is, how can we use these technologies to something different and more effective, not to do the same things easier.
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The SAMR model developed by Dr Ruben Puentedura is the one that will help teachers use technology most effectively.
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Need to remember the SAMR model. The NEW alsways IMITATES the old: e.g. early TV a film of radio etc.
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CCSS Math Resources and PLC - 89 views
Using Twitter for Professional Development - 84 views
'Coaching Is Harder Than I Thought' - The Art of Coaching Teachers - Education Week Teacher - 86 views
EDED20474_2131: Academic perspectives on quality teachers and teaching - 51 views
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This is brilliant and true. I pariticularly am witness to this, not only in my own professional practice (going from observations as a beginning teacher and then having a classroom "to myself" to a school where I had TAs in my class which changed the dynamic and in that school there was an 'open door policy' where you could expect admin to stroll through. And now I am in PD for other staff with IT I find it hard to get my foot through their classroom doors. There is resistance to share short comings for sure!
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Teachers are among the most powerful influences in learning. Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning. Teachers need to be aware of what each and every student is thinking and knowing to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels. Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all students, and know where to go next in light of the gap between students’ current knowledge and understanding and the success criteria of: “Where are you going?”, “How are you going?”, and “Where to next?”. Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical. School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understanding is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding (Hattie, 2009, pp. 238-239).
Internet Moments - 2 views
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For when you have a moment for the internet
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