It doesn't solve anything. It is a great first step in reframing the role of the teacher in the classroom. It fosters the "guide on the side" mentality and role, rather than that of the "sage of the stage." It helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students.
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The School Cliff: Student Engagement Drops With Each School Year - 4 views
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Five Best Practices for the Flipped Classroom | Edutopia - 186 views
www.edutopia.org/...m-best-practices-andrew-miller
flipped classroom best practices learning teaching practices
shared by Rachael Hodges on 20 Apr 12
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We must first focus on creating the engagement and then look at structures, like the flipped classroom, that can support.
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If the flipped classroom is truly to become innovative, then it must be paired with transparent and/or embedded reason to know the content.
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Lack of technology doesn't necessarily close the door to the flipped classroom model, but it might require some intentional planning and differentiation.
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you must build in reflective activities to have students think about what they learned, how it will help them, its relevance
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Ok, I'll be honest. I get very nervous when I hear education reformists and politicians tout how "incredible" the flipped classroom model (1), or how it will "solve" many of the problems of education. It doesn't solve anything. It is a
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5 Reasons Why Origami Improves Students' Skills | Edutopia - 59 views
www.edutopia.org/...tudents-skills-ainissa-ramirez
origami STEAM edutopia skills STEM math makerspace
shared by H DeWaard on 22 Aug 15
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This art form engages students and sneakily enhances their skills -- including improved spatial perception and logical and sequential thinking.
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According to the National Center for Education Statistics in 2003, geometry was one area of weakness among American students.
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Origami has been found to strengthen an understanding of geometric concepts, formulas, and labels, making them come alive.
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Origami excites other modalities of learning. It has been shown to improve spatial visualization skills using hands-on learning.
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Often in assignments, there is one set answer and one way to get there. Origami provides children an opportunity to solve something that isn't prescribed and gives them a chance to make friends with failure (i.e. trial and error).
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Origami is a fun way to explain physics concepts. A thin piece of paper is not very strong, but if you fold it like an accordion it will be.
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While schools are still catching up to the idea of origami as a STEAM engine (the merging of these disciplines), origami is already being used to solve tough problems in technology.
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Additionally, the National Science Foundation, one of the government's largest funding agencies, has supported a few programs that link engineers with artists to use origami in designs. The ideas range from medical forceps to foldable plastic solar panels.
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University students are struggling to read entire books | Education | News | The Indepe... - 47 views
www.independent.co.uk/...ead-entire-books-a6986361.html
books reading college-students sustained-reading reading-difficulty stress academic-stress
shared by victoria waddle on 18 Apr 16
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Chantelle Francis, Academic and Inclusions Officer for the Sheffield University English Society, said: “I would argue that it is the time constraints that students struggle with as opposed to the actual material in most cases. I’m sure that if students had longer to read a text, they’d likely understand it better, because they’ve had more time to engage with it and appreciate it. But to suggest that students’ attention spans are low or that we are of insufficient ability is unfair.”
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5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Te... - 57 views
threeteacherstalk.wordpress.com/...ecially-in-high-school-english
SDW reading conferences literacy high school sdwwl conferring 21daysSDW
shared by Sharin Tebo on 21 Oct 15
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One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
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The more we grow in empathy, the better relationship we’ll have with our friends, our families and all other people we associate with — at least the idealist in me will cling to that hope as I continue to talk to students about books and reading.
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Try questions like: How’s it going? (Thanks, Carl Anderson) Why did you choose this book? Do you know anyone else who has read this book? What’d she think? How’d you find the time to read this week? What’s standing in the way of your reading time?
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Try questions like: What character reminds you of yourself or someone you know? What part of the story is the most similar/different to your life? Why do you think the author makes that happen in the book? What does he want us to learn about life? How does this story/character/conflict/event make you think about life differently?
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when I take the time to talk to each student individually, and reinforce the skill in a quick chat, the application of that skill some how seeps into their brains much deeper.
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Try questions like: Tell me about _____ that we learned in class today. How does that relate to your book/character? Remember when we learned _____, tell me how/where you see that in your book. Think about when we practiced ___, where does the author do that in your book? You’ve improved with ___, how could you use that skill for _______?
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We must provide opportunities for our students to grow into confident and competent readers and writers in order to handle the rigor and complexity of post high school education and beyond. We must remember to focus on literacy not on the literature
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We must validate our readers, ask questions that spark confidence, avoid questions that demean or make the student defensive, and at the same time challenge our readers into more complex texts.
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Try questions like: On a scale of 1 to 10 how complex is this book for you? Why? What do you do when the reading gets difficult? Of all the books you’ve read this year, which was the most challenging? Why? How’s it going finding vocabulary for your personal dictionary? Tell me how you are keeping track of the parallel storyline?
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I ask students about their confidence levels in our little chats, and they tell me they know they have grown as a readers. This is the best kind of reward.
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Try questions like: How has your confidence grown as you’ve read this year? What do you think is the one thing we’ve done in class that’s helped you improve so much as a reader? How will the habits you’ve created in class help you in the reading you’ll have to do in college? Why do you think you’ve grown so much as a reader the past few weeks? What’s different for you now in the way you learn than how you learned before? Describe for me the characteristics you have that make you a reader.
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Step 1: give every kid a laptop. Step 2: learning begins? - 16 views
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The state program works with teachers to change their lesson plans appropriately; the goal is to get students to think critically and engage with all subjects through creative work. "Since our beginnings, we've always looked at notions of creation," Mao said. "It's not about consumption of content, it's about the creation of knowledge."
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making a laptop program effective is only 10 or 20 percent about the hardware itself, with the rest being about making sure the teachers know how to use them and how to lead students to proper learning goals
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Bolting old lesson plans to new computers will do little, but future programs with strong teacher buy-in and excellent institutional support have the potential to do much more.
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Bedford Bits: Ideas for Teaching Composition » Blog Archive » A Revision Plan... - 31 views
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most students did a great job of going beyond responding to the things I had noted in end comments on their papers.
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it was simple to read through their responses and see how well their plans fit the expectations for the assignment.
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Most of the revision plans showed better engagement and thinking about writing than any of the rewrites I received in the past.
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http://www.qconline.com/archives/qco/print_display.php?id=617382 - 22 views
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they were waiting for a time when the videotape material seemed less important and not likely to be on the test. Those students were using their metacognitive skills to decide when was a good time to be distracted and when it was important to focus
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Author describes study that showed that middle, hs, and university students were highly distractible by technology and were anxious if they could not check their devices. He described a strategy called "tech breaks" where students are allowed to check devices and social media for a minute and then to focus on school work for 15 minutes as a way of improving their metacognitive skills.
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I wonder if using technology in the classroom - integrally - would mitigate some of the anxiety and/or increase attention. I wonder if there are other teaching/learning strategies we might employ that would increase engagement such that students would be distracted from their distraction...
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Flipping the Classroom: A revolutionary approach to learning presents some pros and con... - 73 views
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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.
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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.
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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
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“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?”
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“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
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“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.”
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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.
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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.
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Enhancing Critical-Thinking Skills in Children: Tips for Parents - Duke Gifted Letter - 55 views
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Are in-depth group discussions provided during class time? Are students coached to question their thinking processes and those of their classmates? Are students afforded opportunities to evaluate their progress regularly? Are students encouraged to pose questions regularly in class? Are students provided with guides to help them reflect on their thinking (such as Bloom’s Taxonomy)? Do class projects engage students in analysis, synthesis, and evaluation? Are students given opportunities to consider various opinions and to justify their own beliefs?
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Table 1 Bloom's Cognitive Taxonomy Competence Description Question/Prompt Knowledge Dates, events, formulas, other facts When did the United States become an independent country from England? What is the formula for area? Comprehension Recognize meaning, sequence, events, interpret information, compare ideas, make inferences, predict ideas What is the author's purpose? How are these numbers related? Is water of sunshine more critical to plant life? Human life? Application Use of information and concepts to solve problems Using your knowledge of calories and your physical makeup, calculate how much energy you must exert to lose three pounds per month. Demonstrate your understanding of how to create a Web site. Analysis Recognize patterns, parts, components Considering the stock market, examine which investments were the most lucrative this quarter. Organize these games by level of difficulty. Synthesis Use of information to create a new system, generalize, draw conclusions When did the United States become an independent country from England? What is the formula for area? Evaluation Assess concepts, weigh opinions for subjectivity, select items, judge Which type of dog would be best suited for your family, given your lifestyle and housing? Which local newspaper is written the most objectively?
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5 Fantastic Ways to Use Wallwisher in the Classroom - SimpleK12 - 138 views
blog.simplek12.com/...se-wallwisher-in-the-classroom
Wallwisher Student Engagement Web 2.0 Speeches Writing Tools Brainstorming Announcements
shared by Mary Beth Messner on 27 Aug 10
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5 fantastic ways to use Wallwisher in the classroom: Writing activities – Wallwisher has a 160 character limit for each comment/post that you leave on the wall. Which is, in a way, a good thing! It allows for short story/collaborative projects, essay plans, note-taking, memos, poems, etc… the writing possibilities are endless! Brainstorming activities – This is a great ice breaker for the beginning of class! And better yet, it’s a great way to post a homework assignment/food for thought for that evening and then discuss it the next day. Vocabulary/Grammar Activities – You could easily use Wallwisher for practicing tenses, definitions, vocabulary matching (you can even use audio or video!), or even find a theme and have the students fill the sticky notes with their ideas for the vocabulary theme! Speaking activities – I was never one to love speaking in front of people so Wallwisher is a great way to create short speaking activities to help students feel more comfortable in front of a group of people. These activities could be to talk about a photo or video for X minutes, create a story based upon X number of photos, or even put debate topics on a sticky note for the student to create. Notifications – That is the original thought, right? You could use Wallwisher for orientation information, classroom rules, student profiles, daily/weekly plan, or even fun messages to other students who might be out sick or on trips with their families.
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Is Technology Producing A Decline In Critical Thinking And Analysis? - 0 views
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"As students spend more time with visual media and less time with print, evaluation methods that include visual media will give a better picture of what they actually know
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reading develops imagination, induction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades."
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Adapted from materials provided by University of California - Los Angeles.
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"Wiring classrooms for Internet access does not enhance learning," Greenfield said.
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Department of Psychology :: Principles of Learning :: University of Memphis - 62 views
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The single most important variable in promoting long-term retention and transfer is "practice at retrieval"
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practice at retrieval has been shown to be more effective than merely spending more time studying the material without actively engaging in memory retrieval.
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By doing so repeatedly, especially in varied contexts, the learner strengthens access to this information,
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when intervening tests are spaced, two tests were more effective than a single test in improving long-term retention of material.
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Compared to a cued-recall or recognition intervening test, a free-recall test produced better performance on a final test, regardless of the format of the final test.
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two different effects. One is the "testing effect," in which intervening tests improves learning of concepts that are retrieved from memory
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Align lectures, assignments and tests, so that important information will have to be remembered at different times
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Have students retrieve this information in multiple ways by either varying the questions or context in which it is assessed:
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During lectures, ask students questions to elicit responses that reflect understanding of previously introduced course material.
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This serves the dual purpose of probing students' knowledge, so that misconceptions can be directly and immediately addressed in the lecture.
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Chapter summaries, for instance, may include study questions that ask students to recall major points or conclusions to be drawn from the reading.
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http://www.iste.org/Content/NavigationMenu/Advocacy/Top_Ten_in_10.htm - 87 views
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Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching
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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
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Great Teachers Don't Teach | Edutopia - 13 views
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great teachers engineer learning experiences that maneuver the students into the driver's seat and then the teachers get out of the way.
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great teacher will devise a way to give the students an urgent reason to learn skills or knowledge and then let them show they have learned it by what they can do. This is called project-based learning.
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great teacher devises learning experiences that force all the students to be engaged much like being in the deep end of the swimming pool. Then the lesson on arm and leg strokes becomes relevant. To learn, the students must do something. We call this performance-based learning.
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Socrates had it right when he only answered a question with more questions and look what he produced -- some of the greatest minds that ever lived. We call this the Socratic method.
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Yet what do we find in every public school and university? Teachers talking, talking and talking while students listen, daydream and doze. We call this lecture.
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Twitter Boosts College Grades and Class Engagement [STUDY] - 1 views
mashable.com/...twitter-students-writers
Twitter education engagement college students socialmedia Social media
shared by dmassicg on 19 Nov 12
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Christina Greenhow, an assistant professor of education at Michigan State University, discovered that students using the microblogging service as part of their education are more engaged and have higher grades. In fact, she considers it “a new literary practice,” as she explains in her study “Twitteracy: Tweeting as a New form of Literary Practice.”
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Response: Student Engagement "Requires A Conversation" - Classroom Q&A With Larry Ferla... - 59 views
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