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.
About diigo.com
page
Details and Tags
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About diigo.comDiigo or
Digest of Internet Information, Groups and Other stuff is a social bookmarking
site that allows its users to bookmark and tag websites. Users are also able to
highlight information and put sticky notes directly on the webpage as you are
reading it. Your notes can be public which allows other users to view and
comment on your notes and add their own or it can be private. Sites can be saved
and stored for later reading and commenting. Users can also join groups with
similar interests and follow specific people and sites. Teachers can register for an educator account that allows
a teacher to create accounts for an entire class. In an education account,
students are automatically set up as a Diigo group which allows for easy sharing
of documents, pictures, videos, and articles with only your class group. There
are also pre-set privacy settings so only the teacher and classmates can see the
bookmarks and communications. This is a great way to ensure that your students
and their comments are kept private from the rest of the Internet community.
Diigo is a great tool for teachers to use to have students interact with
material and to share that interaction with classmates.
Best Practices for using Diigo tools
Tagging
Tool
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.Highlighting Tool
Diigo
highlighting tool allows the teacher or
student to
highlight in an article or a web page
.
1The 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.
Sticky Notes
Tool
The sticky note tool is a great addition to the
tools of diigo. Students may add sticky notes to a passage as they are reading
it. The sticky notes could be used to make notes or ask questions by the
students.
Teachers could postition the sticky notes in
the passage for students to respond to various ideas as they are reading.
Students could use sticky notes to peer edit
and make comments on other student's work through Google docs.
These are just a few ideas of how to
apply the diigo tools to your teaching practices. Both students and teachers
benefit form using these tools. The variety of uses or practices give both
groups a hands on way of dealing with text while making it more efficient.
Bookmark/Snapsho
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About
diigo.com
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me
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last edit by
cmh459
Sunday,
7:53 pm
-
36
revisions
Tags
none
About
diigo.com
Diigo or
Digest of
Internet Information, Groups and Other stuff is a social bookmarking
site
that allows its users to bookmark and tag websites. Users are also able
to
highlight information and put sticky notes
directly on the webpage as you are
reading it.
Your notes can be public which allows other users to view and
comment on
your notes and add their own or it can be private. Sites can be saved
and
stored for later reading and commenting. Users can also join groups with
si
Diigo or Digest of Internet Information, Groups and
Other stuff is a social bookmarking site that allows its users to bookmark
and tag websites
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
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
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.
The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
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).
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).
Teaching Wikipedia in 5 Easy Steps:
*Use it as background information
*Use it for technology terms
*Use it for current pop cultural literacy
*Use it for the Keywords
*Use it for the REFERENCES at the bottom of the page!
4 ways to use Wikipedia (hint: never cite it)
Teachers: Please stop prohibiting the use of Wikipedia
20 Little Known Ways to Use Wikipedia
Study: Wikipedia as accurate as Encyclopedia Britannica
Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006
And:
Yes students, there’s a world beyond Wikipedia
**Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response.
Nature compared articles from both organizations on various topics and sent them to experts to review. Per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia.
-0-
Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our
Higher Education
page. Bookmark it!
var entrycat = '
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By Valerie Strauss
|
05:00 AM ET, 09/07/2011
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Tumblr
Reddit
Stumbleupon
Digg
Delicious
LinkedIn
http://platform.twitter.com/widgets/tweet_button.html#_=1315504289567&count=horizontal&counturl=http%3A%2F%2Fwww.washingtonpost.com%2Fblogs%2Fanswer-sheet%2Fpost%2F
Excellent perspective on "The 'W' Word" - use it wisely for what it is - high school and college kids shouldn't be citing any general knowledge encyclopedias for serious research - but that doesn't mean there aren't some excellent uses for it.
This is a list of free applications and tools that you can find online. Students can use these to create multimedia projects, collaborate with others, conduct research, and present their findings.
It is a long list, but by no means exhaustive. Please contact 21stcenturylit@gmail.com to suggest other tools to add to the list.
The poll for this list — The Best Web 2.0 Applications For Education — 2009 — is located below this post, and closes on February 1, 2010. Please vote for no more than ten of the thirty-two sites listed. Please note that I’ll be listing these sites in my post from my pick from number thirty-two and ending at first place, but the poll is listed in the opposite order.
Number twenty: PodOmatic is an
extraordinarily easy way to create a podcast. Sign-up and your class has your
own channel — all you need is a computer microphone. I’m adding it to The Best Sites
To Practice Speaking English. I’m also adding it to The
Best Places Where Students Can Create Online Learning/Teaching Objects For An
“Authentic Audience”.
PinDax is a new web tool that lets you
“pin” virtual “Post It” notes on a virtual bulletin board. It’s very, very
similar to a tool I like a lot called Wallwisher. It has a lot more “bells
and whistles” than Wallwisher. That additional complexity (and I have to
admit, it doesn’t seem that much more complex — it just seems to have a
lot more options) doesn’t necessarily make it more attractive for classroom use.
When would-be college students apply for financial aid using the FAFSA, they are asked to list the colleges they are thinking about attending. The online version of the form asks applicants to submit up to 10 college names. The U.S. Department of Education then shares all the information on the FAFSA with all of the colleges on the list, as well as state agencies involved in awarding student aid. The form notes that the information could be used by state agencies, but there is no mention that individual colleges will use the information in admissions or financial aid -- and there is no indication that students could be punished by colleges for where they appear on the list.
Now, some colleges use this “FAFSA position” when considering students’ applications for admission, which may affect decisions about admission or placement on the wait list, said David Hawkins, director of public policy and research for the National Association for College Admission Counseling.
So the institution is disinclined to use up a precious admissions slot for a student who is unlikely to enroll.
“The student has no idea that this information is being used in this context,” Hawkins said. The federal government "doesn’t indicate it. Institutions certainly aren’t telling students they are using it. Certainly, this is a concern from this association’s standpoint.”
It's unclear if the Education Department was aware of this issue until contacted by Inside Higher Ed on Friday. The department now says it will review the longstanding practice of sharing the FAFSA positions with every college.
The use of the list on the FAFSA is just another example of how colleges are using increasingly sophisticated data mining techniques to recruit and shape their classes.
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
Web application(networked studentcomponent)
Tool usedin test case
Student activitylevel of structure
Social bookmarking (RSS)
Delicioushttp://delicious.com/
Set up the account
Subscribe to each others accounts
Bookmark and read 10 reliable websites that reflect the content of chosen
topic
Add and read at least 3 additional sites each week.
News and blog alert (RSS)
Google Alerthttp://www.google.com/alerts
Create a Google Alert of keywords associated with selected topic
Read news and blogs on that topic that are delivered via email daily
Subscribe to appropriate blogs in reader
News and blog reader (RSS)
Google Readerhttp://reader.google.com
Search for blogs devoted to chosen topic
Subscribe to blogs to keep track of updates
Personal blog (RSS)
Bloggerhttp://www.blogger.com
Create a personal blog
Post a personal reflection each day of the content found and experiences
related to the use of personal learning environment
Students subscribe to each others blogs in reader
Internet search (information management, contacts, and synchronous
communication)
Google Scholarhttp://scholar.google.com/
Conduct searches in Google Scholar and library databases for
scholarly works.
Bookmark appropriate sites
Consider making contact with expert for video conference
Podcasts (RSS)
iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html
Search iTunesU for podcasts related to topic
Subscribe to at least 2 podcasts if possible
Video conferencing (contacts and synchronous communication)
Skypehttp://www.skype.com
Identify at least one subject matter expert to invite to Skype with
the class.
Content gathering/ digital notebook
Evernotehttp://evernote.com/
Set up account
Use Evernote to take notes on all content collected via other
tools
Content synthesis
Wikispaceshttp://www.wikispaces.com
Post final project on personal page of class
wiki
The process and tools are overwhelming to students if presented all at once.
As with any instructional design, the teacher determines the pace at which the
students best assimilate each new learning tool. For this particular project, a
new tool was introduced each day over two weeks. Once the construction process
was complete, there were a number of personal web page aggregators that could
have been selected to bring everything together in one place. Options at the
time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These
sites offer a means to compile or pull together content from a variety of web
applications. A web widget or gadget is a bit of code that is executed within
the personal web page to pull up external content from other sites. The students
in this case designed the personal web page using the gadgets needed in the
format that best met their learning goals. Figure 3 is an instructor example of
a personal webpage that includes the reader, email, personal blog, note taking
program, and social bookmarks on one page.
The personal learning environment can take the place of a traditional
textbook, though does not preclude the student from using a textbook or
accessing one or more numerous open source texts that may be available for the
research topic. The goal is to access content from many sources to effectively
meet the learning objectives. The next challenge is to determine whether those
objectives have been met.
Figure 3: Personal web page compiles learning tools
Table 2: Personal learning environment toolset
Web application
(networked student
component)
Tool used
in test
case
Student activity
level of
structure
Social bookmarking (RSS)
Delicious
http://delicious.com/
Set up the account
Subscribe to each others accounts
Bookmark and read 10 reliable websites that
reflect the content of chosen
topic
Add and read at least 3 additional sites each
week.
News and blog alert (RSS)
Google Alert
http://www.google.com/alerts
Create a Google Alert of keywords associated with selected topic
Read news and blogs on that topic that are
delivered via email daily
Subscribe to appropriate blogs in
reader
News and blog reader (RSS)
Google Reader
http://reader.google.com
Search for blogs devoted to chosen topic
Subscribe to blogs to keep track of
updates
Personal blog (RSS)
Blogger
http://www.blogger.com
Create a personal blog
Post a personal reflection each day of the
content found and experiences
related
to the use of personal learning environment
Students subscribe to each others blogs in
reader
Internet search (information management,
contacts, and synchronous
communication)
Google Scholar
http://scholar.google.com/
Conduct searches in Google Scholar and library databases for
scholarly
works.
Bookmark appropriate sites
Consider making contact with expert for video
conference
Podcasts (RSS)
iTunesU
http://www.apple.com/itunes/
whatson/itunesu.html
Search iTunesU for podcasts related to topic
Subscribe to at least 2 podcasts if
possible
Video conferencing (contacts and synchronous
communication)
Skype
http://www.skype.com
Identify at least one subject matter expert to invite to Skype with
the class.
Content gathering/ digital notebook
Evernote
http://evernote.com/
Set up account
Use Evernote to take notes on all content collected via other
tools
Content synthesis
Wikispaces
http://www.wikispaces.com
Post final project on personal page of
class
wiki
The process and tools are overwhelming to
students if presented all at once.
As with
any instructional design, the teacher determines the pace at which the
students best assimilate each new learning tool.
For this particular project, a
new tool
was introduced each day over two weeks. Once the construction process
was complete, there were a number of personal
web page aggregators that could
have been
selected to bring everything together in one place. Options at the
time
included iGoogle, PageFlakes, NetVibes, and Symbaloo. These
sites
offer a means to compile or pull together content from a variety of web
applications. A web widget or gadget is a bit of
code that is executed within
the
personal web page to pull up external content from other sites. The
students
in this case designed the personal web page
using the gadgets needed in the
format
that best met their learning goals. Figure 3 is an instructor example of
a
personal webpage that includes the reader, email, personal blog, note
taking
program, and social bookmarks on one
page.
The personal learning environment can take the
place of a traditional
textbook, though does not preclude the student
from using a textbook or
accessing one or more numerous open source texts
that may be available for the
research
topic. The goal is to access content from many sources to effectively
meet the learning objectives. The next challenge
is to determine whether those
objectives have been met.
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.
Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
A digital story is created using multimedia it weaves together images, music and voice. It takes the audience on a multi-sensory journey. There are range of applications available to help you make your story:
This website will be used for the investigation of Web 2.0 tech tools and how they may be integrated in teaching and learning. Selected tech tools have been organized by their potential application and those titles are listed on the left navigation bar.
Each page of this website includes a variety of free tech tools that address areas in which students and faculty may want to try something different than what they are currently doing in and out of the classroom.
Here is the list of things that every productivity application should have:
Integration with iCal / Google Calendar - for those who rely on Google SMS texts as reminders
Powerful search – so I don’t have to waste time looking for the things that I need
Available on all platforms (Mac, PC, Android, iOS, Black Berry…) – so if I change the device, I don’t need to be left apart
Sharing options (Facebook, Twitter, @mail) – so I can share my thoughts with my friends without writing it twice and copy pasting
Tagging – so we can organize ourselves better
Reminders – so we can setup alarms without finding the native app
Offline access – so we don’t have to rely on internet in order for our system to work.
While student accounts that you have created automatically become your friends to facility easier communication with your students, few educators have suggested that they would prefer to keep their...
Welcome to the iPads4teaching site! This site will provide you with tips, tricks and resources for teaching and learning with the iPad.
It does not include the links of apps by Bloom's. You can find those (and more) on my iPads in the Classroom page, Teaching and Learning with the iPad page, and Bloomin' Apps page, which are listed in the navigation menu.
This site will promote the use of the iPad to support sound pedagogical practices and provide professional development options for you. If you have items to share, please use the form in the footer to let me know about them!
With newer web-based applications, this is no longer the case. For example, Wordpress will deliver RSS (replaces listserv), a static front page with organized sub-pages and articles (replaces CMS) and a built-in forum. There's no need to adopt Twitter, which replaces only the listserv.
My group for my grad class, "Learning with the Internet" created this wiki about using and implementing Diigo in the classroom.
