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Lauren Rosen

Mobile devices: Wireless devices and consoles provide new ways for teens and adults to go online | Pew Internet & American Life Project - 22 views

pewinternet.org/...5-Wireless.aspx

Thoreau Internet usage access

shared by Lauren Rosen on 11 Feb 10 - Cached
  • African Americans are the most active users of the mobile internet, and their use is growing at a faster pace than mobile internet use among whites or Hispanics.  While African-Americans are less likely than whites to use laptops to access the internet, they are more likely to use other mobile devices such as cell phones. Half of all African-American adults (48%) have used their cell phone to access the internet, compared with 40% of Hispanic adults and just 31% of white adults.
  • Lauren Rosen on 11 Feb 10
     
    Information on the use of mobiles according to PEW studies.
Todd Williamson

Education Week's Digital Directions: Whiteboards' Impact on Teaching Seen as Uneven - 31 views

www.edweek.org/...02whiteboards.h03.html

IWBs Marzano Good Teaching

shared by Todd Williamson on 12 Jan 10 - Cached
  • That finding highlights one of Marzano’s key conclusions from the study. The teachers who were most effective using the whiteboards displayed many of the characteristics of good teaching in general: They paced the lesson appropriately and built on what students already knew; they used multiple media, such as text, pictures, and graphics, for delivering information; they gave students opportunities to participate; and they focused mainly on the content, not the technology.
    • Todd Williamson
      Todd Williamson on 12 Jan 10
       
      Interesting list of "good teaching" practices in an explanation of IWB use
  • Todd Williamson on 12 Jan 10
     
    Article presenting both sides of the IWB story: excellent teaching tool or expensive chalkboard?
D. S. Koelling

Online Courses Should Always Include Proctored Finals, Economist Warns - Wired Campus - The Chronicle of Higher Education - 34 views

chronicle.com/...31287

education students courses online

shared by D. S. Koelling on 11 May 11 - No Cached
  • Online economics students do not absorb much material from homework and chapter tests during the semester—perhaps because they expect to be able to cheat their way through the final exam.
  • she has noticed that her online students perform much worse than their classroom-taught counterparts when they are required to take a proctored, closed-book exam at the end of the semester.
  • Ms. Wachenheim’s findings parallel those of a 2008 study in the Journal of Economic Education. That study found indirect evidence that students cheat on unproctored online tests, because their performance on proctored exams was much more consistent with predictions based on their class ranks and their overall grade-point averages.
  • ...1 more annotation...
  • Those include insisting on a proctored final exam and reminding students of that exam “early, often, and broadly, so students are ever-conscious that they will be responsible for the material in an unaided environment.”
  • Jason Finley on 12 May 11
     
    "In self-paced courses, many students appeared to cram most of the homework and chapter exams into the final week of the semester. Few of them bothered to do the ungraded practice problems offered by the online publisher." First, where is the teaching? It sounds more like a case of poorly designed instruction...or a complete lack of instruction. Of course these students are not learning...they are not being taught. Also, if they are in classes which are actively taught by a teacher, then where are the formative assessments by the instructors? That teacher should know long before the final exam if the students know the material or not. A good teacher and a well developed online course would have a number of ways to determine this which do not allow for "cut and paste" or cheating. Finally, does this department test a student's memorization of material or the mastery of the concepts and and understanding of how to apply those concepts? Perhaps, there is also a need to reevaluate the assessments. Good teaching is good teaching. If a student is not learning the material, who is really to blame?
Doug Brunner

Learn to Type | Free Typing Tutor | Typing Course - 151 views

www.typingweb.com/tutor

typing keyboarding tutorial type learn tools

shared by Doug Brunner on 18 Sep 11 - Cached
  • Ruth Howard on 18 Sep 11
     
    Oh I so need to get my fingers freed up! I've got a friend loves to write and I just cannot believe his pace I cannot keep up with his ideas for lack of typing speed!
Maureen Greenbaum

Knewton raises $33M for adapting online education for each student | VentureBeat - 39 views

venturebeat.com/...ine-education-for-each-student

Technology online online education adaptive

shared by Maureen Greenbaum on 14 Oct 11 - No Cached
  • Knewton’s Adaptive Learning Platform can dynamically and automatically remix a school’s online educational materials to match every student’s strengths, weaknesses and unique learning style. It is part of a larger trend of “big data,” or using a large amount of feedback to analyze and then adjust to a user’s individual needs. And it is believed to be the largest funding round ever for an education technology startup.
  • next bite-sized bit
  • algorithm-driven, generating unique lessons dynamically and automatically for the student.
  • ...3 more annotations...
  • students to skip boring lessons they have already mastered and allows them to move on to targeted lessons.
  • Knewton launched two first-year college math courses – College Mathematics and College Algebra – and a self-paced Math Readiness for College course
  • , Knewton has been adopted by Penn State University, the University of Nevada, Las Vegas, Mount St. Mary’s University, Washington State University, and Education Management Corporation.
  • Maureen Greenbaum on 14 Oct 11
     
    this is the future folks
jleighstern

Library Stuff | 130 Tools in 160 Minutes - 333 views

www.librarystuff.net/130tools

web2.0 resources library2.0 tools

shared by jleighstern on 25 Dec 10 - Cached
    • jleighstern
      jleighstern on 01 Mar 11
       
      This list is overwhelming but contains a wonderful list of tools that may be helpful. Use this site at your own pace. A Possible activity for students could be writing a review of a site. 
  • jleighstern on 01 Mar 11
     
    Large list of great tools 
Katie Nettles

Educational Leadership:Multiple Measures:Teaching with Interactive Whiteboards - 27 views

www.ascd.org/...h-Interactive-Whiteboards.aspx

shared by Katie Nettles on 17 Dec 14 - Cached
    • Katie Nettles
      Katie Nettles on 17 Dec 14
       
      Pacing and organizing the content in a way that allows students time to interact with the content and classmates is important in content-retention.
  • Using too many visuals. Digital flipchart pages were awash with visual stimuli; it was hard to identify the important content.
  • Paying too much attention to reinforcing features. For example, when teachers who had worse results with the technology used the virtual applause feature to signal a correct answer, the emphasis seemed to be on eliciting the applause rather than on clarifying the content.
  • ...5 more annotations...
  • They should group information into small, meaningful segments before they start developing the digital flipcharts.
  • To ensure that they don't run through the flipcharts too quickly, teachers can insert flipcharts that remind them to stop the presentation so students can process and analyze the new information.
  • Digital flipcharts should contain visuals, but those visuals should clearly focus on the important information. Also, no single flipchart should contain too many visuals or too much written information.
  • the teacher should typically discuss the correct answer along with the incorrect answers, making sure to elicit opinions from as many students as possible.
  • When using reinforcing features like virtual applause, teachers should make sure that students focus on why an answer is correct or incorrect.
Yozo Horiuchi

Prodigy Math Game - 91 views

www.prodigygame.com/USA

Math 1-8 math game website game

shared by Yozo Horiuchi on 26 Apr 15 - No Cached
  • Yozo Horiuchi on 26 Apr 15
     
    Prodigy is a free math game for Grades 1 - 8 that kids absolutely love! Learn over 300 critical math skills in our self-paced math game.
Clint Heitz

Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views

www.ascd.org/...cs-of-Blended-Instruction.aspx

classroom blended learning technology blended_learning edtech

shared by Clint Heitz on 23 Nov 15 - No Cached
  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
  • ...17 more annotations...
  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
piemann39

Sobering Finds in Most Comprehensive Study Ever on Antarctic Ice Loss - 7 views

blogs.discovermagazine.com/...ntarctic-ice-melt-rate-tripled

Global Warming Environment

shared by piemann39 on 05 Jul 18 - No Cached
  • Scientists are calling it the most complete picture ever of ice loss on the southern continent.
    • piemann39
      piemann39 on 05 Jul 18
       
      With the heat in the last wee, it is time for business to start accepting this new reality and take the necessary steps to reduce emissions
  • Antarctica was melting at a steady rate — one-fifth of a millimeter per year — before 2012, when the rate suddenly tripled and stayed at that pace. The current melt rate is now faster than at any time over the past quarter century.
    • piemann39
      piemann39 on 05 Jul 18
       
      Polar Bear starved a few months ago because the the glaciers were no longer stocked with seals.
  • Their findings showed that the decisions we make over the next decade will determine whether or not Earth is locked into an additional 3 feet of sea level rise.
    • piemann39
      piemann39 on 05 Jul 18
       
      Watch an Inconvenient Truth (Al Gore)
Martin Burrett

Timeblocks - 15 views

ukedchat.com/...timeblocks

timer time lesson pace

shared by Martin Burrett on 21 Nov 18 - No Cached
  • Martin Burrett on 21 Nov 18
     
    "Simple online timer where the user can add sequentially labelled timers which could be used to signal transition from one activity to another, or better yet, making sure you leave your staff meeting on time!"
Jennie Snyder

Digital Literacy and Citizenship Classroom Curriculum | Common Sense Media - 32 views

www.commonsensemedia.org/...curriculum

literacy digital citizenship

shared by Jennie Snyder on 03 Aug 11 - No Cached
  • Common Sense Media offers this FREE Digital Literacy and Citizenship Curriculum to help educators empower their students and their school communities to be safe, responsible, and savvy as they navigate this fast-paced digital world. NO COST to your school.
    • Eric Arbetter
      Eric Arbetter on 11 Feb 12
       
      I wonder how we could incorporate this into our current curriculum.  Would it help with CCSS?
    • E. Grysko
      E. Grysko on 08 Aug 13
       
      As my school is implementing iPads into the classrooms this year, I will probably use some of these lesson plans to teach digital citizenship!
  • Jennifer Diaz on 03 Aug 11
     
    FREE Digital Literacy and Citizenship Curriculum.  
  • Jennie Snyder on 29 Jan 13
     
    Free curriculum, aligned to NETS, for digital literacy and digital citizenship
Matt Renwick

Education Week Teacher: How to Make the Most of Your Professional Learning Community - 33 views

www.edweek.org/...tln_kriete_plc.html

plc

shared by Matt Renwick on 22 Feb 13 - No Cached
  • During our first meeting of the school year, we jotted down on sticky notes what each of us wanted to accomplish in our weekly meetings. Three main ideas rose to the top and have driven our work together ever since: support for each other, help with pacing an overwhelming curriculum, and detailed plans to implement with our students. Everything we do as a group addresses one or more of these three objectives.
  • Talking about the issues and pressures of teaching—always in a solutions-focused way, of course—is cathartic itself.
  • PLCs must find ways to share the workload, not increase it.
  • ...2 more annotations...
  • Effective PLCs must focus on student learning. It's no use becoming bogged down in issues or procedures that are out of our control as classroom teachers.
  • To keep ourselves on track, we examine our students' strengths and weaknesses, creating plans that maximize student success.
Maureen Greenbaum

How diplomas based on skill acquisition, not credits earned, could change education - The Hechinger Report - 15 views

hechingerreport.org/-earned-could-change-education

based education competency skill testing

shared by Maureen Greenbaum on 24 Jun 17 - No Cached
  • a new teaching approach here called “proficiency-based education” that was inspired by a 2012 state law.
  • law requires that by 2021, students graduating from Maine high schools must show they have mastered specific skills to earn a high school diploma.
  • CompetencyWorks, a national organization t
  • ...11 more annotations...
  • By 2021, schools must offer diplomas based students reaching proficiency in the four core academic subject areas: English, math, science and social studies. By 2025, four additional subject areas will be included: a second language, the arts, health and physical education.
  • proficiency-based idea has also created headaches at some schools for teachers trying to monitor students’ individual progress.
  • Students have more flexibility to learn at their own pace and teachers get time to provide extra help for students who need it
  • It wasn’t for lack of trying,” Bowen said. “It was a systems design problem.”
  • offer students clarity about what they have to learn and how they are expected to demonstrate they’ve learned it.
  • at schools that have embraced the new system, teachers say they are finding that struggling students are seeing the biggest gains because teachers are given more time to re-teach skills and students better understand the parameters for earning a diploma.
  • Deciding to believe that all students are capable of learning all of the standards, she said, “was scary.”
  • Multiple-choice questions have virtually disappeared. Homework is checked, but not graded.
  • students get less than a proficient score, they must go back and study the skill they missed. They are then given a chance to retake the relevant portions of the test until they earn a satisfactory score.
  • We inherited a structure for schooling that was based on time and on philosophical beliefs that learning would be distributed across a bell curve,
  • get crystal clear about what we want students to know and be able to do and then how to measure it.”
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