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David Hochheiser

The Best Thing To Ever Happen To Google Drive For Teachers - 183 views

www.teachthought.com/...n-to-google-drive-for-teachers

googledocs voice feedback

shared by David Hochheiser on 08 Apr 14 - No Cached
  • Jim Tiffin Jr on 08 Apr 14
     
    "cloud-based, tablet-friendly voice feedback and commenting for documents, allowing you to provide thorough feedback and guidance for writers without making endless notes in tiny margins on papers that can get misinterpreted or lost."
Matt Renwick

How and How Not to Prepare Students for the New Tests - Shanahan - 2014 - The Reading Teacher - Wiley Online Library - 51 views

onlinelibrary.wiley.com/...full

students tests reading teacher beliefs+practices

shared by Matt Renwick on 22 Nov 14 - No Cached
  • read extensively within instruction
  • read increasing amounts of text without guidance or support.
  • rich in content and sufficiently challenging
  • ...2 more annotations...
  • explain their answers and provide text evidence
  • writing about text, not just in replying to multiple-choice questions.
anonymous

Why Schools Must Move Beyond One-to-One Computing | November Learning - 139 views

novemberlearning.com/...ve-beyond-one-to-one-computing

shared by anonymous on 04 Apr 13 - No Cached
  • I’m concerned that most one-to-one implementation strategies are based on the new tool as the focus of the program. Unless we break out of this limited vision that one-to-one computing is about the device, we are doomed to waste our resources.
    • Michael Stocks
      Michael Stocks on 03 Mar 14
       
      I don't think this idea applies to just 1 to 1 but many other school implementations.
    • DON PASSENANT
      DON PASSENANT on 18 Jul 14
       
      It is not the devices but the inability to create and implement standards that lead to 21st century skills.  Too much buying stuff without expert advice and guidance.
  • Then, teachers are instructed to go! But go where?
    • anonymous
      anonymous on 13 Jul 15
       
      VISION first! You have the device. You know how to access some cool interactive tools. But now what? This is the key!!
  • I believe every student must have 24-7 access to the internet.
  • ...19 more annotations...
  • it is a simplistic and short- sighted phrase that suggests if every student had a device and if every teacher were trained to use these devices, then student learning would rise automatically.
  • Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.
  • Let’s drop the phrase “one-to-one” and refer instead to “one-to- world.”
  • The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.
  • As soon as you shift from “one- to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support
  • Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team
  • Craft a clear vision of connecting all students to the world’s learning resources.
  • Model the actions and behaviors they wish to see in their schools.
  • Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology.
  • Move in to the role of systems analyst to ensure that digital literacy is aligned with standards.
  • Ensure that technology is seen not as another initiative, but as integral to curriculum.
  • support risk- taking teachers
  • creating cohorts of teachers across disciplines and grades who are working on innovative concepts
  • Mathtrain.TV.
  • how much responsibility of learning can we shift to our students
  • How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world?
  • How can we engage parents in new ways?
  • How can we give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish?
  • publishing their work to a global audience.
Sarah Feldman

Spaghetti Book Club - 4 views

www.spaghettibookclub.org

book reviews library lessons

shared by Sarah Feldman on 17 Jan 12 - Cached
  • Sarah Feldman on 17 Jan 12
     
    Reviews of books by children.
  • Sarah Feldman on 17 Jan 12
     
    A great site where children can post books reviews, which can provide guidance on how to write reviews.
Silas St. James

Welcome to Career Cruising... - 26 views

www.careercruising.com/...Index.aspx

career match cruising

shared by Silas St. James on 14 Sep 10 - No Cached
  • Silas St. James on 14 Sep 10
     
    career matchmaker etc.
  • Silas St. James on 14 Sep 10
     
    Great site for Advisory or guidance - helps students find out about careers to pursue. Pretty cheap, too.
andrew torris

Is Technology Producing A Decline In Critical Thinking And Analysis? - 0 views

www.sciencedaily.com/...090128092341.htm

shared by andrew torris on 31 Jan 09 - Cached
  • "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
  • 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."
    • Dana Huff
      Dana Huff on 01 Feb 09
       
      When was this magical time in the past when the majority of children read for pleasure?
    • Dana Huff
      Dana Huff on 01 Feb 09
       
      Interesting point about fanfiction. The way we read is definitely changing. We are becoming more participatory
  • ...3 more annotations...
    • Dana Huff
      Dana Huff on 01 Feb 09
       
      This doesn't mean that technology is to blame. The students were encouraged to use the Internet for what? I'll bet they were given no guidance and used it for whatever they wanted. No wonder they were distracted.
  • Adapted from materials provided by University of California - Los Angeles.
    • andrew torris
      andrew torris on 01 Feb 09
       
      For the source article (which is not much better) is at this link. Go leave a comment or two.
  • "Wiring classrooms for Internet access does not enhance learning," Greenfield said.
    • andrew torris
      andrew torris on 01 Feb 09
       
      will agree here. Wiring does not improve learning. What improves learning is teaching educators how to engage students to use the "wiring" to create, collaborate, share and publish. The net and "wires" allows students to delve deep into learning and apply their research rather that sit and "git".
  • Maggie Tsai on 31 Jan 09
     
    Worth thinking!
Ed Webb

Dawn of the cyberstudent | University challenge | guardian.co.uk - 0 views

www.guardian.co.uk/...cyberstudent

news resources review tools web2.0 pedagogy

shared by Ed Webb on 27 Jan 09 - Cached
  • students often have more experience of using new technologies than many university managers — even if they need guidance in using them effectively
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      And there's the rub. Students can often read, too, in the basic sense. But our job as higher educators is to get them to really read, to read critically and do something with that reading. So, too, with the affordances of web2.0.
  • the research process is likely to become much more open
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      We can hope
  • a balance that suits them, which may lead to more varying degrees of face-to-face and online contact,
  • ...3 more annotations...
  • "If you are in Second Life listening to a lecture, your ability to fly through a bush isn't that relevant,
  • All this will put added pressure on university staff, with increasing demands to respond to students 24/7. Read suggests one answer could be for universities in different parts of the world to share the load so that, as often happens already in industry "the work moves around with the sun".
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      Interesting concept. Dickinson and other internationally-connected institutions would be in good shape to innovate here.
  • learning culture
  • Ed Webb on 27 Jan 09
     
    Guardian on how higher ed will have to adapt. Not sure the revolution is here quite yet.
  • Ed Webb on 27 Jan 09
     
    "Cyberstudent" is a hideous term.
Jason Finley

The Digital Disconnect: The widening gap between Internet-savvy students and their schools | Pew Research Center's Internet & American Life Project - 2 views

www.pewinternet.org/...tudents-and-their-schools.aspx

technology resources online learning PDF educational professional development

shared by Jason Finley on 29 Aug 09 - Cached
  • The students employ five different metaphors to explain how they use the Internet for school: The Internet as virtual textbook and reference library, as virtual tutor and study shortcut, as virtual study group, as virtual guidance counselor, and the Internet as virtual locker, backpack, and notebook.
    • Jason Finley
      Jason Finley on 03 Feb 11
       
      Are educators utilizing the internet in these 5 ways for our students? If so how? If not, why not?
  • Report: Education, Teens The Digital Disconnect: The widening gap between Internet-savvy students and their schools
Tony Baldasaro

Benefits of Online Learning | Education Guidance | WorldWideLearn.com - 45 views

www.worldwidelearn.com/...enefits-of-online-learning.htm

elearning students onlinelearning

shared by Tony Baldasaro on 04 Jan 10 - Cached
  • anytime, from anywhere
  • Online learning enables student-centered teaching approaches
  • attendance to class is only evident if the student actually participates in classroom discussion
  • ...5 more annotations...
  • increases student interaction
  • exposed to knowledge that can't be learned in books
  • Participating online is much less intimidating than "in the classroom.
  • Students can also think longer about what they want to say and add their comments when ready
  • While "brick and mortar" institutions will never be eliminated,
  • Tony Baldasaro on 04 Jan 10
     
    "Why do students flock to the online learning environment? With over 4 million students are enrolled in online schools and universities (and that number is growing 30% per year), there are many compelling arguments for attending a cyber classroom (Lewis, 2005). "
Marsha Ratzel

Open Educational Resources - 79 views

stemoer.pbworks.com/...STEM%20OER%20Guidance%20Wiki

guidance wiki plpecourseto

shared by Marsha Ratzel on 09 Aug 11 - No Cached
  • Marsha Ratzel on 09 Aug 11
     
    The wiki has loads of useful information and things to think about when creating activities.
Tracy Tuten

A guide to online educational resources. - NYTimes.com - 90 views

www.nytimes.com/...18openbox-t.html

education NYTimes guide DE courses

shared by Tracy Tuten on 22 Apr 10 - Cached
  • Richard Ludlow started the nonprofit Academic Earth two years ago after M.I.T.'s OpenCourseWare helped him pass linear algebra as a Yale undergraduate. His site offers the courses of 10 elite universities — 130 full courses and more than 3,500 video lectures. Viewers can turn the tables on professors and grade courses. Other guidance includes "Editor's Picks" and "Playlists," lectures selected around a theme like "First Day of Freshman Year" and "You Are What You Eat."
  • Connexions, started at Rice University 10 years ago, debundles education for the D.I.Y. learner. Anyone can write a "module," the term for instructional material that can be a single sentence or 1,000 pages. Connexions hosts more than 16,000 modules that make up almost 1,000 "collections." A collection might be, say, an algebra textbook or statistics course.
  • Daniel Colman is a curator of sorts. He sifts through the vast amount of free courses, movies and books offered online to find what he considers the very best in content and production value. Then he features them on Open Culture, the Web site he founded in 2006. It's a task in keeping with his mission as associate dean and director of Stanford's continuing education program.
  • ...2 more annotations...
  • At last count, the site had 2,700 audio and video lectures from more than 25 universities; 268 audio books; and 105 e-books. Dr. Colman says he looks for lectures that "take ideas and make them come to life." And so you can learn 37 languages on Open Culture, or stream Jane Austen audio books, Hitchcock films and a John Hopkins biology lecture.
  • Why pay for test prep? M.I.T. OpenCourseWare has culled introductory courses in physics, calculus and biology, along with problem sets and labs, to help students prep for the Advanced Placement exams. (Not to miss an opportunity, there’s a link to the admissions office.)
  • Sydney Lacey on 22 Apr 10
     
    Thousands of pieces of free educational material - videos and podcasts of lectures, syllabuses, entire textbooks - have been posted in the name of the open courseware movement. But how to make sense of it all? Businesses, social entrepreneurs and "edupunks," envisioning a tuition-free world untethered by classrooms, have created Web sites to help navigate the mind-boggling volume of content. Some sites tweak traditional pedagogy; others aggregate, Hulu-style.
  • Tracy Tuten on 23 Apr 10
     
    Amazing online resources for education
Ross Davis

Video library - 42 views

www.diigo.com/videos

diigo

shared by Ross Davis on 04 Aug 14 - No Cached
  • Scott Besterman on 04 Aug 14
     
    These videos will provide you with guidance and ideas utilizing Diigo.
  • Carole Redline on 05 Aug 14
     
    Thanks, it important and quite useful to get help for such an important tool as Diigo via a video library. I like the collection in one handy place.
anonymous

Curriculum21 - Annotexting - 62 views

www.curriculum21.com/...annotexting

annotating

shared by anonymous on 11 Nov 14 - No Cached
  • We would also like to share this DISCUSSION RUBRIC (2007) that you can use as students submit annotations and begin to draw conclusions about what their evidence is pointing to.
    • Sharin Tebo
      Sharin Tebo on 11 Nov 14
       
      An idea or resource perhaps...
    • anonymous
      anonymous on 11 Nov 14
       
      Start off modeling what you expect students to do.  Then, move more toward asking students to look at a text with a certain set of questions in mind.  Finally, just share a simple short list of terms or words which will guide student reading/annotating.
  • These annotations, rather than being on paper, can be collected with different web tools so that students can collaborate
  • ...8 more annotations...
    • anonymous
      anonymous on 11 Nov 14
       
      Great use of Diigo or Google documents!
  • Students submit their annotations via their smart phones or other digital devices, and then analyze each other’s notations collectively.  They could be looking for main ideas, thematic and literary elements, or big ideas from the work.   They could be looking for evidence of connections to other texts, their own experiences, or world issues. They could simply be searching for meaning to support them when reading complex texts.
    • anonymous
      anonymous on 11 Nov 14
       
      Reading, analyzing, and collaborating about annotations helps open the eyes of readers and provides feedback which promotes even more thinking.
    • anonymous
      anonymous on 11 Nov 14
       
      FABULOUS way to utilize Google docs and tools!
  • annotexting will allow students to engage with other audiences in tasks with an expanded purpose
    • anonymous
      anonymous on 11 Nov 14
       
      Anytime something is shared and ideas are discussed and shared, there seems to be more of a 'real-life' purpose for digging in and completing the task.
  • In order to get students to own this process, we have to relinquish some control. Let them think, let them make mistakes and respond. Let them draw conclusions even they are not the conclusions we would have drawn. We can be there to coach them through misconceptions.
    • anonymous
      anonymous on 11 Nov 14
       
      Step back!  It is amazing to learn from the student's perspective.  Then, if the thinking is not focused toward the goal or objective of the teacher's lesson, a bit of guidance and coaching is all that is needed to steer students toward that goal/objective.
iokera …

How to Develop Positive Classroom Management | Edutopia - 87 views

www.edutopia.org/-relationships-strategies-tips

management classroom edutopia positive

shared by iokera … on 06 Sep 11 - Cached
  • nly by building positive relationships within the school
  • while 80 percent said that classroom-management training, conflict resolution, guidance counseling, and mediation are effective for improving discipline.
  • Agree on Classroom Rules at the Beginning of the Year
  • ...16 more annotations...
  • engaging students actively in the process of determining a set of class rules
  • "What do you want to get out of class today?"
  • "Have each kid give a short answer. It's a way to communicate with them.
  • Be Consistent About Expectations
  • school staff should work together as much as possible to foster consistency in expectations, and discipline methods, throughout the school
  • Reinforce Appropriate Behavior
  • "It's not about 'Gotcha
  • correcting students is the weakest way of teaching rules
  • Maintain Student Dignity
  • "A school in which students and teachers don't feel safe creates a fearful environment
  • Be Neutral, Not Accusatory
  • ask what happened, opening the way for students to tell their story.
  • Look for the Cause
  • Establish a Fairness Committe
  • teachers let them tell their side of the story to the committee and, hopefully, make amends
  • "What happened?" and "Who else has been affected?" to "What do you need to do now to repair the harm?"
Panagiotis Apostolellis

Team A - Phase 2 - 0 views

sites.google.com/...phase-2

shared by Panagiotis Apostolellis on 25 Sep 19 - No Cached
  • FitWithFriends (FWF) should help students attending UVA achieve their fitness goals by motivating prospective gym goers through connecting them with potential workout buddies. FWF will provide guidance to new users in creating a profile and matching with another person through simple instructions. It will provide a service in which users can input information, such as fitness goals and availability. FWF will also provide a database that will educate users on how to use different equipment as well as supply different workouts. Next, users can match with a single user or a group, and if it is mutual, FWF should be able to connect them within a day of the match to plan workouts. FWF will handle various physical activities from running or weightlifting to rock climbing depending on user interests. FWF can also offer rewards to students who continue to complete workouts. FWF will work to build deeper connections between students through a medium other than academics.
  • System concept statement
Katie Akers

COPPA and Schools: The (Other) Federal Student Privacy Law, Explained - Education Week - 4 views

www.edweek.org/...index.html

shared by Katie Akers on 24 Apr 20 - No Cached
  • In a nutshell, COPPA requires operators of commercial websites, online services, and mobile apps to notify parents and obtain their consent before collecting any personal information on children under the age of 13. The aim is to give parents more control over what information is collected from their children online.
  • This law directly regulates companies, not schools. But as the digital revolution has moved into the classroom, schools have increasingly been put in the middle of the relationship between vendors and parents.
  • In some cases, companies may try to shift some of the burden of COPPA compliance away from themselves and onto schools
  • ...15 more annotations...
  • “That is not without risk, and COPPA has a whole lot of gray area that gives school attorneys pause.”
  • Less clear, though, is whether COPPA covers information such as IP (internet protocol) address, device identification number, the type of browser being used, or other so-called metadata that can often be used to identify users.
  • some school lawyers have taken the FTC’s previous guidance to mean that their districts must get consent from every single parent, for every single product that collects information online from young children.
  • First, according to the FTC, schools can grant consent on behalf of parents only when the operator of the website, online service, or app in question is providing a service that is “solely for the benefit of students and the school system” and is specific to “the educational context.”
  • How are schools supposed to determine if a website or app is strictly educational?
  • will any information collected from children under 13 be used or shared for commercial purposes unrelated to education? Are schools allowed to review the information collected on students? Can schools request that student info be deleted? If the answers to that second group of questions are, respectively, yes, no, or no, schools are not allowed to grant consent on behalf of parents, according to the FTC.
  • Many vendors also allow third-party trackers (usually related to analytics or advertising) to be embedded into their sites and services.
  • How do schools notify parents and get their consent under COPPA?
  • Often through an Acceptable Use Policy or similar document that is sent home to parents at the beginning of the school year, said Fitzgerald of Common Sense Media.
  • Even better, Fitzgerald said, is when schools provide a detailed list of exactly what websites/online services/apps students will be using, and what the information practices of each are.
  • some privacy experts say that a one-time, blanket sign-off at the beginning of the school year may not be considered valid notification and consent under COPPA, especially if it doesn’t list the specific online services that children will be using.
  • responsibility for deciding “whether a particular site’s or service’s information practices are appropriate” not be delegated to teachers.
  • Many districts do in fact have that kind of review-and-approval process.
  • One is “click-wrap agreements.” Often, these are the kinds of agreements that almost all of us are guilty of just clicking through without actually reading
  • Herold, Benjamin. (2017, July 28). The Children’s Online Privacy Protection Act. Education Week. Retrieved Month Day, Year from http://www.edweek.org/ew/issues/childrens-online-privacy-protection-act-coppa/
Rafael Morales_Gamboa

The Evolving MOOC (EDUCAUSE Review) | EDUCAUSE.edu - 13 views

www.educause.edu/...evolving-mooc

shared by Rafael Morales_Gamboa on 08 Apr 14 - No Cached
  • All content can be learned directly through the online courseware, but learning by students benefits from guidance by a teacher and conversations with peers
  • we aim to bring a valuable curricular resource to more students without removing the important role of face-to-face engagement.
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 08 Apr 14
       
      It is important to mention here that there is evidence that many people who takes MOOCs arrange meetings with others in the course that live near enough, in order to discuss the matter, help each other, and generally improve their learning experience. Face to face interaction does not have to be preestablished by the MOOC designer/provider, nor it have to take place in classrooms.
  • we decided to create curricula for teachers to bring to their classrooms using MOOC technology
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