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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."
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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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Birth to Five! - 1 views

blogs.edweek.org/...of_new_federal_initiative.html earlychildhood screening
shared by Meredith Johnson on 02 Apr 14 - No Cached
  • Meredith Johnson on 02 Apr 14
     
    Birth to Five: Watch Me Thrive! is a set of resources that include developmental screening tools; toolkits with resources and tip sheets; guidance on finding help at the local level; and a "screening passport" that allows families to track a child's screening history and results.
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Cowbird · About - 75 views

cowbird.com/about storytelling mobile community
shared by Thieme Hennis on 10 Jan 14 - No Cached
  • Thieme Hennis on 10 Jan 14
     
    "Cowbird is a library of human experience. We are a community of tens of thousands of storytellers, located all over the world. We offer free and simple storytelling tools for anyone to use, combining photos, audio, and text into heartfelt personal vignettes. We've designed Cowbird to reflect the basic truths that all human lives are interconnected, that great stories can come from anywhere, and that we can learn a lot from each other, once we make the time to listen. This is a place to slow down and go deeper - our mission is to build to world's first public library of human experience, so the knowledge and wisdom we accumulate as individuals may live on as a part of the commons, available for this and future generations to look to for guidance."
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Six ways to keep teenagers safe online | Macworld - 51 views

www.macworld.com/...eep-teenagers-safe-online.html teenagers cybersafety internetsafety
shared by Greg Limperis on 11 Nov 13 - No Cached
  • Jon Tanner on 11 Nov 13
     
    Some good guidance and some technical steps you can take. But the biggest takeaway is to be involved with your child, talk to them about your expectations, and spend time unplugged.
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Flipped Classroom - 13 views

www.techsmith.com/flipped-classroom.html
shared by Jerry Weder on 12 Jul 12 - No Cached
  • Jerry Weder on 09 Aug 13
     
    " Moving lectures outside of the classroom allows teachers to spend more 1:1 time with each student. Students have the opportunity to ask questions and work through problems with the guidance of their teachers and the support of their peers - creating a collaborative learning environment."
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Food Safety and Modernization Act - Wikipedia, the free encyclopedia - 1 views

en.wikipedia.org/...d_Safety_and_Modernization_Act FSMA
shared by Fred Hathaway on 23 Mar 13 - No Cached
    • Fred Hathaway
      Fred Hathaway on 23 Mar 13
       
      That is 18,000 inspections per year of foreign facilities by 2017
  • Fred Hathaway on 23 Mar 13
     
    "Importer accountability For the first time, importers have an explicit responsibility to verify that their foreign suppliers have adequate preventive controls in place to ensure that the food they produce is safe. (Final regulation and guidance due 1 year following enactment)"
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Assessment Administration Guidance | PARCC - 24 views

www.parcconline.org/ssment-administration-guidance
shared by Josh Flores on 06 Mar 13 - No Cached
    • Josh Flores
      Josh Flores on 06 Mar 13
       
      Excel spreadsheet to analyze tech needs of school districts.
  • umber of testing sessions
  • approximate testing time,
  • ...1 more annotation...
  • number of days
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Standardised testing - Who's at fault? System, teacher or student? Pt 2 Teacher/Student - 0 views

mgleeson.edublogs.org/...her-or-student-pt-1-the-system testing thinking
shared by Mark Gleeson on 28 Feb 13 - No Cached
  • Mark Gleeson on 28 Feb 13
     
    So while it is an exaggerated work of fiction, lets look to Miss Bonkers and the school in Diffendoofer for guidance. Yes we need standardised testing to check progress and assess learning. Yes we need to see if our students are performing to a standard that is accepted across the country. But we do not have to teach the content of a test or how to take a test. We need to teach them how to THINK.
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Education Week: Interpretations Differ on Common Core's Nonfiction Rule - 0 views

www.edweek.org/...19nonfiction_ep.h32.html Common_Core literature standards english_classroom curriculum
shared by Brianna Crowley on 31 Jan 13 - No Cached
  • Ideally, she said, teachers are working in cross-disciplinary teams to decide how to balance those shared responsibilities in a solid curriculum.
  • And Ms. Highfill has not found the guidance on shared, cross-curricular responsibility to be translating into classroom reality. In her district, she said, "there still seems to be more of a focus on English teachers' using nonfiction in classrooms than the other content areas stepping up to the plate."
  • such titles are meant for classes other than English, and seeing them as texts that displace works like The Catcher in the Rye takes titles out of context and ignores the messages of the standards document as a whole.
  • ...2 more annotations...
  • teachers and local administrators are the ones who must decide how to share responsibility for the increased emphasis on nonfiction. "If a lot of good, close reading of high-quality, challenging texts is going on in science and history classes," she said, "then English/language arts teachers need to carry less of that responsibility."
  • It is English/language arts teachers who will be held accountable for the results, which will drive what happens in their classrooms week to week, he said.
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Blogging With Students | Edublogs Teacher Challenges - 79 views

teacherchallenge.edublogs.org/...blogging-with-students blogging student writing
shared by Jennie Snyder on 18 Jan 13 - No Cached
  • onepulledthread on 18 Jan 13
     
    wonderful guidance from edublogger editor Sue Waters
  • Jennie Snyder on 23 Jan 13
     
    Clear, step by step process for starting a classroom blog.
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Adobe Youth Voices - 0 views

youthvoices.adobe.com/youth-media-gallery Online_Learning_Environments Teacher_Resources Teaching_Ideas
shared by Marc Patton on 31 Dec 12 - No Cached
  • Marc Patton on 31 Dec 12
     
    Thousands of young people around the world are sharing their dreams and visions with the guidance and support of an Adobe Youth Voices participating educator.
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Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views

www.tandfonline.com/...14623940500300491
shared by anonymous on 12 Nov 12 - No Cached
  • students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
    • anonymous
      anonymous on 12 Nov 12
       
      Step away from problematising writing and toward it being normal to seek help
  • mechanical errors r
  • errors in the microstructure of writing
  • ...77 more annotations...
  • inconsistencies in writin
  • macrostructure of writing
  • quality and clarity of purpose
  • substantive general writing errors
  • publication, authorship, training and fairness
  • plagiarism
  • formal writing courses and reading lists, writing activities, and peer writing groups
  • Ideally, the supervisor provides a writing role mode
  • fallacious to assume that supervisors are necessarily scholarly writers
    • anonymous
      anonymous on 12 Nov 12
       
      relying on spvrs to be writing mentors does not always work, may have own issues with writing/lack of confidence
  • apprenticeship model can be ineffective
  • a passive role in improving their writing
  • tudents and supervisors need to master a range of writing task
  • benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
  • implicit contractual relationship between my students and me
  • supervisor
  • provide feedback
  • conceptu
  • methodological
  • I conceived postgraduate students’ writing as similar to that of an academic co‐author.
    • anonymous
      anonymous on 12 Nov 12
       
      assumed they were more developed as writers than they actually were
  • initially corrected all errors
  • ttle emphasis to these errors in subsequent interactions
  • explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
  • students assumed some responsibility for proofreading
  • cholarly writing in a thesis involves much more than a set of discrete writing tasks
  • heightened awareness of individual differences in students as writers
  • dependent writer
  • ‘writer’s block’ that could be overcome by breaking writing down into subtasks
  • copious notes
  • detailed note‐taking limited her interaction
  • brief summary of the key points on my written response to her drafts
  • action plan
  • writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
  • not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
    • anonymous
      anonymous on 12 Nov 12
       
      Writers block can come from lack of knowledge/confidence in the writing process, rather than lack of subject knowledge
  • confident writer
  • published during his doctoral studies
  • nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
  • difficulties with all aspects of the macrostructur
  • epeat sections of writing from earlier chapters
  • replace repeated text with concise summaries or use cross‐referencing
  • tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
  • writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
    • anonymous
      anonymous on 12 Nov 12
       
      use of technology to produce tracked drafts/version control
  • resistant writer
  • acknowledged herself to be a poor write
  • writing supp
  • oral and written feedback
  • email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
  • specialist assistance
  • r lack of commitment to improving the quality of subsequent drafts
  • argumentative stance towards writing feedback
  • my colleague and I decided that we were no longer prepared to supervise Rita.
  • imited writing progress
  • , Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
  • sporadic writer
  • repeatedly failed to meet negotiated deadlines
  • supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
  • enlisted an experienced supervisor to act as my mentor
  • forewarned
  • Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
  • emotional excitement of writing up a thesis and the ensuing motivation
  • lacked
  • This trail of documentation
  • importance of
  • highlighted student‐centred writing issues
  • dentified broader issues that also needed to be accommodated in supervision
  • confidence in writing does not necessarily equate with capability.
  • uture directions
  • upport students
  • ncouraging them to participate in activities designed to support scholarly writing,
  • community of support for each othe
    • anonymous
      anonymous on 12 Nov 12
       
      rationale for peer support groups
  • Technology
  • virtual community of student writers
  • Ethical writing
  • cant attention in postgraduate training to ethical practices in writing
  • explore the ethical standards that are in operation in our local academic community.
  • underpinned by a performance‐orientation
  • ssues of concern related to students’ scholarly writing were identified.
  • eper understanding of the breadth of issues related to the supervision of postgraduate writing
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Education Week Teacher: Five Practices for Building Positive Relationships With Students - 6 views

www.edweek.org/...tln_clark.html teaching education students relationships
shared by Brianna Crowley on 09 Aug 12 - No Cached
  • In a single moment, all 26 kids in that class learned three important things: 1) No matter how foolish your answer is, you will not be ridiculed in this class; 2) All of my students are equally important to me; and 3) While I want to have a close relationship with you, it will never be at the expense of another student.
  • "Do you prefer to work alone or with a partner?"
  • If I notice that the dynamics are off in a particular class, I will schedule an activity that does not require much guidance from me just so that I can use the time to reconnect.
  • Brianna Crowley on 09 Aug 12
     
    Clark lays out some simple, yet powerful reminders about how to build relationships with our students from day 1. 
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Using technology in the classroom requires experience and guidance, report finds - The ... - 98 views

www.theglobeandmail.com/...article2338719 technology classroom edtech education
shared by Glenda Baker on 17 Feb 12 - No Cached
  • Glenda Baker on 17 Feb 12
     
    interesting article about a small study on using tech in the classroom.  
2More

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.
4More

There Are No Technology Shortcuts to Good Education « Educational Technology ... - 73 views

edutechdebate.org/...gy-shortcuts-to-good-education technology education edutech hardware funding schools edutechdebate
shared by Roland Gesthuizen on 21 Nov 11 - No Cached
  • “At its best, the fascination with ICT as a solution distracts from the real issues. At its worst, ICT is suggested as substitute to solving the real problems, for example, ‘why bother about teachers, when ICT can be the teacher’. This perspective is lethal.”
  • some uses of computers in education can be justified, although with the ever-applicable caution that while technology can augment good schools, it hurts poor schools.
  • Though children are naturally curious, they nevertheless require ongoing guidance and encouragement to persevere in the ascent. Caring supervision from human teachers, parents, and mentors is the only known way of generating motivation for the hours of a school day
  • Roland Gesthuizen on 21 Nov 11
     
    There are no technology shortcuts to good education. For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations. Information technology, if used at all, should be targeted for certain, specific uses or limited to well-funded schools whose fundamentals are not in question.
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