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Education Rethink: 11 Reasons Teachers Aren't Using Technology #edchat #edtech - 51 views
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reading is viewed culturally as educational while all things techie tend to be viewed culturally as entertainment.
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If teachers themselves have never used these tools in their free time and schools haven't used these in professional development, the tools will always seem strange.
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Humility: It takes a certain level of humility to say, "my non-tech approach is wrong and maybe I need to consider technology."
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: I am not a fan compliance-driven leadership. However, in a culture of compliance, some teachers will only do what leaders mandate them to do. So, technology isn't required. Somehow, we treat it as if it's a matter of personal choice in a way that we would never do with pedagogy. Someone is still allowed to be a "good teacher" and use virtually no technology whatsoever. Failure isn't an option, but irrelevance is. Somehow we've screwed up our priorities. Somehow we've allowed teacher comfort level to drive what we use with students.
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Why Schools Must Move Beyond One-to-One Computing | November Learning - 139 views
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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.
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Then, teachers are instructed to go! But go where?
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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.
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Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.
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The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.
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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
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Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team
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Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology.
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How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world?
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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?
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Talkin' 'bout my cerebration. » Evernote - 1 views
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The power of networked learning outperforms that of any individual. It was great to experience real collaboration (common goal and unrestricted sharing) and I’ve no doubtmy learning has benefitted.
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However if I create the learning environment where they see opportunity for access through choice, they respond and access the technology readily. This reinforces to me something I have long believed in – it is the pedagogy that matters, not the pedagogy. Knowing this, I can create and manage the environment that results in student engagement with all of these pedagogy to enable and encourage learning.
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"Where's the Writer" TETYC March 2014 - 43 views
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We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
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We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
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This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
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we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
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organize the questions within categories such as tone, content, evidence-based support, style, and logistics
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raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
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“What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
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it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
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devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
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highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
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we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
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While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
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You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
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uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
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he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
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“Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
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point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
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we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
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Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
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lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
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Implementing Thinking Hats Effectively In The Classroom by @JMcKay1972 - 7 views
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"With an increased awareness of the need to develop a more flexible approach in delivering 'value' to learning experiences and providing teaching staff with opportunities for greater creativity in the teaching process, then Edward De Bono's Six Thinking Hats (1994) may be a tool to help increase academic achievement and behaviours."
6 Ed Tech Tools to Try in 2019 | Cult of Tools - 74 views
http://www.unity.net.au/padwheel/padwheelposterV3.pdf - 28 views
www.unity.net.au/...padwheelposterV3.pdf
motivation education SAMR pedagogy resources tools technology web2.0
shared by Brandon Raymo on 12 Jun 13
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The Power of Educational Technology: 10 Tips for Teaching Technology to Teachers - 3 views
Protecting Student Privacy Without Going FERPANUTS - ProfHacker - The Chronicle of High... - 83 views
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iPad - Affordances & Constraints - BalancEdTech - 19 views
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The details of this chart are less important than the process of creating it. After playing with the iPad, reading/watching how others use it in the classroom, and trying it out with your own students, get together with a few other educators and fill out your own chart. Here's a blank chart we give out as a part of a Think-Pair-Share. You might want to divide it into sections and consider the affordances and constraints by user (teacher/student/special needs student/administrator), use (reading/word processing/movie making/note taking/etc.), subject, or taxonomy (Bloom/SAMR/etc.). Hopefully you'll revise the chart as you use the tool in a wider variety of ways. This can definitely be combined with ideas of balancing technology, content and pedagogy. (Check out this podcast on TPaCK and SAMR.)
ctillustrated.com - 24 views
www.ctillustrated.com
computational thinking programming education STEM computer science technology teaching pedagogy resources tools
shared by to7120 on 05 Oct 14
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Co-inventing the Curriculum | DMLcentral - 68 views
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But the task of co-creating their learning — not just the tools that make the task engaging to young learners
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One-to-one technology is great when you have it, but with this collaborative approach, instead of thinking about giving every student pencil, paper and laptop, put all your assets on the table and look at how you can put them together — including skill assets.
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How One Teacher Uses Twitter in the Classroom - 25 views
www.readwriteweb.com/...s_twitter_in_the_classroom.php
twitter classroom education thirty teaching socialmedia twitter4teachers web2.0 technology tools pedagogy
shared by John Lustig on 18 Nov 10
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Paperless Tiger « buckenglish - 0 views
buckenglish.wordpress.com/...paperless-tiger
paperless classroom pedagogy teaching technology collaboration connectivism
shared by Ed Webb on 10 Mar 09
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Does this jettisoning of time-honored titles mean that the paperless classroom is also lacking a creator, controller and grader? Is the paperless classroom also a teacherless paradigm? The answer is in some regards, yes. I have removed myself from center stage. I have relinquished the need to control every class. I have stopped seeing work as stagnant…completed and submitted by students and then graded by me. I have let go of my need to pre-plan months at a time, in favor of following the path that unfolds as we learn together. My classes are not, however, teacherless, just less about the teaching and more about the learning. The students know that I am ready and willing to be student to their insights, that they can teach, create, control and even evaluate their own learning.
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Teachers often say that modern students are lazy. I have long felt that as the shifting winds of technology began to gain force, we teachers were the ones who were unwilling to do the work of rethinking our roles and meeting the students were they were learning already. Rethinking paper as the primary tool of class is a step in the right direction because it forces a rethinking of the how and why of teaching and learning.
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Dawn of the cyberstudent | University challenge | guardian.co.uk - 0 views
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students often have more experience of using new technologies than many university managers — even if they need guidance in using them effectively
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the research process is likely to become much more open
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a balance that suits them, which may lead to more varying degrees of face-to-face and online contact,
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"If you are in Second Life listening to a lecture, your ability to fly through a bush isn't that relevant,
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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".
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edtechpost » The Pros and Cons of Loosely Coupled Teaching - 0 views
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Exercise Briefly look at 2-3 examples of courses run on "loosely coupled technologies," that is, outside of a CMS using contemporary Web 2.0/social software tools and methods.
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Teaching Naked - without Powerpoint « HeyJude - 1 views
heyjude.wordpress.com/...ching-naked-without-powerpoint
pedagogy education powerpoint teaching technology
shared by Ed Webb on 03 Aug 09
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The idea is that we should challenge thinking, inspire creativity, and stir up discussion with a Powerpoint presentation – not present a series of dry facts.
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More than any thing else, Mr. Bowen wants to discourage professors from using PowerPoint, because they often lean on the slide-display program as a crutch rather using it as a creative tool. Class time should be reserved for discussion, he contends, especially now that students can download lectures online and find libraries of information on the Web.
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Ten Ideas for Getting Started with 21st Century Teaching and Learning by Lisa Nielsen - 1 views
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could not survive or teach effectively without these three things.
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You need ideas about how to enhance the curriculum with technology.
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well thought out professional development plan
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assess how you’re doing.
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no longer acceptable
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I recommend investing in low cost laptop carts so students also have devices
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you need a laptop, projector, and internet access.
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Wikis are an amazing and transformative tool for educators
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How do you use this in the classroom? For students? I need more information on ths.
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If you click on the link just 2 lines below this highlight ('over here') there are clues on how to use wikis in teaching. In Chemical Education, we have been investigating using these both to teach and to build an online living text. See Laura Pence's talk at http://www.softconference.com/llc/player.asp?PVQ=GEDM&fVQ=EKKJFJ&hVQ= (may require ACS membership). Contact me if you are interested in how other chemists are using them.
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