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Kylee Ponder

Snakes Alive! - 1 views

www.thematzats.com/...index.htm

SOL Collaborative Projects Snakes

shared by Kylee Ponder on 03 Dec 12 - No Cached
  • Kylee Ponder on 03 Dec 12
     
    Educational webquest on Snakes that could be used for almost any elementary grade! Relates to SOL 5.5 The student will investigate and understand that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organism's ability to survive and thrive in its environment. Key concepts include a) basic cell structures and functions; b) classification of organisms using physical characteristics, body structures, and behavior of the organism; and c) traits of organisms that allow them to survive in their environment.
Kylee Ponder

Ancient Egypt - Google Maps - 0 views

maps.google.com/...ms

SOL GoogleMap Egypt

shared by Kylee Ponder on 27 Nov 12 - No Cached
  • Kylee Ponder on 27 Nov 12
     
    Another awesome map from Ancient Egypt that ties in really well with SOL standards for a second grade unit on Egypt! 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language; SOL 2.4 The student will develop map skills by a) locating the United States, China, and Egypt on world maps; b) understanding the relationship between the environment and the culture of ancient China and Egypt. 
Kylee Ponder

Walk Like an Egyptian - Google Maps - 0 views

maps.google.com/...ms

SOL GoogleMap Egypt

shared by Kylee Ponder on 27 Nov 12 - No Cached
  • Kylee Ponder on 27 Nov 12
     
    Could be an AWESOME extension and activity for a GoogleTrek for students finishing or starting a second grade unit on Egypt! Relates to the following SOLs: 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language; SOL 2.4 The student will develop map skills by a) locating the United States, China, and Egypt on world maps; b) understanding the relationship between the environment and the culture of ancient China and Egypt. 
Kylee Ponder

Read me Resources - 0 views

www.readmeresources.co.uk

SOL Digital Storytelling

shared by Kylee Ponder on 27 Nov 12 - Cached
  • Kylee Ponder on 27 Nov 12
     
    Awesome ways to integrate Read Me within sports using Comic Master! Related to SOL (among many others)  5.1 The student will demonstrate proficiency in movement skills and skill combinations in complex movement activities. a) Demonstrate proficiency in locomotor, non-locomotor, and manipulative skill combinations in more complex environments and modified sports activities. b) Perform educational gymnastic sequences, including travel, roll, balance, and weight transfer, with smooth transitions and changes of direction, shape, speed, and flow. c) Perform different types of rhythm/dance sequences including American and international dances.
Kylee Ponder

Famous Buildings in Italy - Google Maps - 0 views

maps.google.com/...ms

SOL GoogleMap Famous Italy buildings

shared by Kylee Ponder on 27 Nov 12 - No Cached
  • Kylee Ponder on 27 Nov 12
     
    Awesome GoogleMap related to architecture in Italy! Connected to SOL WG.1 The student will use maps, globes, satellite images, photographs, or diagrams to a) obtain geographical information about the world's countries, cities, and environments; b) apply the concepts of location, scale, map projection, or orientation; c) develop and refine mental maps of world regions; d) create and compare political, physical, and thematic maps; e) analyze and explain how different cultures use maps and other visual images to reflect their own interests and ambitions. 
Moni Del Toral

Bugs Count - join in our nationwide bug hunt | OPAL - 0 views

www.opalexplorenature.org/bugscount

shared by Moni Del Toral on 05 Dec 12 - No Cached
  • Moni Del Toral on 05 Dec 12
     
    Students will examine their surrounding environment for bugs while compiling their information in an online database
Kylee Ponder

Ocean Zones - 1 views

projects.edtech.sandi.net/...oceans

SOL ocean zones Collaborative Projects

shared by Kylee Ponder on 03 Dec 12 - No Cached
  • Kylee Ponder on 03 Dec 12
     
    Even more in depth webquest for students on Ocean Zones and the difference between the sunlight zone, the midnight zone, and the twilight zone. Relates to SOL 5.6 The student will investigate and understand characteristics of the ocean environment. Key concepts include a) geological characteristics; b) physical characteristics; and c) ecological characteristics. 
Kylee Ponder

Oceans Webquest - 1 views

projects.edtech.sandi.net/...oceans

SOL Collaborative Projects

shared by Kylee Ponder on 03 Dec 12 - No Cached
  • Kylee Ponder on 03 Dec 12
     
    Could easily be a way where students combine knowledge of oceans and continents, even earlier than 5th grade! Related to SOL 5.6 The student will investigate and understand characteristics of the ocean environment. Key concepts include a) geological characteristics; b) physical characteristics; and c) ecological characteristics. 
Kylee Ponder

Education World: WebQuest - 1 views

www.educationworld.com/...webquest035.shtml

SOL Collaborative Projects Ancient China

shared by Kylee Ponder on 03 Dec 12 - No Cached
  • Kylee Ponder on 03 Dec 12
     
    Even though this webquest says 3-5, it could definitely be used at Grade 2 as a part of a unit on China! Related to SOL 2.4 The student will develop map skills by a) locating the United States, China, and Egypt on world maps; b) understanding the relationship between the environment and the culture of ancient China and Egypt.
Emily Wampler

Connecting the Digital Dots: Literacy of the 21st Century (EDUCAUSE Quarterly) | EDUCAU... - 0 views

www.educause.edu/...tal-dots-literacy-21st-century

shared by Emily Wampler on 31 Aug 12 - No Cached
    • Emily Wampler
      Emily Wampler on 31 Aug 12
       
      And wonder where they get the idea that "funds are plentiful" in education?  Hmm...
  • The greatest challenge is moving beyond the glitz and pizzazz of the flashy technology to teach true literacy in this new milieu. Using the same skills used for centuries—analysis, synthesis, and evaluation—we must look at digital literacy as another realm within which to apply elements of critical thinking.
    • Emily Wampler
      Emily Wampler on 31 Aug 12
       
      This is really true; just because students may be "digitally savvy" doesn't mean they are competent/scholarly users of these digital technologies.  
  • ...12 more annotations...
  • Digital literacy represents a person’s ability to perform tasks effectively in a digital environment, with “digital” meaning information represented in numeric form and primarily for use by a computer. Literacy includes the ability to read and interpret media (text, sound, images), to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. According to Gilster,5 the most critical of these is the ability to make educated judgments about what we find online.
    • Emily Wampler
      Emily Wampler on 31 Aug 12
       
      It's interesting how they emphasize the higher orders of thinking here-analyze, judge, apply, evaluate, etc.  There's probably lots of room for creative thinking within digital literacy, too.  
  • Visual literacy, referred to at times as visual competencies, emerges from seeing and integrating sensory experiences. Focused on sorting and interpreting—sometimes simultaneously—visible actions and symbols, a visually literate person can communicate information in a variety of forms and appreciate the masterworks of visual communication.6 Visually literate individuals have a sense of design—the imaginative ability to create, amend, and reproduce images, digital or not, in a mutable way. Their imaginations seek to reshape the world in which we live, at times creating new realities. According to Bamford,7 “Manipulating images serve[s] to re-code culture.”
    • Emily Wampler
      Emily Wampler on 31 Aug 12
       
      Ah ha!  There's the bit about creative thinking.  They just give it a different name: visual literacy.  
  • Competency begins with understanding
  • The idea that the world we shape in turn shapes us is a constant.
  • In the end, it seems far better to have the skills and competencies to comprehend and discriminate within a common language than to be left out, unable to understand
    • Emily Wampler
      Emily Wampler on 31 Aug 12
       
      I think this definitely is true, and is a good reason why we need to incorporate digital literacy in the classroom. 
  • the concept of literacy has assumed new meanings.
  • Children learn these skills as part of their lives, like language, which they learn without realizing they are learning it.3
  • A common scenario today is a classroom filled with digitally literate students being led by linear-thinking, technologically stymied instructors.
  • Although funds may be plentiful
Carly Guinn

How to Teach Math as a Social Activity | Edutopia - 1 views

www.edutopia.org/ity-cooperative-learning-video

shared by Carly Guinn on 09 Sep 12 - No Cached
  • Carly Guinn on 09 Sep 12
     
    "Establishing a cooperative-learning environment in an upper-elementary classroom" -- great for the first few days/weeks of class!
Shally Ackerman

Virtual Schools: From Rivalry to Partnership | Edutopia - 0 views

www.edutopia.org/...virtual-schools-tony-baldasaro

shared by Shally Ackerman on 04 Sep 12 - No Cached
  • Most students still push through a seven- or eight-period day, 45-day quarter and 180-day school year. Unfortunately, mandates, physical plant limitations, local political pressures and institutional traditions have limited even the best intentions of rethinking the traditional school calendar and schedule. This is why the flexibility found in virtual schooling environments (1) should be so attractive to educators, students and parents alike. Not bound by the constraints of physical space or out-of-date school calendars, virtual schools can provide opportunities for students to take courses at a time and place that meets their needs
  • oo often, independent virtual schools might be no more than diploma mills openly competing against local schools.
  • Instead of competing, virtual schools need to partner with local schools and allow individual students to create what Staker and Horn (2) call a "self blend model."
  • ...3 more annotations...
  • schools need to investigate how virtual options may provide multiple pathways for their students to earn credits, recover learning, explore an interest or follow a passion, all while taking control of their education through a variety of modalities
  • We've reached a point where multiple pathways are, should and can be available to any student, anywhere at any time
  • t's time for schools to unite and break the barriers of time, place and tradition so that each student can be empowered to develop his or her own learning path, a path which can include a blended mix of brick and mortar, virtual, experiential and personal learning options.
Kim Pratt

An Open Badge System Framework: A foundational piece on assessment and badges for open,... - 0 views

dmlcentral.net/4440

assessment badges

shared by Kim Pratt on 05 Sep 12 - No Cached
  • Kim Pratt on 05 Sep 12
     
    Still a work in progress, but the idea is interesting.
Stephanie McGuire

Digital Literacy Includes Learning to Unplug - NYTimes.com - 1 views

parenting.blogs.nytimes.com/...cy-includes-learning-to-unplug

shared by Stephanie McGuire on 05 Sep 12 - No Cached
  • The new digital divide isn’t between children who have access to computers and devices and those who do not. It’s between kids whose parents are saying “turn that thing off” and those whose parents don’t limit their access — because they don’t know how, or because they’re not available to do it.
  • Instead of closing the achievement gap,” said the author of the Kaiser study, “they’re widening the time-wasting gap.”
  • The F.C.C. is considering creating a “digital literacy corps” to teach productive uses of the computer and Internet to students, parents and job seekers
  • Stephanie McGuire on 05 Sep 12
     
    A problem lies also in the time wasted on technology. Education needs to include WHEN to use technology for learning purposes.
  • ...1 more comment...
  • Madeline Grygiel on 05 Sep 12
  • Madeline Grygiel on 05 Sep 12
     
    "A study published in 2010 by the Kaiser Family Foundation found that children and teenagers whose parents do not have a college degree spent 90 minutes more per day exposed to media than children from higher socioeconomic families"... why is this? Parents busy working? Lack of resources (e.g. books)? Home environment (e.g. no yard to play in outside)?
  • Stephanie McGuire on 06 Sep 12
     
    Thank you for sharing the original article, very interesting and well written! What a difference in time wasted per day. I would agree with your ideas of why that might be. So I certainly think a digital literacy core could be a helpful and useful investment! I also think education for parents is just as important as students to learn to use the Internet to learn new information and be creative.
Kasey Hutson

Bill Goodwyn: Technology Doesn't Teach, Teachers Teach - 0 views

www.huffingtonpost.com/...n-the-classroom_b_1857369.html

education teaching teachers technology

shared by Kasey Hutson on 08 Sep 12 - No Cached
  • Technology doesn't teach. Teachers teach.
  • All of us involved in education received the same mandate this past winter from President Obama and Secretary of Education Arne Duncan: to replace traditional, static textbooks with dynamic, interactive digital textbooks within the next five years. Several organizations have accepted this challenge enthusiastically and are partnering with districts every day to help transform classrooms into the digital learning environments our leaders envision. But the process is complicated.
  • We have seen the power of new technology in practice, especially when used by effectively trained teachers. In an initiative to replace traditional social studies textbooks, those students using digital tools in the Indianapolis Public Schools system, in which 85 percent of students are enrolled in subsidized lunch programs, had a 27 percent higher passing rate on statewide progress tests than students in classrooms that were not plugged in. Students in Miami-Dade County Public Schools who used digital resources achieved a 7 percent increase in their science FCAT (Florida's Comprehensive Assessment Test) exams. And students of the Mooresville Graded School District in North Carolina increased their performance on state exams by 13 percent over three short years, thanks to digital content and passionate, technology literate teachers
  • ...1 more annotation...
  • North Carolina's Charlotte-Mecklenburg Schools (CMS) perfectly illustrates both the power of effective teacher training and technology. Since 2008, CMS has provided digital science resources to Title I schools -- schools with a high concentration of students living in poverty. Along with digital content, the district provided teachers with ongoing professional development designed to show them how to build engaging lessons, enhance their current curriculum and inspire students by integrating digital media, hardware and software. The professional development, however, was not mandatory. The results could not have been clearer: The students of teachers who opted into the professional development not only closed the achievement gap between themselves and students from Title I schools that did not have the same technology, they also outperformed the non-Title I schools, amassing a 57 percent passing rate on the state's end-of-year standardized science tests, compared to the 43 percent passing rate of those from wealthier schools. These are some of the most disadvantaged students in the state, remember, and yet they caught up to -- and surpassed -- students from more affluent schools.
  • Kasey Hutson on 08 Sep 12
     
    One of the coolest points - Charlotte-Mecklenburg Schools provided technology resources to Title I schools, and made professional development to integrate technology into the classroom optional. Those teachers who participated in the professional development not only closed the achievement gap, but also outperformed non-Title I schools in the area.
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