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Kylee Ponder

Free Technology for Teachers: The Travels of Odysseus in Google Earth - 0 views

www.freetech4teachers.com/...-odysseus-in-google-earth.html

education Greece Odysseus The Odyssey Homer SOL

shared by Kylee Ponder on 27 Nov 12 - No Cached
  • Kylee Ponder on 27 Nov 12
     
    Awesome connection for student studying Ancient Greece using Google Maps and Google Earth - definitely tied into SOL WHI.5 The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by : a) assessing the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies; b) describing Greek mythology and religion; c) identifying the social structure and role of slavery, explaining the significance of citizenship and the development of democracy, and comparing the city-states of Athens and Sparta; d) evaluating the significance of the Persian and Peloponnesian wars; e) characterizing life in Athens during the Golden Age of Pericles; f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics,  and philosophy, with emphasis on Socrates, Plato, and Aristotle;  g) explaining the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the Great.
Emily Wampler

What Is Education For? - 2 views

www.context.org/orr

shared by Emily Wampler on 02 Sep 12 - No Cached
    • Emily Wampler
      Emily Wampler on 02 Sep 12
       
      This is hard to swallow; seems very pessimistic about human nature.
  • It makes far better sense to reshape ourselves to fit a finite planet than to attempt to reshape the planet to fit our infinite wants.
  • What can be said truthfully is that some knowledge is increasing while other kinds of knowledge are being lost.
  • ...14 more annotations...
  • It needs people of moral courage willing to join the fight to make the world habitable and humane.
  • But capitalism has also failed because it produces too much, shares too little, also at too high a cost to our children and grandchildren.
  • First, all education is environmental education. By what is included or excluded we teach students that they are part of or apart from the natural world.
  • The goal of education is not mastery of subject matter, but of one’s person.
    • Emily Wampler
      Emily Wampler on 02 Sep 12
       
      Wow.  Love this quote, and agree whole-heartedly.
  • knowledge carries with it the responsibility to see that it is well used in the world.
  • Each of these tragedies were possible because of knowledge created for which no one was ultimately responsible. T
  • we cannot say that we know something until we understand the effects of this knowledge on real people and their communities.
  • In this instance what was taught in the business schools and economics departments did not include the value of good communities or the human costs of a narrow destructive economic rationality that valued efficiency and economic abstractions above people and community.
  • What is desperately needed are faculty and administrators who provide role models of integrity, care, thoughtfulness, and institutions that are capable of embodying ideals wholly and completely in all of their operations.
  • Process is important for learning.
  • My point is simply that education is no guarantee of decency, prudence, or wisdom.
  • he modern drive to dominate nature.
  • Ignorance is not a solvable problem, but rather an inescapable part of the human condition. The advance of knowledge always carries with it the advance of some form of ignorance.
  • Emily Wampler on 05 Sep 12
     
    This article was written 20 years ago, but still holds interesting and relevant information about the purpose of education.
Kylee Ponder

Education World: WebQuest - 1 views

www.educationworld.com/...webquest033.shtml

SOL Collaborative Projects Civil Rights

shared by Kylee Ponder on 03 Dec 12 - No Cached
  • Kylee Ponder on 03 Dec 12
     
    Awesome webquest on MLK, Jr. for middle school students - relates to SOL VUS.14 The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by a) identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded; b) describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.
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
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
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  • 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.
Kylee Ponder

Early and Medieval African Kingdoms - Google Maps - 2 views

maps.google.com/...ms

SOL GoogleMap Africa

shared by Kylee Ponder on 27 Nov 12 - No Cached
  • Kylee Ponder on 27 Nov 12
     
    GoogleMap students can use in tying and comparing the different African kingdoms! Related to SOLWHI.10 The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) locating major trade routes; b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions; d) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion. 
Kylee Ponder

The Seeds of Discovery and Change - Google Maps - 0 views

www.google.com/...ms

SOL GoogleMap Explorers

shared by Kylee Ponder on 27 Nov 12 - No Cached
  • Kylee Ponder on 27 Nov 12
     
    Wonderful GoogleMap related to the explorers of the New World!  Related to SOL 3.3 The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.
Shally Ackerman

Digital Literacy in the primary classroom | Steps in Teaching and Learning - 0 views

www.ictsteps.com/...eracy-in-the-primary-classroom

shared by Shally Ackerman on 01 Sep 12 - No Cached
  • 8 elements of Digital Literacy
  • Cultural [Cu] Cognitive [Cg] Constructive [Cn] Communication [Co] Confidence [Cf] Creative [Cr] Critical [Ct] Civic [Ci]
  • he following is my interpretation of how they might be used for teaching and learning in a primary classroom
  • ...17 more annotations...
  • definition in its publication Digital Literacy
  • To be digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.
  • The challenge is how we as teachers can foster digital literacy in all areas of the school curriculum
  • it is our responsibility to ensure children are not only confident users but can also make informed decisions about the use of such digital technologies to help them in their learning
  • How can we ensure that our learners are digitally literate?
  • We can help children understand their role in the wider community and how they will have an effect on it. What they say becomes incredibly important when you begin to use digital tools to publish their content online for the world to see
  • Don’t envisage this as how your learners will use digital tools but how they will use their own cognitive tools to do so
  • In today’s digital world children have a multitude of ways to communicate that are more or less digital variations of those tools 30 years previously.
  • developing links and strengthening those bonds by fostering projects and interaction is the next step
  • Go with what the learners suggest, follow up their questions even if it isn’t in your panning
  • Learners today need to know which tools are the best to communicate the message they want to say, they need to make deliberate and informed choices that recognise what these digital communication tools can do and how best to utilise them.
  • You want a class of learners that will know which tools will get the job done effectively and which tools will only hold them back
  • Never before has a learner been presented with so much choice to draw a picture – from pencil and paper to digital pens and paper on a tablet device
  • owever the creative potential is being held back by teachers who are either not prepared to use these tools in their class due to other ill conceived curriculum pressures or they just don’t know how.
  • How do we know it is written by the author claiming it to be so? We need to develop critical awareness and thinking
  • Children cannot go on accepting the first result they receive from a search
  • Digital Literacy must be developed across every part of the curriculum and not just ICT and our learners must be given the freedom to do so in schools today
  • Shally Ackerman on 01 Sep 12
     
    This article breaks down some of the concepts that go into digital literacy.
Kylee Ponder

Free Technology for Teachers: Oral History of Route 66 - 0 views

www.freetech4teachers.com/...oral-history-of-route-66.html

Route 66 education Google Map SOL

shared by Kylee Ponder on 27 Nov 12 - No Cached
  • Kylee Ponder on 27 Nov 12
     
    Awesome way for teachers to integrate both Social Studies and literature along with studying an interesting time in the U.S.'s history! Relates well to SOL USII.6 The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by a) explaining how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural electrification changed American life and standard of living; b) describing the social and economic changes that took place, including prohibition and the Great Migration north and west;
Emily Wampler

Innovation Design In Education - ASIDE: Century of the Child: Moving Forward - 0 views

theasideblog.blogspot.com/...y-of-child-moving-forward.html

shared by Emily Wampler on 31 Aug 12 - No Cached
    • Emily Wampler
      Emily Wampler on 31 Aug 12
       
      I don't think Play is a magic fix for all the problems in US education, but I think it's a step in the right direction.  
    • Emily Wampler
      Emily Wampler on 31 Aug 12
       
      Couldn't agree with this more.  Assessment and standards for Pre-K?!?  Get real, America.  Let the kids play.  
  • For more than a decade, NCLB has pushed education into mediocrity, opting for a homogenized system to pass tests. We’ve taken the play out of learning, and as a result, children have disengaged in a flawed process to the tune of over a 35% dropout rate.
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  • The "children's garden" was to be a place that valued a child’s enjoyment, creative process, and intuitive investigation of materials. This is not what many kindergartens look like today. Too often they are worksheet driven in preparation for testing.
  • Today, free play to learn how to socialize, invent, and imagine is rare; instead, child's play is organized. Add in diminished recess, limited physical education, and worksheet-driven classrooms and we have a recipe for unimaginative kids who lack a passion for learning. It is no wonder that we have trouble getting kids to think creatively. If they can’t play, they can’t learn and certainly not innovate.
  • We need to promote play, passion and purpose for it and break free of fixed silos of learning. Creating innovators is not part of mainstream, conventional education that is too focused on measuring assessments through one-right answer tests.
Alexander Hendrix

Educational Uses of Digital Storytelling - 0 views

digitalstorytelling.coe.uh.edu

shared by Alexander Hendrix on 16 Sep 12 - Cached
  • Digital Storytelling is the practice of using computer-based tools to tell stories. As with tradition
  • Digital Storytelling is the practice of using computer-based tools to tell stories. As with traditional storytelling, most digital stories focus on a specific topic and contain a particular point of view. However, as the name implies, digital stories usually contain some mixture of computer-based images, text, recorded audio narration, video clips and/or music. Digital stories can vary in length, but most of the stories used in education typically last between two and ten minutes. The topics that are used in Digital Storytelling range from personal tales to the recounting of historical events, from exploring life in one's own community to the search for life in other corners of the universe, and literally, everything in between.
  • multimedia sonnets from the people"
  • ...1 more annotation...
  • "multimedia sonnets from the people"
  • Alexander Hendrix on 27 Nov 12
     
    An amazing resource that states outlines the educational uses of digital story telling and how we can best utilize this wonderful new technology in our classroom to enrich classroom education
Benjamin Hindman

Let Them Play: Video gaming in education - 0 views

digitaldollar.edublogs.org/...play-video-gaming-in-education

shared by Benjamin Hindman on 03 Oct 12 - No Cached
  • I started my 4th-grade students up on an updated version of Lemonade Stand.
  • The kids all wanted to make money and, within less than an hour, my English-language learning students were appropriately using words like net profit and assets.
  • allow students to play educational games as part of a facilitated lesson have  students create video games for their classmates or younger students use game design principles in curriculum design
  • ...10 more annotations...
  • the added visual and audio effects, video games deliver information to students’ brains in a much more effective envelope.
  • research has shown that educational video games can increase student achievement, as well as spatial reasoning skills, compared to more traditional instruction.
  • Mission-based video games are about more than just getting students to memorize facts. Video games have been shown to teach literacy, problem-solving, perseverance, and collaboration.
  • Most video games offer students opportunities to both gain knowledge and, more importantly, immediately utilize that knowledge to solve a problem.
  • This immediate application of knowledge, coupled with the inherent fun of video games, engages and motivates students far better than many traditional lessons could. Students become problem solvers who can think through complex missions to find the best possible solution.
  • And because students are so motivated to find a solution, they will often take risks they might otherwise be too scared to take in the classroom.
  • Not only is he gaining valuable collaborative and leadership skills, he’s also becoming a true global citizen.
  • With any in-class activity, our job as teachers is to help students transfer that knowledge so they can use it in scenarios outside of that day’s lesson. The same goes for educational games.
  • Because students were in the lab, they weren’t bored enough to cause trouble during their down-time. Plus, teachers started seeing some intriguing self-regulation habits take form. With a limited number of controllers, students were politely asking and offering to take turns in the game lab, without adult intervention. And the lab attracted a variety of kids — girls, boys, special education students, kids from all socio-economic backgrounds. Students who normally never interacted were playing together.
  • School leaders contend that by building video games that work, students begin to understand complex systems, which will give them valuable knowledge as they enter the workforce.
  • Benjamin Hindman on 03 Oct 12
     
    A very interesting look at gaming in education.  This site also provides ideas and suggestions for integration of games into the classroom.
Moni Del Toral

Webquest Index: Science - 0 views

teacher.scholastic.com/...science.htm

webquest science

shared by Moni Del Toral on 05 Dec 12 - No Cached
  • Moni Del Toral on 05 Dec 12
     
    This list of webquests covers a variety of concepts; from the more advanced exploration of cells to the first grade standards of landforms and bats!
Kylee Ponder

GoldRush Webquest - 1 views

projects.edtech.sandi.net/...goldrush

SOL Collaborative Projects

shared by Kylee Ponder on 03 Dec 12 - No Cached
  • Kylee Ponder on 03 Dec 12
     
    Webquest relating to the Gold Rush and Westward Expansion - could be used for students in 5th or 6th grade learning about California and the 1840s. Related to SOL USI.8 The student will demonstrate knowledge of westward expansion and reform in America from  1801 to 1861 by a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California; b) identifying the geographic and economic factors that influenced the westward movement of settlers;
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.
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.
Allie

Effects of Technology on Classrooms and Students - 0 views

www2.ed.gov/...effectsstudents.html

technology education classroom motivation effects

shared by Allie on 06 Sep 12 - Cached
  • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast.
  • The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity
  • Allie on 06 Sep 12
     
    This was both interesting and helpful. All teacher especially teachers who believe technology should not be in the classroom should understand the benefits of technology. Motivation is one benefit that stuck out to me because it makes sense to use modern tools to help students accomplish more and want to learn.
Emily Wampler

The 7 Levels of School Consciousness | Education Is My Life - 0 views

educationismylife.com/levels-of-school-consciousness

shared by Emily Wampler on 26 Sep 12 - No Cached
    • Emily Wampler
      Emily Wampler on 26 Sep 12
       
      I like this diagram!  Gives us something a little higher to aim for than just a perfect test score. 
  • The “higher” needs, levels 5 to 7, focus on the cultural cohesion and values alignment; mutually beneficial alliances and partnerships with other schools and the local community; and a strong focus on social responsibility. The emphasis at these higher levels is on enhancing the common good of all stakeholders—students, employees, parents, the local community, and society at large. Abraham Maslow referred to these as “growth” needs. When these needs are fulfilled they do not go away. They engender deeper levels of commitment and motivation.
  • For better or worse, our high schools in the US have many extracurricular opportunities for students to feel that sense of culture with each other.
  • ...3 more annotations...
    • Emily Wampler
      Emily Wampler on 26 Sep 12
       
      And yet doesn't research also show that you are more likely to get a job with a degree than not?  But maybe the learning doesn't transfer, just the piece of paper saying you completed a program...  Hmmm...
  • “It’s Never Mattered That American Schools Lag Behind Other Countries”?
  • Focusing on performance and results should happen, but in order to take a school from “good to great”, the focus has to eventually change. Once stakeholders realize that their school is judged by more than test scores, real change can happen.
Moni Del Toral

Digital Story-Telling Lesson Plan « Indiana Jen - 0 views

indianajen.com/...ital-story-telling-lesson-plan

shared by Moni Del Toral on 27 Nov 12 - No Cached
  • Kylee Ponder on 27 Nov 12
     
    Wonderful sample lesson plan for students researching the Indus River Valley Civilization. Related to SOL WHI.3 The student will demonstrate knowledge of ancient river valley civilizations, including those of  Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by a) locating these civilizations in time and place; b) describing the development of social, political, and economic patterns, including slavery; c) explaining the development of religious traditions; d) describing the origins, beliefs, traditions, customs, and spread of Judaism; e) explaining the development of language and writing.
  • Moni Del Toral on 28 Nov 12
     
    A research-based project lesson plan that culminates in a digital story-telling assessment on the Indus River Valley
Kylee Ponder

Education World: WebQuest - 1 views

www.educationworld.com/...webquest044.shtml

SOL Collaborative Projects Cost of War

shared by Kylee Ponder on 03 Dec 12 - No Cached
  • Kylee Ponder on 03 Dec 12
     
    Educational webquest related to costs of war - awesome for secondary history! Relates to SOL USII.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to: i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives. 
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