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The0d0re Shatagin

Tech Tips For Teachers: Free, Easy and Useful Creation Tools - The Learning Network Blo... - 7 views

learning.blogs.nytimes.com/...easy-and-useful-creation-tools

web2.0 tools technology education teachers nytimes tech learning

shared by The0d0re Shatagin on 09 Jul 10 - Cached
  • Dana Huff on 09 Jul 10
     
    Ryan Goble, who often coaches teachers in what he calls the "mindful" use of technology, has written today's guest post on user-friendly tools that enable the creation of student projects.
  • The0d0re Shatagin on 24 Jul 10
     
    NYTimes article recommending 5 free tools: Visualizing Text, Comic Text, Interactive Timelines, Digital Interactive Presentations, Idea Maps & Brainstorms
Clifford Baker

Editorial Observer - Cutting and Pasting - A Senior Thesis by (Insert Name) - NYTimes.com - 9 views

www.nytimes.com/...13tue4.html

plagiarism

shared by Clifford Baker on 13 Jul 10 - Cached
  • “This represents a shift away from the view of education as the process of intellectual engagement through which we learn to think critically and toward the view of education as mere training. In training, you are trying to find the right answer at any cost, not trying to improve your mind.”
  • Not everyone who gets caught knows enough about what they did to be remorseful.
  • “The big sleeping dog here is not the moral issue. The problem is that kids don’t learn if they don’t do the work.”
  • ...2 more annotations...
  • The Pritchard axiom — that repetitive cheating undermines learning — has ominous implications for a world in which even junior high school students cut and paste from the Internet instead of producing their own writing.
  • When many young people think of writing, they don’t think of fashioning original sentences into a sustained thought. They think of making something like a collage of found passages and ideas from the Internet.
Nik Peachey

Nik's Daily English Activities: Learn How to Correct Errors - 3 views

daily-english-activities.blogspot.com/...arn-how-to-correct-errors.html

efl esl writing error correction

shared by Nik Peachey on 27 Sep 09 - Cached
  • Nik Peachey on 27 Sep 09
     
    Students often expect their teacher to correct their written errors, but students can also learn a lot from looking for and correcting errors in written work. This activity gives you the chance to test your correction skills and find errors in short texts using a site called BookOven and a tool called SpellChecker
James Miscavish

Welcome to Wisc-Online.com - 4 views

www.wisc-online.com

learningobjects Learning resources education repository objects learning_objects eLearning English

shared by James Miscavish on 13 Feb 10 - Cached
  • James Miscavish on 13 Feb 10
     
    Collection of 'learning objects.' Lots of math and science stuff, but some good English stuff in here as well.
Karen LaBonte

Home (Powerful Ingredients for Blended Learning) - 6 views

wiki.powerfulingredients.com/Home

pd Fryer classroom2.0

shared by Karen LaBonte on 17 Feb 10 - Cached
  • Karen LaBonte on 17 Feb 10
     
    This wiki complements the upcoming book "Powerful Ingredients for Blended Learning" by Wesley Fryer and Karen Montgomery, and the T4T course ("Technology For Teachers") course Wesley is teaching in Spring 2010. Content from the book and on this site is licensed under a Creative Commons Attribution-Non-Commercial License.
Nik Peachey

1 Week workshop: Easy Web 2.0 tools that you can use in your classroom - 14 views

www.seeta.eu/...view.php

web2.0 languages school technology professionaldevelopment resources tools education learning

shared by Nik Peachey on 07 Dec 09 - Cached
  • Nik Peachey on 07 Dec 09
     
    "Over the course of this event we will be looking at a small range of web based tools that will enable you to create motivating online language learning activities for your students. These can be used either in class or set as homework. You will have the chance to understand how these tools work, find out how to use them with students and be able to try your hand at creating and sharing activities with other teachers. By the end of the event you should have a small 'toolkit' of resources and ideas that will enable you to enhance your lessons though the effective and pedagogically sound use of technology."
Patrick Higgins

Materials for Faculty: Methods: Diagnosing and Responding to Student Writing - 11 views

www.dartmouth.edu/...responding.shtml

writing commenting feedback

shared by Patrick Higgins on 17 Jan 10 - Cached
  • For these reasons, instructors are continuously looking for ways to respond efficiently to student work. Seasoned instructors have developed systems that work well for them. We offer a few here: Don't comment on everything. Tell students that in your responses to a particular paper you intend to focus on their thesis sentences and introductions, or their overall structure, or their use of sources, etc. This method works particularly well in courses that require students to do several papers. Instructors can, as the term progresses, focus on different aspects of student writing. Space or stagger deadlines so that you are not overwhelmed by drafts. If the thought of grading eighteen essays in two or three days is daunting, divide the class in half or into thirds and require different due dates for different groups. Use peer groups. Ask students to meet outside of class (or virtually, on the Blackboard discussion board) to talk with one another about their papers. Peer groups work best when you've modeled the critiquing process in class, and when you provide students with models or guidelines for critiquing. See our page on Collaborative Learning for a fuller discussion. Ask for a Writing Assistant. The Writing Assistant reviews drafts of papers and makes extensive comments. Students benefit by having an additional reader; instructors benefit because they get better papers. If you'd like more information about using a Writing Assistant in your course, contact Stephanie Boone, Director of Student Writing Support.
  • Patrick Higgins on 17 Jan 10
     
    Don't comment on everything. Tell students that in your responses to a particular paper you intend to focus on their thesis sentences and introductions, or their overall structure, or their use of sources, etc. This method works particularly well in courses that require students to do several papers. Instructors can, as the term progresses, focus on different aspects of student writing. Space or stagger deadlines so that you are not overwhelmed by drafts. If the thought of grading eighteen essays in two or three days is daunting, divide the class in half or into thirds and require different due dates for different groups. Use peer groups. Ask students to meet outside of class (or virtually, on the Blackboard discussion board) to talk with one another about their papers. Peer groups work best when you've modeled the critiquing process in class, and when you provide students with models or guidelines for critiquing. See our page on Collaborative Learning for a fuller discussion. Ask for a Writing Assistant. The Writing Assistant reviews drafts of papers and makes extensive comments. Students benefit by having an additional reader; instructors benefit because they get better papers. If you'd like more information about using a Writing Assistant in your course, contact Stephanie Boone, Director of Student Writing Support.
andrew bendelow

2010 Horizon Report: The K12 Edition - 2 views

wp.nmc.org/horizon-k12-2010

new learning 21st-century schools nmc horizon project report

shared by andrew bendelow on 16 Apr 10 - Cached
  • andrew bendelow on 16 Apr 10
     
    New Media Consortium's 2010 predictions on the immense k-12 learning changes and challenges from technology
Dennis OConnor

Education Week Teacher: High-Tech Teaching in a Low-Tech Classroom - 6 views

www.edweek.org/...barnett_hightechteaching.html

education Low-Tech 21st century skills ed-tech blended learning

shared by Dennis OConnor on 04 Sep 11 - No Cached
  • How can we best use limited resources to support learning and familiarize students with technology?
  • get creative with lesson structure
  • Take advantage of any time that your students have access to a computer lab with multiple computers.
  • ...10 more annotations...
  • Relieve yourself from the pressure of knowing all the ins and outs of every tool. Instead, empower your students by challenging them to become experts who teach one another (and you!) how to use new programs.
  • "Pass it On" Buddy Method
  • Students assist one another in creating digital products that represent or reflect their new learning. It’s a great way to spread technological skills in a one-computer classroom.
  • Group Consensus Method
  • Small groups of students engage in dialogue on a particular topic, then a member uses a digital tool to report on the group's consensus.
  • Rotating Scribe Method
  • Each day, one student uses technology to record the lesson for other students.
  • Whole Class Method
  • Teachers in one-computer classrooms often invite large groups of students to gather around the computer. Here are a few suggestions for making the most of these activities
  • When we are faced with limited resources, it is tempting to throw up our hands and say, "I just don't have what I need to do this!" However, do not underestimate your ability to make it work.
  • Dennis OConnor on 04 Sep 11
     
    Might help create a blended classroom, even when you have to share the blender.  Common sense advise for the real world of underequipped classrooms and stretched thin teachers.
Kristin Bergsagel

How To Do Things With Words : Learning Diversity - 4 views

www.learningdiversity.org/...how-to-do-things-with-words

shared by Kristin Bergsagel on 14 Apr 11 - No Cached
  • the RRSG theory of reading comprehension is predominantly cognitive rather than cultural. It depicts the text as an encoded representation of a specific situation.
  • Making and having meaning, then, transcend cognition and involve a commitment to values and the pursuit of ideals.
  • These moral qualities are essential to human life, yet they seem to be completely redundant in the case of the aforementioned reader of “the cat is on the mat.”
  • ...14 more annotations...
  • Could it be that teachers who are allegedly so obstinately unfaithful to the received theory of reading comprehension do in fact apply it in their classrooms, but fail to achieve adequate outcomes because the theory fails to explain reading as a meaningful human activity?
  • the most authoritative theory of reading comprehension misleads her into performing a futile cognitive exercise.
  • namely, instruct students to read the text creatively by transforming it into a model for exploring ideas such as self-deception, hubris, or the unintended negative consequences of well-intended parenting.
  • it doesn’t address texts adequately as media of communication between purposeful, goal-oriented actors.
  • The meaning of a message, then, is its use by the interacting parties and is therefore always much more than a mental representation. When we treat words or statements as mere representations, we fail to communicate.
  • A theory that fails to enhance communication undermines education, because education is a special form of communication dedicated to the transmission of learning.
  • The words remain his rather than theirs, conveying facts about his dream rather than becoming resources useful to them. These readers have missed yet another opportunity to make sense of the history of their nation and of their own lives in relation to it.
  • hopeful vision coupled to a darker prophecy and a threatening message.
  • This reading, then, intertwines American political history with the history of literature in a way that renders the reader herself an active participant in their making.
  • creativity, diversity, and agency
  • Readers, we propose, ought to associate the meaning of the text with its use. The texts students typically read in school, more specifically, ought to be used for the purpose of exploring ideas. Reading for this purpose is necessarily a creative endeavor because it entails transforming the text into a model of inquiry into certain aspects of the reader’s life experiences.
  • In other words, because they use the text in diverse ways, its meaning varies accordingly.
  • What is at stake is nothing less than how students relate themselves to cultural achievements that have shaped the world in which they live and the society in which they gradually mature.
  • Conversely, education researchers in universities and other research institutes are often insufficiently familiar with how children learn at school, and therefore simply do not have an adequate understanding of the problems their research should solve
Anne Williams

Big Thinkers: Judy Willis on the Science of Learning | Edutopia - 4 views

www.edutopia.org/is-neuroscience-learning-video

shared by Anne Williams on 09 May 11 - No Cached
  • Anne Williams on 09 May 11
     
    brain based research on the science of learning focus and curiosty in the classroom PD
Leslie Healey

The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific A... - 18 views

www.scientificamerican.com/article.cfm

reading

shared by Leslie Healey on 12 May 13 - No Cached
    • Leslie Healey
      Leslie Healey on 12 May 13
       
      on the other hand, I just tried to change the color of my highlighter, and redo a highlight that supported a different conclusion, and Diigo would not let me--I learned that on my iPad
  • no obvious shape or thickness.
  • "haptic dissonance"
  • ...13 more annotations...
  • e screen-based reading is more physically and mentally taxing than reading on pape
    • Leslie Healey
      Leslie Healey on 12 May 13
       
      this is the big problem for me
  • t scrolling
  • drains more mental resources than turning or clicking a page, which are simpler and more automatic gestures.
  • people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once.
  • When reading on screens, people seem less inclined
  • metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood
  • Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," s
  • Participants in her studies say that when they really like an electronic book, they go out and get the paper version.
  • Why not keep paper and evolve screen-based reading into something else entirely?
  • Some Web comics and infographics turn scrolling into a strength rather than a weakness. S
  • e Scale of the Universe tool
  • Atavist o
  • Leslie Healey on 12 May 13
     
    paper vs screen in your brain
Wanda Terral

Awesome Stories - 16 views

www.awesomestories.com

resources history education research socialstudies english Reference

shared by Wanda Terral on 15 Dec 11 - Cached
  • Wanda Terral on 15 Dec 11
     
    AwesomeStories is a gathering place of primary-source information. Its purpose - since the site was first launched in 1999 - is to help educators and individuals find original sources, located at national archives, libraries, universities, museums, historical societies and government-created web sites. Sources held in archives, which document so much important first-hand information, are often not searchable by popular search engines. One needs to search within those institutional sites directly, using specific search phrases not readily discernible to non-scholars. The experience can be frustrating, resulting in researchers leaving key sites without finding needed information. AwesomeStories is about primary sources. The stories exist as a way to place original materials in context and to hold those links together in an interesting, cohesive way (thereby encouraging people to look at them). It is a totally different kind of web site in that its purpose is to place primary sources at the forefront - not the opinions of a writer. Its objective is to take the site's users to places where those primary sources are located. The author of each story is listed on the preface page of the story. A link to the author provides more detailed information. This educational teaching/learning tool is also designed to support state and national standards. Each story on the site links to online primary-source materials which are positioned in context to enhance reading comprehension, understanding and enjoyment.
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