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in title, tags, annotations or urlTech Tips For Teachers: Free, Easy and Useful Creation Tools - The Learning Network Blog - NYTimes.com - 7 views
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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.
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NYTimes article recommending 5 free tools: Visualizing Text, Comic Text, Interactive Timelines, Digital Interactive Presentations, Idea Maps & Brainstorms
Editorial Observer - Cutting and Pasting - A Senior Thesis by (Insert Name) - NYTimes.com - 9 views
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“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.”
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Not everyone who gets caught knows enough about what they did to be remorseful.
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“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.”
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Nik's Daily English Activities: Learn How to Correct Errors - 3 views
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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
Welcome to Wisc-Online.com - 4 views
Home (Powerful Ingredients for Blended Learning) - 6 views
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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.
Reading, Learning, and then Some! - 4 views
1 Week workshop: Easy Web 2.0 tools that you can use in your classroom - 14 views
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"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."
Materials for Faculty: Methods: Diagnosing and Responding to Student Writing - 11 views
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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.
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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.
Learning to Teach for the Future - 10 views
2010 Horizon Report: The K12 Edition - 2 views
Going Viral? Creating Dance Videos Across the Curriculum - The Learning Network Blog - NYTimes.com - 4 views
Education Week Teacher: High-Tech Teaching in a Low-Tech Classroom - 6 views
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How can we best use limited resources to support learning and familiarize students with technology?
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get creative with lesson structure
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Take advantage of any time that your students have access to a computer lab with multiple computers.
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How To Do Things With Words : Learning Diversity - 4 views
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the RRSG theory of reading comprehension is predominantly cognitive rather than cultural. It depicts the text as an encoded representation of a specific situation.
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Making and having meaning, then, transcend cognition and involve a commitment to values and the pursuit of ideals.
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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.”
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Learning Through Digital Media » A Digital Learning Tool Kit - 16 views
The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific American - 18 views
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no obvious shape or thickness.
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"haptic dissonance"
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Awesome Stories - 16 views
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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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