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Connecting with What Is Out There!: Using Twitter in the Large Lecture: EBSCOhost - 0 views

web.a.ebscohost.com.ezproxy.pct.edu/...detail connecting using large lecture ebscohost
shared by Jason Killinger on 07 Apr 14 - No Cached
  • With the desire for more and more campuses to develop their online or hybrid curricula, expanding pedagogy to include real-time technology in the classroom not only makes sense but can also be done with little or no additional technological investment. The use of technology in the classroom to aid in student learning, help streamline grading, assignments, and discussions, or simply to alleviate physical office hour meetings has not only been around for some time but has been pushed, debated, and left many faculty feeling the "hype" surrounding classroom technology does not meet their needs.
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The Importance of Writing Skills: Online Tools to Encourage Success - 0 views

www.emergingedtech.com/...ine-tools-to-encourage-success importance writing skills online online tools blogging
shared by Michelle Shafer on 12 Apr 14 - No Cached
  • As teachers, I think we’d all agree that communication is pretty important. In fact, it’s a necessary component of education, livelihood, and basic functionality in our society. It’s also fairly obvious that there are two main ways to communicate, although more obscure forms exist. Basically, we talk and we write. That’s how we let other people know what’s going on, and it’s an important skill to have. Just about every student can talk, but how many can truly write well?
  • Writing is not for turning out cookie-cutter essays in AP Lit & Comp. It’s not for texting friends, keeping diaries, or even for getting a better SAT score. Writing is important because it’s used extensively in higher education and in the workplace. If students don’t know how to express themselves in writing, they won’t be able to communicate well with professors, employers, peers, or just about anyone else.
  • Much of professional communication is done in writing: proposals, memos, reports, applications, preliminary interviews, e-mails, and more are part of the daily life of a college student or successful graduate. Even if students manage to learn the material in their college classes without knowing how to write well, they won’t be able to express their knowledge to the people who are making the big decisions. Potential employers won’t know whether or not head knowledge can be applied to everyday demands unless it’s through a spoken interview. Even the majority of certifications and licensures require basic writing skills to obtain. The inability to write makes for a stillborn career.
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Archived: Effects of Technology on Classrooms and Students - 0 views

www2.ed.gov/...effectsstudents.html technology education classroom motivation Research web2.0
shared by Michelle Shafer on 12 Apr 14 - Cached
  • when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their g
  • 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 student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons.
  • The teacher's role changes as well. 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. As students work on their technology-supported products, the teacher rotates through the room, looking over shoulders, asking about the reasons for various design choices, and suggesting resources that might be used.
  • ...9 more annotations...
  • eacher-reported effect on students was an increase in motivation
  • technology's motivational advantages in providing a venue in which a wider range of students can excel
  • Teachers talked about motivation from a number of different perspectives. Some mentioned motivation with respect to working in a specific subject area, for example, a greater willingness to write or to work on computational skills. Others spoke in terms of more general motivational effects--student satisfaction with the immediate feedback provided by the computer and the sense of accomplishment and power gained in working with technology:
  • enhancement of student self esteem. Both the increased competence they feel after mastering technology-based tasks and their awareness of the value placed upon technology within our culture, led to increases in students' (and often teachers') sense of self worth.
  • Students clearly take pride in being able to use the same computer-based tools employed by professionals. As one teacher expressed it, "Students gain a sense of empowerment from learning to control the computer and to use it in ways they associate with the real world." Technology is valued within our culture. It is something that costs money and that bestows the power to add value. By giving students technology tools, we are implicitly giving weight to their school activities. Students are very sensitive to this message that they, and their work, are important.
  • students were able to handle more complex assignments and do more with higher-order skills (see examples) because of the supports and capabilities provided by technology.
  • Another effect of technology cited by a great majority of teachers is an increased inclination on the part of students to work cooperatively and to provide peer tutoring. While many of the classrooms we observed assigned technology-based projects to small groups of students, as discussed above, there was also considerable tutoring going on around the use of technology itself. Collaboration is fostered for obvious reasons when students are assigned to work in pairs or small groups for work at a limited number of computers. But even when each student has a computer, teachers note an increased frequency of students helping each other. Technology-based tasks involve many subtasks (e.g., creating a button for a HyperCard stacks or making columns with word processing software), leading to situations where students need help and find their neighbor a convenient source of assistance. Students who have mastered specific computer skills generally derive pride and enjoyment from helping others.
  • One of our teacher informants made the point that the technology invites peer coaching and that once established, this habit carries over into other classroom activities:
  • informants
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