Group items tagged

An article by Rob Klindt. Online teacher communities offer one of the best ways for new and veteran educators to keep up with industry trends. These communities encourage teachers to collaborate and share resources with colleagues, discuss teaching strategies and connect with experts in the education field.

There is TPACK standards for each of the course. As a mathematics teacher I found this and I want to share this with you. From the link, one can also downlad the pdf version. Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C., Browning, C., Özgün-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education [Online serial], 9(1).

This is an interesting website that includes information about top 25 universities' onlive teacher education course.

"Join over 33 million teachers and students safely connecting in online classrooms, collaborating on assignments, discovering new resources, and more!"

* Edmodo is an online networking application for teachers and students. * Think Facebook, but in a safe and controlled environment appropriate for school edmodo is primarily a tool for within class communication, but it also provides several ways for teachers to connect with other teachers. * Over 500,000students are using edmodo worldwide

I could not tweet because of the problems in my Twitter account; that is why, I would like to share the resources I have found here. :) This research study aims to learn about classroom teachers point of views about FATIH Project. Half of the teachers think that the project will be a failure because of technical problems of tablets, lack of teacher's technological competency and the training of teachers. However, they think that the project may help students in terms of not carrying heavy bags and providing a better, tehcnology-enriched learning atmosphere.

EdTech Leaders Online (ETLO) is an program for K-12 school districts, state departments of education, regional service centers, teacher training institutions, and other educational organizations to enable them to provide effective online learning programs for teachers, administrators, and students.

I do not know if a similar guide is available for Turkish teachers, but the General Teaching Council for Scotland has prepared a guidance document to help Scottish teachers with "identifying potential dangers, offering some guidance about how to avoid them and providing a context for responsible, professional use of electronic communication and social media." The guide concludes as follows: Before posting materials online stop and ask yourself: (1) Will the content reflect poorly on you, your school, employer or the teaching profession? (2) Is your intention to post this material driven by personal reasons or professional reasons? (3) Are you confident that the comment or other media in question, if accessed by others, (colleagues, parents etc) would be considered reasonable and appropriate?

A survey instrument designed to measure K-12 online teachers' knowledge with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas.

Are they measuring knowledge? Self-assessment of knowledge?

It is a self-assessment survey. The respondents were asked to rate their own knowledge of a set of tasks related to technology, pedagogy, content, and blending of these areas with a question of "How would you rate your own knowledge in doing the following tasks associated with teaching in a distance education setting?".

This infographic is to show some dynamics that make a shift to technology in education necessary. Examples given in it present the alterative power the internet has. And, the personalized learning is one of the most important advantages of technology use as an alternative to "one-size-fits-all" models as discussed in readings, which is emphasized in this infographic too.

I guess, depending on the case, the answer is both. As presented in the infographic, there are situations -for example where people can not reach schools as a result of various reasons- that make online tools a good alternative for the schools. I believe that "alternative" is a keyword for this discussion and presenting people different choices is a good approach for me. There are ideas emphasizing that "technology will not replace teachers but teachers who do not use technology will be replaced" which can be agreed upon; yet, there are others too. For example, can we ignore the ideas of progressivists if they aim to use technology to create the ideal conditions that can not be realized in institutionalized schools for the education they think the most proper?

Of course, we cannot ignore "use of technology" to create ideal conditions for today's education settings. Then, it can be said use effectively and benefited from it or them.

The new community provides easy online tools for educators to engage in lively discussions organized by topic, find post and rate AP classroom-ready materials and related resources, browse the curriculum framework and share strategies, and connect with colleagues and grow your personal network. Getting Started

The aim of this study is to reveal how well online communities of practice (oCoPs) help teachers share explicit knowledge and bring their tacit knowledge to the surface.

This is the abstract of a research study . In this study they invited a research panel (six researchers) and an expert panel (54 science-related educators) to propose and validate the framework of TPACK-practical. They applied two rounds of anonymous communications and Delphi survey techniques; identified a total of eight dimensions of TPACK-practical and corresponding indicators and rated them as having high levels of importance. They found disciplinary differences between the different groups of experts. Their findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences

While I was doing research on TPACK, I saw that validity of TPACK-practical model was examined in Turkish context.In that study, it was revealed that the adapted form of the survey exhibited the same item-factor harmony and structure as the original form. Here is the link: http://www.sciencedirect.com/science/article/pii/S0360131515001189

This is a video how to use online communities for teaching.

Similar to IATEFL, TESOL is one of the biggest online communities for English Language Teachers, of which I am also a member. The interest sections let you get updates or questions from your peers all over the world on the subjects you are most interested in (e.g. Materials writing, Intercultural Competence, LGBTI issues, Research, Pronunciation..)

I loved how the guidelines are given as ingredients using the 'cooking' metaphor for 'supporting learning community'

I think this is a good example for an online learning community by California State University. You can register for free to join :)

MERLOT II is just like the online platform I know -NING-. I have never heard it before and it looks really educative.

My digital chalkboard is an online community of learning. Registiration is free. It include many professional development subjects such as curriculum, evaluation and all the subject of K-12 curriculum. Not only teachers, but also principals are member of this community.