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This guide provides a practical approach to creating communities of practice (CoPs) based on experiences working with corporations, nonprofits, associations, government organizations, and educational institutions. While it is important to recognize that every organization and community is different, this guide provides a structure to help clarify the most important design elements that go into defining, designing, launching, and growing CoPs-both online and face-to-face.

These are very practical guidelines for everyone. Thanks for sharing it, Sibel!

Teacher Guide for iPad is used by thousands of teachers worldwide as an important resource to help integrate iPads into lessons. It includes over 600 lesson activity ideas and video tutorials that enhance learning outcomes rather than using technology for the sake of it. Created by Adam Foster, an experienced teacher who has used iPads in his lessons for over 5 years, the app also benefits from contributions from teachers worldwide.

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?

infographic about a teacher's guide to SOCIAL MEDIA.

It is interesting to notice that this research study has also similar findings in terms of the problems and weaknesses in FATIH Project. It was conducted with information technologies guide teachers and it reached similar results as the lack of training for both teachers and students, and the lack of required materials to be used by both teachers and students.

We have seen in our last class that using TPACK in classroom is actually not that easy. In this article, you can see what happened in the TPACK attempt of Alexandria Country Day School, Virginia, USA, which was a pilot study on iPad integration to the curricullum.

A practical guide for choosing the most appropriate video for your specific instructional aims.

If you want to see a practical "how-to" guide for designing lessons check this one: a handbook for developing TPACK with learning activitytypes.

Very interesting indeed! It would be helpful if the author illustrated further the data analysis process, including coding. One challenge working with self-report data is that it's self reported. It's important to add more direct data sources for triangulation purpose, analyses of documents, e.g., lesson plans, in this particular case with preservice teachers. I would recommend observations. In fact, Evrim and I have been working with a few colleagues on an observation study among exemplary teachers with technology integration with the goal to visualize TPACK. That's one of the focuses in my dissertation. I designed a TPAKC-in-Action model to guide the CALL teacher education workshops and conducted them with inservice English teachers in Taiwan. After completed those workshops, I went to teachers' classrooms and observe their teaching. There have been some interesting and amazing findings and results! Will share more with everyone in June. Before then,...

Dear Friends, I strongly recommend that you read this article. The researchers designed, implemented and evaluated a PD program to help urban teachers in low-income underserved schools in the U.S. learn how to utilize iPads and educational apps to support teaching and learning

Dear Ecenaz, thank you for sharing it! And you can download it for free from the following link: http://sci-hub.io/10.1016/j.compedu.2015.04.009# You can download from the box above on the left of the page. I think it might guide us for our PD designs.

In this website, learning activities to plan instruction for different subject areas and tools to assess evidence of teachers' knowledge for technology integration such as "Technology Integration Assessment Rubric" and "Technology Integration Observation Instrument" are shared. I think they can be quite beneficial for designing qualitative TPACK research.

Ecenaz, thank you for sharing this useful website. I liked that they match activities and strategies with possible technologies and stages together in detail. It might be a guide for a T-pack based instruction design or for our class project on T-pack.

Thank you Ecenaz for this good and useful website. It is related with the topic of week four. Moreover, "Technology Integration Assessment Rubric" and "Technology Integration Observation Instrument" are mentioned in Archambault's article.

"The classroom of the future probably won't be led by a robot with arms and legs, but it may be guided by a digital brain." This article seems to be pretty much related to our in-class discussion today. P.S. I have come across this while browsing Twitter via the hashtag #engchat. Thanks for the hashtag list guys!

it is a hot topic, isn't it?

How can we adopt technology in our classrooms? Check the basics of the technology integration techniques, and TPACK is, of course, one of them.

A flipped class keeps student learning at the center of teaching by enabling instructors to guide their students higher levels of application and deeper thinking. This table shows the differences in the student experience of a traditional and flipped class.

Avatars can be used by classroom teachers when designing digital stories or delivering content. Avatars can represent a tour guide explaining travels along the Silk Road, or represent real life characters like Mark Twain giving a lecture on his home or Einstein introducing the solar system.

In its Policy Priorities report, Can Social Media and School Policies be "Friends," ASCD provides a state-of-the union on social media use in schools. How administrators and educators deal with federal regulations, defining what's legal, parsing out school responsibilities and weighing them against the benefits of using social media to engage and communicate with students are all addressed in this useful guide.

The infographic is about how teachers can integrate Facebook, Twitter, Pinterest, Youtube and Wordpress into education.It suggests that there are four dimensions. They are connect, notify, teach and curate.

The tips in this infographic are really good Ecenaz. Thank you for sharing them. In my opinion, the best thing about it is that the tips are highly integrable for all disciplines.

Ece, this is a very helpful guide for teachers on how to use social media in classroom.