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thescottthompson

GradeCam - 0 views

www.gradecam.com

education technology evaluation assessment

shared by thescottthompson on 16 Jun 13 - Cached
  • thescottthompson on 16 Jun 13
     
    A fantastic utility for grading quizzes and tests using your webcam.
Gretel Patch

Curation Checklist: 15 Criteria for Assessing Quality and Value - Google Docs - 1 views

docs.google.com/...edit

curation

shared by Gretel Patch on 11 Oct 12 - No Cached
  • Gretel Patch on 11 Oct 12
     
    Group Curation checklist for EdTech 543
Dan Spada

Site to Simplify Assessments - 0 views

http://flubaroo.com is a great site if you're using google forms or spreadsheets.

started by Dan Spada on 30 Jun 13 no follow-up yet
meganapgar

EDpuzzle - 0 views

edpuzzle.com

Video flipped assessment video editing lesson quiz

shared by meganapgar on 30 Sep 16 - No Cached
  • meganapgar on 30 Sep 16
     
    Make any video your lesson. Edit a video by cropping it, adding your voice or embedding questions. Then, track your students with powerful hassle-free analytics.
  • meganapgar on 30 Sep 16
     
    Make any video your lesson. Edit a video by cropping it, adding your voice or embedding questions. Then, track your students with powerful hassle-free analytics.
Mary Carter

Edutopia: Twittering, Not Frittering: Professional Development in 140 Characters - 8 views

www.edutopia.org/pment-technology-microblogging

education technology resources Edtech543 web2.0

shared by Mary Carter on 30 Aug 16 - Cached
  • Mary Carter on 30 Aug 16
     
    Edutopia is one of my favorite resources. This is a great article on using Twitter for professional development.
  • ...2 more comments...
  • anonymous on 30 Aug 16
     
    I liked this blog post for two reasons. One, it gets you thinking about how you can use twitter in your everyday class. How will my students use this tool/app. Two, it can be used for formal assessing different concepts to see if your students are understanding. It's simple, short, and to the point in answering questions. Teachers can get a quick glance at what students know and what needs to be retaught.
  • alannashaw on 30 Aug 16
     
    It amazes me how vast the uses for Twitter are. The more I read about how it can be used for PD and broadening my own scope of learning, the more impressed I am. So many students already use it for social/personal reasons, why not tap into the source and reach the kids where they are? I noticed at Open House for my high school son last night that many teachers are using Twitter to keep the parents in the loop, but to also share resources with the students instead of maintaining formal, dated teacher websites.
  • anonymous on 30 Aug 16
     
    Thanks for sharing this Mary! I had never heard of Edutopia before this, I will have to look into this more as it seems to be a popular social network platform among our group.
  • Patricia Smeyers on 30 Aug 16
     
    I love reading articles from Edutopia and this was no exception. It is amazing how much knowledge can be gained by the use of Twitter. I participated in a few PD type discussions and have found them very useful. The tips provided are very helpful. Thank you for sharing this article.
chrisdenny

The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences d... - 5 views

www.irrodl.org/...1689

edtech543 resources Connectivism PLNs

shared by chrisdenny on 06 Sep 13 - No Cached
  • Nona Barker on 06 Sep 13
     
    Summary: Although the paper identifies three challenges to Connectivist Learning (self-directed, presence and critical literacies) the findings, based on Kop's research, suggest that social networked learning does work. The paper includes students responses, both positive and negative, about their learning experiences. I found that aspect of the paper fascinating.
  • ...3 more comments...
  • anonymous on 06 Sep 13
     
    It seems to be a common misconception that "Connectivist Learning" is meant to replace traditional methods of instruction. I came across similar articles that focused on the challenges or "failings" of connectivist learning. They cited similar concerns that connectivist learning fails to provide scaffolding for new learners, that lack of instructor presence hinders students with low intrinsic motivation, and that it doesn't support learners whose critical literacy skills aren't highly developed. Conenctivism is just one of many models to consider when undertaking the task of teaching and learning.
  • Rebecca Olien on 06 Sep 13
     
    I agree with Angela's comment that connectivist learning theory is valuable, but it should be taken with other theories for a balanced learning approach. I found the section in the article about the need and role of critically assessing content as a part of successful learning in a connectivist approach most interesting. Who is producing the best content for learning networks to use? Are the networks themselves? How much depth do the most networks dive into any topic to produce critical literacy content? I think it is important to emphasize the quality of the production of content as well as the consumption of others' work.
  • glorihinck on 07 Sep 13
     
    I found the discussion about the four major types of activity that enhance learning to be interesting 1) aggregation 2) relation 3) creation 4) sharing. I sense this being modeled in EdTech 543.
  • Tsisana Palmer on 21 Jun 14
     
    This paper highlights current theories of learning and gives a critical analysis of connectivism ""within the context of its predecessors" in a attempt to establish whether this theory is indeed anything new to offer for teaching and learning in the digital era.
  • chrisdenny on 02 Sep 16
     
    This article looks at the challenges that could be faced by using PLEs and Connectivisim in social networking. The article breaks down the challenges to Connectivist learning and then explains the research methodology behind their findings.
Jared Ritchey

Using Smartphones in the Classroom - 0 views

www.nea.org/56274.htm

education edtech541 technology smartphone social media

shared by Jared Ritchey on 16 Oct 16 - No Cached
  • Jared Ritchey on 16 Oct 16
     
    Smartphones are very prevalent with students and it seems there is a definite split in education on whether they should be used in the classroom. This article points out some interesting ways to use smartphones and to keep it academic. From assessing student learning, to using apps to teach the U.S. Constitution, the author provides some guidelines for teachers interested in harnessing the potential of smartphones.
skyrablanchard

DRC eDIRECT - Classroom Diagnostic Tools (CDT) - 1 views

pa.drcedirect.com

shared by skyrablanchard on 07 Jun 16 - No Cached
  • skyrablanchard on 07 Jun 16
     
    The CDT is an online adaptive assessment option for various subjects.
jaelorduy

Kahoot! | Game-based blended l... - 2 views

diigo.com/08nfoo

education technology Edtech543

shared by jaelorduy on 09 Jun 16 - No Cached
  • jaelorduy on 09 Jun 16
     
    This is a great resource for students and informal assessments in the classroom. Students love this resource.
juliahill

Plickers - 0 views

www.plickers.com

technology education resources tools

shared by juliahill on 14 Jun 16 - No Cached
  • juliahill on 14 Jun 16
     
    This tool lets teachers collect formative assessment data without the need for student devices.
Jon Freer

Connectivism « Connectivism - 2 views

www.connectivism.ca/?cat=3

EdTech543 edublogs pdf connectivism learning technology education web2.0 tools Resources teaching Curriculum digital elearning

shared by Jon Freer on 08 Sep 12 - Cached
  • Jon Freer on 08 Sep 12
     
    This blog post discusses the role of the teacher in the light of a connected world.  Beginning with a look at how the teacher's role (and curriculum) become fragmented, the post then discusses the "new" role of teachers in such a connected environment.
  • ...1 more comment...
  • Alyssa Rose on 10 Sep 12
     
    I really like this article because of the role of the teacher being discussed in great detail. I think that in Connectivism I was confused about the role of the teacher especially when it came to filtering information. I feel like now I have a better understanding of how the teacher acting as a filter in the initial stages of the lesson can lead to students being autonomous and filtering sources later on.
  • Darla Grant on 10 Sep 12
     
    Alyssa, I appreciate that fact that you highlight the role of the teacher here. I sometimes feel lost in the world of learning theory as I tend to teach between them. That is, my teaching is a mixture of many different theories. I really like the idea of the teacher being the filter.
  • Debi Banks on 10 Sep 12
     
    This is a great article. It starts with business and but then moves into teaching and how connectivism changes out roles. I love how it states that learners are not confined to one person's beliefs. It brings up outcomes/assessment and relates them to real-life. Thank you!
Gretel Patch

What Is Technology Integration? | Edutopia - 0 views

www.edutopia.org/-integration-guide-description

technology integrating integration

shared by Gretel Patch on 23 Jan 12 - No Cached
  • Technology integration is the use of technology resources -- computers, digital cameras, CD-ROMs, software applications, the Internet, etc. -- in daily classroom practices, and in the management of a school.
  • routine and transparent. Technology integration is achieved when a child or a teacher doesn't stop to think that he or she is using a computer or researching via the Internet.
  • accessible and readily available for the task at hand
  • ...3 more annotations...
  • technology tools support the curricular goals, and help the students to effectively reach their goals
  • seamless part of the learning process.
  • Access to up-to-date, primary source material Methods of collecting and recording data; Ways to collaborate with students, teachers, and experts around the world Opportunities for expressing understanding via images, sound, and text Learning that is relevant and assessment that is authentic Training for publishing and presenting their new knowledge.
cynthia mills

Executive Summary: Transforming American Education - 3 views

www.ed.gov/...executive-summary

education Technology edtech543 learning resources

shared by cynthia mills on 07 Sep 13 - Cached
  • cynthia mills on 07 Sep 13
     
    This is the government's take on Communities of Practice, and I included it because like it or not, it impacts many of us on so many levels. The National Education Technology Plan asserts that we need PLC's, and if you have never read this document, it is worth the read. It definitely furthered my knowledge when I read it in EDTECH 501. The bottom line is that because so many students have access to mobile technology, they are able to be a part of social networks. The goal is to harness this power and cultivate collaboration and engaging learning experiences. Its premise is student-centered learning where students are able to make decisions and choices that form their own pathway to learning.
  • Rebecca Olien on 07 Sep 13
     
    Thanks for including this document. I was impressed to see the progressive views outlined with many strong and important points for changing our education culture. One of the main areas included the need to leverage technology to empower students and shift learning responsibility from teacher to learners. In essence we want to strive to create master learners, where students understand how to evaluate and gain the information they need as life-long learners. The section "Measure what Matters" I especially applauded, as I feel our extreme emphasis on testing is misplaced if we don't make sure the tests and measures are appropriate for what students need to know to be life-long learners. Do standardized tests even have a section about locating information and assessing its validity? This report started out with a short list of recommendations that included, "Be clear in outcomes we seek". I think this is an important point as we strive to embrace and utilize the growing potential of connectivness.
mike pennella

The connected student (PLEs and Connectivism) - 1 views

youtu.be/XwM4ieFOotA

PLEs Connectivism Common Craft Edtech543

shared by mike pennella on 24 Jun 14 - No Cached
  • mike pennella on 24 Jun 14
     
    A great leaping off (or summarizing) video on what a PLE is and its connection to connectivism. This apparently was a high school class production. My only qualm might be that their concept of a PLE is a bit web-centric, but this is really well done. I particularly like the end portion about the role of the instructor in a connectivist world. A definitely worthwhile five minute investment.
  • kooloberlander on 24 Jun 14
     
    At my institution we were just involved in developing a student learning outcome to meet our assessment plan. We made sure that information and technology literacy went past the Internet and would include professional networks that were F2F and also be able to pick up a phone and call someone.
Cody Peacock

Personal Learning Environments-the future of eLearning? - 5 views

scholar.google.com/scholar

technology education digital

shared by Cody Peacock on 22 Jun 14 - No Cached
  • Cody Peacock on 22 Jun 14
     
    Go to the first option, it is the article written by Attwell. This article gives a summary of what a personal learning environment and it's benefits. This article gives good examples of what a PLE and how it works as well as some history and theoretical background.
  • ...2 more comments...
  • Emmett Wemp on 22 Jun 14
     
    I think this article does a good job of showing how Professional Learning Networks can be a great tool when looking for ways to implement deeper learning. With the Common Core, it is expected that students will know how to network and how to use the networking for their benefit.
  • Ryan McDonough on 22 Jun 14
     
    Great article to bookmark. This generation is definition heading the way of needing PLNs as a requirement because of their numerous advantages. Just from a social aspect, students can learn so much more within a PLN. http://senior.googlecode.com/files/media11561-1.pdf
  • Tsisana Palmer on 22 Jun 14
     
    Great read! Totally agree that while life long learning is nothing new, technology brings it to a different level (even though the focus of the article was on education rather than the technical aspect.) I also found interesting the discussion on new approach to assessment (the traditional one on the outcome vs. the new one on the competencies for such an outcome.) Some food for thought!
  • Jennie Finafrock on 22 Jun 14
     
    Great article! I liked how the article defined PLNs and gave ways to use them for deeper understanding and engagement. I used to teach an introductory tech course at our local high school and I will be speaking the the teacher and sharing this article with him. I feel that the benefits of students using PLNs is limitless.
Rebecca Olien

Proposing an integrated research framework for connectivism: Utilizing theoretical syne... - 3 views

www.irrodl.org/...1816

edtech543 communities of practice connectivism design-based research

shared by Rebecca Olien on 19 Jun 13 - No Cached
  • Melissa Getz on 19 Jun 13
     
    Don't let the academic sound of the title push you away from reading this article. The author, Bopelo Boitshwarelo, presents arguments: "This paper set out to propose a research framework that will aid in advancing the research agenda of connectivism, particularly developmental work. " It is very dense with lots of synthesis of research that has been done on Activity Theory, Connectivism, and Communities of Practice from 2000 - 2011, when it was published. If you need to do a content-based paper on activity theory, connectivism, or communities of practice, this has several references listed at the end that will help you find original sources of ideas.
  • Dennis Large on 22 Jun 13
     
    Thanks Melissa, this is helpful. No doubt that many of us are going to benefit from this type of research in our own academic pursuits. As you said, this study is fairly dense. But I also found that it breaks things down in nice chunks. I liked the explanation that a learning community is "a group of people learning together through continuous dialogue."
  • Rebecca Olien on 05 Sep 13
     
    The author, Bopelo Boitshwarelo, from University of Botswana, points out the interconnections of online communities of practice, design-based research, and activity theory. The author proposes designed-based research as a framework to advance connectivism. I found the first half of this article particularly helpful with definitions and key points synthesized from pioneers in the field of connectivism. Central ideas encompass the importance of learners connecting in a CoP both as providers and gleaners of information. Learning networks or communities of practice are complex and dynamic in nature, providing challenges to researchers and studying their effectiveness. The article provides food for thought about the complexities of the interconnections of these theories and the development of frameworks to monitor and assess learning success when putting them into practice.
timrstark

Open Badges: Novel Means to Motivate, Scaffold and Recognize Learning - 0 views

link.springer.com.libproxy.boisestate.edu/...fulltext.html

#EdTechSN Badging lifelong learning assessment gamification

shared by timrstark on 04 Sep 15 - No Cached
  • timrstark on 04 Sep 15
     
    This article is about Mozilla Open Badges. These badges are encoded with data about how they were earned and offer a secure way to recognize the achievements of individuals. This is a free system to use and anyone can create and grant their own custom badges. From a school standpoint this becomes interesting to me since it gives students and community stakeholders an opportunity to show that an individual has mastered skills that are taught outside of school.
normanpeckham

SAMR Model Explained for Teachers ~ Educational Technology and Mobile Learning - 1 views

www.educatorstechnology.com/...el-explained-for-teachers.html

education technology integration

shared by normanpeckham on 06 Sep 15 - No Cached
  • normanpeckham on 06 Sep 15
     
    This link contains a great video explaining the SAMR model in 120 seconds. SAMR is a framework through which you can assess and evaluate the technology you use in your class. SAMR has four levels - Substitution, Augmentation, Modification and Redefinition. Depending on a lesson, a class may be at the substitution level, or it might be at the redefinition level. Modification and Redefinition refer to a "transformation" of the learning environment.
normanpeckham

Socrative - 0 views

www.socrative.com

education technology EDTECH541 tools teaching

shared by normanpeckham on 12 Sep 15 - No Cached
  • normanpeckham on 12 Sep 15
     
    Socrative empowers you to engage and assess your students as learning happens. Through the use of real-time questioning, result aggregation, and visualization, you have instant insight into levels of understanding so you can use class time to better collaborate and grow as a community of learners.
anonymous

Guideline on Censorship: Don't Let it Become an Issue in Your Schools - 0 views

www.ncte.org/...dontletitbecome

shared by anonymous on 13 Oct 10 - Cached
  • Teachers should be encouraged to think through a rationale for any book to be read to or by the entire class. For primary teachers, who may read aloud many picture books to their classes each week, a written rationale is not practical. However, teachers should be prepared to explain their choices, stating why the book was chosen and what the objectives are in terms of the problems, needs, or interests of their individual class.
  • Obviously, the teacher should be thoroughly familiar with all assigned selections. In short, professional responsibility means not only selecting print and nonprint materials, but also possessing a willingness and ability to defend the choices made.
  • Appropriateness Factors to be considered in assessing the appropriateness of books are children's interests, the age level and/or maturity of children in relation to the book being considered, and the content, format and illustration.
  • ...2 more annotations...
  • Breadth of Coverage Books may present problems of stereotyping with respect to sex and to race. Religion, politics, and questions of morality or patriotism are issues about which there are considerable differences of opinion. The importance of such books may lie mainly, or only, in their historical viewpoint and should be presented as such to children who read them. Teachers and librarians should be aware of these considerations and should make every effort to provide materials which present alternate points of view. Historically there have always been those who have recognized the offensiveness of these materials. Children, like adults exposed to new ideas, can accept or reject them, based on input from all viewpoints. All opinions require protection under the First Amendment.
  • IF and AFTER censorship problems arise (and before a formal complaint procedure is initiated), here are some approaches and considerations: Be sure to inform your principal of any complaint, and how you plan to handle it. Urge your principal to read or view the material objected to. Afterwards, share with him/her your reasons for using the material with children. Also, try to get a school board member and a local minister, rabbi, or priest to read or look at the material. If a parent complains about material, insisting on an immediate discussion about it, defer such a discussion; make an appointment with him/her for a later time. At the same time, assure the parent that you have a concern for the child's interest. Neither you nor the parent should be in the position of discussing material without careful consideration beforehand of the factors that are to be discussed. Do not defend materials on the spur of the moment. Apart from being unfair to all concerned, and particularly to children, it is your professional duty to present your views thoughtfully and with consideration. Reread or review the material in question, even though you may already be familiar with it. Identify its strengths. Put down in writing why you believe it is proper and useful in your teaching program. Collect reviews of the material from such publications as Language Arts, English Journal, Bulletin of the Center for Children's Books, Horn Book, School Library Journal, and other professional publications. There may be three to five parents, other than the complaining parents, who may be particularly supportive of your teaching objectives. Request that they read or view the material being questioned and invite their written reactions, addressed to you and your principal
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