Skip to main content

Home/ EDTECH at Boise State University/ Group items tagged computer

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
scott hogan

Twitter While You Teach - 0 views

kesmit3.blogspot.com/...iment-bringing-twitter-to.html

shared by scott hogan on 20 Jul 13 - Cached
  • scott hogan on 20 Jul 13
     
    Many schools would not be able to do this outside a computer lab. The idea may scare lots of teachers. It may be best for older learners. Students were encouraged to tweet questions and observations during a lecture. Students said this gave them the courage to ask something they would not otherwise have, or commented when they may have stayed silent. While this didn't teach content through twitter, it helped engage students with the content via social media.
Erica Fuhry

BBC - "My Web My Way" - 0 views

www.bbc.co.uk/accessibility

accessible adaptive accomodate technology

shared by Erica Fuhry on 27 Apr 14 - No Cached
  • Erica Fuhry on 27 Apr 14
     
    This site explains the many ways you can change your browser, computer, keyboard and mouse settings to make the web more accessible to anyone.
B Bernheim

Class Dojo - 0 views

http://www.classdojo.com/ offers classroom management with both computer and device app available.

education technology resources management

started by B Bernheim on 16 Jun 14 no follow-up yet
kooloberlander

Educators Will Never Be 100% Connected - 17 views

While I like the three pillars that are outlined - mastery of content area, master of field of education and master of technology, to me it seems like the backlash from educators to Marc Prensky's ...

connected educators Technology EDTECH543 teaching education

started by Tsisana Palmer on 21 Jun 14 6 follow-ups, last by kooloberlander on 24 Jun 14
danielbmc

Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663

edtech543 elearning technology theory

shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
Carrie Day

ScratchJr - Home - 0 views

www.scratchjr.org

education technology resources

shared by Carrie Day on 14 Sep 14 - No Cached
  • Carrie Day on 14 Sep 14
     
    Coding is the new literacy! With ScratchJr, young children (ages 5-7) can program their own interactive stories and games. In the process, they learn to solve problems, design projects, and express themselves creatively on the computer.
Cassie Davenport

Online Communities of Practice in Practice | Connected Educators - 5 views

connectededucators.org/online-communities-in-practice

PLN EdTech543 CoP

shared by Cassie Davenport on 19 Jun 13 - No Cached
  • Cate Tolnai on 19 Jun 13
     
    SUMMARY: I especially appreciate this resource as it points you in several exciting directions to online CoPs to help you as a consumer of informatioin understand what constitutes a CoPs. I was pleased to see that I already belong to a few of these CoPs and I am excited to look into the others.
  • ...3 more comments...
  • Ilene Reed on 20 Jun 13
     
    Cate, This one makes you think. I am sure it will not be long before being hired as a teacher or administrator will include advanced skills with the computer and being connected. It probably happens now. CoPs will make it so much easier for teachers and administrators to glean the most popular trends and technological information.
  • Stacie Barker on 10 Sep 13
     
    A list of different communities of educators for professional learning.
  • toddsvecusa on 06 Sep 14
     
    This was a great find. This site connects educators with communities that suit their needs. Educators can pick their interests and connect with folks on the spot.
  • toddsvecusa on 08 Sep 14
     
    This was a great find. This site connects educators with communities that suit their needs. Educators can pick their interests and connect with folks on the spot. I really enjoyed viewing this resource!
  • Cassie Davenport on 02 Jul 15
     
    First of all of course I love the name of this listing of CoP, "Online Communities of Practice in Practice". This listing is so interesting to me, I have for a long time collected from individuals blogs through feeds, but I haven't come across such a good listing of online communities. It was amazing to me as I begin to research these groups the number of educators in these networks. Of course each person is at their own level of involvement, but they are each harnessing the power of connecting in their own right, exactly how it works for them!
anonymous

The contradictory influence of social media affordances on online communal knowledge sh... - 4 views

http://onlinelibrary.wiley.com.libproxy.boisestate.edu/doi/10.1111/jcc4.12030/full Majchrzak, A., Faraj, S., Kane, G. C., & Azad, B. (2013). The contradictory influence of social media afford...

social_media community network

started by anonymous on 02 Jul 15 no follow-up yet
billhatcher

MinecraftEdu - 0 views

minecraftedu.com

shared by billhatcher on 05 Oct 15 - No Cached
  • billhatcher on 05 Oct 15
     
    Programming is making its way to schools around the world and there's an authentic need for diverse ways to introduce computational thinking and coding to a whole generation, not just us geeky types. Diane has found successful ways to introduce the topic to students who previously didn't consider themselves equipped for programming.
Frank Asciutto

Surface Computing - 1 views

www.aboutmicrosoftsurface.com

technology education

shared by Frank Asciutto on 01 Feb 10 - Cached
  • Frank Asciutto on 01 Feb 10
     
    I can see this being the classroom desk of the future.
Matthew Gudenius

Toward A New Golden Age In American Education--How the Internet, the Law and Today's St... - 0 views

www2.ed.gov/...index.html

united_states department_of_education education technology plan computers report

shared by Matthew Gudenius on 31 Jan 10 - Cached
  • Matthew Gudenius on 31 Jan 10
     
    This is the U.S. Department of Education's 2004 National Education Technology Plan. It is based on input from thousands of students, educators, administrators, technology experts and education organizations. It also builds on the previous reports issued in 1996 and 2000
Trevor Takayama

Make Use Of (Guides) - 1 views

www.makeuseof.com/pages

shared by Trevor Takayama on 31 Jan 11 - Cached
  • Trevor Takayama on 31 Jan 11
     
    Knowledge condensed into PDF's. Best Guides are on computers.
Trevor Takayama

Movie Making - Beth Newingham - 0 views

blogs.scholastic.com/...movie-making.html

shared by Trevor Takayama on 21 Feb 11 - Cached
  • Trevor Takayama on 21 Feb 11
     
    Scholastic sponsors Beth (I don't know how)... and she gives an EXCELLENT tutorial for making movies in class (Note: Mac computer required)
Tony H

Sorting Algorithm Animations - 1 views

www.sorting-algorithms.com

simulation tools elearning

shared by Tony H on 26 Feb 11 - Cached
  • Tony H on 26 Feb 11
     
    A fascinating visual tool for seeing various type of sorts in action. Useful for Computer Science
anonymous

Librarians Who Lead - 0 views

www.districtadministration.com/viewarticle.aspx

librarians DistrictAdministration

shared by anonymous on 15 Mar 11 - No Cached
  • Instead of investing in scads of state-of-the-art computers and expensive commercially produced courseware, she says, the school district has made a remarkable investment in the high school’s human resources.
  • Luhtala and other members of the high school’s Information and Communication Technology team have woven Moodle, the free, open-source, online course management software, into the curriculum.
  • We have six years’ worth of analysis of annotated bibliographies, which we consider the hallmark of higher-order thinking— evaluation of reading, as opposed to regurgitation.
  • ...4 more annotations...
  • there was an improvement on the annual Connecticut Academic Performance Test.”
  • “We work with a fair amount of data to measure student learning in information and communication technology. We also rely on emerging technology to communicate and collaborate with students and teachers.”
  • The library media center’s home page entices students, teachers and parents to click on a colorful lineup of icons familiar to everyone who enjoys connecting via social media: Facebook, YouTube, Twitter, Google, and VoiceThread, which the library has been using to promote book chats and reading for pleasure. Luhtala also regularly posts instructional videos on the Web for students and teachers.
  • “A librarian today is a facilitator and a leader for the teachers, for curricular learning, for interdisciplinary instruction, and is also a professional development person,” Luhtala says. “But we’re still school-based teachers. And it’s actually kind of beautiful. We like it just that way.”
anonymous

Home | digitalliteracy.gov - 0 views

www.digitalliteracy.gov

government informationliteracy digitalliteracy information_literacy literacy digital

shared by anonymous on 16 May 11 - No Cached
  • This is the destination for digital literacy resources and collaboration. Use it to share and enhance the tools necessary to learn computer and Internet skills needed in today’s global work environment.
Jason Marconi

Evernote | Remember everything with Evernote, Skitch and our other great apps. - 1 views

www.evernote.com/

technology education edtech543 resources

shared by Jason Marconi on 14 Sep 11 - Cached
  • Eric Warren on 14 Sep 11
     
    Save your ideas, things you like, things you hear, and things you see. Evernote works with nearly every computer, phone and mobile device out there. Search by keyword, tag or even printed and handwritten text inside images. Get Evernote. It's free.
  • Jason Marconi on 27 Aug 13
     
    I recently just started integrating Evernote with writing my lesson plans and lecture notes. In my classes I have a mixed bag of students. Some of my students have varying degrees of IEPs. For along time students who needed audiobook publisher support, to have the chapter notes read to them were bound by 1. The book we were using in class and if it had that type of support and 2. What the publisher thought was important to include in the audio, which often does not provide alternate examples for the concepts the student are trying to learn. With the record Evernote feature I have a simple and easy way to integrate audio and send my recorded lecture notes, examples and recorded exam questions to the students that need this type of alternative learning experience . I'm aware there are other resources where this was possible. Evernote just happens to be in my opinion the best one stop app to write a lecture ,integrate pictures,graphics and audio to effectively reach my entire class. So if you were on the fence about Evernote or have never heard about it before be sure to check it out from the link I provided
Susan Weitzman-Trifman

Jing by TechSmith - 0 views

www.techsmith.com/jing

education technology resources tools learning elearning screen capture video

shared by Susan Weitzman-Trifman on 06 Oct 11 - Cached
  • Susan Weitzman-Trifman on 06 Oct 11
     
    Jing allows you to make a short video of what you see on your computer monitor, recording your voice as you click away. Excellent for creating "how to" videos, this tool has a free educational version with quite a bit on online space to store what you create!
« First ‹ Previous 81 - 100 of 116 Next ›
Showing 20▼ items per page