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Melodie Worthington

Integrating Tech: More Than Just Having Computers - 2 views

  • Most edu
  • cational technology experts agree, however, that technology should be integrated, not as a separate subject or as a once-in-a-while project, but as a tool to promote and extend student learning on a daily basis.
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    I use this site for ideas on how to intergrate technology into my curriculum. I do not use this site only, however, it is a great place to start.
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    Try these painless ways to incorporate technology into your teaching day.
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    Today's students have grown up with many different forms of technology! Engaging them with different technological tools can help maintain student attention to learning.
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    This is a great article with a bunch of ideas for how to integrate technology into our daily lessons with our students. This made me realize just recently in my own browsing that I came across a great resource I should share back with you. It's http://www.cnn.com/studentnews/index.html and it can help students read the news of the day, has video clips to watch as well as questions and topics for discussion. Another useful "daily" that can be done in the class. Thank you for sharing these great ways to integrate more tech into what we do!
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    Great ideas (and websites) to integrate technology in the classroom.
sfledderjohann

http://valenciacollege.edu/faculty/development/tla/documents/CommunityofPractice.pdf - 4 views

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    "The basic argument made by Jean Lave and Etienne Wenger is that communities of practice are everywhere and that we are generally involved in a number of them - whether that is at work, school, home, or in our civic and leisure interests. In some groups we are core members, in others we are more at the margins." In these communities we share information and resources that further our education.
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    This article is an outstanding review by Mark K. Smith of Jean Lave and Etienne Wenger's theories of social learning through communities of practice. It gives a great overview of the theoretical foundations as well as additional explanations of those theories.
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    This article outlines the theory and practice of communities of practice, and discusses the idea that learning is social and comes from of our experience of participating in daily life. The authors identify a variety of types of CoPs that all humans are engaged in, even if they are not formally identified as such. A CoP is defined along three dimensions: what it is about, how it functions, and what capabilities/resources it has produced. Also emphasized are the importance of the relationships formed between the people within the CoPs - hence, the community in CoP. Stemming from that, they extend the idea of CoPs to apply to the classroom culture and environment and discuss the need for educators to cultivate a similar idea to best facilitate learning among their students.
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    The point that I learned from this article is that communities of practice go beyond the acquisition of knowledge and skill. They build relationships where people within the community work together to share their skills, knowledge, and interests they have learned in order to complete new or more complex tasks. We learn best through active participation.
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    Articles like this one make it clear that we are actively involved in communities of practice every day, without even realizing it. This is largely due to the internet; now, if one needs to reach out to another person for advice on baking, for example, one can use online forums or message boards to connect to others in their community of practice. This was not possible before the internet, or at the very least it was difficult to accomplish so easily. I'm interested to learn a little more about what COPs might have looked like before the internet.
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    Learning is social and takes place by participating in daily life. Learning takes place situationally in communities of practice. These communities of practice exist all around us: home, work, school, etc. As we pursue our goals within our groups, learning occurs. Members off s community of practice (CoP) are united by common activities and by what they learn through participating in those activities. A community of practice is defined by three factors, "what it is about," "how it functions," and "what capability it has produced." For a community of practice to be effective, it needs to "generate and appropriate a shared repertoire of ideas, commitments and memories." There also need to be resources like documents, tools, procedures, and a shared vocabulary. The the developers of this theory, Jean Lave and Etienne Wenger, focused on the kinds of "social engagement" that caused learning to take place. People join groups and initially learn from the periphery. Eventually, they become more proficient through their participation as they move toward the center of the group. The situation in which the learning occurs has a significant effect on the learning.
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    After reading through this article, I kept coming back to this quote: "Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships - situations of co-participation." These are ideas I try to integrate into my classroom on a day-to-day basis because healthy social relationships can enhance learning experiences due to students becoming vested in goals. Students are more willing to put their feet outside of the box, without fear of sharing and participating in these learning environments---and they become active inside members of these groups, rather than outside onlookers.
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    This article begins by explaining communities of practice. The article cites Wenger who states that a community of practice defines itself among three different dimensions which are what it is about, how it functions, and what capability it has produced. It explains that there are a vast number of different types of communities of practice and that in our daily lives we are a part of a number of them whether a central member or more on the outskirts. Being an educator myself, I really appreciated the final section of the article which explains implications for educators. It explains that learning occurs through interactions with people, we as educators work so that students may become members of communities of practice, and the importance of thinking through the connection between knowledge and practice.
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    This article is a great starting piece for understanding the theory and basic practices of communities of practice. You get background information on the work of Jean Lave and Etienne Wenger. In addition to this background information on communities of practice the article also discusses some of the issues and implications for educators,.
Terrence Shaneyfelt

My daily PKM routine (practices and toolset) | Centre for Learning & Performance Techno... - 0 views

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    A description of personal knowledge management and how it looks
Ashley Leneway

The First Thanksgiving: Virtual Field Trip Video Webcast and Letters Signup - 0 views

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    An excellent resource from scholastic for the Thanksgiving holiday. With teacher registration, you are granted access to the following: *Video tours of Wampanoag dwellings, canoe construction, and daily life *Replay of webcast including interviews with interpreters from the Plimoth Plantation *Series of classroom emails from a Pilgrim girl and a Wampanoag boy *Reminder emails for virtual field trips and webcast replay Interested in integrating technology into holiday lessons? This is an excellent place to start for Thanksgiving!
Cate Tolnai

elementary school | The ISBerne social media project - 0 views

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    Students at the International School of Berne in Berne, Switzerland document their daily life and share out on this blog with fellow educators and community members. This blog aims to "chronicle student life."
Chrissy Jarvis

Daily newspaper - 0 views

shared by Chrissy Jarvis on 08 Apr 11 - Cached
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    Make Twitter and Facebook read as a daily newspaper. This was just discussed in Moodle, but in case you missed it or didn't bookmark it...
andrewmacrae

8 effective ways to use social media in the classroom - Daily Genius - 0 views

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    Worth a read - seems relevant. 
kimsjohnson

Teach100 - 1 views

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    This daily ranking of the 100 top education blogs is great for finding current top blogs.
Forrest Doud

The Verge - Technology, Science, Art, and Culture - 3 views

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    Technology blog useful for staying up-to-date on the latest tech trends, news, and policy. As a technology teacher, I find this an invaluable resource.
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    One of my new favorite sites to visit daily. News, stories, product reviews in one place with the technology being the main focus. I always can find something interesting to share with my students, friends and family.
ShellyWalters

U. offers classes on online platform - The Daily Princetonian - 0 views

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    Princeton professors offer electrical engineering courses to over 75,000 students using Coursera.
Kara Paula Godfrey

Personal Learning Networks: Knowledge Sharing as Democracy - See more at: http://www.hy... - 2 views

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    The big question presented in this article is, "How do we use technology?" The online environment is present in our daily lives and our participation is key. A PLN is defined as "the people you choose to connect with and learn from." A mutual desire for learning and participation must be present.
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    This article talks shares some history on the Personal Learning Network (PLN) and how the term came to be and how technology use impacts the PLN. It also highlights some of the different definitions for it. One thing that stood out for me was the point that they are dependent on the reciprocity and trust of members, as well as the literacy level and drive of the members.
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    Our everyday life is revolved on some type of social networking (i.e. cellphones, email, social media, etc.). Through networking, we build a personal learning network (PLN). As we continue to use networking, as users, we need to be able to find out how we learn best and then seek out for networks that fulfill our learning needs.
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    Hi Erin! I thought this article was quite interesting. I like how the author pointed out that so many say that the use of technology and media as a way of communicating leaves us disconnected, when really, it's the complete opposite! We are absolutely connected, just not the way we are accustomed to. Thanks for sharing!
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    PLN: Seaman's article discusses how to use social networking, especially Twitter to develop and maintain personal learning networks. She goes on to discuss that our we feel less lonely when we are connected, even if it is virtually on a tablet, cell phone or computer.
Dennis Large

Blogging Field Trips - 0 views

  • ust a few years ago, social networking meant little more to educators than the headache of determining whether to penalize students for inappropriate activities captured on Facebook or MySpace.
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    This is a great article about social networking in schools.
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    New Milford High School in New Jersey provides information for students through the school Facebook page, and students also use such social networking sites to blog about experiences, schools trips, and travels. Students also use Skype to connect with students from other states for various projects.
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    Provides the perspective of the administrator that use to block all the social media tools and his change in belief in using these free tools in order to connect with students and help further their learning in their classes.
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    http://www.edweek.org/dd/articles/2010/06/16/03networking.h03.html M. Gottlieb Day School in Jacksonville, Fla. Ms. Tolisano launched her "Around the World With 80 Schools" project with a goal to introduce her school's students to peers in countries around the globe. She built a social-networking site using Ning for teachers from all countries who wanted to participate. Tolisano sets up meetings between classes using Skype, students prepare a list of questions and chat with students in Canada, Finland, New Zealand, and Spain, among a long list of others.
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    New Milford High School in New Jesrsey has embraced the use of social media. One example of use had students blogging daily during a field trip to Europe to visit Holocaust sites.
Clayton Mitchell

Students use blogs, social media to stay connected while studying abroad | The Daily Or... - 0 views

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    This post is from a student perspective about how using social media while studying abroad help keep them connected with students at the home institution. The article does not touch on the possibility of these tools acting as an insulator, keeping the student from interacting with the culture they are visiting. The assumption has to be that while they are in country, they are actively seeking out these interactions. A little focus from the study abroad program could help achieve both objectives. 
Buffy Naillon

Communities of Practice (Lave and Wenger) CoPs - 17 views

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    This is a more technical site that better describes CoPs.  It talks about what a CoP is and what the requirements are.  I particularly like that the it states that the learning is not necessarily the primary reason for the existence of a CoP.  It also gives some sources for further study.
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    Fabio, I agree, good find. Always helpful to have a firm understanding of what makes up the CoP. I keyed in on the requirement that members must not simply be interested in the topic, but needed to be practitioners as well!
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    This article has an interesting take on a community of practice. With the current nation wide movement to adapt the Common Core Standards, educators are required to focus on student achievement. In order to be successful, educators will have to form Communities of Practice in order to collaborate and effectively. This means that CoPs must focus on professional development as well as learning issues.
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    This site breaks down the required components of a community of practice, based on the views of Jean Lave and Etienne Wenger. The site also gives some background regarding the origination of the term "communities of practice."
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    SUMMARY: Communities of Practice are defined as informal social partnerships of like-minded practitioners who want to work together to improve current issues or states of learning. Three required components are proposed to constitute a CoP: "a domain of interest, a community, and practice."
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    This is a "webliography" (my new word of the day) that describes the idea of communities of practice by theorists Lave and Wenger. It is a good at describing what the terms are. Wenger says that" learning is central to human identity" and people continuously create their identity by engaging in and contributing to communities.
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    In this article, the author cites Ettiene Wenger (one the two theorists who coined the term 'Communities of Practice') and summarizes its definition. The quote she includes succinctly and clearly explains communities of practice as: "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly."
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    Some history on learning theories and the origins of communities of practice.
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    This site gives a brief, easy-to-understand summary on the definition of Communities of Practice. It tells how COPs work and the distinctive components of a COP.
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    A nice summary of the basics of CoP. Gives history of the theory, definition, descriptions, and the building blocks of a successful CoP. My biggest take-away: "The learning that takes place [in a CoP] is not always intentional. This helped me to develop a deeper understanding.
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    This provides another basic overview of communities of practice. There is a brief description followed by the history of the term and the development of the theory. It continues to outline the three required components of CoPs.
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    There are 3 necessary parts: 1. A group of people share an interest (high school Math) 2. All members contribute 3. All members put into practice the resources that are shared as a group.
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    This is a solid description of what a Community of Practice is in reference to learning styles.
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    I love how succinct this is. Sometimes less is more and I think this is an example of that. It also helped me realize that this isn't a new or complicated idea, but something that we have done in my school for years (Learning Communities). We are organized by department, meet regularly to compare data, offer up examples of work, share sources, etc. I am already a part of a CoP and did not even realize it!
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    I find the term community of practice being used in professional development and having structure imposed top down. This website clearly lets you know it is not a club or a fan group but a practicing community that is formed voluntarily.
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    This blog post from Learning-Theories.com explores Communities of Practice and provides a clear and concise explanation of components of Communities of Practices, and what constitutes CoP and what does not.
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    This is a summary of the Communities in Practice learning theory. It is a very concise view of the theory. It covers the three required components as well as the key terms involved.
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    This site speaks specifically about the three "must haves" in order to determine if something is a community of practice or not. They are: having a common interest, having a community, and practicing that specific skills/interest.
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    Summary: Communities of Practice occur when people have a common interest in something. This becomes a collaboration with peers to engage in discussions as well as sharing ideas, strategies and solutions.
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    This article defines what a community of practice is and the three required components of CoPs. There needs to be domain, community, and practice. The domain is a common interest where the members are committed to it. The community is where members interact and engage in shared activities. The practice is developing a shared repertoire of resources over time.
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    This article describes what a CoP is and specifically what it is not. It describes three major components of a CoP and details how participants can help or hurt a CoP. The author also provides two resources to gain more knowledge about CoPs.
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    This article is an outline of Communities of Practice with description of relevant terminology outlined and defined. Identifies the three components of CoPs - domain, community and practice. This article says that the central component of this learning theory is to draw participants deeper into the community through the attractiveness of developing skills relative to the domain.
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    This one I didn't summarize, only because I really had a hard time grasping the three elements of the CoP, and I thought this site encapsulated it nicely. Incidentally, my creative assignment for this week was inspired by the reference to Star Trek fans in this post. Here are the three elements make up CoP, and again, this information below is taken straight from the source (long quotes), because the definition is so good: 1. There needs to be a domain. A CoP has an identity defined by a shared domain of interest (e.g. radiologists, Star Trek fans, middle school history teachers, Seahawks football fans, etc.); it's not just a network of people or club of friends. Membership implies a commitment to the domain. 2. There needs to be a community. A necessary component is that members of a specific domain interact and engage in shared activities, help each other, and share information with each other. They build relationships that enable them to learn from each other. In this way, merely sharing the same job does not necessitate a CoP. A static website on hunting in itself is not a community of practice. There needs to be people who interact and learn together in order for a CoP to be formed. Note that members do not necessarily work together daily, however. Wenger points to the example of Impressionist painters who sometimes met in cafes to discuss their painting styles. He indicates that even though these men normally painted alone, these kinds of interactions were essential to making them a CoP. 3. There needs to be a practice: A CoP is not just people who have an interest in something (e.g. sports or agriculture practices). The third requirement for a CoP is that the members are practitioners. They develop a shared repertoire of resources which can include stories, helpful tools, experiences, stories, ways of handling typical problems, etc. This kind of interaction needs to be developed over time. A conversation with a random stranger who happens to be an exp
jaelorduy

What is a Community of Practice? - 7 views

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    I am very pleased with this video. It's an interview with Etienne Wenger and he explains, in his own terms, his research and definition of the Community of Practice.
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    Wegner talking about CoP. Again, although it is a short summary overview, it makes several key points which help my understanding. Firstly that the challenge which can arise in a CoP can become like a sort of curriculum which is wired on and developed. Learning, sharing happen and even new knowledge creation. As he talks about tools he makes it clear that such online tools are not in themselves CoP bbut the tools which enable them. Interesting and digestible.
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    I like this overview a lot. Thank you for posting. He makes CoPs sound so helpful and the people that are in them so positive and available. It makes me want to join one right now!
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    I enjoyed this video quite a bit. He's point at 3:25 regarding the correct usage of tools in CoPs seems obvious, but it emphasizes the need for management and organization in successful CoPs.
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    I really like that you chose a video. This is a great summary of what a CoP is and what it needs to be successful! Defining a community of practice is not easy but using the correct tools appropriately can make all the difference!
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    This was refreshing to watch a video instead of reading an article about these topics. I think that it was powerful when he mentioned that it is the learners duty to organize and be in charge of how they would like to learn and what they would like to learn. We interact daily with our coworkers, friends, family, etc. We can and do learn from all of them, it is up to how what we want to learn and to what extent.
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    I really enjoyed watching this video. I had searched for some videos on Communities of Practice, but this is clearly the best one I have seen. It provides a clear explanation of CoP's and even some information on what it takes in order to be successful.This is important because it shows what a successful CoP should look like.
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    I also liked the explanation about how members from a Communities of Practice are engaged in a similar practice but they may do it in different settings. They don´t need to do it together. The learning contract between the members is the key of success.
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    Dr. Wenger talks about his Community of Practice. This discussion gives us an outline of how skills be shared through a CoP. According to Dr. Wenger, the CoP creates an on-going network of resources to communicate problems and discuss solutions. The learning and knowledge sharing can even create knowledge creation as solutions are discussed.
Jon Freer

Social Media News and Web Tips - Mashable - The Social Media Guide - 0 views

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    Social Media news blog covering cool new websites and social networks: Facebook, Google, Twitter, MySpace and YouTube. The latest web technology news, via RSS daily.
Russell Nash

Communities of Practice - 4 views

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    Eckert looks at Communities of Practice (COP) to study situated language use. She finds that the COP is important because of "its focus on the fluidity of social space and the diversity of experience" (p. 3). She finds the COP to be complementary to the speech community and that feedback between the two approaches would provide the best process for analysis.
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    Communities of practice are groups of people who share the same job or a common interest in a subject. They come together to form a link to help each other perform in the world around them. This article talks about the value of communities of practice and how and why they work.
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    Eckert, P. (2006). Communities of practice. ELL, 2, 683-685. In this article, Mrs. Eckert does a great job in simplifying what a community of practice entails and means. She allows you to visualize the communities you belong to as well as other communities of practice you interact with or observe on a daily basis. One important distinction is that the author of this work is written from the sense of sociolinguistics and linguistic anthropology and not from an educator's mind set. Irrespective of this standpoint, you can see direct correlations to where students understand themselves and what communities of practice your own student population may fall under. In order to understand the social development of communities of practice Mrs. Eckert does a good job in breaking down common cores that can emerge from memberships. The linguistic side she writes, "A white working class Italian-American woman does not develop her ways of speaking directly from the larger categorical working class, Italian American, and female, but from her day to day experience as a person who combines those three memberships. Her experience will be articulated by her participation in activities and communities of practice that are particular to her place in the social order."(Eckert, 2006) Building upon that theory, she discusses the importance of social space "Emma Moore's study of teenage girls in Northern England (Moore 2003) traced the gradual split of a group of somewhat rebellious "populars" as some of them emerged as the tougher "townies" in their ninth year. In the process, the vernacular speech patterns of the "townies" intensified in opposition to those of their more Conservative friends". (Eckert, 2006) While the article sheds more light on the development of speech patterns and dialects through the medium of communities, we can also see the definition in practice in which a collection of people gather together over a common interest and then orients to their new surrounding
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    This is just a basic definition of communities of practice. It is a very easy way to understand it.
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    Communities of practice (CoP) are created through a community of people who have common interests. In communities of practice, Eckert (2006) explains "a community of practice develops ways of doing things, views, values, power relations, and ways of talking" (p.1). CoP's have a way of providing a personal identity and a way of speaking within a CoP.
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    Communities of Practice: Eckert describes a community of practice (CoP) as a group of people who interact ongoing with a common goal or endeavor. Sometimes they come about by similar interests, the workplace, and education. She concludes that communities of practice are very powerful inside and outside the community.
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    Penelope Eckert discusses the value of a community of practice in linguistic studies, giving a definition for a community of practice and distinguishing it from a more conventional linguistic construct: speech communities. Communities of practice link broad social patterns with concrete, observable behavior in individuals. They emphasize individual experience over demographic generalities. They address dynamic, fringe effects within a community. They build on social constructivism as groups of people engage in active sense-making.
Gretel Patch

What Is Technology Integration? | Edutopia - 0 views

  • 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
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  • 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.
Russell Nash

The Snake River Council - 2 views

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    This is a website that I have been working on throughout the summer. When I started in July, the content was severely outdated (up to three years out of date) and few people in our council were actually visiting the site. Along with this ever ongoing process of maintaining content, there will be more changes coming to the CSS and the appearance of the site in the future. The principal webmaster, who still manages the domain for us, set it up using Joomla. I had never used this platform previously, so there has been a learning curve associated with the process of updating this site. I posted this URL because I visit the site daily, not necessarily because it will be of much value to my classmates.
Jason Marconi

Communities of Practice - 1 views

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    Smith, M. K. (2003) 'Communities of practice', the encyclopedia of informal education, www.infed.org/biblio/communities_of_practice.htm . In this article, author, mike smith explains the beginning concepts that Jean Lave and Entienne Wenger developed for communities of practice. What I liked most about this article is it was the first reading I had that took communities of practice and put a learning centered spin on the theory. "Suppose learning is social and comes largely from our experience of participating in daily life. Their model of situated learning proposed that learning involves a process of engagement in a community of practice" (Smith, 2003). Mr. Smith defines and reiterates what Lave and Wenger argued, structure communities of practice. I also appreciated the time Mr. Smith took note the weaknesses that could be potential downfalls within their own research, such as "romanticizing communities of practice" as Mr. Smith puts it. "In their eagerness to debunk testing, formal education and formal accreditation, they do not analyze how their omission [of a range of questions and issues] affects power relations, access, public knowledge and public accountability" (Tennant 1997:79). He goes on to discuss organizational development and follows up with a conclusion that included the below phrase I really enjoyed. "Learning is in the relationships between people."(Smith, 2003) If you think about the history textbook version of what the authors and historians assumed thanksgiving was like and the weeks and days leading up to the day of thanks, you can see a great example of learning as a relationship between people.
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