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Kathy Grubb

The Parent Channel has reviews of educational software for kids. - 0 views

school.discoveryeducation.com/...software

discovery education software evaluations

shared by Kathy Grubb on 23 Sep 12 - No Cached
  • Kathy Grubb on 23 Sep 12
     
    Website on best educational software that has been evaluated by educators and parents alike and discusses software on geography, math, music, spelling, thinking skills and even writing.
juliahill

Wolfram|Alpha: Computational Knowledge Engine - 1 views

www.wolframalpha.com

education technology resources learning tools

shared by juliahill on 07 Jul 13 - Cached
  • Chris Bush on 07 Jul 13
     
    Wolfram|Alpha is more than a search engine. It gives you access to the world's facts and data and calculates answers across a range of topics, including science, nutrition, history, geography, engineering, mathematics, linguistics, sports, finance, music... This is a great review site for students. I tend to use it as a refresher for algebra for my physics students. Care must be taken however that they don't use it as a cheating shortcut for math courses.
  • juliahill on 02 Aug 16
     
    Wolfram|Alpha is more than a search engine. It gives you access to the world's facts and data and calculates answers across a range of topics, including science, nutrition, history, geography, engineering, mathematics, linguistics, sports, finance, music...
danderson0613

BrainPOP - 0 views

www.brainpop.com

edtech541

shared by danderson0613 on 22 Jun 13 - Cached
  • kerigritt13 on 22 Jun 13
     
    Animated Science, Health, Technology, Math, Social Studies, Arts & Music and English movies, quizzes, activity pages and school homework help for K-12 kids, aligned with state standards. My students love these videos!
  • danderson0613 on 08 Aug 16
     
    BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts & Music, Health, and Technology
Rhonda Lowderback

Communities of Practice: Learning, Meaning, and Identity - Etienne Wenger - Google Books - 0 views

books.google.com/books

communities of practice learning theory education

shared by Rhonda Lowderback on 11 Sep 12 - No Cached
  • Rhonda Lowderback on 11 Sep 12
     
    This is actually an ebook that drives home the notion that learning is not something taking place only in a classroom, but that everyone learns in their communities of practice. These can be a group of friends, a family, a musical band, or pretty much any group that learns and works together.
  • Fabio Cominotti on 11 Sep 12
     
    This book could lend a lot of understanding to what CoPs are and what they do. I do like that learning for a CoP is not always in a classroom and this book seems to drive that point.
Mike Procyk

Voicethread | modernmusiceducation.com - 0 views

modernmusiceducation.com/...voicethread

voicethread web2.0 technology education teaching elearning

shared by Mike Procyk on 22 Jul 13 - No Cached
  • Mike Procyk on 22 Jul 13
     
    Excellent example of using Edmodo, VoiceThread and Google tools in the general music classroom.
Mike Procyk

Noteflight - 0 views

www.noteflight.com/login

web2.0 education composition notation collaboration

shared by Mike Procyk on 22 Jul 13 - Cached
  • Mike Procyk on 22 Jul 13
     
    A cloud-based music notation program with several forums for collaboration.
Mike Procyk

From the Top | From the Top: Celebrating the energy of America's kids & the power of cl... - 0 views

www.fromthetop.com

music technology education teaching web2.0

shared by Mike Procyk on 22 Jul 13 - Cached
  • Mike Procyk on 22 Jul 13
     
    A weekly radio program of young musicians, the website features a student lounge for collaboration and support.
Mike Procyk

TogetherTube - Index - 0 views

togethertube.com

elearning technology education collaboration

shared by Mike Procyk on 22 Jul 13 - No Cached
  • Mike Procyk on 22 Jul 13
     
    Allows music students to watch any video at the same time and discuss. Useful for performance critiques.
Mike Procyk

DN Blues | mrsgowersclasses - 0 views

mrsgowersclasses.wordpress.com/dn-blues-snapshots

web2.0 elearning technology education

shared by Mike Procyk on 22 Jul 13 - No Cached
  • Mike Procyk on 22 Jul 13
     
    A classroom example of using SoundCloud for musical collaboration.
marielzamora

technology resources for art, music, and physical education - 1 views

started by marielzamora on 21 Apr 14 no follow-up yet
Liz McKnight

Exploring Leonardo - 2 views

www.mos.org/Leonardo

education technology art science music

shared by Liz McKnight on 14 Apr 10 - Cached
  • Liz McKnight on 14 Apr 10
     
    A website developed by the Boston Museum of Science. This site can be used to teach topics in science, art, and music.
Frank Asciutto

Music Education and Technology - 0 views

www.artistshousemusic.org/...chnology+what+you+need+to+know

shared by Frank Asciutto on 01 Feb 10 - Cached
  • Frank Asciutto on 01 Feb 10
     
    A video that talks about the growing opportunities for digital audio.
Liz McKnight

Destination Modern Art - 0 views

www.moma.org/...destination

education technology art music math reading

shared by Liz McKnight on 14 Apr 10 - No Cached
  • Liz McKnight on 14 Apr 10
     
    A website maintained by the Modern Museum of Art. This site can be used to teach topics in art, music, math, and reading.
Melodie Worthington

Drawing to Music - 0 views

www.wiu.edu/...drawmus.html

education technology resources EdTech541 tools teaching

shared by Melodie Worthington on 13 Apr 15 - No Cached
  • Melodie Worthington on 13 Apr 15
     
    A lesson idea which incorporates music, art, and movement all at the same time.
Katie Sisson

Integrating Tech in High School - 0 views

www.educationworld.com/...tech211.shtml

technology education resources tools elearning

shared by Katie Sisson on 22 Jan 16 - Cached
  • Katie Sisson on 22 Jan 16
     
    This site is from Education World and is speaking about using technology in high school classrooms. This post notes that students in this generation almost demand that technology is to be used in the classroom because that is what they are used to and have grown up with. Cell phones, music devices and tablets have become more prevalent each year with more and more students bring them to school. They cannot seem to separate themselves from social media, music, games, etc. This site has listed some great ideas of how teachers can incorporate technology into their classroom, some of them are: online quizzes, online databases, Microsoft OneNote, online classes, student online portfolios and blogging.
jincelli

Zambombazo - 0 views

zachary-jones.com/zambombazo

education technology Spanish

shared by jincelli on 06 Jun 16 - No Cached
  • jincelli on 06 Jun 16
     
    This is the Spanish teacher's go-to website for authentic language, music, and culture activities.
Natalie Frasure

Scratch | Home | imagine, program, share - 1 views

scratch.mit.edu

shared by Natalie Frasure on 09 Jul 12 - Cached
  • Natalie Frasure on 09 Jul 12
     
    Scratch: a programming language for everyone. Create interactive stories, games, music and art - and share them online.
Mike Procyk

iCompositions - Home - 0 views

www.icompositions.com/

music community technology web2.0 tools

shared by Mike Procyk on 22 Jul 13 - Cached
  • Mike Procyk on 22 Jul 13
     
    provides an online community for musicians to share and collaborate on compositions.
Melinda Mott

Personal Learning Network Movie: Connected - 1 views

www.youtube.com/watch

Personal Learning Network EdTech 543 Learning Theory Educational Technology

shared by Melinda Mott on 23 Jun 14 - No Cached
  • Melinda Mott on 23 Jun 14
     
    A video that defines a PLN and discusses the importance of them in an educational environment.
  • Matt Hoge on 24 Jun 14
     
    Cool resource! I didn't look into using videos as resources but I can see how this would have great value. This one starts out a little dramatic (especially with the music!) but is VERY informative! I also like how it uses other scholarly resources to validate the points of how using PLNs can be effective. Also, I appreciate the clear definition of PLNs
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.
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