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Chapter 7: Technology Integration, Technology in Schools: Suggestions, Tools, and Guidelines for Assessing Technology in Elementary and Secondary Education

This source discusses connectivism and whether it should be considered a learning theory and what its place is. It also discusses how learning will change and has been changing.

I love this article! It clearly articulates how learning is changing (because of technology and the access to information at a constant rate) and that because of this teaching needs to change. It also addresses the reasons why it is taking so long for education to catch up. I find it interesting how they clearly articulated what are the requirements for a learning theory and how connectivism doesn't fit the bill. Thanks for sharing @ampengilley

Thanks to the implementation of the Common Core, technology has a guaranteed space in the classroom. Because of the abundant use of technology in the world technology is an essential tool for educators if they want to make a lasting impact on their students.

This article comes with a downloadable PDF that shows visuals of PLNs. It gives examples on what a PLN is and how to create your own. It also provides a list of experiences that will be available to someone who creates a PLN based on their needs.

Personal Learning Networks are nothing new, they have been around since the beginning of civilization. This article highlights how communication technology enables the expansion of your learning networks without going into overload.

This is an excellent guide for someone seeking to create and develop his or her PLN. In addition to development tips, the article provides management strategies that could be useful for someone planning a PLN.

This article describes the three main types of personal learning networks: (1) Personally maintained synchronous connections; (2) Personally and socially maintained semi-synchronous connections; and (3) Dynamically maintained asynchronous connections. The importance of social media in a PLN and lifelong learning are stressed in the article. It also give tips on how to create and manage your own personal learning network.

This article discusses the evolving use of technology in the classroom and the fact that digital inequality between educator and student is beginning to be a huge problem in today's education system. It explores issues in new literacy practices and new learning theories as they relate to Web 2.0 and the importance of changing our education systems to keep up with these continuously changing technologies.

Digital primary source documents for a variety of disciplines.

Because connectivism framework is relatively new, it needs to be based in research and its models needs to be tried and tested in a variety of educational contexts; this article explores research framework to support connectivism in online learning; online communities of practice facilitate meaningful and connected learning; a well-written look at the research framework behind connectivism and its applications

In Edtech 504 I did a paper on connnectivism. If more research is done on connectivism and with a little more time I think many will finally come to accept connectivism as a true, real learning theory.

Research primarily focused on exploring how online learners aggregate, relate, create, and share information. Noting that connections are made with people and/or resources. And that putting learners in charge of directing their own experience is dependent on confidence and competence with the tools at hand. When comfortable navigating the terrain of the internet, there is intrinsic motivation that results from steering your own learning.

Since learning of the NETP, I find myself coming back to it again and again. It is clearly presented and we are allowed to use the content, as long as properly attributed.

A large collection of resources for teachers, categorized by topic.

A collection of tools used to access the 18,000 digital scan composites of the human body. Very powerful tools for helping teach health and physical education, anatomy and physiology in particular.

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.

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.

This article examines the nature of learning communities constructed among a diverse group of adult learners in an online graduate-level 16 week instructional design course. Researchers analyzed course artifacts, survey responses, online profiles and project evaluations to explore communities formed in an online setting that involves 21 international participants. Data was collected through observing recorded audio webcasts and chat discussions, and analysis of student profiles, artifacts, survey responses, and course evaluations. The authors found evidence of community building without significant differences associated with race, culture, or gender. Instead, evidence for community building was more dependent on active participation, forming of shared identify, and the establishment of social network. The course design allowed individuals to work and communicate collaboratively. The authors admit that the study is narrow in scope with a small number of participants, making it unreliable for wider contexts.

Communities of practice give teachers the opportunity to interact, communicate, gain knowledge and collaborate in an environment of English Language Learners (ELL). Teacher not only have a community of practice with fellow teachers, but also in the classroom.

This is a fantastic resource to learn more about CoPs, particularly if you are considering forming one. It provides basic info and background about CoPs, but also provides a few examples, and also concludes with some links to external Websites where you can see additional examples of live CoPs.

Great site for Primary Source Documents

High-quality footage and educational animation/simulations from NASA searchable by age group and topic.

Several interactive art games and activities.