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lisamcleod

Hands-On Equations Home Page - 0 views

www.borenson.com

education technology resources tools

shared by lisamcleod on 17 Apr 16 - Cached
  • lisamcleod on 17 Apr 16
     
    The fun and easy way to learn basic algebra for students in grades 3 - 8. A whole-brain approach to algebraic equations and word problems. Teachers can use physical classroom sets, a computer program or an app. Also works well for at-risk students or those with cognitive difficulties.
itxasocayero

The impact of using multimedia on students' academic achievement in the College of Education at King Saud University - 0 views

www.sciencedirect.com/...S2210831912000033

edtech541

shared by itxasocayero on 19 Feb 17 - No Cached
  • itxasocayero on 19 Feb 17
     
    The study problem is focused in finding out the influence of using multimedia in teaching computer & its uses in education on the female students' academic achievement, especially the female students of the Education College at King Saud University, in comparison with their colleagues who benefit from this curriculum through traditional education.
Randi Lembke

Working with Schools - SensorySmarts - 0 views

sensorysmarts.com/working_with_schools.html

shared by Randi Lembke on 28 Apr 12 - No Cached
  • Randi Lembke on 28 Apr 12
     
    Most kids with mild sensory problems and no other issues do just fine learning and socializing at school with a bit of understanding, extra support, a sensory diet, and a few simple accommodations. You may be able to work this out informally with your child's school.
Randi Lembke

Teach More/Love More - 0 views

www.teachmorelovemore.com/SpecialNeedsDetails.asp

shared by Randi Lembke on 28 Apr 12 - No Cached
  • Randi Lembke on 28 Apr 12
     
    A cognitive impairment is a condition where your child has some problems with ability to think and learn. Children with a cognitive impairment often have trouble with such school subjects as math and reading. A cognitive impairment also affects how a person will functions in everyday life, e.g., getting dressed and feeding oneself.
Cate Tolnai

Why Do We Need Technology Integration? | Edutopia - 0 views

www.edutopia.org/y-integration-guide-importance

shared by Cate Tolnai on 18 Mar 12 - No Cached
  • Students are engaged in their learning using these powerful tools, and can become creators and critics instead of just consumers.
  • Technology, when integrated into the curriculum, revolutionizes the learning process
  • Teachers who recognize computers as problem-solving tools change the way they teach. They move from a behavioral approach to a more constructivist approach.
  • ...1 more annotation...
  • Technology helps change the student/teacher roles and relationships: students take responsibility for their learning outcomes, while teachers become guides and facilitators.
Jaime Bennett

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

CoP community wenger education EdTech543

shared by Jaime Bennett on 03 Sep 12 - Cached
  • learning involves a deepening process of participation in a community of practice has gained significant ground in recent years
  • assumption that learning is something that individuals do. Furthermore, we often assume that learning 'has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching' (Wenger 1998: 3). But how would things look if we took a different track
  • 'learning is ubiquitous in ongoing activity, though often unrecognized as such
  • ...7 more annotations...
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour
  • Communities of practice are 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
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity
  • 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
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice
  • understanding of the nature of learning within communities of practice, and how knowledge is generated allows educators to think a little differently about the groups, networks and associations with which they are involved
  • Problem solving and learning from experience are central processes (although, as we have seen, situated learning is not the same as ‘learning by doing’ – see Tennant 1997: 73). Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action
  • Gretel Patch on 03 Sep 12
     
    Communities of practice are made of people who share a passion or interest and want to improve their knowledge of it; for real learning to occur, it must take place in a community of learners who are also interested and learning; the relationship between knowledge and practice is explored
  • ...1 more comment...
  • Debi Banks on 07 Sep 12
     
    Learning is the process of participation and does not just have a beginning and an end. Learning is ongoing and must be collective within communities. Learning is not just a form of knowledge but is co-participation and social relationships.
  • Beth Transue on 08 Sep 12
     
    This provides a nice overview of CoPs. I enjoyed the annotation feature too.
  • Jaime Bennett on 11 Sep 12
     
    This site gives an overview of communities of practice and discusses the viewpoints of Jean Lave and Etienne Wenger, who are well known proponents of the idea. This site provides a basic rationale for communities of practice and describes how we are all involved in them in various aspects of our lives, whether we realize it or not.
Alyssa Rose

Communities of Practice A Research Paradigm for the Mixed Methods Approach - 0 views

mmr.sagepub.com/...270.full.pdf

education technology resources web2.0 learning

shared by Alyssa Rose on 09 Sep 12 - No Cached
  • Alyssa Rose on 09 Sep 12
     
    This article focused on how CoPs are beneficial in a mixed methods approach to teaching. The four ways in which these CoPs show a shift from the normal paradigms of research include: they center on a specific problem that are deemed significant to obtaining knowledge, CoPs are all about shared practice of knowledge, CoPs are also about a shared identity or people that are connected by a common goal/interest, and lastly CoPs are operating under the idea that they are research based. They encompass all of the fundamentally basic principles of good research. This helped me to connect CoPs and PLNs because I think that the reason why these CoPs are so effective is because they are using PLNs to engage each other across further distances and topics with the stroke of a key.
Alyssa Rose

Connectivism and Connective Knowledge - 0 views

www.youtube.com/watch

education learning elearning theory

shared by Alyssa Rose on 09 Sep 12 - No Cached
  • Alyssa Rose on 09 Sep 12
     
    This is a great video that showcases how Connectivism acts as a source for finding new information. The author shows an Etch a Sketch and gives a complicated puzzle to solve. The solution to her problem is also directly related to Connectivism because in order to obtain the information that she needs, she will have to connect with people outside of her "box".
Erin Horie

Communities of Practice - 4 views

www.ewenger.com/theory

edtech543 learning community of practice

shared by Erin Horie on 07 Sep 12 - No Cached
  • he term community of practice was coined to refer to the community that acts as a living curriculum for the apprentice
  • Debi Banks on 07 Sep 12
     
    The "community of practice" is defined and there are examples. The characteristics are the domain, the community, and the practice. There are examples given and explanation of where the concept came from and where it is being applied.
  • ...11 more comments...
  • Fabio Cominotti on 10 Sep 12
     
    This site goes over, in detail, what a community of practice is. I had a little trouble understanding what the concept was referring to from the class material, but after reading this site, I was no longer confused. It defines a Community of Practice and breaks it down on a basic level. It provides the three requirements and explains what a CoP basically does. It is very informative.
  • James Russell on 10 Sep 12
     
    Article describing communities of practice. Where they come from, and where they are being applied.
  • Ilene Reed on 20 Jun 13
     
    Wenger 2006, I chose this article because I recognized his name from my 503 reading. He does explain CoPs well. Wenger states there are three charateriestics crucial to being a CoP. They are: domain or the common interest; community or the interaction, and practice or the fact that the members are practitioners. He coined the phrase community of practice in reference to the living curriculum of apprentices.
  • Dennis Large on 20 Jun 13
     
    Etienne Wegner is a leader in the field of CoP. He along with Jean Lave coined the term. This is his website and it provides a direct introduction to the concept and the application of communities of practice.
  • mark_bishop on 23 Jun 13
     
    This is the website of Etienne Wenger, one of the leading researcher's of communities of practice. This website contains an overview of his theory and links to his papers. Wenger studied the learning process in apprenticeship situations and found that most learning and sharing of knowledge actually takes place between the community of advanced apprentices and journeymen.
  • scott hogan on 24 Jun 13
     
    Wenger defines what makes a CoP different from a group of friends who like some of the same things, people who share the same occupation, or 30-somethings who all like romantic comedies. CoPs must consist of a group of people who pursue a certain focus and help the members obtain more skills/knowledge in the process. He explains where the term came from and various ways in which it is applied today.
  • Richard Krause on 24 Jun 13
     
    I'm sure many people have listed this one but it does seem like the place to start; at the source. I do like that the wenger does speak in plain language, especially in the call out boxes.
  • Mike Procyk on 25 Jun 13
     
    I agree with Richard, especially since the term gets used loosely and tends to mean many different things. One of the articles I found deals with contrasting four different definitions of Communities of Practice.
  • glorihinck on 04 Sep 13
     
    In this Web site Etienne Wenger introduces the concept of "communities of practice" and defines them 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" and describes why they are useful for learning in many different contexts. A community of practice has 3 characteristics- 1) an identity defined by a shared domain of interest 2) a community of members that engage in joint activities and discussions, help each other, and share information and 3) members who are practitioners. These communities develop their practice through activities such as sharing information, problem solving, and mapping knowledge. Communities of practice are ubiquitous and can be small or large, local or global, meet face-to-face or online, informal or formal.
  • anonymous on 04 Sep 13
     
    Wegner describes three characteristics necessary for a community to be a "community of practice." These are the domain of interest, a community of members that engage in activities and discussions that allow them to learn from one another, and the actual practice or application of that learning. Wegner also describes what CoPs look like, the theory behind CoPs, and the environments in which they are used.
  • Betty Clevenger on 08 Sep 13
     
    This site by Etienne Wenger gives an overview of what a community of practice is. You will find definitions and descriptions, as well as applications. There are also resources listed concerning application and learning theory.
  • Jessica Rouse on 08 Sep 13
     
    Great article on Community of Practice. It is defined and there are examples listed. Its very basic.
  • Erin Horie on 08 Sep 13
     
    Wegner describes three important criteria for a community of practice, the domain, the community, and the practice. When the three criteria are combined, it creates the basis of a community of practice where interaction takes place and participants gain knowledge on a topic/topics.
Gretel Patch

ATC21S's Channel - YouTube - 0 views

www.youtube.com/...ATC21S

shared by Gretel Patch on 09 Feb 12 - No Cached
  • Gretel Patch on 09 Feb 12
     
    This video highlights the skills involved in collaborative problem solving
Rebecca Olien

Online Communities of Practice: What works - 0 views

thejournal.com/...munities-of-practice-cops.aspx

edtech543 community of practice educational leadership

shared by Rebecca Olien on 05 Sep 13 - No Cached
  • Rebecca Olien on 05 Sep 13
     
    This is a very useful discussion presented from four community of practice leaders who have share insights based on their experience creating and maintaining COP. Some of the topics discussed include the importance of leadership and support, creating a culture and climate, immediacy and quality in responses, using modeling and examples when starting the community.
  • Jason Marconi on 05 Sep 13
     
    Great discussion. I enjoyed that they touched base on how to encourage participation which sometimes could be the number one problem in getting the results a community of practice could produce. To further break this down the discussion focuses on the 90-9-1 rule which states there is one person actively involved in the online presence then 9 every now and againers and 90 lurkers. From there they not only suggest how to encourage participation but how to reward it as well. Overall I enjoyed this article. Great find.
Erica Fuhry

Training Room Escape Game - Scientific Method - 0 views

askabiologist.asu.edu/teaching-scientific-method

inquiry science scientific method problem-solving

shared by Erica Fuhry on 16 Feb 14 - No Cached
  • Erica Fuhry on 16 Feb 14
     
    Students practice breaking down steps within the scientific method as they attempt to escape a dark room. Inquiry-based and game-like scenario. This is a very short activity, great for introduction.
Erica Fuhry

Web Adventures in Science (High School) - 0 views

webadventures.rice.edu/index.html

science simulations problem-solving high school

shared by Erica Fuhry on 16 Feb 14 - No Cached
  • Erica Fuhry on 16 Feb 14
     
    Explore forensic science, environmental science, body systems, diseases, drugs, scientific method, and science careers through virtual clinical trials, CSI scenarios, etc.
rmullermk

Coding for Kids - 0 views

www.telegraph.co.uk/...o-code-a-quiet-revolution.html

education technology web2.0 coding

shared by rmullermk on 18 Feb 14 - No Cached
  • rmullermk on 18 Feb 14
     
    This blog tells the importance of teaching coding to all children. In my Prezi, I listed Scratch as excellent problem solving software for kids, codeacademy.com is another great resource.
scott hogan

History Simulations - 0 views

www.historysimulation.com

history blogging simulation

shared by scott hogan on 20 Jul 13 - No Cached
  • scott hogan on 20 Jul 13
     
    This interactive site walks kids through the history of the some of the world's most famous conflicts. Role play, higher-order thinking skills, and problem solving engages students. One feature I like is the ability of students to blog a journal of their battle plans/results throughout the activity.
cholthaus

Personal Learning Networks - 5 views

That is a very good point. For this project, I agree that Wikipedia was appropriate but unfortunately in other situations it may not be as acceptable. I suppose it depends on the circumstance the...

education technology edtech543 learning

started by cholthaus on 18 Jun 14 2 follow-ups, last by cholthaus on 21 Jun 14
nathankraftcheck

A Simple Comprehensive Guide on The use of Personal Learning Networks in Education ~ Educational Technology and Mobile Learning - 4 views

www.educatorstechnology.com/...rehensive-guide-on-use-of.html

PLN Web2.0 education

shared by nathankraftcheck on 18 Jun 13 - No Cached
  • Hanna Coleman on 18 Jun 13
     
    This article provides a concise look at personal learning networks in education. Benefits and reasons for educators and students to utilize are outlined.
  • ...5 more comments...
  • Casey Capece on 18 Jun 13
     
    Hanna, this is my favorite PLN article I have come across! I like how the information is organized and the graphics that depict the information. Also, there was a link to The Best Sticky Notes for Teachers - something that is recommended for one to organize information.I thought it was very useful.
  • Ilene Reed on 20 Jun 13
     
    Hanna, Casey is right this is a great resource. I am going to use it in my own personal improvement. It lays out everything so clearly. I never thought of whether or not a PLN was safe but it is good to realize that it is and people are giving thought to that. I found this sight to be excellent and something to read again and again.
  • Nona Barker on 08 Sep 13
     
    Summary: This article provides a great introduction to PLNs. It shares what a PLN is, and why PLNs should be used in education; it also provides the benefits of PLNs and examples of PLN platforms that are available to teachers. Although touches on "how to" establish your own PLN I think it covers enough of the other areas to make it worthwhile, especially for PLN newbies. Presentations (videos, slide shows, etc.) on PLNs are also posted.
  • Betty Clevenger on 10 Sep 13
     
    This really is a simple comprehensive guide on the use of personal learning networks in education! I found it very easy to understand. The author discusses the originations of PLNs, how PLNs can be used in education, and gives you help on how to build your PLN. There are video tutorials (again, simple to understan) as well as a webliography!
  • Stacie Barker on 10 Sep 13
     
    Great site, it really goes into detail on PLN's. I am also a PLN newbie and appreciate the thoroughness of the information.
  • Ryan McDonough on 22 Jun 14
     
    This guide provided the benefits to PLNs, and both teachers and students can use PLNs effectively. The benefits outlined were, student preparedness, engaging, students have to take ownership of learning, individualized instruction, problem-solving skills, safety, and saves time and money. Ways teachers can use PLNs are for resource allocation, collaboration, and help. Students can use PLNs to find credible information through RSS feeds, share blog postings, about reflections and offer feedback for improvement.
  • nathankraftcheck on 05 Sep 14
     
    This post is light on theory, but does a nice job explaining the whats, whys and hows 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.
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.
Kelsey Ramirez

Destination Imagination - 0 views

www.destinationimagination.org/

education problem solving learning

shared by Kelsey Ramirez on 21 Apr 15 - Cached
  • Kelsey Ramirez on 21 Apr 15
     
    Destination Imagination, Inc. is a nonprofit organization that provides project-based educational programs to foster creativity and innovation in students.
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