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anonymous

Teaching College Math » Blog Archive » Technology Skills We Should Be Teachin... - 0 views

  • I’ve spent considerable time thinking about how to alter the classes I teach to re-center them on a core of flexible learning.  In all of my classes this semester, students will be completing a variety of learning projects that involve alternative ways to learn (e.g. blogging, making mindmaps, teaching a lesson, making a video presentation, or designing a non-digital game).
  • that I think
    • anonymous
       
      I agree these are skills that should be taught in k-12
  • If America wants to continue to be a world-leader, we can do it with a technology advantage - but only if we actually know how to leverage that technology to continue to be more productive.
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  • would be integrated throughout K-12 and college
  • curricula.
  • skills that
  • students should learn before they leave college.  Ideally, these are
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    I've spent considerable time thinking about how to alter the classes I teach to re-center them on a core of flexible learning. In all of my classes this semester, students will be completing a variety of learning projects that involve alternative ways to learn (e.g. blogging, making mindmaps, teaching a lesson, making a video presentation, or designing a non-digital game).
anonymous

Classroom Technology Integration - 0 views

  • More than 40 states have adopted standards calling for effective professional development for all educators accountable for results in student learning--with "technology integration" often front and center. As educators put such standards into action, they are producing profound technology results for themselves and students. The Teacher Leadership Project, a nationally recognized, award-winning professional development model that is used in 18 states by 4,200 teachers, is a prime example of the good work being done in technology-infused teaching. This article describes the program and its success in improving teaching and learning.
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    A brief narrative description of the journal article, document, or resource. More than 40 states have adopted standards calling for effective professional development for all educators accountable for results in student learning--with "technology integration" often front and center. As educators put such standards into action, they are producing profound technology results for themselves and students. The Teacher Leadership Project, a nationally recognized, award-winning professional development model that is used in 18 states by 4,200 teachers, is a prime example of the good work being done in technology-infused teaching. This article describes the program and its success in improving teaching and learning.
anonymous

Myth of Bell-to-Bell Instruction Vs. "Golden Rule of 15 Minutes"| The Committed Sardine - 1 views

    • anonymous
       
      Engage students in the learning process so they are not passive learners
  • Keeping the core of instruction to these golden 15 minutes also allows for 20 minutes of student work at the end of class, what I call the "exit price."
  • Many teachers have been told to teach from bell to bell. Unfortunately, some teachers believe this means they must stand and deliver in front of the board for 50 minutes. Big mistake!
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  • During teach-back, I break objectives into smaller steps and concepts, do 10-second mini-lectures on a "baby" concept in the context of a problem, then immediately put up several problems on that baby concept and fire questions at several different students, asking them to teach the class to apply what I taught by doing the problems
anonymous

Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Co... - 0 views

  • A brief narrative description of the journal article, document, or resource.Over the past 20 years, library media professionals have worked to move from teaching isolated library skills to teaching integrated information skills. Effective integration of information skills has two requirements: (1) the skills must directly relate to the content area curriculum and to classroom assignments; and (2) the skills themselves need to be tied together in a logical and systematic information process model.
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    Michael Eisenberg article integration of technology skills.
anonymous

Classroom Technology Integration - 0 views

  • he Teacher Leadership Project, a nationally recognized, award-winning professional development model that is used in 18 states by 4,200 teachers, is a prime example of the good work being done in technology-infused teaching. It started in the mid-1990s when the Northwest Educational Service District 189 in Anacortes, Wash., passed a large technology bond that allowed the district to put four computers in every classroom. But teachers didn’t exactly give the machines a run for their money. Several teachers were hired as technology coaches and given stipends in exchange for training other teachers how to use an electronic grade book, access e-mail and the Internet, and save files to the network. But within two years many of the machines were sitting in the backs of classrooms collecting dust.
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    Over the past 20 years, school reform efforts have identified teacher professional development as a key component of change and as an important link between standards and student achievement. After all, as students are expected to learn more complex and analytical skills in preparation for work and life in the "21st century global economy," teachers in turn must be expected to teach in ways that develop those higher order thinking and performance skills, experts say.
anonymous

Educational Leadership:Teaching for the 21st Century:Navigating the Cs of Change - 0 views

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    Internet reciprocal teaching basics
anonymous

Technology and Academic Achievement by Les Foltos - 0 views

  • Harold Wenglinsky's study, "Does it Compute: The Relationship between Educational Technology and Student Achievement in Mathematics," concluded that for 4th and 8th graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. But it is critical to note Wenglinsky's caveat to this conclusion. He argues that not all uses of technology were beneficial. Wenglinksky found using computers to teach low order thinking skills, "...[W]as negatively related to academic achievement…." Put another way, this type of computer use was worse than doing nothing. By contrast, teachers who had students use computers to solve simulations saw their students' math scores increase significantly. As he explored the reasons for the differing ways teachers used technology, Wenglinsky found that professional development was the difference between those teachers who used skill and drill software and those who used software that could create simulations. Teachers who had training and skills used technology in ways that focused students on simulations and applications that encouraged students to develop problem solving skills. Those teachers who hadn't had training used skill and drill software (Wenglinsky, 1998).
  • More recently, educators in Missouri issued their findings on a study of the impact the statewide eMints program had on academic achievement. This program is designed as a comprehensive approach to assist teachers to integrate technology. Participating teachers receive classroom equipment, and over two hundred hours of professional development over a two-year period. In addition to traditional workshops, eMints training includes peer coaching for individual teachers. The training is designed to help teachers integrate technology so that they can use inquiry-based teaching and emphasize critical-thinking and problem-solving skills. As one of the program leaders noted, "We find that when you put the two, (inquiry based learning and true technology integration) together there's a synergy created that really boosts students' learning" (Brannigan, 2002). The power of pairing technology with inquiry learning was directly reflected in the test scores of more than 6,000 third and fourth grade students who recently took the Missouri Assessment Program (MAP) test. "Results show that a higher percent of students in eMINTS classrooms scored in the 'Proficient' or 'Advanced' categories…when compared with other students who took the MAP tests…" (Brannigan, 2002; Evaluation Team Policy Brief, 2002).
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    Article from New Horizons for Learning does increased spending on classroom technology make a difference?
anonymous

CyberSmart! : Home - 0 views

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    Teaching students to be safe on the internet
anonymous

Benefits - 0 views

shared by anonymous on 25 Jun 08 - Cached
  • After more than 10 years studying laptop computing in schools, Saul Rockman (2003) concludes that one of the most important benefits of a laptop program is an increase in 21st century skills. "Developing the ability to learn independently, collaborate with peers to accomplish work, and communicate the conclusions of your work are the core of 21st century skills, and a highly valued set of competencies in the world outside of school.
    • anonymous
       
      These skills are critical for students in a vocational school
  • Although laptops primarily provide students with opportunities to develop 21st century skills, their use also impacts state achievement tests.
  • A 2000 study, also by Rockman, found that teachers in laptop schools showed significant movement toward constructivist teaching.
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  • This is not about technology or software, it is about teaching kids."
  • Laptop schools often report a surge in parental and community involvement once laptops have been introduced.
anonymous

The Tempered Radical: Why Teacher Working Conditions will Never Change - 0 views

  • Why Teacher Working Conditions will Never Change
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    Why teacher working conditions will never change. Even though surveys show up to 1/3 of teachers want to see improved working conditions in school, changes are not likely to happen because principals don't see any problems.
anonymous

teachingwithted / FrontPage - 1 views

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    Teaching with TED. Resources for classrooms using TED Talks. Have a good idea about integrating TED in your curriculum, share it here on this wiki.
anonymous

The New Literacies - 0 views

  • "Knowing truth from fiction on the Internet is a huge problem," says Kenneth Eastwood, superintendent of Middletown City (N.Y.) School District. "Students might be good researchers, but they tend not to scrutinize the information."
  • It might seem that evaluating information online-just one form of "new literacy"-and reading a book-more of a foundational literacy-are pretty much the same thing. After all, you can't trust everything you read, either. But there are differences. And those differences, when brought into the classroom and incorporated into curricula, are enriching the educational experiences of many K12 students. Unfortunately, many administrators, although they are beginning to recognize the need to revise their districts' media skills instruction, lack the resources, and more importantly the vision, to bring the new literacies into the classroom.
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    What are the New Literacies and why should we teach them?
anonymous

DrGeo - OLPC - 0 views

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    Dr. Geo II is a complete rewrite of Dr. Geo 1.1 GTK for the Squeak/Smalltalk environment. Dr. Geo II is available for the XO laptop and PC workstations (GNU/Linux, Windows and Mac OSX). Dr. Geo is a project of the OFSET, Organisation for Free Software in Education and Teaching. See DrGeo 1.1 GTK page to know more about it..
anonymous

Mooresville School District, a Laptop Success Story - NYTimes.com - 0 views

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    The story of a NC school district and culture change through the adoption of 1-to-1
anonymous

Ning networks in education - 12 steps for startup - e-wot? - 0 views

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    Good tips for setting up any type of web application in a school
anonymous

Open Educational Resources infoKit / What are Open Educational Resources - 0 views

  • Several of these 'movements' or 'philosophies' have been significant within the education community both in terms of research and learning & teaching (particularly educational technology).
    • anonymous
       
      What are the "movements"
  • Whilst the terms 'Open content' and 'Open courseware' are
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