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"As an educator who is addicted to Twitter I have always read about students getting introduced to Twitter and wondered how it would work. After reading and reading I have finally decided to give it a go. Here is my introduction to Twitter in my classroom. Last Tuesday, the day started like any other. Roll call, discussion, introduction to an activity and a bit of a laugh with my Year 7 and 8 Technology class. We had been discussing the importance of being an active online user and being a positive digital citizen (the students are preparing some presentations for Year 2-3 children later in the term). The conversation moved into learning environments and we discussed the small and "un-student friendly" (their words) environment that they were currently sitting in. "Take the teachable moment and run with it" my inner, energetic teacher yelled from my shoulder. So there we were talking about the "Ultimate Learning Environment", when one of my students asked me "Why is social media so big?". Good question I thought, why is it 'so big'. So we unpacked that question and broke it down. We talked about Social Media and what it was and how it worked, they gave me excellent examples and we tied it back into our discussion about digital citizenship. From this point, as a class, we decided we would use social media to help us with our learning. The students had no idea how it could work. I suggested twitter and how I use it. We pulled up my profile and saw how it worked (discussion only). The decision was then made -> Let's ask the twitterverse to help us!! On rolled Monday 5th May and in our first class (I see this group twice a week) we decided that tomorrow would be the day, we would ask twitter for their advice on "What makes a GREAT learningenvironment?". The students already have some fantastic ideas and a plan of where they want to see their environment heading but they needed some depth to their plan and some other opinions outside of

"It seems only fitting to explore the role of questions in education by asking questions about the process of doing so. I propose that we start with the customary way of framing this topic and then proceed to questions that are deeper and potentially more subversive of traditional schooling. 1. WHICH QUESTIONS? To begin, let's consider what we might ask our students. The least interesting questions are those with straightforward factual answers. That's why a number of writers have encouraged the use of questions described variously as "true" (Wolf, 1987), "essential" (Simon, 2002), "generative" (Perkins, 1992; Perrone, 1998), "guiding" (Traver, 1998), or "fertile" (Harpaz & Lefstein, 2000). What the best of these share is that they're open-ended. Sometimes, in fact, no definitive right answer can be found at all. And even when there is one - or at least when there is reason to prefer some responses to others - the answer isn't obvious and can't be summarized in a sentence. Why is it so hard to find a cure for cancer? Do numbers ever end? Why do people lie? Why did we invade Vietnam? Grappling with meaty questions like these (which were among those generated by a class in Plainview, NY) is a real project . . . literally. A question-based approach to teaching tends to shade into learning that is problem- (Delisle, 1997) and project-based (Kilpatrick, 1918; Blumenfeld et al., 1991; Wolk, 1998). Intellectual proficiency is strengthened as students figure out how to do justice to a rich question. As they investigate and come to understand important ideas more fully, new questions arise along with better ways of asking them, and the learning spirals upwards. Guiding students through this process is not a technique that can be stapled onto our existing pedagogy, nor is it something that teachers can be trained to master during an in-service day. What's required is a continual focus on creating a classroom that is about thinking rather

1) the ways they currently implement Twitter in their teaching and learning, 2) ideas for future development of Twitter-based assignments and pedagogical practices, and 3) issues concerning the integration of Twitter and other digital media into both traditional and non-traditional pedagogies. Collaborators should feel free to add material to these pages, to comment on existing material, and to share links to relevant external readings and resources. It may be helpful to tag your contributions with your Twitter handle. Collaborators are asked to please respect this space as a forum for open and respectful dialogue and networking. Let's fill up the pages below with great ideas!  Share the ways you currently implement Twitter in your teaching and learning: Students in my course New Information Technologies do an "Internet Censorship" project, focused on a specific country. I ask them to follow a journalist who tweets on that country as part of their research to understand the state of Internet freedom in the country they select. -- Lora Since shortly after Twitter was launched, I've experimented with various iterations of "The Twitter Essay," an assignment that has students considering the nature of the "essay" as a medium and how they might do that work within the space of 140 characters. -- Jesse (@Jessifer) In my fully online classes, I've started using Twitter to replace the discussion forum as the central location for student interaction. -- Jesse (@Jessifer) Show Tweets that have gotten people arrested and prompt discussion on whether it is fair that anyone be arrested for any Tweet in the US, who is likely to be arrested for their Tweets, what kinds of Tweets are likely to prompt arrest, etc. Students in my First Year Seminar course "The Irish Imagination: Yeats to Bono" developed a platform for digital annotation of Irish literature. Embedded in their platform was a twitter feed of relevant individuals/groups, makin

A blog post from Eleanor Dickey. Above: A Roman relief from Trier showing part of an ancient school, and Below: Reading's Emma Aston modelling a costume based on that relief. On November 19th the d...

A blog post from Eleanor Dickey. Above: A Roman relief from Trier showing part of an ancient school, and Below: Reading's Emma Aston modelling a costume based on that relief. On November 19th the d...

"1. Blogging enables reflection. This is true for both students and educators. Too often do we go through our days, class to class, with minimal opportunities for reflection on our experiences or the information that we have acquired along the way. Blogging offers the opportunity to take a step back and connect with our learning and place it in the context of the bigger picture. Make reflection an assignment or part of another assignment - it is an important component to learning. For students: This is not the easiest thing to accomplish - blogging takes time and that is a finite resource during a busy class period. There is great opportunity in academic support periods or advisory classes for students (particularly in 1:1 schools) to blog. Many advisory classes take place throughout the day, which is a great break point for students to create based on their learning from that day. For teachers: This type of reflection can and should be compiled into your lesson planning for future lessons. Take what you learned from teaching and learning that day and incorporate it into the next day's lessons. Find time to do this during a conference period during your day or right after school. Yes, it is tough to get in the habit of doing a new thing - but once you start using reflection through blogging, I think that your lesson planning will be easier and much more meaningful. 2. Develop an Authentic Audience An authentic audience is a great way to increase rigor and in all of my experiences has led to increased performance by students. Authentic audiences in blogging could mean any number of things - family members, students from other classes, students from other buildings, other teachers, individuals interested in the content from around the world, etc. A student knowing that their work may be seen by people other than what they consider their 'typical audience' (read: teacher) typically spends more time and exerts more effort to creating a quality p

"The Environment & Society Portal is a project of the Rachel Carson Center for Environment and Society, a joint initiative of LMU Munich and the Deutsches Museum. The center is supported by a grant from the German Federal Ministry for Education and Research. Read more about the Portal in English and in German. "

"Contents:Notebook of Leonardo da Vinci ('The Codex Arundel'). A collection of papers written in Italian by Leonardo da Vinci (b. 1452, d. 1519), in his characteristic left-handed mirror-writing (reading from right to left), including diagrams, drawings and brief texts, covering a broad range of topics in science and art, as well as personal notes. The core of the notebook is a collection of materials that Leonardo describes as 'a collection without order, drawn from many papers, which I have copied here, hoping to arrange them later each in its place according to the subjects of which they treat' (f. 1r), a collection he began in the house of Piero di Braccio Martelli in Florence, in 1508. To this notebook has subsequently been added a number of other loose papers containing writing and diagrams produced by Leonardo throughout his career. Decoration: Numerous diagrams. "

"This sample rubric from Lisa Yokana can help guide efforts to assess the materials and knowledge students come to understand through the process of making, as well as the habits of mind and qualities they demonstrate. For more information, read the associated post: "Creating an Authentic Maker Education Rubric." For an editable version of this rubric, check out this "Editable Sample Rubric.""

"... The prediction is a pretty damn good one. The world is now about 1 degree Celsius (1.8 degrees Fahrenheit) warmer than it was and carbon dioxide levels are at 415 ppm. The estimate was part of Exxon's "high case" scenario, which assumed fossil fuel use would quicken and that the world would be able to tap new reserves in the late 2000s from at the time unreachable shale gas. The memo also warned that the extra carbon dioxide would enhance the greenhouse effect and that an "increase in absorbed energy via this route would warm the earth's surface causing changes in climate affecting atmospheric and ocean temperatures, rainfall patterns, soil moisture, and over centuries potentially melting the polar ice caps." Honestly, it gave me chills re-reading the memo 37 years later. The company clearly described all the horrors we're facing now. The only thing its scientists got wrong was that what they called "potentially serious climate problems" wouldn't emerge until the late 21st century. So much for that. ..."

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"... Los chicos, entonces, además de leer en las redes, algunos leen el diario, cuentos o novelas. Lo cual implica tenerle paciencia al texto, pues las ideas o los nudos principales no están en las primeras cinco palabras, sino en la totalidad del contenido. Esa paciencia exige disponerse a la espera y a la pausa, de modo de darle tiempo al escritor o escritora para que desarrolle su idea, su relato. Y eso, en un contexto histórico de fugacidad e instantaneidad de las comunicaciones, donde hay un mandato de entretenimiento como condición sagrada, implica aburrirse. ...... Los discursos educativo-punitivistas tienen en la "cultura del esfuerzo" una de sus muletillas preferidas, señalando con su dedo cargado de mugre que los docentes hemos abandonado ciertas estrategias para dar lugar al facilismo y para aprobar en masa a todo el mundo. Lo cierto es que quienes queremos una escuela pública inclusiva y de calidad no queremos regalarles esas muletillas a los adultos iletrados que eructan sus posiciones excluyentes por televisión. La "cultura del esfuerzo" debe ser reformulada, enarbolando la bandera de la paciencia, la explicación, el llevar de la mano las mentes de los millones de pibes y pibas cuyas familias, por los motivos que fueren, confían en la escuela pública. ¿Cómo? Habilitando el aburrimiento como una certeza inevitable, pero atravesando ese aburrimiento de afecto, respeto y compromiso por los tiempos del alumno, sabiendo que dominan otros registros que no son útiles a la hora de comunicarse con desconocidos -el Estado, el trabajo-, y buscando habituarlos en esas herramientas. Desde ya, sin llegar al tedio, a la tortura de la clase expositiva o del dictado como única y paupérrima estrategia didáctica, pero sí dejando en claro, y acordando con los alumnos que aburrirse es parte de esforzarse para aprender, es parte de la escuela, es parte de un proceso de 14 años."

"1. Lectura acompañada 2. Lectura en voz alta 3. Biblioteca a la vista 4. Personalización 5. Recompensa 6. Grabación 7. Libros con ilustraciones 8. Silencio 9. Suscripciones 10 Libro electrónico" Detallado en el enlace...

"En esta ocasión comparto con vosotros otros 23 libros para docentes. Son libros amigos que nos susurran al oído los secretos de nuestra profesión y que nos permiten aprender a través de los ojos y de las palabras de sus autores. Podéis ver los otros posts de libros para docentes aquí: 12 libros que todo docente debe leer, Otros 10 libros que todo docente debe leer y Otros 15 libros que todo docente debe leer. ¡A leer se ha dicho! "

"Cuando nos referimos a las Técnicas de Estudios, sin duda las palabras clave constituyen un elemento fundamental de las mismas. En mi caso al hablar de Técnicas de Estudio me gusta referirme a cuatro pilares básicos: palabras clave, subrayado, esquema y resumen. Cada uno de ellos constituye una Técnica de Estudio en sí, pero no debemos olvidar que estas cuatro técnicas se complementan entre ellas. En el fondo, lo que buscan las Técnicas de Estudio es acercar el conocimiento y la comprensión de cualquier tipo de contenido de un texto. En el artículo de hoy tengo la intención de explicaros uno de los cuatro pilares que para mí constituyen las Técnicas de Estudio: las palabras clave. Pues bien, por palabras clave debemos entender aquellas palabras que aportan una información importante y significativa acerca de un contenido. En este sentido hay que hacer ver que las palabras clave son esenciales porque nos permiten conocer la esencia de cualquier información, de cualquier texto, de cualquier mensaje. Reconozco que elegir y seleccionar las palabras clave no es una tarea fácil y requiere de un cierto aprendizaje. De ahí que este artículo tenga la intención de daros algunas pautas para que aprendáis a localizarlas en diferentes tipos de texto. En este vídeo tenéis la explicación del artículo de una forma algo más desarrollada y con otros ejemplos que os ayudarán a entender mejor la Técnica de Estudio de las palabras clave: Videotutorial sobre palabras clave ¿Dónde se localizan las palabras clave de un texto? Para explicar dónde se localizan las palabras clave de un texto, vamos a dividir este primer apartado del artículo en tres modelos de texto: 1. Texto con párrafos. En un texto con párrafos las palabras clave suelen estar en la primera o segunda línea del párrafo. Además es muy común que las palabras clave se repitan en varios párrafos, lo que os da una pista de que la palabra clave que has elegido es la correcta. Observa el e

"Menú del día Entrantes: ¿Por qué crear un blog de clase con tus alumnos? ¿Qué es esta guía? ¿Cómo vamos a aprender eso? ¿Quiénes somos y por qué hemos hecho esta guía? Plato principal: La puerta se abre: Comenzar con un blog de clase. Cuestiones a tener en cuenta. Soportes para el blog. Temas. Cómo personalizar vuestro blog de clase. Qué contenidos son mejores para vuestro blog de clase. Las publicaciones de tus alumnos Tus publicaciones ¡Todos juntos! Motivar la participación de padres y alumnos. Mío, tuyo, nuestro. La propiedad intelectual del blog de clase. ¡Que suenen las trompetas! La presentación del blog de clase. Postre: Ejemplos prácticos de otros blogs de clase. Conclusión. Agradecimientos."

"Con esta actividad podemos animar a nuestros alumnos a leer y a compartir sus lecturas. Simplemente, tenemos que imprimir la imagen de la estantería (la podéis ver abajo) en el tamaño que deseemos (está en alta calidad y podéis descargarla haciendo clic en ella). A continuación, hay que imprimir varias copias de los lomos de los libros que veis al final del post. Es importante que los imprimáis en el mismo tamaño que hayáis impreso la estantería. Luego, pegamos la estantería en un lugar visible de la clase y dejamos los diferentes lomos de los libros recortados en un sitio al que nuestros alumnos tengan fácil acceso. Cada vez que un alumno lee un libro, colorea un lomo, escribe el título del libro, su nombre y lo pega en la estantería. De una manera muy visual sabremos todos los libros que la clase ha leído durante cada uno de los trimestres y podemos aprovechar para que los recomienden a sus compañeros. Los niños suelen fijarse en los libros que hay pegados y es muy bonito ver cómo se acercan a algún compañero para preguntarle por el libro que ha leído y para pedírselo prestado."