A community of users who discuss the site and offer suggestions and even tips on how to use it. Don't forget to get the addon for Google. See both results on one page: https://addons.mozilla.org/en-US/firefox/addon/12006
There is a lot in this: how her class handled a setback created inadvertently by Google, how their teacher laid down the rules and gave tuition on internet safety right up front, how their other teachers are learning from Miller and her classmates, and a lot more.
Do your students really know how to use Google? It was one of many questions presented to educators at this year's 23rd annual Technology and Innovation in Education conference at the Rushmore Plaza Civic Center.
writing is moving into the public sphere. Most writing that is published electronically is, by nature, works in progress. We post, we receive feedback (solicited or not) and we often rewrite or reconceptualize. In this way, teaching collaborative writing explicitely is crucial.
For me, the value of collaborative writing does not lie in the product but in the process; students are challenged to think critically, negotiate tactfully and engage meaningfully in a real life skill. The learning is layered and seamless.
when I first starting incorporating technology into my teaching repetoire, I must admit that it was the driving force of the lesson. In this way, I was trying to teach tech...which is not my area of expertise. However, when I finally figured out that I was not a tech teacher but rather someone who was using technology as a means to teach the skills and processes that have always been important to me...everything seemed so much more focussed and doable.
...writing is moving into the public sphere. Most writing that is published electronically is, by nature, works in progress. We post, we receive feedback (solicited or not) and we often rewrite or reconceptualize. In this way, teaching collaborative writing explicitely is crucial.
For me, the value of collaborative writing does not lie in the product but in the process; students are challenged to think critically, negotiate tactfully and engage meaningfully in a real life skill. The learning is layered and seamless.
Here a student simply highlights the information she needs to review later in her document (wiki, MS Word, presentation, etc.) in order to analyze the information for her needs.
By gathering the information needed, the student is able to synthesize the ideas into his/her own connections
In addition, after students write online (Google Docs, Wikis), the teacher can “Diigo” feedback. What was well done in the writing? What still needs improvement? This fifth grade student read the first annotation about the need to add examples.
Through individual or collaborative Diigo annotations, students connect to facts in ways that allow comprehension and connections that deepen their understanding. Through Diigo annotations for feedback, students easily understand what aspects of their writing need improvement. Diigo is our friend in the writing classroom.
Here a student simply highlights the information she needs to review later in her document (wiki, MS Word, presentation, etc.) in order to analyze the information for her needs.
...Through individual or collaborative Diigo annotations, students connect to facts in ways that allow comprehension and connections that deepen their understanding. Through Diigo annotations for feedback, students easily understand what aspects of their writing need improvement. Diigo is our friend in the writing classroom.