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anonymous

Teacher Development: Fueling Teachers to Go High-Tech | Edutopia - 21 views

www.edutopia.org/teacher-development-technology

tech_integration professional_devel

shared by anonymous on 27 May 10 - Cached
  • anonymous on 27 May 10
     
    How one elementary school trains and supports its staff to blaze a new digital trail.
Kathy Benson

Some educators question if whiteboards, other high-tech tools raise achievement - 29 views

www.washingtonpost.com/...AR2010061005522.html

4etits iwb techintegrator

shared by Kathy Benson on 13 Jun 10 - Cached
  • David Warlick on 13 Jun 10
     
    Under enormous pressure to reform, the nation's public schools are spending millions of dollars each year on gadgets from text-messaging devices to interactive whiteboards that technology companies promise can raise student performance.
  • Bob Plants on 14 Jun 10
     
    Great article David. I just posted it to my facebook. I've been saying this for a very long time. Of course when I got to this campus there are white boards in almost every instructional venue.
  • Kathy Benson on 29 Jun 12
     
    Post article against spending money on iwb - I disagree.
David Wetzel

5 Benefits for Creating a Classroom Environment for Student Blogs - 15 views

www.suite101.com/...ment-for-student-blogs-a285167

5 benefits for student blogs online learning integrating technology differentiated instruction with techmology education resources tools web2.0

shared by David Wetzel on 13 Sep 10 - No Cached
  • David Wetzel on 13 Sep 10
     
    Benefits for creating a classroom environment for student blogging begin with establishing a foundation for their success. Why is this important? Integrating blogs transforms a classroom into a learning community where students become self-directed learners and thinkers. This in turn, causes students to use higher order thinking skills as they create and post entries in their blogs, along with commenting on other student's blogs.
David Wetzel

What Does the Online Digital Footprint in Your Classroom Look Like? - 20 views

www.teachscienceandmath.com/...nt-in-your-classroom-look-like

digital tools footprint integrating technology resources web2.0 science teach and math blogs online learning instruction

shared by David Wetzel on 13 Sep 10 - No Cached
  • David Wetzel on 13 Sep 10
     
    In contrast to the digital footprint you use for your personal learning network, this focus is on the online digital footprint students' use in your science or math classroom. The power of a well designed digital footprint brings the capacity to transform a classroom into an online learning community. Within this community your students use digital tools to create and develop a personal learning network.
anonymous

Woogi World - Teaching kids Internet safety, life values, and fun! - 2 views

www.woogiworld.com

internetsafety kids elementary

shared by anonymous on 27 Sep 08 - Cached
  • Vicki Davis on 27 Sep 08
     
    Amanda Stone and the teachers in Hoover City use this to teach internet safety. They have to pass certain courses. The teachers set up the student accounts and the teachers manage their own classroom -- controlling their buddy lists and everything. The teachers connect w/ their students on the weekends and off times w/ their kids. Great entry to a virtual world!!! It bans them if they do innappropriate things -- so their goal for 5th grade is to get zero bans for the year. The teacher can control it. Each student have their own woogie -- eg. Davisteacher would be me -- my students would be davis1 davis2, etc. Pretty cool.
  • Vicki Davis on 27 Sep 08
     
    Great place to teach digital citizenship, highly recommended by Amanda Stone, instructional technology coach in Hoover City, AL.
  • Angela Maiers on 28 Sep 08
     
    This is fantastic!
Michael Walker

Education Week's Digital Directions: Digital Tools Expand Options for Personalized Lear... - 9 views

www.edweek.org/...02customlearning.h03.html

Personalized Learning tools

shared by Michael Walker on 05 Feb 10 - Cached
  • latest technology tools
  • promise to ease the challenges
  • differentiating instruction more creatively and effectively
  • ...2 more annotations...
  • flexible and dynamic working environment
  • computer-based and face-to-face learning options customized for each student
Dean Mantz

Panther Country » Looking ahead; part I - 2 views

blogs.cds.ed.cr/...looking-ahead-part-i

Harry Grzelewski principal Looking Ahead 21st century learning change education administrator all_teachers bestpractices edu_trends technology

shared by Dean Mantz on 19 Apr 10 - Cached
  • Dean Mantz on 19 Apr 10
     
    HS principal, Harry Grzelewski, expresses his view on 21st Century Learning and instruction.
Ben Rimes

A Call for Technology Leadership - 2 views

www.districtadministration.com/viewarticle.aspx

shared by Ben Rimes on 12 Jan 11 - No Cached
  • “We have quite a distance to stretch in assessment,” adds Moran, although her district recently installed an instructional system from Schoolnet that provides rubrics for more open-ended tasks and allows teachers to score them accordingly.
    • Ben Rimes
      Ben Rimes on 12 Jan 11
       
      I wonder how many districts know exactly what they want out of their assessments, and how many have a good general idea, but then have their notions blown away when looking at all of the assessment tools available today.
Maggie Verster

eSN Special Report: 21st-Century Teacher Education - 0 views

www.eschoolnews.com/...index.cfm

21st century learning teacher education Education school2.0 reports

shared by Maggie Verster on 28 Jul 09 - Cached
  • Maggie Verster on 28 Jul 09
     
    Responding to a key need, schools of education are ramping up efforts to prepare future teachers to integrate technology into their instruction
Dean Mantz

Mathtrain.TV   Probability with Ben and Jerry - 0 views

mathtrain.tv/play.php

mathtrain mathtrain.tv video instruction education mathematics all_teachers bestpractices curriculum math web2 elementary middleschool technology

shared by Dean Mantz on 08 Jul 09 - Cached
  • Dean Mantz on 08 Jul 09
     
    Free education videos created by students for students on a variety of mathematical concepts.
Roland O'Daniel

Collaborize Classroom - Online Education Technology for Teachers and Students - 21 views

collaborizeclassroom.com

collaborize classroom e-learning instruction lms

shared by Roland O'Daniel on 21 Jun 11 - No Cached
  • Roland O'Daniel on 21 Jun 11
     
    Can they take on Blackboard or Moodle? Interesting layout and design. I've not used with students, but they are trying to make a presence at ISTE this summer.
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
Walter Antoniotti

Response to Class Project Over 100 BUT - 3 views

No one e-mail with questions. I added a contest, made instruction clearer. Plus I added Turning Points in American History to the projects page. http://www.textbooksfree.org/Turning%20Points%20in%...

all_teachers history technology

started by Walter Antoniotti on 15 Aug 16 no follow-up yet
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