Group items tagged interactives - educators

Teachers.Net - TEACHERS.NET GAZETTE - Teachers.Net Gazette provides news from Teachers.... - 0 views

shared by Dean Mantz on 19 Aug 08 - Cached

National Library of Virtual Manipulatives - 0 views

nlvm.usu.edu education familymathnight geometry interactive learning manipulatives math mathematics olshasp

shared by anonymous on 05 Jun 08 - Cached

Funschool - Fun and Educational Games and Activities for Kids - 0 views

funschool.kaboose.com/index.html fun education funschool interactive

shared by Cerese Godfrey on 19 Nov 08 - Cached

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Educational Games - 0 views

nobelprize.org/educational_games science education interactive educational Nobel all_teachers

shared by Ted Sakshaug on 23 Mar 09 - Cached

ExploreLearning - Interactive Math and Science Simulations. - 0 views

www.explorescience.com math science

shared by adina sullivan on 15 Apr 08 - Cached

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Australian Flexible Learning Framework - Home - 0 views

www.flexiblelearning.net.au/...go

shared by Paul Wray on 04 Jun 08 - Cached

Interactivate: Activities - 0 views

www.shodor.org/...activities interactive math

shared by adina sullivan on 06 May 08 - Cached

SCIENCE U - 0 views

www.scienceu.com interactive math science

shared by adina sullivan on 07 Apr 08 - Cached

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ITFORUM Paper 1 - 0 views

itech1.coe.uga.edu/...paper1.html

shared by Michael Stevenson on 21 Sep 08 - Cached

In fact, it is difficult, if not impossible, to isolate the effects of the affordances of technologies.
- Michael Stevenson on 21 Sep 08
  
  Sometimes working out exactly what the affordances of technoligies are is the biggest challenge.
  
  <div class="cArrow"> </div><div class="cContentInner">Sometimes working out exactly what the affordances of technoligies are is the biggest challenge.</div>
  
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Rather than using technologies by educational communications specialists to constrain the learners' learning processes through prescribed communications and interactions, the technologies are taken away from the specialists and given to the learner to use as media for representing and expressing what they know.
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- Michael Stevenson on 21 Sep 08
  
  How much instructional learning is too much? Up to a point, we need it to model good use of ICT, but not to the point where the terms of that use are so constrictive as to discourage multilateral thinking around ICT use.
  
  <div class="cArrow"> </div><div class="cContentInner">How much instructional learning is too much? Up to a point, we need it to model good use of ICT, but not to the point where the terms of that use are so constrictive as to discourage multilateral thinking around ICT use. </div>
  
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Cognitive tools actively engage learners in creation of knowledge that reflects their comprehension and conception of the information rather than focusing on the presentation of objective knowledge.
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Constructivist models of instruction strive to create environments where learners actively participate in the environment in ways that are intended to help them construct their own knowledge, rather than having the teacher interpret the world and insure that students understand the world as they have told them.
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Computers support reflective thinking, Norman contends, when they enable users to compose new knowledge by adding new representations, modifying old ones, and comparing the two. Those are the purposes of cognitive tools.
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In other words, when students work WITH computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning. The results of an intellectual partnership with the computer is that the whole of learning becomes greater than the sum of its parts.
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Learners should be responsible for recognizing and judging patterns of information and then organizing it, while the computer system should perform calculations, store, and retrieve information.
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what to do with all of the instructional designers...
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