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in title, tags, annotations or urlgrowing changing learning creating: Breaking the brain rules - 0 views
Developing Minds Inc - 0 views
Spotlight: Free Social Media Tools for Educators : April 2008 : THE Journal - 0 views
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While most districts are still tackling Web-based collaboration tools from pedagogical and security perspectives, a large number of teachers are already out there using these tools to supplement instruction, engage learners, and encourage their students to become producers of information, as well as consumers of it. In other words, they're experimenting. And here are some of the free tools they're using to do it.
From the Annointed Few to the Collective Many - 0 views
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the Internet has morphed from a presentation medium to an interactive platform in just a few years
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a leading web analysis site
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Business people and management should read this article about the transformation of business by using workplace communities. "Workplace communities are designed to solve workplace-related challenges" -- they focus on tasks. I would find it interesting to see a business REALLY use technology to change things. Having the business in a business network (OK a NING) and let people tag their posts with the business related PROBLEMS they are having and blog, video, or photograph it-- the tag cloud would tell the business IMMEDIATELY what the problems are in the company. The problem with this model is that there are few corporate executives who REALLY want to know the problems within their organizations. They don't want to be problem solvers, just opportunity creators. However, when managers open their eyes (and I'm a former General Manager myself) and see that two things give business opportunity: problem solving and innovation. And they are directly related. True innovation solves problems. Read this article and think about how you may solve problems using the networks you may now create. If you don't want everyone to know, keep it private and only allow people in your company in.
Effects of Technology on Classrooms and Students - 0 views
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Students clearly take pride in being able to use the same computer-based tools employed by professionals. As one teacher expressed it, "Students gain a sense of empowerment from learning to control the computer and to use it in ways they associate with the real world." Technology is valued within our culture. It is something that costs money and that bestows the power to add value. By giving students technology tools, we are implicitly giving weight to their school activities. Students are very sensitive to this message that they, and their work, are important.
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When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information.
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When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast.
Hoover Institution - Education Next - How Do We Transform Our Schools? - 0 views
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This is an interesting article, but I think they are missing something. "The Current Labor Instensive System" is going to be the engine of disruption in online learning, not stand-alone, "smart", adaptive "Computer-Based Learning." Teachers and students empowered with smaller, quicker disruptive technologies (twitter, ustream, blog and wikis) will be the "disruptive" engine. It may not be in K-12 education either. The place to look is adult education online.
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Education Week's Digital Directions: Building Gaming Into Science Education - 0 views
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"I've had teachers tell me,” says Eklund, “that after they introduced the game to their students, the classroom went completely silent because all of the kids were just reading." "You just don't get that kind of engagement and involvement with the story" with a textbook, he says.
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A report written by researchers about The River City Project for a 2006 conference concluded "that students learned biology content, that students and teachers were highly engaged, that student attendance improved, that disruptive behavior dropped, that students were building 21st-century skills in virtual communication and expression, and importantly, that using this type of technology in the classroom can facilitate good inquiry learning."
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Technology brings 'new P.E.' to schools - 0 views
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Technology brings 'new P.E.' to schools School districts compete for grants that bring more interactive, information-based curriculum to gym classes
Can You Use Aids To Help Conversations? | Mobile Technology in TAFE - 0 views
Calaméo: Publish and share documents - 0 views
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Upload all major file formats and convert them into online publications. Can be used to: -Create digital books, e-zines, etc. -Students can become "published" authors -Alternative strategy for reports and presentations -Develop and share tutorials, study guides, etc. -Embed projects into a class site, blog or wiki -Connect with others that share your interests
Speak out and share your vision for education reform » Moving at the Speed of Creativity - 0 views
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t’s possible (and often happens) to spend an entire teaching career having no real contact with what’s happening in businesses and organizations outside of academia, making it more difficult for teachers to connect what happens in their classrooms to the real world.
ALA TechSource | The Digitally Re-Shifted School Library: A Conversation with Christopher Harris - 0 views
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I also believe that a very important step lies in getting library boards, school boards, and other trustees/governing bodies on board with Web 2.0 ideas as well as the changes we are discussing here.
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I think school libraries will also need to work to firmly re-establish themselves as the foundation of instructional practice. The library space will become more flexible, perhaps moving toward the idea of a university-like information commons with mainly digital non-fiction and reference collections, but still possessing high-quality fiction and picture-book sections. School libraries can work to embrace new technologies and become the iPod content hubs as well as the place for books. The school librarian will also become more flexible – moving in and out of the library and classrooms as a curriculum and instructional pedagogy-consultant teacher. As education works to meet the needs of the so-called "21st-century learners," school librarians will have a key role in supporting an increased demand for information literacy and knowledge management throughout the content areas.
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Collaboration and Community Constituents: An investigation into the key elements that build, nurture and sustain a collaborative learning community in networked spaces - 0 views
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They see the broad difference between the two as being the amount of self-determination or self-direction; with cooperative learning being very much teacher-controlled and collaborative learning being learner-controlled.
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However, experientially I believe that what distinguishes collaboration from cooperation comes down to exactly what is shared. When cooperating, it is only physical resources (objects, time, money) or intellectual resources (knowledge, expertise) that are shared. Whereas when collaborating, in addition to these shared physical and intellectual resources, are shared goals, responsibilities, values, beliefs and attitudes. Some of these intellectual resources (both cognitive and affective) may become shared through the practice of cooperation but with collaboration they are factored in from the start. From this collaborative sharing comes synergy which adds value by producing something new and unique.
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There is another important area that needs to be addressed with collaborative learning software which is related to communication; namely knowledge construction. It has been noted by researches that threaded discourse, of the type found in Lotus Notes and the majority Web-based conferencing software, actually works against convergent thinking processes over time (Hiltz, 1986; Harassim, 1990; Eastmond, 1994). It is found that this can have "a negative effect both on the learner's efforts to synthesize ideas, and on collaborative processes which become increasingly fragmented as discussion threads and individual interests diverge." (Hewitt, 1997).
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Thinkuknow - 8-10 - Cyber Cafe - 0 views
Change Agency - Advocating a better education system for the 21st Century. » Ustreaming Convocation on Education 2008 - Tech Notes - 1 views
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Equipment: 1 Apple MacBook Pro 1 Canon Elura DV Camera 1 Logitech QuickCam Pro 9000 (webcam) Software: Ustream (web-based) CamTwist
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Ustream Set-up: After clicking on “Broadcast Now”, I made the following adjustments to the controls: Video Source = CamTwist (note: CamTwist had to be already running in order to do this.) Audio source = Logitech QuickCam Pro 9000 (The audio from the webcam sounded better than the audio from the built-in microphone. The “built-in audio input” didn’t seem to work for my configuration even though I did have a nice mic plugged into the input on my computer ) I adjust the audio and video quality as needed, and under “advanced” features I increased the frame-rate for the video since I was connected via ethernet cable (not recommended if connected wirelessly.)
ISTE | Project-Based Learning - 0 views
Raise Your Hands (Techlearning blog) - 0 views
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Thus, this article isn't another push for organizations to embrace a collaborative learning culture. It is a push for teachers to stop waiting for the organization and become a collaborative professional learner by changing fundamental behaviors inhibiting this and embracing action items that will allow it to happen.
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This is like the "skunkworks" idea in R&D divisions of big companies. Employees work together on their own time, sometimes secretly, to develop product ideas. if the manager finds out, he might turn a blind eye as long as it doesn't interfere with regular work. Some more enlightened companies build in time for this kind of entrepreneurial behavior.
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The number one skill that teachers will need is to be team-based, collegial, sharing their knowledge and wisdom.
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