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Reo McBride

EBSCOhost: The Relationship Between Different Measures of Oral Reading Fluency and Rea... - 0 views

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ebscohost relationship measures oral reading fluency rea

shared by Reo McBride on 14 Feb 13 - No Cached
  • Reo McBride on 14 Feb 13
     
    "The Relationship Between Different Measures of Oral Reading Fluency and Reading Comprehension in Second-Grade Students Who Evidence Different Oral Reading Fluency Difficulties. "
chris deason

Final Presentation Action Research Great Testament - 2 views

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presentation final technology

shared by chris deason on 14 Oct 10 - No Cached
  • chris deason on 14 Oct 10
     
    Maintaining student engagement within large lecture environments has never been an easy proposition. This 6-month study analyzed student surveys and test scores taken before and after the implementation of a variety of digital technologies designed to increase engagement and retention in lecture settings. While student responses indicated an appreciation for the inclusion of multimedia within daily lessons, this study found no statistical evidence that such resources increase student achievement. A review of the literature suggests that the lack of observable gains in student grades after implementation could be related to an uncoordinated deployment of said technologies. The author intends to repeat this analysis in the coming school year with a more considered deployment of multimedia and Internet based resources.
chris deason

HippoCampus: Online Content In and Out of Class | MindShift - 0 views

mindshift.kqed.org/...ne-content-in-and-out-of-class

hippocampus content online

shared by chris deason on 23 Feb 11 - No Cached
  • chris deason on 23 Feb 11
     
    "Technology is revolutionizing the world of education - replacing familiar classroom tools and changing the way we learn. MindShift will explore the future of learning in all its dimensions - covering cultural and technology trends, groundbreaking research, education policy and more. The site is curated by Tina Barseghian, a former editor of Edutopia and the mother of a grade-schooler."
chris deason

Engrade - Free Online Gradebook - 0 views

www.engrade.com

classroom grading engrade technology education web2.0 teaching

shared by chris deason on 27 Sep 10 - Cached
  • chris deason on 27 Sep 10
     
    Engrade - Free Online Gradebook
Andrew Barras

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

education abundance technology nell

shared by Andrew Barras on 03 Sep 10 - Cached
  • While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.
  • This new media environment can be enormously disruptive to our current teaching methods and philosophies.
  • Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
  • ...12 more annotations...
  • Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room.
  • The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
  • Most of our assumptions about information are based on characteristics of information on paper.
  • Even something as simple as the hyperlink taught us that information can be in more than one place at one time
  • Blogging came along and taught us that anybody can be a creator of information.
  • Wikipedia has taught us yet another lesson, that a networked information environment allows people to work together in new ways to create information that can rival (and even surpass) the content of experts by almost any measure.
  • Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
  • It is like continuously working with thousands of research associates around the world.
  • Unfortunately, many teachers only see the disruptive possibilities of these technologies when they find students Facebooking, texting, IMing, or shopping during class.
  • We have had our why's, how's, and what's upside-down, focusing too much on what should be learned, then how, and often forgetting the why altogether.
  • All of this vexes traditional criteria for assessment and grades. This is the next frontier as we try to transform our learning environments.
  • Content is no longer king, but many of our tools have been habitually used to measure content recall.
  • Andrew Barras on 03 Sep 10
     
    Great article about the abundance of information
chris deason

Gradebook - 0 views

www.learnboost.com

gradebook Grading Web2.0 assessment tools

shared by chris deason on 08 Oct 10 - No Cached
  • chris deason on 08 Oct 10
     
    Learnboost free gradebook
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