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Lucy Gray

Google Teachers Academy: Chicago - 86 views

Please pass on the following information to friends and colleagues who might be interested in this free training opportunity from Google. Thanks, -- Lucy Gray Lead Technology Coach The Universit...

chicago education gct google gta k12 training

started by Lucy Gray on 09 Aug 08 no follow-up yet
Lisa Thumann

Google Teacher Academy: New York - Applications Open - 80 views

As seen in the latest Google Teacher Newsletter: "Thanks to all of you who have expressed interest in attending the next Google Teacher Academy, which we mentioned in our last newsletter. As prom...

gct google gta teachers training

started by Lisa Thumann on 21 Sep 08 no follow-up yet
Dennis OConnor

The Essential Role of Information Fluency in E-Learning and Online Teaching | The Sloan... - 0 views

  • I've been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You'll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.) I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.
  • Curiously, most educators think they are competent searchers and evaluators, when they are really just beginners. Their disposition is to ask for help rather than search for answers. With simple instruction many radically improve their ability to search, and evaluate. This is empowering and greatly increases learner satisfaction. Instruction in copyright and fair use is also part of the program.
  • As online teachers and learners we work in a computer where information is just a few keystrokes away.
  •  
    I've been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You'll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.) I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.
Lucy Gray

Google For Educators - 7 views

  • 7/1/10Google Apps for Education Teacher Training Find step by step instructions and guided tutorials for using all the products in the Google
Dennis OConnor

ALA | Interview with Keith Curry Lance - 9 views

  • A series of studies that have had a great deal of influence on the research and decision-making discussions concerning school library media programs have grown from the work of a team in Colorado—Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell (2000).
  • Recent school library impact studies have also identified, and generated some evidence about, potential "interventions" that could be studied. The questions might at first appear rather familiar: How much, and how, are achievement and learning improved when . . . librarians collaborate more fully with other educators? libraries are more flexibly scheduled? administrators choose to support stronger library programs (in a specific way)? library spending (for something specific) increases?
  • high priority should be given to reaching teachers, administrators, and public officials as well as school librarians and school library advocates.
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  • Perhaps the most strategic option, albeit a long-term one, is to infiltrate schools and colleges of education. Most school administrators and teachers never had to take a course, or even part of a course, that introduced them to what constitutes a high-quality school library program.
  • Three factors are working against successful advocacy for school libraries: (1) the age demographic of librarians, (2) the lack of institutionalization of librarianship in K–12 schools, and (3) the lack of support from educators due to their lack of education or training about libraries and good experiences with libraries and librarians.
  • These vacant positions are highly vulnerable to being downgraded or eliminated in these times of tight budgets, not merely because there is less money to go around, but because superintendents, principals, teachers, and other education decision-makers do not understand the role a school librarian can and should play.
  • If we want the school library to be regarded as a central player in fostering academic success, we must do whatever we can to ensure that school library research is not marginalized by other interests.    
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    A great overview of Lance's research into the effectiveness of libraries.  He answers the question: Do school libraries or librarians make a difference?  His answer (A HUGE YES!) is back by 14 years of remarkable research.  The point is proved.  But this information remains unknown to many principals and superintendents.  Anyone interested in 21st century teaching and learning will find this interview fascinating.
David McGavock

Google Apps for Education Certification Program - 1 views

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    "Become an Apps-Certified Trainer Demonstrate your expertise at helping schools make the most of Google Apps by joining the Google Apps for Education Certification program. Certified Trainers are recognized by Google as having proven expertise and experience in delivering high-quality teacher training and professional development course materials to schools of all sizes."
Elizabeth McCarthy

Why Schools Are Turning to Google Chromebooks | EdTech Magazine - 24 views

  • the Chromebook is a unique class of personal computer that combines the functionality of a traditional notebook computer with the convenience of a pure-cloud client in a device the size of a netbook.
  • "They're easy to set up: Just press 'control, alt, e,' and they're ready for a student," Millin says. "And they're easy to administer. There's no worry about students downloading viruses or unwanted software. Plus, the management console permits blacklisting sites or apps and enables pushing specific apps to specific devices."
  • "We found that the Chromebook's more reliable operation significantly reduced time lost in the classroom due to PC downtime, help desk calls and operating system maintenance,"
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  • As long as students have Google ­accounts, she says, "they can use a Chromebook, a lab PC or even the smartphone in their pocket."
  • Update Wi-Fi access. "Have sufficient bandwidth to keep your students from getting frustrated,"
  • Commit to Google Apps for Education.
  • Train teachers up front.
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