Group items tagged

The capabilities team didn’t trust organic growth and believedd that if they just to put the wiki “out there,” it might not work.  In order to make the wiki successful, the team

Eventually, each time someone would email something that would be better served on the wiki, they were instructed to place it there under the appropriate wiki page.  But how did Vistaprint know what content was being shared via email in the first place?

his was a gradual process but overtime Vistaprint started to see internal social pressure to put things on the wiki.

You market, and your students share, books using social networking tools like Shelfari, Good Reads, or LibraryThing.

Your students blog or tweet or network in some way about what they are reading

You review and promote books in your own blogs and wikis and other websites. (Also Reading2.0 and BookLeads Wiki for book promotion ideas)

1- Create and edit  digital audio

2- Use Social bookmarking to share resources with and between learners

3- Use blogs and wikis to create online platforms for students

Develop guidelines for use and share with your staff. Update your acceptable-use policy as well as personnel policies to reflect the district’s position on appropriate use of social networking sites. For ideas, check out the Social Media Guidelines for Schools wiki (http://socialmediaguidelines.pbworks.com). Many of the ideas presented here are adapted from this resource, which is meant to be shared and expanded as new information becomes available.

reate an official site for your school or district. To protect others’ privacy, set it up as a fan page so people can post comments or become a fan without giving you access to their personal pages. Commit staff time or resources to daily updates. Keep the tone conversational, but represent your organization and your position respectfully and responsibly. According to Pew Research, “44 percent of online adults have searched for information about someone whose services or advice they seek in a professional capacity.”

I am a firm believer that asking teachers to do more with technology is the wrong approach to renewal, unless you are removing old habits, old methods and genuinely improving outcomes.

I am currently collaborating with two of our English teachers to co-design and co-teach research and content creation for digital research projects.   Susan Lester (10th Honors World American Literature/Composition) and I began our project about three weeks ago (read more in this blog post), and I’ll be working with John Bradford (11th Honors American Literature/Composition) as of Tuesday for the next month or so on his twist on the project (more details coming soon).  In both of our collaborative projects, we felt our students were not quite ready  in terms of skill sets or prior learning experiences to completely open up the possibilities for a digital research “paper” or project although students do have creative latitude in choosing and designing their multigenre elements that will be integrated into the wiki based “text”; students also have the option to integrate multimedia into each section of their wikified “papers”.

the three of us  felt torn in wanting to open up the options and not setting up students for utter frustration (to the point many would completely shut down) in terms of combining two advanced skill sets (new research skills and content are being introduced);

Instead of writing traditional book reports, her students created video book trailers, in the style of movie trailers, which summarized their readings but also analyzed deeper themes.

“I want them thinking critically about the transitions they’re including, the font choices they’re including, the color selection, the music,” Beach said. “All of that is tying into their analysis of that story.”

On a departmental level, she is instrumental in running the English teachers’ wiki, a collaborative website for sharing ideas and teaching materials.