Skip to main content

Home/ IICTI-Winter14/ Group items tagged education

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Kendra Spira

Mobile learning at the tipping point - 2 views

www.tojet.net/...10427.pdf

mobile technology digital citizenship

shared by Kendra Spira on 08 Feb 14 - No Cached
  • Kendra Spira on 09 Feb 14
     
    This article covers a wide variety of issues surrounding mobile technologies in the classroom and delves into how mobile technologies will affect society as a whole. It discusses how and why educators are gradualists at heart and why many are hesitant/resistant to introducing mobile technologies in the classroom. It also discusses how mobile technology is unstoppable and is changing the learner. "Our current educational system is obsolete and we as educators will become obsolete if we do not realize that we must embrace the changes that are upon us in how, where and why students learn." "Learners through the use of mobile learning, blended learning, and e-textbooks in socially-based, un-tethered, and digitally rich learning are being educated without us as the TEACHER." The article discusses how our job as educators is to Enable, Engage, and Empower students and defines some responsibilities for us as educators around developing the "rules" around how and when students, and therefore society, uses mobile technology. An interesting discussion of how digital citizenship is impacted by mobile technology is also contained. Interestingly enough the article also acknowledges the burdens and issues that mobile technology is placing directly on teachers both financially and with respect to their workload. Overall a thorough overview of the impact of mobile technology on the future of education. Having issues with annotations in diigo so I annotated it in Google Read & Write.
Amanda Berry

Educational Blogging (EDUCAUSE Review) | EDUCAUSE.edu - 2 views

www.educause.edu/...educational-blogging

blog blogging classroom education

shared by Amanda Berry on 28 Jan 14 - No Cached
  • "virtual extension of the classroom."
  • support tool to promote reflective analysis and the emergence of a learning community that goes beyond the school walls."
  • the events of September 11 brought home to me the immediacy of blogging.
  • ...24 more annotations...
  • ‘logs’ all the other webpages she finds interesting.
  • Personal journals, or online diaries,
  • Blog now refers to a Web journal that comments on the news—often by criticizing the media and usually in rudely clever tones—with links to stories that back up the commentary with evidence."
  • Blog posts are short, informal, sometimes controversial, and sometimes deeply personal, no matter what topic they approach."
  • Though consisting of regular (and often dated) updates, the blog adds to the form of the diary by incorporating the best features of hypertext: the capacity to link to new and useful resources. But a blog is also characterized by its reflection of a personal style, and this style may be reflected in either the writing or the selection of links passed along to readers. Blogs are, in their purest form, the core of what has come to be called personal publishing.
  • First, teachers use blogs to replace the standard class Web page
  • instructors begin to link to Internet items that relate to their course
  • Third, blogs are used to organize in-class discussions
  • The student who usually talks very loud in the classroom and the student who is very timid have the same writing space to voice their opinion. It puts students in a situation of equity."
  • Fourth, some instructors are using blogs to organize class seminars and to provide summaries of readings.
  • "group blogs"
  • fifth, students may be asked to write their own blogs as part of their course grade.
  • Blogging software breaks down into two major categories: hosting services and installed applications.
  • (http://www.blogger.com),
  • (http://www.livejournal.com),
  • weblogs break down barriers. They allow ideas to be based on merit, rather than origin, and ideas that are of quality filter across the Internet, "viral-like across the blogosphere." Blogs allow readers to hear the day-to-day thoughts of presidential candidates, software company executives, and magazine writers, who all, in turn, hear opinions of people they would never otherwise hear.3
  • writing weblogs is not for everybody.
  • It merely means that you participate in a different way.
  • What happens when a free-flowing medium such as blogging interacts with the more restrictive domains of the educational system? What happens when the necessary rules and boundaries of the system are imposed on students who are writing blogs, when grades are assigned in order to get students to write at all, and when posts are monitored to ensure that they don’t say the wrong things?
  • No matter how much we want to spout off about the wonders of audience and readership, students who are asked to blog are blogging for an audience of one, the teacher."
  • unconstrained
  • "great value in terms of developing all sorts of critical thinking skills, writing skills and information literacy among other things. We teach exposition and research and some other types of analytical writing already, I know. Blogging, however, offers students a chance to a) reflect on what they are writing and thinking as they write and think it, b) carry on writing about a topic over a sustained period of time, maybe a lifetime, and c) engage readers and audience in a sustained conversation that then leads to further writing and thinking.
  • As soon as these activities are put into the context of school, focused on topics the students are unlikely to care about much, they automatically lose a level of authenticity and engagement. These disengaged students (non-writers and writers alike) won’t get the main benefits of true reflective learning no matter how good the instruction and tools are."
  • Blogging is about, first, reading. But more important, it is about reading what is of interest to you: your culture, your community, your ideas. And it is about engaging with the content and with the authors of what you have read—reflecting, criticizing, questioning, reacting. If a student has nothing to blog about, it is not because he or she has nothing to write about or has a boring life. It is because the student has not yet stretched out to the larger world, has not yet learned to meaningfully engage in a community. For blogging in education to be a success, this first must be embraced and encouraged.
  • Amanda Berry on 28 Jan 14
     
    While slightly outdated, the article provides many crucial thinking points for educators who are interested in initiating a blog in their classroom(s). Educational Blogging is meant to be a "virtual extension of the classroom", but is most effective when students are allowed to read and write about what interests them. This article argues that when students are assigned a topic to discuss, with a main audience (the teacher), that they become disengaged, and their blogging becomes less authentic. Questions worth considering about blogging include: "What happens when a free-flowing medium such as blogging interacts with the more restrictive domains of the educational system? What happens when the necessary rules and boundaries of the system are imposed on students who are writing blogs, when grades are assigned in order to get students to write at all, and when posts are monitored to ensure that they don't say the wrong things?" Some suggestions for blogging software/tools are made in this article, but might not be relevant anymore. However, the point that blogging can develop critical thinking, writing, and reading skills, remains pertinent.
  • Brenda Sherry on 30 Jan 14
     
    Crazy that it could be outdated but that's how fast things change! Stephen Downes is one of the first ever bloggers!! and he is from Moncton NB and the National Research Council of Canada. He and George Siemens created the concept of Connectivism and created the first MOOC ever! (Massively Open Online Course) He is one famous Canadian dude in the tech world!
Cindy Brown-Leigh

CITE Journal Article - If we didn't have the schools we have today... - 0 views

www.citejournal.org/...article1.htm

education technology change

shared by Cindy Brown-Leigh on 27 Jan 14 - Cached
  • Cindy Brown-Leigh on 27 Jan 14
     
    Article: If We Didn't have the schools we have today, would we create the schools we have today? Although a bit dated with references to CD Roms etc. (circa 2000), this article is talking about the difference between how we prepare our educators and the actual way students learn in a globally aware and connected world. We continue to base our public school system on the industrial age model where teachers are expected to know information, then parcel it out to students in a conscripted and linear manner. This article argues that today's learners have gone so far beyond this model, it's incredible that schools exist in the same way as they did for the last century. If engineers or doctors still operated the same way they did 100 years ago, they would have no credibility. Why then, do schools systems insist on continuing with the status quo. If we had the chance (if we weren't paid by provincial governments) would we still create the school system we have today or would we completely overhaul it? There is a place in Canada that is trying to do just that. My daughter has been looking into applying at Quest University, a private university in Squamish, BC where the educators don't call themselves professors, they have no defined departments, and the students have significant input into the curriculum. They work on a block system where students immerse themselves in one subject entirely for a month, then move on to another subject. They may take language for September, biology for October, then calculus for November etc. This creates the opportunity to immerse themselves in a discipline and develop a much deeper level of understanding. The similarities between Quest's mandate and this article is interesting. The author states "everyone becomes a learner in a Networked Learning Community, and the distinctions between students and teachers fade away." There are three dimensions to a networked learning community and today we only use the first one. Teacher.
Brenda Sherry

Online courses - Course - 0 views

educourses.withgoogle.com/course

google courses education

shared by Brenda Sherry on 26 Jan 14 - No Cached
  • Brenda Sherry on 26 Jan 14
     
    Self-paced courses for educators by educators! 
Christine Marsden

Computers in the Classroom: Agents of Change - 0 views

www.papert.org/...ComputersInClassroom.html

shared by Christine Marsden on 28 Jan 14 - Cached
  • Within four years a pencil and a pad of paper will be placed in every single classroom of the country so that every child, rich or poor, will have access to the new knowledge technology. Meantime the educational psychologists stand by to measure the impact of pencils on learning.
  • In fact what I now understand that the Foobarian educators would actually do is not reject the pencil but appropriate it by finding trivial uses of the pencil that could be carried out within their meager resources and that would require minimal change in their old ways of doing things.
  • And the success of students like Bill in these environments shows that just as all children -- and not only those who "have a head for French" -- learn French if they live to France, so, too, all children learn mathematics if they meet it in a context that is more alive than the ordinary curriculum.
  • ...4 more annotations...
  • The differences between Bill's learning experience and what schools offer in the form of a few hours a week in a "computer lab" could fill many pages. Here I focus on just one: The computer lab fits into the structure of school by making "computer literacy" one more subject with its curriculum and its time slots while Bill's learning cut across all these structures. He had access to computers and other technologies all the time, whenever he needed them
  • Computers seem expensive because schools put them in the same budget category as pencils. The actual cost of production of a net-based computer powerful enough to support deep change in learning would certainly be less than $500 (and I believe that with a national effort we could bring it down to $200), and its expected lifetime would exceed five years. An annual cost of $100 per year is about 1.5 percent of direct expenditure on public schooling. Taking indirect costs and the social cost of educational failures into account, it is less than 1 percent.
  • We are already beginning to hear stories about the influence in classrooms of children whose access to home computers and to a home learning culture has given them a high level not only of computer expertise but also of sophistication in seeking knowledge and standards in what constitutes a serious intellectual project
  • It is 100 years since John Dewey began arguing for the kind of change that would move schools away from authoritarian classrooms with abstract notions to environments in which learning is achieved through experimentation, practice and exposure to the real world. I, for one, believe the computer makes Dewey's vision far more accessible epistemologically. It also makes it politically more likely to happen, for where Dewey had nothing but philosophical arguments, the present day movement for change has an army of agents. The ultimate pressure for the change will be child power.
  • Christine Marsden on 28 Jan 14
     
    Computers in the Classroom: Agents of Change By Seymour Papert This article appeared in The Washington Post Education Review Sunday, October 27, 1996 Seymour concluded that computers do not contribute to better learning. The computer lab fits into the structure of school by making "computer literacy" one more subject with its curriculum and its time slots. It's about access to computers and other technologies all the time, whenever needed. He has a new book, The Connected Family, He develops the idea that the computers that will be the pivotal force for change will be those outside the control of schools and outside the schools' tendency to force new ideas into old ways. He talks about the influence in classrooms of children whose access to home computers and to a home learning culture has given them a high level not only of computer expertise but also of sophistication in seeking knowledge and standards in what constitutes a serious intellectual project. The number of these children will grow exponentially in the next few years. Their pressure on schools will become irresistible.
Susan Hersey

Rethinking Learning in the Digital Age by Mitchel Resnick - 0 views

llk.media.mit.edu/...mres-wef.pdf

shared by Susan Hersey on 09 Feb 14 - No Cached
  • Susan Hersey on 09 Feb 14
     
    In the article, "Rethinking Learning in the Digital Age", Mitchel Resnick compares digital media with the creative interactive aspects of fingerpaint rather than the passive absorption of television. Like Eleanor Duckworth's article, "Helping Students Get to Where Ideas Can Find Them" he states, " that learning is an active process... people don't get ideas; they make them". To do this, he says we need to rethink how people learn with new technologies to take advantage of what these technologies can offer that older technologies could not. Learners need opportunities to become fluent with these new technology tools so that they can construct and create with them. He speaks about Computer Clubhouses as places that offer learners mentors to support them in a project based learning environment focused on the learner's interests. The creative process is the structure that uses new technology tools to actualize a significant creation. The Computer Clubhouse approach has clear connections to the two-fold approach mentioned in Duckworth 's article as well. Resnick recognizes that everything evolves; even new technologies are changing more to reflect the users of them and the purposes for them. The programable bricks sold as MindStorms is an example. He continues with stating the need to reform education with cross-curricular subject integration, grouping students by project interest rather than by age, changing the segmentation of the school day into longer blocks of time for deeper learning, as well as learning becoming not just a daylong but a lifelong experience. He concludes with the need for education to be teaching learners to be creative, innovative, and entrepreneurial with strategies and new evolving technological tools to discover the knowledge they need to create what they imagine.
Christine Marsden

Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 0 views

chronicle.com/...128789

shared by Christine Marsden on 28 Jan 14 - No Cached
  • science of attention
  • When the tape stopped, the philosopher asked how many people had counted at least a dozen basketball tosses. Hands went up all over. He then asked who had counted 13, 14, and congratulated those who'd scored the perfect 15. Then he asked, "And who saw the gorilla?"
  • I raised my hand and was surprised to discover I was the only person at my table and one of only three or four in the large room to do so
  • ...24 more annotations...
  • Attention blindness is the fundamental structuring principle of the brain, and I believe that it presents us with a tremendous opportunity
  • Fortunately, given the interactive nature of most of our lives in the digital age, we have the tools to harness our different forms of attention and take advantage of them.
  • our ability to pinpoint a problem and solve it, an achievement honed in all those years in school and beyond—may be exactly what limits us
  • Multitasking is the ideal mode of the 21st century, not just because of information overload but also because our digital age was structured without anything like a central node broadcasting one stream of information that we pay attention to at a given moment. On the Internet, everything links to everything, and all of it is available all the time.
  • So we relented and said any student could have a free iPod—just so long as she persuaded a professor to require one for a course and came up with a learning app in that course. Does that sound sneaky? Far be it from me to say that we planned it.
  • When we gave a free iPod to every member of the entering first-year class, there were no conditions. We simply asked students to dream up learning applications for this cool little white device with the adorable earbuds, and we invited them to pitch their ideas to the faculty.
  • Pod experiment
  • In the iPod experiment, we were crowdsourcing educational innovation for a digital age. Crowdsourced thinking is very different from "credentialing," or relying on top-down expertise. If anything, crowdsourcing is suspicious of expertise, because the more expert we are, the more likely we are to be limited in what we conceive to be the problem, let alone the answer.
  • The 20th century taught us that completing one task before starting another one was the route to success. Everything about 20th-century education, like the 20th-century workplace, has been designed to reinforce our attention to regular, systematic tasks that we take to completion
  • Working together, and often alongside their professors, they came up with far more learning apps for their iPods than anyone—even at Apple—had dreamed possible
  • crucial part of our brain on the Internet
  • Students who had grown up connected digitally gravitated to ways that the iPod could be used for collective learning. They turned iPods into social media and networked their learning in ways we did not anticipate.
  • iPod experiment back into the classroom. I decided to offer a new course called "This Is Your Brain on the Internet," a title that pays homage to Daniel J. Levitin's inspiring book This Is Your Brain on Music (Dutton, 2006)
  • his class was structured to be peer-led, with student interest and student research driving the design. "Participatory learning" is one term used to describe how we can learn together from one another's skills. "Cognitive surplus" is another used in the digital world for that "more than the sum of the parts" form of collaborative thinking that happens when groups think together online.
  • "collaboration by difference." Collaboration by difference is an antidote to attention blindness.
  • I had the students each contribute a new entry or amend an existing entry on Wikipedia, or find another public forum where they could contribute to public discourse
  • But it got me thinking: What if bad writing is a product of the form of writing required in college—the term paper—and not necessarily intrinsic to a student's natural writing style or thought process?
  • Research indicates that, at every age level, people take their writing more seriously when it will be evaluated by peers than when it is to be judged by teachers. Online blogs directed at peers exhibit fewer typographical and factual errors, less plagiarism, and generally better, more elegant and persuasive prose than classroom assignments by the same writers
  • They pointed out that I had used entirely conventional methods for testing and evaluating their work. We had talked as a class about the new modes of assessment on the Internet—like public commenting on products and services and leaderboards (peer evaluations adapted from sports sites)—
  • Almost instantly, students figured out that they could record lectures on their iPods and listen at their leisure.
  • I also liked the idea of students' each having a turn at being the one giving the grades. That's not a role most students experience, even though every study of learning shows that you learn best by teaching someone else
  • and mine was simply to extend the concept of peer leadership to grading
  • That says to me that we don't believe people can learn unless they are forced to, unless they know it will "count on the test."
  • If you give people the means to self-publish—whether it's a photo from their iPhone or a blog—they do so. They seem to love learning and sharing what they know with others
  • Christine Marsden on 28 Jan 14
     
    Collaborative Learning for the Digital Age By Cathy Davidson Cathy talks about attention blindness, and that it's the fundamental structuring principle of the brain, she believes that it presents us with a tremendous opportunity. Her take is different from that of many neuroscientists. Multitasking is the ideal mode of the 21st century, not just because of information overload but also because the digital age was structured without anything like a central node broadcasting one stream of information that we pay attention to at a given moment. On the Internet, everything links to everything, and all of it is available all the time. Research indicates that, at every age level, people take their writing more seriously when it will be evaluated by peers than when it is to be judged by teachers. Online blogs directed at peers exhibit fewer typographical and factual errors, less plagiarism, and generally better, more elegant and persuasive prose than classroom assignments by the same writers.
  • Christine Marsden on 28 Jan 14
     
    Sorry guys...didn't realize the annotations were posted too!...quite a lot!
David Ogilvie

PBL Guide_Project-Based Learning - 1 views

naf.org/PBL_Guide.pdf

PBL Project-Based Learning education Digital Storytelling technology collaboration

shared by David Ogilvie on 30 Jan 14 - No Cached
  • David Ogilvie on 30 Jan 14
     
    This document is a resource produced for Instructors and Coordinators related to the National Academy Foundation. It is a comprehensive overview of PBL that highlights the difference between activities vs. projects. It clarifies what PBL is vs. other forms of learning, and identifies what needs to be in place in order to complete technology-based projects. The use of Project-based Learning in the classroom also allows for the promotion of 'best practices' for classroom instruction as identified by the Foundation. The article clearly distinguishes between projects vs. activities. Types of work are presented, along with best opportunities to use PBL. The importance of many conditions being in place to support PBL cannot be underemphasised; as these may include the classroom and school environments, the community as well as parent involvement. The article presents published evidence and research that support Project-based Learning and the inquiry process. Many of the resources presented also include links to various groups and agencies that promote PBL, including The Buck Institute and the George Lucas Educational Foundation mentioned by Peter Skillen during our course on January 18th. The article discusses good project design including six powerful features of PBL (The Six A's) that should be present in all good projects, and concludes with a page of key student scaffolds to ensure project delivery. An aseptic, fact based article, but full of good, clear examples and links.
Brenda Sherry

Walking the Walk: An Educator's Perspective from All Views | Edutopia - 5 views

www.edutopia.org/...ors-perspective-lori-desautels

edutopia brain

shared by Brenda Sherry on 30 Jan 14 - No Cached
  • Brenda Sherry on 30 Jan 14
     
    Interesting since we've been talking about Brain-based learning environments in Part 2 discussions online
  • karen kelly-miller on 05 Feb 14
     
    I think that it is important that professors who are training new teachers get their "feet dirty." Education is a "people" industry. If professors base all their teaching on theories and professional articles that other people wrote, they are doing a disservice to people training in the field. One of the posts at the end of the article where a colleague was saying "Lucky you for having that opportunity..." bothered me. Why aren't they out in the field too?
Rebecca Mottin

Teaching and Tweeting: Increasing Classroom Engagement - 0 views

udsocialmedia.tumblr.com/...ncreasing-classroom-engagement

Twitter iicti technology education collaboration

shared by Rebecca Mottin on 08 Feb 14 - No Cached
  • Rebecca Mottin on 08 Feb 14
     
    This article gives some examples of using Twitter in an educational setting (University in these examples). Despite being aimed at older learners many of the strategies are ones we have discussed for elementary students. Ironically I found this via one of the horse people I follow on my personal twitter account.
Kendra Spira

http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf - 1 views

punya.educ.msu.edu/...mishra-koehler-tcr2006.pdf

tpack pedagogy teaching iicti

shared by Kendra Spira on 03 Mar 14 - No Cached
  • Kendra Spira on 03 Mar 14
     
    This article is actually a review article by the authors summarizing their own work.  It was amazing.  We had a brief introduction to TPCK in class but it is so much more that what we had looked at.  I was unable to make annotations on the pdf but I have all my annotations as a google doc if anyone wants to look at them.  I found this article to be deeply thought provoking and hope to be able to convince my department to read it and use it as a discussion starter for our journeys into effective incorporation of technology into our classrooms.
anonymous

Different approach to learning yields compassionate results - 0 views

www.essentialkids.com.au/...te-results-20131218-2zkmz.html

inquiry based learning

shared by anonymous on 18 Jan 14 - No Cached
  • anonymous on 18 Jan 14
     
    Great article, really makes you think
David Ogilvie

VoiceThread - 1 views

voicethread.com/...JTECVoiceThread.pdf

technology

shared by David Ogilvie on 31 Jan 14 - No Cached
  • David Ogilvie on 08 Feb 14
     
    This is a very interesting article from a notable publication, (Teaching Exceptional Children) highlighting the benefits of VoiceThread technology. Within the first paragraph the following should resonate: "educators often make herculean efforts to engage students, motivate them, and differentiate instruction for students who struggle." (Pg. 28) As an interactive multimedia slide show tool, VoiceThread portends to be the answer to these challenges. The article notes that "its interface and feature set are well-suited for promoting student engagement ... as well as for helping students develop as independent learners." (Pg. 30) This Web 2.0 tool was created to promote a collaborative learning environment. Something similar to, but more powerful than simple PowerPoint presentations; the creation of an individual VoiceThread allows a combination of images, documents and video clips. VoiceThread is web based and runs on numerous browsers. Microphones are an added bonus if voice-recorded comments are desired. Otherwise students may doodle on slides, type comments or participate in learning activities "within the VoiceThread environment." (Pg. 31) The basic account is free, but a more classroom oriented format has a nominal yearly fee. This arrangement allows for unlimited VoiceThreads that can be shared with their peers, but not made public. This latter feature is an added security feature of this web tool. The article contains a number of student profiles, where VoiceThread has been put into practice. All of these highlight the opportunity of VoiceThread to assist those shy students or those who require a bit more time to formulate a response. What a great way to 'show their learning' and allow these students to participate within the classroom. A good article with a firm base of information and numerous professional references for future study.
Amanda Berry

Web 2.0 Tools and Teacher Education - 1 views

www.citejournal.org/...v11i2currentpractice1.pdf

TPCK web 2.0 voicethread wiki social media blogs podcasts digital flexbook

shared by Amanda Berry on 28 Jan 14 - No Cached
  • Amanda Berry on 28 Jan 14
     
    This article is a PDF, and for some reason Diigo wouldn't let me highlight as I read. So here I am posting some of the main points: -Web 2.0 technology can be seen as "an ongoing transition of the World Wide Web from a collection of static websites to a full-fledged computing platform serving Web applications to end users. This includes applications such as wikis, blogs, podcasts, and social networking. -Example: A wiki is a Web 2.0 application that can be defined as a collaborative Web space where users can add and edit content to be published on the Internet. -Students do not have to be passive recipients of information but can become equal partners in the learning process as they collaborate and create knowledge in a social manner -mention of TPCK - content, pedagogy, and technology. There are also concrete examples of TPCK being implemented with students! Good to read (starting on Pg 228)! The examples revolve around the students creating their own Digital Flexbook, which are free, nonlinear, highly customizable and easy-to-use nature of open source textbooks. -Creation process happened along five distinct phases: awareness, analysis, collection, design, and reflection. Each of these phases was unique to the process but did not occur in isolation.
Rob Robson

Third Party Websites -Web Publishing - Policy 312 - UGDSB - 0 views

www.ugdsb.on.ca/...312.pdf

ugdsb education iicti

shared by Rob Robson on 18 Feb 14 - No Cached
  • Rob Robson on 18 Feb 14
     
    This is the policy relating to third party websites that you might be using with your students. Essentially, you should let the board which websites you are using with your class. You will need to complete a form with login and passwords, duration, a short description and the web address.
Susan Hersey

Helping Students Get to Where Ideas Can Find Them by Eleanor Duckworth - 0 views

www1.ccny.cuny.edu/...1st_article.pdf

shared by Susan Hersey on 09 Feb 14 - No Cached
  • Susan Hersey on 09 Feb 14
     
    Duckworth says, "This journal issue is about helping students get their minds, their awareness, and their feelings so active and thoughtful and informed that they are in a place where hums-or connections, understandings, new ideas-can find them." It presents an ideal of curriculum development. The author acknowledges that teachers using this model know their curriculum extremely well and have a wide variety of learning materials and activities to engage their students. Readers can keep this ideal in mind as they develop their curriculum. Through examples, she shows us the importance of student led learning rather than teacher led learning. With their two-fold process, Duckworth and McKinney suggest that it is how teachers use their knowledge that make for a powerful way to help people learn. By carefully selecting aspects of the subject matter for student activities, and listening carefully and enthusiastically to the learners' ideas about the open-ended questions in those activities, teachers facilitate students to drive their own learning further. The challenge as teachers in this process is to be able to develop ways to keep students engaged to go deeper into the subject. Duckworth and McKinney note that, "we find that contributing our own ideas and thoughts about the subject matter almost always short-circuits the students' thoughts, and decreases their interest. But when we help them to take charge of their own explorations of subject matter, they do remarkable work." They acknowledge that this critical exploration method can be complex and challenging. The teacher needs to be "exceedingly present" in their teaching to be able to follow up on what their students are doing, saying, wondering about as they respond to activities with open-ended questions given by the teacher. With such a teaching approach, teachers have to be very aware of respecting the learners' thoughts and not steer them towards their own ideas when responding
David Ogilvie

Teaching with Emerging Technology - 0 views

teachingwithemergingtech.com

technology iicti education

shared by David Ogilvie on 08 Feb 14 - No Cached
  • David Ogilvie on 08 Feb 14
     
    Website for book entitled: Teaching with Emerging Technology
Rebecca Mottin

7 habits of highly effective tech teachers - 0 views

elearninginfographics.com/ational-technology-infographic

technology iicti digital

shared by Rebecca Mottin on 02 Mar 14 - No Cached
  • Rebecca Mottin on 02 Mar 14
     
    A good visual demonstrating some similar characteristics of teachers who use technology including starting with the WHY, being adaptable and willing to embrace change.
1 - 18 of 18
Showing 20▼ items per page