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Jason Ramsden

CASTLE - Home - 0 views

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    CASTLE is the nation's only center dedicated to the technology needs of school administrators. In addition to our highly-acclaimed School Technology Leadership graduate program, we also help other university educational leadership programs prepare technology-savvy school leaders and provide numerous resources for K-12 administrators and the faculty that prepare them.
susan  carter morgan

Emerging Practice in a Digital Age - 5 views

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    The focus of this guide is on emerging practice rather than emerging technology. The examples and case studies in the section, Exploring emerging practice, show different perspectives and different approaches that reflect the naturally different stages institutions and departments will be at in using technology to enhance learning and teaching. They describe a series of exploratory journeys using a range of technologies to address particular needs or ambitions.
Demetri Orlando

Technology in Schools Faces Questions on Value - NYTimes.com - 4 views

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    need to define desired outcomes and justify technology expenditures
Marti Weston

Barry Mills on Education's Technology Transformation « Bowdoin Daily Sun - 6 views

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    President of Bowdoin College on Educational technology
Bill Campbell

Lessons Learned from the Hybrid Course Project at University of Wisconsin-Milwaukee - 0 views

  • Lessons Learned from the Hybrid Course Project
  • Lesson #1: There is no standard approach to a hybrid course.
  • Lesson #2: Redesigning a traditional course into a hybrid takes time.
  • ...17 more annotations...
  • he broke his content presentations into less than ten minute streaming video clips, and he interspersed his mini-lectures with student-centered problem-solving activities.
    • Bill Campbell
       
      As I was reviewing information from Brain Rules to confirm my recollection about the 10 minute rule, I found the following quote from Medina that also seems signficant with regard to a possible hybrid course advantage. He says the most common communication mistake is "relating too much information with not enough time devoted to connecdting the dots. Lots of force feeding, very little digestion." Might this be an advantage of presenting information online in a content-heavy course? Maybe the logistics of breaking up a 45 minute period that don't work well face-to-face might work better by presenting some content online. My gut says yet, but I'd like to see real examples of this.
    • Bill Campbell
       
      This is interesting because it is consistent with the research report in the book Brain Rules by John Medina. Brain Rules reported that students attention in a class drops a significant amount after 10 minutes and that you need to change gears to get another 10 minutes. So breaking up a video lecture into 10 minutes segments seperated by releveant problem sovling fits right in with that.
  • Hybrid instructors should allow six months lead time for course development.
  • Lesson #3: Start small and keep it simple.
  • "Integrate online with face-to-face, so there aren't two separate courses."
  • "The emphasis is on pedagogy, not technology. Ask yourself what isn't working in your course that can be done differently or better online."
  • Lesson #4: Redesign is the key to effective hybrid courses to integrate the face-to-face and online learning.
  • , instructors need to make certain that the time and resources required to create a hybrid course are available before they commit to the process.
  • Students need to have strong time management skills in hybrid courses, and many need assistance developing this skill.
    • Bill Campbell
       
      Participation in an online course might be an authentic way to provide high-school (and maybe older middle-school) students the opportunity to practice time management skills in an authentic way. However, this would need to be handled carfully so students who are not successful at first are not completey lost or so far behind that they can't be successful later after learning from their mistakes.
  • Contrary to many instructors' initial concerns, the hybrid approach invariably increases student engagement and interactivity in a course.
  • Lesson #6: Students don't grasp the hybrid concept readily.
  • Lesson #5: Hybrid courses facilitate interaction among students, and between students and their instructor.
  • Surprisingly, many of the students don't perceive time spent in lectures as "work", but they definitely see time spent online as work, even if it is time they would have spent in class in a traditional course.
  • Lesson #7: Time flexibility in hybrid courses is universally popular.
  • Lesson #8: Technology was not a significant obstacle.
  • Lesson #9: Developing a hybrid course is a collegial process.
  • Lesson #10: Both the instructors and the students liked the hybrid course model.
  • They stated that the hybrid model improved their courses because Student interactivity increased, Student performance improved, and They could accomplish course goals that hadn't been possible in their traditional course.
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    Teaching with Technology Today: Volume 8, Number 6: March 20, 2002
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    This article about the lessons learned during a higher-ed blended learning project is a decade old but still interesting and relevant.
Demetri Orlando

Seven qualities of highly effective technology trainers - Home - Doug Johnson... - 2 views

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    Great Doug Johnson blog post on effective strategies for technology integration coaches.
Jim Tiffin Jr

K12 Online Conference - 1 views

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    This is a FREE, online conference open to ANYONE organized by educators for educators around the world interested in integrating emerging technologies into classroom practice. A goal of the conference (among several) is to help educators make sense of and meet the needs of a continually changing learning landscape.
Lorri Carroll

We, the Web Kids - Alexis Madrigal - Technology - The Atlantic - 3 views

    • Lorri Carroll
       
      Do they really?
  • To us, the Web is a sort of shared external memory.
  • We do not have to remember unnecessary details: dates, sums, formulas, clauses, street names, detailed definitions.
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  • Why should we pay for the distribution of information that can be easily and perfectly copied without any loss of the original quality?
  • we do not want to pay for our memories.
  • freedom of speech, freedom of access to information and to culture. We feel that it is thanks to freedom that the Web is what it is, and that it is our duty to protect that freedom. We owe that to next generations, just as much as we owe to protect the environment.
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     We grew up with the Internet and on the Internet Great reflections about our students generation
susan  carter morgan

Ed Tech Co-Op - Where educators explore technology together - 2 views

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    Ed Tech Co-Op Welcome to the Ed Tech Co-Op. This site is a collaborative effort between the College of William & Mary, Alexandria Country Day School, and other educators interested in exploring and developing their knowledge for effective curriculum-based technology integration in K-12 classrooms.
Demetri Orlando

Technology Standards - Arizona Academic Standards: 2008 Educational Technology Standard... - 2 views

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    Arizona Ed tech standards
Scott Merrick

newliteracy » home - 0 views

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    a wiki-built project to attempt redefining the interface between curriculum and technology
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    This already has some good foundation and could help reframe discussions about tech curriculum
Demetri Orlando

The top 10 tech priorities of CIOs - Computerworld - 1 views

  • Analytics and business intelligence. (Last year's rank: 5) Mobile technologies. (Last year: 3) Cloud computing, including SaaS. (Last year: 1) Collaboration/workflow technologies. (Last year: 8) Legacy modernization. IT management. (Last year: 4) CRM ERP applications Security Virtualization. (Last year: 2)
Dolores Gende

Learning first, technology second - 2 views

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    Excellent!
Sarah Hanawald

Study: Teens See Disconnect Between Personal and School Writing : April 2008 : THE Journal - 0 views

  • Study: Teens See Disconnect Between Personal and School Writing by Dave Nagel Extra Credit Student Writing and Internet Usage According to the Pew/National Commission on Writing study, 50 percent of teens write something for school every day. Ninety-four percent use the Internet for research for their school assignments at least occasionally, and 48 percent sad they use the Internet for research at least once per week. More Information Study: Writing, Technology and Teens (PDF) --D. Nagel Students see a distinction between the writing they do for school and the writing they do in their personal lives. While the vast majority of 12- to 17-year-olds (85 percent) engage in some form of electronic writing--IM, e-mail, blog posts, text messages, etc.--most (60 percent) don't consider this actual writing. That's one of the findings from a study released last week by the Pew Internet & American Life Project and the National Commission on Writing for America’s Families, Schools and Colleges.
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