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To collaborate and find best practices on how to mentor and support teachers in the K-12 and higher education institutes of learning worldwide for online and offline learning. To encourage and promote full and blended e-learning initiatives To improve instruction and learning To reform the public school systems around the world To make learning fun and meaningful for the teachers and students To encourage lifelong learners To collaborate and find best practices on how to mentor and support teachers in the K-12 and higher education institutes of learning worldwide for online and offline learning. To encourage and promote full and blended e-learning initiatives To improve instruction and learning To reform the public school systems around the world To make learning fun and meaningful for the teachers and students To encourage lifelong learners

The goals of this course follow. Participants will: better understand the historical role technology and media have played in educational & social change; become knowledgeable of social learning tools & FLOSS (Free/Libre and Open Source Software) as tools for teaching, facilitating learning, & designing educational environments; become familiar with the wealth of open educational resources (OERs), learning-related content, & media available for teaching & learning; become knowledgeable of relevant social learning theories and philosophies that respond to learning in the digital age; better understand the many social, educational, political, cultural, and administrative issues often associated with technology & media in education and society; become critical consumers and producers of digital media and information; and, build sustainable, personal learning environments and networks.

Researchers have begun to understand more about the situations in which students learn best, they have found that "the structure and resources of traditional classrooms" are often inadequate and that "technology - when used effectively - can enable ways of teaching that are much better matched to how children learn"

The assessment tasks are not learning and teaching units, but they do suggest, in broad terms, what learning needs to have taken place before students undertake the provided assessment tasks. Teachers make professional decisions about whether or not a particular task is suitable for their students

A good, assistive resource for teachers using Bloom's Taxonomy. You can click on the various links to learn how you can use the revised cognitive domain categories to develop learning objectives, questions to challenge your students, and assignments.

Welcome to our Web.20 Challenge. Join us each week to learn about a helpful Web 2.0 tool and then take the challenge.

A list of links to support the use of Web 2.0 tools for teaching and learning in the K-12 environment. \n\n(There are over 50 items here, so be sure to visit the second page or choose to see 100 items from the bottom of the page.)

This eBook explores what we are learning from local, state-level and national research into the impact of one-to-one computing on students, teachers and schools. To what degree are these ambitious programs living up to their promise? How can they be improved? And how do we build evaluation into all our endeavors going forward so that we maximize results and improve understanding about what works and what doesn't when it comes to education and technology?

A new generation of students with vastly different learning needs is redefining expectations for classroom instruction, and a growing emphasis on school accountability is changing the role of the school district IT leader

150 CC photos + inspiring quotes

"how 15 Design & Technology (D&T) students (aged 15 years) participated in three stages of the design process in a technology mediated environment"

When students let their minds drift off, they're losing valuable learning time. Here are ten smart ways to increase classroom participation

Explore, find and watch free online video help at Studio4Learning.tv