Skip to main content

Home/ LearningwithComputers/ Group items tagged Teachers use

Rss Feed Group items tagged

susana canelo

How could you incorporate Diigo into your classroom/session setting in a pegagogically... - 238 views

Hi Nelba: Yes, they can see it, without having a Diigo account. That's why it's so easy !! No complications. If you click on the central arrow you can open the webslide. The problem appears if you...

best practices edudiigo learningwithcomputers lwc pedagogy

Paul Beaufait

braz2010vance [licensed for non-commercial use only] / PLN - 4 views

  • Etienne Wenger (2007) asked Cristina Costa when she knew she was in a community of practice and she said, when she noticed her practice had changed. And this is the correct answer.  When your practice changes, you know you have truly learned. The next step as a teacher is to model what you did for your students so that some will follow in your footsteps. So how can you do it?  Your change in practice probably won't be from this one encounter, unless I can convince you or nudge you, if you were heading that way already, into taking the next step in your journey.  The goal is to move from being just a consumer of networked content, which you in essence hoard, to a creator of content, which you share with the network that shares with you.
  • language teachers need to look beyond what it appears on the surface is happening between them and the learner and consider the bigger picture, such as ways in which technology fosters connections with communities and networks that humanize rather than isolate to strengthen individuals as an integral part of modern society and how that society acculturates, or learns together.
  • I encourage colleagues to think SMALL because in my view the computer is no longer the salient aspect of technology. The salient aspect is the use to which technology is put, and the salient use is to re-wire and expand how we are able to learn by enabling us to nurture and participate in always-on PLNs, or Personal Learning Networks.
  • ...2 more annotations...
  • In order for teachers to grasp the fundamentals of applying technology to transformative learning outcomes, practice with peers is necessary, where teachers themselves become mentors for one another while sharing with one another their discoveries and experiences with their own learning.
  • Teachers who drive their own professional development through participation in PLNs constantly express and assess each other's needs, and promote professional development on an as-needed basis, from where it is only a short leap to applying it to students.
  •  
    PLN: The paradigm shift in teacher and learner autonomy
izz aty

100 Essential Web 2.0 Tools for Teachers | Online Degree - 0 views

  •  
    There are new web 2.0 tools appearing every day. Although some of these tools were not originally meant for use in the classroom, they can be extremely effective learning tools for today's technology geared students and their venturesome teachers. Many of these teachers are searching for the latest products and technologies to help them find easier and efficient ways to create productive learning in their students. More and more teachers are using blogs, podcasts and wikis, as another approach to teaching. We have created a list of 100 tools we think will encourage interactivity and engagement, motivate and empower your students, and create differentiation in their learning process.
David Wetzel

Top 5 Search Tools for Finding Flickr Images for Use in Education - 14 views

  •  
    The top five search tools for finding Flickr images are designed to help teachers and students locate just the right image for use in any subject area and project. Without these tools finding the right image on this image hosting site is often an impossible, or at least a tedious, task. The value of this site is its ability to provide digital pictures which are often impossible for a teacher to obtain any other way. Like everything else on the internet, trying to find something is like trying to find a needle in a haystack. This where the top five search tools become valuable resources for teachers and students trying to find images comes into play. These search engines are specifically designed to search the more than three billion pictures on the Flickr hosting site.
David Wetzel

Top 10 Online Tools for Teaching Science and Math - 18 views

  •  
    Why use Web 2.0 tools in science and math classes? The primary reason is they facilitate access to input and interaction with content through reading, writing, listening, and speaking. These tools offer enormous advantages for science and math teachers, in terms of helping their students learn using Web 2.0 tools. For example: * Most of these tools can be edited from any computer connected to the Internet. Teachers can add, edit and delete information even during class time. * Students learn how to use these tools for academic purposes and, at the same time, can transfer their use to their personal lives and future professional careers. * RSS feeds allow students to access all the desired research information on one page. * Students learn to be autonomous in their learning process.
Holly Dilatush

How should we use the tagging system to b... | Diigo - 0 views

    • Joao Alves
       
      It's very to do if you use the Diigo toolbar. Just selelct the text you want to highlight and then click on the arrow beside the "Comment" button on the Diigo toolbar. There choose "Add a floating sticky note to this page." Then you'll get a pop-up window where you can choose to make your note private (only you can see it) or public or share it with a specific group. I am sharing this sticky note with the Learningwithcomputers group.
    • jennifer verschoor
       
      Thanks for sharing this!!! This is wonderful and we can continue discussing tags, categories or lists with the floating sticky notes. Jennifer
    • Carla Arena
       
      Isn't it nice, Jen, this feature? Can you envision pedagogical uses of it in the classroom?
    • Sasa Sirk
       
      These sticky notes are cool. :-) Thanks for sharing this.
    • Joao Alves
       
      Yes, these floating sticky notes are really cool. Maybe we could encourage students to use them to make comments on texts they read on the Net. Who knows they would enjoy this way of reading and writing. Well, it's just a thought, maybe a too optimistic one.
    • Carla Arena
       
      We are all optimistic, aren't we, João? Maybe if we started not expecting that the students would write the sticky notes, but, at least, read ours, they could be encouraged to go further. For example, we could have them read a text and use the sticky notes for comprehension, reflection. What do you think?
    • Joao Alves
       
      Hi Carla, I like your idea of letting students read our sticky notes first. That would certainly be a good start. We wouldn't ask them to do anything in the beginning except looking at and reading our sticky notes. Maybe they (at least some of them) might also want to try using the sticky notes the same way. And we teachers mustn't show a too great enthusiasm for it, just behave the normal way or even show a kind of uninterested interest. :-) That's a lesson I learned. :-)
    • Carla Arena
       
      Exactly, Joao. That's the way I tend to do it, casually! I guess that if we just give the students a link with our annotation, like asking questions, then some of them would be. at least, curious to learn how we did that!
    • Joao Alves
       
      Exactly. Let's try that. It seems we are excellent educators. :-)
  • tag things with as many keywords as possible
  • tag things so they are easier for others to find
  • ...29 more annotations...
  • choose any or all of the recommended tags for your bookmarks.
  • you could simply use quotation marks for "lesson plan"
  • there are no better tags than others.
  • we should agree on a special tag for the group like "LWC" that we would always add to every bookmark we tagged.
  • Organizing tags in topics or bundles
  • CamelCase is my favorite for MultiWordTags
  • plural forms for countable nouns.
  • Take, for instance, collaborat, a tag I tend to favor in de.licio.us to capture the essence of collaborate, collaboration, collaborative, and collaborators
  • awareness-raising,
  • are means of raising awareness
  • wondering if there're any shortcut suggestions to 'attacking' the project of revisiting and tagging them?
  • I've been tagging many things both ESOL and ESL (because I don't know if diigo would automatically search for both. Is there a way to find out ?
  • we're moving from just collecting resources to a more engaged collective way of making the best out of the resources we share with the group.
  • the power of folksonomies is exactly having everybody tagging as much as possible, with as much key-words as you can think of. We won't ever be able to create a true "system"
  • agging for personal use x tagging for public good
  • Tagging will always be ambiguous because our very personal ways of classifying things and making them useful for us. Even so, with folksonomies, we're able to see the latest trends in a determined group or about a certain topic, we can go to places never imagined before.
  • http://k12learning20.wikispaces.com/.
  • e-learning
  • e-teaching, e-learning, networking, workshop, web
  • "prof. development"
  • difference between tags and categories
  • web2.0, wiki, professional_development, technology, edtech
  • e-learninge-learninge-teachingedtechnetworkingprof. developmentprofessional_developmenttechnologyweb2.0web2.0wikiworkshop
  • ProDev
  • web2.0, wikis, education, learning, teaching, ProDev, k-12
  • networking
  • I tend to use underscores and plurals, as well as one word tags, like professionaldevelopment, though I agree with Paul that ProfDev would make sense
  • I need to be more consistent.
  • The] "Lists" [function] provides another great way to organize bookmarks, a way that is complementary to tagging
    • Ilse Mönch
       
      Hi, yes I agree "Lists" are a great way to organize bookmarks. I already made a list for my "teaching resources" items as a try and now I'm going to experiment with the webslides. The only thing is that I imported my bookmarks from delicious and it's hard work to organize them all :-)
  •  
    So, how could we organize our tagging system after this week's discussion? Give some practical hints here. I'll start with: - try to keep a single word tag - add as many tags as you can think of - think of individual uses of the tags you're using, as well as the collective needs of easy retrieval of resources - tag, tag, tag - pay attention to mispelled words - use the groups' recommended tags in addition to the ones you've already used -
  •  
    Week 2 Discussion in the LearningwithComputers group about ways to improve our collective tagging experience.
Rob Belprez

Free Technology for Teachers: 47+ Alternatives to Using YouTube in the Classroom - 0 views

  •  
    Free Technology for Teachers: 47+ Alternatives to Using YouTube in the Classroom
Paul Beaufait

EduDemic » The Ultimate Teacher's Guide To Social Media - 15 views

  •  
    This 17 page guide provides "a detailed description of how each tool can be best used by teachers" (Edudemic, 2010.06.14, ¶2).
Learning with Computers group

Bit By Bit » Blog Archive » Seedlings Podcast @ Bit by Bit: Show 04 - 0 views

  •  
    A podcast recommended by Cheryl. Devoted to use of technology. "By a teacher for teachers." Recommended.
Paul Beaufait

Tech4Learning - Pics4Learning - 0 views

  •  
    "Pics4Learning is a copyright-friendly image library for teachers and students.... Unlike many Internet sites, permission has been granted for teachers and students to use all of the images donated to the Pics4Learning collection" (About Pics4Learning, 2008.09.03).
David Wetzel

Wiki or Blog: Which is Better? - 18 views

  •  
    Both wikis and blogs provide teachers with a a dynamic process for integrating Web 2.0 technology in their science and math classes. These two types of online tools offer students a more engaging process for learning. Both are relatively easy tools which do not require teachers or students to learn any special program tools or computer skills. Their uses and applications are only limited by the vision and purpose for helping students learn.
andrew bendelow

Let There Be Facebook! Our plunge into using FB for summer reading and other learning a... - 5 views

  • .should teachers and students really be interacting with each other in this way? With proper adherence to respectful and professional interaction, and with the understanding that our personal and professional cyber presence cannot really be altogether separate and based on different standards...yes! Yes, we should! Who better to teach students how to develop online identities aligned with the same character education standards modeled in “real” life? Who better to guide them on what is acceptable interaction? I believe this is a wonderful opportunity for mentoring young students, and for the most part, we are currently opting out.
  •  
    ..should teachers and students really be interacting with each other in this way? With proper adherence to respectful and professional interaction, and with the understanding that our personal and professional cyber presence cannot really be altogether separate and based on different standards...yes! Yes, we should! Who better to teach students how to develop online identities aligned with the same character education standards modeled in "real" life? Who better to guide them on what is acceptable interaction? I believe this is a wonderful opportunity for mentoring young students, and for the most part, we are currently opting out.
Paul Beaufait

Half an Hour: The Future of Online Learning: Ten Years On - 0 views

  • While we want to provide personalized attention, especially to submitted work, testing and grading, learning is still heavily dependent on the teacher. But because the teacher in turn is responsible for assembling, and often presenting, the materials to be learned, customization and personalization have not been practical. So we have adopted a model where small groups of people form a cohort, thus allowing the teacher to present the same material to more than one person at a time, while offering individualized interaction and assessment.
  • Though networks have always existed, modern communications technologies highlight their existence and given them a new robustness. Networks are distinct from groups in that they preserve individual autonomy and promote diversity of belief, purpose and methodology. In a network, however, people do not act as disassociated individuals, but rather, cooperate in a series of exchanges that can produce, not merely individual goods, but also social goods.
  • In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants.
  • ...9 more annotations...
  • it is not clear that an outcomes driven system is what students require; many valuable skills and aptitudes – art appreciation, for example – are not identifiable as an outcome. This becomes evident when we consider how learning is to be measured. In traditional learning, success is achieved not merely by passing the test but in some way being recognized as having achieved expertise. A test-only system is a coarse system of measurement for a complex achievement.
  • The products of our conversations are as concrete as test scores and grades. (Ryan, 2007) But, as the result of a complex and interactive process, they are much more complex, allowing not only for the measurement of learning, but also for the recognition of learning. As it becomes easier to simply see what a student can accomplish, the idea of a coarse-grained proxy, such as grades, will fade to the background.
  • Most educators, and most educational institutions, have not yet embraced the idea of flow and syndication in learning. They will – reluctantly – because it provides the learner with the means to manage and control his or her learning. They can keep unwanted content to a minimum (and this includes unwanted content from an institution). And they can manage many more sources – or content streams – using feed reader technology.RSS and related specifications will be one of the primary ways Personal Learning Environments connect with remote systems. To use a PLE will be essentially to immerse oneself in the flow of communications that constitutes a community of practice in some discipline or domain on the internet.
  • In the end, what will be evaluated is a complex portfolio of a student’s online activities. (Syverson & Slatin, 2006)
  • place independence means that real learning will occur in real environments, with the contributions of the students not being some artifice designed strictly for practice, but an actual contribution to the business or enterprise in question.
  • As it becomes more and more possible to teach oneself online, and even to demonstrate one’s achievement through productive membership in a community of practice, there will be greater demand for a formalized system of recognition, a way for people to demonstrate their competence in an area without having to go through a formal program of study in the area.
  • the major shift in instructional technology will be from systems centered on the educational institution to systems centered on the individual learner.
  • rather than the employment of a single system to accomplish all educational tasks, both instructors and learners will use a variety of different tools in combination with each other.
  • Automation allows us to more easily create and present content, to more easily form groups and collaborate, to more easily give tests and take surveys. This frees instructors to perform tasks that have been traditionally more difficult and time consuming – to relate to students on a personal basis, to offer coaching and moral support, to learn about and analyze a student’s inclinations and understandings.
  •  
    Thanks for all of your inspiration!
  •  
    "an epic, must-read article" according to Brian Lamb (A social layer for DSpace? 2008.11.19 http://weblogs.elearning.ubc.ca/brian/archives/049355.php)
Noelle Kreider

A look at the technology culture divide | eSchoolNews.com - 11 views

  • Today’s students represent the first generation to grow up with this new technology.
  • While educators may see students every day, they do not necessarily understand their students’ habits, expectations, or learning preferences–this has resulted in a technology cultural divide.
  • Students are very comfortable with technology and generally become frustrated when policy, rules, and restrictions prevent them from using technology. 
  • ...5 more annotations...
  • Educators must relinquish the idea of being all-knowing and replace that concept with an attitude of being a facilitator, knowing that the world of information is just a “click” away.
  • Traditional schools, generally staffed primarily with Digital Immigrants, often provide very little technology interaction compared to the digital world in which students are actually living.  Digital Natives can pay attention in class, but they choose not to pay attention, because in reality, they are bored with instructional methods that Digital Immigrants use.
  • Today’s Digital Native students have developed new attitudes and aptitudes as a result of their technology environment.  Although these characteristics provide great advantages in areas such as the students’ abilities to use information technology and to work collaboratively, they have created an imbalance between students’ learning environment expectations and Digital Immigrants’ teaching strategies and policies, which students find in schools today.
  • Teacher training programs in the area of technology will be paramount in the success of the Digital Native.
  • Twenty-first century educators must begin to answer these questions: Do the educational resources provided fit the needs and preferences of today’s learners?  Will linear content give way to simulations, games, and collaboration?  Do students’ desires for group learning and activities imply rethinking the configuration and use of space in classrooms and libraries?  What is the material basis of digital literacy? What is different in a digital age?  What are kids doing already and what could they be doing better, and more responsibly, if we learned how to teach them differently? Addressing these questions will contribute toward bridging the gap of the technology cultural divide and result in schools where all students have greater potential to achieve academically.
  •  
    Article discussing the technology culture divide between students and their teachers and its implications for rethinking how we teach.
susana canelo

Week 1 - Any Questions or Comments about Social Bookmarking? | Diigo - 0 views

    • Joao Alves
       
      The idea of bundling tags in weeks is a very good and simple one. Students feel there is a guidance and that they don't need to waste time searching for relevant information. It's like in webquest where you give certain sites to students to explore about a specific topic.
  • Besides, I created a tutorial with the most important features in Delicious.
  • Another aspect is that I think that online bookmarking should make us guilty-free instead of guilty because we don't check all the links we've bookmarked.
  • ...11 more annotations...
  • Who said we need to look at them all?
  • As for information overload, I consider bookmarking a way to dribble information overload. Why? If you have tons of bookmarks together with tons of people's bookmarks being tagged, you can use those bookmarks to create meaning whenever needed.
  • If you consider Diigo for that matter, you could easily set up a group and you could have the bookmarks for your students to start with and encourage them to share their bookmarks with the group. Also, I'd consider specific tags
  • I think the comments feature and the sticky notes have great potential in the classroom!
  • Working with bookmarks to make a digital portfolio sounds very creative.
  • I thought the idea of a digital portfolio using tags a very interesting one, even more with the webslides. You can keep track of all the online artifacts you've been creating. Interesting for busy educators!
  • I think a really big thing is to change one's way of thinking.
  • First, add tags that are meaningful for you, for your private retrieval, and also tags that have been suggested by the group that will help others browse through the treasures you find online.
  • Handling more information and sharing it with our colleagues should make us better teachers.
  • Every online resource we explore is bookmarked and shared with the group. I used to do that in delicious. Now, I'll have to see how to do that here. In delicious I could easily organize my tags in Weeks (bundling tags). Here, I think you can use the "lists" to organize your tags in a meaningful way to the group. I'll check that.
    • Joao Alves
       
      This would be interesting to explore further.
  •  
    You are such a competent teacher using technologies, Carla. Congratulations!
Paul Beaufait

How to use TeacherTrainingVideos.com - 4 views

  •  
    Video introducing Russell's website and the various types of videos it provides for learners of English and teachers interested in using technology in ELT and other areas
Paul Beaufait

ESL MiniConference / About Us / Keeping the Conference Spirit Going All Year Long - 4 views

  •  
    "Robert Bruce Scott is the owner and editor of the ESL MiniConference Online newsletter and Web site. This project is a labor of love, hoping to make a positive difference in the field of ESL. Mr. Scott is advised by an all-volunteer editorial board of ESL teachers, language-learning specialists and educational technology experts" (About us, Keeping the conference spirit going..., ¶4, retrieved 2011.09.07).
Paul Beaufait

Around the Corner - MGuhlin.net : Diigo Made Simple: Video and Screenshots - 1 views

  •  
    Introduces Diigo: lists suggestions for using Diigo in education from discussion with Clif Mims on why teachers and learners would, should could use Diigo, and diplays annotated screenshots showing how to activate and use Diigo functions
Paul Beaufait

Google Drive and Docs for Teachers 2012 - 15 views

  •  
    "Introduction to and directions for using Google Drive and Google Documents" (deck, 2012.05.08)
1 - 20 of 80 Next › Last »
Showing 20 items per page