Skip to main content

Home/ LearningwithComputers/ Group items tagged teaching Technology education

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Noelle Kreider

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

www.eschoolnews.com/...-the-technology-culture-divide

vision digital divide digital immigrants digital natives technology culture divide teaching learning

shared by Noelle Kreider on 14 Apr 10 - Cached
  • 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.
  • Noelle Kreider on 14 Apr 10
     
    Article discussing the technology culture divide between students and their teachers and its implications for rethinking how we teach.
Paul Beaufait

MultiBrief: Effectively incorporating technology with English learners - 2 views

exclusive.multibriefs.com/...education

21st Century Skills English language learning learners learning principles teaching technology

shared by Paul Beaufait on 23 Oct 15 - No Cached
  • Perhaps the first consideration is the instructional purpose of the lesson, and how the technology will enhance that purpose or help students to achieve the goals and objectives of the lesson.
  • Technology, as mentioned earlier, has the power to increase student knowledge and skills in various content areas. Yet another consideration that must be taken into account when working with English learners is how the technology is increasing academic language knowledge and skills. It is critical, then, that teachers take into account not only the content goals and objectives for the lesson, but also the language goals and objectives as well as the linguistic demand of the tasks students will need to accomplish in the classroom.
  • English learners need additional instructional supports or scaffolds, including providing students with necessary background knowledge that other students may possess, using graphic organizers, pictures/visuals, demonstrations and realia, and providing redundant information and differentiated instruction based on students' language proficiency level. When researching various technology tools, it is critical that we investigate how the tool addresses these principles.
  • ...2 more annotations...
  • The use of technology in the classroom is quickly becoming not only commonplace, but also essential for helping students gain the 21st-century skills they will need to be successful in the future.
  • when implementing technology in the classroom, an important component of instruction is to teach students how to use technology effectively and responsibly. Students may need guidance and instruction on how to use technology appropriately given the task and learning at hand, how to avoid distractions with technology, and how to effectively navigate the digital world.
  • Paul Beaufait on 23 Oct 15
     
    In this article, Herrmann explains principles to guide the adoption and utilisation of technology to help meet general and specific needs of English-as-an-additional language learners.
Paul Beaufait

T is for Technology « An A-Z of ELT - 16 views

scottthornbury.wordpress.com/...t-is-for-technology

attention attention deficit education language teaching problems teaching technology thoery

shared by Paul Beaufait on 21 May 11 - No Cached
  • Technosceptics, like me, happily embrace technology in our daily lives, but are nevertheless a little suspicious of the claims made, by some enthusiasts, for its educational applications
  • until the following four problems have been satisfactorily addressed, an ounce or two of scepticism regarding ‘ed tech’ seems well advised.
  • The delivery model problem:
  • ...3 more annotations...
  • The theory vacuum problem
  • The attention deficit problem:
  • The added value problem:
  • Paul Beaufait on 21 May 11
     
    Thornbury defines "technosceptics" and outlines educational problems underpinning decisions whether to adopt and apply technology for language teaching purposes.
David Wetzel

6 Top Free Online Tools for Support Teaching and Learning - 14 views

www.suite101.com/...-teaching-and-learning-a281711

best practices teach technology web2.0 tools teaching free learning online top diigo prezi twitter wordpress slideshare education web

shared by David Wetzel on 03 Sep 10 - Cached
  • David Wetzel on 03 Sep 10
     
    The six top free online tools were selected from available web 2.0 tools for teaching and learning using presentations, blogging, and bookmarking online resources. There are many excellent online tools available in these three categories, making the selection difficult at best. However, the selection was made based on reviewing available online resources along with other contributions and feedback from teachers.
David Wetzel

PowerPoint Presentations Beyond Note Taking: Education Technology Applications That Imp... - 17 views

teachingtechnology.suite101.com/...esentations_beyond_note_taking

technology education learning presentations powerpoint beyond teach

shared by David Wetzel on 10 Aug 10 - Cached
  • David Wetzel on 10 Aug 10
     
    The use of PowerPoint presentations in schools takes advantage of education technology integration strategies and techniques. However, student learning is not improved when these presentations are merely a substitute for note taking bullets from older overhead projectors. To take advantage of the power of this technology, the elimination of boring slide shows must be replaced with interactive story telling that keeps students engaged.
Holly Dilatush

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

message.diigo.com/...nd-enhance-collective-k-155056

shared by Holly Dilatush on 29 Jun 08 - Cached
    • Joao Alves
      Joao Alves on 29 Jun 08
       
      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
      jennifer verschoor on 30 Jun 08
       
      Thanks for sharing this!!! This is wonderful and we can continue discussing tags, categories or lists with the floating sticky notes. Jennifer
    • Carla Arena
      Carla Arena on 30 Jun 08
       
      Isn't it nice, Jen, this feature? Can you envision pedagogical uses of it in the classroom?
    • Sasa Sirk
      Sasa Sirk on 30 Jun 08
       
      These sticky notes are cool. :-) Thanks for sharing this.
    • Joao Alves
      Joao Alves on 30 Jun 08
       
      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
      Carla Arena on 01 Jul 08
       
      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
      Joao Alves on 01 Jul 08
       
      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
      Carla Arena on 02 Jul 08
       
      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
      Joao Alves on 02 Jul 08
       
      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
      Ilse Mönch on 05 Jul 08
       
      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 :-)
  • Carla Arena on 30 Jun 08
     
    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 -
  • Sasa Sirk on 30 Jun 08
     
    Week 2 Discussion in the LearningwithComputers group about ways to improve our collective tagging experience.
Paul Beaufait

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

halfanhour.blogspot.com/...-learning-ten-years-on_16.html

learning future connectivism education technology Downes trends online

shared by Paul Beaufait on 22 Nov 08 - Cached
  • 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.
  • Paul Beaufait on 22 Nov 08
     
    Thanks for all of your inspiration!
  • Paul Beaufait on 22 Nov 08
     
    "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)
David Wetzel

Opening Minds in Science and Math with a New Set of Keys - 14 views

www.teachscienceandmath.com/...nd-math-with-a-new-set-of-keys

integrating technology in education science teach and math strategies teaching web 20

shared by David Wetzel on 09 Sep 10 - No Cached
  • David Wetzel on 09 Sep 10
     
    The use of web based technology is growing by leaps and bounds every day. These online tools are the new set of keys for opening your students' minds. The vast resources on the Internet are making the use traditional methods of teaching and learning obsolete in countless ways.
creatskills

25+ Best Educational Websites Inspiration 2016 - 0 views

creatskills.com/...onal-websites-inspiration-2016

learningwithcomputers education tools learning online teaching technology

shared by creatskills on 19 May 16 - No Cached
  • creatskills on 19 May 16
     
    Educational Websites are represent schools, college, institutes and university, which have information about their education, courses, modules, fees and other information which are important for students, Educational websites must have attractive quality things to interact their students and donors, these websites also have gallery to show its happy and learning
Timeless Learntech

E Learning: Transitional Trend in Educational Pattern in India - 0 views

www.timelesslearntech.com/...n-educational-pattern-in-india

learningwithcomputers education tools web2.0 online technology

shared by Timeless Learntech on 22 Nov 11 - No Cached
  • Timeless Learntech on 22 Nov 11
     
    "Education is not preparation for life; education is life itself. Learning does not cease, its timeless and forever!" Traditional teaching has been part of formal education over years, where in students assemble together in classrooms and learn. With the advent of technology, the skills and methods of approach towards learning are changing.
Paul Beaufait

5 Instructional Shifts to Promote Deep Learning - Getting Smart by Susan Oxnevad - DigL... - 14 views

gettingsmart.com/...hifts-to-promote-deep-learning

education learning deep-processing online pedagogy teaching technology

shared by Paul Beaufait on 02 Nov 12 - No Cached
  • The seamless integration of technology into the Common Core-aligned curriculum supports learning through active participation and increases opportunities for all students to have access to the tools and information they need for success.
  • Paul Beaufait on 02 Nov 12
     
    Oxnevad suggests, "Students can develop transferrable knowledge and skills as they engage in learning experiences that require them to construct knowledge" (¶1). She argues for "seamless integration of technology" that will enable "students students to have access to the tools and information they need for success" (¶2), and proposes five instructional strategies for teachers to use to achieve those ends, namely: 1. Preparing "complex questions that require students to use higher level thinking skills" (Help students uncover knowledge, ¶2); 2. Facilitating learning from engaging and online resources, rather than delivering content (Eliminate the front of the classroom); 3. Creating opportunities for real world collaboration (Encourage collaboration); 4. Exploiting classroom and online opportunities for "frequent [and] informal assessment to gauge the effectiveness of your instruction and make adjustments to maximize the learning experience for each student" (Informally assess students [and instructional practices]); and 5. Preparing and publishing screencast tutorials for students to peruse whenever necessary, "...[i]Instead of spending valuable instructional time teaching the same tech skills over and over again to individual students" (Provide students with built in tech support). This October 30, 2012, post ends with an illustration comprising focus questions and a ThingLink product of fifth grade students' work. A list of links to related posts follows.
izz aty

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

www.onlinedegree.net/sential-2-0-tools-for-teachers

web2.0 tools resources education tech teaching learning interactive community communication social media

shared by izz aty on 08 Dec 10 - Cached
  • izz aty on 08 Dec 10
     
    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.
Barbara Moose

Seven skills students desperately need - 0 views

www.eschoolnews.com/...index.cfm

21st_Century_Skills 21st century skills SETDA

shared by Barbara Moose on 10 Jun 09 - Cached
  • Barbara Moose on 10 Jun 09
     
    At an education forum hosted by SETDA, keynote speaker Tony Wagner explained why teaching to the test is a mistake--and he listed seven 'survival skills' every student should have before graduating.
IN PI

Horizon Project | nmc - 0 views

www.nmc.org/horizon

alunos education elearning future technology web2.0

shared by IN PI on 15 Aug 08 - Cached
  • IN PI on 15 Aug 08
     
    Horizon Report 08 - key trends on educational technology and its relevance to teaching, learning and creative expression.
Paul Beaufait

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

braz2010vance.pbworks.com/PLN

autonomy braz2010vance education educational technology learning paradigms paradigm shift teacher development teaching technology

shared by Paul Beaufait on 23 Aug 10 - Cached
  • 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.
  • Paul Beaufait on 23 Aug 10
     
    PLN: The paradigm shift in teacher and learner autonomy
andrew bendelow

Brain Development in a Hyper-Tech World - Dana Foundation - 4 views

www.dana.org/...detail.aspx

technology development learningwithcomputers education tools

shared by andrew bendelow on 15 Jun 12 - Cached
  • andrew bendelow on 15 Jun 12
     
    The information explosion brought about by the Internet and other modern technological tools has undeniably had positive influences on society. "These are enabling technologies," said Friedlander. "I think their greatest power lies in their ability to enable people to reach out to a world that is much greater than what any child is likely to get in their home or school environment. That's all good and positive." The trick, he said, is knowing where to draw the line. "It gets down to a quantitative question: how much is too much? That's where the rubber really meets the road for most people, and that is a really tough question to answer." The responsibility for making such decisions often falls on parents, but they may not be equipped, able, or willing to do so. "We always hear the same thing, that it's up to parents to control the use of these things and teach kids how to manage it all," said Grafman. "But in order for them to do this, they have to understand better themselves what they are creating with their children. Many parents today just say, 'here's your computer, put it in your room and do your homework on it,' and that's the last they see of the kid. If that's the case, how much are kids going to listen?"
David Wetzel

To Blog or Not To Blog in Science or Math Class - 7 views

www.teachscienceandmath.com/...-blog-in-science-or-math-class

blogging technology education learning science teach and math why create blog web project strategies based teaching

shared by David Wetzel on 12 Aug 10 - Cached
  • David Wetzel on 12 Aug 10
     
    The primary purpose of blog is to facilitate interaction between a teacher and his or her students. This is possible because a blog is a dynamic tool which can be easily updated or transformed as necessary to meet the needs of a science or math class. The integration of blog technology in a class requires an investment of time. Because of this commitment, additional evidence is needed to support the integration this technology in a science or math class curriculum.
David Wetzel

Teaching with Technology - 12 views

www.squidoo.com/teaching-with-technology

teaching strategies education technology inquiry problem solving activities learning

shared by David Wetzel on 19 Mar 10 - Cached
  • David Wetzel on 19 Mar 10
     
    Student questions and questioning become a major focus of classroom activity as teachers demonstrate and then require effective searching, prospecting, gathering and interpretation techniques while students use the tools and information to explore solutions to contemporary issues.
1 - 20 of 162 Next › Last »
Showing 20▼ items per page