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50 Ways to Use Twitter in the College Classroom

The purpose of this essay is to introduce the instructor to critical thinking and to suggest means of applying it in the classroom. As such, it is not a teaching document; it does not pause and repeat nor stimulate learning with examples and exercises. Rather, its purpose is to provide an overview of the field and to suggest a common terminology. A list of references is provided for those desiring more detailed study.

A presentation on Web 2.0 technologies in the classroom with ideas for using different tools in the classroom.

Twitter 101: Social Media's Move to College Classrooms

As Classrooms Go Digital, Textbooks Are History

Teaching students to learn from and with each other is a wise acknowledgment that more and more, students are relying on their peers for information. Sixty-five percent of Americans aged 12-17 and 67 percent of those aged 18-32 use social networking sites, according to the Pew Research Center. Students' lives are infused with each other's viewpoints.\n\nTeachers and professors like Parry and Camplese are taking group work to the next logical step: incorporating social media into their classrooms. In lieu of fighting teens' use of networking sites, they are communicating with students in a language that they understand.

Multimedia sources for blogs.

Multimedia sources for blogs that may be useful classroom tools.

The nature of the academic lecture has changed with the introduction of wi-fi and cellular technologies. Interacting with personal screens during a lecture or other live event has become commonplace and, as a result, the economy of attention that defines these situations has changed. Is it possible to pay attention when sending a text message or surfing the web? For that matter, does distraction always detract from the learning that takes place in these environments? In this article, we ask questions concerning the texture and shape of this emerging economy of attention. We do not take a position on the efficiency of new technologies for delivering educational content or their efficacy of competing for users' time and attention. Instead, we argue that the emerging social media provide new methods for choreographing attention in line with the performative conventions of any given situation. Rather than banning laptops and phones from the lecture hall and the classroom, we aim to ask what precisely they have on offer for these settings understood as performative sites, as well as for a culture that equates individual attentional behavior with intellectual and moral aptitude.

As schools shift to 21st century learning in a time of budget crunches, digital textbooks in classrooms are on the rise. To help educators and administrators efficiently implement digital texts, two diverse districts share their motivations, tactics, and goals for their textbook programs.

Over the past few years, I have been collecting interesting Internet videos that would be appropriate for lessons and presentations, or personal research, related to technological and media literacy. Here are 70+ videos organized into various sub-categories. These videos are of varying quality, cross several genres, and are of varied suitability for classroom use.

Discussion of what the new form of expertise might need to look like in college classrooms.

As technology advances, new discoveries based on brain mapping are helping researchers understand how students learn. And those discoveries, in turn, are enriching and informing classroom practices in a growing number of schools.

This case study describes the design and implementation of a foundations of educational technology course with the support of a web-based application known as Drupal. Drupal is a powerful free and open source web application framework in which one can use wikis, blogs, groups, and other tools to support the classroom learning experiences of students. In this course, distance masters students used these tools to build their own wiki-based knowledge base about the field of educational technology.

The rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did. But the implications of the shift are hotly debated, both for the future of students' writing and for the college curriculum.\n\nSome scholars say that this new writing is more engaged and more connected to an audience, and that colleges should encourage students to bring lessons from that writing into the classroom. Others argue that tweets and blog posts enforce bad writing habits and have little relevance to the kind of sustained, focused argument that academic work demands.\n\nA new generation of longitudinal studies, which track large numbers of students over several years, is attempting to settle this argument. The "Stanford Study of Writing," a five-year study of the writing lives of Stanford students - including Mr. Otuteye - is probably the most extensive to date.

\n \nProtected\ntitle.jpg\nTable of Contents\nWelcome to the 21st Century\nStarter Sheets\nBloom's Taxonomy\nLearning styles and ICT\nICT integration and Management\nManaging Complex Change\nWeb 2.0 and other tools\nEducational Origami is a blog , and a wiki, about the integration of ICT (Information and Communication Technologies) into the classroom,

Students embrace online learning virtual classroom - Natasha Robinson, Rocky Mount Telegram