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DB Sherwin

5 Minute Classroom Tech Tutorials | Ed Tech Moment - 0 views

www.edtechmoment.com

tutorials e-learning student tutorial

shared by DB Sherwin on 17 Apr 12 - No Cached
  • DB Sherwin on 17 Apr 12
     
    Ed Tech Moment is designed for classroom teachers to get some simple ideas for integrating technology tools into their classroom.
anonymous

Moodle Course Design: a high-wire act presentation by @catspyjamasnz's #MootN... - 0 views

www.moodlenews.com/...ion-by-catspyjamasnzs-mootnz11

moodle course design e-learning

shared by anonymous on 03 Aug 11 - No Cached
  • Here’s a great presentation by the same source who brought you the excellent Moodle Tool Guide for Teachers: Joyce Seitzinger (@catspyjamasnz).  The presentation focuses on learning design and suggesting that teachers working with educational technologists can achieve great things when combining forces for learning.
  • anonymous on 03 Aug 11
     
    Presentation on learning design using tech tools and LMS
Maria Rosario Di Mónaco

Education Week Teacher Professional Development Sourcebook: Writing Re-Launched: Teachi... - 0 views

www.edweek.org/...02digital.h04.html

education writing digitalwriting

shared by Maria Rosario Di Mónaco on 21 Apr 11 - No Cached
  • There are plenty of reasons for teaching writing without a technology component, including lack of resources, lack of training, and the pressures of testing
  • l writing
  • Tech-savvy teachers tend to agree that digital writing differs from conventional composition in ways that can spur student engagement and creativity.
  • ...5 more annotations...
  • Another distinction between the two types of writing is that while traditional writing formats, such as journaling, are frequently used for private reflection, digital writing is almost always meant for an audience. Once published, digital pieces, such as blogs and YouTube videos, are often widely available and searchable on the Web.
  • By design, pen-and-paper composition is a one-person undertaking. But digital writing is often collaborative.
  • There are a variety of ways students can collaborate, says Eidman-Aadahl. For instance, they can create a text jointly, through shared documents or wikis, or they can take turns posting on a collective blog.
  • digital writing and standardized test preparation are not at odds. Both require that students know the fundamentals. Digital writing, by showing students how writing can be used, often enhances the drive to learn the basics.
  • The caveat to using digital tools, many tech-savvy educators note, is to keep focused on instructional goals, and not use technology simply for technology’s sake. It’s best to “find the appropriate technology to mesh with what the teacher’s already doing well,” says the University of Maryland’s McCaleb, “not to force it in.”
Maria Rosario Di Mónaco

Education Week Teacher: Teaching the iGeneration: It's About Verbs, Not Tools - 1 views

www.edweek.org/...tln_ferriter_igeneration.html

education teaching learning igeneration

shared by Maria Rosario Di Mónaco on 21 Apr 11 - No Cached
  • "It's not about the tools, Bill," Sheryl pushed back. "It's about the behaviors that the tools enable."
  • we need to spend our time and energy focusing on the kinds of essential skills that students can polish, explore, and master with the help of tech-driven learning experiences.
  • most schools are investing their professional-development technology budget in training teachers to use computers for non-instructional purposes even though new tools allow for a significant shift in pedagogy.
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  • Moving learning forward, then, begins by introducing teachers to ways in which digital tools can be used to encourage higher-order thinking and innovative instruction across the curriculum
  • today’s students can be inspired by technology to ponder, imagine, reflect, analyze, memorize, recite, and create—but only after we build a bridge between what they know about new tools and what we know about good teaching.
  • As a result, schools sprint in new digital directions with little thought, spending thousands on technology before carefully defining the kinds of learning that they value most. The consequences are high-tech classrooms delivering meaningless, low-level instructional experiences
  • Instead of recognizing that tomorrow’s professions will require workers who are intellectually adept—able to identify bias, manage huge volumes of information, persuade, create, and adapt—teachers and district technology leaders wrongly believe that tomorrow’s professions will require workers who know how to blog, use wikis, or create podcasts.
  • refocusing our instructional attention requires a dedicated effort to separate nouns from verbs in conversations about teaching with technology
  • Verbs are the kinds of knowledge-driven, lifelong skills that teachers know matter: thinking critically, persuading peers, presenting information in an organized and convincing fashion. Nouns are the tools that students use to practice those skills
  • five skills that I believe define the most successful individuals: The ability to communicate effectively, the ability to manage information, the ability to use the written word to persuade audiences, the ability to use images to persuade audiences, and the ability to solve problems collaboratively.
Kerry J

KerryJ's Neotenous Tech » Why should I learn that? - 0 views

kerryj.com/...why-learn-that

educationaldesign education learning teaching interactive e-learning

shared by Kerry J on 05 Aug 10 - Cached
  • Kerry J on 05 Aug 10
     
    Writing learning objectives that not only provide context, but create a roadmap to engaging activities and online content.
Kathy Cannon

Digital Education: Exploring Open-Source for Schools (NECC09 entry) - 1 views

blogs.edweek.org/...ng_opensource_for_schoo_1.html

moodle K-12 opensource

shared by Kathy Cannon on 29 Jun 09 - Cached
  • Another point that came up in the session was that it is much easier to start with open-source software or platforms rather than try to transition from commercial software to its open-source equivalent.
    • Kathy Cannon
      Kathy Cannon on 29 Jun 09
       
      This has been true in my experience of transitioning from WebCT Vista 3 to Moodle here at Brandeis University.
  • tech administrators are afraid to be held accountable for any problems that may arise from a transition from commercial to open-source software.
  • Kathy Cannon on 29 Jun 09
     
    Another point that came up in the session was that it is much easier to start with open-source software or platforms rather than try to transition from commercial software to its open-source equivalent. Orwin explained that implementing Moodle into his district was much easier than transitioning from Microsoft Office to Open Office, since teachers were already familiar with Microsoft Office and then had to adjust to the differences in Open Office. That transition was almost four years in the making, he said. On average, it takes about three years before educators begin to truly understand the benefits of moving to open-source software, said Hargadon.
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