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Laree Beans

YOU TUBE: Power Teaching - 0 views

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    An interesting way to teach. Not much technology involved though.
Randy Ziegenfuss

Handbook of Emerging Technologies for Learning - Emerging Technologies for Learning - 0 views

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    This Handbook of Emerging Technologies for Learning (HETL) has been designed as a resource for educators planning to incorporate technologies in their teaching and learning activities.
Randy Ziegenfuss

Twitter - A Teaching and Learning Tool | Space for me to explore - 0 views

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    A post on how one might use Twitter in education.
Angela Eckhart

The 21st-Century Librarian - Video Library - The New York Times - 0 views

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    Short video about a library teaching students about digital technology to aid in research
Randy Ziegenfuss

Intel Education: Assessing Projects - 0 views

  • Assessing Projects helps teachers create assessments that address 21st century skills and provid
    • Randy Ziegenfuss
       
      testing comments
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    When assessment drives instruction, students learn more and become more confident, self-directed learners. Assessing Projects helps teachers create assessments that address 21st century skills and provides strategies to make assessment an integral part of their teaching and help students understand content more deeply, think at higher levels, and become self-directed learners.
Randy Ziegenfuss

Teaching with TED - 0 views

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    TED stands for Technology, Entertainment, Design. It started out (in 1984) as a conference bringing together people from those three worlds. Since then its scope has become ever broader and it has begun releasing its talks online under a Creative Commons license so that they can be downloaded for free for non-commercial use. Their applications for education are endless. The purpose of this wiki is to share ideas how these talks can turn into broader discussions, projects, and actions
Randy Ziegenfuss

interactive media resources | Social Media CoLab - 0 views

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    Collaborative multimedia presentations enable small groups like teaching teams to work together to: * present knowledge in different and (if you do it right) compelling ways * engage active participation by the entire class instead of broadcasting to it like a passive audience
Randy Ziegenfuss

web20tools - List | Diigo - 0 views

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    A list of links to support the use of Web 2.0 tools for teaching and learning in the K-12 environment.
Randy Ziegenfuss

Industry Pitching Cellphones as a Teaching Tool - NYTimes.com - 0 views

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    The cellphone industry has a suggestion for improving the math skills of American students: spend more time on cellphones in the classroom.
Randy Ziegenfuss

Interview: Ken Robinson | Fetile Minds Need Feeding - 0 views

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    Are Schools stifling creativity? Ken Robinson tells Jessica Shepherd why learning should be good for the soul.
Maria Ding

INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION - 0 views

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    interesting site re: technology teaching
Maria Ding

Teachers Collaborating to Improve Education: Fantasy or the Future? | New Teacher Network - 0 views

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    This seems like a great site regarding teacher networking.
Maria Ding

Africans in America - 0 views

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    For American History people...info on African American history (teaching tolerance etc.)
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    African history resource.
Randy Ziegenfuss

4Teachers : Main Page - 0 views

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    4Teachers.org works to help you integrate technology into your classroom by offering online tools and resources. This site helps teachers locate and create ready-to-use Web lessons, quizzes, rubrics and classroom calendars. There are also tools for student use.
Randy Ziegenfuss

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

  • virtually any place on earth can be connected to markets anywhere else on earth and can become globally competitive.
  • continuous learning and for the ongoing creation of new ideas and skills.
  • f access to higher education is a necessary element in expanding economic prosperity and improving the quality of life,
  • ...21 more annotations...
  • much of what we will need to know will not be what we learned in school decades earlier
  • It is unlikely that sufficient resources will be available to build enough new campuses to meet the growing global demand for higher education—at least not the sort of campuses that we have traditionally built for colleges and universities.
  • created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning.
  • Open Educational Resources (OER) movement,
  • support and expand the various aspects of social learning.
  • based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • Light discovered that one of the strongest determinants of students’ success in higher education—more important than the details of their instructors’ teaching styles—was their ability to form or participate in small study groups.
  • The Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy concerns the best way to transfer this substance from teachers to students.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field.
  • networked communities of practice
  • its principles have been adopted by communities dedicated to the creation of other, more widely accessible types of resources
  • In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field.
  • change the game in education
  • using technology to enhance social learning within formal education, it also seems likely that a great deal of informal learning is taking place both on and off campus via the online social networks that have attracted millions of young people.
  • By enabling students to collaborate with working scientists, this movement provides a platform for the “learning to be” aspect of social learning.
  • what happened when his students were required to share their coursework publicly
  • As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads.
  • embedded in a community of practice
  • emergence of new kinds of open participatory learning ecosystems
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    The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by "social learning"? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning….
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