MVCR Tech Tools

Is privacy concerns stopping you from using social media in your courses?

Something I shared with my students...25 Apps You'll Need to Survive College

Benefits of Teaching Online

This is a cool blog that illustrates how to use an iPad to enhance your teaching modules and also aid student learning.

Could this be the future of online education? Short tutorials available on youtube - developing traction! From the article: "Bill Gates' favorite teacher." http://money.cnn.com/2010/08/23/technology/sal_khan_academy.fortune/

Learn almost anything for free. Our mission is to provide a free, world-class education for anyone, anywhere. All of our resources are completely free forever, regardless of whether you're a student, teacher, home-schooler, principal, adult returning to the classroom after 20 years, or a friendly alien just trying to get a leg up in earthly biology.

Khanacademy has video lectures for each topic, and lots of information videos for some other majors also.

Video Everywhere is a new technology tool that I am exploring as a way to introduce video into my online classes. I plan to use this tool to introduce my students to each module in my online classes. Video Everywhere recordings benefit all students who need repetitive review of material and feedback. Video assists deaf students as well by allowing them to record and share sign language. Video Everywhere helps students who are enrolled in classes that are taught in non-native languages, giving them exposure to vocabulary and pronunciation according to their Web Site. I am looking forward to incorporating this tool into my classes.

Not only has the class been very helpful, but the ION Web page gives me much information on sample rubrics, and many other ideas on instructional strategies as I continue to enhance my teaching abilities in my online classes.

From netbooks to blogs, students in Southwestern Illinois know a lot about technology.

Developed by the National Education Association covers all aspects that teachers need to know or learn in teaching an online class.

This paper addresses the faculty's awareness of the benefits of Web 2.0 to supplement in-class learning and assess faculty's decisions to adopt these tools using the decomposed theory of planned behavior. In my experience, all assignments in our courses are taught and completed in computer labs, we are supposed to attend several hours or more of professional development, teaching assistants and faculty are encouraged to pursue a certificate in teaching with technology, and in addition, more experienced teaching assistants routinely share their knowledge and experience in working with different types of technology with their colleagues who are just starting. The attitude of faculty and their perceived behavioral control are the main concern to their intention to use the technology tools.

Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246. Vesely, Bloom, and Sherlock (2007) document that essential to the learning process is the student/student and student/teacher interaction, and building this community of learners is more challenging in online. Students in blended courses felt interaction may be better than in traditional courses. Students who feel silenced in onsite class discussions are more apt to contribute online. Seeking help can be a determining factor in successful learning. In the online communities, help is available virtually around the clock from the instructors and fellow classmates. Furthermore, through their experiences in the blended course, students would better understand the significance of managing their time, cultivating their study environment, regulating their effort, seeking appropriate support, and learning from classmates. In my experience, students reported that their online interaction with classmates had greatly assisted in their comprehension of course materials. Central to how they felt about blended learning was the quality and quantity of student and faculty interaction. In blended courses, students are often required to engage actively by reading and responding to discussion forum postings that become a permanent record of their participation and learning, rather than passively attending classes. Perceptions of interaction from faculty are also positive for blended courses. Faculty renovate their teaching methods by placing onsite lectures online and adding supplementary activities to aid student learning. Blended teaching and learning transforms education from "a command and control structure to a connect and collaborate environment" (Moskal, Dziuban, Upchurch, Hartman, & Truman, 2006) which is more student-centered than faculty-controlled. For faculty, the quality

A Comparative Content Analysis of Student Interaction in Synchronous and Asynchronous Learning Networks Chou, C. C. A Comparative Content Analysis of Student Interaction in Synchronous and Asynchronous Learning Networks. By comparing the student interactions in synchronous and asynchronous Computer-Mediated Communication systems, this paper scrutinizes the patterns of learner-learner interaction in a distance-learning environment. The study results showed the students spent more time in task-oriented interaction in asynchronous discussions than in synchronous mode.

To learn more about Google Drive follow the link.

I got my images for my Prezi at this site

This site will be useful for students to avoid losing marks for proofreading errors related to spelling, grammar, punctuation, etc.