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Charmian LORD

9 Powerful Android Apps to Boost Your Teaching Productivity ~ Educational Technology an... - 0 views

www.educatorstechnology.com/...our-teaching-productivity.html

apps teaching

shared by Charmian LORD on 26 Oct 15 - No Cached
  • Charmian LORD on 26 Oct 15
     
    Had to share this. Not just because some of these may be helpful but also because of the final app. So many teachers and schools are insisting that students keep their phones off or silent and well away from them during class. This app works best if the student has it with them. What do you think Bec?
djplaner

Curated collection - 1 views

www.slideshare.net/...curated-collection

pkm curation connectivism

shared by djplaner on 21 Feb 13 - No Cached
  • djplaner on 21 Feb 13
     
    An online lecture (slides+audio) from Prof Peter Albion (from USQ) for use in the course EDP4130.  In 20 minutes or so Peter gives some background to the changes in society, information availability etc that is - at least for some - suggesting a need for new approaches to knowledge, learning and teaching. 
Trevor Haddock

Sugata Mitra's new experiments in self-teaching - 0 views

www.youtube.com/watch

Youtube video

shared by Trevor Haddock on 31 Aug 12 - No Cached
  • Trevor Haddock on 31 Aug 12
     
    http://www.ted.com Indian education scientist Sugata Mitra tackles one of the greatest problems of education -- the best teachers and schools don't exist where they're needed most. In a series of real-life experiments from New Delhi to South Africa to Italy, he gave kids self-supervised access to the web and saw results that could revolutionize how we think about teaching.
anonymous

http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2012)16&do... - 0 views

www.oecd.org/...publicdisplaydocumentpdf

learning education connectivism knowledge-building

shared by anonymous on 02 Oct 14 - No Cached
  • anonymous on 02 Oct 14
     
    INNOVATIVE RESEARCH-BASED APPROACHES TO LEARNING AND TEACHING
djplaner

Ethics of teaching with social media - 0 views

bit.ly/1uqKVXX

ngl ethics socialmedia

shared by djplaner on 06 Oct 14 - No Cached
  • djplaner on 06 Oct 14
     
    PDF of paper presented at ACEC 2014 which appears to be of relevance to some of you. Abstract follows. This paper goes beyond the commonly held concerns of Internet safety, such as cyberbullying. Instead, it explores the ethical dilemmas we face as teachers when using social media, in particular social networks, in the classroom. We believe old ideas of respect and culture of care for children and young people need to be reconstructed around new media. This paper draws on the authors' experience in teaching with, and researching students' use of, social media in the classroom. In this paper we explore the ethical issues of consent, traceability, and public/private boundaries. We tackle the complex issue of the rights around virtual identities of the students followed by a discussion on the ethics of engaging students in public performance of curriculum and their lives. Finally we discuss the ethical dilemma involved in recognising and responding to illicit activity. While we reflect on our own response to these dilemmas and propose a dialogic process as the way forward, we also return to the argument that these ethical choices are dilemmas in which most, if not all, options are unpalatable or impracticable
djplaner

News for High Schools: Digital Media Plus Teaching Equals Support for Freedom | Mediash... - 0 views

www.pbs.org/...ing-equals-support-for-freedom

mobile

shared by djplaner on 07 Oct 14 - No Cached
  • Student news diets are increasingly digital, social and mobile. In 2007, for example, only 8 percent of students surveyed reported consuming news and information daily through mobile devices. This time around, 62 percent do – an all-time high.
  • djplaner on 07 Oct 14
     
    Reports on some survey findings etc - 62% of students reported consuming news and information daily through mobile devices
ozangel4

Fresh and crisp Morning | Flickr - Photo Sharing! - 0 views

www.flickr.com/...4t-oq8tBo-os6uPV-o7t4dg-wvnQ45

Weather Photo edu8117 education nglpeople flickr sharing

shared by ozangel4 on 08 Sep 15 - No Cached
  • ozangel4 on 08 Sep 15
     
    I originally missed this activity in Week one David, oops. However it was awesome to see that a simple email has fed directly to Flickr. a very engaging tool for teaching, Just need to see how it can be used in my area.
murramumma

2 Billion Jobs To Disappear By 2030 | Future Jobs | Futurist Predictions - Futurist Spe... - 1 views

www.futuristspeaker.com/...lion-jobs-to-disappear-by-2030

shared by murramumma on 07 Sep 15 - No Cached
Charmian LORD liked it
  • murramumma on 07 Sep 15
     
    Teaching requires experts. Learning only requires coaches.
sharonngl

20 Tips for Creating a Professional Learning Network - InformED : - 2 views

www.opencolleges.edu.au/...-professional-learning-network

Itngl

shared by sharonngl on 16 Aug 14 - No Cached
  • anonymous on 16 Aug 14
     
    An article providing some useful tips for setting up network for professionals.
  • sharonngl on 06 Sep 15
     
    A way forward for educators who want to develop their skill and incorporate networks into their teaching
djplaner

Teaching Crowds | A Teaching Crowds book site - 1 views

teachingcrowds.ca

social dron anderson

shared by djplaner on 07 Aug 15 - No Cached
  • djplaner on 07 Aug 15
     
    Open Access book by Anderson & Dron examining the issue of learning and social media. Expands upon what they wrote in some of the earlier papers that form part of the early readings for the course.
djplaner

European Journal of Open, Distance and E-Learning - 3 views

www.eurodl.org/?p=archives&year=2012&halfyear=2&article=523

distance bad set dejavu

shared by djplaner on 09 Aug 14 - No Cached
  • The three generations of technology enhanced teaching are cognitive/behaviourist, social constructivist and connectivist.
    • anonymous
      anonymous on 09 Aug 14
       
      Note: 3 Generations of technology enhanced teaching 1. cognitive/behaviouralist 2. social constructivist 3. connectivist
    • djplaner
      djplaner on 06 Aug 15
       
      That prior note is not a great example of value adding - just repeating what was in the text.
  • tools can be used and optimized to enhance the different types of learning that are the focus of distance education theory and practice.
  • pedagogy and the technology must create an engaging and compelling dance
  • ...97 more annotations...
  • postal correspondence
  • three (or more) overlapping generations
  • mass media including television, radio and film.
  • interactive
  • Indeed, though the authors of this paper are not in complete agreement about this, it is possible to think of pedagogies (considered as the processes and methods used in an attempt to bring about learning) as technologies, integral parts of a technological assembly that must work together with all of the other technologies to bring about a successful outcome
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Connection between technology and pedagogy
  • technologies evolve not through adaptation but by assembly, incorporating pieces of earlier designs
  • We will see that the ubiquitous capacity of the Internet is creating very profound opportunities for enhancing the effectiveness and efficiency of all three pedagogical models.
  • instructional designer
  • positivist research paradigms and methodologies.
  • From behaviourist pedagogy emerged the cognitive learning theories that focus on how processing within the individual brain effects comprehension, understanding, storage and retrieval of information. Cognitive pedagogies arose partially in response to a growing need to account for motivation, attitudes and mental barriers that may only be partially associated or demonstrated through observable behaviours – yet they are directly linked to learning effectiveness and efficiency.
  • empirical testing
  • Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • “scientific models”
  • that guided the development, application and assessment of learning.
  • CB-based distance education is often developed in the suggested order
  • The model begins with designers selecting instructional goals. Instructional designers identify goals in discussion with subject matter experts with an eye to finding deficiencies in learners’ behaviour that can be rectified by new learning.
  • This is particularly salient when applied to a new generation of large scale MOOCs (Massive Open Online Courses)
  • ext and usually multi-media learning content. The effort and cost of “developing and selecting instructional
  • creation of brainstorming lists of possible goals, documentation of subject matter priorities, flow charts, gathering of lists
  • Today each of the instructional design activities (see figure Figure 1) is enhanced by a host of Web 2.0 tools.
  • f primary use are distributed text tools such as Google Docs, DropBox and wikis
  • As importantly, collaborative work and negotiation is not confined to text. Collaborative graphic tools, concept and mind mapping tools allow graphic representations of ideas and processes.
  • Low cost distributed project management tools allow teams to design, create, produce and distribute content at costs much lower than in pre internet days.
  • gh quality content defines CB models of distance education, its effective management and control is extremely important
  • the capacity to re-use content created by others is compelling – if not without its challenges.
  • multiple ways of sharing content
  • blogs to Facebook to YouTube and content management systems
  • Perhaps of deeper concern is the reluctance of distance educators to consume and customize content already created by others.
  • Many content developers define and pride themselves on the production of quality content – not by the consumption and customization of works that they did not produce.
  • The final affordance of the net – with tremendous, if as yet little demonstrated capacity to improve CB distance education pedagogy – is learning analytics.
  • mining information about patterns of behaviour in order to extract useful information about learning which can then be applied to improve the experience.
  • In this model, CB pedagogy may be adapted to service the unique learning needs, style, capacity, motivation and goals of the individual learner.
  • strive to create instructional designs that change and morph in response to individual learner’s needs and behaviours.
  • Open Learning Models (Bull & Kay, 2010; Kay & Kummerfeld, 2006) increase learner control and understanding of the system. Open models can also be used by teachers and other support staff to better understand and respond to individual learner needs, although there are potential and as yet unresolved issues with making such models intuitive to understand and control effectivel
  • important source of data to constructing the model is the user’s current and past activities with content in the learning context.
  • data minin
  • data mining
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Data mining provides an opportunity to identify patterns of student behaviour. This can be used to help teachers better tailor learning and resources to the student. I can see that online tools providing access to metadata, tools for running site-access reports, and and even tagging, might be relevant in this context.
  • From the brief examples above we can see how technologies and especially the Net afford multiple ways in which CB pedagogies and related instructional designs are enabled, enhanced and made more cost effective.
  • MOOCs
  • CB models are inherently focused on the individual learner. While there is a tradition of cognitive-constructivist thinking that hinges on personal construction of knowledge, largely developed by Piaget and his followers (Piaget, 1970), the roots of the constructivist model most commonly applied today spring from the work of Vygotsky (1978) and Dewey (1897), generally lumped together in the broad category of social constructivism.
  • groups of learners, learning together with and from one another.
  • Social-constructivism does not provide the detailed and prescriptive instructional design models and methodologies of CB driven distance education.
  • efines social constructivist learning contexts as places “where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities
    • anonymous
      anonymous on 10 Aug 14
       
      "social constructivist learning contexts...places 'where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities" Sounds a lot like the NGL course!
  • eachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs the means by which new knowledge is both created and integrated with existing knowledge.
  • New knowledge as building upon the foundation of previous learning Context in shaping learners’ knowledge development Learning as an active rather than passive process, Language and other social tools in constructing knowledge Metacognition and evaluation as a means to develop learners’ capacity to assess their own learning A learning environment that is learner-centred and recognises the importance of multiple perspectives Knowledge needing to be subject to social discussion, validation, and application in real world contexts (Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999).
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Characteristics of Social Constructivism
  • learning is located in contexts and relationships rather than merely in the minds of individuals.
  • leave more room for negotiation about learning goals and activities among teachers and students.
  • less prescriptive
  • Social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available,
  • that being the loss of freedom associated with a commitment to meeting at a common time.
  • Time constraint issues are especially important to distance students, most of whom are juggling employment and family concerns in addition to their formal course work.
  • ata mining and learning analytics are not only used to support independent study based on CB models but are being utilized to support and enhance group work.
  • extract patterns and other information from the group logs and present it together with desired patterns to the people involved, so that they can interpret it, making use of their own knowledge of the group tasks and activities” (Perera et al., 2009).
    • anonymous
      anonymous on 10 Aug 14
       
      Example of using data mining and learning analytics with the group.
  • LMS Moodle
  • Standard Moodle analytics allow teachers to view contributions or activities of individual learners
  • Google Analytics
  • Constructivist pedagogies use the diversity of viewpoints, cultural experiences and the potential for divergent opinion that is best realized through interactions with group members from other cultures, languages and geographies.
  • Naturally, technological affordances of most relevance to constructivist pedagogies focus on tools to support effective establishment, operation and trust building within groups. The technologies that support rich social presence, including full range of audio, video and gestures, are associated with enhanced trust development and increasing sense of group commitment
  • connectivism
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems.
    • anonymous
      anonymous on 10 Aug 14
       
      connectivism = learning is the process of building networks of information, contacts, and resources that are applied to real problems.
  • communities of practice
  • Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems.
  • capacity to find, filter and apply knowledge when and where it is needed
    • anonymous
      anonymous on 10 Aug 14
       
      role of the learner is to have "capacity to find, filter and apply knowledge when and where it is needed"
  • The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity
    • anonymous
      anonymous on 10 Aug 14
       
      "The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity"....a nice reminder
  • iticism of connectivism as being merely an extension constructivist pedagogy and those who argue that it is not really a complete theory of learning nor of instruction
  • gain high levels of skill using personal learning networks that provide ubiquitous and on demand access to resources, individuals and groups of potential information and knowledge servers. The second is the focus on creation, as opposed to consumption, of information and knowledge resources.
  • Bloom’s (1956) cognitive taxonomy place creation at the highest level of cognitive processing
  • elies on the ubiquity of networked connections – between people, digital artefacts, and content, and thus can be described as a network centric pedagogy and thus may be the first native distance education pedagogy, without previous instantiation in classrooms.
  • Effective connectivist learning experiences demand that learners have the tools and the competencies necessary to effectively find, sort, evaluate, filter, reformat and publish content on the net.
  • hese capacities rely on effective tools, high skill levels and a developed sense of network efficacy.
  • individuals and groups are helped to create and continuously augment, adapt and use a personal learning environment (PLE)
  • second key defining characteristic of connectivist pedagogy is the import placed on creating, sharing and publishing learner artefacts.
  • Connectivist learning designs, like constructivist ones, often involve collaborative or cooperative work between many learners. However, contribution often grows beyond the group to further encourage collaboration across time and space.
  • eyond the tools of creation instantiated within a PLE is an understanding of the technical and legal means to distribute work, while maintaining appropriate privacy levels and not infringing on the copyright nor plagiarizing the work of others.
  • The only solution to the privacy dilemma is to let each student and teacher set the level of access that they feel is most appropriate for them and more explicitly for the nature of the content being distributed.
  • Privacy concerns are also being recognised by the social networking giants.
  • Connectivist designs also involve the discovery of and contribution to new learning communities.
    • anonymous
      anonymous on 10 Aug 14
       
      connectivist pedagogy encourages contribution to new learning communities - make your work accessible to others!
  • Learners are encouraged to make themselves, their contributions and their personal learning environment accessible to others. T
  • create and rate bookmarked resources t
  • hat others find useful, document their learning accomplishments via blogs, and share their discoveries and insights via micro blog feeds. In this manner they create and sustain learning networks that begin at the course level, but grow and evolve as the course of studies ends.
  • the emphasis is far more on the individual’s connections with others than with group processes designed to enhance or engender learning.
  • arder to apply analytics than in the more contained contexts of CB and social constructivist models.
    • anonymous
      anonymous on 10 Aug 14
       
      It is harder to apply analytics than with CB and social constructivist models.
  • There is no central course, few common materials, no central binding point where interactions can be observed apart from each individual learner.
  • edagogy is, at heart, entirely focused on the individual learner.
  • The bottom three of Blooms original levels of learning – acquiring knowledge, coming to understand something or some process and applying that knowledge to a context – are clearly within the domain of CB pedagogies.
  • Moving up to the analysis, synthesis and evaluation levels brings us to the need for social perspective. This is often acquired through group and networked interactions characteristic of constructivist and connectivist pedagogical models.
  • Creation can be entirely original or as is more usual, creation involves the building upon, reinterpretation and contextualized application of older ideas to new contexts. Creation, the highest level of cognitive functioning usually requires mastery of the lower levels but, in addition, requires at least a small flame of creativity and insight.
  • Obviously the focus of connectivism with its inherent demand for students to create and distribute for public review and augmentation, fits well with the final creation level of the revised taxonomy.
  • here are many domains of knowledge in which creation of new knowledge is of much less importance than remembering and being able to apply existing knowledge.
  • No single generation has provided all the answers, and each has built on foundations provided by its predecessors rather than replacing the earlier prototype (Ireland, 2007).
  • As new technological affordances open up, it becomes possible to explore and capitalize on different aspects of the learning process.
  • For each mode of engagement, different types of knowledge, learning, and contexts must be applied.
  • students be skilled and informed to select the best mix(es) of both pedagogy and technology.
  • from the student-content interactions of cognitive-behaviourist models to the critical role of student–student interaction in constructivism, and finally, to the deeply networked student–content-teacher interrelationship celebrated in connectivist pedagogie
  • which students become teachers and teachers become students,
  • Connectivism is built to some degree on an assumption of a constructivist model of learning, with the learner at the centre, connecting and constructing knowledge in a context that includes not only external networks and groups but also their own histories and predilections.
  • he late Boston scholar Father Stanley Bezuska assembled a series of humorous quotes (see http://www.slideshare.net/committedsardine/funny-predictions-throughout-history) illustrating the doomsday predictions of teachers as they have been forced to deal with educational technologies.
    • djplaner
      djplaner on 06 Aug 15
       
      This particular set of quotes has since been identified as a hoax - but an illustrative one. http://boston1775.blogspot.com.au/2014/05/the-myth-of-students-today-depend-on.html
  • djplaner on 06 Aug 15
     
    One of the readings from the course. Sharing it now as a little experiment in sharing annotations. In theory, if you view this page, you should be able to see the bits that I've highlighted and shared with the group.
djplaner

Education 3.0 and the Pedagogy (Andragogy, Heutagogy) of Mobile Learning | User Generat... - 0 views

usergeneratededucation.wordpress.com/...y-heutagogy-of-mobile-learning

ltngl

shared by djplaner on 30 Aug 14 - No Cached
  • or example, procedural knowledge such as how to do first aid or fix a car; or a fixed body of knowledge such as human anatomy (for the medical field) or the study of law is typically best taught through a more teacher directed, “pedagogical” style.
  • Educators need to examine what they are teaching and the population to whom they are teaching
  • djplaner on 30 Aug 14
     
    A comparison of Education 1.0 (schools), 2.0 (more interaction) and 3.0 (connectivist/heutagogical)
djplaner

Me as a teacher | The Weblog of (a) David Jones - 1 views

davidtjones.wordpress.com/...me-as-a-teacher

spta teacher

shared by djplaner on 06 Aug 14 - No Cached
  • Perhaps the biggest example of that that I think lectures suck. In fact, I have a dislike for most face-to-face teaching practices in a University context. I have – what Bali and Meier describe as – an affinity for asynchronous learning.
    • djplaner
      djplaner on 06 Aug 14
       
      Using ideas/principles from other sources
  • rown to like the McWilliam’s (2009) idea of the “meddler in the middle” which is described a
    • djplaner
      djplaner on 06 Aug 14
       
      MOre from other resources
  • you might imagine, this doesn’t necessarily fit well with many of my colleagues, but it does mean I’m naturally inclined towards NGL.
    • djplaner
      djplaner on 06 Aug 14
       
      Some evidence of using principles/literature to understand what is going on (i.e. my reflections on my own approach)
  • ...7 more annotations...
  • . For both courses I’m interested in questions like: How I can be a more effective “meddler in the middle”? What learning environment is going to be best engage students most effectively in NGL? For EDC3100 the challenge is scaling this to a course with 100+ students. For EDU8117 the challenge may be to be a bit more experimental in how it’s done. In both the challenge may be for me to break my limitations/conceptions and those of the institutional environment.
    • djplaner
      djplaner on 06 Aug 14
       
      Some identification of future plans. Arguably fairly light on and not fleshed out in details, but probably appropriate for this post's purpose
  • is links to the point made by Goodyear et al (2014) Unless learning is very closely supervised and directed (which it rarely is), there will usually be some slippage between task and activity, for good and bad reasons. This is important to acknowledge, when designing, because what people learn is a consequence of their actual activity, and therefore only indirectly a result of the task set for them. Tasks are designable, activities are not – they are emergent. (p. 1
    • djplaner
      djplaner on 06 Aug 14
       
      More NGL principals.
  • Just how much is needed?
    • djplaner
      djplaner on 06 Aug 14
       
      A question to consider into the future - future planning
  • n his post “as teacher” Brendon, one of the other NGL participants, mentions Sugata Mitra’s work and the idea of students being “able to develop their own connections and learning without … explicit teaching”. Brendon identifies as a key challenge for schools the task of developing (or perhaps unleashing learner’s inherent ability to be) “self-directed and inquisitive learners”. For both my courses I see this as the main aim and the main challenge.
    • djplaner
      djplaner on 06 Aug 14
       
      Building on Brendon's post. Pointing to some insights which suggest some limitations of an aspect of what he was talking about.
  • Sorry, but Mahara still doesn’t compete with WordPress (or any other of numerous freely available online alternatives). In reflecting on her “as teacher” Anne relates a similar story around one school’s pilot program with Microsoft where each student has their own tablet device “but the device is not able to be taken home”
    • djplaner
      djplaner on 06 Aug 14
       
      Making a connection to another participants post. Agreeing with it, linking it to what I'm doing
  • What do I want to do?
    • djplaner
      djplaner on 06 Aug 14
       
      All of the following really starting to talk about what I'd like to do.
  • Goodyear et al (2014) pick up on the term affordance as both important, but also as “a term that is also very widely critiqued and contested” (p. 137). The idea is that particular technologies afford different possibilities dependent on people’s perceptions of a technology. But an affordance isn’t a single set of possibilities seen by every person. Taking what Goodyear et al (2014) describe as a “relational-materialist” the idea of affordance becomes much more complex and emergent.
    • djplaner
      djplaner on 06 Aug 14
       
      Using the literature as part of my planning
  • djplaner on 06 Aug 14
     
    My contribution to an activity I'm currently adding to the week 3 material. Meant as an example. Still to be 100% completed.
  • laurac75 on 05 Sep 14
     
    Hi David Could you please indicate how you would mark this? Both overall, and with regards as to how each of your examples meet the criteria? Would I be correct to assume that this is exemplary? I'm somewhat uncertain as to how to interpret the marking criteria. Thanks Laura
djplaner

Celebrations! - USQ pre-service teacher looking for partner - 0 views

education.skype.com/...10252-celebrations

shared by djplaner on 20 Oct 14 - No Cached
  • djplaner on 20 Oct 14
     
    A student in the undergrad course I teach trying to find a partner class for a Skype session on Celebrations. A little/very late in terms of notice, wondering if anyone might have a contact that might be interested.
anonymous

Peer Review of my Proposal - Instructions on How-To Provide Feedback in Edmodo | Dreams... - 2 views

www.dreamsys.com.au/...-to-provide-feedback-in-yammer

education teaching learning peer review proposal instructions feedback

shared by anonymous on 26 Oct 14 - No Cached
  • anonymous on 26 Oct 14
     
    Thank you for participating in this peer feedback exercise on My Networked and Global Learning Assignment 2.  
djplaner

A Design-Based Approach To Teachers' Professional Learning | Canadian Education Associa... - 1 views

www.cea-ace.ca/...ers%E2%80%99-professional-lear

dbr

shared by djplaner on 11 Jul 16 - No Cached
  • Yet school leaders and classroom teachers often fail to see a connection between educational theory and research conducted in universities and the real-world, complex and contextually rich teaching, learning and leading contexts in schools.
  • “Best practice, evidence-based practice, and reflective practice all refer to ways of making optimum use of know-how”[3]; however, while necessary, these are insufficient for creating new insights into practice, or “know-why” directed towards advancing practice
  • Design-based professional learning, which builds upon design-based research findings and theories, provides the bridge for teachers to advance practice in a principled, practical way.
  • djplaner on 11 Jul 16
     
    Article arguing/explaining the value of design-based research to classroom teachers. The link with NGL is that the course uses DBR as the method by which you consider how to apply NGL principles to interventions in your role "as Teacher".
paul_size

http://www.csus.edu/indiv/s/stonerm/blogging_to_learn.pdf - 3 views

www.csus.edu/...blogging_to_learn.pdf

blogging

shared by paul_size on 15 Sep 14 - No Cached
  • paul_size on 15 Sep 14
     
    There is no doubt that pedagogical practices are being swamped with new technology options. While accessibility to these new technologies and cautious uptake may be slowing integration into teaching strategies, educators in the current market would be wise to consider the following question before embracing the options presented to them: How will this new technology enhance learning in my context?
mari marincowitz

The GEDB Online Learning Platform - 0 views

www.gedb.org/courses

MOOCs edtech

shared by mari marincowitz on 20 Jul 14 - No Cached
  • mari marincowitz on 20 Jul 14
     
    "a free, simple, and quick way to learn new skills, find new education resources, and figure out how to do just about anything a modern teacher or student needs. " For those teaching in a 1:1 iPad learning environment, check out Adam Webster on "Integrating the iPad in the classroom."
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