No longer is
online learning just reading a module and answering questions — it can
now include synchronous or asynchronous discussions and peer-to-peer
learning exercises.
you can’t take the old model and apply it to a new medium….you need a whole new model of learning
“On average, students in online learning
conditions performed better than those receiving face-to-face
instruction.”
Maybe it’s the best teachers taking the best approach, which incorporates the use of online tools to enhance the learning. In the end a good teacher is still needed.
Four great articles have come to light lately that point to research being done and what many of us in the Ed Tech community have been saying for a long time might just be on the horizon. That is that this technology stuff can improve education.
A parent shouldn't have to make such choices and schools should do what is necessary to properly prepare kids, if this means learning constantly and taking chances to properly prepare learners then so be it.
The above report should offer a warning of the need to avoid the 'tool' becoming the end or focus of learning. Instead, we need to keep in mind that keyboards and the Internet are simply the means for wider learning and the acquisition of, or construction of knowledge.
This is part of an on-going list that I participate in. It is a really interesting perspective in relation to my findings and as a result, I am sharing it here. More later.
Anne Collier's blog post about the Online Safety & Technology Working Group report that calls for, among other things, increased education in media literacy--seeing students as both consumers and producers--and inclusion of more social media in the schools.
A link to the full report can be found in the "related links" section at the end of the post.
Interesting read that tries to unpack some core ideas about how the internet works today and implies some potential impacts (while stating up front that there is no way to really know).
Upload small or large data sets from spreadsheets or CSV files.
Visualize your data on maps, timelines and charts.
Pick who can access your data; hide parts of your data if needed.
Merge data from multiple tables.
Discuss your data with others. Track changes and discussions.
our guide differs in one major respect. We show students where they can find the different pieces of information they need for their bibliography, not simply what they need.
each source includes a number of examples pointing out where a student can find the different things they need for their bibliography - titles, authors, copyright dates, volume numbers, and more.