Group items tagged

"Assessment of how students meet these goals is done by the students themselves, as for each piece they publish they write a reflection where they identify and explain aspects of their piece that show the following: -evidence of themselves as thinkers -evidence of using revision to improve their writing -evidence of how they worked through challenges I love using this method as a way to assess my students' writing, which I was introduced to last summer at the UNC Charlotte Writing Project. It focuses students attention on their own process, encourages them to try new ideas and approaches, respects their diversity, and guides students in being better able to talk about their own thinking and learning. Up until today, I've been having my students complete this reflective/metacognitive assignment by responding to these directions on their own sheet of paper, which they then would turn in to me. But this morning while I was preparing my class for the day, it occurred to me that Diigo's web highlighter and sticky note tools would allow students to carry out that same assignment without paper. In addition, it would also take students less time to complete, let others read the reflections they wrote, and make it easier for me to access and assess their work. "

"The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below. "

Where do you see yourself? your class? More importantly where would you like to see yourself/class and what steps can we make to see this happen in 2011-12?

My Pop Studio is a creative play experience that strengthens critical thinking skills about television, music, magazines and online media directed at girls. Users select from four behind-the-scenes opportunities to learn more about mass media: In the Magazine Studio, users compose a magazine layout featuring themselves as celebrities. They write an advice column, explore the power of digital retouching, and reflect on the role of body image in today's culture. In the TV Studio, users edit a TV show where the story keeps changing but the images remain the same. They examine their TV viewing choices, comment on teen celebrities, and compare their daily screen time with others. In the Music Studio, users create a pop star and compose her image and song. They explore the power of music in selling a product and search for truth in media gossip. The comment on the values messages in popular music. In the Digital Studio, users test their multi-tasking abilities. They share their experiences with the challenges of digital life online. They consider the "what if's" of social networking sites and reflect on the power of media and technology in their social relationships.

What the 19th of May was like for a class of NIST students in Bangkok.

As I reflect on the various free social and web 2.0 education tools that I come across on a daily basis, there is one product that is always in the forefront of my mind. That product is glogster.edu, a site in which students (and teachers and administrators too!) can create online multimedia posters (called "glogs"). Using the term "online multimedia poster" doesn't even begin to describe the transforming power this product has for students and teachers though. There are many benefits of using Glogster for education.