Group items tagged

"Any successful technology and information literate student will be an independent learner who reads, views, listens and collaborates for pleasure, personal growth and to make connections with oneself and the world. The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 6-8 (ages 11-14):"

Any successful technology and information literate student will be an independent learner who reads, views, listens and collaborates for pleasure, personal growth and to make connections with oneself and the world. The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 6-8 (ages 11-14):

"Any successful technology and information literate student will be an independent learner who reads, views, listens and collaborates for pleasure, personal growth and to make connections with oneself and the world. The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3-5 (ages 8-11):"

Any successful technology and information literate student will be an independent learner who reads, views, listens and collaborates for pleasure, personal growth and to make connections with oneself and the world. The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3-5 (ages 8-11):

"We can't change anyone else. We can only change ourselves." ~ unknown If we are continually doing the assesssing for our learners, how do they develop the skills as life long and independent learners? Where and how do students learn the skills to reflect, discern, to recognise achievement levels, to create and continue to the next learning step?"

We can't change anyone else. We can only change ourselves." ~ unknown If we are continually doing the assesssing for our learners, how do they develop the skills as life long and independent learners? Where and how do students learn the skills to reflect, discern, to recognise achievement levels, to create and continue to the next learning step?

Whether we like it or not, Google or Wikipedia are our student's first ports of call when it comes to researching or undertaking independent study, not the school library. Diigo offers a fantastic way to tap into the way our students operate by allowing the annotation of web pages which can then be shared with your students and, by doing so, you facilitate the process of research for your students and you set them on the right track for further independent study.

On September 6, Random House Children's Books and the online community Stardoll launched Mortal Kiss, a paranormal mystery that will be serialized online globally through the end of October. The interactive story will include opportunities for its readers, mainly digitally savvy teen girls, to shape the story as it unfolds.

Might be worth a look over.

Greg, this might be for you. MYP Tech

Any successful technology and information literate student will be an independent learner who reads, views, listens and collaborates for pleasure, personal growth and to make connections with oneself and the world. The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK-Grade 2 (ages 4-8):

"About this Project Into the Book is a multimedia package designed to improve students' reading comprehension, as well as their ability to think and learn across the curriculum. Based on current research, the project focuses on eight learning strategies: * Using prior knowledge * Making connections * Questioning * Visualizing * Inferring * Summarizing * Evaluating * Synthesizing"

"Teaching children which thinking strategies are used by proficient readers and helping them use those strategies independently creates the core of teaching reading. If proficient readers routinely use certain thinking strategies, those are the strategies children must be taught. For the kindergarten-through-twelfth-grade reading curriculum to focus primarily on those strategies, we need a new instructional paradigm: Our daily work with children must look dramatically different from the approaches in wide use in our schools today."