Group items tagged

"26 Bay Bloggers is our second year of blogging. We began as Busybees at the Bay a 4/5 class blog in 2011. In 2012 we became 26 Bay Bloggers with 26 Year 3/4 students new to blogging. Our school is in Southern Tasmania, Australia. Our blog will share with our community some of the things we do at school. It is aimed to inform parents, share classroom displays and ICT learning and be used as a way to record our learning journey. At this stage we will not be sharing photos of ourselves that are identifiable but we will share our voices and lots of learning we have done. Blogging is also a way to open us up to other classrooms around the world. We are hoping to make contact with other classes from different places in Australia and different countries. If you have a class blog with students in the range 8-11 and are looking for contacts please email busybeesatthebay@gmail.com Even seeing visitors on our clustermap has been exciting! Any member of the class can contribute to the class blog and they are encouraged to do so. However as we gain expertise we will set up individual student blogs. "

2nd grade blog - student blogs, class blogs, global projects

Peeking Into Division 16 We are grade one students in Ms. Lirenman's class in Surrey, British Columbia, Canada. Join us as we explore technology and share some of our learning with you. About Division 16 Visitor Etiquette - How to Be Safe on Our Blog Word Wall Words Individual Student Blogs Home Learning Links for Children

"Thousands of teachers have discovered the value of classroom blogging, both as an avenue for their communications, but also as a tool for giving voice to what their students are learning and how they are learning. Class Blogmeister is one of several blogging engines that have been developed specifically for classroom use. You are welcome to explore the writings of teachers and students alike."

"By engaging teachers and the technology integrationist in conversations about the curriculum, specific class dynamics and capabilities of the technology, we are now able to talk about what we would like to do, the tools best suited for that purpose, ways to tweak units or lessons, and what is not working. This collaborative, co-teaching model has allowed for us to find connections across content areas, classes and our district. We all recognize how much is gained when we are allowed to really talk about our curriculum and our students, and this model allows for that creative, collaborative time to work through complex and interesting questions and ideas about integrating technology effectively. "

"About three years ago, I began inviting my student-led, peer-evaluated, collaboratively structured classes to think about the shape of a course: what defined it, what its participants could do to describe and circumscribe its practices, how a group of strangers, all enrolled in the same institutional experience of a "course," could come together as a community of choice, mission, shared purpose, and mutually beneficial learning. "

"A brief overview of how to use the iPad for visual recording/notetaking. Includes things to consider when doing this; how this is different from traditional (paper-based) visual recording; and comparisons of four tools (Ideas, AirSketch, Brushes, and SketchbookPro). For details about how I made this video, please see this blog post: http://ninmah.be/2010/08/02/ipad-visual-movie/ For my TEDx talk, "Drawing in Class," about personal visual note-taking on the iPad, please see this link: http://www.youtube.com/watch?v=3tJPeumHNLY All media used in this video are licensed under Creative Commons and are used in accordance with their respective licenses. This video is licensed under a Creative Commons (by-nc-sa) 3.0 license. "

" I teach a class of six year olds in Moose Jaw, Canada who are inviting the world into their classroom to help them learn. "

"A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially."