Harnessing Innovation to Support Student Success: Using Technology to Personalize Education
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Reinventing Professional Development in Tough Times - 1 views
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Last year, leaders with the Trussville school district in Alabama wanted to help their teachers learn more about integrating Web technologies into their lessons, a central aim of the district's curriculum. Unfortunately, they didn't have enough money in their budget to bring in leading ed-tech experts to provide professional development. So they did it anyway-in a manner of speaking.
6 powerful strategies for paradigm-shifting teacher PD | Connected Principals - 7 views
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"http://www.pecha-kucha.org/" open space technology giving time to present
Free Technology for Teachers: The Super Book of Web Tools for Educators - 4 views
Emerging Technologies for Learning - 5 views
edshelf is a directory of digital tools for educators - 1 views
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edshelf is a directory of digital tools for educators
#BYOTchat Starting on Thursday, Feb 2nd | A Teacher's Coda - 2 views
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Join #BYOTchat on Twitter every Thursday, 9-10 PM (EST)
Curriculum Leadership Journal | Fast, frustrating and the future: ICT, new technologies... - 0 views
Learning Technologies Centre LTCWiki - 0 views
Pearson Foundation: Empowering the 21st Century Superintendent - 0 views
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In March, 2008, the Consortium for School Networking (CoSN) launched a new initiative dedicated to helping superintendents, aspiring superintendents and district leadership teams build their knowledge, skills and confidence as effective technology leaders.
Bloom's Taxonomy - Emerging Perspectives on Learning, Teaching and Technology - 0 views
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During the 1990's, a former student of Bloom's, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers. This time "representatives of three groups [were present]: cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists" (Anderson, & Krathwohl, 2001, p. xxviii). Like the original group, they were also arduous and diligent in their pursuit of learning, spending six years to finalize their work. Published in 2001, the revision includes several seemingly minor yet actually quite significant changes. Several excellent sources are available which detail the revisions and reasons for the changes. A more concise summary appears here. The changes occur in three broad categories: terminology, structure, and emphasis.