Group items tagged

"This survey asks questions about how students make decisions when using digital technologies, including the Internet, cell phones, and other personal digital devices. This survey is anonymous, so no one will know how you responded. You may skip questions if you want. Please answer honestly with what you think and are doing, not what you have been told to do. On this survey, if the answers have a circle, you can only provide one response. If the answers have a square, you can and should check all that apply. You should be aware that this is a long survey -- 57 questions. The results will be used for discussions with students about how you are making choices when using digital technologies. You should think of this survey as you would think of a homework assignment, because completing the survey will help you to think about your own actions when using digital technologies."

tests, quizzes and even allowing students to annotate a document that you upload. Set up your quiz/test using true/false statements, longer text answers or students can draw the answer. You can setup a marking key meaning that the site will mark the answers for you and give instant data on who is correct. Your student can either have there own free account or they can access the material using a link. The site works across a wide range of devices.

Some answers to copyright questions for Australian teachers and schools.

A few years ago I was taking a tour of a dome shaped house, and the architect explained to me that domes are an optical illusion. Whenever someone enters a room, their eyes inadvertently glance up at the corners of the room to give them the contextual dimensions of the space they're in.

"To help you answer these questions, The Copyright Alliance, as part of its educational mission, has assembled a valuable array of classroom curricula and other teaching resources on its website, www.CopyrightAlliance.org. "In addition, the Alliance has partnered with the award-winning curriculum experts at Young Minds Inspired (YMI) to develop this comprehensive Educator's Guide to Copyright, which includes: "* An overview that defines copyright, traces its history, and clarifies the issues of fair use and plagiarism in the classroom (pages 2-3). "* A FAQ section that will answer some general copyright questions as well as questions that arise in the classroom (pages 4-5). "* A glossary designed to keep you abreast of the language of copyright and computers (page 6). * Standards charts for all the educational materials available on the Alliance website to help you integrate these resources into your curriculum (pages 7-13)"

"The purpose of this survey is to find out about how students can help if someone is being hurtful to a student either at school or online. It is your choice whether you want to do this survey. No one will be able tell which responses are yours. Try to answer all of the questions. But you can skip any that you do not understand, feel like answering, or are told to skip. This survey should take about 20 to 30 minutes. In all of the following questions the words "be hurtful" or "being hurtful" include when someone: - Says hurtful things or sends hurtful messages to another person. - Says hurtful things about a person to others or posts hurtful things about someone online. - Hurtfully excludes someone from participating in school activities. - Physically hurts someone or their property, or threatens to do so. Sometimes this is referred to as bullying or cyberbullying."

"The answer to almost any question is available within seconds, courtesy of the invention that has altered how we discover knowledge - the search engine. Materializing answers from the air turns out to be the easy part - the part a machine can do. The real difficulty kicks in when you click down into your search results. At that point, it's up to you to sort the accurate bits from the misinfo, disinfo, spam, scams, urban legends, and hoaxes. "Crap detection," as Hemingway called it half a century ago, is more important than ever before, now that the automation of crapcasting has generated its own word: "spamming.""

A great overview of Lance's research into the effectiveness of libraries.  He answers the question: Do school libraries or librarians make a difference?  His answer (A HUGE YES!) is back by 14 years of remarkable research.  The point is proved.  But this information remains unknown to many principals and superintendents.  Anyone interested in 21st century teaching and learning will find this interview fascinating.

"Welcome to Serendip's Exchange! Glad you stopped by. Looking for "the answer" to a question? There are plenty of websites out there which will tell you what to think. Serendip instead aims at helping you to think for yourself, and in the process of discovery to formulate new questions and new explorations. Nothing on Serendip is "authoritative", but there is lots here that you can learn from and contribute to. See (and click on) the material below and to the right for recently added discussions. Click here for publishing guidelines."

Senior Futurist at the DaVinci Institute, and Google's top rated Futurist Speaker. Unlike most speakers, Thomas works closely with his Board of Visionaries to develop original research studies. This enables him to speak on unusual topics and translate trends into unique business opportunities.

"Invention - Create Solutions -  According to the Partnership for 21st Century Skills, "Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity is essential to prepare students for the future." School Librarians TEACH students how to invent, innovate and create solutions. They provide students with creative tools and apps that inspire students to use innovative solutions, express knowledge in unique ways, propose answers to real world problems, and share their world."

The more students read, the better they'll read   So, why limit their reading to a pre-set reading level with limited titles available?  Students need opportunities to read easy books to build fluency  - This is ratified in Appendix A, Page 9,  of the CCSS standards.  We shouldn't have to define what level they should read at -- whether easy or hard -- for independent reading.  Students need experience reading complex text to improve their ability to decode meaning when they encounter difficult material - This is based on the research of Marilyn Jager Rand, PhD. Brown University Students will  shift from easy -->  hard  material if it's on a subject of their interest.  - So let them choose what they want and their innate curiosity will compel them to read and achieve understanding, thus raising their reading ability.  Students need curiosity to inspire reading.  They will either have natural curiosity or stirred up curiosity (stirred up by the educator)  Students need a reason to read that is not about 'assignment' - a quest for knowledge or an answer to find.    

Just as having students predict answers to math problems is a way of creating more meaningful learning, prediction can be a useful strategy in successful searching too.

The answer is easy: YES, especially if the teacher has access to a Mac desktop or (preferably) laptop and a wifi network in the classroom. It is an even larger YES if the Mac device has the most current operating system. Having a computer to which the iPad can sync is not absolutely necessary, but it is a Best Idea. If you are not feeling confident, get your IT person or another teacher to help you out with setup. I am focused here on apps to install for MS and HS - and then what to do with them.