This Google Doc came from an ISTE search on Digitial Portfolios. It is interesting to find resources from old conferences and I'm curious how useful they'll be without having actually attended. It is also testing Diigo in a way it may not be intended to be used.
It is crucial that we approach digital portfolios not as “just another thing,” but as both the vehicle and the fuel to approach the future of education, which is an accomplishment culture driven by solving real problems and pursuing unique growth opportunities for each learner.
A very light article on Project Based Learning and Digital Portfolios. Using it primarily to test drive Diigo (retyped this sentence 4 times as you cannot click anywhere else or you lose all your bookmarking/tagging work in Diigo - potentially a fatal flaw)
Having an interactive word wall would add a new level to the content. Making the word wall come to life would provide way for the students to learn content in another modality (principles of UDL come into play here).
Geometry nets from Quiver are perfect for helping students interact with three-dimensional shapes.
This is something that I had an idea for! Now I need to act on it! What a great way to see a math concept in action or get a review on how to complete a procedure.
The benefits of using Google Classroom in Mathematics. This article identifies the points of integration between Khan academy and Math Games with Google Classroom.
Technology in the Math Classroom - this blog post outlines 5 tech tools that can be used to engage students and promote deep learning in the classroom. After reading the article, I am going to sign up for Google Classroom and explore the tool as a way to provide students increased access to videos of math concept videos that we are learning.
This article from EduTopia provides a review of the TPACK framework and shifting concerns with technology in schools. Educators used to be concerned most with access, but now we should be shifting thinking towards empowerment and excellent teaching supported by technology.
We are always looking to get students to just KNOW who we are and getting them engaged, and that first steps leads to getting students who want to become a bigger part of our community later (student leaders, facilitators, etc.)
We need students to not only be engaged with their classes (which is important), but with their learning communities as well. They are supposed to be learning where they are living, so how can we get them engaged in what we are trying to introduce into the community?
Students are often changing and wanting/needing different things at different times. If we are to create things centered around them, we also have to be willing to change our roles and plans to work in conjuncture with theirs.
On our instagram page, we try to use polls, upcoming events, and interactive posts to get students to engage with us and to know what's going on.
The more involved an instructor becomes in the online activities of students, the more these students will feel validated for the learning they are demonstrating.
Maybe if we were to showcase what students were sending us (photos of events, ideas they had for our community, etc.) they would be more inclined to get involved and share with us and each other.
A list of resources from ISTE that was published at the beginning of February. I am particularly interested in digging deeper into the "6 tips and 1 Activity" article and "A New Twist on Cyberbullying."
This is a blog post on the American College of Education website. It goes over the basics of digital citizenship (the who, what, where, etc.) and also shares some resources of teaching it.
This link has a bunch of articles that all fall under the umbrella of digital citizenship. I want to be able to go back and look through some of the more closely as I work on my change project.