Skip to main content

Home/ Unconnected Classroom/ Group items tagged development

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Susan Lister

Vodafone | receiver » Blog Archive » Mobile learning in 'developing' countrie... - 0 views

www.receiver.vodafone.com/arning-in-developing-countries

cuc2 mobilelearning

shared by Susan Lister on 12 Jul 08 - Cached
  • Susan Lister on 12 Jul 08
     
    In this piece he makes some observations about mobile learning in the so-called developing world. Traxler questions whether the dichotomy between 'developed' and 'developing', usually the basis for such thinking, is helpful, and whether mobile phone technologies reinforce, replicate, reduce or merely confuse 'digital divides' between the 'developing' and 'developed'.
Susan Lister

CREDE - Occasional Reports - 0 views

crede.berkeley.edu/...g1.html

cuc2 pedagogy

shared by Susan Lister on 22 Jun 08 - Cached
  • Susan Lister on 22 Jun 08
     
    Tharp, Estrada, Dalton, and Yamauchi (2000) propose the Five Standards for Effective Pedagogy as critical for improving learning outcomes for all students, and especially those of diverse ethnic, cultural, linguistic, or economic backgrounds. The Five Standards are: * Standard I - Teachers and Students Producing Together Facilitate learning through joint productive activity among teacher and students. * Standard II - Developing Language and Literacy Across the Curriculum Develop competence in the language and literacy of instruction across the curriculum. * Standard III - Making Meaning; Connecting School to Students' Lives Contextualize teaching and curriculum in the experiences and skills of students' homes and communities. * Standard IV - Teaching Complex Thinking Challenge students toward cognitive complexity. * Standard V - Teaching Through Conversation Engage students through dialogue, especially the Instructional Conversation. These standards are discussed extensively in Teaching Transformed: Achieving Excel
Susan Lister

Uganda Education News in Brief: African e-learning 'needs human capacity building' - re... - 0 views

www.ugpulse.com/...news.asp

cuc2

shared by Susan Lister on 16 Jun 08 - Cached
  • Many respondents to the survey were unaware of how to manage e-learning programmes and, furthermore, did not feel that they were involved in the development of e-learning content. Others' only use of e-learning was in accessing information from the Internet. Making the most of e-learning is a matter of developing 'softer' elements, such as training and human capacity building, as well as developing infrastructure, the report concludes.
Susan Lister

Using Technology to Train Teachers | infoDev.org - 0 views

infodev.org/...Publication.13.html

cuc2 teachertraining

shared by Susan Lister on 18 Jun 08 - Cached
  • Susan Lister on 18 Jun 08
     
    This handbook helps decision makers improve their abilities to: * Understand the complex relationships between ICT use, professional learning, the change process, types of TPD and classroom implementation so as to aid the development of requests for proposals (RFPs) that address these issues Recognize best practices and essential supports in the use of ICTs for TPD in order to evaluate proposals of national, regional, and local scale * Propose types of TPD and ICT implementations that can achieve specific objectives in relation to educational improvement * Identify cost considerations, potential partnerships, evaluation requirements and other factors essential to the planning of effective ICT-enabled TPD * Communicate effectively with researchers, representatives of NGOs, policymakers, donor-agency personnel, and others about the roles played by TPD and ICTs in educational reform
Susan Lister

LoTi Framework at drchrismoersch.com - 0 views

www.drchrismoersch.com/loti.html

cuc2 edtech technologyintegration

shared by Susan Lister on 15 Jun 08 - Cached
  • Susan Lister on 15 Jun 08
     
    In 1994, Dr. Christopher Moersch developed the Levels of Technology Implementation (LoTi) scale in an effort to accurately measure authentic classroom technology use. This scale focuses on the use of technology as an interactive learning medium because this particular component has the greatest and lasting impact on classroom pedagogy and is the most difficult to implement and assess. The challenge is not merely to use technology to achieve isolated tasks (e.g., word processing a research paper, creating a multimedia slide show, browsing the Internet), but rather to integrate technology in an exemplary manner that supports purposeful problem-solving, performance-based assessment practices, and experiential learning--all vital characteristics of the Target Technology level established by the CEO Forum on Education and Technology.
Susan Lister

23 Things - a PD success story | Ed Tech in Central Oregon - 0 views

soffenhauser.edublogs.org/...23-things-a-pd-success-story

cuc2 onlinelearning professionaldevelopment

shared by Susan Lister on 15 Jun 08 - Cached
    • Susan Lister
      Susan Lister on 15 Jun 08
       
      Perhaps we can try this type of Professional Development training style for any workshops we feel are necessary.
Susan Lister

OLPC News: OLPC XO Laptop: Constructive or Distractive? - 0 views

www.olpcnews.com/...nstructive_or_distractive.html

cuc2 olpc xo

shared by Susan Lister on 14 Jun 08 - Cached
  • Furthermore, the Sugar user interface allows for greater control over what can be done with the system. The programs being created for it (with the possible exception of Doom) are designed to help children create, explore, wonder, strategize, and learn. This is why I fear that some the unique educational potential of OLPC will be lost with the conversion to Windows. The platform, and, at least as important, development community, would no longer be so focused on programs that were created for learning and thereby lose the strongest advantage the OLPC had. For all its issues, Sugar is an amazing endeavor.
Susan Lister

Beware the computer lab solution - 0 views

classroomtoolkit.net/...127-Short-Article.html

computerlab cuc2

shared by Susan Lister on 28 Jun 08 - Cached
  • A few suggestions are to:Schedule your class(es) as much as possible Prepare you class(es) for the lab visit just like you would prepare them for a field trip (that's what this lab visit is) Use the lab time as a portion of a collaborative group project rather than as an individual typing assignment Prepare rubrics, and prepare your class(es) before arriving at the lab Provide all instructions about the assignment before arriving at the lab Develop an online presence of your own, and allows students to access the project resources from home Test the lab and work through the processes first, alone Plan on reusing the same rules, rubrics, strategy, or project method for every lab visit for the year Make the original assignment generic Build the assignment or project in a modular fashion Train students at every step of the project Check each student to ensure that they know what to do before you arrive at the lab Assign helpers, partners, buddies for each student. These are the first line helpers that students will turn to before seeking their teacher's help.Plan on a strategy where every student is doing something different while your class is using the lab.
1 - 11 of 11
Showing 20▼ items per page