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Katy Resop Benway

Swipe, Tap, Flick and . . . Read? Research on Children and E-Books | Edutopia - 0 views

www.edutopia.org/...childrens-ebooks-sarah-vaala

ebooks education literacy technology edtech

shared by Katy Resop Benway on 14 Jul 14 - No Cached
  • Katy Resop Benway on 14 Jul 14
     
    "Though e-books have been available for children to read on computers for some time, they are receiving quite a bit of attention recently due to the development of new, more mobile platforms on which to view them. Survey research from Pew Research Center indicates that the number of American adults who own a tablet or e-book reader nearly doubled this past holiday season, rising from an estimated 10% of the population in December to 19% in January. Still, parent reactions to children's e-books, expressed through news media and blogs, seem to mirror the range of opinions regarding electronic textbooks: some parents love them while others adamantly keep their children away. "
Mikayla Hockenberry

Intute - Home - 0 views

www.intute.ac.uk

research resources reference education search academic library

shared by Mikayla Hockenberry on 11 Jul 14 - Cached
  • Mikayla Hockenberry on 11 Jul 14
     
    Great website that helps you find reliable research resources.  It also provides tutorials to help with online researching.
Magda Galloway

Doing Internet Research at the Elementary Level | Edutopia - 1 views

www.edutopia.org/...ntary-research-mary-beth-hertz

resources teaching information literacy

shared by Magda Galloway on 17 Jan 12 - No Cached
  • Magda Galloway on 17 Jan 12
     
    Doing Internet Research at the Elementary Level
Damian See

Five Research-Driven Education Trends At Work in Classrooms | MindShift - 0 views

blogs.kqed.org/...n-trends-at-work-in-classrooms

education

shared by Damian See on 03 Sep 14 - No Cached
  • QUESTIONING HOMEWORK The growing movement against homework in the U.S. challenges the notion that the amount of homework a student is asked to do at home is an indication of rigor, and homework opponents argue that the increasing amount of “busy work” is unnecessarily taking up students’ out-of-school-time. They argue that downtime, free play, and family time are just as important to a child’s social and emotional development as what happens in school. Some research has shown that too much homework has “little to no impact” on student test scores. Other research on how brains work challenges the common method of asking students to practice one discreet skill at home. Overall, there’s a push to reevaluate the kinds of work students are being asked to do at home and to ask whether it adds value to their learning. If the work is repetitive or tangential, it may add no real value, and teachers across the country are starting to institute no-homework policies. Even principals are starting to revolt and schools are instituting “no homework” nights or substituting “goals” for homework.
  • Damian See on 03 Sep 14
     
    A good article for ideas to use in the classroom.
Magda Galloway

Margo the Macaroni Penguin - YouTube - 1 views

www.youtube.com/watch

unietd-example video spring2013

shared by Magda Galloway on 14 May 13 - No Cached
  • Magda Galloway on 14 May 13
     
    This informational video was created to support a Penguin thematic unit for second grade students. The video is an example of what students might create to present collaborative research to their peers in a digital storytelling format.
Daniel Lang

CAST: Center for Applied Special Technology - 0 views

cast.org

education unietd edtech specialed universaldesign

shared by Daniel Lang on 20 Mar 12 - Cached
  • Daniel Lang on 20 Mar 12
     
    CAST is an educational research & development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.
Nikki Lyons

The Next Generation Science Standards | Next Generation Science Standards - 0 views

www.nextgenscience.org/t-generation-science-standards

science standards Next Generation Science Standards NGSS commoncore Education Teaching Resources Thematic Unit

shared by Nikki Lyons on 04 Mar 14 - No Cached
  • Nikki Lyons on 04 Mar 14
     
    Quality science education is based on standards that are rich in content and practice, with aligned curricula, pedagogy, assessment, and teacher preparation and development. It has been nearly 15 years since the National Research Council and the American Association for Advancement in Science produced the seminal documents on which most state standards are based. Since that time, major advances in science and our understanding of how students learn science have taken place and need to be reflected in state standards. The time is right to forge Next Generation Science Standards.
  • Nikki Lyons on 04 Mar 14
     
    This is an excellent resource for those who are doing science as a part of their Thematic Unit teams
Robin Galloway

Zero to Eight: Children's Media Use in America | Common Sense Media - 0 views

www.commonsensemedia.org/...ht-childrens-media-use-america

study research media children technology mobile apps child development parenting

shared by Robin Galloway on 27 Oct 11 - No Cached
  • Robin Galloway on 27 Oct 11
     
    nationally representative survey of parents of U.S. children ages zero to eight, conducted to understand the patterns of media use among young American children.
Kim McCoy-Parker

Feedback for Learning:Seven Keys to Effective Feedback - 1 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment formative

shared by Kim McCoy-Parker on 15 Jun 13 - No Cached
  • Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement.
  • Basically, feedback is information about how we are doing in our efforts to reach a goal.
  • Effective coaches also know that in complex performance situations, actionable feedback about what went right is as important as feedback about what didn't work.
  • ...17 more annotations...
  • Effective feedback requires that a person has a goal, takes action to achieve the goal, and receives goal-related information about his or her actions.
  • Information becomes feedback if, and only if, I am trying to cause something and the information tells me whether I am on track or need to change course.
  • Any useful feedback system involves not only a clear goal, but also tangible results related to the goal.
  • in addition to feedback from coaches or other able observers, video or audio recordings can help us perceive things that we may not perceive as we perform; and by extension, such recordings help us learn to look for difficult-to-perceive but vital information. I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher. Concepts that had been crystal clear to me when I was teaching seemed opaque and downright confusing on tape—captured also in the many quizzical looks of my students, which I had missed in the moment.
  • Effective feedback is concrete, specific, and useful; it provides actionable information
  • To be useful, feedback must be consistent. Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances. By extension, if we want student-to-student feedback to be more helpful, students have to be trained to be consistent the same way we train teachers, using the same exemplars and rubrics
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.
  • A great problem in education, however, is untimely feedback. Vital feedback on key performances often comes days, weeks, or even months after the performance—think of writing and handing in papers or getting back results on standardized tests. As educators, we should work overtime to figure out ways to ensure that students get more timely feedback and opportunities to use it while the attempt and effects are still fresh in their minds.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • What makes any assessment in education formative is not merely that it precedes summative assessments, but that the performer has opportunities, if results are less than optimal, to reshape the performance to better achieve the goal. In summative assessment, the feedback comes too late; the performance is over.
  • performers are often judged on their ability to adjust in light of feedback. The ability to quickly adapt one's performance is a mark of all great achievers and problem solvers in a wide array of fields. Or, as many little league coaches say, "The problem is not making errors; you will all miss many balls in the field, and that's part of learning. The problem is when you don't learn from the errors."
  • In most cases, the sooner I get feedback, the better.
  • The ability to improve one's result depends on the ability to adjust one's pace in light of ongoing feedback that measures performance against a concrete, long-term goal. But this isn't what most school district "pacing guides" and grades on "formative" tests tell you. They yield a grade against recent objectives taught, not useful feedback against the final performance standards. Instead of informing teachers and students at an interim date whether they are on track to achieve a desired level of student performance by the end of the school year, the guide and the test grade just provide a schedule for the teacher to follow in delivering content and a grade on that content. It's as if at the end of the first lap of the mile race, My daughter's coach simply yelled out, "B+ on that lap!"
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • "no time to give and use feedback" actually means "no time to cause learning."
  • research shows that less teaching plus more feedback is the key to achieving greater learning. And there are numerous ways—through technology, peers, and other teachers—that students can get the feedback they need.
Jeremy Keffer

ISTE_policy_brief_student_achievement.pdf (application/pdf Object) - 0 views

www.k12hsn.org/..._brief_student_achievement.pdf

technology unietd

shared by Jeremy Keffer on 13 Feb 13 - No Cached
  • Jeremy Keffer on 13 Feb 13
     
    The correlation between technology integration and student achievement
puzznbuzzus

Is English Language So Popular because of the USA? - 0 views

Americans might tend to inflate the influence of the United States in the history of the spread of English. Before the World Wars, particularly WWII, the US was a bit player on the world stage. The...

english quiz online

started by puzznbuzzus on 17 Feb 17 no follow-up yet
Daniel Lang

Iowa TransformED | - 1 views

iowatransformed.com

education transform change progress iowa edtech research community collaboration discussion

shared by Daniel Lang on 11 Apr 12 - No Cached
  • Daniel Lang on 11 Apr 12
     
    A collaborative effort to transform education in Iowa. 
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