Group items tagged

Something that needs close attention. If one is to be successful with online communication and information access (consider filling out an application form [more and more online only] or a tax form) literacy is imperative. Adult Basic Education seems to be first in line to be cut, which has some pretty major ramifications!

Interesting shift in teacher education content. Indeed, harkens back to Randy's comment about use technology if it helps, not as a driver of education. :)

Scoop.it allows you to bring together topics of interest in one location, for easy access. This Scoop.it site, curated by a Miss Noor, contains hundreds of scooped websites relating to Web 2.0. The focus is the best resources and tools of web 2.0 in the classroom. You could spend hours exploring the different links and feel like you have just touched the surface.

This Glog, created by Sue Oxnevad, is titled "Google Docs For Learning". There are 12 notes attached to this online poster board. When you click on each, you are taken to different presentation formats and instructed how you can use Google Docs, and in some instances retailed web tools, in relation to the folllowing: * Assignment Tracker: Google Forms * Build Vocabulary * Digital Notes: Google Docs and Readability Martlet * Guided Learning * Mind Mapping * Multi Media * Organization: Google Calendar * Project Based Learning * Self-Grading Quiz: Google Form * Templates: Use Google Docs Templates * Word Posters: Google Draw * Writers Workshop

You must check out this blog. It presents ideas for efficient and effective tech integration. One tab focuses on professional development options for 21st century educators, each topic relating to using technology in the classroom. There is a page on Digital Literacy Badges, Google Docs; the list goes on as some of the pages have multiple tabs to take you to even more information. I could spend hours exploring. It is amazing the number of different online sites available for teachers to host content and for students to present their understanding. The host of this blog Sue Oxenvad also offers online professional development, which you can register for on the blog.

A bit of a departure from education per se, but an interesting look at tweeting and where it may be evolving. And if Facebook is now 'old' how soon will it take for Twitter to be old...?

As more educators turn to gamification to teach core curriculum and engage students, how can we ensure that these games have real educational value and are not just entertainment? This is a collection of stories and resources to help answer that question.

An article by Rick Wormeli at the University of Victoria that speaks to how to effectively manage rewrites and redos in the classroom. An interesting read.

I first saw this article a few years? ago and we used it to create a redo policy/guideline for our high school. It is a good article to share and really got me thinking about redos and re-writes. It got me promoting this allot more as a result reading this. The whole idea is to get students to learn and if redoing helps, well why not. the flip side is it has created more work for me by having to create another test if that is involved because I do not give the same one. Of course I have to re-mark it. All good as long as the student is putting more time into learning.

Terry Heike from TeachThought has compiled this wonderful list of apps, resources, graphs, charts, and more to help project-based learning be successful for your class.

A simple tool for saving web pages to read later on your iPhone, iPad, Android, computer, or Kindle. The great part is it copies just the article without advertising and side menus, so no distractions. It also keeps a link to the original website for a quick and easy return.

A great visual demonstration to help you become more adept at using Diigo, especially if you are new to it.

In this article, Justin Reich, a Research Fellow and Lecturer in the Technology, Innovation, and Education program at the Harvard Graduate School of Education, argues that LMS are "homogenized, transient and disempowering" and that they serve "the needs of institutions, not individual students." The author describes teaching a course in a large-scale environment where "the specific goal is for students to learn to build networks of learning resources- people, readings, websites and communities- that can help them continue learning in a domain long after a course ends." His course, built on Connectivist principles, asks students to move beyond the course LMS and "curate links and connections and share their evolving ideas." Students used websites, blogs, Twitter and other Web spaces to share and store their ideas. The author discusses several advantages of moving beyond the LMS. Justin, R. (2015, February 13). Techniques for Unleashing Student Work from Learning Management Systems. Retrieved February 27, 2015, from http://blogs.kqed.org/mindshift/2015/02/techniques-for-unleashing-student-work-from-learning-management-systems/

I have found this site very helpful. It provides many clear instructions for creating the most useful activities in Moodle.