Google Apps Education Training Center - 0 views
The Archaeology of the Mediterranean World: Teaching Thursday: Communicating with Stude... - 1 views
How big is history? - 0 views
How Digital Technology Can Bring New Collaborative Teaching and Learning Models to High... - 1 views
How Is Technology Affecting Teaching and Learning? - NYTimes.com - 0 views
How To Contribute - Twitter for Teachers - 0 views
Voice in Google Mobile App: A Tipping Point for the Web? - O'Reilly Radar - 0 views
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Sensor-based interfaces
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it's time we realized that the local compute power is a fraction of what's available in the cloud
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applications that use those sensors both to feed and interact with cloud services
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDU... - 0 views
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Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field.9 But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
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In the fall of 2004, Wiley taught a graduate seminar, “Understanding Online Interaction.” He describes what happened when his students were required to share their coursework publicly:
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Foreign Language Faculty in the Age of Web 2.0 (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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graduate students interested in becoming acquainted with relevant instructional technologies have a limited number of options. Few graduate programs include such training as a part of the curriculum. As a matter of fact, pedagogy itself often represents a negligible fraction of graduate program requirements. The University of Minnesota offers excellent training through its summer institutes,4 but access is an issue. Most IT departments offer training sessions on how to use the university course management system, build a web page, or create a PowerPoint presentation, but technical training is not enough.
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Today, language centers are the only campus units where such a wide range of expertise can easily be found.
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The role of language technologists goes beyond teaching what a blog is and how to set up a browser to display Japanese characters. It includes sorting through novel technologies, evaluating their instructional potential, researching current educational uses, and sharing findings with educators. The most promising applications available today were not designed for instructional use and do not come with an instruction manual. To use them in the classroom requires the ability to redirect their intended purpose and, more importantly, to think through possible consequences of doing so.
The Tech Curve: RSU #19 Google Apps for Education Plan - 0 views
Travis Allen's Blog - 0 views
Jon D Pennington | - 0 views
Help | Prezi manual - 0 views
Open Course Library - home - 0 views
Interesting Ways | edte.ch - 0 views
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