I consider experimenting fearlessly with digital connections to be part of my job as a teacher.
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100 Incredibly Useful YouTube Channels for Teachers | Online College Courses - 1 views
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For teachers hoping to infuse multimedia into their classrooms, YouTube makes for an excellent starting point. Plenty of universities, nonprofits, organizations, museums and more post videos for the cause of education both in and out of schools. The following list compiles some of the ones most worthy of attention, as they feature plenty of solid content appealing to their respective audiences and actively try to make viewers smarter.
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shared by Alice Barr on 29 Jan 11
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educational-origami - Starter Sheets - 1 views
edorigami.wikispaces.com/Starter+Sheets
web2.0tools tutorials bloomstaxonomy howto usmepc512 summertech2011
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"The Starter Sheets are resources for the classroom teacher. The intention of each sheet is to introduce a tool, technology or activity that could be easily adapted for use in the classroom. Each sheet is created to a template design and should have the following features: * must be two pages * must have pictures that illustrate process and outcomes * process must be straight forward * must be simple to read and understand * must have clear benefits for the teacher in the classroom, the exemplar should be easy to adapt to a variety of classroom settings * must have an alternative - web based or application * must be linked to Bloom's Digital Taxonomy and Sensory learning styles using VARK"
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ALA | AASL Top 25 Websites for Teaching and Learning - 0 views
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Educational Leadership:Teaching for the 21st Century:Taking the Digital Plunge - 2 views
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Clay Burell is Korea's best kept secret, asking provocative questions about the changing nature of schooling. Jenny Luca is an Aussie dynamo, encouraging teachers to create meaningful service learning projects. Kevin Jarrett runs one of the most inventive elementary-level computer labs in New Jersey.
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The Tempered Radical
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Wouldn't young adults truly prepared for the 21st century have experience using computers to learn with—rather than simply about—the world
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Don't today's 12-year-olds need to recognize that future coworkers are just as likely to live on the other side of the world as on the other side of town?
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Consider the potential: Students from different countries can explore global challenges together. Small cohorts of motivated kids can conduct studies of topics with deep personal meaning to them. Experts can "visit" classrooms thousands of miles away.
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Connecting with colleagues online
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no one has taught them about the power of these connections
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each conversation includes opportunities for students to ask questions and feel a push against their preconceived notions.
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experimenting fearlessly
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I began using discussion tools like VoiceThread (http://voicethread.com) to create electronic forums for my students to interact with peers around classroom content—with extraordinary results
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Begin by signing up for a Twitter account
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our students have no trouble connecting, but no one has taught them about the power of these connections. Although tweens and teens may be comfortable using digital tools to build networks, few are using those networks to pursue meaningful personal growth. Our challenge as teachers is to identify ways that students can use these tools for learning.
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Model learning transparently.
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The key to becoming an effective 21st century instructor is to become an efficient 21st century learner.
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Wouldn't young adults truly prepared for the 21st century have experience using computers to learn with—rather than simply about—the world?
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Once you've taken your digital plunge, share with students how the digital connections you engage in enhance your skills and deepen your knowledge. Model learning transparently.
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but no one has taught them about the power of these connections
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Our challenge as teachers is to identify ways that students can use these tools for learning.
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This is why I experiment with every new tool that bursts onto the teenage radar
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I wish I had the time to keep up with all the sites out there! I remember when we first showed VoiceThread - kids loved it. Now, they are more familiar and not as excited because they use it elsewhere, which is wonderful, but requires me to keep up on the "newer" options.
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This is why we need regular time scheduled into staff meetings or inservice days to just EXPLORE and collaborate with colleagues around new tools.
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Through Twitter, you'll get short online messages from fellow practitioners that point you to resources or pose questions.
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Then start by following some of the good education blogs written by teachers. Many of these are listed in the Support Blogging wiki (http://supportblogging.com) and on my list of resources (www.pageflakes.com/wferriter/16618841).
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Educational Leadership:Teaching for the 21st Century:Why Creativity Now? A Conversation... - 0 views
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Really, creativity is a disciplined process that requires skill, knowledge, and control.
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And we need to include kids in the process of creativity - what structure do they naturally follow? Have them use Bloom's taxonomy to mull over the process of creativity. What is the difference between a wild idea that is outside of the box and a wild idea that is totally out of the realm of possibility? Once the kids establish a process and structure for creative thinking, they can also begin to fill their tool kit with creative thinking tools, like SCAMPER and reverse brainstorming.
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we're going to need every ounce of ingenuity, imagination, and creativity to confront these problems.
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At the moment, instead of promoting creativity, I think we're systematically educating it out of our kids.
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America is now facing the biggest challenge it's ever faced—to maintain it's position in the world economies. All these things demand high levels of innovation, creativity, and ingenuity. At the moment, instead of promoting creativity, I think we're systematically educating it out of our kids.
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See Ken Robinson's talk on how schools kill creativity for more on this; I think this is an opportunity to look at all of the amazing things we do in our schools already to encourage creativity and innovation and then to figure out how to expand those things rather than to feel singled out as a cause of creativity's demise.
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And when you find things you're good at, you tend to get better at everything because your confidence is up and your attitude is different.
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A policy for creativity in education needs to be about everybody, not just a few.
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We know this because human culture is so diverse and rich—and our education system is becoming increasingly dreary and monotonous
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It's no surprise to me that so many kids are pulling out of it.
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This is one of the great skills we have to promote and teach—collaborating and benefiting from diversity rather than promoting homogeneity. We have a big problem at the moment—education is becoming so dominated by this culture of standardized testing, by a particular view of intelligence and a narrow curriculum and education system, that we're flattening and stifling some of the basic skills and processes that creative achievement depends on.
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So there's no doubt in my mind that collaboration, diversity, the exchange of ideas, and building on other people's achievements are at the heart of the creative process. An education that focuses only on the individual in isolation is bound to frustrate some of those possibilities.
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The regime of standardized testing has led us all to believe that if you can't count it, it doesn't count. Actually, in every creative approach some of the things we're looking for are hard, if not impossible, to quantify. But that doesn't mean they don't matter. When I hear people say, "Well, of course, you can't assess creativity," I think, "You can—just stop and think about it a bit."
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This is where the value of standards based education becomes clear. I want to use meaty criteria based on student actions and products to assess learning and growth, not numbers and letters. Both my students and I can most effectively assess creativity and innovation by using criteria embedded in content standards. For example, a student can look at their brainstorming notes, organized ideas, idea development work and product creation materials to determine whether they have taken their knowledge all the way up to the top of Bloom's Taxonomy. Have they generated multiple ideas to respond to the guiding question or problem? Have they made connections between ideas to generate new thoughts? Have they piggybacked off others' ideas to create new ones? Have they organized their ideas, explored the logistics behind them and selected the best one for the situation? Have them woven their best idea into new content mastery to apply their knowledge in an innovative way? To me a student reflection around these types of questions is a much more authentic and valuable means of assessment that any attempt to put a numerical value on creativity.
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