Learners’ use of digital tools and other technology to support their learning in our K-12 systems continues to be sporadic and often not observed despite the proliferation of use outside of school. Based on an analysis of three years of direct classroom observations in K-12 schools across 39 states and 11 countries, AdvancED found there are still relatively few classrooms in which the use of digital tools and technology is a regular part of a student’s school experience. In more than half (52.7 percent) of classrooms direct observations show no evidence students are using technology to gather, evaluate, or use information for learning; two-thirds of classrooms show no evidence of students using technology to solve problems, conduct research, or to work collaboratively.
Trained and certified observers conduct classroom observations as a part of AdvancED’s continuous improvement process which could include STEM Certification, accreditation, readiness and/or diagnostic review. Each observation lasts a minimum of 20 minutes during which observers use the learner-centric eProve™ Effective Learning Environments Observation Tool® (eleot®) to gather data focused on the activities learners are engaged in, their discussions and interactions, resources they are using for learning, their behaviors and dispositions during the learning process, etc. Observers rate each of the 30 eleot items on a four-point scale where 4 = Very Evident, 3 = Evident, 2 = Somewhat Evident and 1 = Not Observed
Without a coherent and consistent theory to underpin learning, you risk each lesson or learning episode becoming a stand alone and random opportunity.
Our friends at Educational Technology and Mobile Learning have referred us to the excellent work of Instructional Design who have published a list of fifty of the most influential educational theories which inform the design of learning.
'The point of liberal arts is not the teaching of a content. But rather, the teaching of Abelard’s basic instinct to question, to maximize the capacity of human intelligence, and push what we know and what do forward in order to make a new world.'
How we choose to pay attention, and relate to information and each other shapes who we become, shapes our creative destiny and, in turn, shapes our experience of the world. And, in my mind, there’s nothing more important than that.
It does a lot of the usual things, like parsing, concordancing and keywording, but also extends their potential significantly: you can concordance by searching for combinations of lexical and grammatical features, and can do keywording of lemmas, of subcorpora compared to corpora, or of words in certain positions within clauses.
"A driving strategy that serves students–whether pursuing self-knowledge or academic content–is questioning. Questioning is useful as an assessment strategy, catalyst for inquiry, or “getting unstuck” tool. It can drive entire unit of instruction as an essential question. In other words, questions transcend content, floating somewhere between the students and their context."
This week we have another guest post about referencing. Dr Ian Hussey is a postdoctoral researcher in psychology working at Gent University, Belgium. His research interests focus on Relational Frame Theory and Suicide. Here Ian tells us about a system that checks and corrects your references. Sounds pretty impressive to me! Enjoy. Claire For me,…
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The book focuses on practical ways teachers can explore and exploit the potential of the vast web-based video resources that now exist on the internet. In addition to this the book offers guidance on how to encourage students to use video as a creative tool that can support their language learning. The book has 10 chapters beyond the introduction. These chapters focus on a range practical , theoretical and technical issues which should help the reader to fully utilise digital video in a range of contexts from the classroom, blended learning and all the way through to fully online delivery. The book contains: -: 315 full colour illustrations -: 26 embedded video tutorials -: 42 detailed activities with materials and links -: 17 Cool tools with step by step illustrated guides, video tutorials, suggested activities and getting started suggestions -: 70 pages of reviewed links to tools and resources -: Detailed tips and advice on pedagogically related aspects from choosing a clip and task design to paradigms for building video into your syllabus through a range of up to date approaches. -: An interactive glossary
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