It's 2012. Technology suffuses everything around us. The Internet and Internet browsers have been pretty mainstream for ===> at least a decade. <===
And yet, I continually run into significant numbers of educators who still don't know how to work their Internet browser. They struggle with copying and pasting. They get confused just clicking between 2 or 3 different browser tabs. They don't conceptually understand the difference between their browser's Google search box and the box where they can actually type in the URL and get there directly. They have no idea that they can right-click on things like hyperlinks or images. And so on… [And this is just the Internet browser. I'm not even talking about individual software programs or online tools.]
* We don’t need better assessments; we need different assessments that help us understand students as learners and constructors of their own ongoing education instead of knowers of information and narrow skills. * We don’t need better teachers; we need different teachers who see their roles as master learners first and content guides or experts second. * We don’t need better schools; we need different schools that function as communities of inquiry and learning instead of delivery systems for a highly proscribed, traditional curriculum.
… the idea of a fully networked, progressive learning environment would for the vast majority constitute *different* and would require us... to redefine the future.
Over the past three years I have, in my opinion, dramatically grown as a school leader. The catalyst for a significant portion of this growth was my embracement of social media as a powerful leadership tool. For me social media opened the door to a variety of pathways to enhance my ability to lead a comprehensive high school is a way that was more relevant, meaningful, and impactful.
Postmodernist views of society can be appropriated as lenses to analyse the personalised use of digital technology. Consumers of Web based content tend to search randomly and nomadically, due to the multi-layered, multi-directional nature of hyperlinked media and this aligns neatly with some post modern theory.
In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests.
What would happen if the roles were flipped and students asked the questions?
This collection of links, chosen and maintained by Gutman Library Research Services staff, provides links to freely available sites of interest to educators. Click on a topic to view links to related websites.
Have you ever wanted to create your own website, but not confident that you have the skills to create one yourself? MakeUseOf is proud to announce The Complete Beginner’s Guide To Joomla which is now available to download for free.
Dr Alec Couros (University of Regina) shares some of the best examples of student work from the ECMP 355 (Technology in Education) undergraduate course he teaches. Each example reflects the student's final course PROJECT, the goals of which varied from either "Build a Learning Resource" or "Learn something new using the Internet" type.
A range of different types of PORTFOLIOS of LEARNING are shared in this post and are well worth exploring as they beautifully illustrate the creative and personal ways in which the students demonstrated their learning of the course.
These include "Summaries of Learning" in a variety of formats:
*Series of blog posts
*Videos and vlogs
The design of this learning activity allowed for personalisation in format choice and made provision for the students to progessively document their learning over the duration of the course, as far as I can ascertain. I would be interested to understand what his exact brief was to the students and what rubric(s) he used to assess these projects, if at all.
PS I had a conversation with @courosa yesterday on Twitter to explore his approach to assessing his students' "Portfolios of Learning". His response was interesting:
"Assessment was customised to each student based on some general indicators (e.g., quality of artifact) with bulk focused on growth. I tend not to use rubrics and try to keep assessment consultative & personlised. Takes more time, but I think it's more accurate."
Examines strategies for teaching problem-solving, pupil evaluation, and for dealing with pupils' misunderstandings. Provides learning activities throughout the book. Proposes active-learning-based classroom teaching ...
A key premise of the Visible Thinking approach is to seek ways to uncover and document students thinking so it can be discussed, reflected upon, and pushed further. Consequently, teachers employ various strategies for documenting the thinking students do. In doing so, teachers develop and use a language of thinking, they make the classroom environment rich with the documents of thinking (both processes and products, they look for opportunities for student thoughtfulness, they use thinking routines to support and nurture students thinking, they model and make their own thinking visible, and they send clear expectations about the importance and role of thinking in learning.
We refer to these components--language, environment, opportunities, routines, modeling, and expectations--as cultural forces. These forces, shape a classroom and a school to give it its unique feel.
PresentationTube provides desktop presentation recorder and video sharing network to help instructors, students, virtual presenters, and business professionals record, upload and share quality, accessible, and interactive video presentation.
The recorder synchronizes a variety of visual aids, including presenter's audio and video footage, PowerPoint slides, drawings, handwritten words, and web content to produce effective video presentations ready for uploading and sharing via PresentationTube network. PresentationTube helps presenters to involve the audience via scrollable slide thumbnails, comments, and quizzes with unlimited video storage, unlimited video delivery, and no banners or ads.
Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other.
Ever since the financial crisis of 2008, I have sensed from many leaders that they want to do a better job of leading in accordance with their personal values. The crisis exposed the fallacies of measuring success in monetary terms and left many leaders with a deep feeling of unease that they were being pulled away from what I call their True North.
Many traditional marketing models now seem ancient and obsolete. New strategic models are needed – not just for text books and academics but for managers. Businesses need practical templates on which to build the next generation of actionable marketing strategies – with a mix of tactics that work online.
Offline is still important – but the web is now your most important business battleground. If you lose the online battle then you lose the business war. Traditional business models no longer work and established businesses need to re-arrange their strategies – and in some cases their organisational structures – in order to compete effectively using the web. It’s a reminder that you need to embrace change as the only source of real progress.
This simple infographic may help you focus your new strategy on the three corners of the modern marketing triangle:
When you're trying to teach people how to do something new on their computers having screencast videos or annotated screen capture images can be invaluable to you and the people you're trying to help. Here are some free tools that you can use to create screen capture videos and images.
Talking avatars for PowerPoint presentations can help to make more dynamic and familiar presentations. There are many different places where we can download free avatars and characters for presentations.