A new study shows allowing fifth graders to use tablets at home and in class has potential to give them more learning opportunities.
The study finds that students used the tablets for more activities than even they expected. Though only 56 percent of students said they envisioned using the tablet for internet research before the study, that number turned out to be 93 percent after the study was completed. Only six percent of students thought they might use the tablet to create videos, when in fact 39 percent completed video projects. Other common uses included project work, educational games, homework, checking grades, communicating with teachers and classmates, receiving reminders, and organizing schoolwork.
This is key "Further, to understand blended learning, it's crucial to understand what it's not: doing online worksheets, reading digital prompts or any other technology-related activity aren't examples of blended learning unless they allow a student some control over the pace and content of the instruction
Blogger Elena Aguilar advocates for focusing and reflecting on three good things at the end of each school day.
** With a blended learning lens I think the interesting part of this reflective process will be ‘What was my role in this?’ – how did I create the conditions for good learning in my classroom – whether virtual or brick and mortar. **
iPad Apps separated by Bloom's Taxonomy. It starts with creation - the highest order thinking skill!! It indicates if the app needs to be bought. Also check out the issuu - what a neat tool for teachers!!
This page shares ideas for educators to use in creating websites with teaching resources. It has great ideas that allow teachers that want to start a learning community blog to think through the process as they begin their journey.
Differentiated Instruction support documents for teachers. The entire teacher package!! This site offers lots of great ideas to roll up your sleeves and get started. Differentiated instruction is supported by Blended Learning in that the content, assignments and daily outcomes can be differentiated for each child.
Education directly influences students’ life chances – and life outcomes. Today’s global, knowledge-based economy makes the ongoing work in our schools critical to our students’ success in life and to Ontario’s economic future. As an agent of change and social cohesion, our education system supports and reflects the democratic values of fairness, equity, and respect for all. The schools we create today will shape the society that we and our children share tomorrow. (Ontario Ministry of Education, 2009, p. 6)
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
Most important, students felt the respect I had for them. The students who understood a concept quickly and were ready to move on were allowed to do so. Students who took more time knew that I wasn't going to move on without them. It took these learners a while to get used to the idea that they couldn't hide or slide by and that they were going to have to learn the content and demonstrate their understanding before moving on. Such a class may be the first experience a lagging student has had with someone saying, "I'm absolutely not going to leave you behind."
Once my high school learners realized I meant this, the stragglers caught up. Respect is powerful.
This report, from Michael Fullan and Pearson's Katelyn Donnelly, provides an actionable guide to learning technology that will allow founders, funders, and teachers to make better decisions. It identifies persistent gaps in innovation activity and points to what needs to be done if we are to finally make good on the promise of technology to transform learning.
The authors argue that we should seek digital innovations that produce at least twice the learning outcome for half the cost of our current tools. To achieve this, three forces need to come together. One is technology, the other pedagogy, and the third is change knowledge, or how to secure transformation across an entire school system
Changes in Education are coming in part due to two things - 'unpreceidented technolgical infrastructure and new imperical evidence about learning'. Support interest driven learning - Become the Academic Coach! Great way to look at peices that we can change in the system to spark kids interests.
What are the most critical technology skills for students to learn? We recently asked our readers this question, and here's what they had to say. Blended learning will help students to reach these 5 skills!
Blended learning uses the tools of the provincial learning management system (LMS) to teach and support learning in a face-to-face class. Through blended learning, K-12 students can access high-quality course materials, course calendars, and assignments during and outside school hours.
Many educators are experimenting with the idea of a flipped classroom model. The flipped classroom inverts traditional teaching, delivering instruction online outside of class and moving 'homework' into the classroom.
Inspired by Lee LeFever (@leelefever) when he did a talk at RCAC in London Ontario in early December, this video has been a labour of love as many people do not understand Blended Learning and I hope to rectify this.
Blended learning is a powerful change in pedagogy from the chalk and talk method of 'lesson delivery'. Teachers can embrace their inner 'Guide on the Side' instead of the 'Sage on the Stage' and foster inquiry, collaboration, and support the 21st century learner.
Dr. Kathleen Godfrey outlines the main points of making a switch to using using technology in the classroom.
1. Technology is a pedagogical tool to be used thoughtfully and purposefully. 2. Technology should add something substantial to class instruction; it shouldn’t be used just for its own sake. 3. Although it has the power to transform teaching and learning, I need to provide scaffolding to help students learn to value technology-facilitated learning. 4. Just because someone is a digital native doesn’t mean that they will be able to learn new technologies easily. 5. Less is more. Although my students benefit from seeing me model how to use technology effectively, they have the ability to learn complex new technologies on a limited basis.
Strategic Plan for GEDSB... we are changing the Acheivement, Environment, and Engagement. We have implimented a technology infusion for all teachers and students over the next five years. Blended learning supports the Multi-Year plan and it supports the inplementation of Blended Learning within the GEDSB board. (look to pdf at the bottom of post)
Learning for All, Kindergarten to Grade 121 is a resource guide outlining an integrated process of assessment and instruction for elementary and secondary school educators across Ontario that is designed to help raise the bar and close the gap in achievement for all students. The guide supports the three core priorities for education in Ontario: •• High levels of student achievement •• Reduced gaps in student achievement •• Increased public confidence in publicly funded education