"A middle-school teacher in Amherst, N.Y., has adopted the flipped instructional method -- with a twist. Rather than creating instructional videos for his students, Rob Zdrojewski has his students use screencasting technology to create instructional videos for teachers. In the videos, which serve as professional development for teachers, students offer instruction on technology, such as using Gmail and Google Drive. Each video is 90 seconds or less."
Allow us to collect, aggregate, curate and bookmark links to resources we want to read later on; Let us share resources we have collected about a topic with colleagues and students; Help us gather and organize web content; Let us develop our...
Tues. Feb. 21, 5 PM Eastern. Led by Shannon J. Holden
This is a collaborative online community where educators can discover new resources, free technology, and great ideas for integrating technology into the classroom to engage and inspire students.
In this series of free webinars, live chats, and online discussions, you'll collaborate with other teachers as you learn about, and explore tech tools that engage students.
Learn ways to integrate technology into your lessons.
Develop a repertoire of instructional strategies that utilize free software and other types of technology.
Integrate technology into your lessons, even though you may not have access to ANY technology at your school.
Gain access to rubrics and other methods to grade student multimedia projects.
Discover resources you can turn to for assistance when necessary.
Use free technology to prepare students for standardized tests and other common assessments.
Use technology to entice parents to become more involved in their student’s education.
Discover how you can use technology to make your lessons EASIER to create…not more difficult! Use free techniques to help students access your interesting lessons from anywhere, including their mobile phones!
Use technology to teach your students 24 hours a day, seven days a week…even while you do other things!
"Forming a new Digital Teacher Corps and expanding broadband to publicly funded preschool programs are two recommendations from a new report released today by the Digital Age Teacher Preparation Council."
"Research indicates that, at every age level, people take their writing more seriously when it will be evaluated by peers than when it is to be judged by teachers. Online blogs directed at peers exhibit fewer typographical and factual errors, less plagiarism, and generally better, more elegant and persuasive prose than classroom assignments by the same writers. Longitudinal studies of student writers conducted by Stanford University's Andrea Lunsford, a professor of English, assessed student writing at Stanford year after year. Lunsford surprised everyone with her findings that students were becoming more literate, rhetorically dexterous, and fluent—not less, as many feared. The Internet, she discovered, had allowed them to develop their writing."
"The Internet is changing how and when people can access information and is transforming and disrupting how education is designed and delivered. New approaches to learning are threatening traditional educational values by de-institutionalizing and de-formalizing education as we know it."
Since Windschitl first outlined a research agenda for the World Wide Web and classroom research, significant shifts have occurred in the nature of the Web and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction, and paths for future research. This article discusses the characteristics of Web 2.0 that differentiate it from the Web of the 1990s, describes the contextual conditions in which students use the Web today
"On Feb. 23, Steven Anderson, instructional technologist for Winston-Salem/Forsyth County (N.C.) Schools, celebrated his three-year anniversary on Twitter. Anderson began exploring Twitter in 2009 as a way of finding people with similar interests, opposing views, and resources on integrating technology in the classroom to share with teachers and staff in his district of 57,000 students..."
Integrating technology into a high school classroom isn't a one-step process. 'You can't just slap a netbook [computer] on top of a textbook and say, Great, now we have technology,' says Bob Wise, former governor of West Virginia and president of the Alliance for Excellent Education, an advocacy organization. Wise says that digital learning starts with teachers, whose performance is enhanced by technology—not the other way around.
This is a great list put together by Vicki Mindman, a gust blogger over at Tech Learning. Tech&Learning is a great site for educational resources, discussions and product reviews all around the idea of integrating technology in the classroom. Be sure to sign up for their Tech Learning Digital Magazine - it has articles, profiles and how to material as well as information on the latest tech developments in education.
Are we really taking advantage of this digital information age to enhance the quality of today's education? Are we keeping pace with the fast-changing learning styles of our students? Do we know when, how, and what technology to use in our classrooms ? Do schools and curricula facilitate the integration of such technology ? These and many other similar questions are in the core of the present debate about the kind of education students need to success in a digitally focused world.
"...paragogy is an extension of the concept of scaffolding (proposed by Jerome Bruner), where knowledgeable others (teachers or peers) can create optimal learning environments in which students can learn more than they would if they were studying on their own. Paragogy takes scaffolding farther though, because peers are in an equal relationship. The exchange conditions are duplex - that is, they work both ways and reciprocal learning is achieved as learners connect with each other, share their content and ideas, and engage in dialogue. If this sounds familiar, it is exactly what happens informally day in, day out on Facebook, Twitter and other social networking sites."
Work on this Bill of Rights & Principles began in Palo Alto, California, on December 14, 2012. We convened a group of people passionate about learning, about serving today's students, and about using every tool we could imagine to respond better to the needs of students in a global, interactive, digitally connected world.
We believe that online learning represents a powerful and potentially awe-inspiring opportunity to make new forms of learning available to all students worldwide, whether young or old, learning for credit, self-improvement, employment, or just pleasure. We believe that online courses can create "meaningful" as well as “massive" learning opportunities.
We believe that our culture is increasingly one in which learning, unlearning and relearning are as fundamental to our survival and prosperity as breathing. To that end, we believe that all students have inalienable rights which transfer to new and emerging digital environments.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.