For over a decade, the New Media Consortium (NMC) has been charting the landscape of emerging technologies in teaching, learning, and creative inquiry on a global scale. The NMC’s advisory board includes 750 technology experts and faculty members from colleges and universities in 40 countries, and is supported by the Consortium for School Networking (CoSN) and the International Society for Technology in Education (ISTE).
Now that teachers have easy access to tools like Garage Band and iPods that make recording a breeze, podcasting is quickly becoming the latest creative mode of learning and presenting in schools. Here are ten ideas to try in your classroom today.
Switching from a traditional classroom to a flipped classroom can be daunting because there are a lack of effective models. So, what should an effective flipped classroom look like? In our experience, effective flipped classrooms share many of these characteristics:
Podcast Gallery is an online directory of the best audio and video podcasts across all genres. You can watch your favorite podcast shows in the browser or download them to your Dropbox or Google Drive.
This is a great collection of audio files well worth listening to, for people learning ENglish and for people who love these well-known talks and shows and missed them when they were on the air via NPR or PRI, or haven't gone to a TED conference. Check them out.
The app runs on a mobile device and allows users to add animated speaking characters to a selection of backgrounds or to the users' own images. You can then either use text to speech to write a script for the character, or you can record your own voice and the app will lip-synch you text to the character. This is very quick and easy to do. Here's how.
cc licensed ( BY ) flickr photo shared by firstname.lastname@example.org As I think that leaders should be able to describe what they are looking for in schools I have thought of eight things that I really wa...
Ellen Graber's insight:
I believe that students of today, even though they have been learning in traditional classrooms from a young age and are accustomed to being passive in the classroom as is the case in so many contexts around the world, are ready to have a voice, make a choice, reflect and innovate. Outside the classroom they are critical, so why not give them an oportunity to solve problems, think for themselves, and share their process with the world?
When giving a writing assignment which might have all tehs tudents doig ore or less the same thing, this could work. CUrrently, we are putting them up on a sticky wall and comoparig what people write all together. THis only looks at two essays at a time...
The two teachers admit when they started flipping their classrooms they put everything into video form. Now, they’ve taken a step back and realized some things shouldn’t be in lecture form, and therefore shouldn’t be videos either. Instead, the two teachers have embraced what they call mastery learning, with an emphasis on students taking control of their own learning. Instructional videos are an optional part of a bigger move towards asynchronous learning.
In the end, MOOCs and online programs primarily help those who are self motivated to learn, and the vast majority of these people would have figured out how to educate themselves, whether in college or on their own, regardless of whether or not online courses are available.
I am one of those self-motivated learners and I can vouch for the fact that low cost online courses have a high drop out rate.
Last year I took a series of Moodle of Teachers courses, a fantastic series with ( Integrating Technology for Active Lifelong Learning (IT4ALL) that provide a hands on approach to creating, designing, and using Moodle platforms for educational courses. There were 149 people in an orientation course, and only I finished the series of 4 more courses.
However, I also studied my Master's online and felt community, structure and lots of support. It can go both ways.
Active Textbook provides educators with the tools to extend and customize digital learning materials, making them truly engaging for effective learning outcomes. Students can interact with customized content and cooperate with their peers using built-in social learning tools available on a variety of computing devices.
The problem is my age. It relentlessly advances while the faces staring back at me in the classroom remain the same, fixed between late adolescence and early adulthood. In short, I grow old while my students do not.
Once an advocate for using social media applications and cell phones in class, this English teacher has changed his stance on the kinds of technology teachers should incorporate into their instruction.
Ellen Graber's insight:
Excellent point about technology and how F2F with students generated materials may be more far-reaching than using tech for tech's sake.