As trends to do, these are changing almost yearly. Consider how quiet iPads in the classroom have been recently, whereas three years ago they were going to replace teachers and were (unsarcastically) compared to magic. While mobile devices like the iPad can indeed parallel a kind of magic in the learning process, it obviously has to ‘fit’ into a progressive supporting ecology of assessment, curriculum, and instruction.
With that in mind, we’ve created a list of 15 (the graphic plus 3 bonus items below) new ideas every teacher should try. Not all will fit or work–again, it depends on the ecology of the classroom, school, and so on. But each of these ideas below–some learning models, some concepts, and some technologies–can be transformational for students, and your teaching.
Yet active learning in the virtual environment is no different than learning in face-to-face classrooms; we can apply the same definitions to online learning communities. The goal is to encourage students to dialog, write, think and evaluate no matter what learning environment the student occupies. If we consider Bloom’s Taxonomy of cognitive development, we want students to employ skills that go beyond the entry-level skills of knowledge and comprehension.
The real power of interactive technologies is that they let us learn in ways that aren’t otherwise possible or practical. - David Lassner Wow...where did the school year go? We have only 24 days remaining!
Via Dr. Joan McGettigan
Kinems is a game-based pesonalised learning method for children with multiple learning disabilities. Children interact with the learning games naturally with hand and body gestures (without mouse and keyboard). This natural way of interaction in a computer-based gaming environment increases children’s attention, motivation, pleasure and skills’ level.
Although this is a follow up post to 10 PowerPoint tips for teachers, I prefer to think of it as 10 things I wish someone had told me about PowerPoint. Every teacher has their own opinion about the effectiveness of using PowerPoint in the classroom. My opinion has always been that PowerPoint is a tool, a tool…
Looking for direction in the ever-expanding world of education technology?
You don't have to look hard to find education bloggers. But who are the true trend setters? EdTech is proud to spotlight some of the education industry’s most influential thought-leaders in our latest crop of the top K-12 IT bloggers.
These 50 blogs include veterans from years past, fresh picks from our editorial staff and nominations from our readers. This year, we've tried something new — dividing each blog into one of four categories to focus on where the bloggers’ expertise lies.
When I was a kid, my brother and I built a "roller coaster" in the backyard with a wagon, some scraps of wood, and tons of pipes. Was it safe? Probably not. Did it ever work properly? Not really. But it didn't matter. We were makers.
In the fourth grade, I wrote my first "novel." It was a derivative mess with flat characters and a predictable plot. I'm pretty sure I based it on what I'd seen on Scooby Doo. But it didn't matter. I was a maker.
We created our own "music studio," where we recorded sounds on layers of tapes to create our own beats. We made our instruments with rubber bands and buckets and anything else we could find that sounded cool. Did it sound any good? Probably not. But it didn't matter. We were makers.
That was my childhood. Whether we were designing baseball stadiums, building structures or writing stories, we spent hours making stuff. We were designing, tinkering, building, tweaking. We were makers.
But here's the thing: we didn't need a maker space to make it happen. All we needed was a little freedom, some encouragement, and a few random supplies. And time. Tons and tons of time.
See, I love makerspaces. I'm excited about the new makerspace our engineering department is building at the university where I work. I love visiting STEM labs and STEAM labs (or, if you drop the science from it, a MEAT Lab). However, I never want students to believe that making must be confined to a specific space. I never want teachers to believe that a fancy makerspace is somehow a prerequisite for having a creative classroom.
This e-booklet contains a collection of ten lesson plans to help you develop students' digital literacies and critical thinking skills. Based around authentic infographics the lessons start by using discussion to help students access what they already know about the topics and then move on to comprehension and a range of tasks that help students to explore the validity and authenticity of the information they find. They finish with structured research and presentation tasks that encourage students to work collaboratively and share what they have learned.
"Every year at Hollywood award shows, we see fantastic movies celebrated for their rich storytelling and dynamic performances. Your students can become moviemakers, too, thanks to some powerful apps for mobile devices. With these tools, your children can take videos and edit their work to make professional quality movies using iOS devices (iPads and iPhones) and Android tablets."
"Maker education, when planned around skills acquisition, can enhance social-emotional development.
Self-Awareness: Making in all its forms requires a full range of skills including cognitive, physical, and affective skills. Given this need for multiple and diverse skill set, effective and successful making comes from an accurate assessment of one’s strengths and limitations as well as having optimism and confidence that challenges can be overcome within the making process. Example questions related to self-awareness and making include:
* What strategies am I using to increase my awareness of my emotions and how they influence my performance during the making-related tasks?
* What are my strengths given this particular making task?
* What are my limitations and how can I use my strengths to overcome them? ..."
Let’s be honest—flashy, colorful, unique apps will hook your students, but not usually for long. Is this emphasis (or overemphasis) on apps the right way for students to experience learning? Will their attention hold in the long-term?
There are many people who are using Minecraft in there classrooms. There are probably even more who question its validity as an education tool. Is it a powerful tool for learning or is it just replacing the tri-fold project board?
I am at the point in the year where I start reflecting on some of my practices and the use of Minecraft in my class is one that I am evaluating. Students have been using Minecraft all year in my class and the results have been mixed.
Before I get into the results let me explain how I integrate Minecraft into my 6th grade Ancient World History class. In my class we cover the ancient cultures of Mesopotamia, Egypt, Greece, Rome, China, and India.
People often ask me two questions about Design Thinking. First, is the same as making, and second, do I like it. It’s obvious there are similarities and overlaps, and similar ways that they can be implemented well (or not so well). I think design is the key to modern STEM education, but it’s a mistake to think that using Design Thinking methodology is the same as teaching design. Design Thinking gets the “big D, big T” treatment because it’s a methodology invented at the Institute of Design at Stanford University (also known as the d.school) with assistance from ideo, a product design and consulting company.
So what is literacy? The “traditional definition” is the ability to read and write, but you will see that definition is a little different according to some sources. The definition of literacy has changed over time, and there are many different perspectives on the topic.
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