"The paperless classroom is a compelling concept for what it symbolizes as much as anything else.
While it sounds sleek and futuristic and easy to organize and environmentally friendly, the reality is that paperless classrooms aren’t that simple. The “environmentally-friendly” part, for example, is wildly subjective: the costs of manufacturing–and eventually recycling and disposing of–tablets versus the loss of “renewable” trees and the subsequent waste that is environmentally-friendly."
"For those of us in the Northern Hemisphere, summer is fast approaching. That means school will be out and summer learning loss will become a worry. One way to curb those concerns is with engaging and educational games, like this set of teacher-approved iOS apps."
"Willyn Webb and I contributed to the International Society of Technology Educators (ISTE) Literacy Journal. The journal features innovative ways to enhance learning with technology. Our chapter is called, "The future is in their hands: Using cell phones for literacy learning. Unlike other journals, there is no pay wall to access the journal. It is available free!
Ce dossier a été réalisation sous la coordination de Canopé Académie d'Amiens pour Savoirs CDI.
"Certes, il existe un consensus au niveau de la curation. Celle-ci consiste à sélectionner, éditer et partager les contenus les plus pertinents du web pour une requête ou un sujet donné . Les mots utilisés dans cette phrase ne sont pas complexes et pourtant ils sont susceptibles d’engendrer de nombreuses questions..."
"Although each institution, course, and classroom is unique, instructors in higher education today face a series of common teaching and learning challenges. To demonstrate how institutions are using technology and content solutions to address various education challenges, Pearson announced a report today, "Pearson's 2014 Science and Engineering Efficacy Report," highlighting 40 community colleges and four-year institutions, including Texas-based schools that have made a positive, measurable impact on teaching and learning."
"I have a couple of more 3D printing projects that I haven’t written about this year, but by the time this posts it will be the last day of school, and I feel like this would be the right time to reflect on what a year of 3D printing in the classroom was like.
I started the year with a lot of ideas and excitement, but I wasn’t really sure how the year would pan out. Looking back now I couldn’t be happier. The level of learning that occurred this year was more than I expected. As excited as I was at the prospect of using a 3D printer in the classroom, I was nervous that I wouldn’t be able to figure out how to tie it to the curriculum. I wondered if my students would be able to understand how it works and be able to use it effectively. I was concerned that I wouldn’t have time for projects with all the other demands that happen in a classroom. My concerns were overshadowed by the novelty and the excitement of the printer. I think that is what many of my students felt too. They were curious, excited, and bewildered."
"Need a way to take notes easily and quickly? For those lucky enough to be attending the ISTE 2014 conference right now, perhaps one of these mobile apps can help, though anyone could always use handy note-taking app."
"Engaging kids in creative video productions allows them to develop communication skills and enhances their technical know-how. It also gives them an avenue through which they can practice multimodal expressions and present information in numerous ways.This multimodality in communicating information does not only help students understand topics much better and at a deeper level but is also an elemental feature of the 21st century learning."
Oh, Twitter. You’re so useful for teachers. You connect educators so that they can share tools, tips and tricks, offer insight, and support one another. You bring your sexy social media-ness into the classroom to keep kids interested in what they’re learning when they think they’re actually (sort of) having fun instead. That said, there …
"We are learning more and more about who enrolls in Massive Open Online Classes (MOOCs) and how those students behave. For example, Harvard and MIT recently released de-identified data from their first 16 MOOCs that ran in 2012-2013 (read more about the Harvard and MIT data setshere and access the actual data here). The data set includes several variables relating to student activities – for example, whether students visited the course website, watched videos, or completed exams. These types of measures can tell us a lot about what students do, but it is not clear how much they learned as a result of those actions."