"Take a moment to think about how you learned to write. What steps did you go through? What was your process?
Most of us learned the same core set of skills on paper: organize, draft, edit, revise, turn in. Our teachers then marked up what we had handwritten or typed, and returned our writing. From there, maybe it ended up tacked to a bulletin board, stuck on the refrigerator door, stuffed into a notebook, or tossed in the nearest trash can. Let's call this Writing 1.0."
Technology-enhanced learning (TEL) research focuses on how technologies can add value to learning and teaching processes. Today’s learners have access to increasingly powerful and affordable handheld computing devices, including smartphones, games consoles and tablet computers. They can share, interact and immerse themselves online with others through the use of social networks and virtual worlds.
Technology is changing not only how people write, but also how they learn to write. These profound changes require teachers to reconsider their pedagogical practices in the teaching of writing. This books shares instructional approaches from experienced teacher educators in the areas of writing, teacher education, and technology.
Registration to take part in the online teacher training course on dyslexia and language learning is now open. The course is 11 weeks long, with an introductory week and a 10 week long content session on topics that help foreign language teachers to facilitate the language learning processes of dyslexic learners. The course is free and is run by Judit Kormos (Department of Linguistics and English Language of Lancaster University) and Anne-Margaret Smith (ELTwell) as part of the Dystefl project (www.dystefl.eu). The course starts on the 26th of November Monday and finishes on the 25th of February 2013 with a two-week break over Christmas. By signing up you commit yourself to participating in the online learning activities for 10 weeks and to give feedback on the quality and content of the course. The course requires broadband internet access and weekly 3-4 hours of work. The course is limited to 20 participants and places are allocated on the first come first served basis. Participants who complete all the units and the feedback sheets will receive a certificate of attendance from Lancaster University, UK.
Course Registration closed on Oct 25, 2012. Please contact one of the project partners in case you are interested to take part in a future DysTEFL course.
iPad deployment includes all of the steps between buying an iPad and beginning to use the device. For an individual’s personal iPad, this is often a very fast and easy process lasting no longer than five minutes: You just open the box, turn it on, download the apps you want on your device, and go. But for a school, or district, with potentially hundreds of iPads–each one requiring a specialized list of apps that need to be purchased before protecting the devices with a case and sending them out to classrooms. As an administrator or teacher, there are a few things you will need to know before you deploy your iPads
Why not keep paper and evolve screen-based reading into something else entirely? Screens obviously offer readers experiences that paper cannot. Scrolling may not be the ideal way to navigate a text as long and dense as Moby Dick, but the New York Times, Washington Post, ESPN and other media outlets have created beautiful, highly visual articles that depend entirely on scrolling and could not appear in print in the same way.
"I have recently been asked to provide a number iPad sessions for teachers. I had one school where they had recently bought a large number of iPads and wanted to start from scratch. Another had a 1:1 Program in a particular year group but wanted their colleagues to get an understanding of the potential of iPads in the classroom. I was able to use this Teacher ToolKit idea for both groups."
We have produced a 'Wheel' of iPad Apps for Dyslexia / Reading and Writing Difficultiesas a visual aid and reminder for some of the many apps that are available to support learners with dyslexia. It is designed to be used as an A3 poster, but the electronic PDF version is also useful as it links directly to the various apps that we have included.
It is impossible to include every app that can be useful for learners with dyslexia so we have only included a small representative group for each category. We are happy to take suggestions for other apps that could be included in later versions of the Wheel and will give them our consideration. Many apps can be useful in more than one category, but we have chosen to use just one particularly representative category for these apps, in order to make space available to include other apps.
Ruby Rennie Panter's insight:
This is an excellent way to think about different learning tasks and how you can get the most out of them by support from apps
"iPads are a great educational tool. In addition to the built in features that can be leveraged to assist learners of all types, the Apple App Store contains thousands of useful apps for teachers and students.
We believe the right mix of apps is required to help the iPad reach its full potential as an effective teaching and learning tool.
Finding apps can be difficult and time consuming.
Here is an eBook of our favorite apps that we discovered over the past year, as well as examples of how to use them in your classroom. Enjoy!"
On the one hand, the portfolio may focus predominately on learning and reflection. Such a portfolio may come to resemble a student's journal or sketchbook. On the other hand, the portfolio may be used primarily for evaluation and assessment, becoming more a documentation of achievement that a personal workspace. As Barrett notes, the former model focuses on the ePortfolio as process, while the latter contemplates the ePortfolio as product.
The dramatic adaptation of ICT has in turn called for education reforms at various levels with a view to creating an enabling educational environment for next generations to effectively function in the digital era. Therefore, teachers’ capacity of integrating ICT into their teaching practices plays a critical role in achieving the goals of the education reform. In this regard, teacher education institutions (TEIs) have made great efforts to develop a new ICT curriculum (or course) or incorporate ICT components into their existing curriculum.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, in order to guide teachers and policy makers in productive innovation. This second report proposes ten innovations that are already in currency but have not yet had a profound influence on education.