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
This course will explore how digital cultures and learning cultures connect, and what this means for the ways in which we conduct education online. The course is not about how to ‘do’ e-learning; rather, it is an invitation to view online educational practices through a particular lens – that of popular and digital culture
Ruby Rennie Panter's insight:
The next run of this very successful MOOC will start in November. It's free, and lasts for 5 weeks.
CALL Scotland - Provides specialist expertise in technology for children who have speech, communication and/or writing difficulties, in schools across Scotland.
Ruby Rennie Panter's insight:
Some useful thoughts about supporting children, from Paul Nisbet: "If someone in Primary 5 is dyspraxic and consequently has slow and illegible handwriting then it’s time to stop causing them grief and time to start helping them to access the curriculum. Forcing a pupil to continue writing by hand when there are easier, faster and more effective methods is not good practice. It risks disengagement, prevents them from accessing educational opportunities and creates low self-esteem. It’s not successful, not confident, not responsible, not effective and not what schools should be doing."
Digital literacy is about more than just adding technology into the teaching we already do. The following common teaching practices that we have seen in classrooms as researchers and as parents of school-age children do not help develop digital literacy and may even kill students’ motivation to develop their savvy use of technology and the Internet. We must stop these practices. Immediately.
It is curious that with the advent of new technology, we seem to be inclined to take backwards steps in learning and teaching; we know that using language for communication is a worthwhile way to learn, but then we regress to using teacher-initiated questions and individual responses when we start using a blog, for example. This article highlights several of these trends, and being aware of these is extremely helpful in being able to avoid them!
Teaching English to Speakers of Other Languages (TESOL) - Dr. Nellie Deutsch
Ruby Rennie Panter's insight:
"The aim of the course is to connect with TESOL educators from around the world for collaborative exchange of ideas and best practices on how to teach English to speakers of other languages in face-to-face, blended and/or fully online learning environments, and in the flipped class. "
There is an introductory video on the website, and once you have created your WizIQ account you can join this course for free. Nellie Deutsch has a lot of experience in TESOL.
"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.
These teachers see the internet and digital technologies such as social networking sites, cell phones and texting, generally facilitating teens’ personal expression and creativity, broadening the audience for their written material, and encouraging teens to write more often in more formats than may have been the case in prior generations. At the same time, they describe the unique challenges of teaching writing in the digital age, including the “creep” of informal style into formal writing assignments and the need to better educate students about issues such as plagiarism and fair use.
Learning, teaching and training are profoundly affected by the challenges of the digital age. The MSc in Digital Education (formerly the MSc in E-learning) gives professionals in higher and further education and training and development the practical skills and critical insight they need in this fast-moving and richly diverse field.
This Masters programme is delivered fully online, and may be taken full-time over one year or part-time. Although it is a distance-learning course, you won’t be alone: you will have the opportunity to work closely with your fellow students and tutors in a properly supported, collaborative and vibrant online learning environment, studying at the times and in the places which suit you best.
The MSc in Digital Education at the University of Edinburgh is distinctive for the innovative and experimental nature of the programme design, its breadth of scope, the high levels of support provided to students and its basis in the research activity of the team.
This is a popular programme with high demand for places. The next deadline for applications is 30 September 2013, for entry in January 2014.
There are practical guides to help facilitate accessibility for a wide audience and a visual map of resources that are hyperlinked to content to aid navigation. Suggestions of how to use this resource are offered as starting points for you to explore the themes, issues, literature and content and there is guidance to help you re-use this content within your own practice.
iDesktop.tv provides a really useful and user friendly service for anyone who wants to use video clips from sources like YouTube, but doesn't want their students looking around at anything unsuitable, or for anyone who has ever found a really useful clip, only to go back later and find it has moved or been removed.