Apple’s iPad is becoming a common fixture in over 600 districts across the US , and teachers are connecting online to share ideas for effective implementations. As the barrier to access has been removed in these classrooms, many teachers are considering a blended teaching model or flipped instruction opportunities*. Flipped instruction (flipped classrooms, vodcasting, time-shifted instruction) allows students to view or review a lecture when they are ready to, at their own pace. This requires teachers to record lectures either live or, more often than not, prior to delivery. To capture a lecture, educators like Ramsey Musallam and Stacey Roshan use software that records their voice along with the action happening on their screen in real-time.
The Parade of Games web site was created to provide educators and trainers with easy-to- assemble educational games in a technology- enhanced environment to support key learning points. The site demonstrates the creative use of popular game shows and other familiar games to reinforce learning.
This site houses all educational technology integration materials, resources, links, and sites. This google site was created to be a resource for teachers, students, and parents to utilize in order to reinforce topics discussed in the classroom.
Relying on the #1 Bitdefender scanning technology and on an innovative approach to fighting spam, malware and the latest e-threats targeting social network users, Bitdefender Safego stands out as a unique free tool that will keep you and your online friends safe. Bitdefender Safego protects more than 50,000 Facebook users and it's now available for Twitter users as well.
Alternative assessments provide you opportunities to determine the true level of understanding your students have regarding science and math concepts. These tools improve the learning environment for your students, along with your assessment of their real understanding
Over the summer I was running a number of two week ICT in language teaching courses for teachers from around the world. The courses were part of the Bell summer campus at Homerton College Cambridge. This was the first time in a while I had been asked to teach such long courses and i thought it was a great opportunity to see if I could fundamentally change the way the teachers related to technology, not just in the classroom as a tool for teaching learners, but as a tool within their everyday working practice.
As sub goals I set out to run the course with absolutely no paper. That meant no photocopied handouts and no paper based note taking from trainees. I wanted to push these teachers to the point where they could work totally in the digital medium and where paper became totally unnecessary.