Web search can be a remarkable tool for students, and a bit of instruction in how to search for academic sources will help your students become critical thinkers and independent learners. With the materials on this site, you can help your students become skilled searchers- whether they're just starting out with search, or ready for more advanced training Via Nik Peachey 
In this post, Amdy outlines some great lessons that take advantage of the iPad, but there's no reason they can't inspire similar lessons In a BYOT environment. From the article: Via Jeremy Angoff 
A website to support the use of GoogleApps to construct ePortfolios in both K-12 schools and in higher education... Via TeacherCast 
Search competency is a form of literacy, like learning a language or subject. Like any literacy, it requires having discrete skills as well as accumulating experience in how and when to use them. But this kind of intuition can’t be taught in a day or even in a unit – it has to be built up through exercise and with the guidance of instructors while students take on researching challenges. Via Nik Peachey 
This session will explore web 2.0 tools to help students learn/practice these skills that they will need. Skills discussed will focus on Bloom's Taxonomy and well as 21st Century Literacies.” During the presentation, Angie ... Via Petra Pollum 
Arizona schools flipping homework, lectures, An innovation called the "flipped classroom," reverses the roles of classwork and homework. 
“Common Core Standards: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears” Via Nik Peachey 
If we really want our education systems to prepare students for tomorrow’s digital world, we should worry less about formats and instead focus on what to teach – or what not to teach. A few obvious candidates for omission would be spelling (thanks to spellcheckers), facts (available instantly and everywhere via the internet), and handwriting (who writes by hand these days?). Instead, why not teach them how to filter reliable from unreliable information, an essential skill for the Google generation? Or even how to see through misleading headlines? Via Nik Peachey 
Here is a set of rules that I hope you will find useful. Via Louise Robinson-Lay 
The video-sharing Web site has created a way to let schools limit students’ access to selected content, providing a portal for free educational materials. |
Compare your digital teaching skills to those of other teachers from around the world. Via Nik Peachey 
This site has a great collection of audio recordings of books and short stories. You can either listen to chapters online or download the complete books. Via Nik Peachey 
When used effectively, technology plays an important role in enhancing the learning process. Teachers can use digital devices to present supplemental material for lessons or to encourage students to take a more hands-on role in their education. Via Nik Peachey 
To teach responsibly in a digital age, we have to respect what our tools can do to help us learn together -- and what tools alone cannot do. We need to be prepared to adapt them to our specific needs as teachers and learners. We need tools that are as open as possible, that are designed to encourage students to participate and not simply consume. And we need to support teachers who are also learning how to use new tools for the most innovative, imaginative, interactive teaching. Via Nik Peachey 
Teachers need support, and they need to see how technology will help them do what they do better and more effectively. They also have different needs, just like students, and may be coming with a variety of experiences and skill levels with technology. Via Nik Peachey 
Since the start of the school year, many of Wayne Tsai’s math students have been watching his lectures at home or in the computer lab. 
Teacher Resource
“Common Core Standards: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears” Via Nik Peachey 
I have seen so many images of hundreds of students in rows facing frontwards in the traditional lecture hall with laptops in front of them and where the device is not linked at all to the learning design. Not surprising that these students who sit passively listening to the instructor talk spend much of their time on their laptops distracted with "other stuff" not related to the course. Let's get our students out of the factory style rows and into "circles of learning" where students connect and network collaboratively on a project using their device as a tool to support them through a well designed digital learning activity.
In this ProfHacker Post, Mark Sample offers some good suggestions for best practice with BYOD in the classroom. Via Anne Whaits, Louise Robinson-Lay 
The evolution of training has continued to accelerate, and broadband and web 2.0 applications have opened up potential for varied social and computer-mediated interactions based around all kinds of mixed-media content. But is this what teachers want and how do we best structure these into our courses? Via Nik Peachey |
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