Mobile learning is among the latest trends in education that have captured educators’ interest, and seem to hold considerable promise in terms of learning potential. What the reality of mobile learning looks like on a...
I see many benefits in this process of documenting the learning and not just in Mathematics.
In this new era of collaborative teaching, it’s a great way of recording a lesson for other members of the team to view.As a Maths leader/mentor, it’s a useful way of modelling a lesson for teams to discuss.For students, it gives them access to previous learning that they can revisit at different times of the year to review/revise and support their learningFor assessment purposes, it can provide a record of the different stages of learning that took place during a lesson or series of lessons.the use of Padlet itself opens up personalised access for students to work at their own pace ( not evident in this lesson as it was more of a guided lesson rather than an independent task)
This article is the first of a series of “Considerations for Content Creators,” focused on educators—Real Teachers who want to do more with their content. Once you’ve decided to go for it, you can start slowly. But, you need a simple mind shift first. Today, your audience is your students, sitting in front of you this semester. Tomorrow, it will be a wider audience who will benefit from your energy and ideas.
This is how it started: forums, we decided, don’t work. They are slow, lumbering, impersonal, and hard to follow. And yet, we wanted to create a dynamic, interesting place for people to discuss issues related to teaching, learning, digital writing, Digital Humanities, higher education -- and more -- on the pages of Hybrid Pedagogy. Since its inception, the journal has maintained a forum, but it was seldom visited and all but silent. As a journal devoted as much to praxis as to discourse, we were unsatisfied.
Many people view computer programming as a narrow technical skill, useful only for a small subset of the population. But coding can be for everyone, enabling people with diverse interests to develop new strategies for thinking, learning, and expressing themselves.
In this month-long series of activities and discussions, we’ll explore how and what young people learn as they program and share interactive stories, games, animations, and simulations -- and how educators can support young people as they design, share, and learn. We'll focus on experiences with the Scratch programming language and the ScratchEd community for educators who help others learn with Scratch.
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