Technology plays a primary role in my teaching, but I rarely turn on the computer that makes the classroom “smart.” Occasionally, I project the class tweet stream. I am an advocate of Twitter for higher ed.
The Journal of Educators Online (JEO) is an online, double-blind, refereed journal by and for instructors, administrators, policy-makers, staff, students, and those interested in the development, delivery, and management of online courses in the...
yEd is a powerful desktop application that can be used to quickly and effectively generate high-quality diagrams. Create diagrams manually, or import your external data for analysis. Our automatic layout algorithms arrange even large data sets with just the press of a button.
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.
Whatever the reason may be, you can easily convert your PowerPoint presentation slides into a screensaver. There are many third-party applications that offer conversion and some even charge some money for it. However, if you follow the instructions in this post, you won’t have to pay or download any application or program. You can easily set a slide or two—or even your whole presentation—into a screensaver that you can always see on your desktop.
For students who struggle with output, the option now exists to record ideas directly "onto a page." Similarly, teachers can leave audio feedback for students who benefit from hearing input multiple times. With the built-in camera, students can quickly snap pictures of class notes on a board, or record a quick video of teacher instruction. Leveraging just these few features has the potential to personalize learning and differentiate instruction where it might otherwise be impossible.
George Siemens and Stephen Downes developed a theory for the digital age, called connectivism, denouncing boundaries of behaviorism, cognitivism, and constructivism. Their proposed learning theory has issued a debate over whether it is a learning theory or instructional theory or merely a pedagogical view.
why [has] technology, to date, had very little impact on improved learning outcomes? This could be because we continue to use technology to reinforce 19th century teaching practice to meet out-dated assessment models. Most of the world’s curriculum and assessment systems are based around fact recall rather than actually demonstrating that you have learned something and can deploy it within a problem-solving situation.
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.
This new report, “Learning in the 21st Century: Digital Experiences and Expectations of Tomorrow’s Teachers,” is the latest in the series and provides new insights that will inform college and university based teacher preparation programs as well as the induction and professional development processes within K-12 schools and districts. Tomorrow’s teachers may have the keys to finally unlock the potential of technology to transform teaching and learning, but much depends upon their experiences in their preparation program and how well future school leadership can support their expectations for essential technology tools and resources.
Advances in Technology Enhanced Learning’ presents a range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate. This interactive and experimental resource discusses innovations which pave the way to open collaboration at scale. The book introduces methodological and technological breakthroughs via twelve chapters to learners, instructors, and decision-makers in schools, universities, and workplaces.
Digital literacy has become one of the major issues facing educators in this early part of the 21st century. The need to develop students and teachers digital literacies has become increasingly accepted as fact and yet most teachers' and students' understanding of what exactly constitutes a digital literacy still seems to remain quite vague. Even more vague seems to be teachers' understanding of how precisely we go about developing those literacies.
Though some teachers are still adamantly holding onto traditional formal lectures, many others are considering whether this is an ineffective and outdated model that no longer works in the information age.
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