Teachers can create real-world problem-solving situations by designing questions and tasks that correspond to two different frameworks of inquiry-based teaching: Problem-based learning, which tackles a problem but doesn't necessarily include a student project, and project-based learning, which involves a complex task and some form of student presentation, and/or creating an actual product or artifact.
Disponibile anche in Italia la nuova versione dell’applicazione per il riconoscimento vocale, che offre il supporto di Mountain Lion, migliora del 15% la precisione nelle trascrizioni e consente di trasformare in testo memo vocali registrati con...
"TBR eLearning Initiative is a central resource to assist educators looking for mobile apps to facilitate the learning process. With a bank of 40,000 educational apps that have been cataloged, reviewed, and approved, a Tennessee initiative hopes to make it easier for educators to use apps in the classroom and beyond."
"There has been post after post acknowledging how educators love Twitter while also encouraging others to use it themselves. With that though comes skeptics (as there should be), questioning whether the use of Twitter is beneficial to educators. I have thought about that question a lot and I can give a definitive answer: yes and no ( I am 100% certain of this).
So to prove this, we have to look at a few things. First off, we have to look at how educators are using Twitter. Simply signing up for Twitter doesn’t improve anything in your classroom (similar to the notion that having a Twitter account will make people do inappropriate things and cyberbully). It all comes down to the use of it. I offer two scenarios in my own use of Twitter below."
Whether you use technology, mobile learning or avoid it please find time to answer these 20 questions and share your ideas, opinions and reflections and I will once again publish the results for all to share.
Innovative technologies—from smartphones and smart TVs to iPads and even Leap Pads for preschoolers— have launched our children into a digital age, a period in which the average teenager texts 60 times every day, a large majority of teens have a social networking site, and the combined use of media by students averages 6.5 to nearly 10 hours daily, much of it in a multi-tasking environment. This generation of students truly has been born in a time very different from that of their parents, school board members, principals, and most of their teachers.