"If students were doing awesome things with an iPad, what would that look like? Here's another way of putting it: How does an iPad align with a vision of meaningful and purposeful learning?
Bereft of examples and inspiration, many educators struggle to conceive of iPad integration beyond mere substitution for whatever came before. Educators need guidance on how to leverage iPads as hubs of innovation that nurture the learning skills, competencies, and habits of mind that help students develop skills for today's world.
With that in mind, here's a look at two teachers and their iPad-infused classrooms."
Many studies show us that our brains prefer storytelling to facts.When we read facts, only the language parts of our brains work to understand the meaning. When we read a story, the language parts of our brains and any other part of the brain that we would use if we were actually experiencing what we’re reading, light up.This means that it’s easier for us to remember stories than facts. Our brains can't make major distinctions between a story we’re reading about and something we are actually doing....
Many primary teachers who only have access to one iPad in their classroom assume that there is very little they can do to make that iPad useful for an entire class. A few weeks ago, I blogged about the way I would do the “listen to reading” option of the Daily Five in a one iPad classroom. Today, I want to share some options for blogging with only one iPad.
"The idea here isn’t simply that educators can improve by connected through social networks–they already are doing that. Rather, that schools can decentralize the teacher training effort by cutting them loose and supporting their self-directed efforts through an array of resources. The purpose of this post, beyond clarifying some how social media-driven and self-directed teacher professional development might work, is to offer some (mostly) concrete ideas for actually getting started designing such a program in your school or district. We would love to hear any suggestions in the comments because, well, that’d be social of you."
"For the last couple of years Vimeo has offered free music to download and re-use in your video projects. Now YouTube is offering the same thing through the YouTube Audio Library. This library is slightly different than the free music available when you use the YouTube slideshow creation tool. The music in the YouTube Audio Library is music that you can download to use in projects online and offline. You can search the library of music according to genre, mood, instrument, or duration. You can listen to the tracks before downloading them as MP3 files."
I could start my workshops by showing teachers how to find and do everything. I could lead them through a step-by-step, do-what-I-do tutorial of various apps —“point here, click there”—and teachers could simply watch what I do and then repeat what I do. But the problem with that approach is, by the end of the workshop, it creates a culture of dependency. The instructor ends up the center of the learning, not the students, and disseminates information to a mostly passive audience. I’m simply not empowering them to learn if I’m at the center of learning.
Edutopia is one of my favourite web sites. It has recently run a series written by Monica Burns aka @ClassTechTips featuring Resources for Using iPads across multiple grade levels. Though I've featured them each individually here on iPads in Education I thought it might be useful to post all of the series in one collection.
When students use their bodies in the learning process, it can have a big effect, even if it seems silly or unconnected to the learning goal at hand. Researchers have found that when students use their bodies while doing mathematical storytelling (like with word problems, for example), it changes the way they think about math. “We understand language in a richer, fuller way if we can connect it to the actions we perform,” said Sian Beilock, professor of psychology at the University of Chicago.
"An expectation of the Common Core Learning Standards is that teachers differentiate their instruction to meet the needs of all children. This includes special education and general education students, as well as English-Language Learners. One of my favorite technology tools, the QR code, can be used to meet the needs of a variety of students in one classroom. Teachers can create QR codes for differentiated instruction activities."
"There is a difference between personalization and differentiation and individualization. Barbara Bray and Kathleen McClaskey developed this chart on the differences on approaches to teaching and learning.
The chart clearly explains that personalization is about the learner and the distinct difference in the learning environment."
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