“We can’t turn back,” Wolf said. “We should be simultaneously reading to children from books, giving them print, helping them learn this slower mode, and at the same time steadily increasing their immersion into the technological, digital age. It’s both. We have to ask the question: What do we want to preserve?”
Here are some reasons why your presentations are BAD! We know that so many of you use programs like PowerPoint or Prezi because they have been around for a while, and it is what you know, but change is not always a bad thing, especially if that change can lead to presentations beyond your wildest imagination.
“As more and more educational content goes online, and more and more classrooms flip, we need to re-think how we as teachers present information. I came across a site called Slidedocs the other day, which allows you to ...”
“The role of the teacher changes when blended learning is implemented and, as a result, educators will require guidance and training to properly execute their new responsibilities in a self-paced, blended learning environment, asserts Peter West,...”
“What do you get when you foist technology on busy classroom teachers? In most cases, you get technology-rich—but still traditional—classrooms, plus teachers who are now responsible for troubleshooting both misbehaving ...”
“Aaron Kimball co-founded WibiData in 2010. He has worked with Hadoop since 2007 and is a committer on the Apache Hadoop project. Software applications have traditionally been perceived as a unit of computation designed and used to solve a problem.”
“8 Wonderful Blooms Taxonomy Posters for Teachers ~ Educational Technology and Mobile Learning on blended learning curated by Vladimir Kukharenko (8 Wonderful Blooms Taxonomy Posters for Teachers ~ Educational Technology and Mobile Learning | @scoopit...”
““Don't Make These Mistakes with Flipped Learning“ By Meris Stansbury in e-School News, December 12, 2013. Stansbury cautions that flipped classrooms can quickly become run-of-the mill if teachers don't think outside the ...”
In this talk, Sugata Mitra will take us through the origins of schooling as we know it, to the dematerialisation of institutions as we know them. Thirteen years of experiments in children's education takes us through a series of startling results – children can self-organise their own learning, they can achieve educational objectives on their own, they can read by themselves. Finally, the most startling of them all: groups of children with access to the internet can learn anything by themselves. From the slums of India, to the villages of India and Cambodia, to poor schools in Chile, Argentina, Uruguay, the USA and Italy, to the schools of Gateshead and the rich international schools of Washington and Hong Kong, Sugata's experimental results show a strange new future for learning.
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“Although it is largely recognized that ESL literacy learners are aurally oriented and they learn best by listening, some students still need a lot of support in lexical segmentation (Field, 2003) in English.”