We know there are a lot of teachers out there using technology in their classrooms. We also know there are a lot of teachers who aren’t – whether they can’t due to financial constraints or just flat out don’t want to (or some combination thereof). We interact with a ton of teachers on social media …
"Russel Tarr, a teacher in France, has a Pinterest-like school tools board that rivals the stuff of legends and has earned high praisesfrom influential edublogger like Vicki Davis. His site, Classtools.net, has recommendations for free, low-tech tools from graphic organizers to video game makers."
The internet brings so much information to our fingertips. It makes doing research a much smoother, faster process, and it enables us to not have to lug around tons of heavy books. We can connect more easily with old friends and new acquaintances. It streamlines our work in the classroom and our students’ work too. …
Classroom is a new product in Google Apps for Education that enables teachers to send assignments, make announcements, and conduct question & answer with students. Classroom was designed hand-in-hand with teachers to help them save time, keep their classes organized, and improve communication with students.
What percentage of your meetings is the word “flipped” mentioned?
We seem to have a history of coming up with the most ridiculously bad words to describe what we are doing in higher education. MOOC, blended, hybrid, and now flipped.
In many of these discussions about flipped classrooms I hear the same complaints and the same concerns. Perhaps if some of the myths around flipped classrooms could be dispelled we’d be able to have more productive conversations.
The grownups who make and debate education policy disagree about a lot of things, but they often take it as a given that kids love technology. And tapping into that love of gadgetry and games is a way to make students “more engaged” in learning, or so many believe. Interviews with students in the middle-income, …
Case study offers advice for engaging faculty in online and blended learning initiatives
A new study from researchers at Drexel University and Armstrong Atlantic State University offers guidance on improving faculty participation and retention in online andblended education formats. Taking Armstrong Atlantic State University as a case study, the paper notes that faculty with little distance education experience may have preconceived negative attitudes toward online and blended education. AASU faced low faculty interest and participation in its online learning initiative, and undertook 4 initiatives to help win them over. The university held open sessions to make a strong case for online and blended learning; it renamed the Office of Online Learning the Office of Online & Blended Learning; it rebranded its online learning bootcamp as a “teaching fellows program,” and spread its duration out from 4 weeks to 8–12 weeks; and it launched an institutional study to identify and address factors that motivated and inhibited faculty participation. The report offers 8 recommendations for institutions looking to win faculty support for online and blended learning initiatives. Full Report
Enroll NOW for Summer & Fall 2014 Classes: UW-Stout E-Learning and Online Teaching EDUC 760 E-learning for Educators 3 graduate credits This is the introductory course in the E-Learning and Online Teaching Graduate Certificate, is an approved elective in the online Master of Science in Education degree program, and is open as an individual course to students seeking professional development.EDUC 762 Assessment in E-learning 3 graduate creditsEDUC 763 Instructional Design for E-learning 3 graduate creditsEDUC 761 Creating Collaborative Communities in E-learning 3 graduate credits NOTE: This is the fourth in the series of five required courses.EDUC 764 E-Learning Practicum 3 graduate credits Prerequisite: Successful completion with a 3.0 gpa in EDUC 760, 761, 762, 763 and Consent of Instructor.
Via Dennis T OConnor
Technology has its pros and cons, especially in the classroom. Students have a vast number of resources and search engines at their fingertips, but you might also find that they’re more easily distracted. The handy infographic below takes a look at the concept of a ‘student cyborg’ and how technology is facilitating education. Defining a …
Getty In the book Teaching 2030 by Barnett Berry and 12 classroom experts, the authors pinpoint specific skills educators will need to teach in the schools of tomorrow.
They say teachers must be prepared to find and adapt new technologies to engage the digital generation, as well as work across traditional subject areas using project learning.
They must be able to use data and evidence to inform their practice and know how to work in both virtual learning environments and brick-and-mortar schools. And they’ll need to collaborate with community-based organizations and work in schools that provide all kinds of other services for students and their families.
Along those lines, Berry has outlined five changes he believes need to be made to the future of teacher education.
The What Teachers Want from Educational Technology Tools Infographic presents what kinds of digital instructional tools educators consider essential to help their students be prepared for college and careers in the 21st century