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The Indiana Department of Education is backing trials to see if the model can work in the state’s public schools. John Keller, the department’s assistant superintendent for technology, says state officials want Indiana “to be seen as a place where innovation happens in schools,” and is looking seriously at the flipped classroom as part of a broader push towards that goal. 
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The games are actually quite challenging and students may well get stuck and frustrated. If this happens you can either let them stop and get them to end the story at that place in the game, or you can give them the walkthrough sheets to help.
Mar AG's curator insight,
December 16, 2025 1:48 PM
Las narrativas de aventura constituyen un recurso especialmente eficaz para potenciar la motivación en estudiantes de EFL/ESL, ya que conectan el aprendizaje lingüístico con la emoción, la curiosidad y la imaginación. Este tipo de relatos favorece la implicación emocional del alumnado, un elemento clave para mantener la atención y el interés durante el proceso de adquisición de una lengua extranjera.
Desde un punto de vista pedagógico, las historias de aventura permiten trabajar de forma integrada las cuatro destrezas lingüísticas, al tiempo que ofrecen un contexto significativo para la adquisición de vocabulario y estructuras gramaticales. Cuando el alumnado se siente atraído por la historia, el esfuerzo cognitivo que requiere comprender el texto se percibe como menos exigente, lo que reduce la ansiedad lingüística y aumenta la confianza en el uso de la lengua. Además, este tipo de narrativas facilita el aprendizaje activo y participativo, ya que puede dar lugar a actividades creativas como la continuación de historias, la dramatización o la creación de finales alternativos. Estas dinámicas no solo refuerzan la competencia comunicativa, sino que también fomentan la autonomía y la motivación intrínseca, aspectos fundamentales para el aprendizaje efectivo de una lengua extranjera.
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Universities that roll out iPad programs are signaling to students that they are willing to experiment with new technologies, and several schools have begun to study where tablets fit in the mix of student technology usage. But so far, less attention has been paid to studying the ways faculty members can use these same devices.
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This book reviews policies, programmes, and experiences in a range of regional and developmental settings – Jordan, Namibia, Rwanda, Singapore, and Uruguay. Each brings a unique historical, cultural, political, social, and economic context to bear on policy and its formulation. These case studies provide models and lessons that can help other countries in formulating their own policies regarding ICT in education. In addition, drawing on the analyses of the findings across case studies, the book considers their implications for educational policy, change, and transformation.
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The use of Second Life as a pedagogical tool can be very rewarding, but also presents challenges. The tremendous possibilities offered by the environment are also confounded by the learning curve and the cultural challenges of the student body’s perception of online environments as juxtaposed to gaming. The potentials for meeting extraordinary people, for the delivery of unique content and for collaborative experiences constitute just some of the opportunities SL provides.
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I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantl
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Several professionals in the Learning industry want to convert their f2f courses into an eLearning format. However, several of them do the same mistake again and again. They believe that by simply moving their content such as PowerPoint presentations, videos, audios, and documents to a Learning Management System that they have converted their face to face courses to an eLearning format. In my opinion, they have convert their traditional courses to an electronic format.
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The term digital divide was coined in the mid-1990s as a way to describe the gap in equity between those who have access to computers and the Internet and those who do not. Today, the conversation has shifted to this question: How do we define access when the price of personal computers and related technologies has dropped dramatically over the years
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Gamification should be connected to some meaningful goal that the user brings to the platform. This can be accomplished via offering customizable, or user-defined goals
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The Web was meant to be Everything. As the Internet as a whole assumes an increasingly commanding role as the technology of global commerce and communication, the World Wide Web from its very inception was designed to be a free and open medium through which human knowledge is created, accessed and exchanged. But, that Web is in danger of coming to a close. This book shows what is happening and how you can play an important role in keeping the web open.
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If you work in a computer lab or wireless environment and you want to encourage your students to bring along laptops and mobile devices and participate in your lessons, then SimpleMeet.Me is a really useful tool. Personally, I have found that using a back channel in this way has transformed the way I teach and enabled me to completely do away with using any kind of paper handouts in class - so no more photocopying. It's also reduced the amount of wasted time struggling with students misspelling URLs and increased engagement during the classes
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10 design elements are suggested for the design of authentic tasks in web-based learning environments:
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This course introduces the main concepts and technologies behind Responsive Open Learning Environments (ROLE). The ROLE project provides tools and services that enable learners to build their own technology-enhanced learning environment based on their needs and preferences.
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One of the biggest obstacles to wide-scale acceptance of GBL in our classrooms is the lack of proper training for our teachers. In order for GBL pedagogy to really take hold in K-12 education (and in higher education), we need teachers who are knowledgeable and skilled in teaching via gaming activities.
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Teachers and teacher educators must examine with students the social processes through which humans grow individually and socially, and they must expose the potentially negative consequences of one’s individual actions. In doing so, teachers and educators will be able to reinforce the concept of learning as a social process, involving negotiation, dialogue, and learning from each other, and as a thinking process, requiring self-directed learning as well as critical analysis and synthesis of information in the process of meaning-making and developing informed perceptions of the world.
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In this handbook we aim to summarise not only the key theories around why they are considered to have potential, but how they have been used in the past, how they are used for learning in a family context, what attributes lead to learning, and considerations for using them with young people.
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Having said those two things, if I was teaching I would be thankful for a Smartboard only because I’m a gadget geek. Personally, though, I’d rather everyone in our education system start working towards re-imagining what’s possible.
Corinne Altham's curator insight,
August 6, 2014 1:09 PM
"Dumb" is pretty strong. Check out this teacher and blogger's opinion of the IWB debate. 
Amy O'Connor's curator insight,
July 7, 2015 11:22 PM
This is the blog of an educator who is frustrated with boring and pointless school initiatives. She makes the case that SMARTboards are just a glorified computer, only larger and with touchscreen technology rather than a mouse. She accuses administrators of always wanting something big to show for the money they spend on technology, and that they are not thinking clearly.
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At its core, "flipped instruction" refers to moving aspects of teaching out of the classroom and into the homework space. With the advent of new technologies, specifically the ability to record digitally annotated and narrated screencasts, instructional videos have become a common medium in the flipped classroom. Although not limited to videos, a flipped classroom most often harnesses different forms of instructional video published online for students.
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As a professor, one of my primary pedagogical goals is to get students to “join the conversation.” Regardless of the subject matter I am teaching, I see it as my job to show students what is currently being said about a particular topic, helping them to understand the field of study, the terms under which the dialogue is taking place. And, equally as important is encouraging them to use that base understanding to take ownership over the knowledge they have gained and to begin to participate in the ongoing dialogue around the subject matter.
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Personal learning networks have always existed, but modern technology has put a new spin on how and where we connect with others. These days, personal learning networks, or PLNs, extend far beyond friends, family, coworkers, college classmates, and teachers, and can encompass experts and learners from around the world in just about any given field.
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While Plagiarism can be intentional, it is more often caused by misunderstanding. Avoiding it means understanding the role of intellectual property and what makes plagiarism wrong.
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One of the most exciting areas for potential is OER – Open Educational Resources. I hope we will soon see the formal integration of Book Sprints and Booki into curricula to create and improve textbooks. Although it is an uncommon practice, most people who ask for and participate in a sprint see it as a book production methodology. However, while we do produce books, a Book Sprint is as much as about learning as it is about writing. I would argue that in all circumstances the collaborators walk away having learned a great deal about the subject they have just created a book about.
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So rather than viewing the problem as something that has to be blocked, teachers can view the ‘over-sharing’ by students as something that needs to be acknowledged. The first step is to identify boundaries that should be set.
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Essays on open educational resources and copyright
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These new tools engage us all in various contemporary projects of shareable knowledge, hyper-connected communication and collective cognition. Our own constantly connected mobile device puts nearly infinite information at our fingertips in a dematerialized, timeless and placeless context. Strangely though, the fruits of this placeless and timeless mobility shift yield a seemingly tactile media (e.g., multi-touch) for chronological (e.g., blog) and geo-locative (e.g., check-in) tendencies.
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