- Model ICT skills: Discuss plagiarism, show where and how to find information online.
- Promote collaboration: Brainstorm ideas, and show collaborative writing, track changes, etc.
- Share student-generated content: Combine pupil generated quizzes with the use of learner response systems during your lessons.
- Go beyond the board’s accompanying software: Think of the board as a giant, touch sensitive computer. It can do more than what the basic accompanying software offers.
- Bring the outside in: Bring rich, real-world content into your classroom.
- Combine with web apps: The board can be a powerful tool for collaboration when you use it with other apps (like Twitter)
- Don’t use it all the time: If you want the students to work collaboratively or sit in a circle, don’t turn it on. It isn’t the perfect tool for everything.
- Let the students use it: find meaningful opportunities to let the students interact with it
Showing 250 posts tagged edtech
Digital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be distracting to students. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task. The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, research shows they’ll have a much harder time succeeding in almost every area.
How well is edtech addressing the college access challenge? The answer, according to a report released today by Get Schooled, is not very well for younger and under represented students.
Teenagers using social media is nothing new. But in-class use of sites such as Facebook, Twitter and YouTube traditionally have been discouraged in most K-12 schools, seen as a distraction from real learning at best and a red-flag privacy concern at worst.
That’s starting to change in Wisconsin and elsewhere.
image via flickr:CC | ndbekah
As schools and districts prepare for the Common Core State Standards, the pressure to buy new technology overtakes the need to create a vision and a plan for smart long-term use.
I also look for tools and opportunities for my students to experience what attributes are and the special features they have. Providing hands-on activities is important so that my students can interact with what they are exploring and begin to make mathematical connections too. Through connecting, learning becomes meaningful and students begin to develop an understanding.Here’s a look at some of the lessons and technology tools we’ve been using during our study of two-and three-dimensional shapes.
Will Google Glass Transform Learning? Probably not, but after a five minute demo my mind was reeling with potential applications in learning–even more so in healthcare. We reviewed all the proposed applications we could find and rated them Really Promising (RP) or Not So Much (NM).
The purpose of this conference is for K12 techs to network with their counterparts from all over the Midwest and to connect with technology vendors who tailor their products for the K12 community. The focus is on technology rather than curricular areas in education.
Brainstorm brings in conference attendees from the Midwest, and this coming year will be in Wisconsin Dells March 2-4, 2014. If you’re going, message/email/tweet me and let’s be sure to connect! It’s been a great conference in year’s past, just bring comfortable shoes (the place is huge!).
There are a few key stages of proper implementation that you should know if you’re looking to start climbing the blended learning tree. Starting from down at the roots is the planning process. It’s about a lot more than just ‘planning’ on buying some iPads. Planning involves creating appropriate blended learning spaces. That means you have a nice place for students to gather and collaborate while using technology. Read the trunk to get started!
SmartBrief on EdTech recently polled readers about the types of resources they find useful in developing curriculum for their students. Online resources were a top choice for educators involved in curriculum development, with more than 80% of respondents saying they find these the most helpful. The poll results also showed that online resources are being used to develop curriculum for students fairly equally across core subjects with just over 5% of respondents saying they use them for developing noncore-subject curricula.
Despite these findings, when it comes to sharing curriculum resources with their fellow educators, a majority of respondents reported most often using in-person meetings over both professional learning networks or social media.
Students can hold the sum total of human knowledge in their hand with a device that is the size of a deck of cards. Yet we still tell them to “turn those devices off.” —Will Richardson
Pew Research Center published a report on how teachers are using technology at home and in their classrooms. As part of the Internet and American Life survey (which aims to gauge how Americans use technology and the internet as a part of their daily life.
The survey was conducted with middle and secondary instructors across the US, with a special focus on educators involved in the Advanced Placement and National Writing Project. Overall, the findings show that digital technologies have become a central part of teachers’ teaching and professional development. These technologies have also brought along a number of new challenges for teachers, which are detailed in the results below. If you’re interested, you can read the whole report here.
Wouldn’t it be great if your desktop software updates were free like your mobile device updates? That’s the idea behind Apple’s new OS X Mavericks - here’s why teachers should care: