Use blog as a reflective tool. Simple classroom activities where you take the last 5-10 minutes of the day to reflect on an activity and note the learning that has taken place – scribe the students words. Openly create the post with the students (modelling writing and reflective language) creating a chronicle of their learning and hopefully their wonderings too – these conversations happen anyway – blogs allow you to record it and share it .
Showing 358 posts tagged edtech
It’s “school supply list” time, and it won’t be long before kids coast to coast are putting those pencils and glue sticks to work. Or will they? This week’s EdTech 10 reveals that perhaps there will be some interaction with new supplies this year! What would your next gen school supply list include?
Let’s place two classrooms side by side and instruct each teacher to use collaborative learning to explore a given subject. One teacher will be limited to 20thCentury methodology, pair share or group work at their seats using chart paper, posters and the always-present overhead projector. The second teacher may use 21st Century methodology and tools: Skype, Google hangout, Google Documents, Social Media, PowerPoint, and Prezi. Both classes will learn stuff, but which class will take with them presentation and collaboration skills that are career ready in a tech driven society?
Successful technology integration must include an element of reflection to stay focused on how individual teachers and learners will use this technology in the classroom.
Relationships, relationships, relationships!
Google Glass offers many possible uses in the classroom. In the following we concentrate on five areas that can be radically changed with the use of this cutting-edge device, helping both students and teachers to render the learning process smoother and engaging.
image via flickr:CC | NASA HQ PHOTO
When it comes to technology in the classroom, phrases like “faculty resistance” and the importance of getting “faculty buy-in” are tossed around with great frequency. But is that perception still valid? Are all instructors so set in their ways, skeptical of anything new, and fearful of deviating from what they’ve done that it’s nearly impossible to get them to try something new?
"I get probably five or six calls a day from different principals or superintendents saying, ‘I bought all this technology, now what?’" said Allison Powell, vice president for new learning models at the International Association for K-12 Online Learning, or iNACOL. "They’re buying the technology without thinking through what their specific learning goals and outcomes are, and technology might not be the right tool for that.”
Two recent documents — NSBA’s Data in the Cloud and the U.S. Department of Education’s Protecting Student Privacy While Using Online Educational Services — offer good introductions to issues of student privacy in the cloud-computing era. Both also provide practical tips to help protect student privacy. While these tips are geared towards the district level, it is vital that all educators — teachers, principals, school counselors and others — understand the implications.
Another resource to help district-level educators maintain student privacy is iKeepSafe’s Digital Compliance and Student Privacy: A Roadmap for School Systems.
Is social media the “big fake?” Fake because there is so much more than what we see; fake because we post only what we want others to see: the good pictures, the happy moments, the extraordinary experiences, maybe even devastating occasions from which we seek someone with whom to commiserate. We post as if we live every moment looking our best and engaged with the spectacular, the proud, and/or the most disappointing. It works. We have an audience. But, social media is also hiding something – the rest of the story, the untold filler, the process of arriving at the captured moment. Process matters.
The promise of technology in the classroom has long been equal access to resources on the internet, but a digital divide still exists largely because of the other issues poverty raises in schools.
After two years of blended learning, a low-performing high school became one of the country’s best. Read about how they shifted the learning, teaching, and culture.
"If you don’t have a plan for them, they will have a plan for you."
There is no truer statement when it comes to deploying technology in schools. Teachers have to design learning experiences around challenging problems where the technology is a tool that needs to be used to solve the problem. If technology sits idly on the side, kids will go in their own direction, gravitating toward games and other “distractions,” and teachers will feel “gamed” by the kids. The kids will make their own plan.