Presentation/Webinar about the use of blogs, twitter and vine to engage student collaboration. Webinar shown at Spring Blog Festival 2014. http://bit.ly/springblogfest14
The document introduces several free Web 2.0 tools that can be used for language learning, including Writeboard for collaborative writing, Google Wave for online discussions, Wikispaces for creating wikis, and Wordle for generating word clouds from texts. It also discusses how teachers can evaluate student participation and work done using these tools, with a focus on completion, content, presentation method, and clarity rather than grammar. Teachers are encouraged to visit Classroom 2.0 to learn from other educators about integrating Web 2.0 tools into classroom instruction.
This document provides a summary of 20 different free digital tools for teachers, including Evernote for note-taking, Photosynth for sharing 360 photos, Hootsuite for managing social media accounts, and Socrative for student response systems. It also lists tools for creating QR codes, sending reminders by text, bookmarking websites, annotating videos, creating flashcards, and more. Many of these free online tools can be used in the classroom for projects, discussions, note-taking, and going paperless.
This document outlines how to implement STEAM (Science, Technology, Engineering, Arts, and Mathematics) education using iPads, including defining STEAM, establishing STEAM groups and roles, providing STEAM challenges, recommended apps and websites, and a design process. Students use iPads for research, learning, creativity, presentation, sharing, and teachers evaluate projects while websites and apps like Nearpod, Explain Everything and Edmodo are recommended STEAM tools.
The document introduces Web 2.0 tools that can be used to personalize learning for students. It provides a scale for teachers to self-assess their familiarity with Web 2.0 tools, from not understanding what they are to being able to identify more than three and use at least two in instruction. It then lists and provides links to examples of Web 2.0 tools in different categories like presentation, photo/video, mind-mapping, polling, voice recording, and collaboration tools that can be used to go beyond static web pages and enable user-generated content and sharing.
The document presents 30 web tools that can boost teaching, as curated by Rafael Scapin, Coordinator of Educational Technology at Dawson College. The tools cover a wide range of uses including document creation and sharing (Google Drive, Dropbox), giving feedback to students (Kaizena), creating presentations (Slideshare, Prezi) and websites (Weebly), recording and editing audio/video (Jing, Screenr, TubeChop), note taking (Evernote, LiveBinders), quizzes and tests (ClassMarker), citations (EasyBib), and more. Questions are welcomed with contact information provided.
This document discusses using blogs in education. It describes how blogs can be used to enhance critical reflection among teachers and build a community of practice. Blogs allow teachers to reflect on their own teaching and get feedback from others. When used in the classroom, blogs can engage students by discussing topics they are interested in and linking to relevant articles and materials. However, certain considerations around privacy and appropriate use of technology need to be taken into account before implementing blogs in the classroom.
The document provides information on using various Internet tools and social media in the classroom, including blogs, wikis, Twitter, and Edmodo. It discusses how blogs allow for student writing, reading, and interaction, and notes several benefits of using blogs such as tracking student progress and motivating students. Twitter is presented as another tool that can be used for discussions, collaboration on projects, and coordinating assignments. Specific ideas are provided on how to use Twitter for activities like role plays, field trips, quizzes, and recapping classes. The document also briefly introduces wikis and the educational platform Edmodo.
The document introduces several free Web 2.0 tools that can be used for language learning, including Writeboard for collaborative writing, Google Wave for online discussions, Wikispaces for creating wikis, and Wordle for generating word clouds from texts. It also discusses how teachers can evaluate student participation and work done using these tools, with a focus on completion, content, presentation method, and clarity rather than grammar. Teachers are encouraged to visit Classroom 2.0 to learn from other educators about integrating Web 2.0 tools into classroom instruction.
This document provides a summary of 20 different free digital tools for teachers, including Evernote for note-taking, Photosynth for sharing 360 photos, Hootsuite for managing social media accounts, and Socrative for student response systems. It also lists tools for creating QR codes, sending reminders by text, bookmarking websites, annotating videos, creating flashcards, and more. Many of these free online tools can be used in the classroom for projects, discussions, note-taking, and going paperless.
This document outlines how to implement STEAM (Science, Technology, Engineering, Arts, and Mathematics) education using iPads, including defining STEAM, establishing STEAM groups and roles, providing STEAM challenges, recommended apps and websites, and a design process. Students use iPads for research, learning, creativity, presentation, sharing, and teachers evaluate projects while websites and apps like Nearpod, Explain Everything and Edmodo are recommended STEAM tools.
The document introduces Web 2.0 tools that can be used to personalize learning for students. It provides a scale for teachers to self-assess their familiarity with Web 2.0 tools, from not understanding what they are to being able to identify more than three and use at least two in instruction. It then lists and provides links to examples of Web 2.0 tools in different categories like presentation, photo/video, mind-mapping, polling, voice recording, and collaboration tools that can be used to go beyond static web pages and enable user-generated content and sharing.
The document presents 30 web tools that can boost teaching, as curated by Rafael Scapin, Coordinator of Educational Technology at Dawson College. The tools cover a wide range of uses including document creation and sharing (Google Drive, Dropbox), giving feedback to students (Kaizena), creating presentations (Slideshare, Prezi) and websites (Weebly), recording and editing audio/video (Jing, Screenr, TubeChop), note taking (Evernote, LiveBinders), quizzes and tests (ClassMarker), citations (EasyBib), and more. Questions are welcomed with contact information provided.
This document discusses using blogs in education. It describes how blogs can be used to enhance critical reflection among teachers and build a community of practice. Blogs allow teachers to reflect on their own teaching and get feedback from others. When used in the classroom, blogs can engage students by discussing topics they are interested in and linking to relevant articles and materials. However, certain considerations around privacy and appropriate use of technology need to be taken into account before implementing blogs in the classroom.
The document provides information on using various Internet tools and social media in the classroom, including blogs, wikis, Twitter, and Edmodo. It discusses how blogs allow for student writing, reading, and interaction, and notes several benefits of using blogs such as tracking student progress and motivating students. Twitter is presented as another tool that can be used for discussions, collaboration on projects, and coordinating assignments. Specific ideas are provided on how to use Twitter for activities like role plays, field trips, quizzes, and recapping classes. The document also briefly introduces wikis and the educational platform Edmodo.
This document summarizes Rafael Scapin's presentation on the best web tools to boost teaching. It provides 32 different web tools across categories like document creation, file sharing, screen recording, image editing, note taking, quizzes, and more. For each tool, it lists the website URL and a brief description of its functionality. The overall presentation aims to introduce teachers to useful free online resources that can enhance their teaching practices.
This document provides an overview of using blogging in the classroom. It discusses why blogging is beneficial for developing students' information literacy and communication skills. Guidelines are presented for setting up student blogs, modeling good commenting practices, and encouraging both social and academic commenting. A variety of blog post ideas and resources for teachers and students are also listed to help make blogging a fun learning experience.
This document provides 34 ideas for using a classroom blog, including:
1) Choosing a blogging platform like Edublogs or Blogger.
2) Customizing the blog with a header, about section, and class photo.
3) Adding widgets, curriculum, photos of projects, videos, and resources.
4) Engaging students by having them write blog posts, record podcasts, and document class activities and projects.
5) Connecting with other teachers by making blog friends and following education technology blogs.
This document discusses using blogs in education. It defines blogs and explains how they can help students by providing an audience, encouraging reflection and collaboration. The document outlines different types of blogs like tutor blogs, class blogs, and learner blogs and provides examples. It also discusses using Web 2.0 tools like Voicethread and Glogster with blogs. The key steps are to determine the purpose of the blog, choose the appropriate type, set rules, and start small by asking other teachers for advice and exploring online resources.
This document discusses integrating mobile learning and social media into classroom instruction. It provides examples of social media tools that can be used for communication, content sharing, collaboration, and blended learning, including blogs, wikis, Twitter, YouTube, Edmodo, and Google Hangouts. The document also discusses using social media for flipped classroom models where instruction is delivered outside of class and homework is completed in class. Resources for professional development with social media and connections to follow for more information are also provided.
This document discusses using technology such as games, blogs, and wikis in education. It provides examples of how blogs can be used as online portfolios or class websites. Wikis are described as being good for collaboration. Games are suggested as a way to introduce or practice skills in a motivating way. A variety of free game websites are listed as examples.
"Wikis, Blogs, and Web Publishing" Final presentationannabegins2302
Lindsey Davis presents on various web tools that can be used in the classroom, including Wikis, blogs, RSS aggregators, and Glogs. Wikis allow for collaboration and reduce paper usage. Blogs are like personal websites where people share information. RSS aggregators deliver news and feeds to one page. Glogs allow for creating presentations with colors, images, and video. Davis demonstrates how she has used some of these tools, like a Wikispace, baking blog, and Shakespeare Glog, and discusses their potential classroom applications. She found Wikis, blogs, and Glogs most useful but had difficulty finding suitable content for an RSS aggregator.
602 technology tools for the library and classroomMBSears
Kuno success for St. Clare Walker!!!
The document recommends several free apps, tools, and websites that teachers can use with their students including Knowmia, Gooru, Remind, and Weebly. These resources provide educational videos, lessons, and materials across various subjects as well as tools for communication, website design, and image editing.
The document introduces LiveBinders, an online tool for organizing and sharing information from the web. It can be used in the classroom for resources, presentations, e-portfolios, webquests, and collaborating on projects. The document provides examples of LiveBinders and tutorials for creating a LiveBinder. It concludes with instructions for participants to create their own private LiveBinder with four tabs: an "About Me" tab with their information, a tab linking to their favorite Web 2.0 tool, a tab with two subtabs linking to LiveBinder samples, and a tab with an image.
A classroom blog AND a classroom wiki? Show me!_bealFiona Beal
Fiona Beal presented on using blogs and wikis in the classroom. She discussed how blogs allow a classroom to connect with the outside world and share experiences. Blogs can feature class news, resources, photos and videos. Wikis are collaborative websites that allow easy editing. She provided many examples of inspiring classroom blogs and wiki projects. The presentation covered how to set up blogs and wikis, add widgets, and use them for class projects and keeping resources organized. The goal was to inspire educators to integrate these tools into teaching and learning.
This document discusses different web tools that can be used in the classroom, including wikis, blogs, Netvibes, and MyBigCampus. Wikis allow collaborative editing of web pages without programming. Netvibes aggregates news and information from across the web. Blogs can be used to document student learning, writing prompts, and communicate with students and parents. MyBigCampus functions like social media in a safe learning environment, enabling file sharing, discussions, and virtual learning communities. The presenter found Netvibes and MyBigCampus particularly useful, while Wikispaces was time-consuming with limited customization options. Overall, web tools can increase opportunities for learning and creativity in the classroom.
This document provides guidance for teachers on building a classroom blog. It addresses the purpose of engaging stakeholders through digital communication and introduces the free website building platform Wix. Teachers are guided through creating a Wix account and basic site, including uploading content and customizing design. The goal is for teachers to understand the value of a blog for sharing classroom updates and activities with parents and to leave with their own working blog site established.
The document discusses using blogs and wikis in education, including:
- Setting up blogs and populating them with resources like videos and widgets to enhance learning
- Wikis allow collaboration by allowing all users to edit pages and include links and files
- Examples given of blogs used by geography teachers and students to collaborate, such as on field trip summaries and lesson content
Rafael Scapin presented the top 32 Web 2.0 tools for teachers at Dawson College's 2012 Pedagogical Day. The tools included Google Drive for document creation and editing, Dropbox for file syncing, and CloudMagic for fast search across email and file storage services. Many tools allowed creating presentations, websites, eBooks and infographics as well as capturing and editing videos and screenshots. Tools like Evernote, LiveBinders and Join.me supported note taking, organizing and screen sharing. Polls, discussions and student work could be facilitated using tools like Poll Everywhere, VoiceThread and Gnowledge.
This document provides an overview of getting started with eTwinning, which includes registering an account, creating a profile, finding projects and contacts, and utilizing the different areas of the eTwinning portal. It outlines the registration process in multiple steps and explains how to create pages, add content, and communicate with other members on the portal. The document concludes by assigning homework for participants to send contact requests, submit a project for approval, and participate in an upcoming webinar on eTwinning.
This document summarizes 20 popular Web 2.0 tools for teachers as chosen by the coordinator of educational technology at Dawson College. It lists each tool's website along with a brief description. The tools include Google Docs for real-time document editing, Dropbox for file sharing, Weebly for website creation, and tools for presentations, word clouds, avatars, mind mapping, screen sharing, and more. It concludes with contact information for questions.
Fiona Beal introduces herself as a passionate educator who uses technology and her personal learning network (PLN) for professional development. She recommends teachers start a PLN by joining sites like Google Reader, Twitter, educational networks, and creating a classroom or personal blog. Maintaining a PLN takes ongoing effort but provides access to global resources and communities to support growth as a 21st century educator.
Valerie Burton presented on tools for integrating technology into lessons at the LCTE Fall Conference. She introduced Google Docs for collaboration and gathering information through forms. Weebly was presented for ePortfolios and websites. Wordle was shown for avatars, presentations, and assessments. Kidblog and Wordpress were recommended for blogs. Photopeach allows creating photomovies. Twitter is useful for updates. PBWorks creates online classrooms. Wallwisher gathers ideas. Demonstrations and explanations were provided for each tool. The goal was to help educators effectively incorporate new technologies into teaching and managing learning.
Blogs, Micro-Blogs, Wikis & Websites for FLCatherine Ritz
This document discusses using blogs, microblogs, websites, and other online tools in the world language classroom for assessment, collaboration, and professional development. It provides examples of formative assessment tools like Socrative and discussion tools like Wiffiti. It also discusses using Twitter for connecting with other teachers, finding resources, and following current events with students. The document recommends several free blogging and wiki platforms that can be used to create class websites for collaboration and projects. It encourages practicing with the suggested tools and sharing feedback.
This document lists and briefly describes 40 different Web 2.0 tools that can be used in the classroom. The tools are organized into categories including annotation & note taking, writing & blogging, brainstorming & mind mapping, collaboration, communication, course management, creativity, curating, feedback, presentation, productivity, questioning, screencasts, and timelines. Many of the tools listed are free to use and available across different devices.
This document summarizes Rafael Scapin's presentation on the best web tools to boost teaching. It provides 32 different web tools across categories like document creation, file sharing, screen recording, image editing, note taking, quizzes, and more. For each tool, it lists the website URL and a brief description of its functionality. The overall presentation aims to introduce teachers to useful free online resources that can enhance their teaching practices.
This document provides an overview of using blogging in the classroom. It discusses why blogging is beneficial for developing students' information literacy and communication skills. Guidelines are presented for setting up student blogs, modeling good commenting practices, and encouraging both social and academic commenting. A variety of blog post ideas and resources for teachers and students are also listed to help make blogging a fun learning experience.
This document provides 34 ideas for using a classroom blog, including:
1) Choosing a blogging platform like Edublogs or Blogger.
2) Customizing the blog with a header, about section, and class photo.
3) Adding widgets, curriculum, photos of projects, videos, and resources.
4) Engaging students by having them write blog posts, record podcasts, and document class activities and projects.
5) Connecting with other teachers by making blog friends and following education technology blogs.
This document discusses using blogs in education. It defines blogs and explains how they can help students by providing an audience, encouraging reflection and collaboration. The document outlines different types of blogs like tutor blogs, class blogs, and learner blogs and provides examples. It also discusses using Web 2.0 tools like Voicethread and Glogster with blogs. The key steps are to determine the purpose of the blog, choose the appropriate type, set rules, and start small by asking other teachers for advice and exploring online resources.
This document discusses integrating mobile learning and social media into classroom instruction. It provides examples of social media tools that can be used for communication, content sharing, collaboration, and blended learning, including blogs, wikis, Twitter, YouTube, Edmodo, and Google Hangouts. The document also discusses using social media for flipped classroom models where instruction is delivered outside of class and homework is completed in class. Resources for professional development with social media and connections to follow for more information are also provided.
This document discusses using technology such as games, blogs, and wikis in education. It provides examples of how blogs can be used as online portfolios or class websites. Wikis are described as being good for collaboration. Games are suggested as a way to introduce or practice skills in a motivating way. A variety of free game websites are listed as examples.
"Wikis, Blogs, and Web Publishing" Final presentationannabegins2302
Lindsey Davis presents on various web tools that can be used in the classroom, including Wikis, blogs, RSS aggregators, and Glogs. Wikis allow for collaboration and reduce paper usage. Blogs are like personal websites where people share information. RSS aggregators deliver news and feeds to one page. Glogs allow for creating presentations with colors, images, and video. Davis demonstrates how she has used some of these tools, like a Wikispace, baking blog, and Shakespeare Glog, and discusses their potential classroom applications. She found Wikis, blogs, and Glogs most useful but had difficulty finding suitable content for an RSS aggregator.
602 technology tools for the library and classroomMBSears
Kuno success for St. Clare Walker!!!
The document recommends several free apps, tools, and websites that teachers can use with their students including Knowmia, Gooru, Remind, and Weebly. These resources provide educational videos, lessons, and materials across various subjects as well as tools for communication, website design, and image editing.
The document introduces LiveBinders, an online tool for organizing and sharing information from the web. It can be used in the classroom for resources, presentations, e-portfolios, webquests, and collaborating on projects. The document provides examples of LiveBinders and tutorials for creating a LiveBinder. It concludes with instructions for participants to create their own private LiveBinder with four tabs: an "About Me" tab with their information, a tab linking to their favorite Web 2.0 tool, a tab with two subtabs linking to LiveBinder samples, and a tab with an image.
A classroom blog AND a classroom wiki? Show me!_bealFiona Beal
Fiona Beal presented on using blogs and wikis in the classroom. She discussed how blogs allow a classroom to connect with the outside world and share experiences. Blogs can feature class news, resources, photos and videos. Wikis are collaborative websites that allow easy editing. She provided many examples of inspiring classroom blogs and wiki projects. The presentation covered how to set up blogs and wikis, add widgets, and use them for class projects and keeping resources organized. The goal was to inspire educators to integrate these tools into teaching and learning.
This document discusses different web tools that can be used in the classroom, including wikis, blogs, Netvibes, and MyBigCampus. Wikis allow collaborative editing of web pages without programming. Netvibes aggregates news and information from across the web. Blogs can be used to document student learning, writing prompts, and communicate with students and parents. MyBigCampus functions like social media in a safe learning environment, enabling file sharing, discussions, and virtual learning communities. The presenter found Netvibes and MyBigCampus particularly useful, while Wikispaces was time-consuming with limited customization options. Overall, web tools can increase opportunities for learning and creativity in the classroom.
This document provides guidance for teachers on building a classroom blog. It addresses the purpose of engaging stakeholders through digital communication and introduces the free website building platform Wix. Teachers are guided through creating a Wix account and basic site, including uploading content and customizing design. The goal is for teachers to understand the value of a blog for sharing classroom updates and activities with parents and to leave with their own working blog site established.
The document discusses using blogs and wikis in education, including:
- Setting up blogs and populating them with resources like videos and widgets to enhance learning
- Wikis allow collaboration by allowing all users to edit pages and include links and files
- Examples given of blogs used by geography teachers and students to collaborate, such as on field trip summaries and lesson content
Rafael Scapin presented the top 32 Web 2.0 tools for teachers at Dawson College's 2012 Pedagogical Day. The tools included Google Drive for document creation and editing, Dropbox for file syncing, and CloudMagic for fast search across email and file storage services. Many tools allowed creating presentations, websites, eBooks and infographics as well as capturing and editing videos and screenshots. Tools like Evernote, LiveBinders and Join.me supported note taking, organizing and screen sharing. Polls, discussions and student work could be facilitated using tools like Poll Everywhere, VoiceThread and Gnowledge.
This document provides an overview of getting started with eTwinning, which includes registering an account, creating a profile, finding projects and contacts, and utilizing the different areas of the eTwinning portal. It outlines the registration process in multiple steps and explains how to create pages, add content, and communicate with other members on the portal. The document concludes by assigning homework for participants to send contact requests, submit a project for approval, and participate in an upcoming webinar on eTwinning.
This document summarizes 20 popular Web 2.0 tools for teachers as chosen by the coordinator of educational technology at Dawson College. It lists each tool's website along with a brief description. The tools include Google Docs for real-time document editing, Dropbox for file sharing, Weebly for website creation, and tools for presentations, word clouds, avatars, mind mapping, screen sharing, and more. It concludes with contact information for questions.
Fiona Beal introduces herself as a passionate educator who uses technology and her personal learning network (PLN) for professional development. She recommends teachers start a PLN by joining sites like Google Reader, Twitter, educational networks, and creating a classroom or personal blog. Maintaining a PLN takes ongoing effort but provides access to global resources and communities to support growth as a 21st century educator.
Valerie Burton presented on tools for integrating technology into lessons at the LCTE Fall Conference. She introduced Google Docs for collaboration and gathering information through forms. Weebly was presented for ePortfolios and websites. Wordle was shown for avatars, presentations, and assessments. Kidblog and Wordpress were recommended for blogs. Photopeach allows creating photomovies. Twitter is useful for updates. PBWorks creates online classrooms. Wallwisher gathers ideas. Demonstrations and explanations were provided for each tool. The goal was to help educators effectively incorporate new technologies into teaching and managing learning.
Blogs, Micro-Blogs, Wikis & Websites for FLCatherine Ritz
This document discusses using blogs, microblogs, websites, and other online tools in the world language classroom for assessment, collaboration, and professional development. It provides examples of formative assessment tools like Socrative and discussion tools like Wiffiti. It also discusses using Twitter for connecting with other teachers, finding resources, and following current events with students. The document recommends several free blogging and wiki platforms that can be used to create class websites for collaboration and projects. It encourages practicing with the suggested tools and sharing feedback.
This document lists and briefly describes 40 different Web 2.0 tools that can be used in the classroom. The tools are organized into categories including annotation & note taking, writing & blogging, brainstorming & mind mapping, collaboration, communication, course management, creativity, curating, feedback, presentation, productivity, questioning, screencasts, and timelines. Many of the tools listed are free to use and available across different devices.
This document lists and describes 20 free online tools that can be used for education. Some of the tools described include blogs like WordPress and Blogger that allow students to present work and receive teacher feedback, Socrative for interactive quizzes and polls, Storify for compiling research from multiple online sources, and Diigo for bookmarking and annotating websites. Other tools mentioned are for collaboration (Tricider), creating videos (Animoto) and presentations (Prezi), timelines (Dipity), flashcards (Quizlet), finding answers (Quora), comics (MakeBeliefComix), podcasts (Podomatic), and file conversion (Zamzar).
The document discusses using social media in the classroom. It provides examples of how teachers can create blogs and use tools like Pinterest, Skype, and bookcasting to engage students in projects and connect with other classrooms. The document urges teachers to maintain student privacy and safety online, and outlines how social media can be used to promote reading, share cultural experiences, and make classroom work accessible to parents.
This document provides an agenda and resources for tools that can be used in the classroom, particularly with iPads. It discusses using Ning and Edmodo as platforms for student blogging and digital portfolios. QR codes, Pinterest, Symbaloo, and Glogster are presented as visual tools for sharing work. Videos and flipped classroom approaches are mentioned using Vimeo. Word clouds and Voki are highlighted as ways to analyze and animate writing. A variety of blogs and resources are bookmarked for using iPads, apps, and other technologies in education.
This document discusses the use of social media in medical education. It begins by defining social media and explaining why students and educators should utilize these tools. Students today are "digital natives" who have grown up with technology and prefer collaborative, participatory learning over passive consumption. The document then provides examples of various social media platforms like Facebook, Twitter, blogs, and YouTube and how they can be used for educational purposes. It emphasizes experimenting with different tools, developing an online learning network, and focusing on pedagogy rather than any single technology. Best practices for social media use in education are also outlined.
The document provides a list of over 50 websites for educational use. It includes brief descriptions of each site and the URL. The sites cover a wide range of subjects and include resources for reading, writing, math, art, science, social studies and more. Many provide lesson plans, activities, videos and other teacher supports. The document aims to explore educational websites and provide tools for teaching.
The document summarizes Catherine Ritz's presentation at the MaFLA Fall Conference in October 2012. The presentation aimed to help teachers make their classrooms more tech-friendly by providing resources for classroom management, Web 2.0 student projects, and mobile technology student projects. The agenda covered setting up class websites and management sites, using tools like flashcards, Dropbox, and Twitter for professional development, and exploring options for student voice recordings, digital storytelling, polling and interactive images using apps and websites.
VSS 2011 Top 10 Tech Tools to Try TomorrowSarah Weston
This document summarizes 10 tech tools for teachers and students to use: Sliderocket, Flash Interactives, Survey Monkey, Google Docs, Glogster, Jing, Vimeo, Voicethread, Chat Badges, and Twitter. For each tool, it provides a brief description, examples of how they are used at the Open High School of Utah, and benefits of using the tools. The document aims to encourage teachers and students to try incorporating these tools into their teaching and learning.
Workshop for Bridgewater State UniversityRobin DeRosa
This document provides tools and techniques for open pedagogy including using open educational resources (OER), learner-driven course plans, building a professional learning network (PLN), publishing student work online, creating open textbooks, public and social reading, and assigning non-disposable projects. It discusses specific examples like publishing student blogs, ePorts, using Pressbooks to create open textbooks, annotating readings using Hypothes.is, and assigning projects that create open resources or make recommendations.
This document provides an overview of a presentation on using Web 2.0 tools to support classroom innovation and professional learning. The presentation establishes the rationale for educators to use social media and become connected educators in the 21st century. It then introduces several specific Web 2.0 tools like Screencast, Slideshare, Audioboo, Diigo, blogging, RSS feeds, Twitter, Evernote and Dropbox. Attendees are encouraged to try out 1-2 tools during the presentation and select 3 more to try over the summer. The document concludes by providing resources for attendees to continue learning about integrating these tools.
Technology Enabled Lives: Understanding the Social Media Use of the Under 30sMelanie Parlette-Stewart
This document provides an overview of using social media to engage undergraduate students. It discusses current social media usage statistics for those under 30 and examines potential issues like addiction. Specific platforms like Facebook, Twitter, Pinterest, and tools like Hootsuite and Tweetdeck are explored with examples of how they can be used to supplement course materials, connect with students, and share additional resources. Best practices around accessibility, image, attribution, and transparency when using social media in education are also covered.
Global connections in the classroom teach meetheinricb
This document provides information on using various online tools to connect classrooms globally and enhance learning. It discusses social bookmarking sites like Delicious and Diigo that allow bookmark sharing. It also covers using Skype for videoconferencing between classrooms. Blogs, wikis, and Twitter are presented as ways to easily share updates, collaborate, and build personal learning networks beyond the classroom. Setting up accounts and basic features of these tools are outlined.
This document discusses how Web 2.0 tools and technologies can be used to simplify incorporating technology into the language classroom. It provides examples of free and easy-to-use tools for polls, discussions, multimedia sharing, collaboration and content creation. Specific tools highlighted include Polleverywhere, Twitter, Google Docs, Instagram, iPad applications, Quizlet and PowerPoint. Permissions, appropriate use policies and tool selection based on students' skills are advised.
This document discusses 18 different social media platforms that can be used as educational tools: Edmodo, TedEd, Google+, Facebook, Twitter, Instagram, Vimeo, WordPress, Blogger, Skype, Pinterest, YouTube, TeacherTube, Academia.edu, LinkedIn, LabRoots, and ResearchGate. For each platform, 1-3 sentences describe how teachers can use the platform to connect with students, share educational resources and lessons, or facilitate collaboration. The document provides examples of assignments and activities that integrate various social media into classroom instruction.
This document discusses how Web 2.0 tools can be used to simplify incorporating technology into the language classroom. It provides examples of free and easy-to-use tools for polls, discussions, multimedia sharing, collaboration and content creation. Specific tools highlighted include Polleverywhere, Twitter, Google Docs, Instagram, iPad applications, Quizlet and PowerPoint. Permissions, appropriate use policies and engagement strategies are also addressed.
The document discusses how digital technologies can enhance education by allowing for more flexible, personalized, and engaging learning experiences. It notes that digital tools give students opportunities to express themselves and find their passions. Teachers are encouraged to look beyond traditional teaching methods and engage students through new learning technologies. Several digital tools are highlighted that can facilitate assessment, collaboration, and project-based learning, including Edmodo, Weebly, Padlet, Nearpod, Dropbox, Google Drive, Numbers, and Explain Everything.
The document discusses various social media platforms that can be used by educators including Pinterest, Twitter, and Google+. Pinterest is described as a photo sharing site good for visual learners but requires users to sign in. Twitter allows connecting with other educators globally through hashtags and lists. Google+ is well organized for groups, contacts, and sharing links and files. The author notes finding Google Classroom clunky compared to Google Docs for sharing course content. Overall social media provides valuable professional development for teachers though the large amount of available information can be challenging.
This document discusses using social software tools for learning and teaching. It provides an overview of wikis, blogs, social bookmarking, and social networking. Wikis allow collaborative editing and recording changes. Blogs enable online journals, comments, and media incorporation. Social bookmarking and curation allow storing, organizing, and sharing web resources. Social networking builds networks through profiles and contacts. Benefits include modernizing education, increasing choice and personalization, improving reflective learning, and supporting collaboration. Things to consider include unfamiliarity among older users and desirability of mixing social and academic spaces.
The document discusses technology tools for libraries, including Easel.ly for making infographics, QRCodeMonkey for creating QR codes, ThinkLink for hyperlinking and tagging images and videos, and Powtoon for creating animated videos. It provides details on how each tool can be used with students, advantages and limitations of the tools, and examples of projects created with each tool. The author is Lisa Koch, a librarian who recommends these tools for engaging students in the library classroom.
Similar to Engage student collaboration with Blogs, Twitter & Vine (20)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
13. The community is the curriculum
#rhizomatic learning & #collaboration
• collaboration of LEARNERS
NOT
• Knowledge of one expert
via @DocbobLA (Twitter)
42. engage me with blogging
• collaboration: within class, school, international
• communication: with others, worldwide, comment
• creativity: writing skills, video, design, music, pictures
• think (& write) critical: You are a writer & publisher!
• EXTRA: 21th century literacy & creative commons
licenses, OER
61. why twitter?
• get connected
• open and fast
• get in touch with peers: School of Open
• get to the point (140 characters)
• use hashtags #howto?
• netiquette
62. Vine
• short video platform (7s)
• connected to twitter
• only available as App
• iOS and Android
• can be viewed mobile or on
the web
• free app download in the
Appstore or GooglePlay Store
63. Micro tutorials
Tasks:
• peer groups
• create short tutorials to
• given topics
• tweet the links
• collect the links on a wiki page
65. Engage students & meet the
21century skills
Through blogging, twitter & vine
you will…
• engage students
• enhance collaboration of peers
• foster communication
• strengthen critical thinking
• encourage creativity
66.
67.
68. Thank you for participating
be inspired and stay connected
for more infos and all blogs and sites shown:
check my wiki @ http://bit.ly/spingblogfest14
69. Engage student collaboration
with Blogs, Twitter & Vine
!
Webinar @ SpringBlogFestival
March 14-16, 2014
!
cc-by-sa3.0
André J. Spang, Cologne
!
http://about.me/andre.spang