Think digitally
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The document discusses using technology to enhance teaching methods like collaborative group work, literacy groups, and questioning. It describes blending curriculums and using problem/project-based learning supported by online tools. Some tools mentioned are Wikispaces for announcements and projects, Engrade for 24/7 access, Join.me for collaboration, and TypeWith.me for collaborative writing. The document encourages taking a look at the author's classrooms and wikispace as examples of using these free online tools to enhance instruction.
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Think digitally
This document discusses how technology can be used to enhance the Common Instructional Framework in classrooms. It describes several free online tools like Wikispaces, Engrade, Join.me, and TypeWith.me that allow for collaboration, direct instruction, modeling, and low-stakes writing. These tools support blended curriculum, problem-based learning, and collaborative work between two early college programs through video conferencing. The purpose is to provide 1:1 technology access without textbooks and utilize online resources to interact, share information, and enhance classroom instruction.
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This talk was presented at EDRA43Seattle on June 1, 2012. http://www.edra.org
This show has much animation and builds, so it is better seen by downloading and viewing in PowerPoint 2010.
I claim educational fair use for all copyrighted logos or materials within, but am happy to remove such material at the request of the copyright holder.
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Think digitally
This document discusses how technology can be used to enhance the Common Instructional Framework in classrooms. It describes several free online tools like Wikispaces, Engrade, Join.me, and TypeWith.me that allow for collaboration, direct instruction, modeling, and low-stakes writing. These tools support blended curriculum, problem-based learning, and collaborative work between two early college programs through video conferencing. The purpose is to provide 1:1 technology access without textbooks and utilize online resources to interact, share information, and enhance classroom instruction.
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This talk was presented at EDRA43Seattle on June 1, 2012. http://www.edra.org
This show has much animation and builds, so it is better seen by downloading and viewing in PowerPoint 2010.
I claim educational fair use for all copyrighted logos or materials within, but am happy to remove such material at the request of the copyright holder.
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This presentation discussed various technology-based tools for teaching and assessment. It began by framing students as "digital natives" accustomed to technology. Several presentation tools for teachers were demonstrated, including Inspiration, Prezi, Glogster, and Bubblus. Google Docs and Edmodo were presented as tools for student collaboration. Digital storytelling tools like iMovie, GoAnimate, comic creators and word clouds were also discussed. The presentation covered assessment tools for teachers and concluded by sharing additional favorite tools of the presenters. Attendees were invited to join an Edmodo classroom to continue collaborating with other educators.
Fusion2009 Collaboration
The document discusses the importance of collaboration in online courses. Collaboration helps students learn by transforming their thinking, taking charge of their learning, creating shared goals, developing critical thinking skills, and deepening their learning experience. It also builds community within a course. The instructor's role is to set the stage for collaboration, evaluate students' collaborative work, gather data, and empower learners. The document provides examples of student-student collaborative activities like peer review, wikis, and project development. It also discusses tools that can be used for collaboration, both within the learning management system and through external web tools.
Curric goals + Web 2.0 = Engaged Learning
This document discusses how using Web 2.0 tools can engage students in learning. It notes that Web 2.0 applications like wikis, blogs, and document sharing can be accessed from any device and location, allow for collaboration, and are free. Research shows these tools develop real-world skills and will continue growing in K-12 education. The document also highlights that many students report being bored in school and discusses how lack of engagement can lead to poor performance and dropping out. It proposes using Web 2.0 tools to design instruction that is more interesting and relevant to students.
Read Write Think
1. The document discusses using the ReadWriteThink website's interactive graphic organizers to help students improve their writing organization skills. It describes several graphic organizer tools on the site, including a circle plot diagram, comic creator, comparison/contrast guide, essay map, and webbing tool.
2. It analyzes how today's "Net Generation" students learn best through interactive, technology-based activities. The interactive graphic organizers on ReadWriteThink are proposed as an engaging way to help students visualize their writing organization.
3. Instructions are provided for accessing and using the graphic organizer tools on ReadWriteThink. Teachers are encouraged to model the use of the tools and evaluate students' drafts to assess if the tools are improving
Ascd2010
This document discusses how constructivist practices can be translated to online learning environments. It provides examples of how problem-based learning (PBL), collaboration, learner autonomy, and authentic assessment are implemented in higher education and K-12 online courses. Specifically, it describes Connections Academy, a leading provider of K-12 virtual education, and how their courses incorporate active participation, collaboration tools, learner scaffolding, and benchmark projects to assess student learning. Overall, the document illustrates how principles of constructivism can successfully guide the design of online learning experiences.
Virtual Classroom Organization by Tracey Tokuhama-Espinosa, Ph.D.
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IF you are planning to go online, to trying to maximize your potential online, see this decision treeEducause 2012 scaffolding
This document summarizes Dr. Julia Parra's presentation on collaboration and technology to scaffold online student success. The presentation discusses the benefits of group work for online students, challenges of online group work, collaboration tools that can be used, existing models for supporting online collaboration, an emerging four-phase model to scaffold group work, research on the impact of scaffolding group work, and resources provided.
DI Bailey
This document provides an overview of differentiated instruction. It defines differentiated instruction as employing best practices and strategies to maximize student learning based on individual needs. The document outlines the goals and agenda of a workshop on differentiated instruction, which includes solidifying understanding of differentiated instruction principles, learning how to differentiate content, process, product and environment, and creating differentiated lesson plans using student data. Various strategies for differentiated instruction are also described, such as tiered lessons, learning contracts, interest centers and more.
Digital Leadership Presentation
Digital leadership focuses on developing 21st century skills like creativity, collaboration, and problem-solving through technology integration. Teacher and student surveys found that Google Classroom, Edmodo, and QR codes were popular tools to engage students. Transitioning to 1:1 devices requires shifting perceptions, supporting teachers, and using technology for interactive learning both in and out of class. Blended learning combins digital tools, BYOD, and interactive lessons to prepare students. True digital leadership requires developing a collaborative culture where all stakeholders contribute to transformation.
Social Software in Education
The document discusses how social software can be used in education. It defines social software as tools that allow online communication, collaboration, and community building. Examples of social software discussed include blogs, wikis, social networking sites, podcasts, and screencasting. Specific educational uses are provided for each type, such as using blogs for student reflection, wikis for group projects, and podcasts for recording lectures. The document concludes by providing considerations for educational use of social software, such as avoiding "technolust" and ensuring technologies are sustainable.
PLUTO Institute: Choosing Media and Online Tools
This document discusses tools for community, collaboration, and creation in online learning. It describes how community is no longer restricted by location and how connections can last through social media. Collaboration tools mentioned include Google Docs for real-time editing and Hangouts for screen sharing. Content creation tools include using mobile devices, video editing, and photo sharing apps. For practice, it recommends dynamic simulations, practice problems, and quizzes. Presentation tools highlighted are Google Slides, Prezi, and Haiku Deck. The document advocates reimagining assignments to incorporate these tools and focus on the 3 C's of community, collaboration, and creation.
Digital Tools for Teaching in the 21st Century
This document outlines various digital tools that can be used for teaching in the 21st century. It begins by defining different levels of technical proficiency among teachers. It then discusses blended learning and how it combines face-to-face and online instruction. Several tools are presented for learning management systems, virtual classrooms, voice/video chat, blogs, wikis, audio/video recording, dictionaries, and more. Examples are provided for using blogs as course websites, cloud storage and voice over IP for distance lessons, and blended projects involving student collaboration. Teachers are encouraged to experiment with different tools and share ideas.
Collaboration and revision with google docs emwp live pages
The Power Point part of my Demonstration Lesson for the the Eastern Michigan Writing Project. What missing are the live web pages and the embedded video.
Unit 6 powerpoint
This document provides guidance for designing learning activities at the evaluating and creating cognitive levels using backward design. It discusses selecting instructional strategies that have students utilize constructed knowledge to evaluate or create new things. Various digital tools are presented for guided learning activities, including blogging, simulations, programming, remixing digital media, and publishing. Assignments are outlined where students will discuss learning targets, review storytelling tools, and complete online discussions and posts. Scaffolding techniques are also addressed to help students develop independent thinking.
Curriculum Driven Tablet Pro
This presentation discusses how MICDS high school has transformed its curriculum and use of technology. Three factors have impacted changes: external pressures for reform, evolution of technology skills, and teacher professional development. The curriculum is shifting to a more student-centered, collaborative model using various Web 2.0 tools. Assessment is also transforming to be more diagnostic, formative, and include performance-based and self-reflective elements. Advantages of social, collaborative learning include increased student engagement and support. The school aims to continue preparing students for the 21st century by reducing exams, allowing student choice, and focusing on skills over content.
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Think digitally
- 1. Think Digitally… Jill Darrough Craven Early College/Early College EAST
- 2. Using Technology to Enhance the Common Instructional Framework… Collaborative Group Work Writing to Learn Literacy Groups Questioning Scaffolding Classroom Talk
- 3. World Dynamics Blended Curriculum Problem & Project-Based Learning Writing through these curriculums Supported by Readers’-Writers’ Workshop Collaborative Teams Across 2 Early Colleges Via Video Conferencing
- 4. Hybrid Class 1:1 No textbooks Direct Instruction Skype Interaction/Collaboration Free Online Tools
- 5. Free Online Tools E-mail G-mail through Craven Community College Information Systems www.wikispaces.com www.engrade.com Screen Sharing www.join.me Collaborative Tools
- 6. Wikispaces Announcements Daily Agendas Curriculum Calendars Projects Tool Box Discussions Etc.
- 7. Engrade 24/7 Access Teachers Students Parents
- 8. Join.Me Modeling Collaboration Low-Stakes Writing Formative Assessment
- 10. DabbleBoard Brainstorming Concept Maps Low-Stakes Writing
- 11. TypeWith.Me Collaborative Writing Writing to Learn Low-Stakes Writing Formative Assessment Example http://typewith.me/8cqZsqKDVA
- 12. Let’s take a peek at my classrooms…
- 13. Let’s try them out! http://nspforyouandme.wikispaces.com
- 14. Contact Information: Jill Darrough 800 College Court New Bern, NC 28562 Jill.Darrough@craven.k12.nc.us 252-637-5706 – CEC office 252-671-6405 – Cell Number