Dana Greenspan: Copyright Resources. Student privacy. Csm privacy report interactive 070215 proof 3. Khanacademy. Teachers, Meet Graphite. What is the SAMR Model? Dealing With Digital Distraction in the Classroom. Blogging With Students In 5 Simple Steps. There are dozens of reasons why students should blog.
There’s increased engagement by sharing with an authentic audience. Blogging encourages reflection, collaboration, and communication. Publishing on the web is even required in Common Core and other state and national standards! And best of all, using Edublogs, blogging with students is as simple as following these 5 basic steps… ePortfolios - Overview - ePortfolios with GoogleApps.
What is an ePortfolio?
An ePortfolio (electronic portfolio) is an electronic collection of evidence that shows your learning journey over time. Portfolios can relate to specific academic fields or your lifelong learning. Evidence may include writing samples, photos, videos, research projects, observations by mentors and peers, and/or reflective thinking. The key aspect of an eportfolio is your reflection on the evidence, such as why it was chosen and what you learned from the process of developing your eportfolio.
Blog Comments. The Rationale: Feedback on your writing and ideas is one of the best ways to improve your communication skills.
Authentic feedback from a real audience is one of the major benefits of moving your writing online. Not only will you have real readers responding to your work, but you will be reading others’ writing and learning from the interchange of creative ideas with them. While, ideally, this written exchange would be an organic process deriving from your intrinsic motivation to give feedback to your peers, as a function of school, I need to hold you accountable for commenting in order to give you credit for your work — not only for your work, but for your conduct as a “digital citizen.” Public vs. Private – Should Student Work Be Public On the Web?
10+ years ago, filters and blocking tools were banning access to most blogs and web publishing services in schools around the world.
In fact, this is exactly why The Edublog Awards were started – to showcase the excellent work being done with blogging in schools – hoping it would begin to break down these barriers and change the minds of nervous administrators and teachers. Perhaps it worked! We’ve made significant progress since, as services like Edublogs are hardly ever blocked in schools now.
Blogging Is The Law. National Education Technology Plan - Office of Educational Technology. Preservice Teachers’ Microblogging: Professional Development via Twitter – CITE Journal. The microblogging service Twitter allows users to share 140-character messages—what Twitter, Inc., calls “small bursts of information” (Twitter, Inc., n.d.).
Belying its reputation as the domain of celebrities, narcissists, and callow teens, Twitter reportedly has grown increasingly popular among K-12 educators (e.g., Davis, 2011; Lu, 2011), who use it for a variety of purposes, including networking, communication with students and parents, and sharing teaching resources. Such informal, grassroots professional development (Carpenter & Krutka, 2014b; Forte, Humphreys, & Park, 2012) is notable given the formal, topdown nature of much teacher professional development.
Meanwhile, research in higher education settings suggests microblogging also offers potential benefits to teaching and learning processes and outcomes (Domizi, 2013; Junco, Heiberger, & Loken, 2011, Rinaldo, Tapp, & Laverie, 2011). Twitter’s use in teacher education, however, appears to be uncommon and relatively unstudied. Teacher Beliefs and Their Influence on Technology Use: A Case Study – CITE Journal. Teacher Beliefs As beliefs help guide individuals’ interactions and interpretations of the world, the same can be said about the beliefs a teacher might have regarding teaching and learning and the instructional decisions that might result (Kagan, 1992; Pajares, 1992).
Thornton (1989) contended that teachers act as gatekeepers controlling both the content and the instructional strategies that are utilized. He suggested that these curricular-instructional decisions are “ecological in character…part of an interactive system of beliefs and contextual factors” (p. 9), making it important to acknowledge this relationship, as such decisions may be executed subconsciously without regard to unchecked assumptions.
Findings that associate teacher beliefs with teacher actions (Chan & Elliott, 2004) have suggested a similar relationship between beliefs and technology integration (Kim, Kim, Lee, Spector, & DeMeester, 2103; Ottenbreit-Leftwich, Glazewski, Newby, & Ertmer, 2010). How to Insert a Link to a Tweet. Chat Calendar PST - Education Chats.