TwitPolls. The Revolution will be on Twitter. Twitter as a search engine. At a dinner tonight with a friend the conversation turned to Twitter. He just didn’t get it, and he’s certainly not the first person to tell me that. Specifically, my friend didn’t understand the massive valuation ($250 million or more) that Twitter won in its recent funding. I told him why I thought it was more than justified: Twitter is, more than anything, a search engine. I told him what I thought of Twitter as a micro-blogging service: it’s a collection of emotional grunts. But it’s wonderful nonetheless. Twitter also gathers other information, like people’s experiences with products and services as they interact with them. More and more people are starting to use Twitter to talk about brands in real time as they interact with them.
Stupeflix - Video production made easy. Tlurk : turn Twitter accounts into public news page. LOLquiz - Fun quizzes on Twitter, Twitter quizzes, and more! Tweet Convo - Thread your Twitter Conversations. 25 ways to teach with Twitter by Sonja Cole. 6/4/2009 By: Twitter can feel like a strange new landscape when you first jump in. It is not always clear what its professional uses are, or what to post in 140 characters or less. But when you start to think of Twitter as a micro-blog (and not just a forum for the personal minutiae of people’s daily lives), you will find that Twitter can be a valuable tool for professional development.
Here are 25 ways that teachers can use Twitter to ask for help, get lesson plan ideas, book and professional resource recommendations, connect with other professionals, and even host an online book club. First, a guide to Twitter shorthand. You will see examples of these in the sample tweets that follow: @username: creates a link to that user in your post.RT: Retweet, to copy someone else's post in a new update. 1) Ask for recommended books, lesson ideas, or teaching tools.Sample tweet: Can anyone share their successful SMART board lessons for 2nd grade? 8) Celebrate timely events. 25) Join a Twibe. River of Song.
Huck Finn. Ohio Resource Center > COR > Mathematics Module > Engaged Learning ... Engaged Learning. A sixth-grader inserts a 51/4-inch floppy disk into the machine and gazes excitedly at a tiny green-and-black screen. The simplistic graphics on her computer hold her spellbound as she plays a game designed to improve her math skills. The bell rings, and the child is disappointed because she has to leave. Although this may have occurred frequently years ago, such an out-of-date scenario would stir laughter in many of today's students. It's commonplace for students to have computers in their homes and know more about computers than many adults. The acceleration of technology has been phenomenal. Computers in schools offer many opportunities: worldwide communications, hands-on real-time simulations, multimedia presentations and an inexhaustible well of information.
To be successful, school districts must keep pace with technological advancement and integrate these capabilities into classrooms. How Students Learn. Using Technology to Enhance Engaged Learning for At-Risk Students. ISSUE: An increasing number of educators are calling for high standards and challenging learning activities for at-risk students. New technologies can provide meaningful learning experiences for all children, especially those at risk of educational failure. Schools that capitalize on the relationship between technology and education reform will help students to develop higher order skills and to function effectively in the world beyond the classroom. Achieving such fundamental change, however, requires a transformation of not only the underlying pedagogy (basic assumptions about the teaching and learning process) but also the kinds of technology applications typically used in classrooms serving at-risk students. OVERVIEW: The vision of classrooms structured around student involvement in challenging, long-term projects and focused on meaningful, engaged learning is important for all students.
Today, educational researchers are calling for very different uses of technology. Teachers: Engaged Learning and IT in the Classrooms. Differentiation of Instruction in the Elementary Grades. Differentiation of Instruction in the Elementary Grades. ERIC Digest. by Tomlinson, Carol Ann In most elementary classrooms, some students struggle with learning, others perform well beyond grade-level expectations, and the rest fit somewhere in between. Within each of these categories of students, individuals also learn in a variety of ways and have different interests.
To meet the needs of a diverse student population, many teachers differentiate instruction. This Digest describes differentiated instruction, discusses the reasons for differentiating instruction, discusses what makes it successful, and suggests how teachers can start implementing it. At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom.
Content. Process. Products. Learning Environment. One challenge for teachers leading a differentiated classroom is the need to reflect constantly on the quality of what is being differentiated. Sternberg, R. Goal Setting and Achievement. Using Technology to Improve Student Achievement. Critical Issue: Using Technology to Improve Student Achievement Contents Issue Context Research Results Factors to Consider Implications Action Options Implementation Pitfalls Illustrative Cases Contacts References Back To Top ISSUE: Because effective use of technology must be supported by significant investments in hardware, software, infrastructure, professional development, and support services, over the last decade, we as a nation have invested more than $66 billion investment in school technology (QED, 2004).
While complex factors have influenced the decisions for where, what, and how technology is introduced into our nation's school systems, ultimately, the schools will be held accountable for these investments. To answer these questions, educators need to look at the research on technology and student achievement and the contextual factors that affect learning goals. Back To Top Technology and Youth: Wired Schools and Wired Lives NCLB & High Stakes Testing Inclusion: Reaching All Students 1. Dewey Quotes. Before delving into the world of CL it would be most appropriate to look first at what some of the experts on CL learning have said. Their research and writing has formed the theoretical and practical basis for a variety of CL paradigms used today. Many of the issues dealt with by these CL theorists and practitioners are still with us today. The adoption of CL as a favored teaching paradigm is a slow process and will require substantial commitments from policy makers, administrators and faculty.
You will see this as we start our review by quoting the father of modern education, John Dewey, who over 80 years ago alerted us to the difficulties inherent with establishing this educational paradigm. Other authors quoted in this section are Kenneth Bruffee, David and Roger Johnson, Robert Slavin, The emphasis in school upon this particular tool has, however, its dangers-dangers which are not theoretical but exhibited in practice. Page 38-39 trail on their own (Johnson & Johnson 1987, 1988).