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What Does it Mean to be Literate in the 21st Century? (short version 8 min)

What Does it Mean to be Literate in the 21st Century? (short version 8 min)

Related:  L'école en changementFRIT7332Part2

School Libraries and Reading Promotion by Peter Gyr Concrete Reading Promotion It’s that easy: you learn to read by reading. And if you read because you want to, you read well. And this is where the problems start. All of you are teachers or teachers in training or school directors, and you do not have, at least we suppose so, problems with reading because you read because you want to and you read well. 100 Best YouTube Videos for Teachers Although YouTube has been blocked from many/most schools, for obvious reasons and not so obvious ones. YouTube does provide great resources and content for teachers and students. View the list of the Top 100 Videos for Teachers. This list is provided by, a leading online resource for current teachers, and aspiring education students and student teachers. YouTube's 100 Best Teacher Videos:

POV - Filmmakers POV offers a wealth of resources for filmmakers, including video interviews with master nonfiction storytellers, articles with filmmaking tips, and news about funding and calls for entries. New! The Documentary Filmmaking Equipment Survey We asked documentary filmmakers to share what they're actually using in the field and then compiled the results to help you make decisions about cameras, lenses, audio and more. View the results » POV Hackathon

Reading 2.0? Sometimes readers’ advisory doesn’t come easy. Sometimes we need some quick help recommending titles. A number of my students, most notably my Book Club kids, belong to book networking sites like GoodReads, LibraryThing, and Shelfari. But not everyone really wants to join and build a reading network based on tagging and rating and reviewing. I’ve been gathering and pointing to some speedier book recommendation tools that don’t require a membership commitment beyond a basic registration, a variety of sites that lead readers to quick book hook-ups based on recent reads, favorite authors, genres and other traits. BookSeer presents readers with a simple form asking what you just finished reading.

K-5 iPad Apps According to Bloom's Taxonomy An elementary library media specialist reviews iPad apps as they map to an updated version of Bloom's Taxonomy in this six-part series. Diane Darrow is an artist, Reading Recovery teacher, and library media specialist at Bel Aire Elementary in Tiburon, CA. You can follow her on Twitter at @dianedarrow. In this six-part series, I will highlight apps useful for developing higher order thinking skills in grades K-5 classrooms. Each list will highlight a few apps that connect to the various stages on Bloom's continuum of learning.

Reading 2.0 - Session Resources Skip to main content Get your Wikispaces Classroom now: the easiest way to manage your class. guest Join | Help | Sign In Reading 2.0 Home 100 Classroom Tools for Teachers and Students of 2013 Engrade – Unify administrators, teachers, parents and students.Noodle – Education search just got smart.Dreambox Learning - Rigorous math curriculum. Intelligent adaptive learning.LessonCast – Design experiences that engage teachers and improve student learning.Enzi – Equity based education funding. Helps eliminate financial barriers to education.littleBits – Opensource library of electronic modules for prototyping and play.Edutopia – K-12 education and learning innovation site.Education Elements – A leading developer of blended learning solutions.Goalbook – Helps teams of educators, students, and parents collaborate.Knewton – Helps schools provide personalized educational content to students.SnappSchool - Be your child’s homework hero.

The learning design studio: collaborative design inquiry as teachers’ professional development Yishay Mora* and Orit Mogilevskyb aInstitute of Educational Technology, The Open University, Milton Keynes, UK; bTechnologies in Education Program, The University of Haifa, Haifa, Israel Abstract The learning design studio is a collaborative, blended, project-based framework for training teachers in effective and evidence-based use of educational technology. Arguably, teachers are the primary change agents in any educational system.

A tenth way to use technology to promote reading Doug Johnson just posted today Top 10 ways to use technology to promote reading. He left number 10 open to readers to contribute. Here are my thoughts on a tenth way to use tech to promote reading. Ways to use QR Codes in the Elementary Classroom and Using Google Docs to Create Them “Traditional thinking is all about ‘what is’. Future thinking will also need to be about what ‘can be’” By Edward de Bono Quick Response codes also known as QR codes are similar to barcodes. When you scan QR codes using apps such as i-nigma or scan with your smartphone, ipad and computer (if you have a web camera) it links information to you. The information can be text, videos or websites etc. I believe with bring your own technology coming to many schools, I see QR codes becoming more popular in the classroom because they can be read on many devices and it is a real world application now.

Top 10 ways to use technology to promote reading I only steal from the best. So here we go. Johnson's Top Ten... Author and fan websites. Young readers like know more “about the author” and the Internet is rich with resources produced both by the authors themselves, their publishers, and their fans. Want to know what’s next in a favorite series?

SERC Teaching & Learning Initiative Six Approaches to Co-Teaching In their book, Interactions: Collaboration Skills for School Professionals, Marilyn Friend and Lynne Cook identify "co-teaching as a specific service delivery option that is based on collaboration." As a service delivery option, co-teaching is designed to meet the educational needs of students with diverse learning options. Students at all academic levels benefit from alternative assignments and greater teacher attention in small-group activities that co-teaching makes possible. Co-teaching allows for more intense and individualized instruction in the general education setting increasing access to the general education curriculum while decreasing stigma for students with special needs. Students have an opportunity to increase their understanding and respect for students with special needs.