Professional Development Guides These free instructional guides, formerly known as the Teaching Modules, were developed by education faculty and professional developers for their colleagues. They can be employed as extension units in existing courses or can be used independently in workshops and meetings. Each guide includes articles, links to video footage, PowerPoint presentations, and class activities. They draw from the wealth of Edutopia's archives of best practices and correlate with ISTE NETS standards. We will update these modules over time, and we welcome your suggestions for future topics and feedback. Mountlake Terrace High School: Eeva Reeder (pictured) developed and implemented an architecture assignment for her geometry students in which they design a school and consult with local experts. Project-Based Learning Professional Development Guide Project-based learning, as with all lessons, requires much preparation and planning. Handhelds Go to Class: Technology Integration Professional Development Guide
9 Great Articles about The 21st Century Education I am sharing with you in this post that features the most successful articles I have covered in the section of the 21 st century education.These posts have been viewed thousands of times and I deemed it necessary to amass them all in one article to make it easy and accessible for everyone. Just a brief of overview before you start reading the list. If you are an educator or teacher which I am pretty sure most of you here are then you will find the following articles helpful in building a general concept about the importance of technology in teaching and how we can have a hand in the right implementation of this technology into our classrooms. The aim is to promote learning and sharpen our students skills and equip them with the right tools to succeed in the 21st century world market. 1- The 21st Century Skills Teachers Should Have 2- The 21st Century Teaching Tips for Educators 3- The 21st Century Pedagogy in Teaching 4- The 21st Century Letter to Education
10 ways to change the minds of tech-reluctant staff We often hear about tech-savvy educators and administrators who have an array of best practices and whose love for technology is evident. But as anyone who’s ever been part of a school or district knows, not all teachers and administrators are as comfortable or familiar with technology. In a recent “Question of the Week,” we asked our tech-savvy readers: “How do you get tech-reluctant teachers and administrators to use technology effectively?” Here are our readers’ top answers (edited for brevity). 1. “To get educational staff on board with tech, encourage and support them using tech for their non-work purposes. 2. “As a principal, I make time to offer and teach the [professional development] myself. “During the past 12 years, and through all of the technology changes we have encountered, I have found that the most effective way to get others to effectively use technology is by modeling.
Reasons Why Facebook is Revolutionizing Education The 21st century has witnessed a stunning technological revolution touching every facet of our life. The way people used to interact with internet has radically changed , users are no longer just static consumers of the information but active contributors and makers of online content. It is thanks to the introduction of web 2.0 technologies that human knowledge has finally been liberated and is made accessible to everyone and at anytime. I will not be talking about internet in its general scope but will rather tailor my topic to cover just a very important element called social networks and particularly Facebook and its uses in education. Teacher's Guide to Using Facebook (Read Fullscreen) Why Facebook and not other social networking websites ? Generally speaking, all social networking websites have their own importance in education but the degree of each one of them vary accordning to its widespread, popularity and the usefulness of its features. Pros of Facebook in education
What makes a good teacher as far as technology is concerned? I'm interested in exploring this question, which I have phrased very carefully. I think whether you're a teacher of information and communications technology, or someone who teaches with educational technology, there are some common denominators of what makes the teaching good. These are all my ideas and conjectures; I have stated them as though they are facts purely in order to avoid clumsy circumlocutions. The first requirement is a willingness to experiment and take chances. For example, I came across a program a few years ago which made commenting on a student's work very easy: it was possible to give comprehensive feedback in only 5 minutes by clicking various buttons. Clearly, it was the sort of 'solution' you may wish to use with one or two special case students, but not with whole classes. Not everything is within the individual teacher's control. A third requirement is for intellectual honesty. Secondly, take a cost-benefit approach.
Webinar with Alan November and Dr. Eric Mazur This is a very special episode of our podcast series. It’s an archived recording of our first of what we hope will be many live webinars complete with audience Q&A at the end. In this conversation, Alan talks again to Dr. Dr. Loaded: 0% Progress: 0% Is CALL outdated? Through both my own interest and the influence of my MA course, I’ve been sending out prompts for dialogue on Twitter, on Facebook and in my office regarding the integration of technology in our classes in terms of the familiar (and purportedly outdated) abbreviation CALL (Computer-assisted language learning), which has been met with a polarised set of opinions. Feel free to chime in. My desire for discussion stems from the Bax article, “CALL – Past, Present and Future” (2003), which responds to CALL’s phases put forth by Warschauer & Healey’s “Computers and language learning: An overview” (1998) and develops the concept of technology’s normalisation in the language learning classroom. This discussion is by no means new1, but maybe we’ve been discussing what’s not practical at this point. So integrated into daily life that we don’t consider it special (Source: The New Yorker, 2011) But first, I think it’s warranted to summarise one of Bax’s points. 1984 was a big year for computers
The Flipped Class Revealed Editor's Note: This is Part 3 of 3 of The Flipped Class Series at The Daily Riff. You can start here, by reading this post, and go backwards and still understand what's going on in the conversation. Links to Part 1, "The Flipped Class: What it Is and What it is Not," and Part 2 - "Are You Ready to Flip?," and other related links can be found below. - C.J. Westerberg The Flipped Class What Does a Good One Look Like? "The classroom environment and learning culture play a large role in determining the best pedagogical strategy." by Brian Bennett, Jason Kern, April Gudenrath and Philip McIntosh The idea of the flipped class started with lecture and direct instruction being done at home via video and/or audio, and what was once considered homework is done in class. Now, it is becoming much more than that. A lot of flipped class discussions focus on moving away from a traditional lecture format. Discussions are led by the students where outside content is brought in and expanded.
Lessons from the past, lessons for the future: 20 years of CALL Links checked 19 April 2012 This article was written in late 1996 and published as a chapter in Korsvold A-K. & Rüschoff B. (1997) (eds.) New technologies in language learning and teaching, Council of Europe, Strasbourg, France, ISBN 92-871-3255-0. Inevitably, an article like this dates very quickly and there are many revisions in this Web version. Some important changes have taken place, but some things have hardly changed at all. Lesson No. 1 focuses on the importance of ongoing training. Lesson No. 2 is full of warnings about regarding technology as the panacea. Lesson No. 3 on choosing the right hardware is less relevant now than it was in the 1990s. Lesson No. 4: I was a bit hard on Artificial Intelligence (AI). Lesson No. 5 focuses on the importance of new ideas - still as valid as ever. Lesson No. 6: I was probably a bit too harsh about "Doing it yourself", as new authoring tools have made life a lot easier for the teacher who wishes to create his/her own learning materials. i.
Are You Ready to Flip? " . . .not all material is suitable to be taught through a video lesson."Are You Ready to Flip?Part 2 of 3 of "The Flipped Class" by Dan Spencer, Deb Wolf and Aaron Sams Recently there has been increased interest in "best practices" of the flipped classroom in education. Begin with the end in mind. After determining what you want your students to master and how that should look, begin creating (or collecting) quality learning resources. In this process, consider the idea of student choice when creating and collecting these learning resources. If content is delivered outside of class time, it is up to the teacher to provide the students with opportunities in class to place the content they learned into context. student created contentindependent problem solvinginquiry-based activitiesProject Based LearningSome teachers have asked us why videos are necessary if they have engaging class work for their students through which students can learn.
Why Curation Will Transform Education and Learning: 10 Key Reasons There is a growing number of key trends that are both rapidly revolutionizing the world of education as we know it and opening up opportunities to review and upgrade the role and scope of many of its existing institutions, (as the likeliness that they are going to soon become obsolete and unsustainable, is right in front of anyone's eyes). George Siemens, in his recent Open Letter to Canadian Universities, sums them up well: 1) An Overwhelming Abundance of Information Which Begs To Be OrganizedThe goal is not (and probably it never was) to learn or memorize all of the information available out there. From the New York Times: "...Mr. Curation fits in as a more appropriate approach to learning and to prepare for real-world work challenges, by allowing learners to construct meaning by having to research and to understand and to create new relationships between different information-elements. It's the method that doesn't work anymore.