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It's the Pedagogy, Stupid: Lessons from an iPad Lending Program

It's the Pedagogy, Stupid: Lessons from an iPad Lending Program
Recently, we were tasked with developing policies and procedures for an equipment lending program initiated within the Faculty Technology Resources Center at the University of Cincinnati. The program was conceived as a method for encouraging the use of technology in the classroom. By loaning equipment to faculty for an academic term, we would encourage them to evaluate—and hopefully innovate—the utility of various "cutting edge" technologies with no financial risks to themselves or their departments. Some colleges and universities are already providing all incoming students with iPads. We're Here, Now What? Once we decided to implement the lending program we were excited, but also a little nervous. Load iPads with eBooks and then select and assign reading groups for certain books. As a consequence, we began to roll our eyes every time we encountered a claim in the blogosphere about the revolutionary potential of the iPad for education. How to Lend an iPad It's the Pedagogy, Stupid

Etherpad Foundation › Live Document Collaboration IP glossary This glossary helps explain some of the most important IP words, terms and concepts. Skip to: ATMOSS (Australian Trade Mark On-line Search System) The IP Australia Trade Mark Register database. Assignee The person(s) or corporate body to whom all or limited rights under an IP right are legally transferred. Assignment of rights This occurs when you sell or bequeath your IP rights to someone else. Australian Official Journal of Patents (AJOP) The journal issued by IP Australia listing patent applications awaiting approval. Authorised user A person who is authorised by and under the control of the owner of a trade mark to use the trade mark in relation to goods and services covered by the trade mark. Basic application A basic application is the priority document in any country where patent protection is sought in another country. Certification mark Circuit layout rights Circuit layout rights automatically protect original layout designs for integrated circuits and computer chips. Classes Collective mark

Learning to Learn in a Digital Age The following is an excerpt from Communique - Higher Education Partnerships Newsletter . Learning to Learn in a Digital Age Howard Major, Ed. D. Debbie Taylor-Major, M. Ed. Aims Community College Many educators are making great strides in guiding students to become autonomous, self-directed learners. One key feature of this “facilitator” approach involves helping students “learn-to-learn,” or develop, learning skills. Additionally, when students are active learners, they must make judgments, analyze content, synthesize information into coherent forms of communication, and present that information to others. Online Re-usable Learning Objects: Learning objects are “bite-sized” pieces of instructional content, usually 10-15 minutes in length, which are created by subject-matter experts and placed in an online “repository” with many other learning objects addressing various content. Transitioning from “Providing” Information to Supporting Student-directed Learning. Figure 1.0 Benjamin S.

ICT in the Early Years The Flipped Classroom: Pro and Con In 2012, I attended the ISTE conference in San Diego, CA. While I was only there for about 36 hours, it was easy for me to pick up on one of the hottest topics for the three-day event. The "flipped classroom" was being discussed in social lounges, in conference sessions, on the exhibit floor, on the hashtag and even at dinner. People wanted to know what it was, what it wasn't, how it's done and why it works. Others wanted to sing its praises and often included a vignette about how it works in their classroom and how it transformed learning for their students. What It Is According to the description on ASCD's page for the newly released book, Flip Your Classroom: Reach Every Student in Every Class Every Day, by flipped-classroom pioneers Aaron Sams and Jonathan Bergmann, "In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class." What It Isn't Why It Works Why It Doesn't Work Why It's Nothing New Why It Matters

Social Media For Administrators (Blog Posts) cc licensed ( BY NC ) flickr photo shared by Ken Whytock I recently decided to compile some of the blog posts that I have written regarding social media and administrators on my own blog site. I have created a “page” for these articles that I will continue to update as I write posts that may be helpful, but I just wanted to share this as a blog post to those people who may subscribe to this through an RSS feed or email subscription. There are so many good articles out there but I wanted to compile the ones I have written to help to continuously develop my own portfolio of work. Please see the articles with brief descriptions below: As I have done a lot of work with school administrators on why they should be using social media and some practical ways to use it within their schools, I wanted to compile some articles together that will help schools/organizations move forward. The Why The How What Should A Networked Educational Leader Tweet About?

The Real Reason Change Isn't Happening #iste12 teachers know where they're going -- they're just afraid of what will happen when they get there "The biggest barrier to tech integration is professional development. Simply giving teachers iPads won't change anything," I overhear someone saying in the Blogger's Cafe. "I agree. Another woman adds, "I think a lot of them are still not motivated. I stay quiet, while I try to organize a workflow for students using multiple devices in my classroom next year. True. But we also need permission. We need permission to take risks and fail. I remember a few years back when I developed differentiated professional development. However, in my second round of training, only the social studies teachers volunteered to work on job-embedded, tech-integrated, project-based learning. The social studies teachers weren't afraid, because they had no quarterly benchmark tests. I found the same trend to be true in coaching teachers last year.

Five-Minute Film Festival: Flipped Classrooms I really enjoyed Mary Beth Hertz's excellent blog published earlier this week, "The Flipped Classroom: Pro and Con" -- one of the most concise and balanced views I've read on the buzz-wordy concept of flipping the classroom. Advocates say that "flipped classrooms" help overburdened teachers differentiate their instruction to reach more learners, provide an avenue into more hands-on and student-driven learning during classtime, and shift the teacher's role from "sage on the stage" to learning coach and facilitator. Critics say it's just a fad, relies too heavily on rote instruction, and doesn't go far enough in making the needed changes for teaching and learning reform. Video Playlist: Flipping the Classroom Keep watching the player below to see the entire playlist, or view this playlist on YouTube. More Flipped Class Resources Of course, there are thousands more videos on the subject. Flipping the Classroom Guides and PD Articles and Press on Flipping the Classroom see more see less

What I Wish I’d Done Before Deploying iPads to 735 Middle Schoolers, Part 2 | Terice T. Schneider's Digital Home We planned. We met to go over the plans. We talked. We planned some more. What we didn’t do was address some of the simple day-to-day things that we never thought would be an issue. When offering professional development to teachers on integrating iPads, give them training on a management system like Texas’s Project Share from Epsilen (which is releasing an App soon), Edmodo, or Schoology or even eBackPack. Teachers also want to know how to deliver content to their students. Everyone agreed that the better way to do this would have been to choose one, train how to use it and stick with it for a year. Finally, give your teachers clear expectations, not only of the iPad use in the classroom, but of how classroom management should look. We had an expectation that the iPads would be used multiple times a week if not daily. Some tips we used for classroom management are: “Apples UP!” I hope these tips will help those of you deploying iPads next year.

Transliteracy- QR Codes and Art  Transliteracy is defined on Wikipedia as The ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks. The modern meaning of the term combines literacy with the prefix trans-, which means “across; through”, so a transliterate person is one who is literate across multiple media. Ryan Nadel, in an interview on Spotlight on Digital Media and Learning, defines transliteracy even further: “The most fundamental notion of transliteracy is the ability to adapt. I agree with Ryan: Transliteracy is closely related to “fluency“: the ability to know when to use one media over anotherthe ability to move effortlessly between mediathe ability to comprehend, build upon, and remix different kind of mediathe ability to relate, communicate and connect via multiple forms of mediamoving between media feels: intuitive, unconscious and smooth Related My World of Reading- Part I 9. In "Books"

Wrong Focus: Teacher-Centered Classrooms and Technology There is a buzz around me these days about how EdTech is failing to live up to its promise fueled primarily by the In Classrooms of Future, Stagnant Scores. What is surprising to most when they share this piece with me or ask me my opinion about the failures of EdTech is my response. For the most part, I agree that it is failing but that failure has more to do with us than with the technology. Why? We continue to focus on the value of EdTech by what the teachers do with it NOT what the students do with it.We continue to focus on the value of EdTech by what happens to high stakes, standardized test scores. Teacher-Centered Classrooms/Technology When the focus of technology is on the teacher and teaching not learners and learning, it is easy to see EdTech as a failure: a waste of time, money, and resources. Is it any wonder we find ourselves unable to fulfill the promise we’ve preached about EdTech? Look at the front of the classroom from the students’ perspective. Now flip it. Paper. Really?

Google launches YouTube curriculum to educate students on digital citizenship (video) Google has developed an interactive curriculum on YouTube to support teachers in educating students on how to be safe, engaged and confident model netizens. The initiative is aimed at students aged 13 to 17 and will help them to develop digital literacy skills on YouTube that would be applicable across the web. A list of 10 lessons has been devised, in which students can learn about YouTube’s policies, how to report content, how to protect their own privacy, and how to be responsible YouTube community members and, in the broader picture, digital citizens. Each lesson comes with guidelines for teachers and ready-made slides for presentation. Elaine Burke

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