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Using the Technology of Today, in the Classroom Today - Powered by Google Docs

Language Arts Young, C. A. & Bush, J. (2004). Teaching the English language arts with technology: A critical approach and pedagogical framework. Teaching the English Language Arts With Technology: A Critical Approach and Pedagogical Framework Carl A. Jonathan Bush Western Michigan University Victor Hugo once said, "Nothing is so powerful as an idea whose time has come." In the field of English, Barton (1993) claimed that there were two broad areas of technological focus a decade ago: "the use of computers in writing instruction and the incorporation of technology into concepts and definitions of literacy" (p. 2). Absent from the literature, however, are measured directions for how teachers might develop technology literacy themselves, as well as specific plans for how they might begin to critically assess the potential that technology holds for them in enhancing their English language arts or methods instruction. Realizing the Complexities of Technology Integration Develop a pedagogical framework.

Educational Technology Guy Effects of Technology on Classrooms and Students A r c h i v e d I n f o r m a t i o n Change inStudent andTeacherRoles When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. The teacher's role changes as well. Project-based work (such as the City Building Project and the Student-Run Manufacturing Company) and cooperative learning approaches prompt this change in roles, whether technology is used or not. IncreasedMotivation andSelfEsteem The most common--and in fact, nearly universal--teacher-reported effect on students was an increase in motivation. The kids that don't necessarily star can become the stars. Teachers talked about motivation from a number of different perspectives. Kids like the immediate results. Technology is the ultimate carrot for students.

Virtual learning environment A virtual learning environment (VLE), or learning platform, is an e-learning education system based on the web that models conventional in-person education by providing equivalent virtual access to classes, class content, tests, homework, grades, assessments, and other external resources such as academic or museum website links. It is also a social space where students and teacher can interact through threaded discussions or chat. It typically uses Web 2.0 tools for 2-way interaction, and includes a content management system. Virtual learning environments are the basic components of contemporary distance learning, but can also be integrated with a physical learning environment[1] which may be referred to as blended learning. Virtual learning can take place synchronously or asynchronously. A virtual learning environment can also include students and teachers “meeting” online through a synchronous web-based application. Major Components Of Virtual Learning Environment[edit] Purpose[edit]

New audio coding system solves audio latency problem A new codec (data coding system) called Enhanced Low Delay Advanced Audio Coding (AAC-ELD) developed by researchers at the Fraunhofer Institute for Integrated Circuits IIS has solved a major problem with Skype and other videoconference calls: latency (annoying sound delay between participants). Their new Enhanced Low Delay Advanced Audio Coding (AAC-ELD) allows for latency only about 15 milliseconds. In the process, they also managed to reduce the audio data to less than one-thirtieth of its original size without major loss of sound quality, thus reducing the required bandwidth. The researchers developed an algorithm that requires a certain amount of time to encode data and then decode it again at the other end of the line. The process requires data that is still in the future, as it must wait for the data to arrive. To test the new codec, they developed an app to play games across the borders of cities or countries.

Going Mobile: Debating and Using Cellphones in School George Osodi/Associated PressAt an electronics market in Lagos, Nigeria, cellphones appear in great profusion, as they do throughout poorer lands.Go to related article » Overview | Can cellphones serve as effective instructional tools in the classroom? In what ways can the use of mobile technology support and strengthen curriculum? What are the drawbacks? In this lesson, students learn about innovative uses of cellphone technology and applications in the developing world, then explore how their phones can be used as learning tools. Teachers | Do you use cellphones in your classroom? Materials | Computers with Internet access and cellphones (optional); research materials and copies of handouts Warm-Up | Take an informal survey of students’ use and possession of cellphones by asking the following questions and calling for a show of hands: How many of you own a cellphone? Next, have students engage in one or both of the following exercises: Debating the Use of Cellphones in School Life Work2.

Ushering iPad into the Classroom Mobile Computing | Spotlight Ushering iPad into the Classroom A number of built-in features, tools, and add-ons are helping to propel Apple's iPad into the classroom. Technology analyst Denise Harrison looks at the benefits of iPad in education and predicts some unanticipated applications Tablet devices are hardly new; Apple's own Newton, introduced in 1987, could fairly be called an ancestor to the iPad with its tablet form, tethered pen touch interface, and easy portability. Apple iPad is smoothly and quickly gliding that slope. What the iPad has that the Newton didn't is an existing user base and familiar user interface. iPad's adoption is aided by the fact that iPods and iPhones are plenty past "The Chasm," and users are comfortable with and supportive of the interface. The prognosis for iPad's use in the classroom is good, said Sandra Sutton Andrews, research director in the Applied Learning Technologies Institute at Arizona State University.

Using Technology in the Early Childhood Classroom By Kimberly Moore Kneas, Ph.D. and Bruce D. Perry, M.D., Ph.D. Early Childhood Today: Are young children's brains (ages three through six) well suited to the use of technology? Dr. I see technology doing the same things today. Modern technologies are very powerful because they rely on one of the most powerful genetic biases we do have — the preference for visually presented information. The problem with this is that many of the modern technologies are very passive. Sitting young children in front of a television for hours also prevents that child from having hours of other developmental experiences. On the other hand there are many positive qualities to modern technologies. ECT: Do you see the use of specific things like computers as part of an early childhood curriculum as being powerful enough to change brain development the same way you've just described television? Dr. Back to top Dr. Children need real-life experiences with real people to truly benefit from available technologies.

Hacking Education (continued) Last fall I wrote a post on this blog titled Hacking Education. In it, I outlined my thoughts on why the education system (broadly speaking) is failing our society and why hacking it seems like both an important and profitable endeavor. Our firm, Union Square Ventures, has been digging deeply into the intersection of the web and the education business in search of disruptive bets we can make on this hacking education theme. My partner Albert led an effort over the past few months to assemble a group of leading thinkers, educators, and entrepreneurs and today we got them all together and talked about hacking education for six hours. The event has just ended and my head is buzzing with so many thoughts. We will post the entire transcript of the event once the stenographer gets it to us. But here's a quick summary of my big takeaways: 3) Students will increasingly find themselves teaching as well. 4) Look for technologies and approaches that reduce the marginal cost of an incremental student.

How to tell when someone’s lying Professor of psychology R. Edward Geiselman at the University of California, Los Angeles, has been studying for years how to effectively detect deception to ensure public safety, particularly in the wake of renewed threats against the U.S. following the killing of Osama bin Laden. Geiselman and his colleagues have identified several indicators that a person is being deceptive. When questioned, deceptive people generally want to say as little as possible. If dishonest people try to mask these normal reactions to lying, they would be even more obvious, Geiselman said. Have people tell their story backwards, starting at the end and systematically working their way back. Technology Tools | Tools you can use Education World offers new technology content every day. Some of our pieces related to technology tools can be found in this archive. We do update these aritcles reguarly, but given the changing nature of technology, we cannot promse that every piece will be on the cutting edge. Social Media in the Classroom? Five for Fun Lots of image generators are available on the Web. Hardware and Software Essentials We asked members of the Education World Tech Team to tell us what hardware and software they consider essential -- or invaluable -- for todays educator? Podcast for Free on a PC Dont let Mac users have all the fun. Tech Tools for Teachers Members of the Education World Tech Team talk about the technology tools they find most useful in their professional lives, and the technology they use most successfully with students. Integrating Technology and Science Discover how technology enhances the science program in the Greece Central School District, Rochester, New York. Blogging? Quick!