Sunday, October 30, 2011
Saturday, October 29, 2011
Peer Instruction: Ten years of experience and results - MIT web.mit.edu/jbelcher/www/TEALref/Crouch_Mazur.pdf
[PDF]
Mazur, Peer Instruction
Peer Instruction: Ten years of experience and results - MIT
web.mit.edu/jbelcher/www/TEALref/Crouch_Mazur.pdf
Saturday, October 15, 2011
Twenty-first Century Literacy and Technology in K-8 Classrooms
http://www.innovateonline.info/pdf/vol1_issue3/Twenty-first_Century_Literacy_and_Technology_in_K-8_Classrooms.pdf
'via Blog this'
Twenty-first Century Literacy and Technology in K-8 Classrooms
by June Brown, Jan Bryan, and Ted Brown
Using technology to enhance literacy has been viewed in different ways by educators. Some teachers believe
that new developments will fundamentally change literacy instruction; others think that technology is simply a
new tool to use with old teaching methods. The latter group views technology as merely another example of
the education pendulum swinging back and forth—but rarely creating new tracks. Likewise, some
researchers claim that technology essentially redefines literacy while others believe that it acts as a vehicle to
restore established concepts of literacy (Bryan, Merchant, and Cramer 1999).
The question of how new technologies impact literacy instruction in K-8 classrooms is particularly significant
today. Historically, definitions of literacy were grounded in ancient Greek tradition, in which like-minded
teachers and scholars gathered as communities of literates to share oral and written discourse and explore
topics for further study (Heath 1991). For example, Aristotle taught by asking questions and having learners
share their knowledge orally in the absence of technology tools. Similarly, in America early educators in
one-room schools challenged learners to read, write, and recite memorized passages orally.
Feed: Texting, Twitter, and the Student 2.0 - TECHStyle
Twitter backchannel in the classroom
'via Blog this'
Feed: Texting, Twitter, and the Student 2.0 - TECHStyle
Twitter backchannel in the classroom
'via Blog this'
Supporting explorative learning by providing collaborative online problem solving (COPS) environments.
SUPPORTING EXPLORATIVE LEARNING BY PROVIDING
COLLABORATIVE ONLINE PROBLEM SOLVING (COPS)
ENVIRONMENTS
Sylvia Lauretta Edwards, Jason Watson
Faculty of Information Technology
Robyn Nash
Faculty of Health
Ann Farrell
Faculty of Education
Queensland University of Technology, AUSTRALIA
s.edwards@qut.edu.a, ja.watson@qut.edu.au ,r.nash@qut.edu.au, a.farrell@qut.edu.au
Edwards, S. L., Watson, J., Nash, R., & Farrell, A. (2005). Supporting explorative learning by providing collaborative online problem solving (COPS) environments. Proceedings of the OLT-2005 Conference: Beyond delivery (pp. 81-89). Brisbane, Australia, Retrieved January 15, 2010, from http://eprints.qut.edu.au/archive/00002146/
Limitations of current instructional strategies
'via Blog this'
Assessing Faculty’s Technology Needs (EDUCAUSE Quarterly) | EDUCAUSE
Assessing Faculty’s Technology Needs (EDUCAUSE Quarterly) | EDUCAUSE: "Assessing Faculty’s Technology Needs
By Tena B. Crews, Jessica L. Miller, and Christine M. Brown"
'via Blog this'
By Tena B. Crews, Jessica L. Miller, and Christine M. Brown"
'via Blog this'
Twenty-first Century Literacy and Technology in K-8 Classrooms by June Brown, Jan Bryan, and Ted Brown
Twenty-first Century Literacy and Technology in K-8 Classrooms
by June Brown, Jan Bryan, and Ted Brown
'via Blog this'
Wednesday, October 12, 2011
YouTube Lets Schools Opt for Educational Videos | MindShift
YouTube Lets Schools Opt for Educational Videos | MindShift: "including videos from the Museum of Modern Art, BBC Earth, the Smithsonian, Big Think, and many more. Until now, most of the content on /edu has revolved around higher education, with lectures from MIT, UCLA, U.C. Berkeley and other universities (with the very notable exception of the Khan Academy videos, which are aimed at K-12). "
Solving the access issue, adding more educational content, and launching the YouTube Teachers site a few weeks ago are all part of the world’s largest video site’s foray into the education space.
Solving the access issue, adding more educational content, and launching the YouTube Teachers site a few weeks ago are all part of the world’s largest video site’s foray into the education space.
US Dept of Ed Meta-Analysis Online Learning, Video, Synchronous, etc.
Evaluation of Evidence-Based Practices in
Online Learning
A Meta-Analysis and Review of Online Learning Studies
Active Learning: Creating Excitement in the Classroom
Active Learning: Creating Excitement in the Classroom:
Bonwell
Bonwell
Bonwell
to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing.
several studies have shown that students prefer strategies promoting active learning to traditional lectures. Other research studies evaluating students' achievement have demonstrated that many strategies promoting active learning are comparable to lectures in promoting the mastery of content but superior to lectures in promoting the development of students' skills in thinking and writing. Further, some cognitive research has shown that a significant numbe of individuals have learning styles best served by pedagogical techniques other than lecturing.
WHAT IS ACTIVE LEARNING AND WHY IS IT IMPORTANT?
Surprisingly, educators' use of the term "active learning" has relied more on intuitive understanding than a common definition. Consequently, many faculty assert that all learning is inherently active and that students are therefore actively involved while listening to formal presentations in the classroom. Analysis of the research literature (Chickering and Gamson 1987), however, suggests that students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing.
Use of these techniques in the classroom is vital because of their powerful impact upon students' learning. For example, several studies have shown that students prefer strategies promoting active learning to traditional lectures. Other research studies evaluating students' achievement have demonstrated that many strategies promoting active learning are comparable to lectures in promoting the mastery of content but superior to lectures in promoting the development of students' skills in thinking and writing. Further, some cognitive research has shown that a significant numbe of individuals have learning styles best served by pedagogical techniques other than lecturing. Therefore, a thoughtful and scholarly approach to skillful teaching requires that faculty become knowledgeable about the many ways strategies promoting active learning have been successfully used across the disciplines. Further, each faculty member should engage in self-reflection, exploring his or her personal willingness to experiment with alternative approaches to instruction.
'via Blog this'A Classroom Investigation: Can Video Improve Intermediate-Level French Language Students’ Ability to Learn about a Foreign Culture? - Herron - 2002 - The Modern Language Journal - Wiley Online Library
A Classroom Investigation: Can Video Improve Intermediate-Level French Language Students’ Ability to Learn about a Foreign Culture? - Herron - 2002 - The Modern Language Journal - Wiley Online Library: "This study examines the effects of video on cultural knowledge at the intermediate level. Fifty-one intermediate-level French students viewed 8 videos. A pretest/posttest design assessed long-term gains in cultural knowledge and in the learning of cultural practices and cultural products from exposure to a curriculum with a video component. Eight postvideo tests measured the students’ ability to retain information and to make inferences. A questionnaire assessed perceptions of cultural learning. Results indicated a significant gain in cultural knowledge with posttest scores significantly higher than pretest scores. On the short-answer and free-recall portions of the 8 postvideo tests, the students’ ability to make inferences or retain information did not improve significantly in either an advance organizer (AO) or a non-AO condition. For free recall, scores were significantly higher for mentions of cultural practices than for products. The students believed that they learned more cultural practices than products. The results support using video to enhance cultural knowledge."
A Classroom Investigation: Can Video Improve Intermediate-Level French Language Students’ Ability to Learn about a Foreign Culture?
'via Blog this'
Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis « henshu2dworld
Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis « henshu2dworld: "Herron (2000) found that video also helped their first-year college French learners develop significantly better understanding of the target culture. "
'via Blog this'
'via Blog this'
Herron, C., Cole, S. P., Corrie, C., & Dubreil, S. (1999). The effectiveness of a video-based curriculum in teaching culture. The Modern Language Journal, 83 (4), 518-533.
Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis « henshu2dworld
Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis « henshu2dworld: "Al-Seghayer (2001) compared ESL students’ vocabulary learning in different annotation conditions and found that
a video clip in combination with a text definition is more effective in teaching unknown vocabulary than a picture in combination with a text definition … . The variety of modality cues can reinforce each other and are linked together in meaningful ways to provide an in-depth experience (p < .001 ) (p. 225)."
'via Blog this'
a video clip in combination with a text definition is more effective in teaching unknown vocabulary than a picture in combination with a text definition … . The variety of modality cues can reinforce each other and are linked together in meaningful ways to provide an in-depth experience (p < .001 ) (p. 225)."
'via Blog this'
Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis « henshu2dworld
Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis « henshu2dworld: " Weyers (1999) studied the effectiveness of authentic video on college Spanish students. He had one class of students watch a Mexican television show as part of a second semester Spanish class that met 60 minutes daily for a total of 8 weeks, while the other class followed the regular curriculum without the video. He found that the video group’s performance on both listening comprehension and oral production to be significantly better than the regular group (p < .01). The video group also outperformed their counterparts on other measures of communicative"
'via Blog this'
'via Blog this'
Digital literacy
This creative
work provides students with a strong foundation in what many educators (Brown, Bryan, &
Brown, 2005; Jakes, 2006; Partnership for 21st
Century Skills, 2004) have begun calling 21st
Century Literacy, Digital Age Literacies, or 21st
Century Skills. Regardless of the specific term
being used, these skills are being described as
the combination of:
Digital literacy—the ability to communicate
with an ever-expanding community to discuss
issues, gather information, and seek help;
Global literacy—the capacity to read, interpret,
respond, and contextualize messages from a
global perspective
Technology literacy—the ability to use computers and other technology to improve learning, productivity, and performance;
Visual literacy—the ability to understand, produce, and communicate through visual images;
Information literacy—the ability to find, evaluate, and synthesize information.
'via Blog this'
teacher familiarity with technology
Puckett, and Cabuk (2004) sum up the situation
this way:
Teacher familiarity, confidence, and skill in
choosing software and integrating technology
into the curriculum are dependent on teacher
training and time for self-directed exploration
and learning. Due to the relative newness of
computer technology, many teachers have not
received adequate training to select appropriate
technologies and lack support to use them.
(pp. 386–387)
Subscribe to:
Posts (Atom)