Searching for "teach"
Teaching Naked: How Moving Technology out of Your College Classroom Will Improve Student Learning
José Antonio Bowen, president, Goucher College
https://www.magnapubs.com/2017-teaching-with-technology-conference/plenary-sessions.html
Technology is changing higher education, but the greatest value of a physical university will remain its face-to-face (naked) interaction between faculty and students. Technology has fundamentally changed our relationship to knowledge and this increases the value of critical thinking, but we need to redesign our courses to deliver this value. The most important benefits to using technology occur outside of the classroom. New technology can increase student preparation and engagement between classes and create more time for the in-class dialogue that makes the campus experience worth the extra money it will always cost to deliver. Students already use online content, but need better ways to interact with material before every class. By using online quizzes and games, rethinking our assignments and course design, we can create more class time for the activities and interactions that most spark the critical thinking and change of mental models we seek.
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more on online teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+teaching
October 6-8 in Baltimore
Forward-thinking educators are finding that technology can enhance their teaching methods, infuse new energy into their courses, and improve student learning.
But the latest cool technology is only cool if you know where, when, why, and how to use it. Join us in Baltimore for the 2017 Teaching with Technology Conference to learn best practices for effectively integrating technology into your courses.
Topics include:
- Blended and flipped learning
- Assignments for online discussion
- Digital tools for formative assessment
- Online course design and development
- Active learning
- Media literacy
- Copyright issues
Smartphones in the classroom
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more on teaching with technology in this IMS blog
https://blog.stcloudstate.edu/ims?s=educational+technology
Michelle Pacansky-Brock http://teachingwithemergingtech.com/
Teaching in the age of social media
Engaging with students – both inside and outside the classroom – who are continually linked in to social media and online devices presents a range of opportunities, challenges and pitfalls.
By DAVID SMITH | April 5, 2017
More and more of our public, private and professional lives are migrating online. There is little doubt that social media will infiltrate every aspect of our day-to-day existence. If used effectively, online tools are revolutionary for communicating and stimulating important conversations.
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more on use of technology in the classroom in this IMS blog
https://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/
more on teaching with social media in this IMS blog
https://blog.stcloudstate.edu/ims?s=teach+social+media
SCHOOL USES VIDEO GAMES TO TEACH THINKING SKILLS
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More on gaming and education in this IMS blog:
https://blog.stcloudstate.edu/ims?s=games
Videos in the classroom: fast and easy.
Feb. 10, 10-10:45PM. MC 205. attendees cap is 5.
List of other instruction sessions available here: https://blog.stcloudstate.edu/ims/free-tech-instruction/
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more on video editing in this IMS blog
https://blog.stcloudstate.edu/ims?s=video+editing
Technology Use Among Teachers Strong and Growing
By David Nagel 11/17/16
https://thejournal.com/articles/2016/11/17/technology-use-among-teachers-strong-and-growing.aspx
The study, conducted by adaptive learning provider Front Row Education, found that 75 percent of teachers use technology with students on a daily basis and that a bit more than half have a 1-to-1 ratio of devices to students in their classrooms (up 10 points from last year’s survey). That increase in student devices is helping to drive an increase in the use of technology, with about 60 percent of teachers surveyed saying they expect to increase the use of technology in the 2016–2017 school year.
60 percent of teachers have access to Chromebooks, up 15 percent from last year; 64 percent have access to iPads, down 5 percent from last year. iPads tend to be the tool of choice in lower grades (75 percent in K–2), while Chromebooks dominate the middle school years (66 percent). Interestingly,
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more on technology use among teachers in this IMS blog:
https://blog.stcloudstate.edu/ims?s=technology+teachers
A Return to Best Practices for Teaching Online
10/25/16
https://campustechnology.com/Articles/2016/10/25/A-Return-to-Best-Practices-for-Teaching-Online.aspx
Judith Boettcher book, The Online Teaching Survival Guide (second edition, Jossey-Bass 2016). In chapter three, “Best Practices for Teaching Online: Ten Plus Four,” you and your co-author Rita-Marie Conrad provide a list of 14 best practices for teaching online. How can these best practices help faculty?
https://books.google.com/books?id=Z5PqDAAAQBAJ&lpg=PP1&dq=Boettcher%2C%20The%20Online%20Teaching%20Survival%20Guide&pg=PR9#v=onepage&q=Boettcher,%20The%20Online%20Teaching%20Survival%20Guide&f=false
when faculty are first asked to teach online, most do not have a lot of time to prepare. They are seldom given much coaching, mentoring, or support — often they are just kind of thrown into it,
Personalized learning means that while all students master core concepts, students ideally practice increasingly difficult use of those core concepts in contexts and settings desired by individual students.
we really need to step up to much more effective use of rubrics. Rubrics can define intellectual outcomes in several key areas, such as critical thinking, for example.
great course design is at the core of creating great online learning experiences. We need to ensure that the desired learning outcomes, the course experiences, and the ways we gather evidences of learning are all congruent, one with the other. Course experiences should help students develop the knowledge and expertise that they desire, and the evidences of learning we require of students should be meaningful and purposeful and where possible, personalized and customized.
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more on online teaching in this IMS blog:
https://blog.stcloudstate.edu/ims?s=online+teaching
Teaching Critical Thinking: Some Practical Points
By: Linda B. Nilson, PhD
http://www.facultyfocus.com/articles/effective-teaching-strategies/teaching-critical-thinking-practical-points/
Critical thinking scholars also agree that questions are central to students acquiring critical thinking skills. We must ask students challenging, open-ended questions that demand genuine inquiry, analysis, or assessment—questions like these:
- What is your interpretation/analysis of this passage/data/argument?
- What are your reasons for favoring that interpretation/analysis? What is your evidence?
- How well does your interpretation/analysis handle the complexities of the passage/data/argument?
- What is another interpretation/analysis of the passage/data/argument? Any others?
- What are the implications of each interpretation/analysis?
- Let’s look at all the interpretations/analyses and evaluate them. How strong is the evidence for each one?
- How honestly and impartially are you representing the other interpretations/analyses? Do you have a vested interest in one interpretation/analysis over another?
- What additional information would help us to narrow down our interpretations/analyses?
Some teaching methods naturally promote inquiry, analysis, and assessment, and all of them are student-active (Abrami et al., 2008). Class discussion may be the strongest, and it includes the debriefings of complex cases, simulations, and role plays. However, debates, structured controversy, targeted journaling, inquiry-guided labs, and POGIL-type worksheets (https://pogil.org/) are also effective.
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more on critical thinking in this IMS blog
https://blog.stcloudstate.edu/ims?s=critical+thinking
International Journal of Web-Based Learning and Teaching Technologies,
IJWLTT
http://www.igi-global.com/gateway/issue/131613
ISSN: 1548-1093|EISSN: 1548-1107|DOI: 10.4018/IJWLTT.20161001
Mahesh S. Raisinghani (Texas Woman’s University, USA)