Searching for "teach"

14
Apr
2016

change teaching

categories: educational technology, quizzes

A Nobel Laureate’s Education Plea: Revolutionize Teaching

Eric Westervelt
http://www.npr.org/sections/ed/2016/04/14/465729968/a-nobel-laureates-education-plea-revolutionize-teaching

He’d give a lecture. Then, 20 minutes later, he’d follow up with a multiple-choice question from the material he had just covered. Handheld electronic “clicker” devices would record the students’ responses on his computer.

getting students to problem-solve. He gets them actively engaged with course material, working in smaller groups. The techniques have become known as an evidence-based, “active learning” style of teaching.

sees himself as a kind of cognitive coach rather than the classic “sage on the stage,” delivering knowledge. His lecturing, such as it is, is merely to prime the undergrads to grapple with the concepts and key questions on their own and try to figure out what’s important — or not.
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More about training quizzes in this IMS blog

https://blog.stcloudstate.edu/ims?s=training+quizzes

21
Mar
2016

Teaching Culturally Diverse Learners

categories: pedagogy, student-centered learning

Strategies for Teaching Culturally Diverse Learners

February 28, 2016 in Volume 6, Dr. Hope J. Hartman

the author explores the importance of understanding the multidimensional of cultural diversity and inclusion and how this understanding can be used by professors and instructors to more effectively develop varied instructional strategies which will allow them to teach with better cultural responsiveness. The author describes a variety of approaches she has used in highly diverse classrooms with undergraduate and graduate teacher education students.

Teaching with cultural responsiveness means applying strategies for culturally responsive teaching in my own courses. Teaching for cultural responsiveness means that students, pre and in-service teachers, should implement culturally responsive teaching strategies with their own preK-12 or higher education students.

Maturity

Both pre and in-service teachers are aware of culturally specific behavioral norms that result in discrepancies between the culture of many black students and the culture of the classroom. To address this gap, my students learn strategies for “culturally responsive social skills instruction” specifically designed for black adolescent males

Intelligence

Learning about this research helps students realize that even when they think that they are being responsive to cultural differences, they might be blinded by a cultural lens of invalid assumptions, causing them to lose sight of important cultural differences that can affect thinking and learning.

Cultural Identity

Everyone should realize that cultural stereotypes affecting identity go beyond race and ethnicity. For many people, their identity as adults is defined by their careers.

Gender identity/sexual orientation

Making LGBTQ resources and discussions a formal part of the curriculum helps to create a safe and accepting environment for the LGBTQ community, including not only people who identify as such, but also their parents, relatives, friends and teachers.

Special needs learners

 

01
Mar
2016

badges for teachers

categories: digital identity, Digital literacy, distributive learning, educational technology, information technology, instructional technology, Project Based Learning, student-centered learning, technology literacy

start with the teachers, not with the students

OPINION So You Want to Drive Instruction With Digital Badges? Start With the Teachers

https://www.edsurge.com/news/2015-10-31-so-you-want-to-drive-instruction-with-digital-badges-start-with-the-teachers

Participating teachers advance through a series of inquiry-based professional development modules. Teachers are awarded a digital badge for the successful completion of each 10-hour module. To accomplish this, they must complete the following steps: 1) study module content, 2) participate in a focused discussion with peers working on the same module, 3) create an original inquiry-based global lesson plan that incorporates new learning, 4) implement the original lesson plan in the classroom, 5) provide evidence of classroom implementation and 6) reflect on and revise the lesson created.

The final product of every module is a tested, global lesson plan that articulates learning objectives, activities, assessments, and resources for each stage of inquiry. Upon completion, teachers may publish finalized lessons in a resource library where they can be accessed by other educators. As designed, the HISD badging system will be a four-year, 16-badge approach that equates to 160 hours of professional learning for teachers.

five key features that taken together increase significantly the likelihood that the learning experience for a teacher will lead to results in the classroom for students — which, after all, is the point of professional development:

 

  • Badging requires demonstrating understanding and implementation of a target content or skill. 
  • Badging provides recognition and motivation. 
  • Badging allows for knowledge circulation among teachers. 
  • Badging can be tracked and assessed. 
  • Badging is a scalable enterprise. 

 

22
Feb
2016

teachers don’t use technology

categories: Digital literacy, instructional technology, technology literacy

11 Reasons why teachers don’t use technology

Jan 22
http://www.englishup.com.br/2016/01/22/11-reasons-teachers-dont-use-technology/

Lack of training

Training teachers to keep up technological change needs to be constant and if possible self directed so teachers can get the training they need to achieve the goals they want to achieve.

Wrong kind of training – Technical rather than pedagogical

Training needs to be delivered by pedagogical experts who can give teachers hands on experience of using technology to learn.

Wrong kind of training – Not relevant to teaching context

Training examples need to be applied to the materials and content that teachers actually need and have to teach as part of their syllabus.

Wrong trainer

Training needs to be balanced with a critical eye so that teachers also understand the pitfalls, problems and limitations that accompany the use of technology.

Wrong tech

Schools need to be wary edtech hardware vendors. The lifetime of most edtech hardware tends to be pretty short and like mobile phones, the new model can make previous models look tired and old fashioned very quickly.

Lack of syllabus integration

Technology can’t be an add on or extra work. It has to be integrated into and help them with the material they have to cover in the classroom with their students.

Lack of consultation

Teachers need to be part of the selection and procurement process to ensure that they are getting the technology they want and need.

Lack of support at the chalkface

Tech support needs to be delivered in a way that serves and supports the teachers rather than the other way around. Teachers do need to be trained in how to articulate and describe teach problems with accuracy.

Lack of infrastructure

Before investing in classroom hardware schools need to make sure they have sufficient connectivity infrastructure to support the modes of use that teachers will apply with it.

Unrealistic expectations

Technology needs to be applied with an understanding of how it can enable a transformation in students’ pedagogical experience and teachers’ pedagogical practices.

Unnecessary

In many cases teachers see the technology as a hindrance or unnecessary to achieving their aims and in some cases this may be correct.

01
Feb
2016

Trends Tomorrow’s Teaching and Learning Environments

categories: collaboration and creativity, gamification, gaming

Innovating Pedagogy: Which Trends Will Influence Tomorrow’s Teaching and Learning Environments?

by Stefanie Panke

In November 2015, the Open University released the latest edition of its ‘Innovating Pedagogy’ report, the fourth rendition of an annual educational technology and teaching techniques forecast. While the timelines and publishing interval may remind you of the Horizon Report, the methodology for gathering the trends is different.

The NMC Horizon Team uses a modified Delphi survey approach with a panel of experts.

Teaching and Learning Environments

10 Innovative Pedagogy Trends from the 2015 Edition:

  1. Crossover Learning: recognition of diverse, informal achievements with badges.
  2. Learning through Argumentation: To fully understand scientific ideas and effectively participate in public debates students should practice the kinds of inquiry and communication processes that scientists use, and pursue questions without known answers, rather than reproducing facts.
  3. Incidental Learning: A subset of informal learning, incidental learning occurs through unstructured exploration, play and discovery. Mobile technologies can support incidental learning. An example is the app and website Ispot Nature.
  4. Context-based Learning: Mobile applications and augmented reality can enrich the learners’ context. An example is the open source mobile game platform ARIS.
  5. Computational Thinking: The skills that programmers apply to analyze and solve problems are seen as an emerging trend . An example is the programming environment SCRATCH.
  6. Learning by Doing Science with Remote Labs:  A collection of accessible labs is ilab
  7. Embodied learning: involving the body is essential for some forms of learning, how physical activities can influence cognitive processes.
  8. Adaptive Teaching: intelligent tutoring systems – computer applications that analyse data from learning activities to provide learners with relevant content and sequence learning activities based on prior knowledge.
  9. Analytics of Emotions: As techniques for tracking eye movements, emotions and engagement have matured over the past decade, the trend prognoses opportunities for emotionally adaptive learning environments.
  10. Stealth Assessment: In computer games the player’s progress gradually changes the game world, setting increasingly difficult problems through unobtrusive, continuous assessment.

6 Themes of Pedagogical Innovation

Based upon a review of previous editions, the report tries to categorize pedagogical innovation into six overarching themes:

 “What started as a small set of basic teaching methods (instruction, discovery, inquiry) has been extended to become a profusion of pedagogies and their interactions. So, to try to restore some order, we have examined the previous reports and identified six overarching themes: scale, connectivity, reflection, extension, embodiment, and personalisation.”

  1. Delivering education at massive scale.
  2. Connecting learners from different nations, cultures and perspectives.
  3. Fostering reflection and contemplation.
  4. Extending traditional teaching methods and settings.
  5. Recognizing embodied learning (explore, create, craft, and construct).
  6. Creating a personalized path through educational content.

Further Reading

Follow these links to blog posts and EdITLib resources to further explore selected trends:

full article can be found here:

http://blog.aace.org/2016/01/31/1688/

02
Dec
2015

The Teaching Professor Technology Conference

categories: announcement, Digital literacy, educational technology, information technology, instructional technology, teaching, technology literacy

The Teaching Professor Technology Conference

http://www.magnapubs.com/2016-teaching-professor-technology-conference/index.html

The Teaching Professor Technology Conference will include sessions on:

  • Faculty Development
  • Course Design
  • Legal Issues and Policy
  • Grading and Feedback
  • Student Engagement
  • Content Delivery

How to Register  Online: http://www.magnapubs.com/2016-teaching-professor-technology-conference/  Email: support@magnapubs.com  Phone: 800-433-0499 (US & Canada) or 608-246-3590 (Int’l)

22
Sep
2015

Digital Teacher

categories: Digital literacy, educational technology, information technology, instructional technology, learning, technology literacy

10 Lessons For The Digital Teacher

http://www.teachthought.com/teaching/10-lessons-for-the-digital-teacher/
purpose of my curriculum planning

10 Lessons For The Digital Teacher

  • Manage your time
  • Be organized in your teaching
  • Measure success
  • Be purposeful
  • Find a mentor
  • Always be learning
  • Reflect on your teaching
  • Grow a personal learning network
  • Create teaching files
  • Be open

Lessons Learned from Lecturing from Laura A. Pasquini, Ph.D.
27
Aug
2015

presentation tools for teaching

categories: Digital literacy, educational technology, instructional technology, mobile learning, technology literacy

21 Top Presentation Tools for Teachers

http://morethanatech.com/2015/07/21/21-top-presentation-tools-for-teachers/

As repeated by me for years, PPT should not be the one and only. Here are some choices. Please consider that IMS delivers workshops, one-on-one sessions and class sessions on the applications listed below:

What Works on What Device

Tool Windows Mac iPad iPad App Chromebook Chromebook App Android
Tablet		 Android App
Animoto Yes Yes Yes Yes Yes Yes Yes Yes
Bunkr Yes Yes Yes No Yes No Yes No
Canva Yes Yes Yes No Yes Yes Yes No
Clear Slide Yes Yes Yes Yes Yes Yes Yes Yes
Creedoo Yes Yes Yes No Yes No Yes No
eMaze Yes Yes Yes No Yes No Yes No
Flowvella No Yes Yes No No No No No
Goanimate Yes Yes Yes No Yes Yes Yes No
Google Slides Yes Yes Yes Yes Yes Yes Yes Yes
Haiku Deck Yes Yes Yes Yes Yes Yes Yes No
Impress Yes Yes No No No Yes No No
Keynote No Yes Yes Yes No No No No
KnowledgeVision Yes Yes Yes No Yes No Yes No
MoveNote Yes Yes Yes Yes Yes Yes Yes Yes
PearDeck Yes Yes Yes No Yes Yes Yes No
PowerPoint Yes Yes No Yes No Yes No Yes
PowerPoint Online Yes Yes No No No Yes No Yes
PowToon Yes Yes Yes No Yes Yes Yes No
Prezi Yes Yes Yes Yes Yes No Yes Yes
Slidedog Yes No No No No No No No
Visme Yes Yes Yes No Yes No Yes No

More on this topic at the IMS blog:

https://blog.stcloudstate.edu/ims/?s=presentation&submit=Search

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