Digital Storytelling in the Classroom

Lynne Zalesak, Social Studies Teacher, Houston ISD, uses Digital Storytelling to engage her students in the classroom.

For a free Digital Storeytelling e-book go here: http://www.microsoft.com/education/teachers/guides/digital_storytelling.aspx


The Twitter Experiment – Twitter in the Classroom

Great video highlighting one professor’s Twitter Experiment

Dr. Rankin, professor of History at UT Dallas, wanted to know how to reach more students and involve more people in class discussions both in and out of the classroom. She had heard of Twitter… She collaborated with a graduate student, Kim Smith, from the Emerging Media and Communications (EMAC) and reached out to EMAC faculty for advice.

 


The Power of Simple Words

Have you reviewed the TedED videos? I have! This is a great example.


Teach online? Use Podcasts Instead of Written Announcements (via @rebaenrose)

Teach online? Think about doing podcasts instead of written announcements for your students.Try Garage band for Mac. When you are done, you can upload it to Youtube. Here is an example of one made by a friend of mine (Rebecca McCarthy) for her students!


Mediated World via @mwesch


What Happens After You Send an Email?

Watch this and find out:


Managing Online Courses

11 Strategies for Managing Your Online Courses
http://blog.ltc.arizona.edu/stuartg/2010/06/11-strategies-f.html

  • Thorough explanations of policies and procedures
  •  Detailed expectations and formats for assignments
  • Clear instructions for communicating with the instructor on private matters versus questions of interest to all students in the class
  • List of assignments and locations of relevant rubrics or examples
  •  Assignment Due Dates
  •  Specific technology expectations and basic troubleshooting
  • Resources and services that the institution provides to online students

Seven Digital Learning Tips for Students
http://www.edutopia.org/blog/digital-learning-seven-tips-heather-wolpert-gawron

Other Resources:

Classrooms Need More Pizzazz by Robert Slavin http://blogs.edweek.org/edweek/sputnik/2012/05/classrooms_need_more_pizzazz.html

Guest Contributor Alexia McCormick: 5 Ways Integrating Technology into the Classroom is a Good Idea
http://edleaderlounge.blogspot.com/2012/04/guest-contributor-alexia-mccormick-5.html

5 Essential Classroom Management Tools for Teachers
http://mashable.com/2012/02/10/teachers-digital-tools/


Twitter Me @nancyrubin

Me (@nancyrubin) visua.ly


7 Skills Students Need for Their Future

Dr. Tony Wagner, co-director of Harvard’s Change Leadership Group discusses a “global achievement gap,” which is the leap between what even our best schools are teaching, and the must-have skills of the future:

  • Critical thinking and problem-solving
  • Collaboration across networks and leading by influence
  • Agility and adaptability * Initiative and entrepreneurialism
  • Effective oral and written communication
  • Accessing and analyzing information
  • Curiosity and imagination

 


What’s a Personal Learning Environment (PLE)?

The term Personal Learning Environment (PLE) has different meanings depending on who is defining it and in which context it is being used. In 2009, the Educause Learning Initiative published, “7 Things You Should Know about PLEs,” as part of their ongoing series, defining Personal Learning Environments as tools, communities and services that constitute educational platforms that learners use to direct their own learning and educational goals.

Personal Learning Environments are a way that we can move from a model in which students are strictly information consumers to one where they are making important connections between content and subjects and where they are being critical thinkers. Terry Anderson wrote an article in 2006, “PLEs versus LMS: Are PLEs ready for Prime Time,” in which he identified several advantages of PLEs:

  • PLEs help learners create an identity; both public and private.
  • They connect existence outside of school with school experiences
  • They provide a way and a place for content to persist when a course has ended. Content should not disappear at the end of a course. It can be evidence of lifelong learning and an artifact in an ePortfolio.
  • They are customizable environments that can be personalized by individual learner.
  • Centers learning within the context created and sustained by the learner – not one controlled by the institution.

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