Showing posts with label classroom technology. Show all posts
Showing posts with label classroom technology. Show all posts

Saturday, 12 April 2014

Effective Ways To Build Your School Tribe


It’s a crisp fall Monday morning, and freshly dressed school children are being dropped off by their parents – who by this time have gotten used to the current homework load and the personality of the new teacher. But this year, there is something different in the air; an angst that is causing mothers throughout the 4th grade to call each other and fuel the creation of new urban myths about iPads that their children are using in school.
The phone calls sound something like this…
It used to be so easy to help with a worksheet or two at night. I don’t really know how to help my child learn and organize? And why isn’t my 4th grader writing in cursive? How are these kids expected to type effectively on that iPad keyboard? What are we doing to this generation of kids? When are they going to learn to read, and how will they ever learn to read on the iPad?  My child needs books, like I used, and a organization planner. How do I know they are not just playing games when they are on that thing?
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These questions echo from cell phone to cell phone, and car window to car window as parents voice their concerns to each other. This starts an almost frenzy-like atmosphere of distaste for the new 1:1 iPads. Why does this type of agitation happen? In most cases, it is a spurred by two factors: a big school-wide change to the status quo, and a lack of effective communication from the school.
Unfortunately, this is what can happen if you try to change the direction of a school without involving the parents. This is a semi-fictional account of something that happened at my own school, so when it happened I turned to one of the most brilliant business mind: Seth Godin


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Must Have Resources For Every Academic and Student Researcher

The academic language employed in scholarly journals and scientific manuals is radically different from the  casual variety you come across everyday in blog posts and newspaper articles. This difference is manifested in different stylistic and lexical aspects. This is probably why many sophomores taking their beginning research methodology course find it hard to compose in such a variety and most often it takes them a lot of practice and reading to acquire the new style.


Image credit: wikihow.com



I have had many problems with it myself and I can still remember the painstaking trouble I went through to do my first literature review. And while learning to write in a solid academic style that gives vigor to your writing does require excessive readings of works written in academic language, there are, however, some practical tips that make this task way easier.

Today I am sharing with you two resources I have been using since my graduate studies to help me with my literature reviews and other scholarly assignments where extensive stretches of academic prose is needed:

1- Verb Cheat Sheet.
This cheat sheet is compiled by Dr Inger Mewburn from from the thesis whisperer. Since I found out her blog a couple of years ago and I never missed any new article she posts. I have benefited a great deal from her professional experience in the world of academia and have also learned through her  about several academic books that I am using in my postgraduate studies.




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Friday, 4 April 2014

Use QR Codes For Language Learning

Use QR Codes For Language Learning


Cross Posted From - http://www.edudemic.com/qr-codes-for-language-learning/

As smartphone use/ownership among students rises – so has the use of the QR codes. I add them to unit packages for links for Quizlet sites or my YouTube channel – hoping that the ubiquitous phone in the teenagers hand will help them find support outside of class time. Some educators use them as a required part of the lesson. I know that not all of my kids have smartphones capable of reading codes so I don’t require them. Even when I provide them for support I also provide a shortened link to the same material. In a previous post I wrote about a number of practical ways to use them but I didn’t really focus on another reason to use them in your teaching.
To me, the fact that they are a visual, and don’t come with any ‘words’ attached also means that we can use them to reward the curious. This year I am trying an ‘experiment’ in my room – just to see who is curious enough, or aware enough to want to know more. I won’t be giving out extra marks for this, but I will wait to see if any students comment on what I have done.
qr codes in education

On The Door

I used an app called “Tellagami” to create a short animated video introducing who I am and what I teach. Then using a free QR code creator I generated a. It’s on window of my door – right where students might notice. If they are curious they will find out a bit about who I am. Almost as important to me is the message it sends “We try new things in here!”

On A Bulletin Board

One of the reasons that I like QR codes is that they don’t come with any words attached. This semester I set up a bulletin board with areas in Japan – outside of the major cities. I dug up some older picture cards I had and put them on the bulletin board together with a map. The only information provided is a arrow to a part of the map and a QR code. The code links to a page for the city or region. This bulletin board will come into play later in my grade 12 course but for now I notice kids looking, pointing and sometimes scanning.

A ‘What is This’?

I receive a magazine a few times a year and one of its pages features objects/items that are photo(2)unique to Japan. In this case I have the picture/explanation but I remove the title (and black out the word in the text if needed). Instead I substitute an audio QR code. They are easy to make via the qrvoice website and available for many languages. Students can read about the object but won’t know what it is until they scan and hear the word.
If you need a code reader on your phone – search your appropriate app store – there are a lot of free ones there. Making QR codes is easy too – there are several sources out there including:
kaywa – make sure you select “static” not dynamic for the easy creation
goo.gl – it will shorten a url and, if you click on ‘details’ create a QR code
qrvoice – type your text, select your language and the code is generated

I’m hoping that the lack of information, and the ease of scanning the code, will reward the curious. And curious learners will, I hope, be more willing to risk in my classroom.

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Thursday, 3 April 2014

Why Do You Abandon A Book?

Why Do You Abandon A Book?

By Katie Lepi

Have you ever picked up a book that someone recommended to you that you were super excited to read, and you just couldn’t get into it?
Or on the teaching end, have some of your students been unable to get into a book that you thought they would like, or that other groups have liked, only to find them struggling to get through it? Of course, it is easy to put down a pleasure read, but if the book is assigned reading for class, your students (or you!) don’t always get that option!
The handy infographic below takes a look at the psychology of book abandonment. It takes the top 5 most abandoned “popular” books, the top 5 abandoned “classics”, and looks at some of the reasons folks give for what makes them keep reading or stop reading. So the next time you’re having trouble with a book in class, you can look at some of the ideas and perhaps use them to pick a better option that will keep your students turning pages. Keep reading to learn more.

Why Do Readers Abandon Books?

Top 5 Abandoned “Popular” Books (and some reasons why)
  • JK Rowling’s The Casual Vacancy (different expectations – it wasn’t Harry Potter)
  • EL James’ Fifty Shades of Grey (it isn’t for everyone)
  • Elizabeth Gilbert’s Eat Pray Love (it is divisive)
  • Steig Larson’s The Girl With The Dragon Tattoo (too hard to get into/slow beginning)
  • Wicked (It wasn’t the same as the musical/movie)
Top 5 Abandoned Classics
  • Catch 22
  • Lord of the Rings
  • Ulysses
  • Moby Dick
  • Atlas Shrugged
What Makes You Put A Book Down?
  • Slow, Boring
  • Weak writing
  • Extremely stupid
  • I don’t like the main character
  • Ridiculous or nonexistent plot
What Makes You Want To Keep Reading?
  • I have to know what happens
  • As a rule, I like to finish things
  • I’m committed to a series
  • I judge books by the endings
Goodreads-640x2233


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Wednesday, 2 April 2014

The Cyberbullying Issue (And What Teachers Can Do To Help)

The Cyberbullying Issue (And What Teachers Can Do To Help)

By Katie Lepi

Cyberbullying poses a problem for students that teachers and parents often can’t help with – because they don’t always know. The internet (and mobile technologies) has brought bullying to a place outside the easy access of adults, who can’t intervene if they don’t know there’s a problem. With over 80% of teens using cell phones and social media sites, technology is connecting our students in ways they may be unable to escape.
The handy infographic below takes a look at some statistics about cyberbullying, along with some tips for both parents and educators. Keep reading to learn more.

Cyberbullying

  • Over 80% of teens use both cell phones and social media sites
  • 1 in 6 teens are cyberbullied
  • 16.2% of high school students have reported being bullied in the last year
  • Girls are cyberbullied two times as often as boys
  • White students are cyberbullied two times as often as black students
  • 10th grade is typically the worst for cyberbullying
  • Bullying is illegal in every US state except for Montana
  • The state with the highest cyberbullying rate is New Hampshire, where 21.6% of teens report that they’ve been cyberbullied
  • Cyberbullying occurs less than offline bullying (16% vs 20%)
  • Students who are cyberbullied are more likely to commit suicide
  • Only 1 in 10 students who are cyberbullied reach out for help

Tips For Teachers

  • Teach your students that cyberbullying is wrong
  • Listen and respond to all reports of cyberbullying
  • Create a system for reports to be documented
  • Have students work on anti-cyberbullying projects
  • Host speakers on the topic of bullying
  • Ensure that your classroom is a safe place
cyberbullying-590x3831


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Monday, 3 March 2014

Start Using Augmented Reality In The Classroom

Start Using Augmented Reality In The Classroom

By Beth Holland

Augmented Reality (AR) allows teachers and students to extend the physical world with a virtual overlay. Whether you have iPad, Android, or a smartphone, scanning a trigger in the physical world with an AR app allows a new layer of information to appear. This information could be a link to a web site, a video, an audio recording, or even a 3D model.

Image Credit: Diane Horvath (@techmonstah)
Image Credit: Diane Horvath (@techmonstah)

The two most popular tools for creating Augmented Reality, Layar and Aurasma, work with both iOS and Android devices. Using either of these tools, you and your students can create Augmented Reality experiences to extend and enhance the learning context, but how do you know where to begin? Each tool has a few technical differences which the table below explains.
Viewing AR contentFree iOS/Android AppFree iOS/Android App
User AccountsScan triggers without logging in and create auras on mobile devices without an account. However, you do need an account to create from the onlineAurasma Studio.While it’s possible to scan triggers without a login, you do need an account to create new experiences from the web-basedLayar Creator.
Creating AR contentCreate from within the app or online via Aurasma Studio.Use the web-based Layar Creator.
Types of AR contentOnce a trigger image has been scanned by a device, the Aura (Aurasma’s term) could be an image or video, as well as an interactive “click-through” – make a phone call, add an event to calendars, send a text message, compose an email, etc.Once a trigger image has been scanned, you can include a number of items to tap: YouTube videos, Flickr images, web links, other images, 3D models, audio recordings, etc.
Considerations…Auras created on a device can be viewed only on that device. However, to view auras from any device they must be created viaAurasma Studio and shared through channels. It is also important to note that the Aurasma Studio login and the app login do not sync. This means that there are planning considerations for disseminating access to content with students.As soon as the AR content is made public from the Layar Creator web site, then anyone can experience it if they scan the trigger image with their mobile device.
AR ExperienceWhen trigger images are scanned, the auras immediately start playing/appear over top of the trigger.When images are scanned, virtual touch points appear but have to be tapped in order to play or do anything.

Augmented Reality in the Classroom

“Augmented reality is ability to bring the digital world into our physical world. Digital content overlaid onto physical objects gives us the ability to bring learning content into the classroom like never before. When learning about the Solar System, you can have students read an article, look at pictures, or watch a video, but with augmented reality you can put the entire Solar System on their desk in 3D to interact with. That is powerful!” – Drew Minock (@TechMinock), Co-Author of Two Guys and Some iPads
Recently, sixth grade students at Blake Middle School in Medfield, MA leveraged augmented reality to extend the potential of paper posters. Collaborating with their peers, they created an interactive mission to space. Extending their learning experience well beyond the walls of the classroom.

Though augmented reality is still fairly new in the classroom, there are some excellent resources created by educators from around the world.

Choose either Aurasma or Layar to get started and begin to imagine the possibilities when you extend the physical into the digital world.

Beth Holland will be teaching about Augmented Reality in a number of sessions as part of the EdTechTeacher Summer Workshop Series. She will also be talking about the impact of Augmented Reality on future learning at the Learning Futures Summit in July.
Post Source: http://www.edudemic.com/augmented-reality-in-the-classroom/


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Not All Fun And Games: The Importance Of Student Exercise

Not All Fun And Games: The Importance Of Student Exercise

By Katie Lepi


Kids these days aren’t generally as healthy and active as we’d probably like them to be. Obesity is on the rise. Screen time is on the rise. Outdoor playtime and general physical activity? Those aren’t on the rise for kids. With things like food education taking a backseat to so many other things that our young students have on their plate, the least we can do is try to get our kids engaged in being active. Kids who are active as younger people tend to stay that way as they get older.
The recommended amount of physical activity for a kid is 60 minutes. If they’re spending the bulk of their time in school during the day, how can they get the proper amount of activity? The handy infographic below takes a look at different ways that students can get their recommended dose of exercise. Click on the link above to access the interactive infographic and learn more. As you scroll through the graphic, you’ll see a little pie chart fill up as you learn about the different ways to incorporate physical activity into the school day.
blogSpan

Making School More Active

1. Before School
Take active transportation to school. This can mean that students can walk, bike, take a scooter, or anything else that is you-powered!
A volunteer adult can lead groups of students to school in a walking school bus.  Similar to a traditional school bus, the group follows a set route and picks up students along the way.
Before school programs are a great way to get active in the morning for those who live too far away from school to actively commute. Intramural sports, music, art, and other extracurricular activities would be appropriate here.
2. Classroom Activity Time
Just 15 minutes of vigorous or moderate-intensity physical activity during frequent regular classroom breaks has been shown to decrease body mass index (BMI) in students over a period of 2 years.
Breaks can be taken during or in between lessons for teachers to lead students in movement in the classroom. A classroom can be set up in ways to maximize space for movement and physical activity.
3. Recess
Recess has been shown to have a positive impact not only on the development of students’ social skills but also on achievement and learning in the classroom.
Recess reduces stress, decreases restlessness, teaches conflict resolution and problem solving, and helps develop cognitive abilities. Keep kids moving for the entire recess period.
4. Physical Education Classes
Physical education classes not only have similar health and social benefits of recess, but also educate children on a healthy lifestyle.
Since the passage of the No Child Left Behind Act, nearly half of school administrators (44%) reported cutting significant time from physical education and recess to increase time spent in reading and mathematics. But, children who are more active show greater attention and perform better on standardized tests.
PE time should include a variety of sports, activities, and forms of movement that are novel, appeal most to children, and are geographic.
5. After School Programs
After-school programs should provide opportunities for students to be physically active indoors or outdoors. Programs should include limited sitting and no screen time, and should be supervised by trained staff.
6. Intra and Extramural Sports
Intra and extramural sports provide additional school-based opportunities for organized physical activity. Schools need to offer sports that are not pay to play and are inclusive of all athletic abilities. In the past 40 years, involvement in sports has flourished, not only in the number of students engaged, but also in the range of sports being offered. By providing a wide range of sports to choose from, students with varying interests have the opportunity to participate. Playing sports may lead to the enjoyment of physical activities over the lifetime.

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Post Source: http://www.edudemic.com/get-60-minutes-activity-infographic/

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