Textbook Refrences
Designing and planning engaging lessons with technology
Helping students acquire these skills and become more synthesizers mean not just providing access to technological tools but also employing the pedagogical tools that re more powerful when combined with technology. Students learn in a variety of ways. They have different learning styles that are based on how they understand and process information Technology makes it possible to target the right approaches for each student in order to provide individualized and differentiated instruction.
Presenting concepts effectively with technology
Various types of virtual learning environment, when supported by pedagogically sound instructional model, and when combined with the content of the Web, can provide a structured approach to an investigation that provides directions and guidance for student in large, complex, and dynamic system such as the Web. An opportunity to integrate multiple type of truly unique Web resources into the learning experience, including such media as the simulations and animation that can promote the development of highly interactive and multisensory learning environment.
Assessing students for learning with technology
Web 2.0 tools for assessment would be for students to be able to show what they know in a wide variety of media. Considering the state standards for any particular subject area, it is for educators to plan interesting instruction around that standard, suing a balanced approach that includes a variety of technological activities.
Managing classroom and technology use effectively
Moderators could control and edit or remove inappropriate content. Creative Commons is a system built within current copyright laws that allows people to mark their creations with a license. It allows to us their music, movies, images, and text online for specific purposes, such as for classroom use. Place 2.O tools on internet so they are behind district firewall. Think.com allows teachers to design and coach projects for their students to work on collaboratively. Teacher can communicate with other educators around the world to share ideas and projects. Student teams create Web pages, exchange ideas, and share information on a specific topic. Projects can be self-contained within a class or school, or students can join a project from another school or open up their project for other students in other schools, districts, and even countries.
Facilitating engaging learning experience in the classroom with technology
Schools districts have adopted several different approaches to preparing their educators for suing and learning with technology. Some use a central model in which a wide variety of productivity and workplace skill programs are offered to interested teachers. Others have a requirement that educators attend certain number of sessions each year. With the possibilities of Web 2.0, educators can weave in the potential for building a “learning community” as they become familiar with blogs, wikis, podcasting, and social bookkeeping. Also, they can have access to experts in a variety of content or process areas.
Supporting learning outside the classroom with technology
Blogs can replace e-mail as a way to communicate with students, parents, or other educators. Everyone can get updates, so teachers can post homework, long-term assignments, explanations, events, and other information. Students and parents can ask questions, react to an ideas, or make suggestions in the comment box. School leaders can encourage teacher to sue blogs, but the request is more accepted if the leaders themselves use the tool.
Supporting diverse learner with technology
Web 2.0 technologies make it possible to imagine that a wide variety of tools might be useful to the student who requires multiple input strategies or alternative methods for expressing what has been learned. Adaptive devices for individuals with high levels of quadriplegia called a switch pod. There are touch screens that replace the use of a mouse for students with fine motor difficulties. Vocabulary allows student with reading difficulties to automatically obtain definitions of unfamiliar words. There is even a handheld for individuals with visual difficulties. All of these adaptive technologies allow Web 2.0 to become useful for every student.
Schrum. L, & Solomon G. (2007). Web 2.0, New Tools, New Schools.Washington, DC. International Society for Technology in Education.
Helping students acquire these skills and become more synthesizers mean not just providing access to technological tools but also employing the pedagogical tools that re more powerful when combined with technology. Students learn in a variety of ways. They have different learning styles that are based on how they understand and process information Technology makes it possible to target the right approaches for each student in order to provide individualized and differentiated instruction.
Presenting concepts effectively with technology
Various types of virtual learning environment, when supported by pedagogically sound instructional model, and when combined with the content of the Web, can provide a structured approach to an investigation that provides directions and guidance for student in large, complex, and dynamic system such as the Web. An opportunity to integrate multiple type of truly unique Web resources into the learning experience, including such media as the simulations and animation that can promote the development of highly interactive and multisensory learning environment.
Assessing students for learning with technology
Web 2.0 tools for assessment would be for students to be able to show what they know in a wide variety of media. Considering the state standards for any particular subject area, it is for educators to plan interesting instruction around that standard, suing a balanced approach that includes a variety of technological activities.
Managing classroom and technology use effectively
Moderators could control and edit or remove inappropriate content. Creative Commons is a system built within current copyright laws that allows people to mark their creations with a license. It allows to us their music, movies, images, and text online for specific purposes, such as for classroom use. Place 2.O tools on internet so they are behind district firewall. Think.com allows teachers to design and coach projects for their students to work on collaboratively. Teacher can communicate with other educators around the world to share ideas and projects. Student teams create Web pages, exchange ideas, and share information on a specific topic. Projects can be self-contained within a class or school, or students can join a project from another school or open up their project for other students in other schools, districts, and even countries.
Facilitating engaging learning experience in the classroom with technology
Schools districts have adopted several different approaches to preparing their educators for suing and learning with technology. Some use a central model in which a wide variety of productivity and workplace skill programs are offered to interested teachers. Others have a requirement that educators attend certain number of sessions each year. With the possibilities of Web 2.0, educators can weave in the potential for building a “learning community” as they become familiar with blogs, wikis, podcasting, and social bookkeeping. Also, they can have access to experts in a variety of content or process areas.
Supporting learning outside the classroom with technology
Blogs can replace e-mail as a way to communicate with students, parents, or other educators. Everyone can get updates, so teachers can post homework, long-term assignments, explanations, events, and other information. Students and parents can ask questions, react to an ideas, or make suggestions in the comment box. School leaders can encourage teacher to sue blogs, but the request is more accepted if the leaders themselves use the tool.
Supporting diverse learner with technology
Web 2.0 technologies make it possible to imagine that a wide variety of tools might be useful to the student who requires multiple input strategies or alternative methods for expressing what has been learned. Adaptive devices for individuals with high levels of quadriplegia called a switch pod. There are touch screens that replace the use of a mouse for students with fine motor difficulties. Vocabulary allows student with reading difficulties to automatically obtain definitions of unfamiliar words. There is even a handheld for individuals with visual difficulties. All of these adaptive technologies allow Web 2.0 to become useful for every student.
Schrum. L, & Solomon G. (2007). Web 2.0, New Tools, New Schools.Washington, DC. International Society for Technology in Education.