Saturday, January 18, 2014

Here's a great way to use technology in the classroom - especially where learning opportunities are limited due to demographics or economic choices. Enjoy - Courtesy of ASCD SmartBrief

Neb. middle-school teacher partners with professors to develop iTunes course
A middle-school teacher in Nebraska has collaborated with University of California, Berkeley, professors on a science course. Teacher Betsy Barent, who became involved in the project after connecting with one of the professors online, said she now uses the course when teaching her eighth-graders about conducting experiments. "I just love it that we are reaching so many people," Barent said of the course, now available for free on iTunes University. Beatrice Daily Sun (Neb.) (1/14)Bookmark and Share

Wednesday, January 15, 2014

Combining "regular" instruction with technology is a challenge for many teachers and students. Here are some ideas that work. Enjoy. Courtesy of ASCD SmartBrief


Why teachers support flipped instruction
Teachers are more valuable when they use the flipped instructional approach, according to Jonathan Bergmann, a former high-school science teacher and the lead technology facilitator at a school in Illinois. In this blog post, he and other educators and experts describe the benefits of the flipped model. Middle-school teacher Troy Cockrum lists five flipped instructional models and offers tips to make all models successful. Education Week Teacher/Classroom Q&A blog (1/2)Bookmark and Share

Wednesday, January 1, 2014

Many educators are still struggling with how to incorporate the use of tablets in their classrooms. Here are some good ideas for effective uses. Courtesy of ASCD SmarBrief.

Study: How teachers use tablets in classrooms makes the difference
A study of how four fifth-grade teachers and their students used tablet computers in a Chicago elementary school revealed that the manner in which the teachers integrated the tablets in the classroom affected students' learning. "Students in the classes where the teachers were able to more deeply integrate the devices into instruction had a slightly stronger or different set of values associated with the device usage than students in classes where the integration was still limited," the report states. KQED.org/Mind/Shift blog Bookmark and Share