Saturday, July 23, 2016
Wiki Discussion/ Technology Learning Tools
Type of Unique, Powerful, and Transformative Learning Tools
Resource List
Critical Thinking and Problem Solving Websites http://www.jumpstart.com/parents/activities/critical-thinking-activities, http://thinkonline.smarttutor.com/online-games-for-critical-thinking-problem-solving/, http://nrich.maths.org/frontpage, http://www.figurethis.org/fc/family_corner.htm http://www.figurethis.org/challenges/challenge_index.htm, http://home.comcast.net/~ekleidon/Extra/Critical%20Thinking.pdf, http://www.uky.edu/OtherOrgs/ARSI/www.uky.edu/pub/arsi/openrespons equestions/mathorq.pdf, http://ondisaondi.files.wordpress.com/2011/11/using-internet-primary-sources-toteach-critical-thinking-skills-in-mathematics-greenwood-professional-guides-inschool-librarianship.pdf, . http://www.mathplayground.com/logicgames.html, all ages. http://mathforum.org/index.html, http://www.bedtimemath.org, https://www.commonsensemedia.org/lists/critical-thinking-apps-games
Apps: MathLands ¬ Kids Logic Game & Brain Builder for Math and Critical Thinking By Mamanijo, Where’s my Water? By Disney/Where’s my Perry? By Disney, Brain School ™ ¬ Ultimate Brain Trainer! 1.02, 70 Logic Games – Time Killers – Free Brain Teasers Puzzle pack by Andrea Sabbatini, Brain Games 2 Puzzles and Riddles by Bakhram, Move the Box by Otizito LLC –,Cut the Rope by Chillingo Ltd
Digital Literacies DigitalLiteracy.gov, Professor Garfield , Lesson Plan Booster: Digital Literacy and Online Ethics, ThinkB4u, TheNewsLiteracyProject.org, Common Sense Media, Tweeting History: A Digital Literacy Lesson, November Learning, Web 20.14, Digital Literacy Resources, Bing Critical Thinking ebook, Google A Day, Edgalaxy’s Cool Stuff for Nerdy Teachers, Digital Literacy Activity: Summarizing Text & Report Writing , Digital Literacy Lesson – Create your own movie Trailers, ReadWriteThink , ‘Digital Literacy Learning Activities for the Early Phase Resource Kit’, Digital Literacy: Skills for the 21st Century , Digital Literacy Tour, Centre of Digital Literacy has a free e-book, ICT Digital Literacy ,Resources for School Librarians, http://www.learning.com/digital-literacy
Communication and Collaboration Whiteboard: Collaborative Drawing (app), Debate Graph, Primary Wall, Talkboard (app), WordPress,https://www.voicethread.com/, http://www.skype.com/, https://www.graphite.org/app/groupmaker, https://mural.ly/, https://www.graphite.org/app/baiboard-collaborative-whiteboard
https://www.graphite.org/game/minecraft, http://www.epals.com/
http://www.mightymeeting.com/, https://www.graphite.org/publisher/scoot-doodle
https://www.graphite.org/www.stormboard.com, https://www.chalkup.co/, http://www.collaborizeclassroom.com/
Creativity . Aviary, Wonderopolis , Cartoonster & Fluxtime, Incredible Art Department, Glogster.edu, http://www.storybird.com , http://wemakestories.com , http://www.storyjumper.com/ , http://www.incredibox.com, http://www.diy.org , http://www.meetmeatthecorner.org/ , http://www.crunchzilla.com/code-monster, http://animoto.com/ , http://www.figment.com, http://www.freshbrain.org , http://www.noteflight.com
Apps: eduCanon Interactive , VideoUnio Flip, PowToon, Blendspace, Flashcards, Mozilla Popcorn Maker, Animoto Video Maker, Google Art Project, Faces iMake - Right Brain Creativity
Avatar–a monster, Build Your Wild Self, DoppelMe, Lego you, Pickaface, Tellagami–a video avatar, Vokis–free to create avatar; fee to embed, With comics, via Pixton — fee-based, http://www.brainpop.com/spotlight/digitalcitizenship/
Digital Citizenship http://www.brainpop.co.uk/spotlights/digitalcitizenship/
http://www.brainpop.com/technolo@ http://www.brainpop.com/technology/computersandinternet/ http://www.brainpop.com/technology/computersandinternet/cyberbullying/ http://www.brainpop.com/technology/computersandinternet/cyberbullying/quiz/ http://www.brainpop.com/technology/computersandinternet/digitaletiquette/
Quiz @http://www.brainpop.com/technology/computersandinternet/digitaletiquette/quiz/gy/digitalcitizenship/
http://hectorsworld.netsafe.org.nz/
http://www.hectorsworld.com/island/index.html#HOMEPAGE
http://www.hectorsworld.com/island/main/episode_theatre_interior_01/index.html#EPISODETHEATRE,
http://pbskids.org/webonauts/
http://pbskids.org/webonauts/about/index.html
Information Privacy, Post to be private, Princess who knew how to UYN–video, Privacy on the internet, Webonauts
Resource List
Critical Thinking and Problem Solving Websites http://www.jumpstart.com/parents/activities/critical-thinking-activities, http://thinkonline.smarttutor.com/online-games-for-critical-thinking-problem-solving/, http://nrich.maths.org/frontpage, http://www.figurethis.org/fc/family_corner.htm http://www.figurethis.org/challenges/challenge_index.htm, http://home.comcast.net/~ekleidon/Extra/Critical%20Thinking.pdf, http://www.uky.edu/OtherOrgs/ARSI/www.uky.edu/pub/arsi/openrespons equestions/mathorq.pdf, http://ondisaondi.files.wordpress.com/2011/11/using-internet-primary-sources-toteach-critical-thinking-skills-in-mathematics-greenwood-professional-guides-inschool-librarianship.pdf, . http://www.mathplayground.com/logicgames.html, all ages. http://mathforum.org/index.html, http://www.bedtimemath.org, https://www.commonsensemedia.org/lists/critical-thinking-apps-games
Apps: MathLands ¬ Kids Logic Game & Brain Builder for Math and Critical Thinking By Mamanijo, Where’s my Water? By Disney/Where’s my Perry? By Disney, Brain School ™ ¬ Ultimate Brain Trainer! 1.02, 70 Logic Games – Time Killers – Free Brain Teasers Puzzle pack by Andrea Sabbatini, Brain Games 2 Puzzles and Riddles by Bakhram, Move the Box by Otizito LLC –,Cut the Rope by Chillingo Ltd
Digital Literacies DigitalLiteracy.gov, Professor Garfield , Lesson Plan Booster: Digital Literacy and Online Ethics, ThinkB4u, TheNewsLiteracyProject.org, Common Sense Media, Tweeting History: A Digital Literacy Lesson, November Learning, Web 20.14, Digital Literacy Resources, Bing Critical Thinking ebook, Google A Day, Edgalaxy’s Cool Stuff for Nerdy Teachers, Digital Literacy Activity: Summarizing Text & Report Writing , Digital Literacy Lesson – Create your own movie Trailers, ReadWriteThink , ‘Digital Literacy Learning Activities for the Early Phase Resource Kit’, Digital Literacy: Skills for the 21st Century , Digital Literacy Tour, Centre of Digital Literacy has a free e-book, ICT Digital Literacy ,Resources for School Librarians, http://www.learning.com/digital-literacy
Communication and Collaboration Whiteboard: Collaborative Drawing (app), Debate Graph, Primary Wall, Talkboard (app), WordPress,https://www.voicethread.com/, http://www.skype.com/, https://www.graphite.org/app/groupmaker, https://mural.ly/, https://www.graphite.org/app/baiboard-collaborative-whiteboard
https://www.graphite.org/game/minecraft, http://www.epals.com/
http://www.mightymeeting.com/, https://www.graphite.org/publisher/scoot-doodle
https://www.graphite.org/www.stormboard.com, https://www.chalkup.co/, http://www.collaborizeclassroom.com/
Creativity . Aviary, Wonderopolis , Cartoonster & Fluxtime, Incredible Art Department, Glogster.edu, http://www.storybird.com , http://wemakestories.com , http://www.storyjumper.com/ , http://www.incredibox.com, http://www.diy.org , http://www.meetmeatthecorner.org/ , http://www.crunchzilla.com/code-monster, http://animoto.com/ , http://www.figment.com, http://www.freshbrain.org , http://www.noteflight.com
Apps: eduCanon Interactive , VideoUnio Flip, PowToon, Blendspace, Flashcards, Mozilla Popcorn Maker, Animoto Video Maker, Google Art Project, Faces iMake - Right Brain Creativity
Avatar–a monster, Build Your Wild Self, DoppelMe, Lego you, Pickaface, Tellagami–a video avatar, Vokis–free to create avatar; fee to embed, With comics, via Pixton — fee-based, http://www.brainpop.com/spotlight/digitalcitizenship/
Digital Citizenship http://www.brainpop.co.uk/spotlights/digitalcitizenship/
http://www.brainpop.com/technolo@ http://www.brainpop.com/technology/computersandinternet/ http://www.brainpop.com/technology/computersandinternet/cyberbullying/ http://www.brainpop.com/technology/computersandinternet/cyberbullying/quiz/ http://www.brainpop.com/technology/computersandinternet/digitaletiquette/
Quiz @http://www.brainpop.com/technology/computersandinternet/digitaletiquette/quiz/gy/digitalcitizenship/
http://hectorsworld.netsafe.org.nz/
http://www.hectorsworld.com/island/index.html#HOMEPAGE
http://www.hectorsworld.com/island/main/episode_theatre_interior_01/index.html#EPISODETHEATRE,
http://pbskids.org/webonauts/
http://pbskids.org/webonauts/about/index.html
Information Privacy, Post to be private, Princess who knew how to UYN–video, Privacy on the internet, Webonauts
Chandra Delone
EDLD 590
Discussion 4 “The Effects of Praise on Mindsets” by Carol Dweck
How did 5th graders’ respond to receiving one or the other of these types of praise?
After completing the task, the students respond by either feeling more confident or feeling less confident. Those students who received praise for their intelligence responded by opting to continue doing the problems that were less difficult. The students that were praised for their effort choose to challenge themselves with the more difficult problems.
Why might praising innate ability promote a fixed mindset while praising effort promote a growth mindset?
When praising for innate ability students felt they were not smart or not good at the task. Their minds were fixed on the tasks that were comfortable and less challenging. They feel able to achieve what is familiar or safe. According to Dweck, most people who have fixed mindsets avoid challenging situations when given the choice because they are very concerned about failing. From the perspective of a fixed mindset, failure indicates a lack of ability, and therefore a lack of capability or intelligence. Those who believe their intelligence is fixed are more likely to give up. Praising innate ability reinforces the fixed mindset and the belief that people are born either with a certain skills or without them. Praise that reinforces this belief undermines students’ motivation and future learning, leading them to avoid more challenging tasks to protect themselves from failure.
Praising for effort promotes a growth mindset because students feel they can become smarter. Students feel smart when working on difficult tasks and are making progress. Dweck believes people who have a growth mindset view struggle or failure as a natural part of the learning process and an opportunity to improve. Mindset can impact all areas of a person’s life, from academic success to personal and professional choices. Students with a growth mindset are more likely to continue to persist when they struggle. Praising effort instead of intelligence reinforces the belief that success is developed through persistent effort. Even when a student fails at a task, this type of feedback indicates that struggle and failure are normal, and that effort is a crucial part of eventual success.
EDLD 590
Discussion 4 “The Effects of Praise on Mindsets” by Carol Dweck
How did 5th graders’ respond to receiving one or the other of these types of praise?
After completing the task, the students respond by either feeling more confident or feeling less confident. Those students who received praise for their intelligence responded by opting to continue doing the problems that were less difficult. The students that were praised for their effort choose to challenge themselves with the more difficult problems.
Why might praising innate ability promote a fixed mindset while praising effort promote a growth mindset?
When praising for innate ability students felt they were not smart or not good at the task. Their minds were fixed on the tasks that were comfortable and less challenging. They feel able to achieve what is familiar or safe. According to Dweck, most people who have fixed mindsets avoid challenging situations when given the choice because they are very concerned about failing. From the perspective of a fixed mindset, failure indicates a lack of ability, and therefore a lack of capability or intelligence. Those who believe their intelligence is fixed are more likely to give up. Praising innate ability reinforces the fixed mindset and the belief that people are born either with a certain skills or without them. Praise that reinforces this belief undermines students’ motivation and future learning, leading them to avoid more challenging tasks to protect themselves from failure.
Praising for effort promotes a growth mindset because students feel they can become smarter. Students feel smart when working on difficult tasks and are making progress. Dweck believes people who have a growth mindset view struggle or failure as a natural part of the learning process and an opportunity to improve. Mindset can impact all areas of a person’s life, from academic success to personal and professional choices. Students with a growth mindset are more likely to continue to persist when they struggle. Praising effort instead of intelligence reinforces the belief that success is developed through persistent effort. Even when a student fails at a task, this type of feedback indicates that struggle and failure are normal, and that effort is a crucial part of eventual success.
Module 3
Article Discussion: “PowerPoint is Evil”
The article written by Edward Tufte explains his opinion of the ways PowerPoint disturbs the content within a lesson. Tufte’s position is understandably strong and may be even valid. He makes several points that are true that could very well disrupt content.
When pondering the usage and purpose of PowerPoint, I tend to disagree with Tufte. Though he made concrete statement, I believe PowerPoint is a useful, engaging tool to teach and to learn. Adults as well as students learn in many ways. Using PowerPoint is a technological resource used to reach different learning styles. PowerPoint not only helps the visual learning, but it also is great for engagement. Tufte stated that the content projected through PowerPoint is not rich enough. That may be true; however, ongoing discussions, activities, projects, and collaborations should take place so that the PowerPoint content is supported through multiple means. Learning does not begin and end on the big screen. Shortening content, for PowerPoint purposes, assist those who may struggle with certain behavioral, mental or learning difficulties such as ADHD or dyslexia and poor vision. It allows for so much more such as the inclusion of songs, videos, pictures, illustrations, touch navigation and so much more. PowerPoint makes learning fun and more exciting, which will attract interest from all types of students. The information shown on PowerPoint maybe condensed but the lessons learned, through good teaching, go far beyond what is typed. I believe that PowerPoint is a great tool to use due to the shifts in teaching practices and the way students are engaging and participating in the real world.
Article Discussion: “PowerPoint is Evil”
The article written by Edward Tufte explains his opinion of the ways PowerPoint disturbs the content within a lesson. Tufte’s position is understandably strong and may be even valid. He makes several points that are true that could very well disrupt content.
When pondering the usage and purpose of PowerPoint, I tend to disagree with Tufte. Though he made concrete statement, I believe PowerPoint is a useful, engaging tool to teach and to learn. Adults as well as students learn in many ways. Using PowerPoint is a technological resource used to reach different learning styles. PowerPoint not only helps the visual learning, but it also is great for engagement. Tufte stated that the content projected through PowerPoint is not rich enough. That may be true; however, ongoing discussions, activities, projects, and collaborations should take place so that the PowerPoint content is supported through multiple means. Learning does not begin and end on the big screen. Shortening content, for PowerPoint purposes, assist those who may struggle with certain behavioral, mental or learning difficulties such as ADHD or dyslexia and poor vision. It allows for so much more such as the inclusion of songs, videos, pictures, illustrations, touch navigation and so much more. PowerPoint makes learning fun and more exciting, which will attract interest from all types of students. The information shown on PowerPoint maybe condensed but the lessons learned, through good teaching, go far beyond what is typed. I believe that PowerPoint is a great tool to use due to the shifts in teaching practices and the way students are engaging and participating in the real world.
Chandra Delone
Disruptive Innovation Video Response
EDLD 590
Video Response (Chapter 2)
Since students have different types of intelligence, they do not all learn the same way. To serve all students effectively, learning should be both personalized and individualized. Using the theory of “Disruptive Innovation” disrupting class means introducing more computer based learning. This would not be used to replace best teaching practices, but to individually instruct and serve all those students; those who may not be learning at the same pace as others, those who process information differently, and those who need to be challenged. Not only do huge profitable corporation possess the opportunity to use innovative technology, schools districts are more able, if the budget allows, to purchase new technology that will enhance learning and provide students with instruction that is modified for them.
Online learning transforms teaching and learning to better serve each individual student within each school by tailoring learning. It can help the education system customize for each child’s distinct needs and create opportunities for more meaningful collaborative work between children and teachers. I was privileged to work in schools that purchased software programs such as Achieve 3000, Fastt Math, and Successmaker, which are customized for students based on their level and growth.
Disruptive innovation in the form of online learning is the source to bring about more fair access to high-quality education. Many students attend schools that do not offer the full range of classes they will need in life to be successful, but through online learning, students can be delivered a high-quality teaching and learning experience regardless of where they live. Even now, in East Baton Rouge Parish, we are seeing more schools centered on math, science, and technology such as Kenilworth: Science and Technology Charter School, Mentorship Academy of Science & Technology, Louisiana Virtual Charter Academy, Mentorship Academy of Digital Arts, and several schools that are S.T.E.A.M schools. Also, in Louisiana there is a free online K12 public education school that students can attend. Disruptive innovation can be viewed as a tool to promote student success through use, engagement, and personalized instruction.
Disruptive Innovation Video Response
EDLD 590
Video Response (Chapter 2)
Since students have different types of intelligence, they do not all learn the same way. To serve all students effectively, learning should be both personalized and individualized. Using the theory of “Disruptive Innovation” disrupting class means introducing more computer based learning. This would not be used to replace best teaching practices, but to individually instruct and serve all those students; those who may not be learning at the same pace as others, those who process information differently, and those who need to be challenged. Not only do huge profitable corporation possess the opportunity to use innovative technology, schools districts are more able, if the budget allows, to purchase new technology that will enhance learning and provide students with instruction that is modified for them.
Online learning transforms teaching and learning to better serve each individual student within each school by tailoring learning. It can help the education system customize for each child’s distinct needs and create opportunities for more meaningful collaborative work between children and teachers. I was privileged to work in schools that purchased software programs such as Achieve 3000, Fastt Math, and Successmaker, which are customized for students based on their level and growth.
Disruptive innovation in the form of online learning is the source to bring about more fair access to high-quality education. Many students attend schools that do not offer the full range of classes they will need in life to be successful, but through online learning, students can be delivered a high-quality teaching and learning experience regardless of where they live. Even now, in East Baton Rouge Parish, we are seeing more schools centered on math, science, and technology such as Kenilworth: Science and Technology Charter School, Mentorship Academy of Science & Technology, Louisiana Virtual Charter Academy, Mentorship Academy of Digital Arts, and several schools that are S.T.E.A.M schools. Also, in Louisiana there is a free online K12 public education school that students can attend. Disruptive innovation can be viewed as a tool to promote student success through use, engagement, and personalized instruction.
Chandra Delone
EDLD 590
Module 1 Discussion
An administrator should be like Sniff and Scurry. Sniff and Scurry awoke early to run their course to partake of their cheese. Administrators should have similar motivation and drive to work diligently toward increased student achievement. Each day they monitored the area and were ready for potential changes. Just as they were involved in the transformation of the cheese, an administrator has to closely monitor whats going on in classrooms, what students need to learn, how they are being taught, and what changes are necessary for growth. Sniff and Scurry expected change and was unafraid. They quickly shifted their thinking based on the situation. In the same way, administrators should adjust to the the needs of the students and the school. Leaders must remain aware of the learning differences and learning needs among students and should be able to work with staff to change strategies and implement new measures to accommodate the needs of every student. Leaders, like the characters, should search without hesitation, the best evidenced-based practices to present to the teachers so that the implementation process can begin.
There is no doubt that Hems and Haws do exist within a school setting. As an administrator I would first take part in a focus group or data meeting to discuss observations, scores, results, and goals. Second, I would provide evidence based practices that will improve learning and teacher effectiveness. Other effective teachers would be asked to provide input, model lessons, and discuss strategies where results were positive and stimulated student success. A time-frame would be given to teachers to implement a new instructional practice after team collaboration has taken place. Teachers will be given support throughout the transformation process. As an administrator I would monitor with quick walk-throughs and informal observation which would be used as a tool for growth not evaluation. As an ongoing process, I would provide constant feedback and communicate regularly with the Hems and Haws.
EDLD 590
Module 1 Discussion
An administrator should be like Sniff and Scurry. Sniff and Scurry awoke early to run their course to partake of their cheese. Administrators should have similar motivation and drive to work diligently toward increased student achievement. Each day they monitored the area and were ready for potential changes. Just as they were involved in the transformation of the cheese, an administrator has to closely monitor whats going on in classrooms, what students need to learn, how they are being taught, and what changes are necessary for growth. Sniff and Scurry expected change and was unafraid. They quickly shifted their thinking based on the situation. In the same way, administrators should adjust to the the needs of the students and the school. Leaders must remain aware of the learning differences and learning needs among students and should be able to work with staff to change strategies and implement new measures to accommodate the needs of every student. Leaders, like the characters, should search without hesitation, the best evidenced-based practices to present to the teachers so that the implementation process can begin.
There is no doubt that Hems and Haws do exist within a school setting. As an administrator I would first take part in a focus group or data meeting to discuss observations, scores, results, and goals. Second, I would provide evidence based practices that will improve learning and teacher effectiveness. Other effective teachers would be asked to provide input, model lessons, and discuss strategies where results were positive and stimulated student success. A time-frame would be given to teachers to implement a new instructional practice after team collaboration has taken place. Teachers will be given support throughout the transformation process. As an administrator I would monitor with quick walk-throughs and informal observation which would be used as a tool for growth not evaluation. As an ongoing process, I would provide constant feedback and communicate regularly with the Hems and Haws.
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