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. | | developing Wikis | |
. | | Is there a progression of learning which teachers go through from little technology use to pervasive use or is every journey totally individual? | |
. | | I would like to discover opportunities for collaborative projects for my students with other groups in different locales. We are a small country school (94 kids from K-8) which is fairly isolated. My class is outfitted with a netbook for each student and wireless connections for all of us. We've done lots of research skills, media production and webpage development ... | |
. | | using technology to shift teaching practise.... I know pretty broad topic. | |
. | | - using twitter in the classroom
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. | | Discussion with the group around moving forward without leaving colleagues behind. How to balance the learning? When do we stop watering the rocks? | |
. | | Interested in gathering ideas about how to motivate groups of teacher to value the importance of developing their own PLN. Often educators understand the idea of developing a PLN but they are not consistent about maintaining it. The shift from sit n' git to planning a goal and following a custom path seems foreign.
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. | | Explore the benefits and possibilities of using iPods in the classroom. What would it look like? Are applications for the iPod and strategies for using them varied enough to use them across the curriculum? | |
. | | -working with social bookmarking -twitter -tweetdeck v. seesmic -surveys -evernote - clipping aspect - I use right now to store my papers and files but how to maximize use
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. | | - Practical solutions in the classroom - - differentiated learning | |
. | | Learning about all these technologies gets me very excited and it becomes hard to streamline the ones most relevant to me, my students and my school. In the context of K-5 schools, I would like to focus on some programs that I could use in the school over a course of time. Some questions: Is it going to be an add-on thing or will it help me change a practice or two? How excited is it going to get the students? How well does it relate with the curriculum? | |
. | | Happy to learn any tools that will help my students, maybe more on cloud computing and security/safety of our data and information, should we still have students enter pseudonyms?
I really like having amunition for the folks who say learning 2.0 is eeeeviiiil, that the state of education is going to pot and literacy is at an all time low. | |
. | | How to take the learning practices that I've been taught by senior teachers, as I am a new teacher, and make them work in concert with the needs of my students when in the face of so much negative energy from my coworkers? | |
. | | developing strategies for seemlessly integrating web tools into the curriculum while battling a lack of resources. For example, if I have access to 10 computers for a small portion of time per day, how can I get the tools into the kids' hands? | |
. | | We are dealing with numerous "tools" that help us find, sort and use information in a directed manner. Is there a "best" approach to pulling these together to enable us to better deal with and share these in one place. | |
. | | Following your session last year, I familiarized myself with various web 2.0 tools, some of which are now part of my repetoire with colleagues, and for my own personal interest and learning. I'm here to absorb, and once again select, those aspects of social networking that I can use and 'sell' to my senior staff. | |
. | | how to get more teachers on board workshops in school? at lunch? after schoo...they dont want t do anything more
academic workplace | |
. | | In your opinion, where is time better spent: i.e.,high yield learning tools with the most gentle learning curves
How to build acceptance/time/willingness to continue to invest in the learning | |
. | | Sorting through all that is available and deciding what to use. | |
. | | The idea of learning the web 2.0 environment tools and how they can facilitate communication fascinates me. The communication needs of adult and student learners can be met in different ways with different tools. | |