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The construction of a PLN enables educators to harness the power inherent in 21st Century technologies in order to create a professional growth tool that is accessible whenever, wherever. Image Credit [link] Most educators I talk to have no idea where to begin when attempting to create a PLN that meets their teaching and learning needs.
Over the years, I have noticed that student engagement tends to decrease in my classes around this time and I reach out to my personallearningnetwork (PLN) for ideas or tools to boost engagement. By offering more choices in terms of digital tools for student engagement, we can better meet specific student interests and needs.
For this, there are many resources and websites that help teachers make that first step to connect with other educators in a safe and structured environment. Here are just some of them: ePals : an educator can connect with another teacher from any part of the world. Some of them prefer to seek classroom collaborations directly.
Finding time for teachers to meet and learn together is often very difficult, but a resourceful school team can utilize creative ideas that have worked well in other schools. Here are some ideas for providing time for educators to learn together. It is important to put these structures in place early in the year. I want more ».
If you’re new to tech education and wonder how to teach kindergartners to use the mouse, first graders to keyboard, third graders to sagely search the internet, pick the brains of our seasoned team of technology teachers. Classmates will become the core of your ongoing PersonalLearningNetwork. Teach Writing with Tech.
Collaboration is where two or more people work together to achieve a common objective. In education, the common objective is usually to learn specific content, skills or competencies within defined areas. We refer to this as personalised learning ( a video explains ). There is plenty to say about collaborative spaces.
This is a continuation from yesterday''s post on changing roles , disruptive innovation and the survival of higher education. Finally, we cannot afford to ignore the growing influence of mobile phones and apps as a disruptive force and the capability they have of enabling any time, any place learning. BMC Medical Education 6, 41.
Two of the most common excuses for not doing something new in education are time and money. Many educators through the centuries have observed and commented that the teaching profession is an isolated profession. Many educators, then and now, feel alone in their efforts to educate kids.
If there is one thing I truly understand about educators it is that they are slow to change. The problem however is that many educators want to apply this sit and wait posture to anything that requires them leaving their zones of comfort. A majority of educators are very comfortable with the methodology and pedagogy of that time.
"A social network is a social structure made up of individuals (or organizations) called "nodes," which are tied (connected) by one or more specific types of interdependency , such as friendship , kinship , common interest, financial exchange, dislike, or relationships of beliefs, knowledge or prestige. This list is in alphabetical order.
The institutional learning platform - the VLE - is a classic case of decisions made about learning without consulting the learner. How can we reach a place in education where students find their own level and make their own pathways through learning?
For some reason any post with Twitter in the title does not do well with a general population of educators. Social media as a source of professional development has yet to catch on in large numbers among educators. The first reaction of an educator is to ask where are all these sources people are talking about? The Timeline.
This content below is written as a reflection on what I learned in week four of the Teaching with Technology course I am taking as I pursue a master''s degree in educational technology leadership. I find these observations echoed in many of the educational technology blogs I read, such as this one.
In the rhizomatic view, knowledge can only be negotiated, and the contextual, collaborativelearning experience shared by constructivist and connectivist pedagogies is a social as well as a personal knowledge-creation process with mutable goals and constantly negotiated premises. How can this approach be implemented?
In the rhizomatic view, knowledge can only be negotiated, and the contextual, collaborativelearning experience shared by constructivist and connectivist pedagogies is a social as well as a personal knowledge-creation process with mutable goals and constantly negotiated premises. How can this approach be implemented?
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