- 21to1,
- 2ICT,
- 3NECC2008,
- 3biology,
- 2blog,
- 2certificate,
- 1collaboration,
- 5copyright,
- 1cosn,
- 1digital_images,
- 2digitalstorytelling,
- 1ebc08,
- 1education,
- 3english,
- 2environment,
- 1explorelearning,
- 4fair_use,
- 1google,
- 2health,
- 2history,
- 20interactive,
- 2interavtive,
- 43iwb,
- 1jakes,
- 1lan,
- 2library,
- 1manipulatives,
- 14math,
- 1medialiteracy,
- 1necc08,
- 2pe,
- 1plagerism,
- 3podcast,
- 1professionaldevelopment,
- 2resource,
- 5resources,
- 19science,
- 2secondlife,
- 1sm,
- 2smartboard,
- 1student_safety,
- 3techcurriculum,
- 2templates,
- 1ubd,
- 8umwiki,
- 3video,
- 1virtual_lab,
- 2web2.0,
- 1wendysmith,
- 1writing
shop.onrez.com
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usmpodcast2008 »
* Alice Barr (alicebarr [at] gmail dot com) * Course Number: EPC 511 * July 7-11, 2008 (8:30 AM - 4:30 PM) * USM Gorham Campus Teachers will explore the use of audio and video tools that support student learning, collaboration, and communication that extend beyond classroom walls. Audio and video content can be accessed online, created by individuals or groups and used for collaborative conversations. The first step of the course is acquiring and organizing existing content available from online. Next, is learning to use podcasting tools to create content. Participants can then expand from podcasting to screencasting and video to make use of the distributed, collaborative potential of these tools. The ability to easily publish content online will encourage teachers to rethink the way they communicate with students, and the way curriculum is delivered. Educators will become knowledgeable about 21st Century Literacy skills as they fit into the classroom.
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Podcasting and Education
Great articles and resources for podcasting
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NECC 08 - Planning for Systemic Change - Part 1 | MST PORTAL - Promoting Open, Reflective Teaching & Learning
Wendy Smith's plan for k-5 environmental science\n\nGoal #1: Our most important initiative is to shift instructional practices in our school to become constructivist in nature using inquiry-based methods. Both problem and project-based experiences will be the foundation for long-term student-driven investigations centered on living environment concepts. All teachers and students should be involved in real issues that require creativity and innovation, communication and collaboration, critical thinking and problem solving to generate possible solutions and share findings and learning experiences with stakeholders.\n\nGoal #2: Our second initiative is to increase the use of technology to facilitate learning for both teachers and students. We believe that technology (goal #2) must serve pedagogy (goal #1). We believe the infusion of technology must enable teachers and students to research, create, communicate, and collaborate. This initiative will create the transformative process we are seeking in technology infusion for our teachers and students. GREAT DEMO OF EXAMPLE OF 21stC SKILLS
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Podcasts for Learning: Finding Podcasts, by William P. Breitsprecher & BreitLinks
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Image:Anne Frank.jpg - Wikipedia, the free encyclopedia
GREAT example of fair use of a copyrighted image
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ALASmedia » AM_home
Alas Media is a workspace for creative people of for those who want to be. Great resources and how tos
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CogDogRoo » StoryIdeas
from Alan Levine 50 ways to tell a story
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All My Faves | Why Search?
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thechemspot » home
in list: UMAHS_Bestpractices
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scitechcox » home
9th Grade Science and Tech Curriculum Planned using a wiki
in list: UMAHS_Bestpractices
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dts-romeo-and-juliet
in list: UMAHS_Bestpractices
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HealthFactor
in list: UMAHS_Bestpractices
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TeenTalks
in list: UMAHS_Bestpractices
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RadicalReading
in list: UMAHS_Bestpractices
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cafe-francais
in list: UMAHS_Bestpractices
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Project GLAD
GLAD is a model of professional development in the area of language acquisition and literacy. The strategies and model promote English language acquisition, academic achievement, and cross-cultural skills. GLAD was developed and field tested for nine years in the Fountain Valley School District and is based on years of experience with integrated approaches for teaching language. Tied to standards, the model trains teachers to provide access to core curriculum using local district guidelines and curriculum.
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