Education 2.0: Social networking for your class
Diipo connects you the teacher with your students by making it easy to communicate with your class. Diipo also connects you with other educators and your class with other classes. Featuring an easy-to-use and familiar user-interface similar to Facebook and Twitter, Diipo helps students stay connected and engaged.
Dragontape is a collaborative webservice that lets you create 3-hour mixtapes of your favorite YouTube videos and SoundCloud clips. Mixtapes are easy to use, simple to share with friends, and let you focus on having a good time watching videos.
Nota is casual collaboration. Easy way to create simple mashups.
Well-designed Moodle sites.
A large number of studies have purported to show that different kinds of learners (such as “auditory learners” and “visual learners”) learn best when taught in their preferred modality; but the majority of such studies have not used the type of randomized research designs (e.g., classify learners into categories, then randomly assign the learners to use one of several different learning methods and assess effectiveness of the learning methods with a test given to all participants) that would make their findings credible. What psychological evidence does show is that people are inclined to hold false beliefs about how they learn and that they tend to learn and teach others in nonoptimal ways. Among other things, the report has significant implications for instructional approaches, and underscores the need to ensure that teaching methods are informed by sound scientific research, not fad educational theories or intuition.
"The purpose of this article is to present a systems-based mentoring model of technology integration that follows a research-based path. The model moves teachers through four specific stages of technology adoption toward using technology to support learning in more student-centered ways. The model describes how a mentor can negotiate the interplay of multiple barriers (time, beliefs, access, professional development, culture) on teachers who are learning to integrate technology and suggests a number of strategies for integrating technology, such as establishing a culture of technology integration, modeling technology use, and creating teacher leaders. Unlike previous mentoring approaches to integrating technology into the classroom, this model culminates with the establishment of a teacher-led community of practice that uses the resources currently available at a school to support and sustain the implementation of the system. Suggestions for implementing the model in a variety of K-12 and higher education settings are discussed. "