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Deb Gardner

Deb Gardner's Public Library

  • ll too often in school, students create posters that consist of printed images from the web, so this is a good time to stop and help them understand that those images are the intellectual property of the creator and, unless they are in the public domain or licensed for reuse, they are not free to use.
  • To make good use of working at the augmentation level, teachers should continue to explore digital citizenship with students and help them understand the concept of public domain and copyright free image use. Students can explore drawing and painting programs to create original digital images, and they can explore resources for finding images that are in the public domain or licensed for reuse. Additionally students can explore online resources to manipulate photos and create digital posters that they label with simple text.
  • When teachers and their students are comfortable creating and working responsibly with images, it’s time to “Teach Above the Line” with ThingLink!

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05 Apr 14

"Last Friday I was asked if I could share instructions for teachers and students using the latest version of the Google Drive for iPad app. I'm in the process of organizing all of my screenshots into a PDF. In the meantime, I have the following video overview of how to use the basic features of Google Drive iPad. At the end of the video I offer a tip about using multiple sign-in on shared iPads. "

  • For example, when introducing Google Docs, have each student type a list of five facts about themselves and five questions they have for a partner.
  • Using Presentations, each student can create a slide that's part of a classroom project. The presentation can be embedded on a website and shared easily with others
  • Students who attend schools that rely on the cloud for teaching and learning can no longer claim that the dog ate their homework, because all work is saved automatically and available online. When students use Google Drive on Chromebooks, they can collaborate with peers in real time, asynchronously — even when they aren't physically together

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    • Feedback is not advice, praise or evaluation. Feedback is information about how we are doing in our efforts to reach a goal.
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    • If students know the classroom is a safe place to make mistakes, they are more likely to use feedback for learning.
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    • The feedback students give teachers can be more powerful than the feedback teachers give students.
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    • When we give a grade as a part of feedback, students often don’t see past the grade.
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    • Effective feedback occurs during the learning, when there is still time to act on it.
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    • Most of the feedback that students receive about their classroom work is from other students – and most of that feedback is wrong.
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    • Students need to know their learning target – the specific skill they’re supposed to learn – or else feedback is just someone telling them what to do.

  • Leaving the debate of “best thing ever” ored “it just gives students more work to do at home” aside, I want to look at the production technique of her videos as well as the advantages of using these videos as one more teaching structure or strategy to support student learning.
  • I was impressed with Emily’s creative approach of creating the video (reminded me of the “In plain English” series by Common Craft). She used for the first time the Explain Everything app on the iPad and was able to use quite a few techniques to make the video appealing for sixth graders (and others)  to watch.
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