16 items | 7 visits
A collection of resources on social and collaborative technology for educators.
Updated on Apr 05, 12
Created on Apr 05, 12
Category: Schools & Education
URL:
Here are three strategies that can be used to encourage peer-to-peer, student-to-student engagement and thus the building of a course community,
The Huffington Post explores the risks and benefits of encouraging use of social media in K-12 learning.
Highlights from a great post from the "What Ed Said" blog.
Steps new PLN users can take to get started.
Department of Education Director of Education Technology Karen Cator parsed the rules of the Childrens Internet Protection Act, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.
To clear up some of the confusion around these comments and assertions, I went straight to the top: the Department of Education’s Director of Education Technology, Karen Cator.
Cator parsed the rules of the Childrens Internet Protection Act, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.
In the last 10 years, several educational psychologists (e.g., Dabbagh & Kitsantas, 2004; Hartley & Bendixen, 2001; Schunk & Zimmerman, 1998) have suggested that students require considerable motivation and self-regulation to stay engaged, guide their cognition, and regulate their effort in online situations. This suggestion stems from the belief that learning on the Web tends to be much more autonomous and self-directed (Allen & Seaman, 2007). The highly independent nature of online learning is thought to be due, in part, to the lack of structure and guidance that normally comes from face-to-face, social interactions with an instructor and other students (Moore & Kearsley, 2005).
Research of Paul R. Pintrich (1999) on the role of motivation in self-regulated learning has suggested three important generalizations about the relations between motivation and self-regulated learning. First, students must feel self-efficacious or confident that they can do the tasks. If they feel they can accomplish the academic tasks, then they are much more likely to use various self-regulation strategies. Second, students must be interested in and value the classroom tasks. Students who are bored or do not find the tasks useful or worthwhile are much less likely to be self-regulating than those who are interested and find the tasks important. Finally, students who are focused on goals of learning, understanding, and self-improvement are much more likely to be self-regulating than students who are pursuing other goals such as trying to look smarter than others, or trying not to look stupid.
16 items | 7 visits
A collection of resources on social and collaborative technology for educators.
Updated on Apr 05, 12
Created on Apr 05, 12
Category: Schools & Education
URL: