“Now that I’ve set up my classroom collaboratively, I cannot imagine returning to a non-collaborative environment,” says online educator Smadar Goldstein. “And whether you’re teaching from thousands of miles away or sharing a physical space with your students, an online component can provide unique shared learning opportunities.”
Are students cheating when they read the work of fellow students in a collaborative environment and then incorporate the ideas into their own responses? Online teacher Smadar Goldstein prefers to define that as “learning.” But if you have concerns, she has suggestions.
Reading support teacher Arwen Kuttner is finding that a combination of tried and true reading instructional strategies and some new technologies have achieved a productive balance among her primary-aged students who are now “eager to ask me for books that they can read independently.”
K12 schools are slow to address digital literacy, says technology coach and teacher Jen Carey, when they view it as more content to cover – not a cross-curricular component of teaching. In this post she suggests a better way, with several examples from her history classroom .
Perhaps, writes school-based technology leader Jennifer Carey, instead of focusing our concerns on technology as a wonderful aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, and then ask ourselves (we are the clever adults here) how we can incorporate those elements in our teaching and assessment.
PLP Voices contributor Jen Carey live-blogged the 3rd iPad Summit. In this engaging post, she offers a rich summary of what she learned, including links to other posts about key sessions and helpful related resources. A valuable read for anyone interested in mobile and connected learning.