Thoughts on Instructional Design for iBooks Author
These may be simple and obvious ideas for many educators and curriculum directors. However, for me, these are a few of the things I’m beginning to understand better when it comes to designing e-learning experiences and in particular iBooks Author content.
20 Options for Real-Time Collaboration Tools
There are many times, when collaborating online in real-time becomes a necessity to keep people involved, make them work together and to keep teams focused to accomplish business goals. With real-time collaboration you get the opportunity to work with people located in different parts of the world at the same time on the same document and see the changes in an instant. There are numerous tools available for the purpose.
Why educating the educators is complex
Smack in the middle of the fiery debates about teacher education is the troublesome fact that we lack a fitting and consensual definition of teaching itself. In his blistering 2005 report on teacher education programs, former president of Teachers College, Arthur Levine, noted the “schism [in] teacher education between those who believe teaching is a profession like law or medicine, requiring a substantial amount of education before an individual can become a practitioner, and those who think teaching is a craft like journalism, which is learned principally on the job.”
Redefining the Writing Process with iPads
In the progression from Writing 1.0 to 2.0, we digitally enhanced an existing process. If we examined it through the lens of Dr. Ruben Puentedura's SAMR model, we might have stepped from "substitution" to "augmentation," allowing the technology to provide "functional improvement." With iPads, the goal should not be to apply the paper or digital processes in the same way, but to consider how we can leverage the capabilities of the device in order to "modify" and "redefine" what's possible.
Five Tips for Incorporating New Technology in the Classroom
When it comes to implementing new technology into the classroom, teachers often have one of two responses: Their initial reaction is either “Oh no!” or “Oh wow!” The “Oh no!”, or reluctant, teachers are quick to admit that their students know more about technology than they do. They readily admit they are not interested in using new technology if it requires them to spend time figuring out how to use it and how to incorporate
it into their instruction. In contrast, the “Oh wow!”, or enthusiastic, teachers are excited, motivated, and eager to use technology to enhance student learning. After considering these opposing views, educators must determine how to get
the reluctant teachers to join their enthusiastic colleagues.
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