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Extractions: Brigham Young University - Hawaii Originally published in the TESL Reporter 30,1 (1997), pp. 27-33 Teachers have been using online communication in the language classroom for more than ten years now. From an investigation of the experiences of dozens of teachers around the world who have used the Internet in language teaching (Warschauer, l995a; l995b; 1996c; 1996d), a few common guidelines emerge that can assist teachers in successfully planning and implementing network-based learning projects. Readers will note that these guidelines are independent of the particular technological tools being used. As has been noted elsewhere, "technology is developing so rapidly that it can often be difficult or even overwhelming to harness, somewhat like trying to get a drink of water from a gushing fire hydrant" (Warschauer, l995b. p. xv). In order to make effective use of new technologies, teachers must thus take a step back and focus on some basic pedagogical requirements. The following guidelines are designed to help teachers implement computer network-based activities into the second language classroom. As will be discussed further below, little is usually gained by just adding random online activities into a classroom. Clarifying course goals is, thus, an important first step toward successful use of the Internet.
Extractions: "My father grew up in a village in Taiwan....When he was 14 years old he left his home and went to Taipei, looking for a job....In 1979, my father came to Germany because he wanted to visit one of his cousins, but he liked it here and stayed. He worked as a cook in a Chinese Restaurant and his plan for the future was to be the owner of a Chinese Restaurant. Two years after his arrival in Germany we followed. At that time I was only five years old and I could only speak Chinese.... "Now we were all in Germany, my father worked as a cook, my mother stayed at home and took care of us and we went to school. But we only had visums (sic) for a few months, so we moved from state to state and tried to get a visum there. We moved for about five times until my father got an unlimited visum so that we were allowed to stay in Germany. Eleven years ago we moved to Hamburg and my father opened his own Chinese Restaurant.
Extractions: var sectionSearchOn = true; @import url("/includes/css/main-import.css"); @import url("/education/!css-section.css"); Skip Navigation Search Search All NARA Web Pages Search Current Section Only Advanced Search Form Home Educators and Students Opportunities For Collaboration Opportunities for Collaboration E-mail: leeann.potter@nara.gov NARA's education office has been working in successful partnership with educators for more than 25 years to promote the use of primary sources in the classroom, produce engaging and teachable document-based materials, and demonstrate active-learning techniques that bring documents to life for students at every level. Additional opportunities for collaboration in these areas with members of the historical community are welcome and sought. Published materials, created by education staff members, feature facsimile documents from NARA's archival holdings which span our nation's history and correlate to national academic standards in history, civics and government, social studies, and geography. Of special interest are the paper-based, four-volume publication "Teaching with Documents" and 13 topical curriculum units (both series published in partnership with ABC-CLIO); and a wide variety of pedagogical materials available through NARA's online "Digital Classroom" at
Effective Strategies For The Online Classroom The online classroom is a potentially powerful teaching and learning arena When collaboration is not encouraged, participation in the online course is http://itlearningspace-scot.ac.uk/courses/keynotes/module1/main.cfm
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Extractions: Site Navigation Home Page Online Degrees Curriculum and Instruction Other Education Degrees This page displays accredited online Curriculum Development degrees listed within the online degrees section, and Curriculum Development category, of this site. Online Degrees 24 Degrees in this area Show Only Master's Doctorate All Graduate Doctor of Education in Curriculum and Instruction by University of Phoenix Online - The Doctor of Education in Curriculum and Instruction will prepare learners to become instructional leaders who will strategically manage and lead processes related to curriculum, instruction, and assessment. Graduates will demonstrate both practical and - ... Degree Info School Info Request Info Master of Science (MS) in Education - Advanced Classroom Instruction (For Licensed K-12 Teachers)
Teaching With Electronic Technology (ALI) is an online resource for teaching, learning, research, and collaboration. Making the Virtual classroom a Reality The MVCR series of online http://www.wam.umd.edu/~mlhall/teaching.html
Extractions: Sidereus Nuncius Pull-Down Menu of Website Teaching with Electronic Technology Humanities Scholarship Schools on the Web Art and Natural History Museums Online Journals and E-Zines Michael's Hotlist Michael's Home Page Other Home Pages T he World Wide Web sites collected on this page reflect the considerable variety of uses for computing and related forms of electronic technology in teaching. They are arranged in no strict order, but tend to proceed from rather general and theoretical resources to some instructive examples of specific applications of technology to teaching and learning. Like many other web sites, this one changes and grows as I find time to revise and update these links. I am grateful to those who have made suggestions, corrections, and introduced me to additional resources. Michael L. Hall
Best Practices In Online Teaching & Learning: Outcomes teach collaborative learning skillsassess as ONE grade of content skills Transfer what you do in the traditional classroom to the online classroom http://foothillglobalaccess.org/main/best_practices_printer_friendly.htm
Extractions: Premise: ACCEPT that there is NO way to ID students for sure and design assignments and testing accordingly. Challenges: Is the issue of academic dishonesty so serious that we should reconsider online courses or set standards for which courses are taught online? Are we creating an environment that fosters cheating? What's suitable, appropriate content, assessment, and assignments for distance learning? How can we design assignments that diminish the likelihood of cheating? Solutions: Focus on Awareness Hold a class discussion or have assignments on the issue: Why is cheating a problem? Explain plagiarism in a way that addresses cultural differences (it's not considered cheating everywhere) Clarify how much outside help is appropriate/acceptable (tutoring, study groups, etc.)
Collaborative Learning bullet, teach collaborative learning skillsassess as ONE grade of bullet, Transfer what you do in the traditional classroom to the online classroom http://foothillglobalaccess.org/main/collaborative_learning.htm
Extractions: Fall Courses Summer Courses Etudes Sites Back Academic Dishonesty Accessibility Assessment Collaborative Learning Community Building exchange of ideas community and learning students learn from each other Considerations: instructor is part of class-switch roles clearly when a participant understand that using effective collaboration requires training (both for students and faculty) use pairs or 3 students per group Elizabeth Barkley and Cindy Vinson collaborating on prioritizing challenges Challenges #1: Structuring collaboration that works! Structuring groups Internal vs externally imposed/generated Chat vs. asynchronous Composition of group Mechanics of assignments to a group How to deal with equity of work among group members (non-contributors who benefit from others' work. How do you ensure that each student in the group learns? How do you develop a rubric for assessing group learning outcomes? Helping under-prepared students (for task) No response from partner(s) Keeping students on task Assessment of collaborative work Technology influences and limitations Time issues/limitations Untrained students and faculty Solutions: Establishing the environment for effective collaboration Provide CLEAR instructions and expectations from the beginning (don't change them unless critical) Create a student contract that they must sign, committing to their group role
Schools Online: Connecting The World... One School At A Time Schools online collaborative projects create and support partnerships between Virtual classroom IT, Learning and Changes was a collaboration among http://www.schoolsonline.org/whatwedo/cprojects.htm
Extractions: Stories Current ... Newsletters Schools Online collaborative projects create and support partnerships between people and institutions internationally, utilizing the power of the Internet to work together for the purpose of accomplishing a common objective. It is our hope that these experiences extend traditional classroom instruction. Schools Online understands that teachers must first develop their own capabilities to use technological tools for teaching and learning before transferring these skills to their students. In these featured collaborative projects, teachers' growth is fostered through technical skill building, professional development and project design. In many cases, the project objectives and activities are mapped to the curriculum that the teachers must teach. Through these and other projects, Schools Online aims to increase the attention to and understanding of using the Internet for project-based learning. It is our belief that this type of education will greatly expand students' horizons and strengthen their capacity to learn.
