Sunday, March 27, 2011
Spotlight on Technology: Online Learning in K-12 Schools
I want to invite you to my voicethread on emerging technologies and online learning in K-12 schools. Please feel free to leave a comment. I appreciate the feedback! thanks! Susan Please access this link Online Learning http://voicethread.com/share/1881819/
Wednesday, February 23, 2011
Reflection Week 8 Reaching and Engaging All Learners Through Technology
Today we as teachers have diverse learners in one classroom that may range from students who are ELL, special needs, gifted and disabled. All who acquire skills and knowledge using various tools and strategies. Technology has proven to be an effective tool in the reduction of restrictions that may encumber student performance (Bray, Brown and Green, 2004). Educating the diverse learners of today equates to being skillful and knowledgeable about the opportunities technology can offer that can be obtained by teachers by attending professional development activities and researching resources.
Implementing Differentiated Instruction (DI) starts with the reality that our students bring their differences in background experience, culture, language, learning styles and academic abilities to the classroom. The student diversity needs to be embraced and nutured to assure a classroom environment that provides more avenues for learning by accepting student varience as a positive (Laureate Inc., 2009). Differentiated Instruction works within the framework of Universal Design for Learning (UDL) with the integration of technology to provide every student with the maxium opportunity to learn by fostering occasions for the success of all students (Laureate Inc., 2009).
Throughout this course I have come to realize the power and value that technology has when it is integrated across the content area, as an instructional tool, a tool to that can assist and measure learning, a resource that reaches all learners, and a way in which to engage students. Students who show interest or care are more motivated to learn according to Tomlinson (Laureate Inc., 2009). If educators expect students to show interest than they need to do their part by being knowledgeable and concerned about the many facets that influence their learning. The first immediate adjustment that I will make to my instructional practice is to utilize technology and the strength of student surveys. I am doing my students an injustice by not being aware of who they are and in which ways they can learn best. As an educator I want my students to be engaged in the learning process and I want my teaching to be effective, utilizing a survey tools to investigate interests, learning styles, multiple intelligences and learning profiles will pave the way to success.
Another way I will implement technology to customize instruction and cultivate what knowledge I have obtained in this course is to make adjustments in the way I currently utilize some technology tools as I add some new tools. I will accomplish this as Dr. Tomlinson recommends at a slow and steady pace and by adding one technology component to each unit (Tomlinson, 1999). Graphic organizers can be used across the content areas and implemented when differentiating by content, process or product. Even though there are not many technology tools, Internet blocking and few software programs that are available to me and my students I can always use my Smartboard to address the diverse learning styles of the learners in my classroom. This technology tool allows text to be manipulated in size, highlighting of text, audio capability, and a touch screen to manipulate objects and or text and the list goes on. Basically, it enhances instruction, engages learners and is interactive. The final technology resource that I will utilize in my classroom is the activity choice board or tic-tac-toe board to differentiate by process. Through this course I came to realize that differentiating did not mean I could not successfully integrate various forms of technology for students to choose from to address the curriculum goals while reaching them with different tools. Technology integration allows educators to customize instruction and bridge the gaps found in student diversity. It paves the way for student success in a global society that utilizes these common technology tools.
References
Bray, M., Brown, A., & Green, T. (2004b). A closer look at diverse learners. In Technology and
the diverse learner: A guide to classroom practice (pp. 19–32). Thousand Oaks, CA: Corwin
Press.
Laureate Education, Inc. (Executive Producer). (2009). Introduction to Differentiated Instruction
[Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD:
Author
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners
through technology. (DVD). Learner Differences. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2009). What is Differentiated Instruction?
[Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD:
Author
Tomlinson, C. (1999). Differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Association for Supervision & Curriculum Development.
Retrieved from the Walden Library ebrary.
Implementing Differentiated Instruction (DI) starts with the reality that our students bring their differences in background experience, culture, language, learning styles and academic abilities to the classroom. The student diversity needs to be embraced and nutured to assure a classroom environment that provides more avenues for learning by accepting student varience as a positive (Laureate Inc., 2009). Differentiated Instruction works within the framework of Universal Design for Learning (UDL) with the integration of technology to provide every student with the maxium opportunity to learn by fostering occasions for the success of all students (Laureate Inc., 2009).
Throughout this course I have come to realize the power and value that technology has when it is integrated across the content area, as an instructional tool, a tool to that can assist and measure learning, a resource that reaches all learners, and a way in which to engage students. Students who show interest or care are more motivated to learn according to Tomlinson (Laureate Inc., 2009). If educators expect students to show interest than they need to do their part by being knowledgeable and concerned about the many facets that influence their learning. The first immediate adjustment that I will make to my instructional practice is to utilize technology and the strength of student surveys. I am doing my students an injustice by not being aware of who they are and in which ways they can learn best. As an educator I want my students to be engaged in the learning process and I want my teaching to be effective, utilizing a survey tools to investigate interests, learning styles, multiple intelligences and learning profiles will pave the way to success.
Another way I will implement technology to customize instruction and cultivate what knowledge I have obtained in this course is to make adjustments in the way I currently utilize some technology tools as I add some new tools. I will accomplish this as Dr. Tomlinson recommends at a slow and steady pace and by adding one technology component to each unit (Tomlinson, 1999). Graphic organizers can be used across the content areas and implemented when differentiating by content, process or product. Even though there are not many technology tools, Internet blocking and few software programs that are available to me and my students I can always use my Smartboard to address the diverse learning styles of the learners in my classroom. This technology tool allows text to be manipulated in size, highlighting of text, audio capability, and a touch screen to manipulate objects and or text and the list goes on. Basically, it enhances instruction, engages learners and is interactive. The final technology resource that I will utilize in my classroom is the activity choice board or tic-tac-toe board to differentiate by process. Through this course I came to realize that differentiating did not mean I could not successfully integrate various forms of technology for students to choose from to address the curriculum goals while reaching them with different tools. Technology integration allows educators to customize instruction and bridge the gaps found in student diversity. It paves the way for student success in a global society that utilizes these common technology tools.
References
Bray, M., Brown, A., & Green, T. (2004b). A closer look at diverse learners. In Technology and
the diverse learner: A guide to classroom practice (pp. 19–32). Thousand Oaks, CA: Corwin
Press.
Laureate Education, Inc. (Executive Producer). (2009). Introduction to Differentiated Instruction
[Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD:
Author
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners
through technology. (DVD). Learner Differences. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2009). What is Differentiated Instruction?
[Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD:
Author
Tomlinson, C. (1999). Differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Association for Supervision & Curriculum Development.
Retrieved from the Walden Library ebrary.
Thursday, December 23, 2010
Reflection Blog Post Week 8
The game plan according to Cennamo, Ross and Ertmer ( 2009), was a way to set goals, take action, monitor, and evaluate how I would modify my method to learning tasks, to develop skills that are important to me and is in preparation for my lifelong learning. I utilized two of the NETS-T indicators to strengthen my confidence and knowledge to integrate technology tools more effectively into the content areas. With the ever changing new technologies for teaching and learning I will need to closely monitor my ability to integrate technology in order to identify the new knowledge and skills that I need (Cennamo et.al, 2009). According to Dr. Ertmer, being knowledgeable in technology allows the teacher to present the content to students using the technology tool.
Throughout this course I developed new technology skills and learned how to use them effectively across the content area. I learned how Problem Based Learning or a PBL can address many content areas while at the same time integrating technology tools that attends to diverse learners’ needs, promotes creativity and critical thinking skills. As Dr. Ertmer noted the content is explored in an authentic and meaningful way. The impact this has had on my instructional practice is the realization that the students are engaged with the content and PBL’s can fit interdisciplinary curricular and content standards. Students have the opportunity to be assessed in diverse ways where it is ongoing and does not focus primarily on a final project.
The two NETS-T indicators that I choose to strengthen my confidence in were: 2c Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources. 3b Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. Developing a game plan for these indicators promoted some immediate adjustments in my instruction as I mastered my own skill level and integrated some new technologies as a result in content areas. As an end result of learning in this course I will instruct my students how to utilize the GAME plan to address NETS-S indicators over the course of the year. This will increase their knowledge of technology tools, build self- confidence and empower them to become self-directed learners. With this instructional strategy I hope to build a foundation that will encourage and promote lifelong learners.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). “Enriching Content Area Learning Experiences with Technology, Part 1” [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009b). Spotlight on Technology: Problem-Based Learning, Part 2 [Educational video]. Baltimore: Author.
Throughout this course I developed new technology skills and learned how to use them effectively across the content area. I learned how Problem Based Learning or a PBL can address many content areas while at the same time integrating technology tools that attends to diverse learners’ needs, promotes creativity and critical thinking skills. As Dr. Ertmer noted the content is explored in an authentic and meaningful way. The impact this has had on my instructional practice is the realization that the students are engaged with the content and PBL’s can fit interdisciplinary curricular and content standards. Students have the opportunity to be assessed in diverse ways where it is ongoing and does not focus primarily on a final project.
The two NETS-T indicators that I choose to strengthen my confidence in were: 2c Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources. 3b Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. Developing a game plan for these indicators promoted some immediate adjustments in my instruction as I mastered my own skill level and integrated some new technologies as a result in content areas. As an end result of learning in this course I will instruct my students how to utilize the GAME plan to address NETS-S indicators over the course of the year. This will increase their knowledge of technology tools, build self- confidence and empower them to become self-directed learners. With this instructional strategy I hope to build a foundation that will encourage and promote lifelong learners.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). “Enriching Content Area Learning Experiences with Technology, Part 1” [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009b). Spotlight on Technology: Problem-Based Learning, Part 2 [Educational video]. Baltimore: Author.
Wednesday, December 15, 2010
Using the Game Plan Process with Students
What came to mind when I read over the GAME plan chart (Cennamo, Ross & Ertmer, 2009, pg. 4) in the text was a KWL chart. I would like to use the GAME plan as I would a KWL chart. My plan is to have all of the students address the same standard as a goal to be set the first week of school. I will introduce and model the GAME plan and monitor student progress with their GAME plan. The students will use the GAME plan chart as a guide to their self-directed learning and will document their GAME plan in an electronic journal. After the winter break students will be asked to set a goal with a standard of their choosing. Students need to be empowered in order to take ownership of their learning and to set proficiency goals. I will continue to use the GAME plan process and become proficient in other NETS-T standards to continue to grow professionally and to better educate my students.
The NETS-S and NETS-T are inter-related in the respect that the teacher needs to be proficient in these standards in order for the students to be proficient. As the educator we need to be skillful and master the indicators in order to plan lessons, promote authentic learning experiences for students and help them to develop proficiency in the technology standards.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
The NETS-S and NETS-T are inter-related in the respect that the teacher needs to be proficient in these standards in order for the students to be proficient. As the educator we need to be skillful and master the indicators in order to plan lessons, promote authentic learning experiences for students and help them to develop proficiency in the technology standards.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Tuesday, December 7, 2010
Revising My Game Plan
The reflective review of the NETS-T indicators I chose for my game plan: Indicator 2c- Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources and 3b- Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation, are still a work in progress. Although my goals have proven to be ambitious considering the pace of the technology movement in my district, I have adjusted. Sometimes actions take time. What I have learned is that while educating myself, I am also educating other colleagues and students. So although the process has been slow, progress is still being made.
What I have been able to apply in my instructional practice is how a tool such as a blogs can facilitate the ability to reflect. Utilizing the questions what, why and how, students can channel their understanding and establish connections.
The new learning goal I will set for myself will be a small scaled version of a PBL. I will utilize self-directed learning and take from my experience of designing a PBL for my graduate course. The feedback from colleagues will aid in my monitoring and evaluating the effectiveness of this plan. This future plan for incorporating a PBL into my curriculum will allow me to set a new goal by addressing the indicator 2d: provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
I am not ready at this point to set new learning goals but will continue to monitor, evaluate and adjust my current game plan. The approach I will take next time to improve my learning is to attend additional professional development technology workshops to learn new skills, improve on the skills I possess and to brainstorm with other educators. It is also in my best professional interest to subscribe to Journals such as Tech & Learning: www.techlearning.com. A colleague shared this journal and I found it to be a great resource for what new technology is out there and how it can be used in the classroom.
What I have been able to apply in my instructional practice is how a tool such as a blogs can facilitate the ability to reflect. Utilizing the questions what, why and how, students can channel their understanding and establish connections.
The new learning goal I will set for myself will be a small scaled version of a PBL. I will utilize self-directed learning and take from my experience of designing a PBL for my graduate course. The feedback from colleagues will aid in my monitoring and evaluating the effectiveness of this plan. This future plan for incorporating a PBL into my curriculum will allow me to set a new goal by addressing the indicator 2d: provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
I am not ready at this point to set new learning goals but will continue to monitor, evaluate and adjust my current game plan. The approach I will take next time to improve my learning is to attend additional professional development technology workshops to learn new skills, improve on the skills I possess and to brainstorm with other educators. It is also in my best professional interest to subscribe to Journals such as Tech & Learning: www.techlearning.com. A colleague shared this journal and I found it to be a great resource for what new technology is out there and how it can be used in the classroom.
Wednesday, December 1, 2010
Evaluating My Game Plan Progress
When evaluating my GAME plan progress, I need to be a reflective learner who considers the effectiveness of my action plan while I continue to monitor and evaluate it looking at the past and present success (Cennamo, Ross & Ertmer 2009).
Indicator 2c- Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources. My actions have been fairly successful in brainstorming with colleagues for ideas on what content area/skills should be considered to integrate into technology. Unfortunately the arrangement of colleague’s school and personal schedule has limited the capacity for everyone to get together at one time to brainstorm. We however have prevailed with the use of social networking and have established some areas where the students need to be more engaged with the content. What I have learned so far that I can apply to my instructional practice is that students can benefit from this type of social networking like blogging. I will create a voicethread where I talk and illustrate how to blog and blogging guidelines to follow.
In addition I will have to learn to how to incorporate the use of digital pictures and or videos that correlates with the content areas the teachers would like integrate into the technology curriculum. The questions that have arisen is how much time should I set aside for the implementation of these new tools and will the learning of new tools interfere with the learning of the content?
I will adjust my plan to fit my current needs by first evaluating the student’s prior knowledge of particular software and hardware to determine how much instruction/modeling is needed. I will utilize an on-line survey as well as teacher observation. These assessments will help guide me to facilitate self-directed learning and to determine an approximate time line for a unit.
3b- Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. In evaluating the GAME plan for this indicator it is not so much of the effectiveness of my goals as it is the time frame with which it takes to gain access. I have incorporated a blog on my web page for the students as I wait to hear about the approval for the use of http://kidblog.org. In the mean time since the blogging is done through my web page, I simply sent a notice to parents via e-mail informing them of this new instructional tool where they can view the posted blogs at anytime. Parents without an e-mail address were informed in the monthly newspaper. What I have learned from this experience that I can apply to my instructional practice is the usefulness of on-line surveys. In an effort to monitor the effectiveness of my blog, I created a short survey at http://www.surveymonkey.com/ with various questions about blogging. This is a great technology tool for my 3rd and 4th to learn and use in projects.
I am still learning about two video-conferencing tools to compare and contrast differences, similarities, and user friendliness for future use for classrooms and or experts. The question and concerns that have arisen is will my district allow this tool to be used by the students or will they only allow teacher access? I will have to adjust my plan of video-conferencing depending on the decision. A teacher only access decision will mean that video-conferencing will be a teacher directed activity done either in whole group or small group.
A huge part of the success of my game plan progress has been gaining access to specific Internet web 2.0 tools even though they have been free and technology hardware.
References:
http://www.skype.com/intl/en-us/get-skype/on-your-computer/windows/
http://www.oovoo.com/Download.aspx
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Indicator 2c- Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources. My actions have been fairly successful in brainstorming with colleagues for ideas on what content area/skills should be considered to integrate into technology. Unfortunately the arrangement of colleague’s school and personal schedule has limited the capacity for everyone to get together at one time to brainstorm. We however have prevailed with the use of social networking and have established some areas where the students need to be more engaged with the content. What I have learned so far that I can apply to my instructional practice is that students can benefit from this type of social networking like blogging. I will create a voicethread where I talk and illustrate how to blog and blogging guidelines to follow.
In addition I will have to learn to how to incorporate the use of digital pictures and or videos that correlates with the content areas the teachers would like integrate into the technology curriculum. The questions that have arisen is how much time should I set aside for the implementation of these new tools and will the learning of new tools interfere with the learning of the content?
I will adjust my plan to fit my current needs by first evaluating the student’s prior knowledge of particular software and hardware to determine how much instruction/modeling is needed. I will utilize an on-line survey as well as teacher observation. These assessments will help guide me to facilitate self-directed learning and to determine an approximate time line for a unit.
3b- Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. In evaluating the GAME plan for this indicator it is not so much of the effectiveness of my goals as it is the time frame with which it takes to gain access. I have incorporated a blog on my web page for the students as I wait to hear about the approval for the use of http://kidblog.org. In the mean time since the blogging is done through my web page, I simply sent a notice to parents via e-mail informing them of this new instructional tool where they can view the posted blogs at anytime. Parents without an e-mail address were informed in the monthly newspaper. What I have learned from this experience that I can apply to my instructional practice is the usefulness of on-line surveys. In an effort to monitor the effectiveness of my blog, I created a short survey at http://www.surveymonkey.com/ with various questions about blogging. This is a great technology tool for my 3rd and 4th to learn and use in projects.
I am still learning about two video-conferencing tools to compare and contrast differences, similarities, and user friendliness for future use for classrooms and or experts. The question and concerns that have arisen is will my district allow this tool to be used by the students or will they only allow teacher access? I will have to adjust my plan of video-conferencing depending on the decision. A teacher only access decision will mean that video-conferencing will be a teacher directed activity done either in whole group or small group.
A huge part of the success of my game plan progress has been gaining access to specific Internet web 2.0 tools even though they have been free and technology hardware.
References:
http://www.skype.com/intl/en-us/get-skype/on-your-computer/windows/
http://www.oovoo.com/Download.aspx
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Wednesday, November 24, 2010
Monitoring Your Game Plan Progress
The execution of an effective game plan requires monitoring the progression. I will modify my action plan when necessary to meet my goals. In my quest to learn more about how to integrate technology tools, I will continue to research information and utilize other resources.
When adressing indicator 2c Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources, I have learned that the students can be a good resource for ideas for integrating technology into content areas. Their ideas may be simple as they suggest using digital cameras, videos, and Power Point presentations. My concern is getting these tools for the classroom. New questions to consider now is how do I gain access to the tools at this time of the year with no money in the budget and can I get my hands on grant money for these tools? I now need to modify my action plan to focus on not just the available technology tools for instruction and learning that incorporates software, but also hardware such as digital cameras.
I will again utilize my colleagues as a resource for gaining access to digital cameras/viedo cameras. I will also survey students to see how many have access at home to these technology tools, since it is a low socio-economic area. I will also need to find information on how to effectively integrate these tools into the curriculum. In monitoring this action plan, I have learned that in order to meet my goals I need to evaluate student's strenghts and interests more closely. I do not have any real experience in video editing but I will look into a tutorial for software such as Windows Movie Maker.
For my second indicator: Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation, I have learned that this can be a slow process. First,I have learned that this is not the best time of year for teachers to collaborate as they are overwhelmed with parent/teacher conferences, report cards and holiday activities. While some are receptive to a teachers blogging corner, some have simply not found the time to contribute. I will also slightly modify my plan to brainstorm with teachers what content areas could benefit from video-conferencing with experts. It has also occured to me that I could modify my action plan by including video- conferencing with other classrooms across the globe. A question that comes to mind with video- conferencing with other classrooms is will I need only the permission from the district or will parents need to give permission for their child to participate? Another question that arises is although I can have students prepare questions prior to a video conference, how do I prepare them for responding to various questions? I did find a SUPER website http://eduscapes.com/tap/index.htm
that has professional development resources for teachers. Check out this resource because it has all kinds of useful information for technology tools, technology and learning resources and internet resources as well. This site has given me much in the way of information and resources to continue to progress in my GAME plan.
When adressing indicator 2c Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources, I have learned that the students can be a good resource for ideas for integrating technology into content areas. Their ideas may be simple as they suggest using digital cameras, videos, and Power Point presentations. My concern is getting these tools for the classroom. New questions to consider now is how do I gain access to the tools at this time of the year with no money in the budget and can I get my hands on grant money for these tools? I now need to modify my action plan to focus on not just the available technology tools for instruction and learning that incorporates software, but also hardware such as digital cameras.
I will again utilize my colleagues as a resource for gaining access to digital cameras/viedo cameras. I will also survey students to see how many have access at home to these technology tools, since it is a low socio-economic area. I will also need to find information on how to effectively integrate these tools into the curriculum. In monitoring this action plan, I have learned that in order to meet my goals I need to evaluate student's strenghts and interests more closely. I do not have any real experience in video editing but I will look into a tutorial for software such as Windows Movie Maker.
For my second indicator: Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation, I have learned that this can be a slow process. First,I have learned that this is not the best time of year for teachers to collaborate as they are overwhelmed with parent/teacher conferences, report cards and holiday activities. While some are receptive to a teachers blogging corner, some have simply not found the time to contribute. I will also slightly modify my plan to brainstorm with teachers what content areas could benefit from video-conferencing with experts. It has also occured to me that I could modify my action plan by including video- conferencing with other classrooms across the globe. A question that comes to mind with video- conferencing with other classrooms is will I need only the permission from the district or will parents need to give permission for their child to participate? Another question that arises is although I can have students prepare questions prior to a video conference, how do I prepare them for responding to various questions? I did find a SUPER website http://eduscapes.com/tap/index.htm
that has professional development resources for teachers. Check out this resource because it has all kinds of useful information for technology tools, technology and learning resources and internet resources as well. This site has given me much in the way of information and resources to continue to progress in my GAME plan.
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