All Discussions Tagged 'students' - Classroom 2.02024-03-29T02:33:49Zhttps://www.classroom20.com/forum/topic/listForTag?tag=students&feed=yes&xn_auth=noThe Complexities of Generation Z Studentstag:www.classroom20.com,2017-10-01:649749:Topic:11564302017-10-01T21:40:30.902ZMichael Yarboroughhttps://www.classroom20.com/profile/MichaelYarborough
<p dir="ltr"><span> </span></p>
<p dir="ltr"><span>There is probably next to no people there who haven’t heard about Millennials, but as attention seeking as they might have been, they are old news. Sociologists and generational experts are spreading the new name: Generation Z.</span></p>
<p dir="ltr"><span>Generation Z has arrived to the stage, and demands to be heard and seen. This new generation is quite young, yet it feels like already they are setting up their own rules. Teachers and…</span></p>
<p dir="ltr"><span> </span></p>
<p dir="ltr"><span>There is probably next to no people there who haven’t heard about Millennials, but as attention seeking as they might have been, they are old news. Sociologists and generational experts are spreading the new name: Generation Z.</span></p>
<p dir="ltr"><span>Generation Z has arrived to the stage, and demands to be heard and seen. This new generation is quite young, yet it feels like already they are setting up their own rules. Teachers and educators throughout the world are seeking answers to what kind of students they are and if there are any challenges that these Z students are bringing to the table.</span></p>
<p dir="ltr"><span>It seems like there are certain complexities of teaching such students that need to be addressed.</span></p>
<p dir="ltr"><span>Let us look at the complexities of Generation Z in education, and what can done to enhance their learning.</span></p>
<p dir="ltr">Problem of Writing Tasks and Essays</p>
<p dir="ltr"><span>As most of Gen Z, or Centennials, at the moment are students of some kind, their new patterns in behavior are most noticeable in the way they learn and study. The fact that they share their qualities globally, without geographical limitations also makes it easier to address the changes they bring to the class.</span></p>
<p dir="ltr"><span>The biggest such challenge is, perhaps, Generation Z’s difficulty with perusing textbooks as a primary source of learning. Heavy tomes with no quick search for answers are not what they treat as a reference and this produces a controversy when writing papers.</span></p>
<p dir="ltr"><span>It is a given that Centennials will write papers on their computers, as going paperless is not a goal for them, but a norm; yet that is not the biggest problem with essays and other types of such assignments. Born into a world of lightning-fast answers and super-speedy internet, sitting down and writing an essay on their own might not come naturally to them.</span></p>
<p dir="ltr"><span>And while most of Generation Z children are going to be struggling with a proper use of library sources, teachers around the world are looking for ways to make sure that their students are not simply copying the materials from internet.</span></p>
<p dir="ltr"><span>One such tool is</span> <a href="https://unicheck.com/"><span>Unicheck</span></a><span>, a similarity checker and essential software for helping teacher to check essays or any written tasks. It can recognize properly formatted citations and references. This tool serves as a motivation for students to learn to use online libraries and to write papers using their own ideas and words, instead of just going for the fast and easy answers online.</span></p>
<p dir="ltr"><span>Unicheck can integrate seamlessly into a list of LMS, and Google Classroom, and is a choice of most colleges and schools, as it gives an opportunity to go for free primary features and has one of the friendliest user experiences we have encountered.</span></p>
<p dir="ltr"><span>Difficulty of Textbooks and Boredom</span></p>
<p dir="ltr"><span>While on the topic of books, it is crucial to highlight the fact that paper books are not the best materials when teaching students of Generation Z. It would seem like their brains are wired slightly different from previous generations, and thus the best way to learn for them is from the e-book.</span></p>
<p dir="ltr"><span>Yet, considering the fact that Centennials have the shortest attention span of just 8 seconds, and are easily distracted and bored, it seems regular textbooks would not do the trick and hold their attention for long.</span></p>
<p dir="ltr"><span>Centennials, on average, are good multitaskers. They are also very social media oriented, and their constant presence online can be used as a stimulus for their studying. The way to combine both of the strengths is to introduce interactive textbooks in classrooms.</span></p>
<p dir="ltr"><span>Among many companies now developing systems of interactive materials for students of all ages, the most popular by far is</span> <a href="https://tophat.com/"><span>TOP HAT</span></a><span>. Textbooks and other interactive activities like student-teacher questions are available directly through smartphones, which ticks all of the above factors.</span></p>
<p dir="ltr"><span>Issue of Teacher-Student Relationship</span></p>
<p dir="ltr"><span>One more difficulty with teaching iGen is their tendency to hold in high regard those people whom they have seen reaching a level of success, online or otherwise. This creates an obstacle for teachers, as students get inspired by leaders they have seen on social media, and thus may pass their teachers in that regard.</span></p>
<p dir="ltr"><span>It is estimated that iGen children and adolescents spend at least one hour online a day watching educational/instructive videos. It would appear that video-learning is taking a much bigger part in the educational process nowadays, and such independence and self-reliance of Generation Z students can help educators to focus their attention and to help them learn more difficult notions and concepts.</span></p>
<p dir="ltr"><span>Teachers who have launched their video channels online are finding success with their students, as it gives Centennials more opportunities to learn through the medium they find the most preferable.</span></p>
<p dir="ltr"><span>Creating video lessons is the best answer to these complexities of iGen. There isa multitude of video editing tools and they differ in the terms of functionality, price and interface. Among those most recommended for teachers is</span> <a href="https://filmora.wondershare.com/"><span>Filmora Video Editor</span></a><span>. It has the best reputation for being both easy to use and providing enough tools to make compelling videos.</span></p>
<p dir="ltr"><span>Future Impact of Generation Z</span></p>
<p dir="ltr"><span>Scientists and researches roughly use a time period characteristic, establishing a 20 year long slots as mark-ups for one generation to end and the other one to emerge. More accurate, if not as a precise attribute of a new generation is predictability of their behavior; once the behavioral patterns change, the dawn of a new generation is predicated.</span></p>
<p dir="ltr"><span>Generation Z, also known as iGen, Gen Z, or Centennials, has showed major shifts in behavioral patterns and thus defined itself as a new fold in the history of humanity.</span></p>
<p dir="ltr"><span>Generation Z is still shaping and forming itself and we would have to wait and see all their potential, as well as all weaknesses and strengths they will possess, and the impact they will have on each sphere of life, including education.</span></p>
<p><span> </span></p> Uncommon commonsense ways to empower struggling studentstag:www.classroom20.com,2013-05-06:649749:Topic:9306822013-05-06T13:30:26.508ZKaren Cameronhttps://www.classroom20.com/profile/KarenCameron
<p><img alt="struggling students" border="0" class="alignLeft" height="210" id="img-1367612400022" name="img-1367612400022" src="http://info.marygrove.edu/Portals/94958/images/struggling%20students.jpg" style="float: left;" width="314"></img> When we were students, it quickly became apparent who was “smart” and who was “not so smart.” This writer happened to find himself in the latter category, especially when it came to math. How did we figure this out? Those who struggled with math, for example, simply interpreted the arrangement of the math groups: Group A, who was often first to work with the teacher (and the first to finish), was obviously the “smart group.” Group B, who went next, was the “decently smart group”…</p>
<p><img id="img-1367612400022" src="http://info.marygrove.edu/Portals/94958/images/struggling%20students.jpg" alt="struggling students" class="alignLeft" style="float: left;" border="0" height="210" width="314" name="img-1367612400022"/>When we were students, it quickly became apparent who was “smart” and who was “not so smart.” This writer happened to find himself in the latter category, especially when it came to math. How did we figure this out? Those who struggled with math, for example, simply interpreted the arrangement of the math groups: Group A, who was often first to work with the teacher (and the first to finish), was obviously the “smart group.” Group B, who went next, was the “decently smart group” and so on and so forth. “Smart kids” earned A’s in math. “Not so smart kids” didn’t. “Smart kids” went outside during recess. “Not so smart kids” had to get extra help during recess. Most teachers know A’s say very little about a student’s intellect. Unfortunately, most students don’t.</p>
<p>Whether our struggling students know it or not, they have a unique gift. And it’s up to us to unearth that special talent and find ways to empower them. </p>
<p><b>Uncommon commonsense ways to empower struggling students</b></p>
<p><b>Have your students talk about their interests<br/></b> There are myriad ways to find out what your students are passionate about. One way is to have them write about it. We’ve had success with prompts like, “What are three things you want me to know about you?” and “Describe three things that you are really good at.”</p>
<p>Another way to discover your students’ special talents is to have them go around the room and talk about them. Or you might pair students up and have them interview one another and report back to the class.</p>
<p><b>Publicize the strengths of each student<br/></b> In fifth grade I sat next to a student named Marcus for most of the year. He had little interest in most of what we were asked to do and received low marks because of it. If you would have asked his peers where Marcus fit, they would have relegated him to the “not so smart” category.</p>
<p>A typical day for Marcus went something like this: His group would work together on a project; meanwhile, he would pull out his notebook, place it on his lap beneath the desk, and sketch. Even at that age, he was supremely talented. One day, as the class worked in groups, he was finally caught—but instead of punishing Marcus, our teacher quietly whispered into his ear. He nodded and handed over the notebook to her. Then the strangest thing happened: She asked everyone to stop what they were doing and held up his sketch. As we looked at it, she raved about its sophistication. Then she walked around the room so that every student could see. Marcus beamed. When she finished, she returned the notebook, which he closed and promptly put back in his desk.</p>
<p>Prior to this, Marcus’ strengths had never been publicized. This simple, but brilliantly executed decision by our teacher had a lasting impact on his learning experience—and we all began to notice a change in him.</p>
<p><b>Spend more time talking to parents about the student’s strengths<br/></b> When we meet with parents to review our students’ progress, it’s tempting to gloss over the A’s and B’s and quickly move on to the D’s. The reasons for this are obvious enough, but doing so may come at the cost of building on our students’ strengths. Spend an equal amount of time talking about the A’s and B’s as you do the D’s. Though higher marks have little to do with intellect, they do point to where a student’s strengths lie. Spend time investigating the meaning of that A; explore ways to develop that strength, both inside and outside the classroom.</p>
<p><b>Encourage students beyond academics<br/></b> Are some of your students in the school play? Are others on the baseball or soccer team? Why not spend five minutes before class talking about yesterday’s game or tonight’s performance. Not only will this ease your students into the work that lies ahead, it will give your athletes and artists an opportunity to share talents that they might not get to share otherwise. </p>
<p> </p>
<p><span class="hs-cta-wrapper" id="hs-cta-wrapper-2d8bb364-ccc9-41a7-a542-110def64dad1"><span style="visibility: visible;" class="hs-cta-node hs-cta-2d8bb364-ccc9-41a7-a542-110def64dad1" id="hs-cta-2d8bb364-ccc9-41a7-a542-110def64dad1"><a href="http://cta-service-cms2.hubspot.com/cs/c/?&cta_guid=c13467af-16fa-4321-af6b-b9d97f1d27b2&placement_guid=2d8bb364-ccc9-41a7-a542-110def64dad1&portal_id=94958&redirect_url=o2%2B3SYkF4/A%2B%2BigTC9qGLRyZlk7LOXrCahlD5auINFvw1bOg3Ah4v4/ZFEbNogNn8L7vtWWSgCSEltdaNovcug%3D%3D&iv=pUlHCLCFskk%3D"><img class="hs-cta-img align-center" id="hs-cta-img-2d8bb364-ccc9-41a7-a542-110def64dad1" style="border-width: 0px; width: 192px; height: 263px;" alt="New Call to action" src="http://cdn1.hubspot.com/hub/94958/file-25442120.png" name="hs-cta-img-2d8bb364-ccc9-41a7-a542-110def64dad1"/></a></span></span></p> What Justin Beiber didn’t say… and how it’s Engaging Studentstag:www.classroom20.com,2013-04-23:649749:Topic:9281672013-04-23T16:48:01.644ZKaren Cameronhttps://www.classroom20.com/profile/KarenCameron
<p><img alt="engaging students" border="0" class="alignLeft" height="283" id="img-1366735161846" name="img-1366735161846" src="http://info.marygrove.edu/Portals/94958/images/engaging-students.jpg" style="float: left;" width="222"></img> Every morning before work, I stop by Yahoo with the intention of checking my email—and <em>only</em> checking my mail. Without exception, this is what happens: In the half second it takes me to move my cursor over the email icon and click, it’s all over. Suddenly, I find myself halfway into an article entitled “Nike pulls poorly timed t-shirts from stores.” “How did I get here?” I think to myself as I polish off the last paragraph of an article about Justin Bieber and Selena Gomez.…</p>
<p><img id="img-1366735161846" src="http://info.marygrove.edu/Portals/94958/images/engaging-students.jpg" alt="engaging students" class="alignLeft" style="float: left;" border="0" height="283" width="222" name="img-1366735161846"/>Every morning before work, I stop by Yahoo with the intention of checking my email—and <em>only</em> checking my mail. Without exception, this is what happens: In the half second it takes me to move my cursor over the email icon and click, it’s all over. Suddenly, I find myself halfway into an article entitled “Nike pulls poorly timed t-shirts from stores.” “How did I get here?” I think to myself as I polish off the last paragraph of an article about Justin Bieber and Selena Gomez. Of course I never <em>want</em> to read these articles, but the power of an enigmatic, well-written headline can get me to read just about anything.<br/><br/></p>
<p>So <b>what</b> <b>can teachers learn from the power of a well-written headline</b> and how can they harness it for engaging students?<b> </b> Here are a few ideas we gleaned from one of our favorite authors and educators, Dr. Richard Curwin. We highly recommend <a href="http://www.edutopia.org/user/82998">checking out his blogs here.</a></p>
<p><b>Headlines always use teasers. Teachers should too.</b> <b><br/></b> Regardless of what you teach, try beginning each lesson with some sort of <b>provocative statement—something that will make your students go, “huh?” </b></p>
<p>Which of these two questions do you think would work best for engaging students?</p>
<ul>
<li>“Please take out Kevin Jennings’ essay, “The American Dream.”</li>
<li>“I have a question: What does Kevin Jennings have in common with Jay-Z.” </li>
</ul>
<p>You went with the second one, yes? How about these two questions:</p>
<ul>
<li>What did you think of <a href="http://www.amazon.com/Ad-Nauseam-Survivors-American-Consumer/dp/0865479879">Carrie McClaren’s</a> essay on television commercials?</li>
<li>Have any of you seen that <a href="https://www.youtube.com/watch?v=-IcGvBE5xfg">pistachio commercial featuring Keyboard Cat?</a></li>
</ul>
<p>We bet you went with the second question both times. Why? Because Jay-Z and Keyboard Cat are interesting. At first glance, they also <em>seem</em> completely unrelated to the essays you asked your students to read. This will not only capture their curiosity, it’ll force students to think critically to make a connection. Here’s another tip for engaging students that comes courtesy of Dr. Curwin.</p>
<p><b>Use Compelling Questions</b><b><br/></b> Have you ever forgotten the name of a song, a book title or even someone's name and spent the whole day trying to remember it? It was under your skin, so to speak, and the need to remember was compelling to the extreme. The same is true when you begin a class with a question that creates a compelling need for students to know the answer. This strategy is based on the principle that questions should come before answers. Typically, teachers give information and then ask questions about it. Hearing the question first, especially a great one, radically increases the need to learn the information just to find the answer. Great questions have these things in common:</p>
<ol start="1">
<li>They are related to the subject you're teaching.</li>
<li>They amplify the students' natural sense of wonder.</li>
<li>They challenge the students' belief of the way things are.</li>
</ol>
<p>Here is a sampling of compelling questions that teachers from various content areas have shared with me:</p>
<ul>
<li><b>Middle school math:</b> What does Martin Luther King have in common with Algebra? Answer: they both are concerned with equality.</li>
<li><b>First grade science (studying particles):</b> What is the smallest thing you ever held in your hand?</li>
<li><b>Upper elementary history (studying the Pilgrims):</b> Is there anything your parents could ever do to you that would make you run away from home?</li>
<li><b>Elementary art:</b> If humans had to be a color other than any color they already are, what color would you choose? Why? Draw some people of this color.</li>
<li><b>High school English:</b> If <em>Hamlet</em> were a television sitcom, what would be a better name for it?</li>
<li><b>High school social studies:</b> If Napoleon spread nationalism, how did nationalism bring him down?</li>
<li><b>Middle school English:</b> Why don't "good" and "food" rhyme?</li>
</ul>
<p>Questions like these begin your class with energy, excitement and most importantly, a desire to learn.</p>
<p>Photo credit: Adam Sundana at <a href="http://www.flickr.com/photos/cukuskumir/">http://www.flickr.com/photos/cukuskumir/</a></p>
<p><span class="hs-cta-wrapper" id="hs-cta-wrapper-2d8bb364-ccc9-41a7-a542-110def64dad1"><span style="visibility: visible;" class="hs-cta-node hs-cta-2d8bb364-ccc9-41a7-a542-110def64dad1" id="hs-cta-2d8bb364-ccc9-41a7-a542-110def64dad1"><a href="http://cta-service-cms2.hubspot.com/cs/c/?&cta_guid=c13467af-16fa-4321-af6b-b9d97f1d27b2&placement_guid=2d8bb364-ccc9-41a7-a542-110def64dad1&portal_id=94958&redirect_url=M1hzkPrdqdB76BqFnBYomPMZZhu%2BiBAB/z47I6QMCCI1NRL40wE3HnbmKwA0PkDHdBdUH3Rq3EKGataFRPE7vg%3D%3D&iv=Jcx6QsfPOUk%3D"><img class="hs-cta-img align-center" id="hs-cta-img-2d8bb364-ccc9-41a7-a542-110def64dad1" style="border-width: 0px; width: 192px; height: 263px;" alt="New Call to action" src="http://cdn1.hubspot.com/hub/94958/file-25442120.png" name="hs-cta-img-2d8bb364-ccc9-41a7-a542-110def64dad1"/></a></span></span></p> Minecraft in Educationtag:www.classroom20.com,2013-01-29:649749:Topic:9077992013-01-29T23:30:45.597ZColin Gallagherhttps://www.classroom20.com/profile/ColinGallagher26
<p>Last weekend myself (<a href="http://www.twitter.com/colingally" target="_blank">@colingally</a>) and Sharyn Skrtic (<a href="http://www.twitter.com" target="_blank">@Shaza33</a>) presented about using the computer game Minecraft in the <a href="http://www.ibo.org/pyp" target="_blank">PYP</a> at the 21st Century Learning Conference in Hong Kong. Any questions let me know, this was with Grade 3 students.</p>
<p>Slideshow and Video here: …</p>
<p>Last weekend myself (<a href="http://www.twitter.com/colingally" target="_blank">@colingally</a>) and Sharyn Skrtic (<a href="http://www.twitter.com" target="_blank">@Shaza33</a>) presented about using the computer game Minecraft in the <a href="http://www.ibo.org/pyp" target="_blank">PYP</a> at the 21st Century Learning Conference in Hong Kong. Any questions let me know, this was with Grade 3 students.</p>
<p>Slideshow and Video here: <a href="http://edutechniques.com/?p=4237" target="_blank">http://edutechniques.com/?p=4237</a></p> Common Core Standards – Backwards?tag:www.classroom20.com,2012-05-31:649749:Topic:8407562012-05-31T03:04:10.211ZDiana Hansenhttps://www.classroom20.com/profile/DianaHansen
<p><span>A science teacher’s take on the “backward-engineered” Common Core science standards. Read and let me know if you agree! <a href="http://bit.ly/JkmrK5">http://bit.ly/JkmrK5</a></span></p>
<p><span>A science teacher’s take on the “backward-engineered” Common Core science standards. Read and let me know if you agree! <a href="http://bit.ly/JkmrK5">http://bit.ly/JkmrK5</a></span></p> Using Pinterest for Teachingtag:www.classroom20.com,2012-04-10:649749:Topic:8260442012-04-10T00:03:27.170ZElizabeth Crawfordhttps://www.classroom20.com/profile/ElizabethCrawford
<p>Pinterest is helping teachers inspire students, increase participation and tell stories. How are you using the social platform in your classroom? <a href="http://on.mash.to/GHdHv9">http://on.mash.to/GHdHv9</a></p>
<p>Pinterest is helping teachers inspire students, increase participation and tell stories. How are you using the social platform in your classroom? <a href="http://on.mash.to/GHdHv9">http://on.mash.to/GHdHv9</a></p> EU project simple Web2.0 for educators – Web2.0ERCtag:www.classroom20.com,2011-12-26:649749:Topic:7889992011-12-26T11:20:09.865ZJoel Josephsonhttps://www.classroom20.com/profile/JoelJosephson
<p><a href="http://www.aplanet-project.eu/Images/Web20Logo.jpg" target="_blank"><img class="align-left" src="http://www.aplanet-project.eu/Images/Web20Logo.jpg"></img></a> </p>
<p><em>Also in German below:</em></p>
<p> </p>
<p>Web2.0ERC <a href="http://www.web20erc.eu/">http://www.web20erc.eu/</a> is an European Union education project to help educators who find ICT and Web2.0 confusing and difficult to access.</p>
<p> </p>
<p>The project has built a simple web site and a set of the most popular tools (Wikis, Blogs, communications, Social Networking etc.) with clear…</p>
<p><a href="http://www.aplanet-project.eu/Images/Web20Logo.jpg" target="_blank"><img src="http://www.aplanet-project.eu/Images/Web20Logo.jpg" class="align-left"/></a> </p>
<p><em>Also in German below:</em></p>
<p> </p>
<p>Web2.0ERC <a href="http://www.web20erc.eu/">http://www.web20erc.eu/</a> is an European Union education project to help educators who find ICT and Web2.0 confusing and difficult to access.</p>
<p> </p>
<p>The project has built a simple web site and a set of the most popular tools (Wikis, Blogs, communications, Social Networking etc.) with clear guides on:</p>
<ul>
<li>How to use the tools</li>
<li>How they can be used in education</li>
</ul>
<p> </p>
<p>The project is providing a simple and secure environment to use ICT for educators in their work and in their classes. The project is also looking at other Web 2.0 tools that can be used to create content, share the content and communicate.</p>
<p> </p>
<p>The Web2.0ERC platform <a href="http://www.web20erc.eu/">http://www.web20erc.eu/</a> has been piloted with educators at every level and is now open for exclusive use by educators. On the platform you will find guides, videos and examples of how the platform can be used autonomously. You can register on the platform at: <a href="http://platform.web20erc.eu/login/index.php">http://platform.web20erc.eu/login/index.php</a></p>
<p> </p>
<p>To ensure only genuine educators use the platform to make courses a verification process will take place:</p>
<p>1. Register on the platform (create account).</p>
<p>2. ‘Apply for teacher privileges’ from the <b>Help</b>menu (complete the brief form)</p>
<p>3. You will receive an email when approved</p>
<p>4. You will see the, ‘Create a course wizard’ in the <b>Courses</b>menu.</p>
<p>It is highly recommended that you read the Help for teachers in the Help menu as there will be no additional support.</p>
<p> </p>
<p>In addition, a large number of resources on the use of Web2.0 tools in education have been gathered and are available on the website. These include video tutorials, academic papers, best practices, case studies and use case scenarios, and user contributed ideas (see <a href="http://www.web20erc.eu/deliverables">http://www.web20erc.eu/deliverables</a> )</p>
<p> </p>
<p>Professor Thomas Connolly (Coordinator)</p>
<p>University of the West of Scotland</p>
<p>Email: joel.josephson@joel-josephson.org</p>
<p>Web: <a href="http://www.web20erc.eu/">http://www.web20erc.eu/</a></p>
<p> </p>
<p>Das europäische Web2.0ERC Projekt (<a href="http://www.web20erc.eu/">http://www.web20erc.eu/</a>) möchte PädagogInnen weiterhelfen, die sich mit neuen Informationstechnologien und Web 2.0 Werkzeugen schwer tun - damit sie einen guten Einstieg finden.</p>
<p> </p>
<p>Das Projekt hat eine einfache Internetplattform aufgebaut, die die beliebtesten Web 2.0 Werkzeuge beinhaltet: Wikis, Blogs, Kommunikationswerkzeuge, Social Networking, etc.. Tutorials helfen am Anfang und liefern Ideen, wie man die Werkzeuge im Unterricht einbauen kann.</p>
<p> </p>
<p>Das Internetmodul bietet einen geschützten Zugang und kann direkt für die Arbeit in der Schule benutzt werden. Gleichzeitig möchte das Projekt auf weitere Web 2.0 Werkzeuge verweisen, mit denen man Inhalt erzeugen und teilen kann, sich aber auch mit anderen KollegInnen verbinden kann.</p>
<p> </p>
<p>The Web2.0ERC Internetplattform wurde von PädagogInnen aus unterschiedlichen Bildungsbereichen ausführlich getestet und kann jetzt exklusiv im Bildungsbereich benutzt werden. Tutorials, Videos und Beispiele können selbstständig benutzt werden. Einen zusätzlichen Support gibt es nicht. Hier geht es direkt zur Plattform: <a href="http://platform.web20erc.eu/login/index.php">http://platform.web20erc.eu/login/index.php</a>. Die Sammlung von weiteren Web2.0</p>
<p> </p>
<p>To ensure only genuine educators use the platform to make courses a verification process will take place:</p>
<p>1. Register on the platform (create account).</p>
<p>2. ‘Apply for teacher privileges’ from the <b>Help</b>menu (complete the brief form)</p>
<p>3. You will receive an email when approved</p>
<p>4. You will see the, ‘Create a course wizard’ in the <b>Courses</b>menu.</p>
<p>It is highly recommended that you read the Help for teachers in the Help menu as there will be no additional support.</p>
<p> </p>
<p>Werkzeugen findet man direkt auf der Projektwebseite (<a href="http://www.web20erc.eu/deliverables">http://www.web20erc.eu/deliverables</a>).</p>
<p> </p>
<p>Vielen Dank für Ihr Interesse und viele Grüße, </p>
<p> </p>
<p> </p> Looking for Partners: Schools with Mexican youth in USAtag:www.classroom20.com,2011-10-19:649749:Topic:7633712011-10-19T16:47:07.847ZRichard Ofstad Hansonhttps://www.classroom20.com/profile/RichardOfstadHanson
<p>Our project serves rural indigenous communities in the state of Oaxaca (Southern Mexico), many of which suffer from high migration rates to the United States. We would like to connect our students in Oaxaca to Mexican youth whose families moved to the US in order to explore their experiences, traditions, the formation of their identities, and any number of other themes relevant to classroom studies. <br></br> <br></br> If interested (or know someone who might be), please contact…</p>
<p>Our project serves rural indigenous communities in the state of Oaxaca (Southern Mexico), many of which suffer from high migration rates to the United States. We would like to connect our students in Oaxaca to Mexican youth whose families moved to the US in order to explore their experiences, traditions, the formation of their identities, and any number of other themes relevant to classroom studies. <br/> <br/>
If interested (or know someone who might be), please contact us: <br/>
<br/>
proyectotrilingue@gmail.com <br/>
<br/>
Saludos! <br/>
<br/>
Richard Hanson <br/>
Director <br/>
The Trilingual Project <br/>
Oaxaca, Mexico</p>
<p><a href="http://www.proyectotrilingue.spruz.com">www.proyectotrilingue.spruz.com</a></p> Mobile Learning with Your Studentstag:www.classroom20.com,2011-09-09:649749:Topic:7404842011-09-09T01:14:23.448ZElizabeth Crawfordhttps://www.classroom20.com/profile/ElizabethCrawford
Here are a few ways to use mobile learning in your class today. Have you integrated any of these ideas into your curriculum? <a href="http://bit.ly/oj8e5d">http://bit.ly/oj8e5d</a>
Here are a few ways to use mobile learning in your class today. Have you integrated any of these ideas into your curriculum? <a href="http://bit.ly/oj8e5d">http://bit.ly/oj8e5d</a> Why educators should start a blog and join Twittertag:www.classroom20.com,2011-09-08:649749:Topic:7392922011-09-08T00:35:35.868ZElizabeth Crawfordhttps://www.classroom20.com/profile/ElizabethCrawford
Are you building your professional learning network by starting a blog and joining Twitter to better communicate with your students? We’d love to know your experiences, and how it has affected your teaching style, as well as students’ learning habits. <a href="http://bit.ly/pafhCu">http://bit.ly/pafhCu</a>
Are you building your professional learning network by starting a blog and joining Twitter to better communicate with your students? We’d love to know your experiences, and how it has affected your teaching style, as well as students’ learning habits. <a href="http://bit.ly/pafhCu">http://bit.ly/pafhCu</a>