The universe is made of stories, not of atoms. ~Muriel Rukeyser
A new direction from “Throwback Thursday,” let’s think about organizations that do “Wonderful Work” for “We Donate Wednesday.” Please share your ideas of your choices of worthy, favorite causes.
To kick off this new blog feature, here is one organization doing “Wonderful Work” for “We Donate Wednesday”:
There are more than 16.2 -million children in this country who are at risk of hunger. This organization send kids home with backpacks filled with food for their families to eat at home. It is the first organization listed in “Wonderful Work Wednesday” and “We Donate Wednesday.”
“It must be remembered that there is nothing more difficult to plan, more doubtful of success, nor more dangerous to manage than a new system. For the initiator has the enmity of all who would profit by the preservation of the old institution and merely lukewarm defenders in those who gain by the new ones. ”
Here is an inauguration trivia scavenger hunt from Education World: Study Presidential Inaugurations: Some Precedents and Notable Events http://www.educationworld.com/a_lesson/TM/WS_219_2293.shtml
Here is an interesting inauguration trivia quiz from the National Archives:
Learn more about the inauguration from the Smithsonian: http://www.smithsonianmag.com/history/inaugural-firsts-132224366/
Primary Sources put students in the center of the action. The Library of Congress blogs provide links to resources on the presidential inaugurations and the activities that surround it.
Beare, K. (2008) Youtube in the Classroom!
Retrieved from: esl.about.com/od/listeninglessonplans/a/youtube.htm
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Hodgkinson-Williams, C., & Cox, G. (2015). Open educational resources. Moving beyond the hype: A contextualised view of learning with technology in higher education, 37.
Koh, Angeline. International Digital Storyteller, Singapor. Personal Communication, Singapore. March 15, 2015.
Kress, G. (2010) Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
Nikolich-Žugich, J., Goldman, D. P., Cohen, P. R., Cortese, D., Fontana, L., Kennedy, B. K., Mohler, M.J., Olshansky, S.J., Perls, T., Perry, D. & Richardson, A. (2015). Preparing for an aging world: Engaging Biogerontologists, Geriatricians, and the Society. The Journals of Gerontology Series A: Biological Sciences and Medical Sciences, J Gertontology A Biol Sci Med Sci, 2016, Vol.71, No. 4, p. 435-444. doi: 10.1093/gerona/glv164
Peterson, P. G. (1999). Gray dawn: how the coming age wave will transform America– and the world.
United Nations, Department of Economic and Social Affairs, Population Division (2013).
World Population Ageing 2013. ST/ESA/SER.A/348.
Wenger, E., & Lave, J. (1991). Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive, and Computational Perspectives) by Cambridge University Press, Cambridge, UK.
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2-3.
World Health Organization. (2011). Global health and aging. Bethesda: National Institutes of Health.
Other Posts regarding the MiTE Conference
A four-point-effectiveness checklist for continued student engagement with mobile technology in online courses is described in this paper. Designed for pre-service and in-service adult learners, the checklist reflects research in pedagogical practice of mobile learning, knowledge transfer, adult learning theory, and the TPaCK instructional framework. Data sources include the feedback artifacts of current online course facilitators who also contributed to this paper. Post-course assessment data from adult learners validates the success of best practices for student engagement with mobile technology when the syllabus can be held in the palm of your hand.
Keywords: Online Education, Online Learning, Transfer of Knowledge, TPaCK, Adult Learning Theory, Personalized Feedback
Anderson, T. (2008). The theory and practice of online learning. (pp. 45-74). Edmonton, AB: AU Press, Athabasca University.
Blitz, C. L. (2013). Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says. REL 2013-003. Regional Educational Laboratory Mid-Atlantic. Retrieved from http://eric.ed.gov/?id=ED54421
Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: effective strategies for moderators. Madison, Wisconsin: Attwood Publishing.
Gusley, T.R. & Yoon, K.S, (2009). What works in professional development. Retrieved from: http://www.k12.wa.us/Compensation/pubdocs/Guskey2009whatworks.pdf
Herrera, SD. (2010). Biography-driven culturally responsive teaching. New York: Teachers College Press. Loucks-Horsley, S, Stiles, K.E.,
Huber, G. P. (1991). Organizational learning: The contributing processes and the literatures. Organization science, 2(1), 88-115.
Iverson, K. (2011). Andragogy vs. pedagogy: much ado about nothing? In V. L. Cyboran, Ed.D., Chapter 2: Six Myths about Teaching Adults, a forthcoming book. Retrieved from RU Training.org database.
Kent, C., Laslo, E., & Rafaeli, S. (2016). Interactivity in online discussions and learning outcomes. Computers & Education, 97, 116-128. doi:10.1016/j.compedu.2016.03.002
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. Routledge.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.
Koh, J. H. L., Chai, C. S., & Tsai, C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Journal Of Educational Technology & Society, 17(1), 185-196.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Loucks-Horsley, S, Stiles, K.E., Mundry, S. Love, N.,& Hewson, P.W. (2010). Designing professional development for teachers of science and mathematics. Thousand Oaks, California: Corwin.
Mathiasen, H. (2008). Is There a Nexus between Learning and Teaching?. In Understanding Learning-Centered Higher Education. Copenhagen Business School Press.
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Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
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Selwyn, Neil (2011). Social Media in higher education. London, Routledge.
Stronge, J.H. (2002). Qualities of effective teachers. Alexandria, Virginia: ASCD.
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3.
Wiggins, G. (2010). Exploring essential questions of education: What is transfer? Retrieved from: http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=60
Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf
January 12-14, 2017 are the dates for the International Conference on Mobile Technology in Teacher Education (MiTE) for educators from institutions of higher education, County Offices of Education, and schools to be held in Los Angeles. The annual Winter Conference is in its third year, attracting highly skilled professionals who are interested in the integration of innovative approaches and emerging technologies into teacher education, inquiry and productivity. Enjoy poster sessions, research-based sessions, practitioner-based sessions, plenary presentations and workshops. Converse with international like-minded practitioners and change agents to develop meaningful relationships and shape the future of education.
View the Conference Schedule at this link: https://mite2017.sched.com/