10-Rep Learning ~ Teague's Tech Treks

Learning Technology & Tech Observations by Dr. Helen Teague

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Since Time Immemorial (STI) – Research from Clothier, Bruce and Larsen

Since Time Immemorial (STI) is a dynamic area of outreach and Action Research possibilities. Just two months ago,  research was published  on an Action Research initiative addressing Teachers’ Responses to Professional Development Created by Principals with the Support of Cross-District, Tribal, and University Partners (Clothier, et al., 2022). The University Partner mentioned in the study’s title is Department of Education Leadership & Inclusive Teaching, Western Washington University. The very short research report is available online – 

Science and the Swinomish: Teachers’ responses to Professional Development created by principals with the support of cross-district, Tribal, and University partners.  https://ijahss.net/assets/files/1652386609.pdf

This study features appreciative inquiry and Action Research.  Here is a Pivotal Quote:

“There’s so much more that unites us than divides us, but we would have never known that if we hadn’t worked together,” Participant in the study, Science and the Swinomish: Teachers’ responses to Professional Development created by principals with the support of cross-district, Tribal, and University partners (Clothier, et al., 2022).

What would you select as a pivotal quote?  

Pretty cool!

 

                                                                                         References

Clothier, B., Bruce, T., & Larsen, D. (2022). Science and the Swinomish: Teachers’ responses to Professional Development created by principals with the support of cross-district, Tribal, and University partners. International Journal of Arts, Humanities & Social Science. 3(5). https://ijahss.net/assets/files/1652386609.pdf  

The paper is written in MLA academic format. Here is the ending reference APA citation (intext citation would be (Clothier, et al., 2022).

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What would you select as a pivotal quote? 

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Weekend Ed. Quote ~ August 12, 2022

“In short, the effect of assessment for learning, as it plays out in the classroom, is that students keep learning and remain confident that they can cAssessment Completeontinue to learn at productive levels if they keep trying to learn. In other words, students don’t give up in frustration or hopelessness” ~Dr. Richard Stiggins, (2002, p. 761)

 

 

 

 

 

 

 

 

References

Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.

 


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Weekend Ed. Quote ~ August 5

“If you want to increase student academic achievement, give each student a friend.”
~John A.C. Hattie, Visible Learning for Teachers: Maximizing Impact on Learning

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                     References

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

 


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Weekend Ed. Quote ~ July 29

“What is life, if not the sum of a hundred thousand daily battles and tiny decisions to either gut it out or give it up? This moment when you don’t feel like doing the work? This is not a moment to be thrown away. This is not a dress rehearsal. This moment is your life as much as any other moment. Spend it in a way that will make you proud.”

~ James Clear on the idea of ”Giving Up”

Happy Friday

 

 


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Weekend Ed. Quote ~ July 22

“While it is critical that all children receive the support necessary to read at least at grade level, students who have achieved this goal must be challenged  to continue developing advanced proficiencies. We would be remiss if we failed to make appropriate provisions to at-risk readers. We are equally remiss if we do not offer appropriate instructional differences that respond to the needs of gifted learners”
~Dr. Bertie Kingore, 2002, p. 12

ReRead From BookRiot

 

 

 

References

Kingore, B. (2002). Reading instruction for the primary gifted learner. Understanding Our Gifted, 12–15.

 

 

 

 


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Animated Word Cloud Comparisons

Animated word clouds add interest to instructional practices in the school and workplace. Using word clouds to compare and contrast ideas. Populate a word cloud generator with text either, transcribed from spoken discussions or copied from written online discussion boards.  Add animation for interesting effects. Students can analyze various word clouds for the similarities and differences of perspective and summation. Older students can create and produce the word clouds.

This word cloud represents the discussion of 29 graduate students, learning online from three different states. MonkeyLearn was used for the initial word cloud instruction. PicMonkey was used for animation, layout, effects, captioning, and gif file creation.

Wk1DiscussionWordCloud

 

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Weekend Ed. Quote ~ July 15

“Multimedia technology empowers the educational process by means of increased interaction between teachers and the students.” ~A. Balu

Multimedia Tech

 

 

 

References

Balu, A. (2020). Contribution of Multimedia Technology in Education. Editorial Board, 9(2), 127.
      http://ijmer.s3.amazonaws.com/pdf/volume9/volume9-issue2(1)-2020.pdf#page=135 

 


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Weekend Ed. Quote ~ July 8

Even though you may work many hours both day and night with added stress, the risk of stepping into higher education leadership may be worth it because you have a chance to influence decisions on important issues more broadly, have increased travel opportunities to learn, and you are often paid more for this change in lifestyle and responsibilities.”  ~ Dorothy Campbell, from Campbell’s Tips for Educational Leadership

Leadership Blocks

 

References

Campbell, D. I. (2021). Leadership Advancement: Moving Up and Moving Over.  https://www.higheredjobs.com/articles/articleDisplay.cfm?ID=2700 


 

 

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Creating a Class Recipe Infographic with Piktochart!


 

https://create.piktochart.com/output/56f99f4ef4b8-tec-521-summer-recipe-shares

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