Effective Teaching, Quality Instruction and Professional Development

CAT 7: Muddiest Point

2011-07-01T13:13:00.000-04:00

Have you ever wondered if students were really learning? I mean REALLY learning? Classroom Assessment Technique 7, the "Muddiest Point" can give you, the instructor, some IMMEDIATE feedback.

At some point in a lecture ask the students "What's the muddiest point?" (Angelo and Cross, 1993, p. 154) or some variation. From their responses you can quickly see several things. First, has your instruction made sense to the students. It may have made PERFECT sense when you were preparing, but once it has been delivered something may have been lost in translation.

Especially if you are focusing on synthesizing information, or making connections, this assessment technique may help some learners learn better.

Angelo, T., & Cross, K. (1993). Classroom assessment techniques: A handbook for college teachers. (2nd Ed.). San Francisco, CA: Jossey-Bass.

Books, digital and otherwise

2011-06-15T20:56:00.000-04:00

B Lamar Johnson (1939) noted that to increase "the value of their libraries to their students" (p. 114), colleges should remember that "books are a constant and natural part of the student's environment" (p. 115).

As innovative as this was in 1939, it is equally important today, with some changes. The BOOK is evolving. No longer just the physical item, it is also the virtual or digital book. It is the digitized serial. It is the ebook. It is digital. Where the physical books were placed on shelves, digital books are on virtual shelves. The physical books were (and still are) checked out, circulated and returned. The physical proximity of the library limited the travelling range of the book (until Interlibrary Loan expanded the travel of the physical book). There are typically a set number of physical books available. Digital books, on the other hand, can be accessed anywhere, anytime, anyplace with almost any device.

This "new" book is available. The environment is not limited by time or space, but by technology, software, and connection strength and speed.

Digital resources can be accessed quickly and just-in-time. Students can find resources, bookmark them, and continue to use and access them. This "new book" becomes quickly integrated into the digital environment of the student. The growth of digital databases, electronic resources and ebooks have changed. The student's environment has changed even more. The growth of personal digital devices and the expansion of wireless connectivity have created an environment without boundaries.

Johnson, B. L. (1939). Vitalizing a college library. Chicago, IL: American Library Association.

Professional development topics

2011-06-09T14:13:00.000-04:00

[GOOGLE APPS] Using Google Tasks to brainstorm project ideas #profdev
[GOOGLE APPS] Using Google Documents for journaling #profdev
[GOOGLE APPS] Using Google Reader to find, sort, bundle and share resources #profdev
[GOOGLE APPS] News of the world with Google News, tagging and sharing news #profdev
[GOOGLE APPS] Simple searching with Google, for text, images and more #profdev
[GOOGLE APPS] Google Moderator: the start of critical thinking #profdev
[GOOGLE APPS] Using Google Chrome #profdev
[GOOGLE APPS] Google Alerts, finding new content #profdev
[GOOGLE APPS] All about RSS feeds and subscriptions #profdev
[VIDEO, AUDIO AND MEDIA] Using Qik.com to create faculty development videos #profdev
[VIDEO, AUDIO AND MEDIA] Creating presence with audio files (iPadio, TweetMic) #profdev
[DIGITAL NOTE TAKING] Digital notebooks and Evernote #profdev
[DIGITAL NOTE TAKING] Springpad and note taking, from anywhere #profdev
[iPad and iPhone] Becoming mobile with an iPad #profdev
[iPad and iPhone] Using the iPhone and iPad to engage learning #profdev
[PURE PEDAGOGY] Critical thinking and technology, how to be mobile #profdev
[PURE PEDAGOGY] Teaching digital students as a digital teacher in a digital classroom #profdev
[CONCEPT MAPPING AND PRESENTATION SOFTWARE] Using web based concept maps to engage students #profdev
[CONCEPT MAPPING AND PRESENTATION SOFTWARE] Prezi and presentations #profdev
[TECHNOLOGY TOPICS] Finding resources on the fly and sharing them with shareaholic #profdev
[TECHNOLOGY TOPICS] Developing a personal taxonomy of technology and active learning #profdev
[TECHNOLOGY TOPICS] Using technology to create a learner centered environment #profdev
[TECHNOLOGY TOPICS] Paperless and dynamic, using the cloud in teaching and learning #profdev
[CONNECTING] Using Skype to engage students #profdev
[BLOGGING AND MICROBLOGGING] Mobile blogging with Wordpress #profdev
[BLOGGING AND MICROBLOGGING] Really simple microblogging with Posterous #profdev
[BLOGGING AND MICROBLOGGING] Using Twitter to connect with a worldwide group of experts #profdev
[ASSESSMENT, EVALUATION AND IMPROVEMENT] Rubrics that improve learning #profdev
[ASSESSMENT, EVALUATION AND IMPROVEMENT] Rubrics that improve teaching #profdev
[ASSESSMENT, EVALUATION AND IMPROVEMENT] Clickers and assessment of learning #profdev

What does it mean to be

2011-06-08T16:26:00.000-04:00

What does it mean to be:

A DIGITAL LEARNER – “plugged in” and connected, always on [Google “what is a digital learner” ] [How do teaching and learning styles change?] [ISTE NETS-S http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx]

A digital learner wants media, multimedia, audio, video and images
A digital learner seeks to integrate media into “school” and “life”
A digital learner works within a circle of friends
A digital learner uses social media to connect, find resources, and interact (ask and answer questions)
A digital learner uses MORE technology to accomplish tasks
A digital learner uses technology DIFFERENTLY to accomplish tasks
A digital learner multi-tasks with multiple technologies or applications
A digital learner is a social learner
A digital learner is an active learner
A digital learner is a consumer, producer and creator of learning, and learning resources
A digital learner is learner focused and learning centered

A DIGITAL TEACHER – integrates technology to enhance learning and engage learners [Google “what is a digital teacher”] [How do teaching and learning styles change?] [ISTE NETS-T http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx]

A digital teacher uses technology to extend, expand, and enrich learning
A digital teacher provides multimedia to explore “lecture” topics
A digital teacher connects with students through technology
A digital teacher provides or creates technological alternatives
A digital teacher creates a social space for learning
A digital teacher uses and participates in social learning
A digital teacher is learning focused and learning centered

In a DIGITAL CLASSROOM? – learning occurs anywhere, anytime, and anyplace. There is a “new” mindset of MOBILE learning, that follows us, or travels with us where ever we may go. [Google “what is a digital classroom”]

A digital classroom is dynamic
A digital classroom supports collaboration, locally as well as globally
A digital classroom encourages inquiry
A digital classroom provides access to technology
A digital classroom can be easily reconfigured
A digital classroom is more of an environment or space than a fixed classroom
A digital classroom supports and encourages social learning
A digital classroom is learner centered

Technology topics on the horizon, near and far

2011-05-02T21:04:00.001-04:00

So, what technologies are looming on the horizon?

More and more references are being made to cloud computing. Using Dropbox to access and share files is easier than a flash drive. I can access my Dropbox from any computer, my iPhone 3GS, and my iPad.

I still find uses for Wordle. It is easy to take a document, and quickly produce a word cloud.

Prezi is a non-linear presentation software. More than simply clicking through slides, Prezi supports ANY sort of path through slides, and zooming in or out. Visually, very different.

Google Bundles. Using Google Reader, I can create a bundle from my RSS feeds. The Bundle can be any topic, but the topic originates from my Google Reader feed. Bundles can be shared.

Google Forms. Easy application to gather data, poll responses and assess knowledge. Simple. Web-deployable form.

- Posted using BlogPress from my iPad

Looking forward

2011-04-28T20:11:00.001-04:00

"Books are a constant and natural part of the student's environment" (Johnson, 1939, p. 115).

It is important to read. Books. I am a self-confessed book person. Holding a book, turning the pages are all part of the pre-digital age. Now, books are available anywhere. Anywhere the wifi signal is strong I can read a book. The growing variety of ereaders makes it possible to read anywhere.

Books are a part of life.

There was a time when proximity to books and libraries was necessary. Now, with digital proximity, the opportunity to read improves. The digital library is filled with more volumes than ever before. The physical library provides access to books not available through the digital library. The digital library provides virtual access to those at a distance. Both the physical library and the digital library provide books to a much larger audience of patrons.

Digital books meet the needs of digital patrons.

Digital books are available regardless of location (provided the WiFi or broadband signal is strong enough). Digital books provide immediate access to teaching and learning resources.

Integrating digital books into social media applications increases the awareness of the digital resources. As more resources become available the need for social media increases.

Access to books is not limited with digital books. Anywhere, anytime, with many devices. Digital books engage learners immediately.

Johnson, B. L. (1939). Vitalizing a college library. Chicago, IL.: American Library Association.

- Posted using BlogPress from my iPad

Journals and other digital resources I read

2011-04-18T10:28:00.002-04:00

The resources I read for scholarly information and perspectives are full-text, digital editions. I can read them from a wide variety of digital devices. As a member of several professional associations, I find their publications relevant for a wide variety of uses.

As a member of AECT since 2002, several of the member benefits are the digital editions available, full-text. I have used and continue to read from http://www.aect.org, (1) Educational Technology Research and Development; covers current research in the field, and (2) TechTrends; provides a quick insight into the link between theory and practice.

Another standard resource for me comes also from http://www.aect.org, now, in the Third Edition, (3) Handbook of Research for Educational Communications and Technology; always a great resource to review and see what has been done, and current directions or trends.

From the PODNETWORK (Professional and Organizational Development Network in Higher Education) http://podnetwork.org/index.htm, (1) To Improve the Academy, Resources for Faculty, Instructional, and Organizational Development; a wonderful resource and scholarly journal focused on the integration and implementation of professional development activities in a variety of settings,

The role of technology for the library and student learning

2011-03-31T21:23:00.000-04:00

Technology can provide “scaffolds and tools to enhance learning” (Bransford, Brown and Cocking, 2000, p. 207). The new hyperlinked world is waiting on us to click, just once, and follow the information. Whether integrated, inter-related or simply hyperlinked there is a world of information available for us.

We can find answers to general questions and to obscure questions as well. Having an understanding of simple search strategies can provide more information than previously imagined. Some search engines now let you ask a question, and the search engine will find answer(s).

Technology becomes one form of a scaffold. The process of scaffolding helps or assists learners to “acquire knowledge or skill which cannot be acquired without assistance at that point in time” (Bull, Shuler, Overton, Kimball, Boykin and Griffin, 1993, p. 241). A hyperlinked scaffold has the potential to provide just-in-time answers to questions. One concern, though, is information overload. Too many hyperlinks can make the simple search a quest of epic proportion.

To some, a scaffold is a resource. Resources “are people, tools, technologies, and materials designed to help learners” (Definition and Terminology Committee of the Association for Educational Communications and Technology, 2008, p. 12). Whatever helps the learner to learn can be a scaffold, or even a resource.

However, the greatest distinction is that a scaffold enhances the process of learning. The scaffold should help, aid, assist, make clearer, provide direction and overall SUPPORT the process of learning. It is possible to learn WITHOUT some sort of scaffold, but the presence of a GOOD scaffold can make the learning more engaging and more meaningful.

Bransford, J., Brown, A., & Cocking, R. (Eds.). (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington, DC: National Academy Press.

Bull, K., Shuler, P. Overton, R., Kimball, S., Boykin, C., & Griffin, J. (1993). “Processes for developing scaffolding in a computer mediated learning environment”. Conference Proceedings of the American Council on Rural Special Education (ACRES), Albuquerque, New Mexico. (ERIC Document Reproduction Service: ED 429 765).

Definition and Terminology Committee of the Association for Educational Communications and Technology. (2008). “Definition.” In Januszewski, A., & Molenda, M. (Eds.). Educational technology: A definition with commentary, pp. 1-14. New York, NY: Lawrence Erlbaum Associates.

The impact of technology on the library: Broadening the shelves with digital resources

2011-03-31T13:08:00.000-04:00

The role of technology is forever changing the way we live and learn. Technology is changing the library, and the library is changing the ways we use technology.

Technology can bring “exciting curricula based on real-world problems into the classroom” (Bransford, Brown and Cocking, 2000, p. 207). Through the use of digital assets, curricular materials can become richer with the integration of contemporary sources. Digital news can change a current event into an evolving current event.

e-Books, e-Texts and net-libraries provide access, in some cases, to the ORIGINAL source documents (digitally, of course). Through the growth and expansion of library offerings, there is access to MORE materials than ever before.

Bransford, J., Brown, A., & Cocking, R. (Eds.). (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington, DC: National Academy Press.

CAT 6: Minute Paper

2011-03-08T10:47:00.000-05:00

Two simple questions: “What was the most important thing you learned during this class? And What important question remains unanswered?” (Angelo and Cross, 1993, p. 148). The two questions that can let us know if we are “on track” teaching, or “off the beaten path.” Asking students what they have learned can help us improve our teaching. Hopefully they learn something that has been taught. It’s always insightful to read responses, and learn what they THINK they have learned.

The other questions asks students to identify what hasn’t been answered. We may have covered the content too quickly, or made too many assumptions, and thus, the student has an unanswered question.

But, what do we do with the results? It’s always easy to use the answers to the first question to validate our teaching, and never share the results. But, that’s where probing may be worthwhile. What made learning occur? Did we use great examples? Was our explanation thorough? Asking why students learned can help us continue to improve our teaching methods.

The second question is, for some, troublesome. Why didn’t they learn? How can they STILL have a question, after my riveting lecture or discussion? The answer to the second question may indicate places where we need to do MORE, or do things DIFFERENTLY. Did I explain things? Did I make the content relevant to their lives? Do I need to use multimedia to help students learn, or to help me teach?

Take the time to ask the questions. Read their answers. Use the answers to start the NEXT class period, and clear up any unanswered questions. Use the answers to shape or RESHAPE the next class period. It’s just two simple questions.

Angelo, T., & Cross, K. (1993). Classroom assessment techniques: A handbook for college teachers. (2nd Ed.). San Francisco, CA: Jossey-Bass.

Transforming and reforming content

2011-02-08T21:29:00.002-05:00

I am really amazed. I am using several applications that are, in my opinion, completely reshaping the way content is being created. these are personalized, individualized content creators. It's always a challenge, sorting and sifting through the never-ending avalanche of information.

I subscribe to multiple feeds, that are aggregated in Google Reader. Google Reader does a good job collecting the feeds. But sifting through the feeds takes time.

www.feedly.com creates a digest, of sorts, of my subscribed feeds. My feeds are presented in an organized format. I can quickly see what's new, read two or three lines of the article and share the article with a wide variety of social sites.

- Posted using BlogPress from my iPad

Three trends (for now) in technology

2011-02-07T15:35:00.001-05:00

The three key issues in educational technology impacting the community college (and higher education as well) today are mobile computing, mobile devices, and the shifting notion of the book.

Mobile computing is quickly reshaping the educational frontier. No longer can we presume the classroom to be a fixed, stationary environment. Mobile computing is quickly placing an emphasis on truly learning and teaching anywhere. Transforming the educational world to adopt this environment will require forward thinking innovation. Textbooks will change, classroom time will shift from a fixed time, to a more fluid time.

The increased use of mobile devices and smart phones is contributing to the new notion of mlearning. Writing a paper, or in this context, creating content, requires a whole new skill set both from the student and the teacher. Embracing the mobile devices requires long established traditions to change and this is, perhaps, one of the greatest challenges facing us today.

The traditional focus of learning, the book, is shifting to an ebook, or etextbook. This shift to a more efficient and economical mode of delivery will require a shift in thinking and a shift in the library. How can we as educators, encourage students to learn with these new books, when we limit or have concerns over the use of mobile devices? How can the transformational power of the mobile devices improve and propel education forward when we discourage their use in the classroom?

Brookfield's Four Lenses and Technology, Part 2

2011-01-19T08:07:00.001-05:00

Stephen Brookfield's "Becoming a Critically Reflective Teacher" (1995) speaks of four lenses that "illuminates a different part of our teaching" (p. 28). Looking at each of these lenses in technological terms may shift the lens just a little.

The second lens is "our students' eyes" (Brookfield, 1995, p. 30). Simply "Google" yourself and quickly see what is out there. How our students perceive us online reflects our technological competence. Use an old or older technology, and quickly learn how it DOESN'T work. Program compatibility is another competency to learn.

Do we use technology to actively solicit student feedback? Are we sufficiently conversant with the wide range of social media applications to connect with students where ever they are?

To truly look at ourself as a student, we must be willing to give AND receive criticism. Providing feedback, with technology, is instantaneous. Technology can extend a dialogue, and make it deeper and incorporate more media resources than a dialogue without technology. Asynchronous as well as synchronous communication is enhanced with technology.

The student lens can be enhanced and refined with technology. Students learn and live with technology. Technology is portable, integrated into all aspects of learning and living.

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.

- Posted using BlogPress from my iPad

Brookfield's Four Lenses and Technology, Part 1

2011-01-18T14:35:00.001-05:00

Have we taught well?

2011-01-09T18:47:00.001-05:00

Do we teach well enough? Do we teach to standard? Or do we teach the student?

- Posted using BlogPress from my iPad

Apps on my iPad

2011-01-03T13:14:00.002-05:00

Facebook HD - easy to use Facebook application
Twittelator - visually appealing Twitter client
Twitter - good, standard
Dropbox - easy integration with other apps
iDisk
Dragon Dictation
SketchPad HD
pdf-notes - annotate pdf's, highlight pdf's
Noteshelf - quick upload/export to Evernote and/or Dropbox
Audiotorium
gDocuments
Google
Keynote
Pages
Numbers
Office2 HD - work with Microsoft Office 2007 formatted files
Springpad
Simplenote
Sticky Notes - nice visual corkboard with stickies
Evernote
BlogPress
Flipboard
Mashable
Projector
Mindmeister
GeeTasks - Google Tasks
iCabMobile
YourVersionHD
iA Writer
PS Express - photo editing capabilities
Google Books
iBooks

Technology for the next year

2010-12-31T21:30:00.002-05:00

Springpad. Link to Springpad. An impressive note taking application. Create individual notebooks. Tag notes. Attach tasks and due dates. Email the notes. On the iPhone, iPad, Google Chrome as client applications. This application can be used to update teaching materials, collect, tag and share teaching and learning materials.

Slideshare. Link to Slideshare. Great application to upload and share documents and slides. Tag documents, describe documents. Easy to virtually distribute to small or large groups. Works with both Microsoft documents, Adobe PDF files, and Keynote documents. This application is ideal for presentations where standard technology may not be available.

- Posted using BlogPress from my iPad

The year in review, or what technology has allowed me to do

2010-12-28T19:58:00.002-05:00

It's hard to think about how technology has influenced this year. It has really made me think differently and use technology differently. For instance, I was the kind of person who would take notes on stickies or any other scrap of paper. I would try to write legibly, but to no avail. I would try and transfer my notes to a text editor, but that didn't happen that often.

I have started using the iPad to do more. I can take notes either with the Notes application or one of the many applications that uses a stylus. I am finding that the iPad is a really useful device.

I am finding that Google Chrome, with extensions and the new Chrome Store, is becoming one of my browsers of choice. But alas, no Google Chrome on my iPad. Mozilla Firefox with add ons and extensions is also a robust browser. Browsers that integrate with other web applications are important.

That's my thoughts, so far. Technology has changed the way we do things, and it will continue to evolve as we find greater uses for technology in our everyday lives.

- Posted using BlogPress from my iPad

Interacting and interactions

2010-12-21T15:36:00.000-05:00

Understanding the changing dynamics of interaction. Moore (1989) mentioned three key types, (1) student to instructor, (2) student to content, and (3) student to student. There is now a fourth type of interaction, student to common digital device. The common digital device is more than a vehicle for content, it is more than a means to create content, it is the digital learning assistant – this device links students with content, students and the instructor simultaneously. Real-time conversations, desktop sharing and collaboration are now the commonplace instead of the exception. With the changes in interactions, teaching has to radically shift and change as well. Students are likely to interact with and through common digital devices – at all times. No longer can we presume that students will dutifully set in a classroom and take notes – students will be fact-checking course content, finding additional as well as alternative content. We need to engage students WHERE they are, not where WE want them to be.

Interacting with students allows time for feedback, focuses time on learning, and clearly communicates the expectations of the instructor AND for the student (Chickering and Gamson, 1987). Incorporating the common digital device, feedback can be instantaneous, as well as anytime and anyplace. The common digital device promotes and encourages learning EVERYWHERE. No longer is learning limited to a particular space, at a particular time. Learning occurs where the students ARE. The nature of interaction is changing. Learners are more ENGAGED with learning because of these common digital devices.

Interaction now includes (1) portable technology, (2) fluid teaching, and (3) a desire to use the new, common digital device to teach and learn anywhere, anyplace, and anytime.

Chickering, A. W., and Gamson, Z. F. (1987) “Seven principles for good practice in undergraduate education.” American Association of Higher Education Bulletin, Volume 39, Number 7. [WWW document] URL http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm (Visited December 21, 2010)

Moore, M. G. (1989) “Three types of interaction.” The American Journal of Distance Education, Volume 3, Number 2. [WWW document] URL http://www.ajde.com/Contents/vol3_2.htm#editorial (Visited December 21, 2010)

The common and uncommon

2010-12-09T20:40:00.002-05:00

What would be considered common professional development? Is there such a thing as normal professional development? Trying to push the envelope is important and vital, I believe, for professional development. It is important to push the envelope, to challenge people to do things they would not normally do.

Uncommon professional development is pivotal. It addresses the unique needs of faculty. It may be small group, it may be one on one. It seeks to provide answers to questions. Uncommon should be the rule, rather than the exception. We should try to find the unique, the uncommon, the personalized approach to faculty development.

There are no universal approaches except to individualize opportunities for growth and enrichment. Professional development is personal, and we are each unique.

Be different. Be unique. Be uncommon.

- Posted using BlogPress from my iPad

Technology and assessment

2010-12-05T20:21:00.002-05:00

Can technology, in and of itself, make a difference in educational reform? Or is it the use of technology that reforms education? Technology is like a textbook, like the chalkboard. By themselves, they are merely objects. But in the hands of teachers and students they are so much more.

- Posted using BlogPress from my iPad

My recently completed readings

2010-12-03T09:19:00.001-05:00

My recent readings are loosely associated. Technology WANTS us to communicate, but it doesn't help us CONNECT easily. However, technology can be LIBERATING when we use it for real educational reform. All three are good reading, and could each contribute to the improvement (or REFORMATION) of education.

Kelly, K. (2010). What technology wants. New York, NY: Viking.

Maxwell, J. (2010). Everyone communicates few connect: What the most effective people do differently. Nashville, TN: Thomas Nelson.

Moe, T., & Chubb, J. (2009). Liberating learning: Technology, politics, and the future of American education. San Francisco, CA: Jossey-Bass.

Instructional Methods, Web 2.0 Tools, Assessment Strategies and Methods

2010-12-02T13:18:00.000-05:00

Instructional Methods, Web 2.0 Tools, Assessment Strategies and Methods

View more documents from David Peter.

The times and the talk aren't changing, much

2010-11-24T19:16:00.003-05:00

More talk about changing the school calendar for public schools. The premise is if students are in school longer, they will score higher on the state standardized test AND not loose what they learned in the regular school year. Add to this the renewed discussions about teacher quality, teacher preparation, and the "need" for real reform, it is no wonder people perceive discord in the hallowed halls of education.

We need to remember that the act of learning hasn't changed much. Granted, technology has given us access to a wider array of tools. These tools may deepen and enrich learning. They may provide access to a wide variety of sources and resources that were previously unavailable or were limited in their availability. But the technology has not "changed" learning, it has expanded opportunities to learn. Technology has shifted the physical place of learning from a classroom to a bench, to a park.

There are so many voices clamoring for change it can be difficult to listen. We may need to change, we may need reform. But we may really need to understand that learners, or students, will always and forever be asking questions. It is our job, our duty, our mission to help them as they search for an answer.

Change is a part of life. The act of learning may not change, it evolves, it is always adapting to other changes around. The WHAT of learning changes. The HOW of learning changes as technology changes.

But, the WHY of learning is so intimately personal that we cannot change that. We respond, we react, we engage, we enrich, we empower ... we learn, and we teach.

- Posted using BlogPress from my iPad

New and old technologies

2010-11-15T20:27:00.002-05:00

I am not worried about scraps of paper. I am really trying to use more technology. Figure that the technology can improve my productivity. I started using Simplenote. It is a web app, platform and browser independent. In the case of notes, any technological advantage can help. I am bombarded with information each day, and keeping the avalanche organized either requires a handful of notes, that must be transcribed and added to a calendar, contact list, or document.

I can create a note with Simplenote, sync it to my iPhone, iPad, or any computer. I can tag notes, search by tag or other term, publish a note as a web page, or email it. And I can delete them when they are no longer needed.

No more scraps of paper for me.

- Posted using BlogPress from my iPad

What I Am Thankful For

2010-11-10T21:05:00.002-05:00

I am thankful for my friends and colleagues.

I am thankful to be able to work with people who are genuinely involved in improving teaching and learning.

I am thankful to find ways to integrate technology and impact learning as well as teaching.

I am thankful that, even though I may not know the answers to their questions, we can ask questions and eventually find an answer.

I am thankful that I can smile and laugh, and struggle.

I am thankful that I learn each day, and every day.

- Posted using BlogPress from my iPad

What I've learned

2010-11-10T10:38:00.000-05:00

I've really learned a lot, from others, and by myself. Mostly, from others. It's always easier to listen to others and learn from them. Learning how to ask questions, really good questions. Watching all of the nonverbal communication cues.

And, I still keep learning.

Assessment, reform, and transformation

2010-11-03T21:54:00.002-04:00

Given that professional development, good professional development, can improve teaching, introduce technology, and build community, transformation is possible. Assessing professional development requires time. Change takes time. Professional development takes time. Change is not only involvement and participation, but reflection.

Reform is measured by movement. Transformation is measured by enhancements in teaching, engaging learners, providing opportunities for sharing with others.

- Posted using BlogPress from my iPad

The flow of technology

2010-11-02T21:39:00.002-04:00

As technology goes, I am becoming more and more impressed with the iPad. It is so fluid and flexible, I can focus on content creation, and not on technological issues. I think, I type, and I update my blog. If the technology is truly transparent, pervasive, and powerfully portable shouldn't it be used more?

- Posted using BlogPress from my iPad

My Google Chrome Extensions

2010-11-02T13:52:00.001-04:00

Currently Used Extensions for Google Chrome (From Left-to-Right)

Strategic thoughts about technology

2010-11-01T20:07:00.001-04:00

Technology requires a shift or change in the culture. The notion of a common digital device takes on even more significance. The common device, the personal device, is multitouch, allowing users to quickly, seamlessly, and effortlessly move through content. The device, the pen based input device provides users the ability to take notes, annotate content and create graphical content.

Technology enhances the learning environment, and should not disrupt the learning environment. A small, powerful, portable and pen based device becomes the device that naturally compliments learning. This device is a natural fit for learning, and is seen as a natural extension. It is intuitive and does not disrupt.

Technology requires a change or shift in teaching. As the common digital devices become more transparent, they are used in all classes. As the devices become more powerful, teaching needs to push the boundaries to meet the power the devices offer. A pen based device provides a greater force for change. This new digital device combines traditional and contemporary elements of teaching and learning.

Technology can reshape, reform, and transform the individual aspects of learning and teaching. As technology continues to evolve it is more important to view the uses of technology rather than the specific technologies. This is mobile, portable, powerful and personal technology.

Remembering that technology is a device, a tool, a mechanism, a personalized and personal part in the learning process. The device should be powerful enough to accomplish any instructional task. The device should support the display, creation and sharing of multimedia.

Technology will never improve learning, but provide access to divergent ways of thinking due in part to the multimedia or different media that may be used.

The growth of technology should not be seen as a limiter in the educational process, but an opportunity to grow, to engage, to reflect, to think, to problem solve and to heighten and refine collaborative and communicative skills.

Technology strategically deployed can continually reform and transform education. The availability of a common device, a common pen based device, can radically change the landscape for learners and teachers alike.

The "Common" Digital Device

2010-10-29T21:49:00.000-04:00

Is it time to change our definition of the COMMON digital device? It's more than a simple laptop. It's more than a netbook. It's more than a tablet. It's these and so much more. The new device is small but powerful. The NEW common device is portable, powerful, pervasive, ubiquitous, and transparent. The device is pen-based, and supports multi-touch. It is intuitive. It is so uncommon.

Reform

2010-10-20T21:30:00.000-04:00

If true educational reform is "the" goal, shouldn't we reform our uses of technology? Really. Do we need to use the same technology the same way? Reform and innovation can be synonymous terms.

Google Chrome

2010-10-18T16:23:00.000-04:00

Google Chrome extensions that I've been using:

Chrome Notepad - notepad, synchronized across other Google Chrome browsers.
Clip to Evernote - the more I use Evernote, the more I use this feature.
goo.gl URL shortener - simple URL shortener.
Posterous for Chrome - snip and publish to Posterous.
Shareaholic for Google Chrome - share web pages on many applications, like Facebook, Twitter, GMail and others.

The Use and Role of Social Networking Sites (SNS) in Higher Education

2010-10-06T10:07:00.000-04:00

With the explosive growth of social networking sites (like Facebook and Twitter), higher education has been faced with an interesting, albeit expected, decision. We know that students are using some of the SNS to connect with one another, with friends and with family. These sites allow and encourage the development of networks. Connecting people with shared interests, common activities, for example, the SNS have blossomed and continue to find use with people who simply have a desire or need to connect with others. The ease and comfort they exhibit in using these sites has come with their continued and intense use. They share information and pictures with others, and eventually with the world. While the consequences of their actions or disregard of privacy issues may cause us and them some discomfort, their use of these sites outside of the realm of education may not impact us, much.

We are now faced with an interesting choice. The use and prevalence of the sites has now shifted to the classroom. There is a perception that if the students use these sites, higher education should as well. Students use these sites outside of the classroom, but the use of the sites as a part of the classroom is not commonplace. Granted, there are multiple course management systems with a wide range of features available. This discussion does not focus on the use or role of commercially or locally produced course management systems. This discussion focuses on the role of social networking sites in higher education.

Should we use the common sites to deliver instruction? How do these sites provide learning opportunities? It can be safely assumed that many of the current SNS are used to share “information” in the form of posts and responses, similar to a threaded discussion board.

These sites can be used to feed, or push and pull information to mobile devices like many of the contemporary smart phones. The immediacy of information exchange can provide some well desired benefits. Additionally, since many of the students are already familiar with the mainstream SNS, the learning curve is significantly reduced. They are using this medium to communicate and connect, and as such, should be able to connect to their classes with the same medium.

However, this is where some of the traditional lines begin to blur. There exists within the “traditional” classroom well defined roles. Teachers and students know and understand the roles and expectations of each role. Whether teacher-centered or learner-centered, the roles are defined. SNS begin to blur these roles. The traditional roles become blurred, at times obscured by the very medium itself. Is it acceptable to develop a closer role, almost a friend or acquaintance, in the classroom? It would be safe to presume that this role would not be tolerated, for the most part. And yet, the very casual nature and environment of the SNS allow and encourage us to become more than a teacher or student, we are encouraged to become friends. This very blurring or obscuring of the roles may impact and potentially damage the teacher-student relationship.

A quick search of “social media policies” and “social networking policies” on the internet will provide guidance on branding, use of images or logos, and a listing of supported SNS applications. And yet, the educational or instructional uses of SNS are not as prominent. There may be several discussions on the obvious uses and protections or safeguards in K-12. There is not much discussion on the role of SNS in higher education.

Granted, we may need to establish some guidelines for the use. Perhaps the guidelines should focus on:
• Using SNS to post information
• Supplementing classroom information
• Providing resources
• Aggregating resources into a single web based site
• Using the current and emerging smart phones to update, push and pull information

Due in part to the new role many of the SNS are assuming, we should exercise caution and not blur acceptable roles for teachers and students. Becoming too familiar with a student, or teacher, may disrupt the teaching and learning endeavors.

We should find ways to use and integrate SNS into our technological approaches. We should be more acceptable to uses of newer technologies. We should be constantly reviewing the uses of technology for different uses. SNS may provide us with an opportunity to connect with students in ways that we never before imagined. We should connect as TEACHERS to STUDENTS. That is how the newer technologies can extend, enhance and engage the learning process.

Thoughts of an educational reformer

2010-10-02T12:22:00.000-04:00

I really believe that one person can make a difference. One teacher can make the difference in the classroom. One teacher can teach one student. Provide the support, when needed, to the teacher. Provide the technology for both the teacher and the student, and learning will be deeper and richer.

Teaching is reformed each and every class period. Teachers are the reformers.

Ask a question and promote reform. Reform education one class at a time, one lesson at a time, one teacher at a time. We are the reformers.

So, what is a good education? (The questions)

2010-09-20T16:17:00.000-04:00

What is a GOOD education? Do good students get a good education? Do good teachers provide a good education? Can a GOOD education be better?

Is a GREAT education a RIGHT? a privilege? or simply an expectation?

A taxonomy of assessment practices

2010-09-17T10:38:00.000-04:00

Reflections

2010-08-16T20:02:00.000-04:00

Professional development is, perhaps, an ideal time for critical reflection. This is an opportunity to STOP, THINK and DISCUSS with others. Some would call this "active learning." It's active when there is opportunity to reflect. Sometimes, the opportunity can present itself with a question. Sometimes, it is the "a ha" moment. Reflection is a start to and for improvement. Professional development should promote reflection. Reflection leads to improvement.

After all, isn't improvement (whether in teaching or learning) one measure of the impact of professional development?

Tips for the first day and first week

2010-08-15T12:46:00.000-04:00

Ideas for the first day and first week of the semester.

Technology, Teaching, Learning and Assessment Matrix

2010-08-10T20:18:00.001-04:00

Check out this SlideShare Presentation:

Technology, Teaching, Learning and Assessment Matrix

View more presentations from David Peter.

New Technologies, Tools and Uses for 2010-2011

2010-08-10T09:18:00.000-04:00

Course module evaluation rubric

2010-07-17T09:59:00.002-04:00

Course module evaluation rubric

View more documents from David Peter.

Channel surfing

2010-07-13T08:10:00.000-04:00

I'll admit that I channel surf while watching television. Some nights, I surf more than others. But I do occasionally find something that has a lesson in it, a teachable moment. Find some time and watch "Community" on NBC, Thursday nights. There just may be some life moments in the show for all of us.

And, for some more lessons, you might read http://www.bestcollegesonline.com/blog/2010/07/12/top-10-college-lessons-from-community/.

It's OK to watch television. Really, it is. Have a great day!

Assessment Workshop Development Notes

2010-06-30T15:26:00.000-04:00

List of Professional Development Topics for Fall 2010

2010-06-16T12:50:00.002-04:00

Using http://www.mywebspiration.com/ to develop and share ideas for professional development.

First Day Tips Listing - Connect

2010-06-04T21:21:00.000-04:00

Been reading and thinking about the first day of teaching. I've collected some URL's on first-day tips (see them at http://delicious.com/dpeter19/first-day). Starting to think about how these tips could be used by all faculty - regardless of new, part-time, adjunct status.

Greet students. Connect with them, and find commonality to share. Connecting with students can set them at ease and can set you at ease as well.
Share with them the relevance of the course. Let students know what they are learning, and how it will impact their lives.
Let your students know how you will teach, how you will expect them to participate - shared expectations are easier to achieve.

Just a thought, for now.

Improvement

2010-05-27T19:37:00.000-04:00

Improvement. Improving teaching. Improving learning. That's a goal for professional development. Professional development should improve teaching. Integrating technology into teaching and learning is improved. Provide opportunities for reflection, and teaching is improved. Provide a community of support, and collaboration is improved. Share best practices, and education is improved.

Thoughts on John Maxwell's "Everyone communicates: few connect"

2010-05-21T10:32:00.002-04:00

Started reading John Maxwell's latest book. Between the pages I've found ideas that could be used - ALMOST EVERYWHERE. We are all, to some extent, social creatures. We talk - to ourselves, to others - but do we truly connect? We are bombarded with WORDS.

Taking it another way ... we TEACH, but do we TOUCH the lives of our students? We LEARN, but do we LIVE the message for all to see? I think I'm a good communicator, but am I a good connector? How do I connect BETTER?

Stay tuned ...

Maxwell, J. (2010). Everyone communicates, few connect: What the most effective people do differently. Nashville, TN: Thomas Nelson.

Posted via email from dpeter's posterous

Summer Reading

2010-05-17T13:04:00.003-04:00

Gallo, C. (2010). The presentation secrets of Steve Jobs: How to be insanely great in front of any audience. New York, NY: McGraw Hill.

Godin, S. (2010). Linchpin: Are you indispensable? New York, NY: Penguin.

Heath, C., & Heath, D. (2010). Switch: How to change things when change is hard. New York, NY: Broadway Books.

Li. C. (2010). Open leadership: How social technology can transform the way you lead. San Francisco, CA: Jossey-Bass.

Maxwell, J. (2010). Everyone communicates, few connect: What the most effective people do differently. Nashville, TN: Thomas Nelson.

Posted via email from dpeter's posterous

Comments and thoughts on technology and education

2010-05-17T10:51:00.001-04:00

Technology can be overwhelming. Too much, too complex, too fast.

Take time to explore technology. This personal exploration is the start for any journey, for any adventure. See what is available for you to use.

Find resources, find tools that look interesting. Try and extend your own technological abilities. Ask yourself "How does it work?"

Connect with others. Connect your exploration and discovery to practice. Connect with others locally and globally. Connect to learn, to grow, to share.

Reflect. Take time to stop, pause and reflect, critically reflect. See if the exploration has improved learning. Has your discovery improved teaching? Is this new technology sustainable for you? Does this technology improve teaching and learning?

Posted via email from dpeter's posterous

Top Technologies (Hardware and Software)

2010-04-14T21:00:00.000-04:00

Google Docs is fast becoming my office-web app suite of choice.
Google Reader lets me keep up with the fast-paced digital world.
"Share on Posterous" bookmarklet makes gathering stuff quick and easy.
For my Mac - the magic mouse and wireless keyboard make things SO easy.
Starting to use Evernote more and more.

Communicate and connect as community

2010-04-02T21:24:00.000-04:00

I've always wondered about our communication - not the message alone, but the act of communication. We "talk" to one another. We talk with others. And we listen.

We connect. Through our communication, whether verbal or non-verbal, we connect with others. This connection improves the breadth and depth of our communication.

We communicate to connect as members of a community. The community is stronger because of the connections. The connections are stronger because of the communication.

Communicate. Connect. Commune. Build community. Strengthen community.

Teacher as Leader, or Leader as Teacher

2010-03-28T14:14:00.000-04:00

A teacher is one who ... teaches. Teachers share knowledge. Teachers empower. Teachers promote change. Teachers answer questions and ask questions. Teachers encourage.

A leader is one who ... leads. Leaders have vision. Leaders must have respect and give respect. Leaders communicate ideas. Leaders are on a mission.

A teacher leads students, a leader teaches students and other teachers to be leaders.

My Technology Plan or Strategy

2010-03-09T21:00:00.000-05:00

Technology can be the great equalizer. Access becomes common place, and not a privilege or entitlement. Access must be free, unfettered and pervasive. Working to provide access to all, for all is the goal. With access comes empowerment.

Technology can be used, and must be used. In every classroom, by every student, by every teacher technology has the potential to forever change teaching and learning. Technology is not, and should not be viewed as a distracting or limiting force. Technology can focus. Technology is a natural part of life, and as such, should be a natural part of teaching and learning - and not an appendage.

Technology can create content, assemble content and share content with a group as small as one or two, to the larger community of learners, to the global community. Technology can broaden and deepen perceptions, open doors, introduce strangers and connect each of us to each other.

Assessment and evaluation

2010-03-05T21:33:00.000-05:00

Thinking about assessment and evaluation. It is almost second nature. We "test" students, give them their "grade" and it's over. Right? Wrong. Assessment is an opportunity to improve instruction. Assessment is an opportunity to evaluate instruction. I use assessments to focus on improvement, quality improvement. Assessments let me know what worked well, what worked, and what didn't work.

Accessing and Analyzing Information - Outcomes and Skills Needed

2010-03-02T08:31:00.000-05:00

Using appropriate and available technology, be able to demonstrate ability to search for data, refine search strategies, and locate relevant data.

Identify potential, relevant and available data streams (digital or non-digital)
Search for digital data
Determine relevance, efficacy and accuracy of data
Identify data source
Aggregate data into manageable structure
Save digital data

Using appropriate and available technology, create data storage, classification, and organizational system.

Sort through and categorize data
Classify data with appropriate tags or descriptors
Organize data for future use and updates
Share data or data organization with others

Assessment Thoughts and Strategies

2010-02-22T10:29:00.000-05:00

The process of assessment can be successful based on the time and effort expended to prepare the assessment and use the results of the assessment. Good assessments take time to prepare. Better assessments are clearly linked to and derived from student learning. The best assessments are developed to improve student learning. Understanding the process of student assessment must begin with an understanding of improvement and reporting.

Whether the assessment is summative or formative, traditional, essay, multiple choice exam, or project or portfolio based, assessment is one method to improve learning. The cycle of assessment is an important one, and one that can improve teaching practices and learning.

Improvement occurs with results. Results from some form of assessment, whether internal or external, can be one indicator of a need for improvement. The level of specificity for improvement is often related to the level of specificity in the results. The more specific the results are, the more specific an improvement can be. The danger in using general results for specific improvement can result in improvements that do not change processes.

For continuous improvement to occur, assessments must become a natural part of the culture. Each and every process must be carefully and deliberately assessed to determine the impact, the effect, the scope and reach of the process. Does the process accomplish what was intended? Are we constantly and consistently reviewing everything we do with improvement in mind?

When empowered with the resources to succeed, most individuals will review and reflect to improve everything. There is a certain sense of both self-improvement at the individual and cultural level. We want to do “things” better than before. If things are better, there is a perception that the process (in this case, teaching and learning) is better and more robust.

Some may be content with the status quo. Their perception of the processes has identified no need for change. The processes work. They have worked and there is no need for or to change. However natural that supposition may be, it does not reflect the enormous changes in technology, the changes in students, the changes in societal expectations. We need to become agents of and for change and improvement.

We know the “what” of assessment – this is the form, test, lab experiment, essay, project, performance, portfolio. Focusing on the why can begin to lead to improvements. We assess to evaluate instruction, curriculum, technology, student learning. Is each element contributing to the overall focus of student learning? Has student learning, the breadth and depth of learning, been positively changed? How do we know?

Assessment thoughts

2010-02-21T21:51:00.002-05:00

A good assessment measures. A good assessment lets people know what they have learned, and how well they have learned. A good assessment is neutral, and indicates the level of knowledge, a demonstration of ability.

Assessment should not be used without a clearly defined purpose. Assessments indicate what has been learned well, and what has not been learned as well. Assessment can be used to focus learning.

Stop

2010-02-12T18:35:00.001-05:00

Stop sign. Four way stop.
Originally uploaded by dpeter475

Did you stop learning this week? Hopefully not. Learning is an activity, a process, a journey, a vocation. Lifelong learning carries each of us along our way.

Did you stop TO learn? It's often easy to "learn as we go" throughout the week. Sometimes we need time to reflect, we need to pause, we need to take time for learning.

Stop to learn, and stop for learning.

Deep or shallow

2010-02-07T13:59:00.000-05:00

Teaching for surface knowledge can only result in surface learning. Teaching for deep knowledge results in deep learning. Simple statements with impressive results.

Teach deep, really deep and watch learning grow in unexpected ways.

Concept maps, outlines and doodles

2010-02-06T09:52:00.000-05:00

So, how many outlines have been created this week? What does an outline "DO" for the student?

I've started doing some thinking about outlines. For me, there are times when an outline is my first step to writing. An outline helps provide structure and organization.

A concept map (or mind map) can help me organize my thoughts. There are a number of web-based applications for concept map creation, some free, some for a fee. But they all provide access to a web-based, web-created map.

I watch how people take notes. Some will write notes in an outline format. Some will draw arrows, diagrams.

Is one method better than another? I'm not quite sure. I've used all three separately, and collectively. The outline (in paper form) is more static, than the fluid and dynamically shifting web-based concept map. And then, there's always the napkin doodle. I can easily move from one form to another, depending on the availability of technology.

For me, the goal is to promote brainstorming, and organization. The method is flexible.

Pens and pencils

2010-01-27T19:50:00.000-05:00

I've started gathering things. Found all of the pens and pencils in the desk, here and there, by the end table. Found a large coffee cup. Some of these pens are years old. I'm not sure that they would all work. But, for some reason, I've held on to them. Some are from conferences, some from hotels, insurance companies, banks. Some are just pens. Getting ready to learn, I need a good pencil or pen. Just because I've got this cup of pencils and pens doesn't make me ready to take notes.

Maybe I'll see which pens write. Might even see if the pencil erasers are pliable. Probably should get rid of those pens that don't write. Dried ink doesn't work. Pencils that won't erase are about as good as the pens. Just because I've got a cup of pencils and pens doesn't make me ready to take notes.

Sunset and branches and the PLN

2010-01-27T19:24:00.002-05:00

Sunset and branches
Originally uploaded by dpeter475

Sunsets in winter help us see the true expanse of a tree. This is a big tree, a really, really REALLY big tree. Hard to see the branches in the Spring, Summer or even early Fall. But now, in the Winter the branches become visible. The branches show how the tree has grown. The sunset helps the branches, even the smaller ones, become visible.

And, this is like the PLN. Sometimes it's difficult to see how far the PLN stretches. I know the connections are there, all of the connections help strengthen the PLN.

So, here's to the strength of the PLN.

Learning awaits

2010-01-27T08:26:00.002-05:00

Learning awaits
Originally uploaded by dpeter475

Ready to learn? A library is a wonderful place. The collected and collective knowledge of society is on the shelf. We can walk the aisles, and look at the books ... and never really appreciate the value and worth that the book brings to society, a learned society, an educated citizenry.

Pick up a book, check it out, and read ... there's always a good time to read a book. What have you read lately?

Ohio Boulevard

2010-01-26T19:14:00.002-05:00

IMG_0400
Originally uploaded by dpeter475

It's cold, and snowy. The boulevard makes us stop and think. Wide open spaces, tree lined roads. Ice on the road. This will change, in time. Grass will green, trees will bud and eventually cover the road and the boulevard.

Winter is a good time to stop and think.

My Technology Style

2010-01-24T16:47:00.002-05:00

My Learning Style

2010-01-23T19:17:00.001-05:00

A course is a course of course

2010-01-23T14:18:00.002-05:00

A course is a course, right?

Classroom instruction, traditional courses
Online courses, or distance education courses
Video delivered courses, two-way video courses
Blended courses or hybrid courses
Correspondence courses
Self-study courses

They're the same, right? We teach them differently, student expectations differ, and technological requirements are different. So, a course is a course, but it depends, right?

Posted via email from dpeter's posterous

My Teaching Style

2010-01-22T16:29:00.002-05:00

All or nothing, or something in between

2010-01-21T10:01:00.000-05:00

Multi-tasking, or doing more than I should be doing. Hohlbaum said it wonderfully "Multitasking hacks at our positive relationship with time, putting us back into the hamster wheel of fear and lack" (Hohlbaum, 2009, p. 33). We know we can "TRY" to do many things at the same time (which, the more I think about, it is IMPOSSIBLE to do two things at once), and we have some sense of success.

The hypnotic trance of technology ... BE EFFICIENT, BE PRODUCTIVE ... takes out of our ability to things or a THING WELL. "Remember: when a window closes, opportunity knocks at your door" (Hohlbaum, 2009, p. 34). The best way I have found to TAME the TECHNOLOGY TIGER is to ... talk to someone, go to their office ... instead of instantly responding to the email I will pick up the phone and CALL them. That provides the HUMAN TOUCH, the connection.

Laugh. Smile. I truly enjoy a good meal, and the conversation that accompanies the meal. Taking my time, enjoying the meal (even deciding on the occasional piece of pie for dessert) and talking, listening ... that can be the BEST way to relax, and not think of things, or think of things slowly.

I'd guess that I am a reformed multi-tasker. Now, one task can blend into the next instead of compete with the others.

HohlBaum, C. (2009). The power of slow: 101 ways to save time in our 24/7 world. New York, NY: St. Martin's Press.

My top technologies (in no particular order)

2010-01-20T21:52:00.000-05:00

The iPhone 3GS 16GB. Portable, powerful and pretty amazing. My ubiquitious, pervasive, and transparent device.
Google Reader. Find a great blog, subscribe to it. The posts are always THERE. I can share ones that are interesting or relevant. Helps me keep my data flow manageable.
Delicious. Ideal for creating lists of bookmarks. I can tag them with multiple tags, create tag bundles and share them.
Evernote. Organizes me, my thoughts, and keeps them available.
Blogger. My writing and thinking space.
Twitter. Instant connection to my PLN.
TwitPic. Take a picture, share it, tag it.
UStream. Whether from a workstation, laptop or iPhone, UStream lets me connect.
Mindomo. Intuitive mind mapping web application.
The netbook. Portable, powerful, fast, small, strong battery, wi-fi, web camera.

Time and I, or iTime

2010-01-20T13:53:00.002-05:00

Came across an interesting new book this morning. As I was walking into the library, I noticed the new book displays. I always stop and gaze to see what's new. One book grabbed my attention: Christine Hohlbaum's "The Power of Slow: 101 Ways to Save Time in Our 24/7 World." I quickly skimmed through and found a quote. I posted that quote on my posterous site (and Twitter). Needless to say I was surprised to see that the author had re-tweeted my post! It is indeed a small, small, small world.

I found the first chapter interesting. The quiz (if you want to see the quiz, read the book) was a good way for ME to determine if I "control" time of if time "controls" me. I admit that I'm a balanced individual. I take time for things, and I make time for things.

I "unplug" or go "off-grid" occasionally. I'm NOT a heavy scheduler person ... I go with the flow. I like to be able to connect with people, talk with them.

Benjamin Franklin said "Remember that TIME is Money." The other part, that is less repeated is "Waste neither Time nor Money, but make the best Use of both." (from http://www.historycarper.com/resources/twobf2/advice.htm)

If I can't make time, I can definitely WASTE time. I try to make the best use of the time that I have.

HohlBaum, C. (2009). The power of slow: 101 ways to save time in our 24/7 world. New York, NY: St. Martin's Press.

Posted via email from dpeter's posterous

Continuing "The Dumbest Generation ... "

2010-01-12T21:44:00.000-05:00

It isn't enough to say that these young people are uninterested in world realities. They are actively cut off from them (EMPHASIS ADDED) (Bauerlein, 2009, p. 13).

Has technology really cut us off? Has our use of technology changed our sense of right and wrong? Some could say that the USE, or OVER use of technology blurs our sense of reality. Think about it, we are connected day and night, 24-7. It's hard to believe life without our cell phones. We are always checking email. These things we do at the expense of ... what?

The truth may be that technology has changed us, changed how we learn, and how we life and interact with others.

Most young Americans possess little of the knowledge that makes for an informed citizen, and too few of them master the skills needed to negotiate an information-heavy, communication-based society and economy (EMPHASIS ADDED) (Bauerlein, 2009, p. 16).

Have we taught people how to become informed members of society? Who is ultimately responsible for the citizens, whether informed or uniformed? Society expects us, but may not adequately or fully prepare us, to be contributing, informed citizens. We are told to 'go to school, and get an education.' But, do we know why we NEED an education? Has society, or the school prepared us?

A society is a number of people held together because they are working along common lines, in a common spirit, and with reference to common aims (Dewey, 1990, p. 14).

Ultimately, it's our responsibility. We need to demonstrate APPROPRIATE uses of technology. We need to be able to use technology to find information, sort information, create information and use information - all interchangeably and simultaneously.

Knowledge has become so specialized and niche-oriented that knowledge purveyors don't notice a decline of general knowledge among large population segments (Bauerlein, 2009, p. 34).

Integrated learning. Liberal education has the potential to REFOCUS on the general and find ways to apply and integrate and extend it to the specific.

Technology can make a difference - when used correctly.

Bauerlein, M. (2009). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future, or, don't trust anyone under 30. New York, NY: Jeremy P. Tarcher/Penguin.

Dewey, J. (1990). The school and society: The child and the curriculum: An expanded edition with a new introduction by Philip W. Jackson. Chicago, IL: The University of Chicago Press.

My key technologies for the Spring Semester

2010-01-11T16:10:00.002-05:00

Twitter - of course. For obvious reasons, this lets me stay connected, ask questions, seek answers, and share with my colleagues.
TweetMic - audio tweets. Using my iPhone, I can tweet an audio tweet. Haven't encountered any issues yet.
PhotoScatter - take a picture. Upload to Twitter (via TwitPic) and Picasa.
TwitVid - also an iPhone application.
Google Reader - Easy way to subscribe to RSS feeds, search for ones, tag ones, share ones (http://www.google.com/reader/shared/dpeter19), and push selected items to Blogger, Delicious, Facebook, Friendfeed, Posterous, Tumblr and Twitter.

Posted via email from dpeter's posterous

Libraries, the digital revolution, and information processing

2010-01-10T17:04:00.002-05:00

There's been a slight resurgence within SoMe (Social Media) lamenting the death (or impending demise) of the library. I believe that the library will endure. Though technology will continue to grow and transform our concept of data or information, the library will endure.

We've gone to the libraries for books, newspapers, and magazines. Now, we go to libraries to learn, to meet, to share. Libraries are now a "learning space" where we go to learn. They supplement the classroom, they provide alternative spaces for learning, for collaboration, for community.

Library services have grown and expanded. Promoting digital literacy, assisting in digital searches, determining the value and worth of dynamic digital resources are a few of the new skills we go to the library to learn.

The demise of the book, and the library, is somewhat premature.

Posted via email from dpeter's posterous

The NEW library

2010-01-09T21:04:00.000-05:00

So, the library has often been thought of as a place that ... (fill in the blank). I go to the library to ... (fill in the blank again).

With the growth of digital medium the library is still a place for learning. The volume of information that we each face can be overwhelming. We still need someone to help us sort through the mountain of data, and help us make sense of the information.

The medium may change, but the mission still exists. Look at the mission statement from the Library of Congress (http://www.loc.gov/ndl/mission.html) ... the library is our collective memory, our collective history.

New technologies

2010-01-07T21:34:00.002-05:00

TwitPic and TwitVid. Able to post pictures AND videos to Twitter. Paired with TweetMic, it's the trifecta of multi-media applications extending Twitter in new ways. With these applications on a iPhone 3GS, the power and possibility of communication, collaboration and professional development are anywhere, anytime and anyplace.

Posted via email from dpeter's posterous

First Thoughts

2010-01-01T21:55:00.001-05:00

Bauerlein, M. (2009). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future, or, don't trust anyone under 30. New York, NY: Jeremy P. Tarcher/Penguin.

"Peer contact never ends, and digital tools are as essential and ordinary as food and air and sleep" (Bauerlein, 2009, p. x).

These new tools, these new digital devices connect people - all the time. They are everywhere. They are with people everywhere, and are used for almost everything. For the digitally connected user, they are natural. It's easy to notice younger users who do not have a 'strong signal' to connect to their digital world. The immediate connection, the immediate immersion in this connected world reinforces the need, or perceived need, for the technology.

"The Digital Age has embroiled the young in a swirl of social groupings and contests, and it threatens their intellectual development" (Bauerlein, 2009, p. xii).

The younger digital users measure their social worth in the number of connections. Is this the ideal way to promote learning? In this measure, do the users have the "right" members in their social groups to help them learn?

"This is not a benign evolution of old media into new media, traditional literacy into e-literacy. It is a displacement" (Bauerlein, 2009, p. xii).

It would be easy to assume or presume that technology, or the presence of technology, has evolved media - to a more digital, user created format. It would be more difficult to ask if the USE of technology has shifted or as Bauerlein noted, displaced, the learning process. Granted, we can see how technology extends learning - if it is used "correctly" - the digital age requires the use of technology, it is up to us to use it in a manner that integrates it into the learning and teaching process.

Technology cannot be an add-on to learning. Technology cannot replace teachers, or collaboration, or any other aspect of teaching and learning. And yet, we haven't successfully integrated technology into teaching and learning.

First Read

2010-01-01T19:52:00.000-05:00

Started reading Mark Bauerlein's book, The dumbest generation: How the digital age stupifies young Americans and jeopardizes our future, or don't trust anyone under 30, a 2009 publication from the Penguin Group.

Looks like an interesting book. On in the background is C-SPAN's coverage of a Michelle Rhee news conference on "Education in 2010" taped December 7, 2009. That's an interesting pairing - this book and "Education in 2010" - and will provide some interesting thoughts.

More as the book, and 2010 develop...

Looking back at 2009

2009-12-31T09:31:00.000-05:00

The top 3 things that, in my opinion, shaped or reshaped the teaching and learning landscape in 2009:

Twitter - This transformed the way questions are asked and answers are given. Immediate responses. Developing a network increases the knowledge base. A truly dynamic application, cross platform, cross browser.
Collaboration - Realizing the power of collaboration, more shared workspaces are emerging. Immediate collaboration, immediate content creation.
Netbooks - Not laptops, not notebooks, but NETBOOKS. Small, powerful devices that could become even more important in the future. Economical, portable.

The Times, they are changing

2009-12-22T09:45:00.000-05:00

“Things do not change; we change.” – Henry David Thoreau

Professional development today is ever-changing. The fluid, multimedia environment for teaching and learning TODAY requires new(er) technologies. We have evolved, we have changed, and we have adapted – and we continue to change. Change is a necessity. The faculty here today, like those who have come before, teach differently. Technology has been a catalyst for the changes in teaching pedagogy and strategies. One of our goals is to help them achieve their dreams and in turn the goals of their students.

New perspectives are fostered through change, through innovation. As our students change, so must we also change. Professional development is changing also. Providing focused technological workshops on Web 2.0 tools, Twitter, Delicious, Shareaholic, Microsoft PowerPoint 2007, Microsoft OneNote, Evernote, and Films on Demand and portable MP3 players, technologically enhanced or “SMART” classrooms has introduced new and different technological tools for teaching and learning. Immediate immersion into technology has provided many participants real world examples that can be quickly replicated in their classrooms.

From Netbooks to tablet pcs, to e-book readers, to pocket high definition video cameras – the technological spectrum is changing and professional development has changed also. We evaluate new and emerging technologies for teaching and learning. Faculty have the opportunity to explore technology and pedagogy.

We know where we started. We keep one eye on the present and one eye on the future.

“To improve is to change; to be perfect is to change often.” – Winston Churchill

Dangerous innovations

2009-12-22T09:30:00.000-05:00

Innovation, like change, can be difficult. Innovation is never (or should never) be easy. Innovations should be uncomfortable, because they require us to think or act differently. Innovations are dangerous when they cause the larger group to change. People may be resistant to change.

Think of the first time you saw a COMPUTER. ... Now, think of the first time you saw the computer in a CLASSROOM.

"Computers in the classroom! What are they thinking? They'll never work. Who will keep them working? I don't have time to learn COMPUTERS!"

But, look at us now. We are computer literate. We are using computers - technology - to improve teaching, to facilitate learning. We keep searching for easier, more intuitive software applications to use. And, we find answers. And, more questions. And more answers.

How upset would you be if they were to take all of the computers out of the room? How upset would your students be? Could you still teach? Would they still learn?

Innovation distinguishes between a leader and a follower - Steve Jobs

Be an innovative leader, be an innovative educator, take a chance ... make a difference!

Teaching and Learning 1.0, 2.0, 3.0 and beyond

2009-12-21T14:20:00.000-05:00

NOTE: Had a wonderful opportunity this weekend. Spent time in a good "conversation" with part of my Twitter PLN. This posting was, and continues to be, inspired by the conversations. (Oh, and if you'd like to join in on the conversation, http://twitter.com/dpeter)

Part of the "common" vocabulary we find ourselves using is something 1.0, 2.0, and 3.0. I've always been curious and wonder what this distinction means. We have read articles on XXX 1.0, 2.0, and 3.0.

So, I started thinking, "What was Teaching and Learning 1.0"? This is, to me, PC (pre-computers). This is the "traditional" one-room school house. This focused on mastery of CONTENT.

Teaching and Learning 2.0 is WC or WT (with computers or with technology). We find technology in more and more aspects of the classroom, of teaching and of learning. Teaching is accomplished WITH technology. Learning incorporates and integrates technology into the process. It becomes problematic to imagine teaching and learning without technology. Technology has become ubiquitous and integrated into the fabric of education. This focused on CONTENT acquisition and APPLICATION.

Between 2.0 and 3.0 (maybe Teaching and Learning 2.5?) we find content being created, categorized and shared. Applications are being created and updated with remarkable speed, making their use seamless and intuitive. Shared spaces are emerging that promote and encourage collaboration locally as well as internationally. This focused on the INTEGRATION of content.

Teaching and Learning 3.0. Here is where things begin to blur. As the technology advances, becomes smaller, more powerful the uses of technology change, morph, shift, and adapt. The presence of technology becomes a norm instead of an exception. The type of device (netbook, notebook, laptop or smart phone) becomes less and less significant - it is the presence of the device, the way in which the device is being used that makes the difference between 2.0 and 3.0. The physical spaces needed for the 2.0 and 1.0 world are now ill-defined - we can use technology almost anywhere. This focuses on the INTEGRATION, MASTERY and APPLICATION of content.

Teaching and Learning 3.5. Smaller devices promote truly lifelong learning. Media, digital media, is available anytime. Checking the accuracy of information is not limited to the sources available, but to the search engines depth and breadth. Technological advances continue to extend our thinking to new frontiers. What's the next device? I'm not quite sure. But, I believe, that as we have responded to the changes and advances in technology, we are slowly shifting from technology as a separate and distinct element of teaching and learning - there is a connection between teaching, learning and technology that will push contemporary notions of learning and teaching.

Memorable events in personal and professional development for Fall 2009

2009-12-20T15:30:00.000-05:00

Still amazed at the power and reach of Twitter. I've used Twitter as part of my personal professional development.
The ability to use delicious to help aggregate and share digital resources is understated. I've been using TAGS to help me find and share a group of URLs.
The netbook is fast becoming one of the more portable, powerful, ubiquitous and transparent devices.
Google Docs is becoming an easy way to share documents, presentations, spreadsheets and other documents. I can share a URL, and when the document is updated it is available to all with the URL.
Google Reader. I've subscribed to blogs, and Google Reader lets me find, search and share interesting things.

The Best Book to Read

2009-12-14T21:29:00.003-05:00

I was asked for the "best" book on teaching. "Book. What is the BEST book on teaching? "

"Talk to someone. They're the best book."

"What? No book?"

"Read a book if you'd like, but it's more important to talk with teachers. Ask them questions. Have them tell you a story. That's the best book on teaching."

Posted via email from dpeter's posterous

A book to read, and reread, and implement

2009-12-14T09:01:00.000-05:00

As you can tell by looking at the tabs and notes I've added to this book, it is one that I use often. Covering a broad range of topics, Bates and Poole provide a framework for integration. This book discusses general principles that could easily be adapted by anyone and adopted for any classroom.

I have used this for professional development workshops, discussions on interaction and interactivity, the role of media, the importance of technology, classroom technology and many others.

Bates, A., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass.

The Role of Brookfield's Four Lenses

2009-12-14T08:33:00.000-05:00

Just got through looking at my blog statistics from the past month. The key word segment is listed. I am continually amazed at how Brookfield keeps trending.

While Brookfield's books are not recent, they do remind us of some of the core beliefs for teaching. Is this trend for Brookfield indicative of a desire to focus, or refocus, teaching on core beliefs or principles?

Does this indicate also a need to integrate the four lenses in the contemporary, techno-centric, learner-focused classroom?

I'll look at this trend. Brookfield is always interesting and appropriate for all classrooms. Makes one stop and wonder.

Over the horizon

2009-12-09T16:18:00.000-05:00

What lies over the horizon for teaching and learning? How will the learning space differ? I believe that the technologies we have NOW will quickly become obsolete. I’ve seen the size and weight of laptops keep getting smaller and smaller. Now, the term is “netbook” and not laptop. These small devices let me connect to the world anywhere, anytime, and any place (provided signal strength is available). They are dropping in price. They are becoming as powerful as a desktop workstation. How will this change the landscape of learning? I believe it will become less space specific, and truly occur anywhere – inside or outside.

Telephones, or smart phones, are quickly becoming the next mini-computer. I can surf the web, download applications, check email, compose email, take pictures (and videos), share them. The always on, always connected world of the smart phone has the greatest potential to shrink our world. I can reach out to a large group IMMEDIATELY. And, the group is now EVERYWHERE in the world. The world, this community is getting more connected.

Collaboration. People realize that there is more power in the group than the individual. Being able to ask questions and confirm my ideas or present me with new ideas is powerful. I am amazed at the speed of asking questions and receiving answers – sometimes a multitude of answers – from my colleagues.

The PLN (Professional Learning Network) is, in my opinion, the most dynamic part of the horizon. Using many social media tools (Twitter and Ning, as examples) I am able to learn and grow as a professional. The members of my PLN are colleagues and collaborators who share the passion of education – for students of all ages, and all educational venues.

Regardless of the technologies that may come and go (as many do) there are, or will be, at least two constants: first, innovation is key and critical to everything; and second, collaboration is a necessary part of advancing knowledge.

We will continue to find new and different ways to use existing materials. We will continue to demand easier and more intuitive programs and applications. We want it now, and we don’t have a lot of time to invest in learning intricacies or the subtle nuances. We will continue to expand and explore teaching and learning strategies. The desire for knowledge will fuel our drive to create, assemble, deconstruct and reconstruct knowledge.

We know that there is power in the group, in the collective, in the community. Whether our community is small or large, local or international, we are driven to connect with others.

What’s over the horizon? Depends on where you are standing. What do YOU see?

My 2009 Reading List

2009-12-07T16:26:00.001-05:00

Baxter Magolda, M. (2004). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus Publishing.
Berkun, S. (2007). The myths of innovation. Sebastopol, CA: O’Reilly Media.
Bonk, C. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.
Brown, J., & Duguid, P. (2002). The social life of information. Boston, MA: Harvard Business School Press.
DeBono, E. (1999). Six thinking hats. New York, NY: Back Bay Books.
Gardner, H. (2006). Changing minds: The art and science of changing our own and other people’s minds. Boston, MA: Harvard Business School Press.
Gardner, H. (2006). Five minds for the future. Boston, MA: Harvard Business School Press.
Godin, S. (2008). Tribes: We need you to lead us. New York, NY: Portfolio.
Healy, J. (1998). Failure to connect: How computers affect our children’s minds – for better and worse. New York, NY: Simon and Schuster.
Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. New York, NY: Random House.
Jarvis, J. (2009). What would google do? New York, NY: Collins Business.
Li, C., & Bernoff, J. (2008). Groundswell: Winning in a world transformed by social technologies. Boston, MA: Harvard Business School Press.
Penenberg, A. (2009). Viral loop: From facebook to twitter, how today’s smartest businesses grow themselves. New York, NY: Hyperion.
Penn, J. (2007). Microtrends: The small forces behind tomorrow’s big changes. New York, NY: Twelve.
Roam, D. (2008). The back of the napkin: Solving problems and selling ideas with pictures. New York, NY: Penguin.
Rosenberg, S. (2009). Say everything: How blogging began, what it’s becoming, and why it matters. New York, NY: Crown.
Sawyer, K. (2007). Group genius: The creative power of collaboration. New York, NY: Basic Books.
Shirky, C. (2008). Here comes everybody: The power of organizing without organization. New York, NY: The Penguin Press.
Stross, R. (2008). Planet google: One company’s audacious plan to organize everything we know. New York, NY: Free Press.
Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. New York, NY: McGraw Hill.
Tapscott, D., & Williams, D. (2008). Wikinomics: How mass collaboration changes everything. New York, NY: Penguin.

Expectations

2009-11-29T13:24:00.002-05:00

What are our expectations when we teach? This is where we begin. What do we expect in the classroom? We want the technology to work, and work for us when we need it to work. We want our preparation to work, to be adequate, to be enough.

Who determines our expectations? Sometimes we expect, or demand, more from ourselves. We allow ourselves to be shaped by stakeholders. What do we offer our students? Do we offer them our best?

Do our expectations change over time? The longer we teach, the greater our experience becomes. Our expectations may be shaped the unique dynamics of the classroom, of the students. We are the sum of our experiences.

What SHOULD we expect? Nothing than the best, from ourselves, from our students.

Faculty Professional Development Program Goals and Objectives

2009-11-20T16:07:00.001-05:00

Goals:
• Bring instructors into the central business of the college, LEARNING, as efficiently as possible
• Improve student engagement (performance, persistence) especially in the first year
• Foster and encourage quality instruction

Objectives:
• To establish a learning community for faculty
• To encourage self- and group-reflection on the principles and practices of good teaching
• To provide tools, resources, and expert guidance to improve the quality of teaching
• To assist faculty in designing enriched learning environments for our students

Google Presentation from League 2009 CIT

2009-11-18T14:56:00.001-05:00

How will we teach tomorrow?

2009-11-13T16:01:00.003-05:00

How will we teach tomorrow? We know that technology is changing – becoming smaller, more powerful, more portable – and cheaper. The new technology is becoming the ordinary. We see that learning can now occur anywhere – no need for a typical classroom, desk, tables or even chairs. What took time to locate in a library is now accessible as fast as a set of keystrokes on a keyboard. Learners want to know NOW what they need – not too much, not too little. Technology is changing us, and we are changing how, where, when and why technology is being used. Stop and think, we have access to more information than ever before. The change won’t occur in three years, it is occurring now – before our very eyes, and right in the palms of our hands. How will we teach tomorrow? There will always be questions needing answers, problems to be solved – there will always be people. The unknown – technology – the known people. People will be here tomorrow. Are we ready?

Posted via email from dpeter's posterous

Reading List

2009-11-11T09:32:00.004-05:00

Banta, T., Jones, E., & Black, K. (2009). Designing effective assessment: Principles and profiles of good practice. San Francisco, CA: Jossey-Bass.

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.

Brookfield, S. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom. (2nd Ed.). San Francisco, CA: Jossey-Bass.

Elbaum, B., McIntyre, C., & Smith, A. (2002). Essential elements: Prepare, design, and teach your online course. Madison, WI: Atwood Publishing.

Gillespie, K. (Ed.). (2002). A guide to faculty development: Practical advice, examples, and resources. Bolton, MA: Anker Publishing.

Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco, CA: Jossey-Bass.

Seldin, P., & Higgerson, M. (2002). The administrative portfolio: A practical guide to improved administrative performance and personnel decisions. Bolton, MA: Anker Publishing.

Posted via email from dpeter's posterous

Border between East and West Germany, August 1985.

2009-11-11T08:15:00.003-05:00

To know that a free society is where the exchange of ideas is welcomed, encouraged and tolerated - that's why I served. (US Army 1984-1996)

Thoughts on 21st Century Skills

2009-11-09T13:04:00.002-05:00

The 21st century skills, the 21st century learner ... can't they be collapsed or aggregated into the following: (1) students will need to think, (2) create, (3) share and (4) grow. And, given the growth of social media, isn't the greatest potential for learning in SHARING or COLLABORATING? We learn, but we learn MORE when we learn in the company of others ... and technology makes our circle of influence a lot bigger.

Posted via email from dpeter's posterous

Defining "Skillful"

2009-11-06T16:21:00.002-05:00

"Skillful teaching is whatever helps students learn. Skillful teachers adopt a critically reflective stance towards their practice." (Brookfield, 2006, p. 17) (Emphasis added)

Brookfield, S. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom. (2nd Ed.). San Francisco, CA: Jossey-Bass.

Posted via email from dpeter's posterous

New month, different challenges, different technologies

2009-11-01T19:38:00.002-05:00

What new challenges await? How will the classroom shift this month? The greatest change is a result of the changes in technology. Stop and think of the new technologies that have emerged this month. Think of the updated software that has been released this month. How have these changes impacted teaching and learning? What do we do when technology changes? If we accept and embrace the change, then teaching and learning continue to improve.

Posted via email from dpeter's posterous

Blog Worthy Topics - The Month in Review

2009-10-31T21:43:00.003-04:00

DAY 0 of 31: Using mobile technology to learn – 09/30/2009 http://quality-instruction.blogspot.com/2009/09/using-mobile-technology-to-learn.html
DAY 1 of 31: Using digital assets in teaching and learning – 10/01/2009 http://quality-instruction.blogspot.com/2009/10/using-digital-assets-in-teaching-and.html
DAY 2 of 31: Social learning or learning socially with social media – 10/02/2009 http://quality-instruction.blogspot.com/2009/10/social-learning-or-learning-socially.html
DAY 3 of 31: Delicious as a digital resource aggregator – 10/03/2009 http://quality-instruction.blogspot.com/2009/10/delicious-as-digital-resource.html
DAY 4 of 31: Using Google Reader to gather and sort information – 10/04/2009 http://quality-instruction.blogspot.com/2009/10/using-google-reader-to-gather-and-sort.html
DAY 5 of 31: Twitter as a collaborative tool – 10/05/2009 http://quality-instruction.blogspot.com/2009/10/twitter-as-collaborative-tool.html
DAY 6 of 31: So, why use social media? – 10/06/2009 http://quality-instruction.blogspot.com/2009/10/so-why-use-social-media.html
DAY 7 of 31: Why Google Documents? – 10/07/2009 http://quality-instruction.blogspot.com/2009/10/why-google-documents.html
DAY 8 of 31: Using Slideshare for presentations – 10/08/2009 http://quality-instruction.blogspot.com/2009/10/using-slideshare-for-presentations.html
DAY 9 of 31: Best practices for technology in the classroom – 10/09/2009 http://quality-instruction.blogspot.com/2009/10/best-practices-for-technology-in.html
DAY 10 of 31: Screencasting – 10/10/2009 http://quality-instruction.blogspot.com/2009/10/screencasting.html
DAY 11 of 31: Collaboration and technology – 10/11/2009 http://quality-instruction.blogspot.com/2009/10/collaboration-and-technology.html
DAY 12 of 31: Microlectures, microteaching – 10/12/2009 http://quality-instruction.blogspot.com/2009/10/microlectures-microteaching.html
DAY 13 of 31: Web 2.0 – 10/13/2009 http://quality-instruction.blogspot.com/2009/10/web-20.html
DAY 14 of 31: Using different technology, or using technology differently – 10/15/2009 http://quality-instruction.blogspot.com/2009/10/using-different-technology-or-using.html
DAY 15 of 31: Evernote as a digital organizer – 10/15/2009 http://quality-instruction.blogspot.com/2009/10/evernote-as-digital-organizer.html
DAY 16 of 31: Technology and quality – 10/16/2009 http://quality-instruction.blogspot.com/2009/10/technology-and-quality.html
DAY 17 of 31: My blogging statement – 10/18/2009 http://quality-instruction.blogspot.com/2009/10/my-blogging-statement.html
DAY 18 of 31: Netbooks – 10/19/2009 http://quality-instruction.blogspot.com/2009/10/netbooks.html
DAY 19 of 31: Using Flip video cameras to extend the classroom – 10/19/2009 http://quality-instruction.blogspot.com/2009/10/using-flip-video-cameras-to-extend.html
DAY 20 of 31: Deep learning – 10/20/2009 http://quality-instruction.blogspot.com/2009/10/deep-learning.html
DAY 21 of 31: Mindmapping – 10/21/2009 http://quality-instruction.blogspot.com/2009/10/mindmapping.html
DAY 22 of 31: Twitcam – 10/22/2009 http://quality-instruction.blogspot.com/2009/10/twitcam.html
DAY 23 of 31: Blogger, Tumblr and Posterous – 10/24/2009 http://quality-instruction.blogspot.com/2009/10/blogger-tumblr-and-posterous.html
DAY 24 of 31: Google calendar and task management – 10/25/2009 http://quality-instruction.blogspot.com/2009/10/google-calendar-and-task-management.html
DAY 25 of 31: Defining faculty development – 10/25/2009 http://quality-instruction.blogspot.com/2009/10/defining-faculty-development.html
DAY 26 of 31: Technology use and integration – 10/26/2009 http://quality-instruction.blogspot.com/2009/10/technology-use-and-integration.html
DAY 27 of 31: My definition of technology – 10/28/2009 http://quality-instruction.blogspot.com/2009/10/my-definition-of-technology.html
DAY 28 of 31: Gathering and Sharing Digital Assets with Web 2.0 Tools - 10/29/2009 http://quality-instruction.blogspot.com/2009/10/gathering-and-sharing-digital-assets.html
DAY 29 of 31: Tweetmic for audio instruction – 10/30/2009 http://quality-instruction.blogspot.com/2009/10/tweetmic-for-audio-instruction.html
DAY 30 of 31: Traditional technologies – 10/31/2009 http://quality-instruction.blogspot.com/2009/10/traditional-technologies.html