Life’s become an “open-book” test. So what does that mean for schools?
Last week I gave the keynote at 5th Annual Ed Tech Summit on the beautiful Southern Oregon University campus in Ashland, Oregon. I offered 5 suggestions for teaching in the digital world.
- We need to teach a new digital literacy
- It’s not the screen, it’s the choice and creativity
- Learning is social
- Ask better questions
- Have the courage to be less helpful
View my keynote on UStream. My talk begins at the 7:45 mark after introductions
I’m pleased to be the keynote speaker at the Southern Oregon Ed Tech Summit 2015 in Ashland Oregon (April 17, 2015). Here’s a preview of my keynote and two breakout sessions.
Thinking of trying Meerkat. Here’s my step-by-step set up for using Meerkat to livestream a presentation or event via Twitter. Tips and tricks to make your Meerkast a success.
Image-based DBQ explores the how first ladies are used as political symbols. Great tool for middle school students to develop visual literacy.
In this interactive DBQ, readers are guided through posters, photographs, political cartoons to examine the motivation behind the Marshall Plan.
This DBQ project explores posters, videos and other media that contribute to the popular image of the soldier in the minds of the American people.
This DBQ uses WWII-era WPA posters to examine how art can be used to influence public opinion. Key questions guide student through a close reading of the works.
In this 18 minute podcast I share idea for fusing technology into instructional design. You think about the instructional goals that you want to achieve, and then from there, you say, okay, so what kind of tools are out there. The big question is what’s the least amount of technology you could use to get the job done?
This DBQ assignment is meant for students to view the issue of immigration through various primary sources based on the perceptions of different individuals and groups from the 1920s. As you look over them, consider the various perceptions of immigration throughout the 1920s. What was the reasoning and motivations behind these differing beliefs? How did different groups or individuals view immigrants and immigration? What did these same individuals and groups believe should be done with immigrants? How are their arguments similar and different?
This chapter examines the historic setting of the Little Rock Nine though a variety of documents. They include news photographs of the events, governor’s proclamation, historic essays, Presidential speech, TV news reports and video reflections by participants. Your task is to examine the context of these documents and decide which are most helpful to your understanding of the conflict.