Friday, March 15, 2013
Thursday, March 14, 2013
Tuesday, March 12, 2013
Wednesday, February 27, 2013
Math Animations
mathanimations
http://www.seemath.com/#/Featured--Featured/
http://www.mindzeit.com/ Educational Videos and Animations.
http://www.seemath.com/#/Featured--Featured/
http://www.mindzeit.com/ Educational Videos and Animations.
Marketing
What is?
http://www.veengle.com/s/math8-4/2.html stevenlevymath videos are there??
https://adwords.google.com
http://www.veengle.com/s/math8-4/2.html stevenlevymath videos are there??
https://adwords.google.com
Tuesday, February 26, 2013
What does it take to be a digitally-enabled teacher?
Link to Linkedin Group
What does it take to be a digitally-enabled teacher?
>> You have to narrow down the requirements. The amount of technology available is growing too rapidly.
Recently, I had a chance to deliver a webinar to explore the characteristics, attitudes and skills of tech-savvy teachers and what literacy practitioners and volunteers need to know, have or do to be effective in integrating digital tools and technologies into their practice.
>> Teachers have too much to do to be creating their own digital environment, one at a time. You would need to be a systems analyst. The way to do this would be to get a systems analyst to specify what a set of teachers need to do their job. Then build it and test it. Finally, train the teachers. A support system is needed. Teachers do not have the training or time to troubleshoot hardware, software and network issues.
To continue the discussion, I would like to invite this group to share your ideas, feedback and suggestions on what does it take to be a digitally-enabled teacher.
>> Good systems management, training and support.
What does it take to be a digitally-enabled teacher?
>> You have to narrow down the requirements. The amount of technology available is growing too rapidly.
Recently, I had a chance to deliver a webinar to explore the characteristics, attitudes and skills of tech-savvy teachers and what literacy practitioners and volunteers need to know, have or do to be effective in integrating digital tools and technologies into their practice.
>> Teachers have too much to do to be creating their own digital environment, one at a time. You would need to be a systems analyst. The way to do this would be to get a systems analyst to specify what a set of teachers need to do their job. Then build it and test it. Finally, train the teachers. A support system is needed. Teachers do not have the training or time to troubleshoot hardware, software and network issues.
To continue the discussion, I would like to invite this group to share your ideas, feedback and suggestions on what does it take to be a digitally-enabled teacher.
>> Good systems management, training and support.
To start things off, what do you think about looking at attitude, skills and characteristics, as well as access to technology and training as some of the factors that contribute to being a digitally-enabled teacher? Do you agree? Are there other factors that you feel are important?
>> Education uses very little information technology compared to other segments of our economy. Would you expect a teller in a bank to create their own cash management software? The development of information systems requires specialized training, skills, and equipment. School boards and our government agencies need to pick up the ball.
Most teachers need roughly the same functions. Once a system is developed for a group of teachers, it would be relatively easy to add users.
Word Problems - Easier Way
What most math and physics teachers will recommend:
- Read the problem, collect facts
- Analyze, make a plan
- Solve
- Check results
The problems is that you do not have enough time on most tests. Typically you have 2 minutes per problem.
I was an engineer for 20 years. You just can not make a mistake in that profession. How did I solve problems then? How do you solve problems when you cannot make mistakes and you do not have a lot of time?
- Learn all the types of problems. In a job or a math or science course there are usually about a dozen different types of problems. Learn each problem type. Write neatly one or more solutions. Keep them in a notebook. Review them often.
- Read the problem at least three times to ten times. Be sure you understand the question, which is usually the last sentence. Identify what type of problem you just read.
- Make an estimate
- Find an answer, given what you remember from step 1.
- Does the answer agree with the estimate? If not, go back to step 2.
Monday, February 25, 2013
Thursday, February 21, 2013
SLM action items Feb 21, 2013
1 - Find lowest resolution that will give acceptable image on youtube. Use dragon frame to make a 5 second video.
2 - Pick next video to update plus Spanish captions
2 - Pick next video to update plus Spanish captions
Wednesday, February 6, 2013
Internet Resources (Google and Other)
Other
(1) www.teacherweb.com
(2) www.edhelper.com
(3) www.godaddy.com
(4) www.teachertube.com
(5) www.youtube.com
Google
(1) https://adwords.google.com
(2) http://www.google.com/blogsearch
Internet References
(1) MA Curriculum Frameworks - All (K-12 Math Curriculum)
(2) Khan Academy (Free Online Learning Environment)
(3) Math.com - World of Math Online
How to find math answers
(1) ask.com
(2) ehow.com
(1) www.teacherweb.com
(2) www.edhelper.com
(3) www.godaddy.com
(4) www.teachertube.com
(5) www.youtube.com
(1) https://adwords.google.com
(2) http://www.google.com/blogsearch
Internet References
(1) MA Curriculum Frameworks - All (K-12 Math Curriculum)
(2) Khan Academy (Free Online Learning Environment)
(3) Math.com - World of Math Online
How to find math answers
(1) ask.com
(2) ehow.com
Monday, February 4, 2013
Sunday, February 3, 2013
Tuesday, January 15, 2013
Thursday, January 3, 2013
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