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Educators today have a laundry list of concerns about their classrooms, especially how well their students are performing. In today's era of high stakes testing, teachers frequently ask how can I ensure my students are learning and achieving? How can I ensure that what they are learning will meet the demands of the future? Finally, how can I ensure that I provide an environment that is engaging enough to inspire, create and motivate students for success?
This wiki has been created for educators who want to understand how technology can be used effectively to facilitate and differentiate their curriculum verses the perception of technology as an "add-on" when convenient. Rather than viewing technology as a separate component, we can begin to infuse technology into our daily best practices that our districts expect to see in our classrooms. It is our hope that readers and contributors will collaborate, learn, and share information about specific Web 2.0 tools and resources that can be used by educators in their classrooms. This wiki will also provide effective research-based instructional strategies aligned to specific Web 2.0 tools to support instruction and learning. Reference is made to specific instructional strategies and a variety of examples are provided covering all content areas (K-12 Georgia Performance Standards).
The research-based strategies used are from Classroom Instruction That Works. This is a collection of effective strategies culled from a meta-analysis of decades of research on what works in classrooms to improve student learning and increase student achievement. This meta-analysis was conducted by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock.
This wiki is an information resource as well as an interactive space where readers can add their own insights and strategies. As you begin to use some of the provided strategies feel free to add your own and help other teachers get involved in engaging the 21st century learner!!!!
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capiclayton |
Latest page update: made by capiclayton
, Nov 4 2008, 12:48 PM EST
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