Home _ Education Technology Twitter Post Weekly Summaries Selected Tech and Teaching Content From Across the Web, w/e 02-16-19

Selected Tech and Teaching Content From Across the Web, w/e 02-16-19


Informative, inspiring, or just plain interesting education and digital technology content from across the web, posted on Twitter over the past week and collected here to share with our blog readers.

EmergingEdTech Teaching Technology Tweet Wrap

This week in the wrap … struggling to differentiate instruction for your students? Check out some techniques suggested by Larry Ferlazzo and Hull Sypnieski. A.J. Juliani shares mistakes he made trying to innovate in the classroom. The folks from TechSmith share 39 tips for creating great instructional videos, culled from colleges across the U.S. Explore the “students as partners” framework, and much more!

Nominate someone you respect for an @EDUCAUSE leadership award (or encourage them to do so). Deadline: March 11

How to Differentiate Instruction (Without Losing Your Mind) 

Train Faculty to Create Amazing Course Videos – 39 Strategies from Colleges across the Country (and @TechSmith)

Too Little Help for Professors Teaching Online: Survey of public college provosts finds many forms of training and support for those who teach online is lacking, even as institutions' expectations grow.

Faculty need to have a specific thing to do (as opposed to an abstract goal), and a reason to do it, in order to learn new technology, along with easy to access support – Ann Pendleton-Jui
(link goes to FTF playlist on YouTube, this most recent forum vid has not yet been posted as of 02-16-19)

3 Mistakes I Made Trying To Be An Innovative Teacher And Leader

Using the “Students as Partners” Framework to Support Teaching and Learning

Fake News, Confirmation Bias and Selective Attention: Teaching Digital Literacy

Myth vs. Fact: How Much Do You Know About #Edtech Usage in Schools? [Infographic]

Agreed! “Acquiring new classroom technology for students to explore isn’t as important as reforming the pedagogical structure they’re learning in — including a redefinition of success and accountability for students and teachers”




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