The Bridge Project about the benefits of Internetbased collaboration and face face-to-face workshopsand an online course will showcase new partnerships, new classroom tools, and http://www.thebridgeproject.org/docs/about.htm
Extractions: English About Bridge Partners ... Join BRIDGE The BRIDGE Project The pioneering work of the International Education and Resource Network (iEARN) in predominantly Muslim countries has shown positive results. It has given teachers in the U.S., Middle East, North Africa and South Asia replicable and scalable models for technology-enhanced school-to-school collaboration projects. iEARN was one of the first programs to provide widespread distribution of Internet access to schools in Muslim countries. The first of these projects was launched in 1994 with the Ramallah Friends School in the West Bank. Since then, iEARN programs in the Middle East have expanded to include a total of 24 countries with large Muslim populations, often through partnerships with Ministries of Education. Teachers and students in these schools have joined iEARN participants worldwide to explore such topics as: ethnic tolerance, gender equity, community service, science, math, human rights, history, environmental awareness, and English language acquisition. A program linking schools in the US with schools in the Muslim world is well timed. The program is especially important for educators and students from these countries who have been under-represented in most educational exchange and training programs, and who wish to connect with their global peers in developing technology resources for their classrooms. At a crucial time in the region, youth in the Middle East and South Asia are able share in cross-cultural and online Project-Based Learning. The Internet, and the equipment that make it accessible within a classroom, remains a symbol of empowerment for youth who strive for a voice in global dialogue.
Online Teaching Courses, Training And Education Certificate Programs online certificate programs and training courses for teaching online, places to teach online, plus learning resources to help you design and develop online and web based courses. http://redirect-west.inktomi.com/click?u=http://www.worldwidelearn.com/teaching-
About Adobe - Press Room - For Immediate Release by providing digital creation, communication and collaboration tools for classroomand campus products at accessible prices, free online curriculum and http://www.adobe.com/aboutadobe/pressroom/pressreleases/200302/20030204TEXAS.htm
Extractions: Adobe Enables Teachers Nationwide to Deliver Technology Software Education to Students State of Texas Joins Growing List of Teacher Training Programs Nationwide Using Breadth of Adobe Products to "Leave no Child Behind" SAN JOSE, Calif.February 4, 2003 (NASDAQ: ADBE) Adobe Systems Incorporated, the leader in network publishing, today announced that it has been selected to provide software for the Technology Applications Certification Program (TACP), a K-12 teacher training initiative dedicated to advancing technology in Texas classrooms. Supporting a statewide mandate, the full scope of Adobe products will serve as the foundation for improving the technology aptitude of 1,200 Texas educators developing high-tech curricula for students. The State of Texas joins school districts and programs nationwide that are implementing Adobe software in the classroom to close the digital divide. According to the National School Board Foundation, teachers at 90 percent of the nation's largest school districts lack technology training in the classroom. Responding to this need, the state of Texas developed the TCAP with a $2.2 million grant, giving teachers in low-income communities software instruction to incorporate technology courses into their curriculum. As part of the two-year certification program, teachers will learn Adobe's print and Web publishing and graphics products, allowing them to teach Web, desktop publishing, video, graphics, and animation courses. The program, ensuring that every Texas school district has technologically savvy teachers, is being facilitated through the Texas Center for Educational Technology (TCET) and the University of North Texas.
Extractions: Real-time eLearning solutions from Centra enhance your ability to reach, support, and dramatically grow your student population. With Centra, you can use the Internet to offer new online programs that draw students - such as doctors, business executives, and remote students - that require the flexibility of effective, online learning due to professional and geographic constraints. Centra's virtual classroom solution, Centra Symposium , offers an easy-to-use interface and a broad array of features necessary for live, group-oriented learning. These include integrated full-duplex audio, multi-point video conferencing, interactive whiteboards, advanced application sharing, breakout rooms, online surveys and evaluations, support for dynamic content and multimedia, and the ability to record sessions for editing and playback. Centra provides effective eLearning solutions for: University Graduate Programs Broaden the reach of your existing graduate program or create a new online degree program. Online Web collaboration solutions from Centra allow you to reach students who would not otherwise be able to attend traditional classroom programs and to tailor a mix of live and self-paced education programs to meet the needs of your students.
Extractions: Accelerate Your Software Deployments with Centra! Centra Knowledge Center 5.3 Enhanced Management and Web Authoring Capabilities Centra Leads eLearning Market in Adoption of Industry Standards Featured Centra Partner - The Forum Corporation ... Centra Worldwide User Conference - April 30-May 3, 2002 Would you go about training end users differently with your next enterprise application deployment? According to a recent industry analyst poll, more than 75% of those surveyed said, "yes." Why? Because rolling out new software entails more than teaching a few new keystrokes. Successful rollouts must build and maintain end-user knowledge of new custom systems in order to ensure adoption and ongoing use. Here are just some of the ways using Web collaboration can improve Web-based training and change management, and accelerate your next software deployment: Get Early Application Buy-In Once the decision to deploy an enterprise application has been made, communicating the project's objectives, staff assignments, and rollout plan across the organization is critical to getting employees and supply chain partners on board. Using live, interactive Web conferences, project managers can communicate plans to thousands of users simultaneously.
Schools Online: Connecting The World... One School At A Time these and other projects, Schools online aims to Learning And Changes Macedonia VirtualClassroom IT, Learning and Changes was a collaboration among three http://www.schoolsonline.org/whatwedo/cprojects.htm
Extractions: Stories Resources ... Newsletters Schools Online collaborative projects create and support partnerships between people and institutions internationally, utilizing the power of the Internet to work together for the purpose of accomplishing a common objective. It is our hope that these experiences extend traditional classroom instruction. Schools Online understands that teachers must first develop their own capabilities to use technological tools for teaching and learning before transferring these skills to their students. In these featured collaborative projects, teachers' growth is fostered through technical skill building, professional development and project design. In many cases, the project objectives and activities are mapped to the curriculum that the teachers must teach. Through these and other projects, Schools Online aims to increase the attention to and understanding of using the Internet for project-based learning. It is our belief that this type of education will greatly expand students' horizons and strengthen their capacity to learn.
Geneforum | Learn More: Teaching The New Genetics visitors with issues of its online newsletter, The callin radio shows in collaborationwith Geneforum's of unique rewards and intellectual classroom challenges http://www.geneforum.org/learnmore/resources/fowlerg_200107.cfm
Extractions: Geneforum's newsletter Fowler, Gregory L., "Teaching the New Genetics," publication info here. by G. Fowler According to some experts, the human body, virtually unchanged for thousands of years, may be about to undergo a bewildering variety of modifications. With the announcement last March that "reprogenetic" technologies have been used to effectively alter the human germ line, 21st century biotechnology may be in the process of stretching the very meaning of the word "human" beyond all previous limits. We can only guess at the cultural, legal, and ethical questions that inherited genetic modifications (IGM) in humans will raise. But one thing is certain: there will have to be inspired, logical thinking by an engaged and informed citizenry about which biomedical roads we want to go down if our children and grandchildren are to deal responsibly with the challenges ahead. Aimed at creating educational strategies to help accomplish that goal, Geneforum, a non-profit, nonpartisan organization headquartered in Portland was founded in 1999. [See Geneforum on the Web at http://www.geneforum.org]. Three general goals drive Geneforum's mission to help create genome science policy which reflects public values: 1) education of the public; 2) transfer of information from the public to policy leaders; and 3) stimulation of the sense of community.
Extractions: Becoming a Partner ... Company Info Solutions for Education Wireless Networks for Connected Learning User Personalized Networking Classroom Control (PROF) Information Assurance ... Classrooms without Walls Associations Educause Internet 2 Resources Success Stories Enterasys powers Internet2 conference In addition to the training courses teachers and administrators are often required to participate in each year, many teachers find tremendous benefit in collaborating with peers at their school and other schools in the district. Enterasys provides the kind of highly reliable, highly secure infrastructure your district needs to facilitate virtual professional development and collaboration. And teachers can use the web to gather information for use in the classroomeven if students don't directly access the information during instruction.
Kennedy Center: delineates roles and responsibilities with educational partners. The artist, in collaborationwith the educator do we use for classroom management, including http://www.kennedy-center.org/education/partners/creating_capacity3.html
Extractions: Creating Capacity A Framework For Providing Professional Development Opportunities For Teaching Artists Prepared by The National Conversation An Initiative of the John F. Kennedy Center for the Performing Arts ArtsConnection, Kansas City Young Audiences, the Kentucky Center for the Arts, Lincoln Center Institute, the Music Center Education Division, the Perpich Center for Arts Education, Urban Gateways: Center for Arts Education, and the Wolf Trap Foundation for the Performing Arts Autumn 2001 The Kennedy Center THE JOHN F. KENNEDY CENTER FOR THE PERFORMING ARTS James A. Johnson, Chairman Michael M. Kaiser, President Derek E. Gordon, Vice President, Education The Kennedy Center wishes to acknowledge Jane Remer for the inspiration to convene this group to explore teaching artist professional development. Introduction professional development opportunities available to these artists, a need made more acute by demands for increased accountability in education. At present, the purpose, range, and depth of such opportunities, where they exist at all, vary greatly from organization to organization, and locality to locality. Schools and teachers, arts specialists, artists, and arts organizations can work together to design and participate in professional development that prepares each of the collaborators to provide the highest quality arts education experiences for students.
Center For Children & Technology In collaboration with the Institute of Computer turn, train additional classroom teacherswithin http://www2.edc.org/CCT/projects_summary.asp?numProjectId=742
Center For Children & Technology students experience with Team JASON online as good the curriculum to cover in theirclassroom based on in the following areas collaboration, problemsolving http://www2.edc.org/CCT/publications_report_summary.asp?numPubId=24
Events Other libraries have created online, selfpaced encourage and facilitate faculty collaborationwith the research more effectively with classroom teaching, and http://www.sunysb.edu/Reinventioncenter/conference/Library as Laboratory/Library
Extractions: Library skills are basic to research and scholarship in all disciplines and there are a number of ways in which campuses can help students develop these skills. The most effective models integrate information literacy goals and outcomes into core courses in the disciplines. At some institutions, first-year seminars or general education courses include a library component. A librarian is assigned to work with student teams in the Project Renaissance first-year general education courses at the University at Albany:
USING COLLABORATION IN SUPPORT OF DISTANCE LEARNING Jacob has taught Discrete Structures both online and in the traditional classroomsetting before Internet section will use email for their collaboration. http://www.control.auc.dk/~mk/WiLL/dokumenter/CollaborationinDistanceLearning.ht
Extractions: Chicago, Illinois The teacher-student relationship is increasingly mediated by the use of technology. No where is this more evident that in distance learning. The typical distance learner is a mature person with a substantial number of commitments in addition to furthering his/her education. This paper investigates the implications of this reliance upon technology by distance learning programs. If they are going to achieve effective learning outcomes, what pedagogical shifts should teachers make? What changes should institutions make to support the distance learner? The authors will report on findings derived not only from current literature, but also from the practice of teaching in and supporting distance learning programs at two institutions. The initial driving force behind distance learning programs was the desire to provide opportunities for learning to individuals who are not able to attend an educational institution; to increase the number of educational experiences available to individuals; and to provide educational opportunities to individuals at times and places of their convenience. This third reason for distance learning programs has taken on increased importance in proportion to the number of working adults seeking higher education. The early modes and media of distance education met these needs by providing educational opportunities for students who did not reside nor commute to campus
Collaboration At A Distance the interactive nature of the online components and the in the university classroomAn experiment Interactions collaboration skills for school professionals. http://taste.merlot.org/conf2001/presentations/collaboration.html
Scenario3 Fermilab LInC online or practice the development of similar projects for their ownclassroom. of these tasks will be developed in collaboration with project http://www-ed.fnal.gov/lincon/w01/projects/nmsuwet/scenario3.html
Extractions: Summary Student Pages Rubric Site Index Background/Context A Desert Oasis: Keystone Park and Wetlands is a semester-long, engaged learning project that partners New Mexico State University preservice teachers and Gadsden Independent School District sixth grade students in an exploration of desert wetlands located in Southern New Mexico and West Texas. This project integrates all areas of the public school curriculum through a multidisciplinary approach to teaching science, math, language arts, and technology through project-based learning. Critical thinking, visual literacy, and cooperative learning are also integral to the project. These skills will be learned and demonstrated by students will work together to complete a series of activities in which they will respond to a real-world problem affecting their region and community. The scenario to follow will orient the reader to the role of the university reading/literacy curriculum and pedagogy class as project partners with sixth grade students. As this preservice professional development course is intended to prepare elementary education majors to teach in regional schools, issues related to reading across the curriculum, student assessment and evaluation, and hands-on, experiential learning are addressed. A rationale for establishing partnerships with the students with whom preservice teachers will be working is also explored in the context of the Desert Oasis project.
Create Your Own Online Activities who want to know more about electronic collaboration. and cultures for email classroompen-pal online Activities from Scholastic.com - Participate and create. http://www.kn.pacbell.com/wired/fil/pages/listonlineave.html
Keynote For Collaboration Virtual Conference Keynote for collaboration Virtual Conference. styles and the computerbased writingclassroom for more be entirely distance learning, entirely online, you make http://www.engl.niu.edu/mday/web/cyberconf.html
Extractions: Keynote for Collaboration Virtual Conference Teaching and Learning in Cyberspace: Balance, Interaction, and Critical Internet Literacy Dr. Michael Day Associate Professor of English and Chair of Faculty Development South Dakota School of Mines and Technology MOO sessions. See a transcript of a "Teaching and Learning in Cyberspace" MOO session Introduction A question of balance: Some notes on learning styles, balance and cyberspace teaching and learning ... Sources I. Introduction Just what is teaching and learning in cyberspace? Most of us first think of distance learning classes that use Internet tools to disseminate class information and enable communication between students and teacher. But many teachers of so-called "traditional" on-campus classes are adopting cyberspace activities to supplement their face-to-face classes. They put assignments and syllabi on the class web page, along with helpful links to outside sources that may be of use to students, and they may also supplement in-class discussion with class e-mail discussion groups (asynchronous) or MUD/MOO type chat room discussion (synchronous). Or they might use a NetPhone,
Partners In Enrichment partners in Enrichment PREPARING TEACHERS FOR MULTIPLE and special education classroommentors to a reality of the commitment, collaboration, and inventiveness http://www.cec.sped.org/bk/martec.html
Extractions: Summer Enrichment Workshop (SEW) ... Author Online Page Imagine first-year teachers who provide enrichment through instruction that is learner centered and hands on and that challenges students' creative and critical thinking. Also imagine that these teachers are providing such enrichment to all students in both general and special education programs. Further, imagine an innovative teacher-education program where preservice teachers team with general elementary and special education classroom mentors to teach students with a wide range of talents and abilities, including those with average and above average abilities, as well as students with mild learning or behavior problems. In the Multiple Abilities Program (MAP) in the College of Education at the University of Alabama, these scenarios are not merely pleasant scenes for the imagination but a reality of the commitment, collaboration, and inventiveness of preservice and experienced teachers, and university faculty. If your imagination is stimulated by these glimpses into classrooms of the future, read on for a description of the Multiple Abilities Program and its emphasis on school-based teacher preparation. Find out, specifically, about the partnership of MAP preservice teachers and gifted education teachers during the Summer Enrichment Workshop (SEW) in practicing enrichment strategies appropriate for all learners.
Extractions: Brigham Young University - Hawaii Originally published in the TESL Reporter 30,1 (1997), pp. 27-33 Teachers have been using online communication in the language classroom for more than ten years now. From an investigation of the experiences of dozens of teachers around the world who have used the Internet in language teaching (Warschauer, l995a; l995b; 1996c; 1996d), a few common guidelines emerge that can assist teachers in successfully planning and implementing network-based learning projects. Readers will note that these guidelines are independent of the particular technological tools being used. As has been noted elsewhere, "technology is developing so rapidly that it can often be difficult or even overwhelming to harness, somewhat like trying to get a drink of water from a gushing fire hydrant" (Warschauer, l995b. p. xv). In order to make effective use of new technologies, teachers must thus take a step back and focus on some basic pedagogical requirements. The following guidelines are designed to help teachers implement computer network-based activities into the second language classroom. As will be discussed further below, little is usually gained by just adding random online activities into a classroom. Clarifying course goals is, thus, an important first step toward successful use of the Internet.
