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Shift:

Shift:. How blended classrooms are changing knowledge and learning. David Gerber, MA, EdS Payson High School Payson, Arizona. World Shift = Education Shift. Replaced Technology. Assessment. Learning. Learning. Learning. Pass the Test. Learn the Concept. Coffee, Tea, or. Reading.

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Shift:

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  1. Shift: How blended classrooms are changing knowledge and learning David Gerber, MA, EdS Payson High School Payson, Arizona

  2. World Shift = Education Shift

  3. Replaced Technology

  4. Assessment Learning

  5. Learning Learning

  6. Pass the Test Learn the Concept

  7. Coffee, Tea, or

  8. Reading Digital Reading

  9. Raven= Symbol of Royalty?

  10. Spell Check • Grammar Checker • Document Sharing • Commenting • Formatting

  11. Line Shape Color Texture Value Form Space Geometry Symmetry Rule of Thirds Rule of Odds Rule of Space

  12. Responsibility?

  13. A Challenge:

  14. Thanks! Dave Gerber, MA, EDS Payson High School Payson, Arizona gerber.da.68@gmail.com

  15. References Burin, D. I., Barreyro, J. P., Saux, G., & Irrazábal, N. C. (2015). Navigation and comprehension of digital expository texts: Hypertext structure, previous domain knowledge, and working memory capacity. Electronic Journal of Research in Educational Psychology, 13(3), 529-550. Retrieved from http://catalog.eac.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1084351&site=ehost-livehttp://dx.doi.org/10.14204/ejrep.37.14136 Fichten, C., Jorgensen, M., Havel, A., King, L., Lussier, A., Asuncion, J., . . . Amsel, R. (2018). Information and communication technologies: Views of canadian college students and "excellent" professors. Journal of Education and Training Studies, 6(9), 1-12. Retrieved from http://catalog.eac.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1184514&site=ehost-live Kaman, S., & Ertem, I. S. (2018). The effect of digital texts on primary students' comprehension, fluency, and attitude. Eurasian Journal of Educational Research, (76), 147-164. Retrieved from http://catalog.eac.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1186260&site=ehost-live Long, D., & Szabo, S. (2016). E-readers and the effects on students' reading motivation, attitude and comprehension during guided reading. Cogent Education, 3(1) Retrieved from http://catalog.eac.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1138318&site=ehost-livehttp://dx.doi.org/10.1080/2331186X.2016.1197818 Reid, A. J., & Morrison, G. M. (2014). Generative learning strategy use and self-regulatory prompting in digital text. Journal of Information Technology Education: Research, 13, 49-72. Retrieved from http://catalog.eac.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1026875&site=ehost-live http://www.jite.org/documents/Vol13/JITEv13ResearchP049-072Reid0549.pdf Ross, B., Pechenkina, E., Aeschliman, C., & Chase, A. (2017). Print versus digital texts: Understanding the experimental research and challenging the dichotomies. Research in Learning Technology, 25 Retrieved from http://catalog.eac.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1163201&site=ehost-live http://dx.doi.org/10.25304/rlt.v25.1976 Singer, L. M., & Alexander, P. A. (2017). Reading across mediums: Effects of reading digital and print texts on comprehension and calibration. Journal of Experimental Education, 85(1), 155-172. Retrieved from http://catalog.eac.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1118625&site=ehost-live http://dx.doi.org/10.1080/00220973.2016.1143794 **Note: The graphics used in this presentation are either in the public domain or are the work of the presenter.

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