This course allows you to learn along with your colleagues from other schools and districts to enhance your digital learning content knowledge and further develop coaching strategies.
Coaching educators through the transition to digital learning environments is a challenging, important, and highly collaborative role. Individuals who play this role are instrumental in cultivating a digital learning culture within their school, district and/or state. This course allows you to learn along with your colleagues from other schools and districts to enhance your digital learning content knowledge and further develop coaching strategies. During this self-directed, peer-supported, MOOC-Ed you will deepen your understanding of what it takes to coach educators to integrate technology effectively; explore relevant frameworks (e.g. TPACK, SAMR, Four C’s), strategies, tools, and resources to advance your digital learning coaching efforts; experience multiple opportunities for personalized application of your new learning and job-embedded practice; and develop and share a Instructional Technology Coaching Action Plan to support your school/district's digital learning culture.
Instructional technology coaches, instructional technology facilitators, technology integration specialists, media specialist, mentor teachers, and others who guide the integration of digital learning to directly enhance and support student learning.
Open Educational Resources are the result of a different approach to education: the focus in on sharing, improving and reusing educational materials created by people (not only super-experts) who are willing to let knowledge spread and be used by anyone.
This is the first in a series of four courses aimed at helping students improve their scores on placement tests while preparing for college-level courses. This introductory course focuses on what to expect at the testing center.
Foundations of Teaching for Learning is a program of study primarily for people who are currently teaching but have had no formal teacher education. This course is an introductory one that considers the three domains of being a teacher: Professional Knowledge and Understanding; Professional Practice; and Professional Values, Relationships and Engagement.
For three decades and longer we have heard educators and technologists making a case for the transformative power of technology in learning. However, despite the rhetoric, in many ways and at most institutional sites, education is still relatively untouched by technology. Even when technologies are introduced, the changes sometimes seem insignificant and the results seem disappointing. If the print textbook is replaced by an e-book, do the social relations of knowledge and learning necessarily change at all or for the better? If the pen-and-paper test is mechanized, does this change the nature of our assessment systems? Technology, in other words, need not necessarily bring significant change. Technology might not even represent a step forward in education.
Success with your students starts on Day 1. Learn from NTC's 25 years developing key skills and strategies to create positive, productive classroom environments where students thrive. Build relationships with Secondary Grade (6-12) students, establish and maintain behavioral expectations, implement classroom procedures and routines, and use instructional time effectively.
This MOOC takes a teachers’ perspective. It canvasses the 21st century skills students need. It explores how teachers might apply developmental teaching and assessment principles to develop these skills in a classroom.
Become a confident trainer by developing an understanding of Adult learners and what motivates them to learn. Confidence as a trainer comes from the knowledge that you are well prepared in your topic and the resources you’ll use to present your information. Confidence, is also understanding that an effective trainer is someone who presents in a professional manner, is an effective communicator and has developed an awareness of the learning needs of their learner group.
Problem-solving is a powerful approach for teaching students to develop mathematical concepts and skills. This methodology is not about teaching a specific problem-solving skill to students; it’s about students using problem-solving and collaboration skills to develop their mathematical skills and solidify their identities as capable problem-solvers.
Our world is rich with data sources, and technology makes data more accessible than ever before! To help ensure students are future ready to use data for making informed decisions, many countries around the world have increased the emphasis on statistics and data analysis in school curriculum–from elementary/primary grades through college. This course allows you to learn, along with colleagues from other schools, an investigation cycle to teach statistics and to help students explore data to make evidence-based claims.