Open Educational Resources – The Future is Now

It seems like new innovations are always around the corner now that the internet has expanded our horizons. Of course the impact on education continues to be nothing short of transformative. The question of the new world is not, “How do we get information?” it’s, “How do we get the right information and experiences, to the right students, at the right time?” The information is not just plentiful, it’s TOO plentiful. How can an educator possibly find the time to sift through all the resources that are out there in order to help your students?

The question of the new world is not, “How do we get information?” it’s, “How do we get the right information and experiences, to the right students, at the right time?”

Well, Pearson is helping to answer that question with regards to Open Educational Resources or OER. Open Educational Resources are any internet based resources, materials, media, etc., that may be used for educational purposes, and that are free or “open” to the public. One very well-known example of an OER is the Kahn Academy online educational site. Learners can access a vast library of educational videos that are grouped into logical topic areas and stepped, mastery-style, along learning paths. It’s an excellent resource, but it’s only one of hundreds of thousands.

So if you want to make use of these OERs, how do you find what your looking for quickly and easily? Pearson’s Open Class Exchange. This site compiles over 700,000 online resources including videos, downloads, and even whole courses. And all of it is entirely free to use for administrators, educators, and students.

Visit their site and sign up for updates as they roll out this brand new resource.

[tags] substitute teachers, paraprofessionals, educators, Open Educational Resources (OER), online training, internet based resources, digital classroom tools, Pearson, OpenClass Exchange, Kahn Academy [/tags]

School Libraries Go Digital

This is the new face of the school library! That is why we offer ebook versions of our own training manuals.

Another sign of the times, it seems: the ebook has hit school libraries.

And there is much to be gained, though there are some drawbacks as well. If you’re either an avid reader or you’ve just been paying attention to the news lately, you must have become aware that electronic books or “ebooks” are exploding in popularity. Everyone seems to have a Kindle, Nook, or other reader or app on their mobile device that lets them read everything from the day’s paper to the latest thriller.

The rise of the ebook has been so meteoric, in fact, that some people have declared printed books officially dead, and along with them, libraries.

Fortunately, our library systems would beg to differ on two important points:

1.) Print books are far from dead (they aren’t even “mostly dead”, for you “Princess Bride” fans). In some ways this is a bit of sticky wicket for libraries, actually. As they shift with the times to accommodate ebook usage, they are finding that many classic older titles that English teachers would like to use are not available in electronic form. Either the author objects to printing in ebook form (this is actually a real thing), or the publisher with the rights isn’t interested in refurbishing an old, mostly non-selling title into electronic form for educational purposes.

Either way, libraries still have to provide a wide variety of resources, including print books, to meet schools’ needs.

2.) Libraries today are thriving – changing and growing more than ever before, thanks to the digital revolution.

At one time libraries were sacred places primarily because they were the repositories of knowledge, information, and (long before tv and radio), entertainment. Before the Internet and digital resources existed, printed books were the primary, and in some cases, only way to get the information you needed to learn or study. While there is a beauty to the preciousness of these physical books – these vessels of human discovery – there is also a fragility to them, a limitation. A book in a library could easily be damaged, lost, or destroyed. Or, it could just be too darned far away for people to get to it and avail themselves of its packaged bits of wisdom. In either case there a possible obstacle to learning either because the information is destroyed or simply unavailable.

With the advent and rise of digital resources,  a printed book could be replicated an infinite number of times across millions of servers and be accessed by  billions of people. What’s more, that digital book or resource can now also link to other resources, and can be interactive or animated itself. Instead of the written Moby Dick, why not a partially animated or annotated version? Or for greater flights of fancy, why not search every variation on Moby Dick you can find out there from video, to music, to anime/manga. You’ll see that humanity’s creative spirit has already taken printed books and mixed them up with digital possibilities to make something entirely new.

And school libraries are getting on board.

Lending

The world of ebook lending is a bit complicated. Not only does content have to be produced in digital form(s), it has to be distributed somehow to the libraries and then distributed from there to the learners. How do we keep track of all those digital copies? It takes a group effort.

As has always been the case, libraries will be working with a wide variety of partners and vendors. Some will be providing nonfiction ebooks for group study like textbooks , some will be providing fiction ebooks for individual readers for class or pleasure. Services may be provided by big name partners like Amazon, or by smaller vendors specializing in the library ebook world.

Check It Out!

The next time that you take an assignment at a school, we suggest using your free time to go chat with the librarian if the school has one. Ask him/her about whether they use ebooks and what kind of digital resources they have available. Librarians are always enthusiastic to show readers and educators the resources they manage, so don’t be afraid to ask for a virtual “tour”. Familiarizing yourself with the more common systems and partners involved in school library ebook lending can be a good way to stay ahead of the trend. Maybe you can even “check out” an ebook yourself!

Here is another great article you can read on this subject…

[tags] ebooks, school library, digital resources, online lending, distribution of ebooks, online education, technology in education [/tags]

What the Heck is “Common Core”?

If you are a full-time educator, you’ve no doubt heard a lot about the Common Core Standards being created to guide classroom curricula in Math and English. But if you are a substitute educator or paraprofessional, you may have only heard the term in passing, without understanding the full significance of it.

Well…it’s pretty darned significant, actually. Let’s get to the heart of the matter: States vs. Federal.

Throughout American history there has been a challenge — an ongoing debate, really — about the balance between States’ rights and Federal rights. We do allow states to have differing laws that reflect the desires and attitudes of their residents. In a country as large as the United States, there can be very differing opinions on important topics! And then there are Federal laws. These are laws that are universal to the entire country. At times, these can actually be in opposition to one another and things get a little confusing.

Enter the Common Core Standards. The promise of a free (tax-payer supported) education to all children in America is a Federal (read: national) promise. BUT, it’s enacted at the state and local level. For a century, states have been setting their own educational standards for their students.

What is an educational “standard”? If you’ve completed our “Instructional Strategies” course(s), then you’ve learned about Lesson Plans. All Lesson Plans begin with an educational “standard” such as the one listed below (an example New York state Science standard).

Science Learning Standard

Standard 4

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

These standards include more specific breakdowns of key ideas and performance indicators, but you get the general idea. The “standards” delineate exactly what we want students to know, understand, or demonstrate as a result of the lessons(s). Your lesson(s) has to end up with the outcome of students achieving this standard.

But when you give these state standards thought a few things should occur to you:

1. There is probably a lot of redundancy, right? Right. Many states have standards that are very, very similar. So why do we need 50 different standards for the same thing?
2. Where there are differences, some students may not be held to the same standard as others, depending on the state in which they reside.

The second issue is one that has long been a point of contention in the United States, “Why should one student get an arguably ‘better’ or more rigorous education than another, just because he/she lives in a specific state?” Now, there are many, many other factors affecting a student’s education besides state educational standards (such as local taxes and funding). But one area in which we could start to eliminate “gaps” in students’ education from state to state, AND increase efficiency is by creating FEDERAL educational standards.

That is the basis for the Common Core Standards. In an era when we are all connected not only to the internet, but to each other, there is less need for separate standards. If the promise of an education in the United States is Federal, why shouldn’t the educational standards be as well?

If you visit the website devoted to the Common Core Standards — www.corestandards.org — you will find this text:

Building on the excellent foundation of standards states have laid, the Common Core State Standards are the first step in providing our young people with a high-quality education. It should be clear to every student, parent, and teacher what the standards of success are in every school.

Teachers, parents and community leaders have all weighed in to help create the Common Core State Standards. The standards clearly communicate what is expected of students at each grade level. This will allow our teachers to be better equipped to know exactly what they need to help students learn and establish individualized benchmarks for them. The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well—and to give students the opportunity to master them.

With students, parents and teachers all on the same page and working together for shared goals, we can ensure that students make progress each year and graduate from school prepared to succeed in college and in a modern workforce.

At this time there are 45 states that have adopted the Common Core standards, meaning that if you are teaching a lesson today, it is very likely that the lesson is written to the Common Core Standard (or soon will be). The adoption has been recent and educators are still learning the standards and adapting their curricula, however, ANYONE can go review the standards at: www.corestandards.org

Though there are critics of the Common Core Standards, with so many states adopting the Common Core standards, it seems likely that the trend of federal-level standardization of educational standards and curricula will continue.

Savvy substitute teachers would do well to review the standards in their free time to get an idea of what the “shape” of education will be in the 21st Century. Just because you aren’t usually writing the lessons doesn’t mean it’s not a good idea to understand the standard that a lesson is intended to meet.

In our next blog post, we’ll explore the way that TECHNOLOGY will play a role in testing associated with the new standards.

[tags] Common Core Standards, substitute teachers, classroom technology, Common Core Math Standards, Common Core English Language standards, EDTrainingCenter [/tags]

Technology in Foreign Language Instruction

Foreign Languages are Fun!

Let’s face it, there’s no turning back the hands of time. (Though it would be a neat trick if we could, right?) The rise of technology is an irreversible tide and all workers in all walks of life will have to learn to incorporate it into the work they do.

That includes teachers and even substitute teachers! As classroom teachers are increasingly expected to utilize technology in the classroom, so are the substitute teachers who are responsible for serving in their absence. Which begs the question, what types of technology can a substitute teacher expect to have to use and how do they use them?

Today I was inspired to address FOREIGN LANGUAGE classes due to this article in eClassroomNews.

Foreign languages are one area where substitute teachers probably feel the most comfortable for two reasons:

1. they often only take the assignments if they feel comfortable with the
   language being taught, and
2. in the past foreign language classes were often the least “tech” heavy,
   relying heavily on reading, writing, and conversation to support learning.

Fast forward to today and it should come as no surprise that supportive technology has found its way into the foreign language classroom as well. In some ways, this may make formerly “comfortable” substitute teachers unnerved…you might know how to speak Mandarin fluently, but do you know how to set up the programs the kids use on the computers?  *PANIC*

Well, in the words of the inimitable Douglas Adams (for you fans of the Hitchhiker’s Guide to the Galaxy) – DON’T PANIC!

Like all the use of all tools, it just takes some experience to feel comfortable. One of the most widely adopted foreign language learning software programs is the Rosetta Stone program. If you are a substitute teacher and you will be teaching foreign language classes frequently, it may be worthwhile to familiarize yourself with this software. However, it’s important to realize that there are all KINDS of technology tools that can be used to supplement foreign language education including: websites such as Duolingo, Imendi, Lingt Classroom, Lyrics Gap, Memrise, Nabber, Nulu Languages, and Word Steps.

In addition to software and internet-based tools, there are also hardware tools like Smart and Promethean Boards as well. But no matter what technology you are expected to use it will always be a BLENDED LEARNING ENVIRONMENT.

What is a Blended Learning Environment?

The blended learning environment is likely the wave of the future. What it means is a classroom environment that utilizes technology BLENDED with traditional instruction. What are the benefits of BLENDED LEARNING in foreign language settings? Well, with declining budgets and limited time, technology can “fill in” gaps and “extend” learning as well.

“Fill in” – Learners can access materials and information outside of class.  This makes the most of time “with” teacher by making the task and information-gathering phases of learning occur outside of class time.  This is very similar to the “flipped learning” model.

“Extend” – Learners can interact with native speakers of other languages and can engage in exercises and practice outside of class (or even during).

When you think about it, just using something simple like Skype, people can now talk with people on the other side of the world…for free! The world has never been more global and that trend isn’t going to reverse. More people will travel, interact, and work with people from other countries and backgrounds. And the vehicle speeding that globalization: technology.

Want some ideas from a fellow educator on how to incorporate technology into foreign language education? (Includes some information on handling Smart Boards.)  CLICK HERE

[tags]technology in education, foreign language instruction, eClassroom News, EDTrainingCenter, substitute teachers [/tags]

Perspectives on Bullying

Bullying Prevention Perspectives

One of the great joys of serving as the Program Director for EDTrainingCenter is the opportunity to communicate directly with educators.  Whether it is the conversations that come up with those in class or the responses to our surveys, your first-hand perspectives are always pushing us to do more, be better, and speak to the realities you face in the modern classroom.

Today I would like to bring up some perspectives on bullying that we felt were best shared with the entire educational community.  These were raised in conversations with our learners…you!

1.) Assuring the Victim that He/She did nothing wrong…

It is common for our learners to express that when they intervene to handle bullying behaviors, they assure the victim that he/she did nothing wrong.  And that’s because as an educator, you’re a compassionate person with a natural inclination to be comforting and supportive.  Believe me, if I were hiring educators, I’d want the kind of people that have a natural desire to protect children and be kind to them!

Buuuuuuuuuuuuuut.  Bullying is an interesting “form” of aggressive behavior.  It’s often portrayed very simply as just bully (aggressor) and victim (submittor), but things are not always this simple.  When you dig into the personal accounts of bullying incidents taking place at your schools, you’ll often find a pattern of retaliation and escalation.

Often, some initial incident or argument can trigger a cascade of bullying.  The bully attacks the victim, the victim strikes back.  Friends join the bully, friends MAY join the victim.  (And this is how a weekend dust-up turns into a schoolyard brawl on Monday.)  Incidents get worse and worse until they come to the attention of educators.  At this point, the school steps in and has to sort out what happened.  Unfortunately, this can be complicated.  There will be plenty of times when both parties feel wronged for one reason or another.  The child you were certain was the bully may claim that the victim started a vicious rumor about him/her first.  Now what?

Assuring the victim that he/she has done nothing wrong without being certain of this can be kind of like calling a foul in a game and missing the fact that the “victim” had just fouled the “bully” seconds prior.  If you aren’t certain yet whose done what, its best to be open-minded and reassure BOTH children that you’ll treat the situation fairly.  You can then reinforce the expectations of behavior with both the students and their peers.  The good news in this case is that formerly covert activities have now been brought to light, protecting both students.

The Problem of Shame

2.) What if He/She Did Do ________?  The Problem of Shame.

In keeping with the theme of point 1, we’d also like to address the problem of shame.  A typical narrative in rumor-related bullying is that the victim didn’t really do the things of which he/she is accused by the bullies.  This adds to the sense of unfairness when, for example, girls are labelled as promiscuous.  But keep in mind that there are ALL kinds of rumors that can be used by bullies.  In addition to calling a girl promiscuous, calling any peer a liar, cheater, thief, thug, drug user, or a homosexual can incite peers to “pile on.”   Rumors like these are very easily fueled by rapid means of communication like text messaging and when a victim is demonized as being a bad person somehow, peers may feel justified in adding to the mistreatment of the victim.

What is worse is when the victim actually DID do the thing of which he/she is accused.  This DOES happen.  In fact, some bullies (this is often girls) will “bait” a victim into trusting them with secrets as if they are friends, and then spreading those secrets to others for bullying purposes.  Or sometimes people in the school observed or have evidence that a student did something.  A female student may have lost her virginity at a party.  A male student may have kissed another male student behind the fieldhouse.  Someone may have shoplifted, or told a whopping lie, or used drugs…which creates another problem to compound the original issue: shame.

When the victim feels ashamed of what he/she did, they are less likely to report the bullying, less likely to fight back, and may ultimately be less resilient.  These are cases in which educators should be particularly concerned about the victim’s state of mind.  Students who are depressed, withdrawn, self-deprecating, or self-harming may be at risk for suicide.  When handling a case of bullying in which the victim actually has done something about which he/she feels shame, it’s essential that a counselor be involved.   Work will need to be done to help the student and his/her peers to “rewrite” the narrative about this student who may have simply made a mistake…like lots of young people do.

Just some thoughts from the VAULT…the Educator’s Vault, that is!  Keep Learning and Teaching!

Rachel Fisher, Program Director

[tags] Bullying, Perspectives, Shame, educators [/tags]

 

Online Learning Gaining Ground

Online Learning Means a Lot of Things to a Lot of People

A survey report released recently by Blackboard, Inc., and Project Tomorrow reveals that there is growing support for online learning among school district administrators.

This increased support is also mirrored in the parental and student populations.  More students have expressed an interest in taking an online course, and more school districts and parents support requiring students to take at least one before high school graduation.

With online learning rapidly becoming the foundation of most adult continuing education, it’s become even more important for today’s students to be exposed to online learning tools.  In addition, it’s important that educators and other school-based professionals be familiar with online learning terms, formats, and basic tools.

For now, “online learning” is a blanket term that includes any use of the internet or internet-based tools in order to learn.  This can be as simple as watching a video from Khan Academy or as complicated as completing a full online degree with a university like the University of Phoenix, or with the online platform of a brick-and-mortar university.

Some online learning is also referred to as “blended learning.”  This type of online learning incorporates some sort of synchronous or face-to-face instructor time.  For example, Blackboard has long been used at colleges and universities to allow for distance learning that still requires students to spend some time in class or in a synchronous discussion with the other students or professor.  In pure distance learning, the learner completes training asynchronously, on his/her own schedule.

Some online learning is referred to as “mobile learning,” which refers primarily to learning experiences taking place on mobile devices.  This can get a little tricky, though, when students who are in the classroom use mobile devices to enhance their learning (like iPads).  This would be a form of blended learning…and a form of mobile learning.

If you missed our last post, you should check out the information on “Flipped Learning,” which also leverages online learning opportunities to increase the efficiency of the time students spend with a teacher.

If you’ve completed one of our trainings, then you’re already ahead of the game because you’ve already participated in online learning!  

The lesson of this survey report is that technology is here to stay.  Will we replace all of our old systems and processes?  Maybe, over time.  Maybe not.  But in the meantime is it important to keep up with major changes?  Absolutely!  Try to take advantage of opportunities to increase your exposure to technology, particularly as it relates to education.  Maybe take a free class with the Khan Academy.  Maybe search our catalog and find another topic that interests you.  Maybe explore what PBS.org has to offer. Maybe see what education apps are available for your phone or tablet.  But whatever it is, approach it with fun in mind!  Technology is a wonderful thing when we open ourselves up to its possibilities.

[tags] online learning, administrators support, eLearning, blended learning, mobile learning, Blackboard, Project Tomorrow [/tags]

Classroom Trends: Flipping for “Flipped Learning”

Flipped Learning

A new buzzword in education is “Flipped Learning.”  At times when a trend or buzzword passes through, it seems like just another fad, but the idea of flipped learning raises larger questions in a world with unlimited access to information at a distance.  What the heck do I mean?  The Internet.   But I’m getting ahead of myself…

Flipped learning, put most simply, is the practice of having students explore/review content while outside of school (homework) and then discuss and/or apply it during class periods.  This “flips” the traditional method of having the teacher deliver content by lecture during the class period and requiring the student to apply it outside of school (homework).  Most often, flipped learning uses video or recorded powerpoint presentations that teachers have created, but any content that the student accesses outside of class would follow the central concept.

The reason that flipped learning has caused more discussion than the average “fad” is because of the Internet.  See?  I knew I’d get back to this point.  Historically, teachers lectured because there was no other method to impart actual content: facts, stories, rules, processes, concepts, etc.  But now we have the Internet, and no single person can possibly provide as much information as this uniquely powerful tool.  Many of the proponents of flipped learning see the Internet as changing the role of the teacher fundamentally.  Rather than being the one who delivers information, the teacher becomes more of a guide, to help the student to grasp, manipulate, and master the information.  The success of the Khan Academy has contributed greatly to the increasing interest in this model.  Teachers can use existing resources or post their own, and students may access those resources on their own time, introducing themselves to the concepts of study.

Even the way you’d express it is different.  In a traditional classroom, the subject is taught, in  a flipped classroom, it is studied.

The best thing about a flipped classroom, when done successfully, is that the role of the student changes fundamentally as well.  The students become teachers, partners, and participants for 100% of their classroom time.    Rather than spending time in a I give – You take model, students interact with each other and with the teachers in a collaborative, active classroom that gives and takes equally.   The valuable time with the teacher is used to practice, discuss, tutor, and to delve deeper and connect.  And best of all, this high level of interaction allows teachers to better differentiate and support individual student needs on the go.  Students who are all struggling with a particular aspect of a concept can be grouped to focus on it, at times for just part of a class period.  Students who are making greater connections or mastering content faster can be challenged.  The main focus is whether or not the students are learning, and if not, why not?

For more information on flipped learning CLICK HERE.

Flipped Learning Acknowledgements

Some variations on flipped learning (even distance learning, for example) have been around forever, but if anyone can be said to have “invented” flipped learning, it would be Jonathan Bergmann  and Aaron Sams: two chemistry teachers who struck up an important friendship while teaching together in Colorado.  They started sharing responsibilities and planning together to increase efficiency and ended up adopting a flipped approach to their classrooms.  CLICK HERE for their full story.

[tags] Jonathan Bergmann, Aaron Sams, Flipped Learning, teacher as guide, student as teacher [/tags]

Technology and Education

Technology Skills are Important

Today I came across a very interesting article titled ‘Technology Offers Opportunities, Challenges for Substitute Teachers” in US News and World Report.  I found it to be particularly pertinent as I’d had a similar conversation with the head of a substitute office in a major urban district just yesterday afternoon.  She let me know that her substitute teachers could use more educational technology skills and more technology skills period.

Educational Technology Skills

There are specific tools that are used in classrooms like interactive whiteboards (SMARTBoards and Promethean Boards, for example).  If you know how to use such a tool the classroom teacher can leave the lesson on his/her computer and you can just run the lesson plan using the board.  But if you don’t know how to use this tool and the classroom teacher did not leave a paper-based lesson for you, the lesson may turn into silent reading or study hall, which is a waste for the students, teacher, and sub teacher.

Skipping the lesson will also lead to more misbehavior.  Substitute teachers are sometimes under the false impression that students prefer to be given a ‘free’ period like study hall.  Unfortunately today’s students are savvy enough to know when someone is wasting their time.  They may resent being ‘babysat’ by someone who is not capable of delivering the lesson.  Or they may grow bored.  Either way, period-long study hall often turns into an effort to maintain control and keep the volume down.

If the school district in which you plan to work uses educational technology tools such as interactive whiteboards, it is an excellent idea to seek training in the use of those tools.  It will add to your overall success and will result in your being offered more opportunities.

There are great FREE videos on You Tube that demonstrate how to use interactive whiteboards.  To visit those links, login to EDTrainingCenter and click the Go to My Training link.  Click the Browse Resources tab to view all the additional resources we offer.

Do you Google things?

General Technology Skills

Do you know how to get on and off the internet?  Do you understand the difference between a browser and a search engine?  Are you familiar with Microsoft Windows?  What about Microsoft Office products, with WORD and POWERPOINT being of particular importance?

You may wonder if it really matters if you have these skills.  The truth is that yes, it does matter.  Substitute teachers who are comfortable with basic technology and the internet in particular will be more successful and more valued by their school districts.  Sorry, but that is just the truth.  The reason for this is twofold:

• Today’s classroom frequently uses technology to deliver and/or support lessons (see above).  If you cannot navigate the internet and the day’s lesson requires it, you will have difficulty delivering it at all.
• Today’s kids are tech-savvy.  It’s not essential that you be as zippy as today’s kids, but you have to have some clue about the internet, text messaging, social networking, etc.  If you don’t then the kids will run circles around you while you attempt to teach.  They will text each other, hop on Facebook, and visit unauthorized internet sites.

What do we suggest?  Two things will serve you well:

• The first is to try to get as much opportunity to access the internet as possible and get comfortable with basic aspects like Google, Yahoo, Facebook, LinkedIn (great for your career), webmail, etc.
• The second is to seek training in basic computing.  If you are not familiar with Microsoft Windows (or Mac OS), or Microsoft Office (or Google Docs, which is free), then you may very well need to further your education.  EDTrainingCenter offers TONS of high-quality training in these areas.   Just click to browse these resources.

Regardless of whether substitute teaching is a stepping stone to a permanent position, a temporary stop on your career path, or something you simply enjoy, you will be a better substitute teacher if you take advantage of every opportunity to improve your skills and technology skills are no exception.

[tags] EDTrainingCenter.com, technology skills, educational technology, SMART Boards, Promethean Boards  [/tags]

Autism On the Rise – Implications for the Classroom

Autism News

A new report issued by the Centers for Disease Control (CDC) in early April during Autism Awareness Month indicates that one child out of 88 is believed to have autism or a related disorder, prompting autism education advocates to call for better autism services.

In the past you may have heard something closer to 1 in 110, which is still quite a large number of children, but experts believe the increased numbers are related to wider screening.   All in call, there are close to 1,000,000 children in the U.S. who have been diagnosed with Autism or an Autism Spectrum Disorder.

What Does This Mean for Educators?

There will be an increased need for Paraprofessionals to serve as educational supports for these students.  There will also be an increased emphasis on individualized education plans or IEPs.  Paraprofessionals should take advantage of every opportunity to learn more about working with students with this disorder.

Substitute Teachers will encounter students with Autism Spectrum Disorders more frequently in their assignments.  They also should take advantage of every opportunity to learn more about working with students with this disorder.

EDTrainingCenter offers education in this specific area within our training programs for substitute teachers and paraprofessionals for exactly this reason.  We also include Autism Resources for Educators in the Additional Resources section of our training site.

In addition, we are developing basic stand-alone training for educators in just this topic area in the coming school year, so be sure to visit our site for updates.

[tags] Autism, Autism Spectrum Disorders, Autism in the classroom, special education [/tags]

What the Heck is the Cloud?

Cloud Computing is all the Rage

Nowadays it seems like you cannot possibly get away from references to ‘the Cloud’.  Businesses have clouds, families have clouds, heck, even individual people now have clouds.  They are all around you, floating out there, doing neato, nifty, whiz-band cloudy things.  Don’t you want one?  Don’t you just gotta get yourself a cloud?  How long do you think you’d be willing to camp out in front of Best Buy to get your own cloud?

What?  You have no idea what ‘the cloud’ is?  Yeah, well marketers kind of want to keep it that way.  Not for any nefarious purpose really.  It’s more that ‘cloud’ just sounds better than ‘server hosting space’ or ‘remote data storage’, which is actually what a ‘cloud’ is.

What???  You mean all it is when they say ‘cloud’ over and over again like it’s something new and mysterious…they actually just mean remote data storage?  Well, that doesn’t sound very exciting.  Exactly! the marketers cry.  It doesn’t sound very exciting.

But, in some ways, despite it’s simplicity, the ‘cloud’ is actually very exciting.

The ‘cloud’ really just means any data or even application (like one of our training programs) that you access through the internet rather than on your own computer.  It’s like the difference between storing your photos online with Flickr or keeping them on your computer at home.  OR using Google Documents online rather that Microsoft Word on your own computer.  In the case of ‘cloud’ computing, the information or software is stored out there on the internet somewhere (on server boxes who knows where) and you just ACCESS it from your device (computer, phone, tablet, etc.)

In it’s simplest form, a personal ‘cloud’ is created any time that you store your data somewhere on the web, instead of at home on your own computers or hard drives/flash drives, etc.  For example, if you have a Facebook page, you have generated a version of a personal cloud.  It is completely structured and controlled by the Facebook interface, but it’s an online location…on server boxes who knows where in the world…and you have your photos, your messages, your comments, your texts, your digital Facebook self, stored on those boxes.   Most people  have many small clouds with different online service providers or social media sites.   So what is all the hubbub if that is all it means?

Are there such things as digital storm clouds? (joke)

Well, one thing all the companies and marketers are right about is that the cloud movement is only going to grow.

Let’s start taking ‘the cloud’ to its logical conclusion.  For example, your personal ‘cloud’ would be a place on the internet where all your favorite things that you like to access are stored…imagine just telling your phone to go ‘grab’ whatever you want, no matter where you are.  It doesn’t matter that you don’t have a particular photo or song WITH you on a device if its out there in your cloud, available any time you wish to grab it.

Or let’s take that even farther.  As entertainment and media age, they move into the public domain where everyone may access them.  Will there be a global library that we all can access with a whole human compilation of creativity, discovery, and information?   The possibilities are endless once you stop thinking of information as having to ‘be’ or ‘live’ trapped within a specific computer or device.  It will be a transition, but in time most of us will use devices to tap into the internet, rather than to store our personal data.  You might think of the ‘computer’ as being on the internet, and your device (laptop, phone, iPad) is just the doorway to accessing it.

The cloud is just one of the many ways that the internet is changing our society and ourselves.  That is why at EDTrainingCenter, we have always been excited to be part of the internet  and cloud revolution.  We believe that technology should bring you more…more information, more flexibility, and more education, at a lower cost.  Because your life is too busy to be tied down to a chair in a room somewhere just so you can learn something new!  Learning should be at your fingertips, on demand, and with EDTrainingCenter.com, it is.

So why not start to grow your education cloud with EDTrainingCenter.com?

[tags] cloud, cloud computing, EDTrainingCenter.com, education cloud, on demand learning [/tags]