Re: On Screen B2 Teachers Book Online
Takeshi Krueger
But now, when the pandemic has shuttered many school buildings, children are adding dozens of hours of screen time each week as they learn remotely. A massive review of research on screen time, landing in the journal JAMA Pediatrics just as schools closed down in March, was a tart reminder of the risks that were about to escalate.
Remember that not all screen time is equal. Quality, not just quantity, matters. An hour online discussing Song of Solomon with a teacher and other students is not the same as an hour alone in a basement playing Mortal Kombat. Active engagement matters, too. Experts urge teachers to choose lively games or discussions rather than lecture, for instance. And in these times of isolation, screen time that lets students make good connections with their teachers and peers is important, too.
Catlin Tucker, a former teacher and the bestselling author of books on blended learning, was so concerned about heavy screen time during the coronavirus that she created free choice boards with activities designed to take elementary and middle school students off their screens and help them get active, like doing math with pieces of pasta, or drawing a comic strip based on a newspaper article. (There are wellness boards to help teachers take breaks from the screen, too.)
Carve out non-screen time, even during live sessions. Some teachers divide online classes into chunks, with time to introduce a new topic, time away from the screen to work on it, and then a regroup for questions and reflections at the end. Maria DeRosia, who teaches 5th grade in Ann Arbor, Mich., said her students are supposed to leave their Zoom on from 8:10 a.m. to 3:13 p.m. daily, but she directs them away from the screen periodically to work on assignments. She remains online, within reach if they have questions.
Harness the power of hands-on learning. Most experts said that now is a great time to use hands-on and project-based learning. Learning fractions by cooking a recipe or exploring nature and writing about it can get children off their computer screens while they master academic standards. DeRosia creates new choice boards, each with 25 activities students can choose from, every Wednesday. They always include off-screen options, such as building a catapult out of household materials. Experts said there are many projects students can do, both at home and in their communities, that can be carried out masked and socially distant, from gardening to documenting images of a COVID-19 world.
To assess the effects of excessive screen time on the health of medical and dental students due to online teaching during the COVID-19 pandemic. It was a descriptive cross-sectional study, conducted in Bahria University of Health Sciences from June 2022 to September 2022 after getting ethical approval. A total of 200 students who attended online teaching modules for at least one year through online teaching Apps, were included. A structured questionnaire was distributed using google forms. The results revealed that factors including strain on the eyes, restlessness, declined academic performance and exercise during lockdown, along with feeling connected as a group had a significant association with increased screen time. Excessive screen time has various adverse effects on the physical and mental health of medical and dental students. For improving students' physical and mental health during online teaching we need to change teaching strategies and support the introduction of flipped classroom.
Skype is also quite clean but I often have to lead students through the sequence of buttons that need to be clicked to activate their screen sharing. With lower level students, or those who have struggle with listening, this can be tedious. Skype also displays differently on a Mac than a PC, so that can cause additional delays.
[T]he well-being of students must be central. According to this criterion, not all gatherings of teachers, even those in which teachers offer each other fellowship and support, constitute professional community: Teachers who gather to read mystery novels, even if they do so in the school library, would not meet our definition of professional community. (Grossman et al. 2001, p. 951)
There have been various studies to investigate the design principles effective for online teacher communities (Liu 2012; Lloyd and Cochrane 2006; Wood 2007). One of the first large-scale research projects to build an online teacher education environment incorporating CoP principles was TAPPED IN (see Farooq et al. 2007; Schlager et al. 2002). The project focused on developing an environment that enabled (i) teachers to participate in self-motivated development activities in their professional contexts, (ii) educational organizations to cooperate with each other and develop larger CoPs, and (iii) education agencies to organise and host online CoP activities, including online seminars or courses. From its beginnings in 1997, more than 50 organizations and 150,000 education professionals participated in and/or organised various activities in the environment and TAPPED IN itself was regarded as a large online education community of practice. However, after the funding for this initiative ended in 2008, it was not successful despite voluntary efforts to sustain it.
The Educator Certification Online System (ECOS) is the online site for educators to access their certification account to verify or apply for certification. The Texas Education Agency Login (TEAL) is a secure gateway where access must be set up before an educator can access their certification account.
As online ESL learning becomes more mainstream, expect the number of students per class to increase. This is because one-to-one or small group online ESL lessons are relatively expensive in countries where there is a high demand to learn English. Bringing the cost of online education down can primarily be achieved by increasing the number of students per class.
This trend also lines up with meeting the demands of ESL learning in public school education systems. Currently, the majority of online ESL classes are scheduled during evenings and weekends, as supplemental lessons. The growing shift towards online learning means we can expect to see public schools introduce ESL lessons with a remote teacher conducting the lesson on a large screen. This is already taking shape, and teachers can expect to see more of these in the coming years.
Alternatively, you can opt for a portable monitor, though portable monitors are still relatively expensive. We only recommend portable monitors for online teachers who need to travel and work from different locations, and thus can benefit from the portability.
The greatest benefits mounting arms have to offer are that they free up considerable desk space, and they enable you to easily adjust your screen position on the fly. Single monitor mounting arms are a good choice for laptop computer users who want to use an external monitor as a second screen.
For online teachers who prefer to place their monitors placed on their desks, monitor riser stands are your best friend. For a dual monitor setup, you can either choose a dual monitor riser stand, or two single monitor riser stands. The rider stands we recommend here are adjustable in different ways.
Online learning is gaining traction in the mainstream, and with that means it will become more adopted and integrated into education systems around the world. With that, expect larger classes having blended lessons with a remote teacher. A dual monitor setup is an inexpensive but highly effective way to step up your game as an online teacher. Even if teaching smaller groups or one-to-one lessons, having two monitors will enable you to be more productive and with the right setup, you can enjoy a more comfortable and convenient viewing experience while teaching.
Technology has changed dramatically since I first taught online, but the basic principles that can guide the design of accessible courses have not. The term UD was coined by Ronald Mace, an architect, product designer, and wheelchair user whose work led to the creation of the Center for Universal Design (CUD) at North Carolina State University and its seven principles of UD. UD is defined as "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design." The UD definition, principles, and guidelines were created to make any application accessible, usable, and inclusive and, thus, are a logical choice to underpin practices that ensure that online courses meet the needs of potential students with a wide variety of characteristics that include those related to gender identity, race, ethnicity, culture, marital status, age, abilities, interests, values, learning preferences, socioeconomic status, and religious beliefs.
A statement about how students can request disability-related accommodations should be included in the syllabus. Then instructors can apply the 20 tips I list below, as they begin to work toward making their online courses more inclusive. The complementary video, 20 Tips for Instructors about Making Online Learning Courses Accessible, may be viewed online, along with a tutorial for further background and directions for implementing these tips.
With a real-time view into student work and the ability to manage digital resources by class or individual, GoGuardian Teacher helps teachers create engaging, personalized learning environments. Utilize your 1:1 technology confidently knowing that students have thoughtful guardrails for digital exploration.
If your district is looking to create engaging learning environments anywhere, whether in-person or at a distance, Lightspeed Classroom Management can help. Below, discover 20 ways teachers can save time with Lightspeed Classroom Management.
Teachers may want their students to browse a specific site or group of sites during class time. With Lightspeed Classroom Management, teachers can use Web Rules to block or allow a specific site (or multiple websites), ensuring no student browses web content outside what teachers want them to access.
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