Visibility of eTwinning Projects Group July 2016 Newsletter------------------------------------------------------------------------------------------------------
publishing of web resources in languages intended for data( such as XML, RDF, OWL and XHTML) to supplement them with metadata that will allow software to analyze, classify and deliver content for more personal relevance. The Semantic Annotations for Web Services group at W3C is defining the specifications for the Web 3.0.
Technological Pedagogical Content Knowledge The use of Web 2.0 tools can be a powerful way to help preservice teachers develop a critical understanding of history and their teaching through the critique and creation of new knowledge. On its own, technology does not produce intellectual engagement. Through the effective integration of a teacher’ s TPCK students can be purposefully guided through the“ regimen of techniques for evidentiary inquiry and assisted in the development of new methodological schema for inter-textual and recursive historical study”( Swan & Hicks, 2007, p. 144). Building on Shulman’ s( 1986) conception of pedagogical content knowledge, Mishra and Koehler( 2006) defined TPCK as“ an emergent form of knowledge that goes beyond all three components: content, pedagogy, and technology” to consider all three issues within a“ state of dynamic equilibrium”( p. 1029). Cox( 2008) went a bit further when she defined TPCK as the knowledge of the dynamic, transactional negotiation among technology, pedagogy, and content and how that negotiation impacts student learning in a classroom context. The essential features are:( a) the use of appropriate technology( b) in a particular content area( c) as part of a pedagogical strategy( d) within a given educational context( e) to develop students’ knowledge of a particular topic or meet an educational objective or student need.( p. 40)
In short, preservice experiences should be infused with technology, pedagogy, and content in order to develop a nuanced understanding of the complex relationships between technology, content, and pedagogy for future social studies teaching( Mishra & Koehler, 2006).
Eyejot http:// corp. eyejot. com /- alternative tool: MailVu http:// mailvu. com / ~~~
Kikutext https:// kikutext. com /- alternative tools: SMS Matrix http:// www. smsmatrix. com /
Swaggle http:// www. swaggle. mobi / sessions / new
SendHub https:// www. sendhub. com /# ClassPager
http:// www. classpager. com
~~~
Jing http:// www. techsmith. com / jing- alternative tools: Skitch https:// itunes. apple. com / us / app / skitch-snap.- mark-up.-send./ id490505997? mt = 8
FireShot http:// getfireshot. com / Screencast-o-matic
http:// www. screencast-o-matic. com /
~~~
Disqus http:// disqus. com /- alternative tools:
SolidOpinion http:// solidopinion. com /
IntenseDebate http:// intensedebate. com / LiveFyre http:// web. livefyre. com / Isso
http:// posativ. org / isso /
~~~
Kahoot https:// getkahoot. com- alternative tools: Quizizz http:// www. quizizz. com / Plickers https:// www. plickers. com / Quizworks https:// www. onlinequizcreator. com / PollMaker http:// www. poll-maker. com / QuizMaker Socrative http:// www. socrative. com / Quickkey
http:// get. quickkeyapp. com /
~~~
DotSub http:// dotsub. com /- alternative tools: Amara http:// amara. org / en / Overstream http:// overstream. net / Yapper http:// en. englishyappr. com / welcome / Welcome1. act ion
~~~
43