Call for proposals: Global Learning Technology Conference (GLTC) now open

Submit Here

GLTC advances awareness of technology for learning and connects educators, technology coordinators, administrators, instructional designers, developers, researchers and scientists who use and study technology for learning. An example of them promoting technology is that they’ve developed their own video conference script, through which, they’ve created their own video conference application. Conference presentations and exhibits will focus on technological innovations and their impact on learning and transforming education and training.

Sessions choices are a hands-on-workshop (90 minutes) or a concurrent session (45 minutes).   Keep the proposal length to a minimum of 250 words.  You will also be asked to supply a statement of what the audience will walk about from your session knowing.   

Submit a proposal on any of the following categories:

The Innovative Instructional Strategies category, instructors/teachers from higher education or k-12 will share and learn methods that are cutting-edge and successful according to research. These sessions may range from strategies for individual domains or interdisciplinary strategies for multiple domains.  The sessions will be identified as k-12 or higher education focused.

The Community Partnership category is for both business and any level educators.  These sessions will be for both business partnerships as well as educators to learn how educators are preparing students as well as the skills businesses require gainful employment.

The Training & Professional Development category will be for the community business members to share training and professional development strategies that are successful in obtaining and keeping employee’s knowledge and skills current while maximizing transfer of knowledge and minimizing cost.

Topics for the above categories may include:

  • Emerging technologies
  • Mobile learning
  • Professional learning
  • Team-based learning
  • Design thinking
  • Assistive technology
  • Social media
  • Virtual learning environment
  • Distance education/e-learning
  • Applied learning
  • Assessment and evaluation
  • Digital Content

Submit a proposal for one of the following types of session

  • Concurrent sessions where presenters speak on their work, research or a subject relevant to the conference theme. There will be time set aside for discussion and questions
  • Workshops where participants are provided an opportunity for hands-on exploration. We encourage proposals where workshops are designed for participants to work around a tool, platform, or concept. Workshops are scheduled should be highly participatory.

We encourage interactive presentations and ask that you describe how your session addresses the theme of the conference in up to 200 words.

Conferences of this sort might often find the need of screening important information on LED screens for the ease of its participants. Visual Impact LED Screen Rentals gives you the option of renting big LED screens for such events. Look them up today.

Pete & C 2013!

Here is my presentation (well poster) for Pete & C 2013. This year it is on developing apps for the K-16 classroom. I start by discussing the most difficult ways then get into how to do it using simple and free methods


Citation maker

My students are currently working on proposals for their final projects in my program and one of the things they need to do is use APA formatting. There are great tools out there like Endnote, however, Endnote carries a $250 price tag if not offered by your university. So there are free tools out there and one that I personally like is called the citation machine. It’s very simple to use and you just enter in your information and it create the bibliography for you. Here is the link While not nearly as sophisticated as Endnote is does do the job.

Doodle 4 Google Kids Contest

“Doodle 4 Google is an annual program that invites K-12 students in the United States to use their artistic talents to think big and redesign our homepage logo for millions to see.

This year, we ask students to exercise their creative imaginations around the theme, “My Best Day Ever…” One talented student artist will see their artwork appear on the Google homepage, receive a $30,000 college scholarship, and a $50,000 technology grant for their school along with some other cool prizes!”

Link to contest

Technology is not just computers…

When I ask my students what are the best technologies for the classroom I always hear the same: smartboards, computers, ipads, etc. But never do I hear anything like robots. Well this christmas I got a small remote control helicopter. These small helicopters, which fit into the palm of your hand are less than $30 and are designed to be flown indoors. Not only that but while they have a remote control, they can be controlled with your mobile phone or iPad. As I was flying it, my 2 year old son was watching. I began to realize all of the things he was learning from just watching me fly it. I then started to think of all the cool things I could teach K-12 classes with something like this. There is so much involved from learning how a helicopter flies, physics, science, engineering, etc. So for less than $30, I could purchase one of these and use it in my class. What is an advantage? Well its really fun to fly. Anything that students can have fun with while learning is something I recommend. So today in my undergraduate class, I am going to begin class by flying a helicopter without saying a word to my students. Then I am going to ask them how this could be used in education. The point I am making is that when we think of technology in the classroom we need to get past the notion that it only means computers and ipads.

Here is a video of one of these helicopters:

Ten myths about gifted students and programs for gifted

While this article offers no research to back up its claims, most are widely known which is why I am showing them. But please before you take these are truths, please look at the literature base around the topic:

Source: Ten myths about gifted students and programs for gifted

“Myth No. 1: Intelligence is inherited and does not change. Gifted students, therefore, do not need any special services.

All of us do inherit certain traits, intelligences and talents. But these need to be developed and nurtured throughout life for them to grow and reach their full potential. A beautiful flower inherits certain traits. But if it is not watered and fed and if it does not get the right amount of sunlight, it does not develop as it could. The same is true for gifted children.

Myth No. 2: Giftedness can easily be measured by intelligence tests and tests of achievement.

Giftedness is difficult to measure. This is why schools and school districts try so many different ways to identify gifted students. Tests are often culturally biased and may reflect ethnicity, socioeconomic status, exposure and experiences rather than true giftedness. Other children may be gifted but are not good at taking tests. They may not score well on standardized tests but may be gifted, especially in creative and productive thinking.

Myth No. 3: There is no need to identify gifted students in the early grades.

Many school districts do not begin identifying gifted and talented students until third grade. There is a belief among some educators that giftedness cannot be properly identified in the early grades. However, the National Association for Gifted Children programming standards start with pre-kindergarten. The group’s early childhood network position paper says that “providing engaging, responsive learning environments … benefit all children, including young gifted children.”

Myth No. 4: Gifted students read all the time, wear glasses and/or are physically and socially inept.

From Jason, the cartoon character in the “Foxtrot” comic strip, to Sheldon on the TV show “The Big Bang Theory,” we can see this stereotype in action. But like all other kids, gifted children come in many varieties. Some are successful in sports or music, and some are physically attractive. Some have many friends, while others have only a few. Some are extreme extroverts, while others are introverts. There is no one type of person or personality we can pinpoint as gifted.

Myth No. 5: Gifted kids are all model students – they’re well-behaved and make good grades.

This statement reflects another stereotype about gifted students. Some gifted children are model students. They are compliant, follow directions, never misbehave and make straight A’s. But many others challenge teachers, do their own thing instead of the assigned work, procrastinate until the last minute when doing long-range assignments, get low grades, are disorganized and have poor study skills.

Myth No. 6: All gifted students work up to their potential.

Most schools have their share of gifted underachievers. These students have the potential for excellence but – for a variety of reasons – do not fulfill that potential. Gifted underachievers may decide they will only do the minimum requirements and choose the easy work instead of more challenging tasks. They often lack study and organizational skills because in the early grades they don’t need to develop them. Some get discouraged when the work doesn’t come easily, and others don’t want to look gifted because it isn’t “cool.”

Myth No. 7: Teaching gifted students is easy.

Some believe that a good teacher can easily teach any student. If this were the case, good teaching with no special training would be all that is needed to teach gifted students. However, in my many years of teaching graduate-level courses in gifted education, I have found that good teachers add to their skills and learn new strategies and techniques targeted particularly to meeting the needs of the gifted. Most teachers of the gifted tell me this is the hardest, most challenging, most exhausting and most rewarding teaching they have ever done.

Myth No. 8: Gifted students will get by on their own without any special help from the school.

I hear this myth often, especially in times of budget cutting. Some people claim that gifted students come from wealthy families who can meet their children’s needs. Others assert that the expense of providing gifted programs cannot be justified. In general, the assumption is that gifted students will succeed regardless of the quality of the education they receive. This is simply not true. Gifted students require special services and programs to ensure the growth rather than the loss of their outstanding abilities.

Myth No. 9: It never hurts gifted students to teach others what they already know.

If gifted students already know the grade-level standards, it may seem logical to have them teach others. This is faulty logic. It assumes that teaching struggling students is something gifted kids innately know how to do. Most gifted students do not know how to tutor others. They often are frustrated that struggling students don’t understand what they perceive as easy. Peer tutoring using gifted students also takes away time they should be using for more advanced work, more rigor and more higher-level thinking.

Myth No. 10: All children are gifted.

If all kids are gifted, then there is no need to identify gifted students and no need for any special programs for gifted. I strongly believe that all children have distinctive and unique qualities that make each one valuable. This does not mean, however, that all children are gifted. Being identified as gifted simply means that certain children have needs that are different from most others at their age and grade level. All gifted students need programs and services to ensure their growth rather than the loss of their outstanding abilities.”

MOOCs: MoocDonald’s article a must read

Massive open online course’s (MOOCs)…..I see some advantages, disadvantages, and learning and research opportunities within their domain but am still undecided as to what my predictions are for them and how they will impact education so I am holding off writing about that. But I did read an article yesterday by one of my favorite faculty (Dr. Kyle Peck) from Penn State University and think it is a very good read. Dr. Peck is an expert in this field (probably more than anyone else I know for this kind of thing), he has both corporate and education experience, has managed his own charter school, has served in management at the university, and has worked with many many school districts, so he knows his stuff. I do have to say I really like some of the ideas coming out of this article:
“Most of us have options when it comes to food.  We can buy groceries and make choices in terms of quality — from junk food to organic, from Captain Crunch to granola and corn dogs to kale.  When we eat out we can grab fast food, stop at a chain restaurant, or choose a fine dining experience, although for these restaurants to run they need the best POS, and they can get the meaning of POS from to find the best software for their establishments.  We can eat there, eat in our cars, or take it home. We can finish it off at home as a midnight snack.  Different options make sense at different stages of our lives, and on different days, and these choices have implications in terms of cost, time, social interactions, and ultimately, in terms of overall wellness.  For billions of less fortunate others, however, options are few and a next meal is not guaranteed…..” rest of article here