ELT+Connect

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 * Learning Engagements As Reciprocal Networks (LEARN)! **

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Welcome!
Welcome to the EduQuiki Connection (EQC)! This is a Connective Open Online Learning (COOL) cooperative for anyone who wishes to connect with other educators through the creation of open educational resources, open educational processes, and open courseware!

**Getting connected**
To get the most out of EduQuiki Connection, you'll need to connect with other educators who will make up part of your Personal Learning Network (PLN). To get started, consider doing the following:
 * Be recognized for your contributions by completing your EduQuiki profile either by using the profile boilerplate or by creating a profile of your own. Your profile allows others to get to know more about you. You are encouraged to share with others your accomplishments and goals! (See how.)
 * Create a gmail account and begin following each other by adding people to your circles or by following them in Google+. You are also encouraged to join the EduQuiki Google+ Page.
 * Create an account in Twitter and follow people that interest you. If you are coooperating with educators related to contributions to EduQuiki, use the hashtag #eduquiki.
 * Befriend educators in facebook.
 * Create an account in Scoop.it in order to curate information based on your interests.
 * For more information regarding how to connect with others, visit OOPS.

Getting started
Anyone may participate in LEARN. In order to get started, complete the @EQC orientation.

Course Contributors
//If you would like to be recognized for your contributions to the EduQuiki Connection design, add your signature below://

= = =Stay Updated= Join @Teacher Talk Time and take part in the discussions!

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Module 2: Set Goals
=Module 3: Become a Reflective Practitioner= =Module 4: Create an Open Educational Resource (OERs)= =Module 5: Create Open Courseware= =Module 6: Share Open Educational Processes=

=Connect & collaborate= Visit Teachers who Connect in order to begin collaborating and cooperating with others. You are also encouraged to add your own contact information there as well. Three quick ways that you can connect and collaborate with others is through Skype, Google+, or WizIQ. Certainly there are many others, but these three options are easy to use with each having their own particular strengths. = = =Get Help= Visit the open, online, professional support (OOPS) page to receive additional help. Or refer to the Personal Learning Action Network (PLAN) sheet and search for the column heading, //What are your strengths which could be used to help others? // = = =Pinterest=

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=Attribution= Instructional Ideas and Technology Tools for Online Success

=Links=

Borko, H. “[|Professional Development and Teacher Learning: Mapping the Terrain],” //Educational Researcher// (2004). Vol. 33, No. 8, 3-15. Gess-Newsome, J., and N.G. Lederman. “Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education,” //Contemporary Trends and Issues in Science Education// (2001). Goldston, M. “[|The Highly Qualified Teacher and Pedagogical Content Knowledge],” //2004 Focus Group Background// //Papers// ( Arlington, Va. : The National Congress on Science Education, 2004). Hassel, E. //P[|rofessional Development: Learning from the Best: A Toolkit for Schools and Districts Based on the National Awards Program for Model Professional Development]// (Oakbrook, Ill.: North Central Regional Education Laboratory, 1999). Hernández Sheets, R. Diversity Pedagogy – Examining the Role of Culture in the Teaching-Learning Process ( Boston, Mass. : Pearson Education, Inc., 2005). InTime (Integrating New Teaching into the Methods of Education) Project. [|Teachers’ In-depth Content Knowledge] (Component of Technology as Facilitator of Quality Education Model) ( Cedar Falls, Iowa : University of Northern Iowa , 2001). Loughran, J., and P. Mulhall, A. Berry. “In Search of Pedagogical Content Knowledge in Science: Developing Ways of Articulating and Documenting Professional Practice,” Journal of Research in Science Teaching ( Australia : Monash University, 2004). Vol. 41, No. 4, pp. 370-391. National Board for Professional Teaching Standards. [|Early Childhood/Generalist Standards] (Arlington, Va.: NBPTS, 1998). National Partnership for Excellence and Accountability in Teaching (NPEAT). “[|Principles of Effective Professional Development],” //Research Brief// ( Alexandria, Va. : Association for Supervision and Curriculum Development, 2003). Vol. 1, No. 15. Robledo Montecel, M. “[|A Quality Schools Action Framework – Framing Systems Change for Student Success],” IDRA Newsletter (San Antonio, Texas : Intercultural Development Research Association, November-December 2005). Schartz, J.E. //Elementary Mathematics Pedagogical Content Knowledge: Powerful Ideas for Teachers// ( Upper Saddle River, N.J. : Allyn & Bacon, 2008). Shanahan, C., and T. Shanahan. “[|Teaching Disciplinary Literacy to Adolescents: Re-thinking Content Literacy],” //Harvard Educational Review// (2008). Shulman, L.S. “[|Those Who Understand: Knowledge Growth in Teaching],” //Educational Researcher// (1986). 15 (2), 4-14. Shulman, L.S. “Knowledge and Teaching: Foundations of the New Reform,” //Harvard Educational// Review (1987). 57, 1-22. Van Driel, J.H., and N. Verloop, W. de Vos. “Developing Science Teachers’ Pedagogical Content Knowledge,” //Journal of Research in Science Teaching// (1998). 35(6), 673-695. Villarreal, A. “[|Ten Principles that Guide the Development of an Effective Educational Plan for English Language Learners at the Secondary Level – Part II],” //IDRA Newsletter// (San Antonio, Texas : Intercultural Development Research Association, February 2009). Von Frank, V. //[|Professional Learning for School Leaders]// (Oxford, Ohio : National Staff Development Council, 2008). //Adela Solís, Ph.D., is a senior education associate in IDRA’s Field Services. Comments and questions may be directed to her via e-mail at// feedback@idra.org//.//

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