tech tools for grad students

8/4/2019 Tech Tools for Grad Students

http://slidepdf.com/reader/full/tech-tools-for-grad-students 1/27

Tech Tools for Grad Students

Edocs – September 26th



Why use technology?

• Every single day I use

– Facebook

– Google docs

– My blog – Google Chrome

– Firefox

– Good Reader

– Scribd

– Youtube

• Why do I use technology?

– Communicate

– Collaborate

– Organize – Educate

– Explore

– Play

– Entertain

– Make myself more

efficient



• First, you need to try everything. Push every button, lookat every menu, click every link … just to see what they do.

• Second, you need to be persistent. This either meanssticking with it until you figure it out or asking somebodyelse until you figure it out. Sometimes you may need towalk away for a bit, but come back to it! Don’t give up!

• Third, you need to have imagination. When ever youencounter a barrier you need to be able to imagine whatthe solution might be before you can find it. In this regard,google is your best friend. When ever you want to know

how to solve a problem, ask google, “How to xyz.” A trick Ilearned from LifeHacker is to include the word “solved” inyour searches.

• I’ve found that 9 times out of 10 I can find the answer to

any technological question by employing these three skills.

http://lifehacker.com/5750955/google-solutions-to-your-tech-issues-instead-of-describing-the-problem





Google Services I’ve Tried



Why Google Docs?



Because it’s Collaborative



I can see the revision history



What is RefWorks?

• RefWorks -- an online research management,

writing and collaboration tool -- is designed to

help researchers easily gather, manage, store

and share all types of information, as well asgenerate citations and bibliographies.

• You all have an account through The

University of Akron Library



Why do I use RefWorks?

• Keep track of References

• Put references in folders

•

Keep a folder per paper, article, or class• Create Bibliographies in APA (or really any)

style

•

Can be integrated with Word (Write-n-Cite)• DOWNSIDE – cost, included in UA tuition, pay

if you leave, or poof!!! ($100/12 mos)



Zotero

• Zotero collects all your research in a single,

searchable interface. You can add PDFs,

images, audio and video files, snapshots of

web pages, and really anything else. Zoteroautomatically indexes the full-text content of

your library, enabling you to find exactly what

you're looking for with just a few keystrokes.• FREE!!!!!



I like the interface better



Automatically export bibliography

• Bullough, R. V. (2001). Pedagogical content knowledge circa 1907 and 1987: a study in the history of an idea. Teaching and Teacher Education, 17 (6), 655-666. doi:doi: 10.1016/S0742-051X(01)00022-1

• Cankoy, O. (2010). Mathematics Teachers’ Topic-Specific Pedagogical Content Knowledge in the Context of Teaching a0, 0!and a ÷ 0. Educational Sciences: Theory & Practice, 10(2), 749-769. doi:Article

• Carlson, R. E. (1990). Assessing teachers’ pedagogical content knowledge: Item development issues. Journal of Personnel Evaluation in Education, 4(2), 157-163.

• Carter, K. L., & Welsh, J. (2010). The Pedagogy of the Debate over Evolution and Intelligent Design. Liberal Education, 96(3),46-53. doi:Opinion

• Dalgarno, N., & Colgan, L. (2007). Supporting novice elementary mathematics teachers’ induction in professionalcommunities and providing innovative forms of pedagogical content knowledge development through information andcommunication technology. Teaching & Teacher Education, 23(7), 1051-1065. doi:Article

• Fernandez-Balboa, J., & Stiehl, J. (1995). The Generic Nature of Pedagogical Content Knowledge among College Professors.Teaching and Teacher Education, 11(3), 293-306.

• Gess-Newsome, J., & Lederman, N. G. (1991). Biology Teachers’ Perceptions of Subject Matter Structure and Its Relationshipto Classroom Practice. Retrieved fromhttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED347084&site=ehost-live

• Gess-Newsome, J., & Lederman, N. G. (1999). Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education. Science & Technology Education Library . Retrieved fromhttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED470045&site=ehost-live

• Gess-Newsome, J., Southerland, S. A., Johnston, A., & Woodbury, S. (2003). Educational Reform, Personal Practical Theories,and Dissatisfaction: The Anatomy of Change in College Science Teaching. American Educational Research Journal , 40(3), 731-767. doi:10.3102/00028312040003731

• Goldschmidt, P., & Phelps, G. (2010). Does teacher professional development affect content and pedagogical knowledge:How much and for how long? Economics of Education Review , 29(3), 432-439. doi:Article

• Goodnough, K., & Nolan, B. (2008). Engaging Elementary Teachers’ Pedagogical Content Knowledge: Adopting Problem-Based Learning in the Context of Science Teaching and Learning. Canadian Journal of Science, Mathematics & Technology Education, 8(3), 197-216. doi:Article

• Hammrich, P. L. (1996). Biology Graduate Teaching Assistant’s Conceptions about the Nature of Teaching. Retrieved fromhttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED401155&site=ehost-live

• Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2011). Elementary teachers’ pedagogical content knowledge for teaching thenature of science. Science Education, 95(1), 145-167. doi:Article



Zotero plugs in to Word



Creates Reference Section based on

what I cited in my document

tech tools for grad students

Documents