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25 Teaching Tools To Organize, Innovate, & Manage Your Classroom - 2 views

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    "Over the years, many of us have personally experienced the growth of technology in today's classrooms. Instead of taking notes, students are now occupied by surfing the Internet, scrolling through Facebook, and messaging their friends on their smart phones, tablets, and laptops. Instead of focusing on the instruction, teachers are constantly required to interrupt class in order to remind those students again and again, that class time is for learning, not texting. However, as today's students are using more technological devices, it is imperative that teachers have access to the resources to keep pace with the growing tech culture. The use of smart phones, tablets, and other tech items in the classroom do not necessarily have to have a negative impact on student achievement. On the contrary, the increasing accessibility and growth of technology presents teachers with the unique opportunity to take advantage of those once distracting gadgets, and use them to facilitate academic achievement in new and innovative ways. In this capacity, teachers do not need to be constantly fighting for student attention, but can freely accept it, by introducing a new educational environment that will automatically encourage student participation. Below are some resources that teachers may find useful when attempting to implement technology into their classrooms, separated by 5 common areas that are increasingly important for teachers, and for an effective learning environment-Organization, Project Based Learning, Class Management, Presentations, and Assessment. "
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Snapchat - Everything you need to know! | iMore - 3 views

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    "While the original layout for the app was quite straight-forward, Snapchat has now evolved into a jack of all trades. The app offers direct communication like texting, calling, video messaging, and more with friends and family in a one-on-one messenger style, lets people record and post their videos and photos to their Snapchat Story that last 24-hours while giving people the option to save their Snapchat Stories to their camera roll, and delivers current news and information from credible sources and entertainment sites like IGN, The Economist, Refinery29, Mashable, Harper's Bazaar, VICE, National Geographic, CNN, The New York Times, and so, so much more."
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Keeping Learning Real, Relevant, and Relatable | Edutopia - 0 views

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    "Our students are reading all day long-text messages on their phones, emailed directions about homework, apps from advertisers. They read what interests them and what helps make their world a more real, relevant, and relatable place to live. And we can tap into their interests to embed speaking, listening, reading, and writing in classes to help achieve content objectives."
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France to impose total ban on mobile phones in schools - 1 views

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    "rance is to impose a total ban on pupils using mobile phones in primary and secondary schools starting in September 2018, its education minister has confirmed. Phones are already forbidden in French classrooms but starting next school year, pupils will be barred from taking them out at breaks, lunch times and between lessons. Teachers and parents are divided over a total ban, however, with some saying children must be able to "live in their time". In France, some 93 per cent of 12 to 17-year-olds own mobile phones. "These days the children don't play at break time anymore, they are just all in front of their smartphones and from an educational point of view that's a problem," said Jean-Michel Blanquer, the French education minister. "This is about ensuring the rules and the law are respected. The use of telephones is banned in class. With headmasters, teachers and parents, we must come up with a way of protecting pupils from loss of concentration via screens and phones," he said. "Are we going to ban mobile phones from schools? The answer is yes." Studies suggest that a significant number of pupils continue to use their mobiles in class and receive or send calls or text messages."
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Where Edtech Can Help: 10 Most Powerful Uses of Technology for Learning - InformED : - 2 views

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    "Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today's learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage. We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery. But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look. 1. Critical Thinking In Meaningful Learning With Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking-thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from thinking. So what kinds of thinking are fostered when learning with technologies? Analogical If you distill cognitive psychology into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to another (the source or target). Single analogies are also known as sy
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Big City - 2 Days With No Text Messages for Riverdale Students - NYTimes.com - 5 views

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    "Encouraging the Text Generation to Rediscover Its Voice"
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Common Sense Media for Educators Resources and Curriculum for Teachers - 0 views

  • Common Sense Education Programs Today’s kids connect, create, and collaborate through media. But who helps them reflect on the implications of their actions? Who empowers them to make responsible, respectful, and safe choices about how they use the powerful digital tools at their command? Our Common Sense Parent Media Education Program and our Digital Citizenship Curriculum give educators, administrators, and parents the tools and curricula they need to guide a generation in becoming responsible digital citizens.
  • Turn wired students into great digital citizens Get all the tools you need with our FREE Digital Literacy and Citizenship Curriculum and Parent Media Education Program. The relevant, ready-to-use instruction helps you guide students to make safe, smart, and ethical decisions in the digital world where they live, study and play. Every day, your students are tested with each post, search, chat, text message, file download, and profile update.
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Layout Cheat Sheet for Infographics : Visual arrangement tips - 4 views

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    "[This is part of the Infographic Design Series. Check out the other posts!] Good visual arrangement for infographics is putting together graphic and visual elements in a manner that draws your reader's attention. The key to achieving simple, elegant and attractive content are ample whitespace and a well arranged layout. What is whitespace? White space is as its name defined-space that is unmarked in a piece of infographic or visual representation. It could be margins, padding or the space between columns, text and icons and design elements. Whitespace matters to create visually engaging content A page crammed full of text and images will appear busy. This makes the content difficult to read. It makes you unable to focus on the important stuff too. On the other hand, too much of white space can make your page look incomplete. It is always crucial to remember visually engaging content is usually clean and simple. Here's an example of what I mean. whitespace-matters Understanding common infographics layouts help ease visual arrangement Infographic layouts refer to the arrangement of your visual elements and your content. When you begin working on a piece of infographic, you should have a story to tell hence, you will need to select a layout that best suits your story. Using the right layout will ensure good readability and convey your message well. We have put together a cheat sheet for your quick reference to the right arrangement to use, here are six common ones you can quickly work with. Infographic Layout Cheat Sheet Useful Bait: Works well with most types of data. Rather than focusing on design, it works more for practicality, thus making it easy to read. For instance, a reference sheet where you can print it out and use it over and over again. If your content has many subtopics to a main subject, this layout enables you to segregate them into clean chunks that are easy to consume. Versus/Comparison: This layout is typically split vertically to
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Buy Google Voice Accounts - 100% Best Quality, Cheap Price - 0 views

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    Buy Google Voice Accounts Introduction Google Voice Accounts are phone numbers that may be used to send and receive text messages as well as make and receive calls. The ability to make and receive calls and texts from any internet-connected device as well as from any phone that is linked to the user's Google account is provided via Google Voice Accounts, which are connected to the user's Google account. How to buy google voice pva accounts with accfarm? You may purchase Google Voice PVA Accounts with Accfarm in a few different methods. The first option is to visit the website and make a straight purchase. These accounts are available in a wide range of different packages as well. Buy Google Voice Accounts The second option is to locate a reliable seller who can give you the necessary accounts. This is typically the greatest choice because you may be certain in the seller's dependability and the caliber of the accounts. Furthermore, there are various websites that provide Google Voice PVA Accounts with free trials. This is a fantastic method to try out the service prior to making any commitments.
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Florida and Texas Districts Sign Onto Twitter : March 2009 : THE Journal - 0 views

  • School districts in Florida and Alaska have been the latest to initiate Twitter accounts to keep students, parents, and the public updated with news and information about their schools. Broward County Public Schools in Ft. Lauderdale and Anchorage School District have both joined the social networking and messaging site to post updates, called "tweets," on their Twitter home pages. Subscribers can be informed about new tweets through text messages, RSS feeds, and third-party applications.
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Engage Your Audience | Text The Mob - 0 views

  • Service currently only available in the United States.
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    The easiest and most entertaining way to collect feedback from your audience: Project polls or message boards on a large screen, have everyone send their input via their cell phones and see results instantly!
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The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 7 views

  • Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.
  • This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • This code of best practices does not tell you the limits of fair use rights.
  • ...51 more annotations...
  • Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century.
  • Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
  • Rather than transforming the media material in question, they use that content for essentially the same purposes for which it originally was intended—to instruct or to entertain.
  • four types of considerations mentioned in the law: the nature of the use, the nature of the work used, the extent of the use, and its economic effect (the so-called "four factors").
  • this guide addresses another set of issues: the transformative uses of copyright materials in media literacy education that can flourish only with a robust understanding of fair use
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • However, there have been no important court decisions—in fact, very few decisions of any kind—that actually interpret and apply the doctrine in an educational context.
  • But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture. In fact, the cultural value of copying is so well established that it is written into the social bargain at the heart of copyright law. The bargain is this: we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment, in some circumstances. Without the second half of the bargain, we could all lose important new cultural work.
  • specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act (for "face-to-face" in the classroom and equivalent distance practices in distance education
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • Fair use is in wide and vigorous use today in many professional communities. For example, historians regularly quote both other historians’ writings and textual sources; filmmakers and visual artists use, reinterpret, and critique copyright material; while scholars illustrate cultural commentary with textual, visual, and musical examples.
  • Fair use is healthy and vigorous in daily broadcast television news, where references to popular films, classic TV programs, archival images, and popular songs are constant and routinely unlicensed.
  • many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
  • Experts (often non-lawyers) give conference workshops for K–12 teachers, technology coordinators, and library or media specialists where these guidelines and similar sets of purported rules are presented with rigid, official-looking tables and charts.
  • this is an area in which educators themselves should be leaders rather than followers. Often, they can assert their own rights under fair use to make these decisions on their own, without approval.
  • ducators should share their knowledge of fair use rights with library and media specialists, technology specialists, and other school leaders to assure that their fair use rights are put into institutional practice.
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies.
  • When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • In all cases, a digital copy is the same as a hard copy in terms of fair use
  • When a user’s copy was obtained illegally or in bad faith, that fact may affect fair use analysis.
  • Otherwise, of course, where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media.
  • The principles are all subject to a "rule of proportionality." Educators’ and students’ fair use rights extend to the portions of copyrighted works that they need to accomplish their educational goals
  • Educators use television news, advertising, movies, still images, newspaper and magazine articles, Web sites, video games, and other copyrighted material to build critical-thinking and communication skills.
  • nder fair use, educators using the concepts and techniques of media literacy can choose illustrative material from the full range of copyrighted sources and make them available to learners, in class, in workshops, in informal mentoring and teaching settings, and on school-related Web sites.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
  • Teachers use copyrighted materials in the creation of lesson plans, materials, tool kits, and curricula in order to apply the principles of media literacy education and use digital technologies effectively in an educational context
  • Wherever possible, educators should provide attribution for quoted material, and of course they should use only what is necessary for the educational goal or purpose.
  • Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials.
  • fair use applies to commercial materials as well as those produced outside the marketplace model.
  • curriculum developers should be especially careful to choose illustrations from copyrighted media that are necessary to meet the educational objectives of the lesson, using only what furthers the educational goal or purpose for which it is being made.
  • Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
  • Students strengthen media literacy skills by creating messages and using such symbolic forms as language, images, sound, music, and digital media to express and share meaning. In learning to use video editing software and in creating remix videos, students learn how juxtaposition reshapes meaning. Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • how their use of a copyrighted work repurposes or transforms the original
  • cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity.
  • Students should be encouraged to make their own careful assessments of fair use and should be reminded that attribution, in itself, does not convert an infringing use into a fair one.
  • Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
  • . In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • educators should explore with students the distinction between material that should be licensed, material that is in the public domain or otherwise openly available, and copyrighted material that is subject to fair use.
  • ethical obligation to provide proper attribution also should be examined
  • Most "copyright education" that educators and learners have encountered has been shaped by the concerns of commercial copyright holders, whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyrighted material with stealing
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond.
  • Many school policies are based on so-called negotiated fair use guidelines, as discussed above. In their implementation of those guidelines, systems tend to confuse a limited "safe harbor" zone of absolute security with the entire range of possibility that fair use makes available.
  • Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example.
  • Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process.
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