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John Evans

Please, No More Professional Development! - Finding Common Ground - Education Week - 4 views

blogs.edweek.org/..._professional_development.html

professional development professional development

shared by John Evans on 21 Apr 15 - No Cached
  • John Evans on 21 Apr 15
     
    "Please, No More Professional Development! By Peter DeWitt on April 17, 2015 8:10 AM Today's guest blog is written by Kristine Fox (Ed.D), Senior Field Specialist/Research Associate at Quaglia Institute for Student Aspirations (QISA). She is a former teacher and administrator who has passion for teacher learning and student voice. Kris works directly with teachers and leaders across the country to help all learners reach their fullest potential. Peter DeWitt recently outlined why "faculty meetings are a waste of time." Furthering on his idea, most professional development opportunities don't offer optimal learning experiences and the rare teacher is sitting in her classroom thinking "I can't wait until my district's next PD day." When I inform a fellow educator that I am a PD provider, I can read her thoughts - boring, painful, waste of time, useless, irrelevant - one would think my job is equal to going to the dentist (sorry to my dentist friends). According to the Quaglia Institute and Teacher Voice and Aspirations International Center's National Teacher Voice Report only 54% percent of teachers agree "Meaningful staff development exists in my school." I can't imagine any other profession being satisfied with that number when it comes to employee learning and growth. What sense does it make for the science teacher to spend a day learning about upcoming English assessments? Or, for the veteran teacher to learn for the hundredth time how to use conceptual conflict as a hook. Why does education insist everyone attend the same type of training regardless of specialization, experience, or need? As a nod to the upcoming political campaigns and the inevitable introduction of plans with lots of points, here is my 5 Point Plan for revamping professional development. 5 Point Plan Point I - Change the Term: Semantics Matter We cannot reclaim the term Professional Development for teachers. It has a long, baggage-laden history of conformity that does not
John Evans

16 Great Educational Web Tools and Apps for Inquiry-based Learning ~ Educational Techno... - 5 views

www.educatorstechnology.com/...tional-web-tools-and-apps.html

great web tools apps inquirybased learning

shared by John Evans on 23 Feb 16 - No Cached
  • John Evans on 23 Feb 16
     
    "As a learning strategy, inquiry-based learning is all about learners constructing their own understanding and knowledge through asking questions. Unlike traditional learning methods that focus primarily on drills, memorization and rote learning, inquiry-based learning is essentially student-centered. It starts with posing questions and directly involves students in challenging hands-on activities that drive students to ask more questions and explore different learning paths. In today's post, we have assembled a collection of some useful web tools and apps that support the ethos of inquiry-based learning.  Using these tools will enable students to engage in a wide range of learning tasks that are all driven by a sense of inquiry and questioning."
John Evans

30 Educational Web Tools for Teacher Librarians ~ Educational Technology and Mobile Lea... - 3 views

www.educatorstechnology.com/...nal-web-tools-for-teacher.html

web tools teachers librarians

shared by John Evans on 24 Apr 17 - No Cached
  • John Evans on 24 Apr 17
     
    "Librarians do an amazing job at school. They are entrusted with various educational tasks. These include, according to Queen University library, help students with information-related activities, assist students in developing information literacy skills that allows them to navigate and search the web effectively, collaborate with teachers in creating challenging project-based activities, run different literacy clubs, build library collections and many more. In today's post we are sharing with you this handy visual we published last year featuring a number of interesting web tools to help teacher librarians in their work."
John Evans

A Good Infographic Featuring 30 Web Tools for Teacher Librarians ~ Educational Technolo... - 6 views

www.educatorstechnology.com/...ographic-featuring-30-web.html

infographic web tools teacher librarians

shared by John Evans on 17 Jun 16 - No Cached
  • John Evans on 17 Jun 16
     
    "Librarians make a huge difference in our students lives. They are entrusted with a wide variety of educational tasks. Some of these tasks according to Queen University Library include: help students with information-related activities, assist students in developing information literacy skills that allows them to navigate and search the web effectively, collaborate with teachers in creating challenging project-based activities, run different literacy clubs, build library collections and many more."
John Evans

Science4Us on the Web and App Store | Class Tech Tips - 1 views

classtechtips.com/...ce4us-on-the-web-and-app-store

science web app class tech tips

shared by John Evans on 27 Feb 15 - No Cached
  • John Evans on 27 Feb 15
     
    "Science4Us is a web-based science curriculum for students in kindergarten, first grade, and second grade. It teaches science using a fun, interactive approach. In addition to digital games and online activities, there are offline experiments and hands-on projects. Teachers have access to detailed lesson plans, automated student reports and session guides to help prepare and plan."
Nik Peachey

Digital Video - A manual for language teachers - 1 views

www.scribd.com/...A-manual-for-language-teachers

video language teachers manual ELT ebook EFL

shared by Nik Peachey on 03 Sep 15 - No Cached
  • Nik Peachey on 03 Sep 15
     
    This book was designed to help language teachers access the potential of new video-based technologies for the purpose of language learning. The book covers a wide range of theoretical aspects but the main focus is on the practicalities of how to use various web-based and mobile applications to create motivating and engaging learning opportunities. The book contains more than 40 step-by-step lesson plans that guide the teacher through classroom and online activities. There are also 26 video tutorials to help teachers with the technical aspects of understanding the technology.
John Evans

10+ Good Web Tools to Create picture Quotes for Your Classroom ~ Educational Technology... - 5 views

www.educatorstechnology.com/...b-tools-to-create-picture.html

picture quotes tools

shared by John Evans on 22 Nov 13 - No Cached
  • John Evans on 22 Nov 13
     
    "How about creating some awesome graphic quotes to use in your classroom? These could be used either as warm-up activities or entry events to project based learning. Picture quotes could also serve as prompts to brainstorm ideas around a given topic or as educational posters to embellish your classroom walls with nuggets of wisdom. I have some searching and found this wonderful list from Louise Myers, check them out below."
John Evans

Discourse Tools - 0 views

tools4teachingscience.org

science teaching resources tools education STEM collaboration discourse

shared by John Evans on 22 Jul 14 - Cached
  • John Evans on 22 Jul 14
     
    "Great teaching can be learned. This web site provides tools and resources that support ambitious science instruction at the middle school and high school levels. Ambitious teaching deliberately aims to get students of all racial, ethnic, and class backgrounds to understand science ideas, participate in the discourses of the discipline, and solve authentic problems. We describe 4 core instructional strategies that support this kind of teaching. These "high-leverage" practices make up the Science Learning Framework (below), and have been selected based on extensive research of how young people learn science, on authentic forms of science activity, and how teachers learn to appropriate new practices. "
John Evans

Home Page - Taking Center Stage - Act II (TCSII) (CA Dept of Education) - 0 views

pubs.cde.ca.gov/tcsii

MY resources ideas teaching literacy

shared by John Evans on 18 Sep 09 - Cached
  • John Evans on 18 Sep 09
     
    Taking Center Stage-Act II (TCSII): Ensuring Success and Closing the Achievement Gap for All of California's Middle Grades Students promotes, illustrates, and supports the concepts embedded in the California Department of Education's (CDE) 12 Recommendations for Middle Grades Success. Created specifically for middle grades educators, the Web portal delivers developmentally responsive and research-based practices through videos, professional learning activities, and best practice vignettes focused on the young adolescent.
John Evans

Best Websites for Teaching & Learning 2018 - National School Library Standards - 3 views

standards.aasl.org/bw18

best websites teaching learning AASL

shared by John Evans on 09 Jul 18 - No Cached
  • John Evans on 09 Jul 18
     
    "The 2018 Best Websites for Teaching & Learning foster the qualities of innovation, creativity, active participation, and collaboration. Sites recognized are free web-based sites that are user friendly and encourage a community of learners to explore and discover."
John Evans

The Teacher's Guide to Using Pinterest in Education - Daily Genius - 0 views

dailygenius.com/o-using-pinterest-in-education

teacher guide using Pinterest education daily genius

shared by John Evans on 09 Feb 16 - No Cached
kakuku liked it
  • John Evans on 09 Feb 16
     
    "Five or so years ago when it launched (way back when, in technology terms), Pinterest entered a social media market dominated by text. Quite simply, it brought an unprecedented visual aspect to social media which users enjoyed, though it was a fairly basic platform. Fast forward to today and you'll find a plethora of new features that can make it particularly useful in your classroom. Read More: How to Use Instagram In Your Classroom So how can making boards and pinning photos be a useful tool for teachers? Pinterest offers a number of different options for teachers both for professional development and for student work. Tons of teachers (and other folks, too) are using this tool  - there are countless boards devoted to lesson plans, classroom ideas, and more. There are purportedly around 100 million active users as of December 2015 - and as with many web-based tools, the more people there are contributing to a platform, the better stuff there will be for you to use (even if you have to sort through some garbage to find it!)   To get your wheels churning, we've collected a few of our favorite ideas below."
Pam Cannon

Wizard of Oz Webquest - 1 views

www.brighthub.com/...85994.aspx

tools resources education literacy k12 web based activities

shared by Pam Cannon on 08 Sep 10 - No Cached
  • Pam Cannon on 08 Sep 10
     
    A combination of literacy and web based exploration for young students
Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 7 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

Best Practice Fair Use literacy CC copyright guide guidelines

shared by Clint Hamada on 07 Apr 10 - Cached
  • 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
  • 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.
  • 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.
  • 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?
  • 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.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • 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.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • 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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