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John Evans

10 Dos and Don'ts For Group Work & Student Grouping - 0 views

www.teachthought.com/...roup-work-and-student-grouping

do's don'ts student grouping

shared by John Evans on 21 Jul 15 - No Cached
  • John Evans on 21 Jul 15
     
    "Educators have learned much about the benefits of using projects for learning, and collaboration is easily recognized as an important skill for students to build. There are very few arguments against having students work together in class and on assignments. However, the challenge facing many educators is not in wanting their students to work together, but in figuring out how to group students together in the most effective ways. We do not want to create groups that hinder the progress of any of our students! This simple guide can help you the next time you are creating groups for an assignment or task in your classroom!"
John Evans

6 Factors Of Gamification That Changes Students - 4 views

www.teachthought.com/...ors-of-success-in-gamification

factors gamification changes students

shared by John Evans on 12 Jul 15 - No Cached
  • John Evans on 12 Jul 15
     
    "I was 11 the year my summer camp director transformed the regular schedule, procedures, and lingo that we were used to-into the most memorable, enriching experience I had ever encountered at that point in my life. I had no idea that he had 'gamified' the week; I just knew that it was the best summer ever. Instead of grouping us by numbers, we were named after the Greek alphabet. We competed daily against the other groups in volleyball, softball, kickball, and on the final night -a chariot and Olympic flame opened an epic Olympic Game contest at midnight. The director, or 'game master' as we were inclined to call him, even made everyone reset the clocks and watches-so we never knew what the real time was, the entire schedule was set on some sort of crazy alternate schedule. Now I realize that it probably allowed him to sleep in and us to stay up later, but we were none the wiser. Daily we played games, wrote skits, went swimming, and competed for cleanest cabins. We did all the regular stuff, but it was more fun because there were rules and boundaries and points and collaboration and competition and a clear, mutual understanding of goals and performance and criteria for success. As a student, I got to learn more about the power of 'gamifying' something, and what effect it had on learners."
John Evans

But The Kids Aren't Reading - 20 Ideas for Creating Passionate Reading Environments | B... - 2 views

pernillesripp.com/...assionate-reading-environments

creating passionate readers

shared by John Evans on 26 Jun 15 - No Cached
  • John Evans on 26 Jun 15
     
    "So many of us are trying to create passionate reading environments, we are doing all the things the experts tell us to do, and yet, something just isn't clicking. Some kids are reading sure, but they would probably be reading any way, others though, not so much. Our passionate reading environments are just not working for all of our kids. When I moved from 5th to 7th I knew I would be up against a challenge, after all, I had seen the slow decline of reading in my 5th graders and was pretty sure it would continue as they got older. And I was right, by 7th graders some of my students are not just disliking books, some really hate reading. And they are vocal about it! So what have I done to continue to create passionate reading environments? Here are a few ideas…"
John Evans

Five Ways to Be Bored This Summer and Why You Can't Ignore Them - Brilliant or Insane - 2 views

www.brilliant-insane.com/...-why-you-cant-ignore-them.html

bored boredom summer kids

shared by John Evans on 09 Jul 15 - No Cached
  • John Evans on 09 Jul 15
     
    "Over the last few years, Thomas Goetz and his research team in Konstanz, Germany identified five different types of boredom and reached the conclusion that students tend to experience just one type over the course of their lifetimes. Interestingly enough, Goetz suggested that boredom was by far the most intense and most common emotion experienced by students as well. As it turns out, boredom leaves us feeling far more uncomfortable than any other emotion. It's no small wonder then that many parents invest great time, energy, and cash in the battle against it."
John Evans

Free Technology for Teachers: Transforming Learning Through Student Content Creation - 1 views

www.freetech4teachers.com/...-learning-through-student.html

teachers learning student content creation

shared by John Evans on 04 Jun 15 - No Cached
  • John Evans on 04 Jun 15
     
    " Inspired by ideas like project based learning and #20Time, I decided to take a stand against "Google-able questions." Instead of students only finding information and curating content, they needed to create the learning for themselves. Our students live in a world of Web 2.0, social media, and content creation, and I needed to bring this into their learning. And together, we did. Halfway through this school year, I explained that we will no longer produce work that is forgettable and can be left in a backpack. Instead, we will create content that we can be proud of, will remember, and will help each other learn. I wanted to push students to develop more meaningful and diverse skills to prepare them for their futures by creating work that matters to them. To do this, we needed to produce for an audience; all learning was now public to the world. Suddenly, the learning was visible, the technology was more purposeful and complex, and class was more fun. Students' work wasn't hidden in their notebooks, but shared, produced, and even live-streamed, like the argument videos below. "
John Evans

Anti-Bullying Week 2015 theme announced! - Childnet - 0 views

www.childnet.com/...ying-week-2015-theme-announced

anti-bullying theme 2015

shared by John Evans on 27 May 15 - No Cached
  • John Evans on 27 May 15
     
    "The Anti-Bullying Alliance have announced that the theme for Anti-Bullying Week 2015 will be, 'Make a Noise about bullying'.  Taking place from the 16th - 20th November 2015, Anti-Bullying Week is a chance for schools and the wider community to take action against bullying. "
John Evans

Note taking and the iPad - Educate 1 to 1 - 0 views

www.educate1to1.org/classroom-technology-education

ipad note notetaking

shared by John Evans on 05 Jun 15 - No Cached
  • John Evans on 05 Jun 15
     
    "Studies have shown that typing notes requires shallower levels of cognitive processing than handwriting, as subjects often tend to type verbatim what they hear without really engaging with its substance to the level that is required for greater understanding and better recollection. In contrast, handwriting appears to be more cognitively demanding. According to these studies,  subjects who use handwriting are generally forced to rephrase what hear into their own words, thus creating "more effective memory cues by recreating the context (e.g., thought processes, emotions, conclusions) as well as content (e.g., individual facts) from the original learning session". The evidence against typing your notes is pretty compelling. And then there were tablets Tablets introduce another level of complexity to this problem, since they can be used both to type and handwrite notes. So what are we to do? Are we to avoid using the tablets and stick to pen and paper? If we do use tablets for note taking, are we to force students to handwrite notes on their tablets using a stylus? And are we to ban students from typing up notes on their tablets? After all, that is what the research appears to suggests."
John Evans

Free Technology for Teachers: Downloading Videos for Use In the Classroom - 5 views

www.freetech4teachers.com/...deos-for-use-in-classroom.html

technology download youtube tools teachers

shared by John Evans on 29 Jun 10 - No Cached
  • John Evans on 29 Jun 10
     
    "Disclaimer: Downloading content from YouTube can be interpreted as a violation of it's terms of service. Back in November 2009 I surveyed readers for their opinions as to whether or not teachers should download content from YouTube. The survey results indicate that most teachers would download YouTube content, but there were also some very passionate comments against that action. You can read the post and the subsequent comments here. "
Phil Taylor

The Innovative Educator: Don't be illTwitterate or aTextual - 2 views

theinnovativeeducator.blogspot.com/...illtwitterate-or-atextual.html

twitter educator illtwitterate students web2.0 innovative

shared by Phil Taylor on 13 Jan 10 - Cached
  • Phil Taylor on 13 Jan 10
     
    "Safety note: Teachers should note that some schools may have policies against following your students on Twitter. That's okay. With tags, you don't need to follow your students and searches will only turn up tweets related to the topic you are exploring with your students. "
John Evans

GenI Revolution : Home - 5 views

www.genirevolution.org

geni game finances MY SY

shared by John Evans on 06 Dec 09 - Cached
  • John Evans on 06 Dec 09
     
    Developed for middle school and high school students, this online game gives your students the chance to learn important personal finance skills as they play and compete against fellow classmates. The game includes fifteen Missions in which students attempt to help people in financial trouble. Students join the Gen I Revolution, strategically select their Operatives, and begin to explore and earn points as they work to complete each Mission.
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.
John Evans

Mastering Boredom - The Secret to Success | HuntingEnglishHuntingEnglish - 4 views

www.huntingenglish.com/...stering-boredom-secret-success

mastering boredom secret success

shared by John Evans on 04 Jan 14 - No Cached
  • John Evans on 04 Jan 14
     
    "Many a debate is sparked in education about the need for 'engagement' in teaching and learning. Some dismiss 'engagement' as the bastard language of OFSTED to encourage an adventure playground style approach to learning. For me it is something a little more quotidian, a little bit more…well, normal. It captures a buzz symptomatic of students tackling a challenge with effort and enjoyment. That being said, perhaps engagement isn't the key at all. Maybe, against our instincts we should concentrate on boredom as the real secret to success for learning."
John Evans

EdTechTeam: The How (and Why) It's Time to Create Digital Portfolios - 5 views

blog.edtechteam.com/...nd-why-its-time-to-create.html

digital portfolios

shared by John Evans on 04 Dec 14 - No Cached
  • John Evans on 04 Dec 14
     
    "Digital Student Portfolios are becoming more important now than ever! Students are creating and remixing information like never before - and where is all that amazing work going? At my old school it was wiped off the devices at the end of the year - a heart-wrenching idea that I was personally against. This is why we need to publish student work in one place and let it serve as a home of student reflection, and a become a destination to unleash student pride and curiosity. There are many reasons to begin the journey to digital portfolios - here are just a few."
John Evans

10 Easy Ways To Free Up A Lot Of Space On Your iPhone - 0 views

www.huffingtonpost.com/...free-space-tips_n_6269756.html

ways free space iphone

shared by John Evans on 09 Jan 15 - No Cached
  • John Evans on 09 Jan 15
     
    "Your iPhone is full of junk you don't need. And a recent class action lawsuit against Apple has brought to light that even if you buy a 16 GB iPhone, you can't actually use all 16 GB of storage. So let's try to make the most of what you have. We have identified 10 simple ways you can manage and clear space on your iPhone:"
John Evans

5 Quick Ways To Free Up Space In Your Gmail Account - 3 views

fieldguide.gizmodo.com/...+kcampbelldollaghan

quick ways free space gmail account

shared by John Evans on 16 Jul 14 - No Cached
  • John Evans on 16 Jul 14
     
    "Google has boosted Gmail storage space by a factor of 15 since it debuted in 2004, but power users may still find themselves bumping up against the limit (and you now have to share it with Drive and Google+ Photos too). Here are some quick, easy tips for clearing out a significant amount of room in your Gmail account."
John Evans

School vs. Learning | The Principal of Change - 2 views

georgecouros.ca/...4974

school learning principal change

shared by John Evans on 28 Dec 14 - No Cached
  • John Evans on 28 Dec 14
     
    "I have been thinking a lot about the "traditional" model of school and how people actually learn. If done the wrong way, school can actually go against what is needed for learning.  There are a lot of schools and classrooms that are doing amazing jobs at really promoting there students become learners as opposed to learning stuff.   Here are some of the ways where school and learning can become divergent."
alxa robert

DoT takes action against telecom operators for violating radiation norms - 0 views

egov.eletsonline.com/...-for-violating-radiation-norms

eGovernance ICT Government eGov news

shared by alxa robert on 14 Sep 12 - No Cached
  • alxa robert on 14 Sep 12
     
    Department of Telecommunications (DoT) has taken steps to strictly enforce latest Radiation standards in respect of Electro Magnetic Radiations (EMR) for Mobile Towers that came into effect from 1st September 2012.
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