Newseum | Today's Front Pages | Map View - 1 views
Mind Over Mass Media| The Committed Sardine - 1 views
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NEW forms of media have always caused moral panics: the printing press, newspapers, paperbacks and television were all once denounced as threats to their consumers’ brainpower and moral fiber.
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Experience does not revamp the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S.U.V. undulating between lanes as the driver cuts deals on his cellphone.
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And to encourage intellectual depth, don’t rail at PowerPoint or Google. It’s not as if habits of deep reflection, thorough research and rigorous reasoning ever came naturally to people. They must be acquired in special institutions, which we call universities, and maintained with constant upkeep, which we call analysis, criticism and debate.
Education Week: Students Turn Their Cellphones On for Classroom Lessons - 0 views
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New educational uses of cellphones are challenging the "turned off and out of sight" rules that many districts have adopted for student cellphones on campus.
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A growing number of teachers, carefully navigating district policies and addressing their own concerns, are having students use their personal cellphones to make podcasts, take field notes, and organize their schedules and homework
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"In our district, especially at high school, students have a cellphone on them at all times, just like a pencil—it's an underused too
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Let's try: Try fodey.com - 0 views
Newseum | Today's Front Pages | Map View - 0 views
TimesMachine - New York Times - 0 views
Chirpstory - All Stories - 5 views
Free Technology for Teachers: 5 Ways Students Can Visually Explore the News - 5 views
Education for learning to live together | The Nation - 0 views
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16 years ago, a UNESCO world commission came up with a blue-print of Education For the 21st Century. It was headed by J. Delors, a former prime minister of France and included 12 outstanding education leaders and experts from all over the world.
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(1) Learning to Know----(fomal/informal education) (2) Learning to do—(skills) (3) Learning to Live Together-----and Learning to Be-----(self-realization)
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in the present day and age, crucial that we addressed the need to learn about other people, their history and cultures and thus by “recognizing interdependence as well as the risks and challenges involved, we will be able to develop more effective solutions to manage and minimize conflicts
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7 over-arching tensions, these being: 1. The tension between the global and the local. 2. The tension between the universal and the individual. 3. The tension between tradition and modernity. 4. The tension between long term and short term considerations. 5. The tension between competition and concern for equality of opportunity. 6. The tension between expansion of knowledge and our capacity to assimilate it. 7. The tension between the spiritual and the material.
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