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John Evans

Apps That Inspire Kids to Play Outside - 2 views

www.commonsensemedia.org/...t-inspire-kids-to-play-outside

apps kids play outside

shared by John Evans on 15 Jun 15 - No Cached
  • John Evans on 15 Jun 15
     
    "Give your smartphone or tablet a workout while you and the kids head outside for some healthy, tech-infused fun. Apps designed for outdoor adventures let kids do everything from study bugs to identify constellations and create a compilation video of bike stunts. Whether you're interested in family fitness, DIY, or survival skills, you'll find plenty to keep kids active and engaged. So grab your device and head outside armed with these amazing tools."
John Evans

Moving at the Speed of Creativity | Inside and Outside Digital Sharing - 6 views

www.speedofcreativity.org/...de-and-outside-digital-sharing

moving speed creativity inside outside sharing seesaw app

shared by John Evans on 18 Jan 16 - No Cached
  • John Evans on 18 Jan 16
     
    "This past Friday, my wife (@sfryer) and I facilitated a full-day, hands-on workshop about ways to use iPads in the classroom with students to "show what they know with media." 164 teachers participated in the workshop, which was held in two adjacent ballrooms of the Alumni Center at Kansas State University. The event, iCamp iPad Day, was hosted by the College of Education at Kansas State (@ksucollegeofed) and organized by Cyndi Danner Kuhn (@cyndidannerkuhn). The workshop included many elements of iPad Media Camp (@iPadMediaCamp), a 3 day workshop I've offered in the summertime the past four years. During the planning stages for "iCamp iPad Day," Shelly and I discussed the different sharing options we wanted to model for participants and encourage them to use. We decided to use the term "INSIDE SHARING" for the private sharing we'd do during the workshop using SeeSaw. We decided to use the term "OUTSIDE SHARING" for public sharing on Twitter using our #iCampKSU hashtag and other open websites. In this post, I'll explain why both inside and outside digital sharing are important, and how we can use these terms with students, teachers, parents and others to advocate for SHARING AS A MORAL IMPERATIVE (hat tip to Dean Shareski @shareski)."
John Evans

A Big Pile of Fantastic Ideas to Get Kids Outside Making and Doing This Summer - NYTime... - 2 views

parenting.blogs.nytimes.com/...e-making-and-doing-this-summer

ideas kids outside making doing summer nytimes com

shared by John Evans on 24 May 14 - No Cached
  • John Evans on 24 May 14
     
    "It's May, time for teachers to revisit their bookshelves and think about summer reading selections. This year, I'm considering a different kind of summer reading for my kids, books that will inspire them to head outside and make, do and create. My younger son, Finn, likes these sorts of projects, and while I can provide him with scrap lumber, nails, a drill and some screws, he and I wanted to find some additional inspiration. Judy Russell, our town librarian, enthusiastically joined in my research and helped me come up with some fantastic resources for inventing, constructing and making. "
John Evans

STEM Robots: Ep10 Beyond the Hour of Code - Beyond the Hour of Code - 0 views

www.beyondthehourofcode.com/...e-robots-ep10-beyond-hour-code

stem robots code coding

shared by John Evans on 09 May 16 - No Cached
  • John Evans on 09 May 16
     
    "Hello, I am Sam Patterson and this is Beyond The Hour of Code, a podcast dedicated to helping teachers use programming and creative self-expression in the learning experiences they design for their students. This episode is about . . . Chapter seven of my book exploring the instructional models most useful for robot-based learning in the primary grades. This is the last in a mini-series of "how to teach with robots" posts. Robot as Constant Robots used in a lesson should be used to their full potential. What does a robot do? Exactly what you tell it to do. Pedagogically, to capitalize on this, think about the robot serving the role of "constant" in an experiment. Ask a robot to roll forward at fifty percent power for two seconds and that is exactly what it will do. How far will it go? That depends on so many things outside of the robot and its programming. This space, just outside of the robot and its programming, is where teachers build the learning experience."
John Evans

17 Apps for Working Outside of the Office | Mac|Life - 1 views

www.maclife.com/...17_apps_working_outside_office

apps working outside office mac life

shared by John Evans on 07 Jun 12 - No Cached
  • John Evans on 07 Jun 12
     
    "It's never been easier to stay in touch with coworkers (and everyone else), and it doesn't have to cost a small fortune either. There are a myriad of apps available that can help you stay connected, focused, and productive on your iOS device while you're out of the office or working from home. Here's a long listing of apps for your iPhone and iPad that are essential for working outside of the office."
John Evans

The Benefit Of Making The Curricular More Like The Extracurricular - 3 views

www.teachthought.com/...-more-like-the-extracurricular

benefit extracurricular curricular

shared by John Evans on 02 May 15 - No Cached
  • John Evans on 02 May 15
     
    "Perhaps it's my bias as a classroom teacher that has me pushing back a bit, for I firmly believe that while extra-curricular activities can be one way of educating our children in more complete ways, they had better not be the main way in which we do so. This is important for two reasons. The first is that many children are unable to participate in outside activities. They may have to work or support their families. They may not have the resources or parental support needed to stay after school. If extra-curriculars are our main vehicle, the students who would most benefit from a whole child approach will be least likely to get it. Second, I worry about a subtle message that may be sent when the most engaging, supportive, and interesting work happens outside of the regular curriculum. Some students might come to believe that academic work is something to slog through-to endure. The fun learning happens in the band room, on the baseball field, on the ropes course, or in the afterschool art class."
John Evans

What, Why, and How to Flip Your Classroom | EdSurge News - 4 views

www.edsurge.com/...and-how-to-flip-your-classroom

how to flip classroom

shared by John Evans on 15 May 15 - No Cached
  • John Evans on 15 May 15
     
    "The flipped classroom model is here to stay. This model, although not a golden bullet, puts the student firmly into the educational process. Think back over the last few years that you have been teaching or learning about teaching. What did you do when you came across a new idea? Did you investigate on your own? Did you seek others who had experiences they could share? This is what the flipped classroom is all about: Putting students in charge of their learning process and allowing them to wrestle with ideas and topics before coming back to class with their own specific questions and seek guidance from the teacher. Often (but not always) there is some sort of online activity outside of the school day that students are responsible for. This could be a video lesson, a video about a lab set up, a discussion board inside of a learning management system (LMS), or any other vehicle that communicates the topic of the lesson outside of the normal class time instruction. "
John Evans

Get Your Game On-Do the Snow Clothes Challenge! - 0 views

kathycassidy.com/...-do-the-snow-clothes-challenge

game snow clothes challenge kathycassidy

shared by John Evans on 22 Jan 15 - No Cached
  • John Evans on 22 Jan 15
     
    "Those of you who live and teach in northern climes know what winter is all about. It's not about the beauty of the fluffy white stuff or the bone-chilling temperatures or even the short sunlight hours each day. In a primary classroom, it is really all about the snow clothes. Assuming that the temperature is warm enough to actually go outside (in my school division the children go outside unless the temperature-including wind chill-is below -28C), the whole putting on/taking off all those snow clothes takes up a LOT of time. For some students, it is a ten-minute process. And when you consider that it has to be done first thing in the morning, before and after two recesses, at lunch time and again at the end of the day…well, you can see a lot of time needs to go into this every day."
John Evans

9 Cool Model Rocket Kits For High-Flying Fun - 1 views

www.fractuslearning.com/...el-rocket-kits-high-flying-fun

model rocket kits flight makered

shared by John Evans on 06 Nov 15 - No Cached
  • John Evans on 06 Nov 15
     
    "Model rocket kits are a fun way for kids to exercise their maker skills by assembling cool, colorful rockets that really fly. I can remember building model rockets as a child, and they are still an exciting project for all ages. In addition to maker skills, model rockets are an educational tool that can teach the concepts of propulsion, flight, and aerodynamics. It's important to note that when purchasing model rocket kits, make sure that you have all of the supplies required to build and fly your rockets. Any building tools, glue, paint, batteries for the launcher controller, and rocket specific items like wadding and engine packs should be on your list. You're also going to need an outside area large enough to fly. Go outside and get flying!"
John Evans

What does "making" have to do with learning? | Sylvia Libow Martinez - 3 views

sylviamartinez.com/aking-have-to-do-with-learning

making learning makered makerspaces

shared by John Evans on 03 May 16 - No Cached
  • Making is not just the simple act of you being the difference between raw materials and finished product, as in “I made dinner” or even “I made a robot.” I don’t think we always need to ascribe learning to the act of making — but the act of making allows the maker, and maybe an outsider (a teacher, perhaps) to have a window into the thinking of the maker.
  • John Evans on 03 May 16
     
    "One of the biggest issues I have with many descriptions of "making" in education is that it's about students just being creative with tools or materials.  I strongly disagree. Making is not just the simple act of you being the difference between raw materials and finished product, as in "I made dinner" or even "I made a robot." I don't think we always need to ascribe learning to the act of making - but the act of making allows the maker, and maybe an outsider (a teacher, perhaps) to have a window into the thinking of the maker."
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

Kleinspiration: How to Get Started With Genius Hour for Elementary Classrooms? - 1 views

www.kleinspiration.com/...rted-with-genius-hour-for.html

how to started genius hour elementary classrooms

shared by John Evans on 27 Jan 16 - No Cached
  • I believe that every single child is gifted and that every kid has a talent which we as educators should help uncover. This is not easy when you have a curriculum to follow and tons of material to teach. But that given we need to make time to work with kids in a different and more creative setting. It’s important to let them explore new things that may not be present in your curriculum but are in your students’ heads all the time. This is how we can awaken curiosity in young children and help them develop creative thinking. Interestingly though, this idea does not originate in education or teaching practice. It was actually inspired by Google’s “20% Time” rule, which encourages employees to spend 20% of their time working on their own projects and ideas outside Google. This concept inspired the idea of a “Genius Hour” at school.
  • John Evans on 27 Jan 16
     
    "I believe that every single child is gifted and that every kid has a talent which we as educators should help uncover. This is not easy when you have a curriculum to follow and tons of material to teach. But that given we need to make time to work with kids in a different and more creative setting. It's important to let them explore new things that may not be present in your curriculum but are in your students' heads all the time. This is how we can awaken curiosity in young children and help them develop creative thinking. Interestingly though, this idea does not originate in education or teaching practice. It was actually inspired by Google's "20% Time" rule, which encourages employees to spend 20% of their time working on their own projects and ideas outside Google. This concept inspired the idea of a "Genius Hour" at school."
John Evans

Finding the Beauty of Math Outside of Class | Edutopia - 3 views

www.edutopia.org/...ding-beauty-math-outside-class

Edutopia math trail outside classroom

shared by John Evans on 11 Jan 18 - No Cached
  • John Evans on 11 Jan 18
     
    "A math trail is an activity that gets students out of the classroom so they can (re)discover the math all around us. Whether out on a field trip or on school grounds, students on a math trail are asked to solve or create problems about objects and landmarks they see; name shapes and composite solids; calculate areas and volumes; recognize properties, similarity, congruence, and symmetry; use number sense and estimation to evaluate large quantities and assess assumptions; and so on. This is one of those creative, yet authentic activities that stimulate engagement and foster enthusiasm for mathematics-and so it can be particularly useful for students in middle and high school, when classroom math becomes more abstract."
John Evans

10 iPad competitors for school tech budgets | Education Dive - 2 views

www.educationdive.com/...134302

ipad competitors school tech budgets education

shared by John Evans on 26 May 13 - No Cached
  • John Evans on 26 May 13
     
    "There's no denying that the iPad is the dominant tablet in the lucrative education market right now. Technology, however, is an ever-evolving beast--a field where all it sometimes takes to dethrone the king is the right platform, device or combination thereof at the right time. Could other tablets soon cut into Apple's market share with help from outside marketplaces and learning platforms? Here are our picks for the top 10 tablets, marketplaces and platforms that threaten the iPad's dominance in the classroom:"
John Evans

AppArchitect Lets Anyone Build iOS Apps, No Coding Or Templates Necessary | TechCrunch - 3 views

techcrunch.com/...-coding-or-templates-necessary

ios apparchitect apps

shared by John Evans on 30 Apr 13 - No Cached
  • John Evans on 30 Apr 13
     
    "Easy app creation, outside of the land of Ruby and Python, has become a huge phenomenon in the last year. And the latest company to join the fold,AppArchitect, is launching straight from our Disrupt NY stage. AppArchitect lets you build custom iPhone and iPad apps using a simple drag-and-drop interface. That's right - you need zero coding experience to build your own iPhone app. It's a brand new world."
John Evans

11 Resources to Blend Technology and Special Needs « Ask a Tech Teacher - 6 views

askatechteacher.wordpress.com/...d-technology-and-special-needs

resources blend technology special needs

shared by John Evans on 30 Jan 13 - No Cached
  • John Evans on 30 Jan 13
     
    "My first take on 'special needs' is: Don't all students have special needs? Aren't we beyond the cookie cutter education that lines students up and feeds them from the same trough? Yes and yes, but for the purposes of this article, I'm going to reign my pen in and discuss what we traditionally consider 'special needs' and technology's affect on those students who function outside of the normal bell curve of pedagogic expectations."
John Evans

Announcing K12Online 2013 Keynoters | K12 Online Conference - 2 views

k12onlineconference.org/?p=1242

k12online13 conference free keynote speakers

shared by John Evans on 25 Jun 13 - No Cached
  • John Evans on 25 Jun 13
     
    "If you're new to the K-12 Online Conference, please read our About page as well as as our Goals and Core Values. Since 2006, K-12 Online has hosted a free, all-volunteer online conference with 40+ free videos each year featuring some of the most creative and innovative teachers sharing their best ideas for engaging students with digital tools and effective learning strategies. All past keynote addresses are now available on our YouTube channel, and we're in the process of migrating all past presentations there too. Shannon Miller will kick off our 2013 conference with a pre-conference keynote on Monday, October 14th. During week 1 of the conference which starts October 21st, Steve Hargadon & Audrey Watters will keynote the "Open Learning" strand, while Kathy Cassidy will keynote "Outside Learning." During week 2, starting October 28th, Larry Ferlazzo will keynote "Leading Learning" while Sylvia Martinez & Gary Stager will keynote "Building Learning." Please forward and share this post on social media to get the word out about our fantastic keynoters for this year's conference!"
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