Group items tagged owning - Literacy with ICT

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UNESCO ICT Competency Framework for Teachers | United Nations Educational, Scientific a... - 0 views

shared by jasondargent on 14 Nov 11 - No Cached

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Boise State Mixes Emerging Tech into Education - 0 views

www.convergemag.com/...Boise-State-Ed-Tech.html edtech self-paced

shared by Dennis OConnor on 16 May 11 - No Cached

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Universal Subtitles - Make subtitles, translations, and captions for almost any video. - 0 views

www.universalsubtitles.org/en subtitles

shared by Dennis OConnor on 14 Mar 11 - No Cached

The fastest way to add subtitle functionality to a single video or a whole site. Super easy to integrate with no software to install.
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You add our widget to your videos. Then you and your viewers can add subtitles, which anyone can watch. We save the subtitles on our site (but you can download them). And each video has its own collaboration space on our site (like a wikipedia article) where people can make improvements, track changes, and give feedback.
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Dennis OConnor on 14 Mar 11

Type along with the audio. web 2.0 software creates an embed subtitle track for videos. Videos need a text version for accessibility.

<div class="cArrow"> </div><div class="cContentInner">Type along with the audio. web 2.0 software creates an embed subtitle track for videos. Videos need a text version for accessibility.</div>

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Weblogg-ed » Personal Learning Networks (An Excerpt) - 0 views

weblogg-ed.com/...l-learning-networks-an-excerpt Richardson collaboration PLN tools resourcesconnected classroom

shared by David McGavock on 03 Jul 14 - No Cached

Seventh/eighth grade teacher Clarence Fisher has an interesting way of describing his classroom up in Snow Lake, Manitoba. As he tells it, it has “thin walls,” meaning that despite being eight hours north of the nearest metropolitan airport, his students are getting out into the world on a regular basis, using the Web to connect and collaborate with students in far flung places from around the globe.
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there is still value in the learning that occurs between teachers and students in classrooms. But the power of that learning is more solid and more relevant at the end of the day if the networks and the connections are larger.”
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But, what happens when knowledge and teachers aren’t scarce? What happens when it becomes exceedingly easy to people and content around the things you want to learn when you want to learn them?
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given these opportunities for connection that the Web now brings us, schools will have to start leveraging the power of these networks. And here are the two game-changing conditions that make that statement hard to deny: right now, if we have access, we now have two billion potential teachers and, soon, the sum of human knowledge at our fingertips.
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The kids have made contacts. They have begun to find voices that are meaningful to them, and voices they are interested in hearing more from. They are becoming connectors and mavens, drawing together strings of a community.
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What happens when we don’t need schools to manage the delivery of content any more, when we can get it on our own, anytime we need it, from anywhere we’re connected, from anyone who might be connected with us?
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And it’s not so much even what we carry around in our heads, all of that “just in case” knowledge that schools are so good at making sure students get these days. As Jay Cross, the author of Informal Learning, suggests, in a connected world, it’s more about how much knowledge you can access.
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If you’re seeing a vision of students sitting in front of computers working through self-paced curricula and interacting with a teacher only on occasion, you’re way, way off. That’s not effective online learning
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David McGavock on 03 Jul 14

Most schools were built upon the idea that knowledge and teachers are scarce. When you have limited access to information and you want to deliver what you do have to every citizen in an age with little communication technology, you build what schools are today: age-grouped, discipline-separated classrooms run by an expert adult who can manage the successful completion of the curriculum by a hundred or so students at a time. We mete out that knowledge in discrete parts, carefully monitoring students progress through one-size-fits all assessments, deeming them "educated" when they have proven their mastery at, more often than not, getting the right answer and, to a lesser degree, displaying certain skills that show a "literacy" in reading and writing. Most of us know these systems intimately, and for 120 years or so, they've pretty much delivered what we've asked them to.

<div class="cArrow"> </div><div class="cContentInner">Most schools were built upon the idea that knowledge and teachers are scarce. When you have limited access to information and you want to deliver what you do have to every citizen in an age with little communication technology, you build what schools are today: age-grouped, discipline-separated classrooms run by an expert adult who can manage the successful completion of the curriculum by a hundred or so students at a time. We mete out that knowledge in discrete parts, carefully monitoring students progress through one-size-fits all assessments, deeming them "educated" when they have proven their mastery at, more often than not, getting the right answer and, to a lesser degree, displaying certain skills that show a "literacy" in reading and writing. Most of us know these systems intimately, and for 120 years or so, they've pretty much delivered what we've asked them to.</div>

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Critical Thinking and Technology - 0 views

www.bestteachersinstitute.org/id98.html critical thinking education

shared by Natalia Giacosa on 09 Apr 13 - No Cached

to recapture the significance of our inquiries,
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We must help them understand why anyone might want to solve this problem or answer this question. We must remind them of the connection between today's smaller question and the larger issues.
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faith in their ability to succeed, if we ask about their attitudes and their values as well as about their ability to understand, if we act excited, and if we ask them both to understand abstract concepts and to see the relevance of those concepts to people's lives. We must appeal directly to their curiosity.
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teaching students to understand, analyze, synthesize, evaluate evidence, and so forth.
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specific abstract reasoning capacities.
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ess telling and more asking.
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bring models of knowledge with them to our classes, preconceptions that have a profound influence on what they think they learn and how they react to what we tell them.
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Relatively few people have fixed styles of learning in which they can learn from only one kind of experience, but many people do have learning personalities in which they often express preference for one approach or another.
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If we provide that diversity, we can speak to different personalities while encouraging everyone to expand their preferences, and to consider the joys of learning in new ways.
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feel comfortable,
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uneasiness, the tension that stems from intellectual excitement, curiosity, challenge, and intense concern with a particular question, the tension that emerges primarily from the questions that we ask, the challenges that we issue,
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provisions an author must make are the ones that lead a student to rectify incorrect responses.
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work collaboratively in solving important problems.
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Think about uncovering it so your students can better understand it.
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sustained, substantial, and positive influence on the way they think, act, or feel)
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solve
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create
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a sense of control over their own education;
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work will be considered fairly and honestly
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try, fail, and receive feedback from expert learners
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Good Practice Emphasizes Time on Task
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paradigms of reality are students likely to bring with them that I will want them to challenge
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challenge students to rethink their assumptions and examine their mental models of reality?
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