The 2013 results represent more than 400,000 surveys from 9,000 schools and 2,700 districts across the country. Respondents included 325,279 students, 32,151 teachers and librarians, 39,986 parents, 4,530 district administrators and, new to this year’s survey, 1,346 community members.
4More
10 Major Technology Trends in Education -- THE Journal - 4 views
-
89 percent of high schools students have access to Internet-connected smart phones, while 50 percent of students in grades 3 through 5 have access to the same type of devices
1More
One iPad Classroom - A Crowdsourced Reference | Read Write Respond - 2 views
-
"Although some schools are going one-to-one iPads, there is a growing trend of teachers purchasing their own iPad and bringing them into the classroom. This is a different proposition. Where I have written about how an iPad can support teacher's professional and personal learning, I have not written about how iPads can be used to support learning within the classroom. I therefore put out a call for thoughts and ideas on Twitter: If u only had ONE iPad in a room, what would u do with it? Looking for links/ideas - Aaron Davis (@mrkrndvs) June 2, 2015"
17More
Education Week: Research Shows Evolving Picture of E-Education - 0 views
-
Online classes may be a relatively young instructional practice for K-12 schools, but experts already generally agree on one point: Research shows that virtual schooling can be as good as, or better than, classes taught in person in brick-and-mortar schools.
-
Studies of state-run virtual schools show, for instance, that the courses tend to draw students at the extremes of the academic spectrum—advanced, highly motivated students looking for academic acceleration, and students who are struggling in regular classrooms
-
Not surprisingly, the students with the best academic records in online classes tend to be in that high-ability group, according to experts in the field. But some new research also finds that online courses are beginning to score more successes with the lowest achievers—possibly because many are high school students who see the online courses as a last chance to earn enough credits to graduate.
- ...11 more annotations...
-
Ferdig says the large numbers of academic go-getters taking online classes could account for some of the rosy findings in the first wave of studies of online coursetaking, since highly motivated students are likely to fare well in any academic environment. But later studies controlled more carefully for students’ academic differences at the starting gate and continued to find learning gains.
-
“It isn’t something that’s only for bright kids or only for kids who are well below grade level, because it may not work for many of them, either,” says Saul Rockman, the president and chief executive officer of Rockman et al., a San Francisco research group.
-
Rockman says his research suggests that succeeding in an online course is “more a matter of learning style.” Is the student an independent learner, for instance? Does he or she struggle with reading and writing?
-
Building in student-support mechanisms helps keep less academically motivated students from failing or dropping out of online classes, according to researchers.
-
This sounds like the key aspect for success. Teachers who are already building this into their classes either by responding to emails, online chats or setting up an atmosphere that encourages chatting within the context of their course, often late at night amongst students only, are seeing this success. Ex. Darren Kuropatwa's SH Math class blogs
-
-
“Whether that’s 24-hour technical support, tutorial support, parental vigilance, or face-to-face site coordinators or mentors,” Cavanaugh says. Mentors and site coordinators seem to be especially linked to marked improvements in student results in large high schools, she adds.
-
“The mentor plays an important role in making sure Johnny or Susie logs in to the course on a regular basis and provides a point of contact for the instructor,” says Jamey Fitzpatrick, the president and chief executive officer of Michigan Virtual University, which currently enrolls 15,000 students, mostly in middle and high school
-
Some of the early studies emerging from the database helped dispel some concerns about potential detrimental effects of online coursetaking on students’ social development, according to Ferdig. Very few online students, those studies showed, took electronic classes full time. Rather, they combined virtual schooling with traditional courses. The studies also showed that students communicated regularly online with teachers and classmates.
-
Cavanaugh, of the University of Florida, says there is also a “general consensus”—if not air-tight research findings—that the more interactive the courses can be, the higher their success rates.
-
Ongoing studies are also beginning to look at whether so-called “hybrid” or “blended” courses—classes in which only 30 to 70 percent of the instruction takes place online and the rest is in person—are any more successful than all-electronic versions
-
-
“In general,” Russell says, “I don’t think this body of research [on online education] is totally developed at this stage.”
54More
shared by Clint Hamada on 07 Apr 10
- Cached
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
![](/images/link.gif)
-
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
- ...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
-
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?
-
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.
-
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.
-
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.
-
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.
-
Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
-
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.
-
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.
-
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.
-
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
-
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.
1More
Critical Literacy | Webcasts for Educators - Literacy and Numeracy Secretariat - 11 views
-
In relation to classroom practice, students' learning experiences must help them to assume a critical stance when responding to or creating texts. They need to discover how texts are constructed and how they work. Students need to understand what texts are attempting to do and they need to move toward taking an active, meaning-making position with regard to texts. This webcast will explore what critical literacy is, why it is essential, and what it might look like in an elementary classroom. This webcast is intended to promote professional dialogue and positive action toward improving student achievement.
1More
Lewisville's texting-in-class program gets thumbs-up from teachers, students | Dallas-F... - 1 views
-
“How is the Kashmir conflict more than just a religious battle?”Instead of raising their hands to respond, the students quietly began typing their answers into their smartphones, laptops and tablet computers arrayed on their desks. Almost immediately, their words appeared on an interactive whiteboard at the front of the class.
7More
shared by John Evans on 27 Apr 09
- Cached
Bringing The World To The Classroom With SMS « Mr Robbo - The P.E Geek - 0 views
mrrobbo.wordpress.com/...so-much-fun-with-sms
cellphonesforlearning SMS mrrobbo engagement students cellphones
![](/images/link.gif)
-
The students were thinking about who would be likely to help them complete their questions, which ultimately helped them identify their own Personal Learning Networks. Which is helpful for them establishing who they could contact for help in the future.
-
The students were able to use SMS to collectively gather responses from a wide range of people from outside the school community. As a result the broad range of views enabled a more diverse range of discussions to take place
-
The follow up discussion was much more richer than what had taken place in the past as I believe each of them was able to bring some sort of vested interest into the conversation
- ...4 more annotations...
-
How else could we be able to gather 50+ responses within the course of an hour that represented the views of the general public.
-
As answers started rolling in, they were sharing their responses with each other, comparing them and taking notice of the similarities and differences among the responses. This lead to a great level of discussion about the concepts the activity was hoping to cover.
-
At the moment we are learning about the different values people demonstrate towards nature. So with this in mind I got the students to choose 3 people who they could SMS who would be likely to respond quickly within our scheduled classtime. They then had 3 questions they needed to include in their SMS with only one question asked per person.
1More
How to make Surface RT touchscreen respond faster? - 0 views
1More
What Happens When Teens Try to Disconnect From Tech For Three Days | MindShift - 3 views
-
"The Tech Timeout Academic Challenge was taken by boys and girls in grades 4 through 12 at Stuart Hall and Convent of the Sacred Heart in San Francisco - along with some teachers and parents - as part of this private school's attempt to implement its one-to-one iPad program. The idea is to recognize that technology is often a distraction from other important things, like connecting with classmates and family, enjoying the moment or being creative. 'It was almost a wake-up call for how dependent we are on technology.' "This is going to be really hard for me. I think I'm going to have some pretty intense feelings of anxiety after about an hour," said sophomore Eli Horowitz as he sealed up his phone. Other students were also apprehensive about the timeout, citing their desire to be connected to friends through social media as one of the main temptations, but some were glad for the excuse to try putting the phone away for a while."
1More
Can I please get the Lego out? - A Reflection on Making | Read Write Respond - 0 views
-
"It all started with one students asking, "Can I please get the Lego out?" As I had promised the students that they could choose their own activity if they had finished off their work, I got the tub out and the student in question set himself up on the floor. As the session unfolded, student after student came to the meeting place. What started as a case of putting this piece with that soon turned into some sort of battle with the rules of engagement created as they went. What was most interesting was that many of students involved had been bickering of late, unable to play well together either in class or out in the yard, arguing about this rule or that decision. However, for the hour in which they built, not one student complained. Instead students successfully negotiated each step along the way. The only issue I had was that students didn't want to stop."
Responding to Screen Time Concerns: A Children's Rights Approach - Evidence for Action - 2 views
1More
purchase ielts certificate without exam | Real IELTS Certificate - 0 views
-
How to Buy PMP certificates Exam in USA | PMP Certificate Exam Guidance, Apply for PMP Certification | PMP Certificate: The Project Management Professional (PMP)® is the most important industry-recognized certification for project managers. Obtain PMP certificates Without Exam USA | project management certification online You can find PMPs leading projects in nearly every country and, unlike other certifications that focus on a particular geography or domain, the PMP® is truly global. As a PMP, you can work in virtually any industry, with any methodology, and in any location. PMI exams |project management certification programs|pmp certification Boston The PMP can also provide a significant advantage when it comes to salary and earning potential. Among survey respondents to PMI's Earning Power Salary Survey, those with a PMP certification garner a higher salary (20% higher on average) than those without a PMP certification.*PMP Certificate Employers benefit as well. When more than one-third of their project managers are PMP-certified, organizations complete more of their projects on time, on budget and meeting original goals. (Pulse of the Profession® study, PMI, 2015.) People also ask, Can I take the PMP exam without training? What are the requirements to take the PMP exam? Can anyone get a PMP certification? Do you need a PMP certification? How much does it cost to take the PMP exam? Is the PMP exam difficult? What score do you need to pass the PMP exam? How can I check my PMP eligibility? pmp certification online, pmp certification cost, pmp exam rules. buy pmp certification without exam, pass pmp without exam, pmp without experience international project management certification, ppm certification, How do I get PMP certified? What is the ppm course? international project management certification, Buy real PMP certificates Without Exams Europe, Purchase real PMP certificates Without Exams middle east Get PMP certificates Without Exams America, Buy real PMP c
2More
shared by reviewsserviceit on 13 Aug 23
- No Cached
Buy Google 5 Star Reviews - 100% Permanent, Best Quality - 0 views
reviewsserviceit.com/...buy-google-5-star-reviews
5 Buy 5-Star Trustpilot Reviews Star Business Maps google bulk fiverr free reddit is it illegal to
![](/images/link.gif)
-
Introduction In essence, Google Verified Reviews are a mechanism for Google to confirm that the reviews that show up on a search results page are legitimate and not spam. Google accomplishes this by confirming the reviewer's identification and the fact that they actually have an account with the company they are evaluating. This verification procedure is intended to help raise the caliber of reviews that show up on Google and assist companies in gaining the trust of prospective clients. Buy Google Verified Reviews
-
Buy Google 5 Star Reviews Introduction Google is the biggest search engine in the world, thus its views count for a lot. Because of this, companies ought to be concerned with Google 5 Star Reviews. Google uses five star reviews to guide users to the finest companies. A high rating indicates that Google users have had favorable experiences with the company. Google 5 Star Reviews are comparable to online word-of-mouth recommendations, in other words. How do they work? Customers can rate their interactions with a company on Google by leaving a review with a five-star rating. On Google Maps or Search, clients can give businesses a 5-star rating and review. Customers will conduct a Google search for a company and use the "Write a Review" button to offer a rating or review. Following that, clients will be given the option to rate their experience on a scale of 1 to 5 stars and to submit a brief review summarizing it. Buy Google 5 Star Reviews You have no control over what customers write in their reviews if you're a business owner. However, you have power over how you respond to reviews, which can demonstrate to prospective clients that you are concerned about their experiences.
2More
shared by reviewsserviceit on 13 Aug 23
- No Cached
Buy Google Reviews - 100% Legit, Permanent and Cheap.. - 0 views
reviewsserviceit.com/...buy-google-reviews
Buy 5 Star Reviews google review app service positive generator write a
![](/images/link.gif)
-
How do I get 100% authentic, high-quality Google Reviews? The answer is simple: We provide our clients with the highest quality and most reliable services available in the market today. We offer a variety of packages at different price points so that everyone can find something that works best for their needs and budget constraints. If there's something specific about your business or industry that requires special attention (e.g., relocation), we're happy to assist! Do you want to buy google reviews for your business? If so, contact us. We will help you to get good reviews on Google.
-
Buy Google Reviews Introduction Customers who use Google to look for local businesses are probably going to see a list of establishments with star ratings. These star ratings, which come from Google Reviews, can significantly influence whether or not clients choose to work with you. How do they work? Customers can offer feedback about their interactions with companies in Google reviews. Customers can offer feedback about their interactions with companies in Google reviews. Despite being able to respond to reviews, businesses cannot remove them. Buy Google Reviews Google develops an algorithm to determine a company's average rating. This rating can be seen in adverts and search results, as well as on the company's Google listing. Since Google reviews are anonymous, businesses are unable to identify the reviewer. Businesses can, however, see the geographical location of the reviewer as well as whether the review is favorable or unfavorable. Buy Google Reviews