Skip to main content

Home/ Literacy with ICT/ Group items tagged specialists

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
John Evans

Season 2: Episode 38 - Interview with Laura Fleming - Worlds of Making [Podcast] - 1 views

www.tltalkradio.org/eming-worlds-of-making-podcast

makered satchat

shared by John Evans on 14 Jul 16 - No Cached
  • John Evans on 14 Jul 16
     
    "n this episode we're talking to Laura Fleming. Laura has been an educator in the state of New Jersey for 20 years.  She has been both a classroom teacher and media specialist in grades K-8 and currently as a Library Media Specialist for grades 9-12.  Laura is a strong advocate of using New Media and Vanguard Techniques for Interactive and Transmedia (multi-platform) Storytelling. She is also the author of the best-selling Worlds of Learning:  Best Practices for Establishing a Makerspace for Your School (Corwin, 2015). "
John Evans

Learning Must Come First. Always.: 5 Simple Ways To Incorporate GarageBand for iPads In... - 0 views

mrandrewsonline.blogspot.co.uk/...to-incorporate-garageband.html

learning simple ways garageband ipads music lessons

shared by John Evans on 07 May 15 - No Cached
  • John Evans on 07 May 15
     
    "Your school has spent a lot of money on those iPads, and their skilful deployment in music lessons can be a real game-changer for both specialist and non-specialist classroom teachers. Unsure where to start? Transformance Music's Ben Sellers shares five simple ideas to incorporate GarageBand for iPad into your music lessons at KS1, 2 and 3."
John Evans

How Librarians Are Rockin' the Makerspace Movement | graphite Blog - 1 views

www.graphite.org/...rockin-the-makerspace-movement

librarians maker movement graphite makered

shared by John Evans on 16 Jul 15 - No Cached
  • John Evans on 16 Jul 15
     
    "Shhh! You're in the library! As the great-granddaughter of a librarian, I was brought up to know that the quiet of the library was sacred space. Fast-forward 30 years. In the media centers of the Cherokee County, Georgia schools, where I train as an instructional technology specialist, quiet is no longer the chief value. Instead, makerspaces are bringing books to life, and the new mantra is, "Innovate, create, collaborate." Many media specialists still struggle with this transformation from silent reading space to innovative makerspace; with that in mind, I interviewed six women who seamlessly flow from rockin' librarians to Creative Directors of Making in the same day to ask how they do it."
John Evans

Please, No More Professional Development! - Finding Common Ground - Education Week - 4 views

blogs.edweek.org/..._professional_development.html

professional development professional development

shared by John Evans on 21 Apr 15 - No Cached
  • John Evans on 21 Apr 15
     
    "Please, No More Professional Development! By Peter DeWitt on April 17, 2015 8:10 AM Today's guest blog is written by Kristine Fox (Ed.D), Senior Field Specialist/Research Associate at Quaglia Institute for Student Aspirations (QISA). She is a former teacher and administrator who has passion for teacher learning and student voice. Kris works directly with teachers and leaders across the country to help all learners reach their fullest potential. Peter DeWitt recently outlined why "faculty meetings are a waste of time." Furthering on his idea, most professional development opportunities don't offer optimal learning experiences and the rare teacher is sitting in her classroom thinking "I can't wait until my district's next PD day." When I inform a fellow educator that I am a PD provider, I can read her thoughts - boring, painful, waste of time, useless, irrelevant - one would think my job is equal to going to the dentist (sorry to my dentist friends). According to the Quaglia Institute and Teacher Voice and Aspirations International Center's National Teacher Voice Report only 54% percent of teachers agree "Meaningful staff development exists in my school." I can't imagine any other profession being satisfied with that number when it comes to employee learning and growth. What sense does it make for the science teacher to spend a day learning about upcoming English assessments? Or, for the veteran teacher to learn for the hundredth time how to use conceptual conflict as a hook. Why does education insist everyone attend the same type of training regardless of specialization, experience, or need? As a nod to the upcoming political campaigns and the inevitable introduction of plans with lots of points, here is my 5 Point Plan for revamping professional development. 5 Point Plan Point I - Change the Term: Semantics Matter We cannot reclaim the term Professional Development for teachers. It has a long, baggage-laden history of conformity that does not
John Evans

A Principal's Reflections: Leading the Maker Movement - 0 views

esheninger.blogspot.com.au/...leading-maker-movement.html

principal reflections leading maker movement makered

shared by John Evans on 05 Aug 15 - No Cached
  •  In 2013 I was fortunate enough to hire media specialist/teacher librarian Laura Fleming, who took the initiative to create a makerspace in our school.  Through her work I discovered some guiding principles that might just help you begin to create a makerspace in your school or integrate the process of making across the curriculum.  It is first important to understand three underlying qualities that essential in ensuring that students make to learn:
  • Making is a process
  • The right educator makes the difference
  • ...1 more annotation...
  • Identify the perfect space
  • John Evans on 05 Aug 15
     
    "As the Maker Movement has gained steams schools and educators alike have begun to incorporate makerspaces as exploratory centers for students to invent, tinker, create, and make to learn.  A makerspace can best be defined as a physical place where students can create real-world products/projects using real-world tools.  In 2013 I was fortunate enough to hire media specialist/teacher librarian Laura Fleming, who took the initiative to create a makerspace in our school.  Through her work I discovered some guiding principles that might just help you begin to create a makerspace in your school or integrate the process of making across the curriculum.  It is first important to understand three underlying qualities that essential in ensuring that students make to learn:"
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.
squadchief

The #1 Human Anatomy and Physiology Course | Learn About The Human Body With ... - 0 views

767f5krfo1qfscu91jdgnq0g2c.hop.clickbank.net

#human #Anatomy #physiology #course #body #medical ##practice #specialist #chiropractor #therapist #paramedic #nurse

shared by squadchief on 14 Nov 20 - No Cached
  • squadchief on 14 Nov 20
     
    Listen closely, I'm about to share with you everything you'll ever need to know about human anatomy, physiology and drug therapy... ... complete with diagrams, courses, lesson plans, quizzes and solutions. I'll provide an effective and painless way to learn or review anatomy and physiology, from the chemical level through the entire organism! And it doesn't matter whether you're a: Medical Practitioner or Specialist Student or Educator Researcher or Anatomist Injury Law Attorney Trainer or Sports Professional Chiropractor or Therapist Nurse or Paramedic
John Evans

Consultant tells Billerica School Committee to reorganize tech. department, add staff -... - 2 views

www.wickedlocal.com/...nize-tech-department-add-staff

consultant tech department

shared by John Evans on 20 May 13 - No Cached
  • John Evans on 20 May 13
     
    "In Plati's opinion, based on experience and expertise, hiring instructional technology specialists is "the single most important step that the district could take to improve professional development with regard to technology.""
John Evans

A Great Guide on How to Cite Social Media Using Both MLA and APA styles ~ Educational T... - 1 views

www.educatorstechnology.com/...ide-on-how-to-cite-social.html

social media apa guide mla

shared by John Evans on 11 Apr 13 - No Cached
  • John Evans on 11 Apr 13
     
    "Conducting an extensive data mining for writing a scholarly academic paper does definitely require using online digital resources. Admittedly, a lot of the resources you want to cite in your paper can be found online and most of them through social media like Twitter. I have been experiencing this myself while working on the literature review of my thesis. I included many tweets in my paper using the APA style. To be sure my citations meet the academic standards I bought Publication Manual of the American Psychological Association, 6th Edition . However after reading this guide, I wrote a short post on how to include citations in scholarly papers and today I am sharing with you another great resource on the same topic . This is basically an awesome chart featuring the different ways to cite social media using both MLA and APA style. I knew about this from our wonderful techy specialist Aditi Rao. "
John Evans

Technology Bits Bytes & Nibbles | iPad Wiki: Great stuff here to help you! - 2 views

www.technologybitsbytesnibbles.info/...9290

technology ipad wiki resources

shared by John Evans on 06 Feb 13 - No Cached
  • John Evans on 06 Feb 13
     
    "A good friend of mine, Mary Fraizer, is the Tech Integration Specialist in the Buhler School District. The Buhler School District is implementing iPads fast & furiously. Mary created this absolutely wonderful resource to help her teachers. I thought it might be useful to many of you, feel free to share the link with anyone you think would benefit. Our iPads Launchpad http://buhleripads.wikispaces.com/Home"
John Evans

Google for Education: Careers with Code: A CS Magazine for High School Students - 3 views

googleforeducation.blogspot.ca/...code-cs-magazine-for-high.html

google education careers code magazine high school students

shared by John Evans on 21 Sep 16 - No Cached
  • John Evans on 21 Sep 16
     
    "From the programmers behind Pokemon Go to the creators of chatbots, the impact of computer science (CS) is ubiquitous in our daily lives. This is because computer science education provides a way of thinking that focuses on problem solving, teamwork and a powerful way to express yourself - important skills for any career. And with a projected 1 million jobs going unfulfilled in computing-related roles by 2020, we need computer scientists from all backgrounds to bring their unique perspectives to solve real-world problems. That's why today, we're excited to announce Careers with Code in the US, a free high school "CS + X" career magazine that shows how to combine your passions, your "X", with computer science. We partnered with STEM specialist publishers Refraction Media to create a CS career magazine that illuminates the range of computer science careers and highlights the impact they have across industries. Readers can get to know people who use CS in their daily work in sometimes unexpected ways, such as Jonathan Graham. "
John Evans

Moving From an 'Hour of Code' to Districtwide 'Computer Science for All' | EdSurge News - 2 views

www.edsurge.com/...twide-computer-science-for-all

coding computer science code makered computational thinking

shared by John Evans on 02 Dec 16 - No Cached
  • John Evans on 02 Dec 16
     
    "This coming week is  Computer Science Education Week, an annual event dedicated to inspiring students to take an interest in computer science. It may start with an 'Hour of Code' in some schools, but the goal is to reach "Computer Science for ALL." That means planning for more than a couple of programming exercises, and thinking deeper about how to create programs that teach computer science to every student. Where can schools start? Here are three guiding principles that have led to the success of the computer science programs at Los Altos School District (LASD) where I work as a teacher and computer science integration specialist. At our K-8 district in Northern California, all 4500 students learn computer science through programs that have been growing over the past seven years."
John Evans

18 Digital Tools and Strategies That Support Students' Reading and Writing | MindShift ... - 5 views

ww2.kqed.org/...t-students-reading-and-writing

digital tools strategies support students reading writing

shared by John Evans on 20 Jan 17 - No Cached
  • John Evans on 20 Jan 17
     
    "Teachers in Littleton, Colorado - like teachers in many places - are increasingly asking students to read and write online. Free tools like Google Docs have made it easy for students to work on the same piece of writing at home and at school, and have allowed teachers to explore collaborative writing assignments and synchronous editing with students. There are also many digital tools that can support students as they learn how to read deeply, take well-cited notes, and navigate the writing process. While many teachers are finding efficiency in allowing students to write and submit assignments online, not all students or teachers want to use the exact same set of tools. That's why Littleton's Instructional Technology Specialist, Dana Levesque, started compiling resources on a site that both teachers and students can access to find the tools that fit their needs."
John Evans

The Daring Librarian: 5 Ways to Reflect, & Not Regret, Teaching! - 0 views

www.thedaringlibrarian.com/...to-reflect-and-not-regret.html

teacher reflection

shared by John Evans on 18 Jul 16 - No Cached
  • John Evans on 18 Jul 16
     
    "I love teaching! I love being a School Librarian & Technology Specialist. I love my practice, my profession, my school, my library, my students, my families, and my community! I can't imagine doing anything else that feeds my soul like being an educator. I love the seasons and the time and tide of it. * Every new school year is a do-over. Any and all the mistakes or things you didn't get to do the year before can be corrected the next year. I can't think of any other profession that gives you such a clear start and stop and a time to reflect. The great thing about summers off (other than that they are made of awesome) is the ability to step back and reflect about the past school year. "
John Evans

iPaddiction: Technology Integration Help Form - 5 views

ipaddiction.blogspot.ca/...ogy-integration-help-form.html

technology technology integration integration help form

shared by John Evans on 02 Jul 12 - No Cached
  • John Evans on 02 Jul 12
     
    "Being a Technology Integration Specialist, will require me to manage many different projects at one time. Teachers will have ideas and concepts of integrating technology, and it will be my job to provide resources and teaching of how to implement that tech tool. To do this, I will use a "Technology Integration Help Form" in two ways. "
International School of Central Switzerland

Glogster Learning Stations & iHybrids « techchef4u - 0 views

www.techchef4u.com/?p=2201

iPad glogster learning stations creativity ICT teaching design tools technology howto

shared by International School of Central Switzerland on 05 Jan 12 - No Cached
  • International School of Central Switzerland on 05 Jan 12
     
    "Asked to develop a technology-integrated lesson for 5th Math, I naturally leaned to using the iPad. However, the lesson is being developed as a district resource and not every campus has iPads or iPods. Thus, I created a hybrid lesson. Since the elementary math specialists already had a bank of word problems that they had used in a "Words to Symbols" matching activity, we only had to spruce up some of the text and make it applicable or relevant to the apps we planned on using."
John Evans

Apps in Education: More Kindergarten iPad Resources - 7 views

appsineducation.blogspot.com/...ndergarten-ipad-resources.html

apps education kindergarten ipad resources

shared by John Evans on 23 Dec 11 - No Cached
  • John Evans on 23 Dec 11
     
    "This is a great list of Apps and Websites that provide age appropriate content for Preschool and Kindergarten students. Put together by Dan King and Naomi Harm from Innovative Educator Consulting, these guys are iPad Content Integration Specialists and have worked extensively in sharing and promoting 21st Century Skills. This is the first of three pages of resources."
1 - 20 of 79 Next › Last »
Showing 20▼ items per page