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John Evans

Kindergarten Makerspace Exploration | Expect the Miraculous - 5 views

expectmiraculous.com/...rgarten-makerspace-exploration

kindergarten makerspace exploration makered

shared by John Evans on 21 Jan 17 - No Cached
  • John Evans on 21 Jan 17
     
    "Every Tuesday and Thursday from 11-12:30, we have an open makerspace time for students to sign up to explore the world of making.  This time supports students from many of our grades, but it doesn't support all students.  In addition to weaving makerspace into projects, I've been trying to host times for grades who can't come at our normal makerspace hours to come and explore Kindergarten is one of these grades. The Kindergarten teachers came to a maker professional learning session I did in the new year, and they really wanted to work out times for small groups of students to come to makerspace. We made a plan to have a couple of days each week where 3 students from each class came for a 30-minute maker time.  That equals 12 students.  For now, the students are different each time until we see the students who really get hooked into some of the maker tools. That means I have to offer the same experience multiple times so that all students get to try it."
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

Does Reading for Pleasure in Schools Really Make a Difference? | - 4 views

pernillesripp.com/...hools-really-make-a-difference

reading pleasure schools difference USSR DEAR

shared by John Evans on 11 Jun 17 - No Cached
  • John Evans on 11 Jun 17
     
    "I asked my students to give reading a chance this year.  I promised them that if they liked reading, I would do my very best to protect that love.  That if they disliked it, or even hated it, I would try to create an experience that would perhaps change their perception even a little bit. I polled them at the beginning of the year and was frankly horrified at what I found.  Out of 130 students, 53.6% of students reported that on a scale from 1 to 10, reading was a 4 or less.  That's 70 students. 70 students that despite their previous teachers best intentions have already decided that reading is really not for them.  Out of those 70 students, 35 students reported that they hated it.  Hated it.  Not just dislike.    But hate. So what do you when you are faced with such insurmountable odds?  What program do you lean on?  What curriculum do you implement? For us; none. It turns out it is much simpler than following a curriculum. What made the biggest difference to all of my reading hating students?"
John Evans

How One School Changed Its Math Culture, Starting With Teachers | MindShift | KQED News - 4 views

ww2.kqed.org/...culture-starting-with-teachers

MindShift math culture mindset

shared by John Evans on 02 Nov 16 - No Cached
  • John Evans on 02 Nov 16
     
    "Many educators are aware of Carol Dweck's research on growth mindset. The Stanford psychologist has found that the way students think about and approach challenge makes a big impact on their learning. Students who believe that they were born with a certain amount of intelligence that cannot be changed - a condition Dweck calls a fixed mindset - are often afraid to seek out challenging tasks and are resigned to one's perceived set of abilities. Students who see intelligence as something that can grow and change with effort - known as a growth mindset - tend to persist at difficult tasks, trying new strategies and ultimately performing better in school. Many schools have begun to focus on building growth mindsets in students because of this research. Helping students develop growth mindsets is made even trickier because mindsets about learning can change depending on context. And unfortunately math class is a time when many students have preconceived notions about their abilities. Many adults, including teachers, grew up receiving negative messages about their math ability and can unintentionally pass on unhelpful messages to students through casual words or actions. That's why it's impressive that educators at Two Rivers Charter School in Washington, D.C. recognized a culture of math fear among the staff and worked hard to change teachers' relationships to math as part of their broader strategy to improve math achievement. The school's Director of Curriculum and Instruction, Jeff Heyck-Williams, described their efforts in an Education Week article:"
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

Reach for the APPS Brings iPads to Children With Autism - 2 views

mashable.com/...reach-for-the-apps

reach apps brings ipads children autism

shared by John Evans on 16 Jun 12 - No Cached
  • John Evans on 16 Jun 12
     
    " Apple has long touted its device's assistive technology as a powerful tool for the educational development of physically and mentally disabled children. The iPad's touch screen makes it easier to manipulate than more traditional educational tools. For children with autism, "the iPad is not a toy, but a tool that works best when there is a 'team effort' between parents and therapists encouraging its proper use," said Marc Reisner, co-founder of Reach for the APPs. "Our goal is to provide schools with iPads so they can reach every child on the autistic spectrum." Reach for the APPs built their site with an initial donation from Managed Digital. Now, they're seeking out donations of money and/or iPads from both individuals and corporations to propel the program forward. According to reports from the Center for Disease Control and Prevention, 1-in-88 children have some form of autism, up 78 percent from just a decade ago. The demand for augmentative communications devices is growing. But the schools can't meet the demand, so the children are losing valuable time during critical developmental years. Lois Brady, a speech language pathologist and assistive technology specialist, said apps can help develop fine-motor skills, which will in turn make functions like writing and manipulating small objects easier for the students. "I have spent years working with the most challenging students that are considered profoundly disabled," she said. "And I have seen some small miracles when I introduce the iPad into our therapy, as the children have made huge gains in attention, focus, communication, language and literacy skills." Some experts also say that the iPad can lessen symptoms of autistic disorders, helping children deal with life's sensory overload. Brady will be contributing content to the Reach for the APPs website to inform therapists about the latest-and-greatest apps for children all over the autistim spectrum. Apps must be tailor
John Evans

Getting Started With Periscope In The Classroom - - 2 views

www.teachthought.com/...ith-periscope-in-the-classroom

getting started periscope classroom

shared by John Evans on 23 Jan 16 - No Cached
  • John Evans on 23 Jan 16
     
    "One of the more exciting apps that has recently made it's way onto the social media scene is Periscope. Periscope is a live, interactive video streaming  app which allows users to broadcast media and footage while their followers engage in their content at the same time. When used in the classroom, students are able to connect with the world in real-time and interact with any of the content that is made available to them. One of the ways Periscope can be used to enhance a lesson or unit is with a teacher-directed Periscope. Inviting students to interact in this way now allows for personalizing what is needed from each individual at that very moment. When creating content with a screencast program, teachers must already anticipate the needs of their class. With Periscope, teachers can broadcast content live to their students with the ability to tailor the video on the spot in response to student questions and conversations. Flipping a lesson, re-teaching a strategy, or communicating classroom information all in real-time now gives the teacher the power to easily personalize instruction through the interactivity of this app. Students on the other hand, now have the power to pick the path of their own learning."
John Evans

Bringing Mindfulness to the K-5 Classroom | Getting Smart - 0 views

gettingsmart.com/...ndfulness-to-the-k-5-classroom

mindfulness classroom

shared by John Evans on 02 Aug 16 - No Cached
  • John Evans on 02 Aug 16
     
    ""Imagine that your mind is a television," I told the small group of students I was visiting at the rural Oregon school where I worked as a counselor. "And you have a remote." I then asked them to change to a sad channel and notice how it made them feel. "Now let's change it to a happy channel." How did that feel? What differences did they notice? We practiced this for a while, the students taking turns to see how all sorts of different channels made us feel. We tried it while holding a yoga tree pose. The students noticed that certain thoughts made it easier to balance; others made it harder. What they were learning, of course, was how to be mindful of their thoughts and how those thoughts affect their bodies. They were also learning that they could direct their thoughts - that none of us is ever stuck on just one channel; that mindfulness gives us tools for dealing successfully with all manner of challenges and difficulties."
John Evans

4 Practices for Increasing Student Engagement | Edutopia - 0 views

www.edutopia.org/...engagement-nicholas-provenzano

increasing student engagement

shared by John Evans on 26 Apr 16 - No Cached
  • John Evans on 26 Apr 16
     
    "Student engagement can be tough all year, but spring fever makes it a bit worse as the weather gets warmer and students' minds wander. After 15 years of teaching, I've learned that a teacher cannot rely on any single solution to keep kids focused on learning. There are so many different ways to get students' attention because there are so many different types of students. However, here are a few ways that have really made a difference in my classes."
John Evans

7 Tips for Creating an Irresistible Curriculum - 4 views

www.fractuslearning.com/...eating-irresistible-curriculum

tips creating curriculum

shared by John Evans on 15 Sep 16 - No Cached
  • John Evans on 15 Sep 16
     
    "Every student has made this claim at least once before. As students make their way through their academic career, they often question the importance and applicability of their lessons. It is not only evident in this common statement, but also in the many blank stares and falling heads as students fall asleep. Is our content doomed to boredom? How can we present it so that students are excited to learn? Below, I will share with you some questions to ask yourself to help you create a curriculum that students will not be able to get enough of!"
John Evans

Encouraging Diverse Learners in Computer Science and Engineering | EdSurge News - 0 views

www.edsurge.com/...mputer-science-and-engineering

learners computer science computer science engineering STEM

shared by John Evans on 18 Jul 16 - No Cached
  • John Evans on 18 Jul 16
     
    "Encouraging diverse participation in STEM in middle school is crucial. Students who do not have STEM opportunities in middle school and high school are very unlikely to take those opportunities in college. We are committed to offering creative learning experiences and the best career opportunities for all kids. How do we recruit and retain a diverse student body in elective STEM classes such as computer science and engineering? For your students who don't typically identify as "engineers"-many female and minority students as well as some boys-what motivates them to sign up for, and become invested in, an engineering class or activity? While we don't claim to have completely cracked the code, focusing on this effort has made us better, more culturally inclusive teachers, and we believe our students will be better off in the long term because of sustained efforts to broaden access to CS and engineering."
John Evans

Fostering Creativity With Makerspaces | Edutopia - 1 views

www.edutopia.org/...akerspaces-nicholas-provenzano

creativity making makered makerspaces

shared by John Evans on 20 Jul 15 - No Cached
  • John Evans on 20 Jul 15
     
    "I've always found a sense of peace in the creative process. It's a time when I feel like I don't have to stick with the rules in place for all the different parts of my life. That freedom helps me come up with some of my most creative ideas and exciting projects. This has been true my entire life. When I entered the classroom, I wanted to give my students as many chances as possible to be creative. Over the years, I've seen amazing projects from students who dared to take creative chances. Until very recently, I thought these creative opportunities were the best way to engage kids in this process. It wasn't until I dove into the maker movement that I realized how much more is possible. I always come up with some big projects for my own students, but what about the rest of the building? I'd never been supported in larger school or district ideas, but this past year was different. With the support and challenge to do something for students outside of my classroom, I decided to go for it. After talking with some friends and our amazing media specialist, a makerspace in the library made the most sense. Here are some tips and tricks for putting together a makerspace in your school, and some thoughts on how it can be beneficial to your students."
John Evans

Fostering Creativity With Makerspaces | Edutopia - 3 views

www.edutopia.org/...akerspaces-nicholas-provenzano

creativity makerspace makered edutopia

shared by John Evans on 03 Aug 15 - No Cached
  • John Evans on 03 Aug 15
     
    "I've always found a sense of peace in the creative process. It's a time when I feel like I don't have to stick with the rules in place for all the different parts of my life. That freedom helps me come up with some of my most creative ideas and exciting projects. This has been true my entire life. When I entered the classroom, I wanted to give my students as many chances as possible to be creative. Over the years, I've seen amazing projects from students who dared to take creative chances. Until very recently, I thought these creative opportunities were the best way to engage kids in this process. It wasn't until I dove into the maker movement that I realized how much more is possible. I always come up with some big projects for my own students, but what about the rest of the building? I'd never been supported in larger school or district ideas, but this past year was different. With the support and challenge to do something for students outside of my classroom, I decided to go for it. After talking with some friends and our amazing media specialist, a makerspace in the library made the most sense. Here are some tips and tricks for putting together a makerspace in your school, and some thoughts on how it can be beneficial to your students."
John Evans

Moving at the Speed of Creativity | 2015 Classroom Challenge: STEM Curiosity Links - 1 views

www.speedofcreativity.org/...challenge-stem-curiosity-links

classroom challenge stem curiosity links moving speed creativity

shared by John Evans on 01 Jan 15 - No Cached
  • John Evans on 01 Jan 15
     
    "As 2014 draws to a close and we look forward to what 2015 will bring, I'd like to share a simple and fun classroom challenge with you: STEM Curiosity Links. For the past two semesters, I've made a point of sharing several STEM "curiosity links" with my students at least once per week. On days I share curiosity links with students, I try to limit myself to just using 10 minutes of class time. I need to set this time limit, because (depending on the class) we can really get into good discussions with lots of questions, and we could take MUCH more time exploring the ideas the week's curiosity links inspire. While I'd love engaging in long discussions like this with students, and I know they have value, I also understand that my students learn the most when they are actually DOING STEM activities rather than just talking about them or STEM ideas. My students who are working and playing in our STEM "Maker's Studio" are always especially eager to "get to work.""
John Evans

How to Run a Rubber Band Launcher Challenge | Renovated Learning - 3 views

renovatedlearning.com/...rubber-band-launcher-challenge

how to rubber band launcher challenge learning makered @DianaLRendina

shared by John Evans on 21 Mar 16 - No Cached
  • John Evans on 21 Mar 16
     
    "If you've been following Renovated Learning for awhile, you might remember the Catapult Challenge my Stewart Makers Club did last year with Colleen Graves' students at Lamar Middle School.  My students had SO MUCH FUN with that challenge, although I always felt like Catapult Challenge was a bit of a misnomer, since our students' creations included catapults, trebuchets, crossbow, slingshots and more. When I revisited the idea this year, I decided that rebranding it as the Rubber Band Launcher Challenge made more sense.  I offered this as a possibility and surveyed my students on what they wanted to focus on next, and this challenge won hands down. Here's my advice on how you can run a Rubber Band Launcher Challenge with your students. "
John Evans

We Love Books, Just as Much as Makerspaces: The Story of How Our Students Built Our Col... - 3 views

worlds-of-learning.com/...ve-books-just-much-makerspaces

students books library makerspaces @lflemingEDU

shared by John Evans on 22 Feb 18 - No Cached
  • John Evans on 22 Feb 18
     
    "Something that bothers me so much is when I read articles that talk about how libraries are becoming makerspaces.  Our makerspace is one component of the participatory culture that runs through our space.  Anyone who knows my story knows that my point of entry into the Maker Movement was through literacy, so for me, literacy and making have always gone hand in hand.   When I began as the Library Media Specialist at New Milford High School, I walked into a library that was similar to many school libraries in older schools.  It was very traditional looking, with tall stacks and lots and lots of books that students simply did not check out, nor have an interest in.  The collection was out of date and had not been weeded in decades.  One of the tasks for me was to weed the books.  During that weeding process, I decided that traditional nonfiction that made it through the weeding process would be sent to classrooms to build up their classroom research libraries.  I decided to keep any memoirs or narrative nonfiction that we had in our collection, since those were the kinds of books I discovered so many of our students did enjoy reading and would check out.  Amongst the vast fiction collection, we did find a few gems, but mostly we either discarded books that were no longer relevant to our students, gave them to classrooms who wanted them, or to individual students who showed an interest.  In the end, I was able to preserve just a few shelves of books.  As a result, I was tasked with rebuilding our collection."
John Evans

How Listening to Podcasts Helps Students Read and Learn | MindShift | KQED News - 2 views

ww2.kqed.org/...-helps-students-read-and-learn

podcast listening reading

shared by John Evans on 11 Oct 17 - No Cached
  • John Evans on 11 Oct 17
     
    "High school English teacher Michael Godsey's favorite work by William Shakespeare is Hamlet. But a few years ago, he stopped teaching his students about the centuries-old classic in favor of a story that was unfolding in the fall of 2014: Serial, the podcast. Michael Godsey The story of Adnan Syed, Hae Min Lee and the community at Woodlawn High School captivated podcast listeners around the world, including Godsey. The story was so engaging, he made listening to Serial in real time an assignment for his students and eventually made podcasts a regular part of his English class. He also teaches with episodes of This American Life, RadioLab and Serial Season 2 that cover subjects relevant to the lives of students."
John Evans

Diigo Educator Account - FAQ - Diigo Help Center - 0 views

help.diigo.com/Diigo_Educator_Account_-_FAQ

Diigo diigo tutorial educator PD

shared by John Evans on 05 Jan 09 - Cached
  • Q: What are Diigo Educator Accounts? These are special premium accounts provided specifically to K-12 & higher-ed educators. Once your Diigo Educator application is approved, your account will be upgraded to have these additional features: You can create student accounts for an entire class with just a few clicks (and student email addresses are optional for account creation) Students of the same class are automatically set up as a Diigo group so they can start using all the benefits that a Diigo group provides, such as group bookmarks and annotations, and group forums. Privacy settings of student accounts are pre-set so that only teachers and classmates can communicate with them. Ads presented to student account users are limited to education-related sponsors.
  • Student accounts have the following special settings to protect the privacy and safety of students. Classmates in the same class are automatically added as friends with one another to facilitate communication, but students cannot add anyone else as friends except through email. Students can only communicate with their friends and teachers.  No one except their friends can send message, group invite, or write on their profile wall. Student profiles will not be indexed for People Search, nor made available to public search engines.
  • Q:  Sounds great.   How do I apply? Go to www.diigo.com/education and fill out the application form
John Evans

An iPad Contract Designed by Students | TEaCHitivity - 1 views

teachitivity.wordpress.com/...student-ipad-contracts

ipad contract designed students

shared by John Evans on 05 Nov 14 - No Cached
  • John Evans on 05 Nov 14
     
    "n a 1:1 classroom, I regretted not having a digital contract developed with my students last year. There were many times last year where I wished I had something to pull out of my files and point to when a student wasn't being responsible with their iPads. Thankfully I have this year to make changes! I wanted a contract that showed some student character to it so that it meant something to them. I think it's very important that the contract isn't pre-made by the teacher. Here's how I started:"
Nigel Coutts

Student voice, choice, agency, partnerships and participation - The Learner's Way - 2 views

thelearnersway.net/...partnerships-and-participation

education student voice learning agency partnerships participation choice

shared by Nigel Coutts on 15 Dec 19 - No Cached
  • Nigel Coutts on 15 Dec 19
     
    This week I joined with teachers, students, researchers and policy writers at Melbourne University to discuss student voice. This conference was hosted by Social Education Victoria and made possible by the conference partners, The University of Melbourne, Education and Training Victoria, Foundation for Young Australians and Connect. Over three days, participants engaged in rigorous dialogue about the significance of student voice and what is required to ensure its benefits are maximised for all.
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