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John Evans

Integrating Computational Thinking into Your Elementary Classroom - 2 views

www.gettingsmart.com/...-thinking-elementary-classroom

computational thinking classroom integrating

shared by John Evans on 12 Mar 18 - No Cached
  • John Evans on 12 Mar 18
     
    "Computer science education is not a new field. Much of what we know about the pedagogy and content for elementary students comes from Seymour Papert's research on teaching elementary students to code back in the 1970's and 80's. But, as we shift from labs and one-off classrooms to a broad expansion for all students in every classroom K-12, we are seeing changes to how computer science is taught. This means we are working in a rapidly evolving field (insert metaphor of building a plane while flying it). Over time, we have gone from a focus on coding (often in isolation) to a more broad idea of computer science as a whole, and now to the refined idea of computational thinking as a foundational understanding for all students. Pause. You may be asking, "But wait, what's computational thinking again?" In her book Coding as a Playground, Marina Umaschi Bers explained: "The notion of computational thinking encompasses a broad set of analytic and problem-solving skills, dispositions, habits, and approaches most often used in computer science, but that can serve everyone." More simply, you can think of computational thinking as the thought processes involved in using algorithms to solve problems. Sheena Vaidyanathan writes some good articles explaining the differences between computer science, coding, and computational thinking here and here."
Reynold Redekopp

Distance Learning: A Gently Curated Collection of Resources for Teachers | Cult of Peda... - 3 views

www.cultofpedagogy.com/distance-learning

distance learning pedagogy Online learning education technology Resources tools

shared by Reynold Redekopp on 02 Apr 20 - No Cached
  • Reynold Redekopp on 02 Apr 20
     
    A well curated post of different tools for online teaching and learning during the COVID19 isolation.
John Evans

9 must-read blogs for innovative teachers | eSchool News - 1 views

www.eschoolnews.com/...9-must-read-blogs

innovative teacher blogs PD

shared by John Evans on 28 Mar 17 - No Cached
  • John Evans on 28 Mar 17
     
    "Social media's popularity means educators have a number of avenues to develop their professional learning networks and learn from one another. Blogging gives educators a platform to share best practices, pose questions to their peers, and explore new ideas about teaching and learning. Here, we've gathered 9 blogs that focus on technology integration, instructional technology, school leadership, and pedagogy. If you have a favorite blog that isn't on this list, use the comment section below to let us know."
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

50 Incredibly Useful Links For Learning & Teaching The English Language - 1 views

www.teachthought.com/...useful-links-for-ell-educators

teaching English resources

shared by John Evans on 07 Feb 20 - No Cached
  • John Evans on 07 Feb 20
     
    "Teaching a new language to non-native speakers may be one of the most challenging educational jobs out there, so ELL teachers can use all of the help they can get! Thankfully, many excellent resources for ELL and ESL exist online, from full-service websites to reference tools and communities, all designed to make the task of educating ELL students just a little bit easier and more effective. We've scoured the Internet to share 50 of the best of these resources, and we hope you'll find lots of valuable content and tools through these incredibly useful links for ELL educators."
Sheri Oberman

Take a Giant Step: A Blueprint for Teaching Young Children in a Digital Age - 7 views

www.joanganzcooneycenter.org/Reports-31.html

EY research JoanGantzCooney US teacher training

shared by Sheri Oberman on 24 Dec 11 - No Cached
  • Sheri Oberman on 24 Dec 11
     
    Americans seem to be planning major change in technology integration in the classroom. By 2020, major changes need to happen at the intersection of knowledge of technology, pedagogy, and content to leverage classroom practises with the affordances of the 21st century.
John Evans

The Inconvenient Truth About Assessment - 2 views

www.teachthought.com/...enient-truths-about-assessment

assessment inconvenient truths

shared by John Evans on 10 Mar 15 - No Cached
  • John Evans on 10 Mar 15
     
    "1. In terms of pedagogy, the primary purpose of an assessment is to provide data to revise planned instruction. It should provide an obvious answer to the question, "What next?" What now?""
John Evans

10 Ways to Improve Metacognition in Students - 2 views

edsenseblog.azurewebsites.net/rove-metacognition-in-students

teaching ways metacognition students

shared by John Evans on 23 Jul 18 - No Cached
  • John Evans on 23 Jul 18
     
    "Transformative pedagogies, encourage students to be an equal and active participant in their learning. They are not limited to being passive listeners or mere receivers of information, with instructions on how to process the same. Students are expected to consciously understand their learning, the thought processes intertwined with it, while questioning, exploring, and discovering new realms of learning. This thought process that delves into the concept of thinking, is called Metacognition. Termed by the American Psychologist John H. Flavell, in 1979, it's a combination of two words that best describe its meaning; meta - beyond and cognition - thinking. Going by this conceptualization, simply put, metacognition implies beyond thinking, or thinking about the thinking process."
Nigel Coutts

Local Wisdom versus Global Assessments - The Learner's Way - 0 views

thelearnersway.net/...sdom-versus-global-assessments

local wisdom assessments learner education teaching collaboration

shared by Nigel Coutts on 05 May 19 - No Cached
  • Nigel Coutts on 05 May 19
     
    A significant shift continues to occur within global education markets. It is signified by the manner in which it makes sense to speak of a global education market. It is driven by neo-liberalism and the expansion of markets into all aspects of our lives and it is made possible by manipulation of the third messaging system within the educational triad of curriculum, pedagogy and assessment. It is a drive towards accountable, comparable and productive education systems fine-tuned to maximise the return on investment and provide industry with the workforce it desires. What must be asked is how does this trend impact students and are these the forces that should be driving change in our education systems?
Nigel Coutts

Project Zero Turns 50 - The Learner's Way - 2 views

thelearnersway.net/...project-zero-turns-50

education teaching learning thinking mind

shared by Nigel Coutts on 15 Oct 17 - No Cached
  • Nigel Coutts on 15 Oct 17
     
    This year is the fiftieth birthday of Harvard's Project Zero, a research project designed to explore the nature of thinking and learning and from this suggest pedagogies which align with what we know about the mind. For its birthday celebration Project Zero shared insights from its five decades of research with presentations from Howard Gardner, David Perkins, Shari Tasman, Steve Seidel and Daniel Wilson. The presentations revealed the changing nature of the work of Project Zero from its early days and focus on arts education to its current position as a research organisation with broad interests across education but with a focus on thinking, understanding and the workings of the mind.
Nigel Coutts

Shifting towards student centred learning - The Learner's Way - 0 views

thelearnersway.net/...wards-student-centred-learning

student learner education teaching learning

shared by Nigel Coutts on 20 Oct 19 - No Cached
  • Nigel Coutts on 20 Oct 19
     
    Particular patterns of pedagogy have been of most interest to me across the years, particularly those that shift the focus from what the teacher does to what the student does. With this shift comes an emphasis on understanding how students learn and with this knowledge in mind developing learning experiences that will allow them to develop their skills for learning.
John Evans

A Brave New World-Wide Web - 0 views

blip.tv/1262079

pedagogy web2.0 web presentationools teaching bravenewworld brave 21stcentury PLN technology PD Mentoring

shared by John Evans on 23 Sep 08 - Cached
  • John Evans on 23 Sep 08
     
    David Truss's excellent video about teaching with technology and the opprotunities it provides both for us as teachers but more importantly for our students.
John Evans

Four Research-Based Strategies Every Teacher Should be Using | Cult of Pedagogy - 2 views

www.cultofpedagogy.com/powerful-teaching

education research strategies

shared by John Evans on 10 Jun 19 - No Cached
  • John Evans on 10 Jun 19
     
    "If you've opened this post hoping to read something brand-new, you might be disappointed. There will be no fancy bells or whistles here. That's because a lot of the strategies we're going to talk about are things you've already done; some teachers have probably been doing them for decades. You just might not have known exactly why they worked or how to harness them in the most optimal way. That's what cognitive scientists have been doing, trying to pinpoint exactly which activities work best for storing concepts in long-term memory. Over the past few years, we've been following their progress: In our 2015 study of the book Make it Stick, we first talked about the concepts of retrieval practice, spaced practice, and interleaving. These concepts were also addressed in the 2016 post Six Powerful Learning Strategies You Must Share with Students, and in 2017, where I made a strong push again for using more retrieval practice in our teaching."
John Evans

What's Possible with Green Screens in the Classroom | Cult of Pedagogy - 1 views

www.cultofpedagogy.com/greenscreens

green screen technology teaching learning

shared by John Evans on 28 Oct 21 - No Cached
  • John Evans on 28 Oct 21
     
    "Green screen technology (also known as chroma keying) offers so many engaging opportunities for students to learn.  It's pretty easy to do, it can be done on a very low budget, it works in lots of subject areas and grade levels, and it's even possible while teaching remotely. In my most recent podcast interview (listen or read the transcript above), I talked with teacher educator Justine Bruyère about the why and the how of green screen videos."
John Evans

How The WE CAN Project Touched My Students - - 0 views

www.teachthought.com/...can-project-touched-students

We Can project JesseRuben social justice

shared by John Evans on 07 Jul 16 - No Cached
  • John Evans on 07 Jul 16
     
    "My name is Kristen LaScola, and I am a 3rd grade teacher at Hudson City Schools in Hudson, Ohio. I first came across Jesse Ruben when a family member sent me one of Jesse's most inspirational songs, "We Can." Being a musician myself, I have a great appreciation for music and always use music as a tool to help my students learn. I teach one song per week in my classroom, and after watching Jesse's video, I thought it had a great message, and I knew that we had to learn it!"
Phil Taylor

Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 3 views

harvardmagazine.com/...twilight-of-the-lecture

lecture teaching flippedclassroom pedagogy highered education

shared by Phil Taylor on 19 Feb 12 - No Cached
  • This innovative style of learning grew into “peer instruction” or “interactive learning,” a pedagogical method that has spread far beyond physics and taken root on campuses nationally
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