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John Evans

Could Storytelling Be the Secret Sauce to STEM Education? | MindShift | KQED News - 1 views

ww2.kqed.org/...secret-sauce-to-stem-education

storytelling stem education Science

shared by John Evans on 08 Jun 15 - No Cached
  • John Evans on 08 Jun 15
     
    "It's a way to make equations meaningful, which is, of course, what they are in the programs when you write them," said Fruchter, a computer science teacher at NYC Nest+m, a public K-12 school in New York City for gifted and talented students. "They are much more than a sheet of homework exercises because they make the program go." Using literature in this way has allowed Fruchter to make his computer science math classes entirely project-based, which in turn draws the interest of kids who might not have otherwise liked computer programming. "They're very happy to be in a math or computer science class where they're not having tests or doing quizzes or being asked to do sheets and sheets of problems," Fruchter said."
John Evans

Getting familiar to the new iPad keyboard with iOS 9 - 2 views

mytechportal.com/e-new-ipad-keyboard-with-ios-9

familiar ipad keyboard ios9

shared by John Evans on 21 Sep 15 - No Cached
  • John Evans on 21 Sep 15
     
    "Immediately after updating your iPad to iOS 9, you'll get the new features. Some of the new features you'll get are, then new multitasking features enable a new slide-over mode, where you can peek and use an app on the edge of your screen. The split-view which gives you the opportunity to make use two apps at the same time. You can even watch a video while using another app with the new picture-in-picture feature. Last of the new multitasking features is a new virtual keyboard. The keyboard which automatically turn into a trackpad for quickly navigating and editing text, and constantly offers tool shortcuts just above the keys for simply editing."
John Evans

All That Teachers Need to Know about Flipped Classroom- Tutorials, Tools and Apps ~ Educational Technology and Mobile Learning - 6 views

www.educatorstechnology.com/...achers-need-to-know-about.html

tutorials apps tools flipped classroom

shared by John Evans on 06 Nov 13 - No Cached
  • John Evans on 06 Nov 13
     
    "Several teachers now have already stated using the flipped classroom model in their teaching and some are still thinking about how to do it. If you are one of those who are keen on applying this learning/teaching strategy with your students then this resourceful section will provide you with all the materials, tips, ideas, and tools to flip your classroom. A flipped classroom is a model in which the ordinary teaching activities which are done in class like lecturing or demonstrations are recorded in videos and podcasts for students to access at home. The in-class time is used instead for deeper class discussions, students projects, one-one-one interventions, peer collaboration, and many more."
John Evans

Thinking collaboration: Storytelling through mathematics - 2 views

thinkingcollaboration.blogspot.ca/...lling-through-mathematics.html

thinking collaboration storytelling mathematics

shared by John Evans on 18 Jun 15 - No Cached
  • John Evans on 18 Jun 15
     
    "Today, I came across Maths Storytelling Day (25th September, celebrated annually). Although the day isn't for a while yet, it got me thinking. When pondering my own education, I remember maths being one of the subjects which incorporated stories fairly regularly. A favourite being that of making a robot move around and follow your instructions, which in today's education, could probably slide under computing. I always thought that it was perhaps my teacher's style, but upon reflection, and with a particular day dedicated to it, it has become apparent that the reason we do maths through storytelling is because it works! "
John Evans

The Ultimate Guide to Online Courses | Edudemic - 0 views

www.edudemic.com/moocs-past-present-future

MOOC MOOCs online courses

shared by John Evans on 03 Jul 15 - No Cached
  • John Evans on 03 Jul 15
     
    "Professional and personal development are important to many people. Professional development allows you to stay current in your field, make connections with likeminded professionals, and satisfy any continuing learning requirements your job may have. Personal development allows you to grow as a person, learn new skills, and try new things. In order to grow, professionally or personally, in the past, you had to sign up for college courses, pay a lot of money, and rush to class after work or on weekends. But that set-up as changed. Online courses, many of which are totally free, have revolutionized the way in which many people access professional and personal development. Thanks to the advent of massive open online courses (MOOCs), people can attend free courses offered by Stanford, Harvard, and MIT in the luxury of their own home, taking the courses at their own pace at a time that is convenient."
John Evans

Minecraft For Teachers Introduced By Microsoft (video) - 3 views

www.geeky-gadgets.com/oduced-by-microsoft-30-06-2015

minecraft teachers microsoft video

shared by John Evans on 01 Jul 15 - No Cached
  • John Evans on 01 Jul 15
     
    "Microsoft has today introduced a new Minecraft Educational portal which has been specifically designed for teachers to be able to use the block building game to help their students learn. The new Minecraft for teachers portal is still currently in the final stages of development but any teachers interested in signing up for updates can do so over on the Education Minecraft website which has been launched by Microsoft this week."
John Evans

Digital Is - 2 views

digitalis.nwp.org/4885

scratch makeymakey programming makerspace maker makered makercart

shared by John Evans on 03 Jul 15 - No Cached
  • John Evans on 03 Jul 15
     
    "s a professional artist, deepening the ways in which seemingly disparate objects and processes are interconnected through locating, and mapping their intersections has been one of the main elements of my studio practice. The Fab Lab tools and working processes create an environment that is well suited to investigating those types of intersections. In an effort to integrate Fab Lab tools centered on craft, and studio-based processes into the classroom, I have been working to implement a Mobile MakerCart at a project-based K-8 charter school. In addition to introducing craft-based physical computing projects to the children, a guiding principle behind the MakerCart is to give teachers the opportunity to develop familiarity with the MakerCart's tools and processes in order to be able to envision the ways in which they might be able to develop their own curriculum for use in the classroom."
John Evans

5 Great Books On Using Minecraft In Education ~ Educational Technology and Mobile Learning - 3 views

www.educatorstechnology.com/...ng-minecraft-in-education.html

minecraft books education

shared by John Evans on 08 Sep 15 - No Cached
  • John Evans on 08 Sep 15
     
    "Since its release in 2009, Minecraft has sold millions of copies worldwide revolutionizing thus the gaming industry and providing game players with an endless world of possibilities. As a sandbox construction game, Minecraft has successfully and distinctively set itself from the crowd by incorporating the ethos of 21st century learning that include: creativity, challenge, problem solving, and strategic thinking all of which are adeptly adapted to the player's little gaming world. Minecraft provided players with the tools and resources to construct their own gaming reality and test their creative possibilities. In a relatively short time, Minecraft succeeded in marking a strong presence within the education sector  and became one of the leading educational learning platforms for students. As a culmination of its sweeping popularity among the educational community, Minecraft recently released  Minecraft for Education which is a website geared primarily towards providing teachers with a forum where they can share their ideas about how they use Minecraft in their teaching. Given this growing potential of Minecraft in education, we decided to compile the list  below featuring some of the best reads on Minecraft. These books will help you learn more about how educators are using Minecraft as a powerful instructional tool to engage students and teach different subjects."
John Evans

Guide: Using the SAMR Model to Guide Learning | That #EdTech Guy's Blog - 3 views

thatedtechguy.wordpress.com/...e-samr-model-to-guide-learning

guide using SAMR model learning

shared by John Evans on 08 Aug 15 - No Cached
  • John Evans on 08 Aug 15
     
    "echnology is an immense tool that can transform the way students learn. One of my favourite quotes which demonstrates this comes from Steve Jobs: "What a computer is to me is it's the most remarkable tool that we've ever come up with, and it's the equivalent of a bicycle for our minds." To me, this quote best illustrates the potential impact technology can have on learning. However for this impact to be felt, technology needs to be used effectively. To help with that, there are various models available, one of which is the Substitution Augmentation Modification Redefinition Model (SAMR for short):"
John Evans

Brain science: the answer to helping primary pupils cope with exam stress | Teacher Network | The Guardian - 2 views

www.theguardian.com/...nce-primary-pupils-exam-stress

brain helping answer primary exam stress teacher network the guardian

shared by John Evans on 08 May 15 - No Cached
  • John Evans on 08 May 15
     
    "Exam season can be especially stressful for children in primary school; many of their high-brain neural networks, which manage emotions such as stress, won't have been built yet. Neuro-imaging research shows that stress blocks communication from the upper cognitive brain down to the brain's lower core, which is more emotionally reactive. This means that just when children need it most, they have limited access to the upper-brain regions that helpself-control, and access to their high-brain cortex where the memories they need are stored. Under pressure students can become emotional and find it hard to remember vital information."
John Evans

Submarine Sim for Google Ocean | Google Earth Blog - 5 views

www.gearthblog.com/...rine_sim_for_google_ocean.html

submarine science virtualfieldtrips simulation

shared by John Evans on 21 Jan 10 - Cached
  • John Evans on 21 Jan 10
     
    www.Sea-Seek.com which is an on-line nautical guide which provides information and photos about coastal navigation and ports. Just scroll down and look on the lower right for "Virtual Dive". You can choose to be a submarine or a killer whale.
Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications -- Center for Social Media at American University - 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

10 Education Apps for iPod and iPhone that Support Adult Learning | Suite101.com - 3 views

www.suite101.com/...support-adult-learning-a372412

apps learning education ipad ipodtouch

shared by John Evans on 24 May 11 - No Cached
  • John Evans on 24 May 11
     
    "These education apps are designed to take advantage of the digital capabilities of iPod Touches and iPhones. They also reduce or even eliminate the need for other digital devices, such as a Netbook computer. One example is an app which turns an iPod Touch into a graphing calculator. There are also several EBook applications which allow you to read books and documents in plain text, PDF, html, Kindle, or Nook formats. "
Sheri Oberman

Ten Paradoxes of Technology on Vimeo - 2 views

vimeo.com/28022711

technology beliefs vimeo paradox ten paradoxes whole-part relationships values

shared by Sheri Oberman on 05 Oct 11 - No Cached
  • Sheri Oberman on 05 Oct 11
     
    Teresa Penedo posted this item in the #change11 Facebook group. The one-hour video tells us "most of what we think we know about technology in general is false." According to Andrew Feenberg, "Our error stems from the everyday conception of things as separate from each other and from us. In reality they belong to an interconnected network the nodes of which cannot exist independently qua technologies." This leads to ten 'paradoxes of technology': "1. The paradox of the parts and the whole: The apparent origin of complex wholes lies in their parts but in reality the parts find their origin in the whole to which they belong. 2. The paradox of the obvious: What is most obvious is most hidden. 3. The paradox of the origin: behind everything rational there lies a forgotten history. 4. The paradox of the frame: Efficiency does not explain success, success explains efficiency. 5. The paradox of action: In acting we become the object of action. 6. The paradox of the means: The means are the end. 7. The paradox of complexity: Simplification complicates. 8. The paradox of value and fact: Values are the facts of the future. 9. The democratic paradox: The public is constituted by the technologies that bind it together but in turn it transforms the technologies that constitute it. 10. The paradox of conquest: The victor belongs to the spoils." from Stephen Downes OL Daily
John Evans

Mark Tovey - Collective Intelligence: Creating a Prosperous World at Peace - 0 views

chat.carleton.ca/book

all_teachers bestpractices digitalcitizenship

shared by John Evans on 17 May 09 - Cached
  • John Evans on 17 May 09
     
    "How can we build the world we want, quickly, in a way which is as inclusive as possible, and which generates peace and prosperity? Changing the world is difficult work, even with many minds engaged in the problem. Technology and global culture have created unprecedented problems, but they also offer unprecedented remedies. "
John Evans

WhatBlocked - Tracking the Great Firewall of China - 0 views

whatblocked.com

dashboard China firewall blocked sites

shared by John Evans on 19 Nov 09 - Cached
  • John Evans on 19 Nov 09
     
    A dashboard which monitors popular English sites* which are blocked in China by the Chinese Communist Party (CCP)
John Evans

Moving at the Speed of Creativity | iPad App Clean Install (December 2014) - 0 views

www.speedofcreativity.org/...pp-clean-install-december-2014

ipad app clean install

shared by John Evans on 08 Dec 14 - No Cached
  • John Evans on 08 Dec 14
     
    "Thanks to some professional development work I'm starting with a new grant project, I was able to setup a new iPad Air 2 this weekend with all the apps I use for personal productivity, content creation and sharing. As is the case with a laptop, it's often beneficial to do a "clean install" of applications rather than restore from a backup. In the case of an iPad or iPhone, I frequently end up with lots of installed applications which I try once or use infrequently, but never get around to actually deleting from my device. A clean install is a "fresh start" and can provide a good opportunity to get rid of apps which are rarely used."
John Evans

12 Tech-Savvy Educators' Favorite Apps | Scholar Space - 3 views

content.easybib.com/h-savvy-educator-favorite-apps

educators favorite apps scholar space

shared by John Evans on 27 Nov 14 - No Cached
  • John Evans on 27 Nov 14
     
    "Want to know which applications the top 12 tech-savvy educators love? Find out which tech apps are great for organizing classes, managing lessons and can save you time in your everyday busy life!"
John Evans

5 Strategies For Better Teacher Professional Development - 2 views

www.teachthought.com/...acher-professional-development

strategies teacher professional development professional development

shared by John Evans on 16 Dec 14 - No Cached
  • John Evans on 16 Dec 14
     
    "Just as a teacher has to create conditions that support and encourage student success, school districts have to support teachers' professional development. Today, professional development runs the gamut from one-shot workshops to more intensive job-embedded professional development, which has teachers learn in the day-to-day environment in which they work rather than getting pulled out to attend an outside training. However, the National School Boards Association's Center for Public Education report, "Teaching the Teachers," notes that most professional development today is ineffective because it neither changes teaching practices nor improves student learning."
John Evans

Can Schools Cultivate a Student's Ability to Think Differently? | MindShift - 0 views

blogs.kqed.org/...s-ability-to-think-differently

schools student ability think

shared by John Evans on 08 Jan 15 - No Cached
  • John Evans on 08 Jan 15
     
    "Entrepreneurship is often associated with people who assume the risk of starting a business venture for financial gain. However, entrepreneurs exist in many forms: They may be writers, carpenters, computer programmers, school principals or fundraisers, to name just a few examples. What they have in common is an "entrepreneurial mindset" that enables them to see opportunities for improvement, take initiative and collaborate with others to turn their ideas into action. Everyone is born with some propensity for entrepreneurship, which at its core is about solving problems creatively, according to Yong Zhao, a professor at the University of Oregon's College of Education. He is the author of several books, including, most recently, "Who's Afraid of the Big Bad Dragon? Why China has the Best (and Worst) Education System in the World." "We overemphasize the deficits of children, and that's not a good starting point. … If we let people flourish in their own ways, hopefully everyone will find something they want to do." Unfortunately, the current education system doesn't support the development of an entrepreneurial mindset, Zhao says, because of its reliance on standards, tests and a prescribed curriculum, which are all fundamentally incompatible with entrepreneurial thinking. Studies have shown an inverse relationship between countries' academic test scores and entrepreneurship levels, and between years of schooling and entrepreneurship levels."
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