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John Evans

A Good Visual to Help you Teach Students How to Detect Fake News | Educational Technology and Mobile Learning - 7 views

www.educatorstechnology.com/...-visual-to-help-you-teach.html

students social media how to fact check fake news educational technology

shared by John Evans on 11 Jun 18 - No Cached
  • John Evans on 11 Jun 18
     
    "A few days ago we shared with you a new Google feature that allows you to easily fact check online content. Today, we are sharing with you 10 good tips that will enable you to critically assess the veracity and credibility of online content (e.g. news stories).  These are guidelines Facebook Help Centre provided for it users to help them spot fake news. However, these tips can also apply to any other type of content. Students can use them to evaluate digital content and enhance their critical reading comprehension.  We have embedded these tips into the visual below so you can print and share with your students in class. You can also download a PDF copy from this page. Enjoy."
Zane Education

Curriculum For Dyslexia - 0 views

www.zaneeducation.com/...curriculum-dyslexia

dyslexia reading difficulties visual learning subtitled educational videos k12 curriculum for

shared by Zane Education on 27 Jan 11 - No Cached
  • Zane Education on 27 Jan 11
     
    This article outlines how subtitled educational videos provide the ideal Visual Learning and curriculum teaching environment for children with Dyslexia, and dyslexic students generally. Published by Zane Education this article discusses the ways and techniques in which their comprehensive library of online educational videos can be used by students with Dyslexia to effectively study 11 curriculum subjects without being held back by textbooks, and can at the same time be used to improve their reading skills.
John Evans

Learning is How To.pdf (application/pdf Object) - 1 views

justdandy.wikispaces.com/...Learning%20is%20How%20To.pdf

dkuropatwa learning how to pdf images

shared by John Evans on 27 Feb 12 - No Cached
  • John Evans on 27 Feb 12
     
    Learning is ... An Exercise in Visual Thinking
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

A Good Visual on The Benefits of Music Education ~ Educational Technology and Mobile Learning - 0 views

www.educatorstechnology.com/...sual-on-benefits-of-music.html

benefits music education

shared by John Evans on 13 Nov 14 - No Cached
  • John Evans on 13 Nov 14
     
    "For those out there who debase Humanities and Arts, evidence on the importance of subjects pertaining to these disciplines on the overall intellectual, mental and emotional wellbeing of learners is amply proliferating. Today we are taking a close look at the benefits of music education on students. According to University of Florida, music learning is a highly engaging learning task that has several benefits including :"
John Evans

The Big Picture Of Education Technology: The Padagogy Wheel - 7 views

www.teachthought.com/...hinking-in-learning-technology

big picture picture education technology padagogy wheel

shared by John Evans on 06 Jan 16 - No Cached
  • John Evans on 06 Jan 16
     
    "Teaching is a matter of design. That's not new, but in an era of change and possibility, it's more apparent now than ever. The SAMR model (which acts as a kind of continuum to reflect the possibilities of technology in learning) is a helpful tool to make sense of this idea, a visual reminder that ideally technology moves beyond Substitution phase (the "S") towards a Redefinition (the "R") of what was previously impossible without it. This, among other shifts, will help fully realize the potential of learning technology. When you take a Bloom's wheel, and smash it together with 60+ educational apps that allows learners to brainstorm, collaborate, research, create, curate, and create new knowledge-well, you have the image below, courtesy of Allan Carrington of Designing Outcomes."
John Evans

6 Must Watch TED Talks on Autism ~ Educational Technology and Mobile Learning - 1 views

www.educatorstechnology.com/...watch-ted-talks-on-autism.html

ted talks autism

shared by John Evans on 04 Apr 16 - No Cached
  • John Evans on 04 Apr 16
     
    "Autism Spectrum Disorder (ASD) is effectively a set of 'complex disorders of brain development'. Most of us in education have dealt with students struggling with ASD and we know exactly what these students go through in their learning. But while ASD poses some learning challenges it should never be viewed as a crippling condition. Several ASD students, according to Autism Speaks, ' excel in visual skills, music, math and art'. As teachers, we need to work hard towards fighting the social stigma unfairly associated with ASD and the first place to start this fight is in classroom. There is a lot of misconception and misinformation surrounding ASD that should be unmasked to students.  To this end, we have curated for you a list of some great TED talks on autism you can watch with students in class.  You can also check these resources for apps and tools to use with autistic students."
John Evans

The Teacher's Role in Personalized Learning: Making Math Relevant - Next Gen Learning in Action - Education Week - 1 views

blogs.edweek.org/...ning_making_math_relevant.html

teacher role personalized learning math education

shared by John Evans on 15 Feb 18 - No Cached
  • John Evans on 15 Feb 18
     
    "What is your most memorable math lesson? For me, it was when Mrs. Kaylor helped us visualize and understand place value by building straw men as we counted straws by units of one, ten, and a hundred. I struggle to come up with many more memories and there's a good chance I'm not alone. If I asked the same question for other subjects, like social studies or language arts, however, I bet your answers would come a lot more easily. The difference? These subjects include lessons that are often applicable to real life. Whether it's a mock trial, a school play, or a science experiment, project work deepens student learning by allowing them to explore the connections between content and real life. Math lessons, on the other hand, have historically focused less on real-life connections. Like many students, I excelled in math by memorizing rules and tricks. In college, I trained to teach social studies, but became a math teacher by accident because I had earned enough math credits to qualify for a math teaching certification. It wasn't until I returned to earn a master's in math education that I discovered that math can be so much more than memorization."
John Evans

20 Great Creativity Apps to Use with Your Students ~ Educational Technology and Mobile Learning - 4 views

www.educatorstechnology.com/...eativity-apps-to-use-with.html

educational technology creativity apps students

shared by John Evans on 10 Aug 17 - No Cached
  • John Evans on 10 Aug 17
     
    "Here is a list of some useful iPad apps students can use to unleash their creative thinking and engage in hand-son learning activities. The apps, curated from iTunes App Store's collection called 'Explore Your Creativity', will enable students to create short movies, edit and share visuals and photos, tell stories using a wide variety of multimedia materials, create and learn about music, and draw beautiful sketches to share with others."
John Evans

A Good Visual Featuring 7 Ways to Be More Creative ~ Educational Technology and Mobile Learning - 2 views

www.educatorstechnology.com/...al-featuring-7-ways-to-be.html

visual creativity learning educational technology

shared by John Evans on 30 Aug 14 - No Cached
  • John Evans on 30 Aug 14
     
    "Creativity, according to Albert Einstein, is intelligence having fun and for most neuro-cognitive scientists creativity is something that is inherently born with us and the proof is kids. All kids draw on their sharp sense of creativity to discover and explore the world around them. They can easily adapt their behaviour to new situations, develop new thinking skills and are constantly engaged in trying out "new ways of doing stuff". Sir Ken Robinson made a strong argument in this regard in his popular TED talk "schools kill creativity". Ken argued that kids come to school bursting with  creativity and by the time they graduate they have lost most if not all of their creativity. Sounds like schools are "educating kids out of creativity"!"
John Evans

Interactive Visual Featuring 6 Tasks You Can Easily Do Using iPad ~ Educational Technology and Mobile Learning - 0 views

www.educatorstechnology.com/...-visual-featuring-6-tasks.html

interactive visual featuring tasks using ipad educational technology mobile learning

shared by John Evans on 30 Jun 14 - No Cached
  • John Evans on 30 Jun 14
     
    "This is an interactive image (created using Thinglink) that features a bunch of useful iPad apps that you can use to do tasks you would traditionally do using a pen and paper. I really liked the idea of providing alternatives to do things digitally. For instance, instead of taking notes in a notebook or on paper you can use Evernote or any other note taking app to do it on iPad. The good thing about doing things digitally is that you have the added advantage of accessing, editing, and sharing your work across different devices and platforms and also saving it on the cloud to access it anytime anywhere you go. As is the case with all the interactive Thinglink images I shared here in the past, the app icons shared here are hyperlinked, just hover your mouse over any of them to access it on the iTunes app store."
John Evans

Edutech for Teachers » Blog Archive » Spotlight on Strategies: A-E-I-O-U - 0 views

edutech4teachers.edublogs.org/...tlight-on-strategies-a-e-i-o-u

edutech teachers spotlight teaching strategies visual literacy

shared by John Evans on 24 Mar 15 - No Cached
  • John Evans on 24 Mar 15
     
    "On tap this week: A-E-I-O-U, a visual literacy strategy that focuses on teaching student how to interpret information related to classroom content as well as how to express their learning in multiple ways."
John Evans

Wonderful Mini-posters on The 21st century Literacies ~ Educational Technology and Mobile Learning - 5 views

www.educatorstechnology.com/...i-posters-on-21st-century.html

literacies educational technology mobile learning

shared by John Evans on 01 Jan 15 - No Cached
  • John Evans on 01 Jan 15
     
    "The concept of literacy is notoriously elusive and hard to define. Aside from the shallow and intellectually-impaired  definition that sums up  literacy in  reading and writing printed text, any serious and profound investigation of literacy does, by implication, entail an analysis of the new ways of learning and meaning-making afforded by digitality. New digital media have provided learners with novel and revolutionary ways of producing, discussing, sharing and interacting with text. These ways, to say the least about them, are multimodally complex and call for an integrated set of skills that go beyond the mere ability to code and decode meaning. In this sense, to be literate in such a multimodal environment requires understanding and using a wide range of interconnected literacies. We are no longer talking about a single literacy as was the case since the invention of writing some 6000 year ago, we are, instead,  in front of multiple new emerging  and interdependent literacies. Today's students are asked to have a working knowledge of these literacies in order to be able to thrive in a globalized knowledge economy. Katchy Schrock has this wonderful resource where she features some awesome mini-posters defining the key literacies making up today's Literacy (with capital letter) landscape.  These visuals are ideal for classroom inclusion. I invite you to check them out and share with your colleagues."
John Evans

(Rethinking) Makerspaces - @joycevalenza NeverEndingSearch - 1 views

blogs.slj.com/...rethinking-makerspaces

rethinking makerspaces library joycevalenza

shared by John Evans on 28 Sep 14 - No Cached
  • John Evans on 28 Sep 14
     
    "Kids have always made in my library. We encouraged digital and visual and dramatic and rhetorical creativity before, during, and after school.  But for a while, I've questioned the value of using already heavily used real estate to randomly carve out space for a 3D printer, electronics stations and sewing machines. I had my doubts about the makerspace movement in school libraries. A couple of weeks ago I had the opportunity to chat with Amos Blanton, project manager of the Scratch online community, and a member of the Lifelong Kindergarten Group at MIT Media Lab.  On his profile Amos notes:  I design and sustain creative learning environments for people with agency. Amos makes the case for makerspaces as powerful, authentic, relevant learning experiences, and for when and why library may be the very right space to create a makerspace."
John Evans

23 iPad Google Apps Every Teacher Should Know about ~ Educational Technology and Mobile Learning - 3 views

www.educatorstechnology.com/...google-apps-every-teacher.html

ipad google apps google apps mobile learning

shared by John Evans on 03 Sep 14 - No Cached
  • John Evans on 03 Sep 14
     
    "Google has several officially released apps that teachers (and anyone else) can use on their iPads. All of these apps are available for free download from the iTunes app store. Recently,  Shake Up Learning published this wonderful infographic where she featured some useful Google apps for iPad. As is the case with all the visuals she shares, this graphic sums up the most essential Google apps every teacher should be aware of. These apps are arranged into 7 main categories:"
John Evans

5 Math Apps for Math Averse Students | Edudemic - 4 views

www.edudemic.com/math-apps-math-averse-students

math apps students

shared by John Evans on 11 May 15 - No Cached
  • John Evans on 11 May 15
     
    "Math is a core subject and one used in everyday life, especially throughout the K-12 years. Students who enjoy and generally perform well in math classes will have their choice of an amalgam of apps to aid them in both study and enjoyment. There are, however, a fair number of students who simply don't like to do math at school and who certainly won't easily be tempted to do extra math at home. Luckily, there are a series of apps available to help math averse students. Some of these are geared towards students who need visual stimulation such as colors, patterns, and graphics to remain engaged in general math concepts. Other students, those who are geared toward auditory stimulation, will be interested only if sound and music come into play. In addition to focusing on multiple communication preferences, some math apps disguise learning in the form of game play. Students who have fun while learning can greatly benefit from these math 'games', especially if they are in the younger grades."
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