The idea of using personalized/customized education is a tremendous capacity we have. It takes thinking beyond the traditional school system. There is no ideal situation where one school works for every child. Technology can personalize education in a way we never could have done before
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shared by John Evans on 18 Nov 17
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https://k12cs.org/wp-content/uploads/2016/09/K%E2%80%9312-Computer-Science-Framework.pdf - 0 views
k12cs.org/...Computer-Science-Framework.pdf
computer science computer science computing computational thinking framework
shared by John Evans on 18 Nov 17
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The K-12 Computer Science Framework was developed for states, districts, schools, and organizations to inform the development of standards and curriculum, build capacity for teaching computer science, and implement computer science pathways. The framework Computer science is powering approaches to many of our world's toughest challenges. The K-12 Computer Science Framework informs standards and curriculum, professional development, and the implementation of computer science pathways. 2 K-12 Computer Science Framework Executive Summary promotes a vision in which all students critically engage in computer science issues; approach problems in innovative ways; and create computational artifacts with a practical, personal, or societal intent. The development of the framework was a community effort. Twenty-seven writers and twenty-five advisors developed the framework with feedback from hundreds of reviewers including teachers, researchers, higher education faculty, industry stakeholders, and informal educators. The group of writers and advisors represents states and districts from across the nation, as well as a variety of academic perspectives and experiences working with diverse student populations.
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Supporting students in uncovering complexity - The Learner's Way - 3 views
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One of the thinking moves that we hope our students will confidently engage with is centred around the disposition of uncovering complexity. As we endeavour to shift our students towards a deeper understanding, the capacity to uncover complexity is a vital step. However, the ability to uncover complexity is itself complex and an excellent example of a skill that is best achieved when considered as a disposition.
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shared by John Evans on 17 Apr 18
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A Principal's Reflections: Shifting from Passive to Active Learning - 3 views
esheninger.blogspot.ca/...assive-to-active-learning.html
active passive learning technology enhancements
shared by John Evans on 17 Apr 18
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""Nothing could be more absurd than an experiment in which computers are placed in a classroom where nothing else is changed." - Seymour Papert When it comes to improving outcomes in the digital age, efficacy matters more than ever. Billions of dollars are spent across the world on technology with the hopes that it will lead to better results. Tom Murray and I shared this thought in Learning Transformed: Educational technology is not a silver bullet. Yet year after year, districts purchase large quantities of devices, deploy them on a large scale, and are left hoping the technology will have an impact. Quite often, they're left wondering why there was no change in student engagement or achievement after large financial investments in devices. Today's devices are powerful tools. At the cost of only a few hundred dollars, it's almost possible to get more technological capacity than was required to put people on the moon. Nevertheless, the devices in tomorrow's schools will be even more robust. With that in mind, it's important to understand that the technology our students are currently using in their classrooms is the worst technology they will ever use moving forward. As the technology continues to evolve, the conversation must remain focused on learning and pedagogy-not on devices. Unfortunately, technology is not a magic wand that will automatically empower learners to think critically, solve complex problems, or close achievement gaps. These outcomes rely on taking a critical lens to pedagogical techniques to ensure that they evolve so that technology can begin to support and ultimately enhance instruction. If the former (pedagogy) isn't solid, then all the technology in the world won't make a difference. As William Horton states, "Unless you get the instructional design right, technology can only increase the speed and certainty of failure.""
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Here's How Forbes Got The ChatGPT AI To Write 2 College Essays In 20 Minutes - 1 views
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"Forbes' full conversation with ChatGPT, OpenAI's newest natural language model, is pasted below. Each of the college admissions essays took less than 10 minutes to complete. Read our story about ChatGPT's capacity to write college applications here."
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How to Memorize Quickly? - Inventive Gentech Solutions LLP - 0 views
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Tips to increase memory and memorization capacity. Applying these strategies and exercises you can turn your brain into a data collecting device and memorize upto 3x faster.
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ChatGPT Isn't the Only Way to Use AI in Education | WIRED - 1 views
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"SOON AFTER ChatGPT broke the internet, it sparked an all-too-familiar question for new technologies: What can it do for education? Many feared it would worsen plagiarism and further damage an already decaying humanism in the academy, while others lauded its potential to spark creativity and handle mundane educational tasks. Of course, ChatGPT is just one of many advances in artificial intelligence that have the capacity to alter pedagogical practices. The allure of AI-powered tools to help individuals maximize their understanding of academic subjects (or more effectively prepare for exams) by offering them the right content, in the right way, at the right time for them has spurred new investments from governments and private philanthropies. "
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10 Steps to a Successful School iPad Program - iPads in Education - 0 views
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" iPads have certainly become a highly desired commodity in education. Apple is reporting that schools are purchasing iPads by a ratio of 2:1 over MacBooks. However, that rush to purchase the latest technologies often precedes the careful planning and preparation that's crucial to their success as educational tools. Stated simply, technology alone doesn't have the capacity to improve education. It needs to be woven into a holistic approach to education that encompasses thorough planning and ongoing review of the skills and competencies required by the rapidly changing society that characterizes life in the 21st century. Well-planned technology deployments have the potential to have a remarkably transformative impact on schools and students. Here's a list of ten vital elements of a successful iPad implementation in schools."
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Technology and Education Reform | K-12 Blueprint - 3 views
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What We do not know ( Infographic ) - 0 views
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"When it comes to history, science, and global affairs. Americans are notoriously uninformed. Too many of us shrug off our inability to" do math" or speak a second language. And in effect, we assume that these capacities are somehow dispensable, however they are not. Higher education in America is experiencing a similar misassumption......."
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Data Use - For Improved Learning - 1 views
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Next to technology use in education, assessment generates buzz. Americans scramble to put together formative assessment into their system and here are links to research articles to show evidence of the race.
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Our Internet Safety Obsession Is Bad for Children | GeekDad | Wired.com - 3 views
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Our obsession with online safety for children is excessive. It is driven by group-think and fear, generated by media and interested parties who often ignore any rigorous evidence-based approach to the issues, or even bother to explore a simple risk analysis.
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says that the internet is simply a mirror of our society that due to its hyperconnectivity is amplified. This means our concerns about online bullying, online sexual predators and our children stumbling across inappropriate content on the world wide web are simply heightened concerns that have always existed in the world – real and virtual.
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As bullying is more visible we are hearing more stories and reports about it in the media.
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The vast majority of sex crimes against kids involve someone that kid trusts, and it’s overwhelmingly family members.”
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We need to change the language to address the fact we are introducing children to online environments through a len of fear. We need: A Digital Media Literacy Day
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A Parent-Child Internet Day
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We need, as parents, to help our children develop the values and the resilience and the capacity to engage with the online world unassisted.
Dear Students…I'm Sorry | Vendramin's Views - 0 views
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The Myth Of Digital Citizenship And Why We Need To Teach It Anyway | EdReach - 3 views
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“I get that it’s new technology. But aren’t we talking about basically the same behavior? We’ve just shifted from an analog to a digital method, right?
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if we teach clear and comprehensive expectations about behavior we have pretty much all our technology bases covered in regard to digital citizenship.
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digital citizenship. It’s just citizenship. The rules don’t change just because you have a screen in front of you.
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instead we teach responsible cell phone use consistent with our other behavior expectations.
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The real way technology challenges us is the impact of misbehavior. The scope and reach is immediate and vast. An infraction that in the analog world would constitute a small gaff can become a full blown media incident in our digital age. What technology has done is taken the social consequences and amplified them beyond the capacity of many of our students to comprehend. It’s taken what historically has been pretty low price tag infractions and inflated them at a rate many of us are unprepared to deal with. Consequences we engineer should teach. The consequences brought about by the ramifications of misuse of technology often do not teach. They often do damage. We really have very little control of the coarse reaction the world drops on our children.
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'Lesson Study' Technique: What Teachers Can Learn From One Another | MindShift | KQED News - 2 views
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"Akihiko Takahashi is a professor of math education at DePaul University. Before that, he was an elementary school teacher in Japan. He first came to the United States in the early 1990s looking for all the great approaches to teaching math that he and his colleagues in Japan had learned about from American researchers. When he couldn't find these approaches being used in classrooms, he soon realized why: There was no lesson study in the United States. Lesson study is a form of professional development Japanese teachers use to help them improve and to incorporate new ideas and methods into their teaching. "If there's no lesson study," Takahashi says, "how can teachers learn how to improve instruction?""
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Mind Over Mass Media| The Committed Sardine - 1 views
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NEW forms of media have always caused moral panics: the printing press, newspapers, paperbacks and television were all once denounced as threats to their consumers’ brainpower and moral fiber.
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Experience does not revamp the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S.U.V. undulating between lanes as the driver cuts deals on his cellphone.
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And to encourage intellectual depth, don’t rail at PowerPoint or Google. It’s not as if habits of deep reflection, thorough research and rigorous reasoning ever came naturally to people. They must be acquired in special institutions, which we call universities, and maintained with constant upkeep, which we call analysis, criticism and debate.
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SINGing the Praises of NING by Dawn Danker » Moving at the Speed of Creativity - 0 views
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If you have a Ning website used by teachers and students in school environments, you can ask to have the ads taken off your Ning site - you can pay to have ads removed from your Ning site, then, in about 24 hours
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35 teachers in Wellston, Oklahoma Oklahoma City: 79 different campuses - regardless of size, we need to be collaborating
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discussion in groups about the value of collaboration just within your school - someone talking about collaboration within media specialists within Oklahoma City Public Schools - it is almost impossible to get everyone together at the same time, in the same place
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- Scott McLeod said at K-20 Midwinter “Our kids have tasted the honey”
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So have many of our teachers who are fortunate enough to be able to apply web.20 applications in their classrooms and schools!
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“If you are not prepared to be wrong — you will not come up with anything original. People are being educated out of their creative capacity. We do not grow into creativity, we grow out of it. As far as education for children, we need to educate their whole being. Picasso said “All children are born artists.” - Sir Ken Robinson
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Twitter destined to replace Google Search - 0 views
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Twitter is in effect a scalable, intelligent search engine with an amazing memory capacity. Twitter is capable of understanding natural language, dealing with ambiguity, and engaging in conversations – at least to the extent that people can The crowd might not always have the answer for your problem, but they may point you in a new direction, or even create the answer for you. What people want will be visible for all to see.
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shared by Clint Hamada on 07 Apr 10
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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
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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.
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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
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This code of best practices does not tell you the limits of fair use rights.
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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.
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Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
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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.
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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").
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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
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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.
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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.
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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.
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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
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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.
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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.
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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.
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many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
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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.
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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.
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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.
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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?
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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.
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In all cases, a digital copy is the same as a hard copy in terms of fair use
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When a user’s copy was obtained illegally or in bad faith, that fact may affect fair use analysis.
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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.
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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
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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.
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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.
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Students’ use of copyrighted material should not be a substitute for creative effort
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Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
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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
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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.
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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.
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fair use applies to commercial materials as well as those produced outside the marketplace model.
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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.
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Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
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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
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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
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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.
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Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
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how their use of a copyrighted work repurposes or transforms the original
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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.
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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.
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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.
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. 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.
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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.
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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.
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ethical obligation to provide proper attribution also should be examined
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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
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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.
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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.
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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.
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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
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So if work is going to be shared widely, it is good to be able to rely on transformativeness.
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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.
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Critical Thinking and Technology - 0 views
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to recapture the significance of our inquiries,
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We must help them understand why anyone might want to solve this problem or answer this question. We must remind them of the connection between today's smaller question and the larger issues.
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faith in their ability to succeed, if we ask about their attitudes and their values as well as about their ability to understand, if we act excited, and if we ask them both to understand abstract concepts and to see the relevance of those concepts to people's lives. We must appeal directly to their curiosity.
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teaching students to understand, analyze, synthesize, evaluate evidence, and so forth.
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specific abstract reasoning capacities.
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ess telling and more asking.
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bring models of knowledge with them to our classes, preconceptions that have a profound influence on what they think they learn and how they react to what we tell them.
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Relatively few people have fixed styles of learning in which they can learn from only one kind of experience, but many people do have learning personalities in which they often express preference for one approach or another.
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If we provide that diversity, we can speak to different personalities while encouraging everyone to expand their preferences, and to consider the joys of learning in new ways.
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feel comfortable,
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uneasiness, the tension that stems from intellectual excitement, curiosity, challenge, and intense concern with a particular question, the tension that emerges primarily from the questions that we ask, the challenges that we issue,
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provisions an author must make are the ones that lead a student to rectify incorrect responses.
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work collaboratively in solving important problems.
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Think about uncovering it so your students can better understand it.
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sustained, substantial, and positive influence on the way they think, act, or feel)
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solve
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create
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a sense of control over their own education;
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work will be considered fairly and honestly
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try, fail, and receive feedback from expert learners
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Good Practice Emphasizes Time on Task
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paradigms of reality are students likely to bring with them that I will want them to challenge
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challenge students to rethink their assumptions and examine their mental models of reality?