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Closing the Gap Between Education and Technology : February 2009 : THE Journal - 0 views

www.thejournal.com/23907 technology 21stcenturylearning literacy professionallearning PD
shared by John Evans on 05 Feb 09 - Cached
  • Part of the problem, he suggested, is the time it takes educators to move from learning about a piece of technology to actually integrating and manipulating its specific uses for the classroom. "If you take the five stages from the evolution of thought and practice," he said, "starting with 'entry' and moving through 'adoption' to 'adaptation' to 'appropriation,' and finally 'innovation,' research shows it takes seven years on average to go from the top of that list to the bottom. That's a long time." Too long, according to Benno. Which is why, as educators, "we have to figure out how to close the gap."
  • For Benno, staff development is the key to making that happen. "With professional development that number drops from seven years to around two and a half years," he said. "That's a huge difference." And a big part of the value of professional development, he argued, is that it gets educators to start thinking about new ways to use technology; ways that seem foreign, but that may be quite common in the minds of 21st century learners.
  • John Evans on 05 Feb 09
     
    Part of the problem, he suggested, is the time it takes educators to move from learning about a piece of technology to actually integrating and manipulating its specific uses for the classroom. "If you take the five stages from the evolution of thought and practice," he said, "starting with 'entry' and moving through 'adoption' to 'adaptation' to 'appropriation,' and finally 'innovation,' research shows it takes seven years on average to go from the top of that list to the bottom. That's a long time." Too long, according to Benno. Which is why, as educators, "we have to figure out how to close the gap."
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The K-12 Web 2.0 Debate: Learning To Communicate : March 2009 : THE Journal - 0 views

www.thejournal.com/24070 k-12 web2.0 2009 teaching collaboration communication
shared by John Evans on 10 Mar 09 - No Cached
  • reference has been made in current writing to such skills as collaboration, networking, and critical thinking as direct benefits for students; however, teaching practitioners are becoming more sophisticated in recognizing levels of learning within those skill development areas.
  • What is not so obvious but is becoming apparent is that within the general concept of communication, students can develop these skills differently and for different purposes with increased use of Web 2.0 tools. So, while we explore how Web 2.0 tools can assist in direct connection between individuals in the learning process, we must also explore how those connections build and expand students' ability to communicate effectively in various contexts and for various purposes.
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1001 Flat World Tales Writing Project - 0 views

es1001tales2009.wikispaces.com writing elementary collaborative collaborative projects es1001tales2009 projects
shared by John Evans on 18 Mar 09 - No Cached
  • Welcome to the third elementary school workshop for the 1001 Flat World Tales project! A "Flat Classroom" writing workshop between international and public schools around the world. We are using the story telling format of 1001 Nights to tell a new story, a story of our world. The format of 1001 Nights is unique, with thousands of different stories embedded within the one main story. We hope that our student stories will become "never ending tales," with each links to different individual stories embedded within our one overarching story. Our story starts here!
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BrainMeld - Bridging The Gap Between Gaming and Education - 0 views

www.brainmeld.org/index.htm brainmeld gaming research
shared by John Evans on 31 Aug 08 - Cached
  • John Evans on 31 Aug 08
     
    The Educational and Video Games industries may seem like completely different worlds, but they have one very important thing in common: They both share the same audience.
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The Committed Sardine - blog - 1 views

committedsardine.com/blogpost.cfm sardine on-line youth research parents
shared by Phil Taylor on 18 Feb 10 - Cached
  • Professor Michael Hulme from the Institute for Advanced Studies, Lancaster University, who authored the report said: “For young people, the internet is part of the fabric of their world and does not exist in isolation from the physical world, rather it operates as a fully integrated element.
  • research highlighted that there was need for more guidance and support for the vulnerable ‘in-between group’ of 16 and 17-year-olds, who may be particularly at risk of over confidence as they feel under pressure to take on the responsibilities of adulthood.
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The Committed Sardine - blog - 4 views

committedsardine.com/blogpost.cfm sardine 21clearners educators plan learning change
shared by Phil Taylor on 10 Feb 10 - Cached
  • today’s students have the ability to start ripples in society, and a good education leader will know how to give students the skills they need to start those ripples.
  • kids are really doing is jumping between different tasks and not giving each task full attention.
  • continual partial attention
  • ...3 more annotations...
  • “The question you should be asking is, ‘When they leave school, are they even more curious than when they began?’”
  • One of the greatest ways to engage students and teach 21st-century skills is by using the web for collaboration,”
  • The work of the group as a whole needs to be assessed as well.”
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Stage'D Home - 1 views

stagedproject.com languages education technology tools web2.0 animation 3D
shared by Nik Peachey on 09 Dec 09 - Cached
  • Nik Peachey on 09 Dec 09
     
    This is a great site tha enables you to create 3D animated cartoons. It's like a cross between Dvolver and Xtranormal.Fantastic. Select different motions for the characters chose backgrounds and add their dialogue.
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Books in the Age of the iPad - Craig Mod - 5 views

craigmod.com/...ipad_and_books
shared by anonymous on 08 Mar 10 - Cached
  • Important to note is that these aren’t complaints about the text losing meaning. Books don’t become harder to understand, or confusing just because they’re digital. It’s mainly issues concerning quality.
  • We're going to see new forms of storytelling emerge from this canvas. This is an opportunity to redefine modes of conversation between reader and content.
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Worlds of Words | International Collection of Children's and Adolescent Literature - 5 views

wowlit.org multicultural Literature words children ELA reading
shared by John Evans on 19 Apr 10 - Cached
  • Welcome to Worlds of Words. You will find many useful resources on this site for building bridges between cultures. These resources include multiple strategies for locating and evaluating culturally authentic international children’s and adolescent literature as well as ways of engaging students with these books in classrooms and libraries.
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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 - 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
  • 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?
  • 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.
  • 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.
  • 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.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • 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.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • 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.
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The MET Research Paper: Achievement of What? « The Core Knowledge Blog - 3 views

blog.coreknowledge.org/...arch-paper-achievement-of-what research core knowledge MET education
shared by John Evans on 20 Dec 10 - No Cached
  • A new study by the Measures of Effective Teaching (MET) Project, funded by the Bill and Melinda Gates Foundation, finds that students’ perceptions of their teachers correlate with the teachers’ value-added scores; in other words, “students seem to know effective teaching when they experience it.” The correlation is stronger for mathematics than for ELA; this is one of many discrepancies between math and ELA in the study. According to the authors, “outside the early elementary grades when students are first learning to read, teachers may have limited impacts on general reading comprehension.” This peculiar observation should raise questions about curriculum, but curriculum does not come up in the report.
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Praise versus Encouragement - 3 views

www.noogenesis.com/...encouragement.html praise encouragement Behavior motivation words
shared by Phil Taylor on 18 Feb 11 - Cached
  • main differences between praise and encouragement is that praise often comes paired with a judgment or evaluation
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Firefox 4 review: Better, faster, stronger - 0 views

www.digitaltrends.com/...-review-better-faster-stronger firefox review 4
shared by Phil Taylor on 26 Mar 11 - No Cached
  • While App Tabs can be used with any open tab, this feature is meant for websites that you might keep open throughout the day, like Pandora, Twitter or Gmail.
  • The transformation is so complete that Mozilla appears to have beaten back the sudden onslaught of competition in the form of IE9. It may even triumph over Chrome 10 — but that fight’s one to watch closely.
  • “Panorama” feature gives users the ability to group tabs together into manageable groups, which can be named, organized and edited simply.
  • ...2 more annotations...
  • noticeable default change to the Windows version of Firefox 4 is the “Firefox button,” or the browser menu, which has been reduced to a small orange button that appears in the top left corner of the browser.
  • The most noticeable difference between Firefox 3.6 and 4 is the speed
  • Phil Taylor on 26 Mar 11
     
    Some nice new features. Working well so far.
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Seth's Blog: The future of the library - 2 views

sethgodin.typepad.com/...the-future-of-the-library.html libraries library future librarian godin advocacy
shared by Phil Taylor on 31 May 11 - No Cached
  • The librarian isn't a clerk who happens to work at a library. A librarian is a data hound, a guide, a sherpa and a teacher. The librarian is the interface between reams of data and the untrained but motivated user.
  • They need a librarian more than ever (to figure out creative ways to find and use data). They need a library not at all.
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Resources | Teaching With and About Technology - NYTimes.com - 3 views

learning.blogs.nytimes.com/...hing-with-and-about-technology technology teaching resources nytimes web2.0 Education curriculum examples
shared by Phil Taylor on 10 Jun 11 - No Cached
  • What are the potential benefits and drawbacks of using technology for learning? Are tech tools essentials, distractions or somewhere in between? How are other teachers using technology? What tech skills do today’s teachers need to use digital tools effectively?
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National Jukebox ready to play (No nickel needed!) « NeverEndingSearch - 2 views

blog.schoollibraryjournal.com/...ready-to-play-no-nickel-needed national jukebox libraryofcongress
shared by John Evans on 11 May 11 - No Cached
  • The Library of Congress just announced its National Jukebox project, making historical sound recordings available to the public free of charge. The Jukebox currently includes more than 10,000 recordings made by the Victor Talking Machine Company between 1901 and 1925. Jukebox content will be increased regularly, with additional Victor recordings and acoustically recorded titles made by other Sony-owned U.S. labels, including Columbia, OKeh, and others.
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Interviews - Clifford Nass | Digital Nation | FRONTLINE | PBS - 0 views

www.pbs.org/...nass.html multitasking pbs frontline media
shared by Phil Taylor on 04 Oct 11 - Cached
  • We were absolutely shocked. We all lost our bets. It turns out multitaskers are terrible at every aspect of multitasking. They're terrible at ignoring irrelevant information; they're terrible at keeping information in their head nicely and neatly organized; and they're terrible at switching from one task to another.
  • One of the biggest points here I think is, when I grew up, the greatest gift you could give someone was attention, and the best way to insult someone was to ignore them. ... The greatest gift was attention. Well, if we're in a society where the notion of attention as important is breaking apart, what now is the relationship glue between us? Because it's always been attention.
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Pupils to study Twitter and blogs in primary shake-up | Education | The Guardian - 0 views

www.guardian.co.uk/...ary-schools-twitter-curriculum twitter education curriculum UK schools shakeup news
shared by John Evans on 25 Mar 09 - Cached
  • The proposals would require:• Children to leave primary school familiar with blogging, podcasts, Wikipedia and Twitter as sources of information and forms of communication. They must gain "fluency" in handwriting and keyboard skills, and learn how to use a spellchecker alongside how to spell.
  • Children to be able to place historical events within a chronology. "By the end of the primary phase, children should have gained an overview which enables them to place the periods, events and changes they have studied within a chronological framework, and to understand some of the links between them
  • The six core areas are: understanding English, communication and languages, mathematical understanding, scientific and technological understanding, human, social and environmental understanding, understanding physical health and wellbeing, and understanding arts and design.
  • ...2 more annotations...
  • An understanding of physical development, health and wellbeing programme, which would address what Rose calls "deep societal concerns" about children's health, diet and physical activity, as well as their relationships with family and friends. They will be taught about peer pressure, how to deal with bullying and how to negotiate in their relationships.
  • The proposed curriculum, which would mark the biggest change to primary schooling in a decade, strips away hundreds of specifications about the scientific, geographical and historical knowledge pupils must accumulate before they are 11 to allow schools greater flexibility in what they teach.
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Literacy with ICT | School Leaders - 1 views

www.edu.gov.mb.ca/...walkthroughs.html walkthroughs reflection lwict
shared by John Evans on 30 Apr 09 - Cached
  • Walk-throughs for School Leaders
  • A Literacy with ICT walk-through is a short (4 to 6 minute) informal classroom/lab/library observation by the school leader.
  • The walk-through is followed closely by informal conversation between the school leader and the teacher, to facilitate teacher reflection about how to maximize student literacy with ICT.
  • ...8 more annotations...
  • Each school staff can modify their own walk-through procedures and develop a set of questions that school leaders could consider during their visits. The questions should be worded to encourage teacher reflection about their practice rather than to elicit a specific answer for the school leader.
  • Similarly, school leaders and teachers need to decide about the nature of the feedback, keeping in mind that the purpose of the walk-through is to promote reflective dialogue about promising teaching and learning practices related to student literacy with ICT.
  • Part 1: My Walk-through
  • Part 2: Our Conversation
  • Part 3: My Reflections
  • Walk-through Blank Form
  • It involves observing student engagement, teaching practices, and learning environment intended to develop student literacy with ICT in the context of curricular outcomes.
  • Walkthroughs are not teacher-evaluation sessions and should avoid evaluative comments.
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Recommendations for Rural Minnesota Schools - 0 views

www.reviewmessenger.com/index.php technology pln professionallearningcommunities plc
shared by John Evans on 30 Apr 09 - Cached
  • Comprehensive research released today by The Center for Rural Policy and Development offers policymakers a series of recommendations on how to help and improve rural Minnesota schools.
  • Develop collaboration instead of consolidation: A state policy should be developed to help foster collaboration with and between school districts. While consolidation has been used in rural districts with declining enrollment, the authors’ research on cost-effective policies strongly cautions against this strategy as the negatives outweigh the positives.
  • Use technology to its best advantage: Online professional learning communities should be established to help rural educators share best practices and reduce isolation, and online general subject or enrichment courses should be made available to isolated rural learners.
  • John Evans on 30 Apr 09
     
    Use technology to its best advantage: Online professional learning communities should be established to help rural educators share best practices and reduce isolation, and online general subject or enrichment courses should be made available to isolated rural learners.
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