Skip to main content

Home/ ADE634/ Group items tagged Student

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Debora Gomez

Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest. - 0 views

www.ericdigests.org/...skills.htm

infolit

shared by Debora Gomez on 01 Mar 12 - Cached
  • There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education?
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • ...15 more annotations...
  • Curriculum Based on the Big6 Skills Approach
  • Approach
  • Approach
  • technology
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • technology
  • Moving from teaching isolated tech
  • Moving from teaching isolated technology skills to an integrated approach
  • Moving from teaching isolated technology skills to an integrated approach
  • ERIC Identifier: ED465377 Publication Date: 2002-09-00 Author: Eisenberg, Michael B. - Johnson, Doug Source: ERIC Clearinghouse on Information and Technology Syracuse NY. Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest. There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education? Clearly not. In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995). Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are clearly describing what students should know and be able to do with technology. They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis. Moving f
  • ERIC Identifier: ED465377 Publication Date: 2002-09-00 Author: Eisenberg, Michael B. - Johnson, Doug Source: ERIC Clearinghouse on Information and Technology Syracuse NY. Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest. There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education? Clearly not. In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995). Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are clearly describing what students should know and be able to do with technology. They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis. Moving f
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Debora Gomez on 01 Mar 12
     
    Introduction to infolit & basis of Big 6
Tania Hinojosa

Evaluating Information: An Information Literacy Challenge | American Association of Sch... - 1 views

www.ala.org/...vol2fitzgerald

evaluation information

shared by Tania Hinojosa on 27 Feb 12 - No Cached
  • The student who is information literate evaluates information critically and competently”
  • Definition of Evaluation
  • o evaluate is to judge the quality of an idea
  • ...61 more annotations...
  • critical thinking as including evaluation among several other higher-order thinking processes (Cromwell 1992; Ennis 1989; Paul 1992)
  • rom least to most sophisticated, knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom et al. 1956).
  • a person browsing the Web for entertainment will probably be less likely to evaluate displayed information than a consumer searching for car-buying information.
  • Evaluation is defined as the making of judgments about the value, for some purpose, of ideas, works, solutions, methods, material, etc. It involves the use of criteria as well as standards for appraising the extent to which particulars are accurate, effective, economical, or satisfying
  • two major strands of research usually labeled “metacognition.” One concerns knowledge about thinking, whereas the other concerns regulation of thinking and learning
  • reader’s purpose
  • he cognitive strategies chosen and level of engagement depend largely upon this goa
  • At the end of an evaluative episode, a decision or judgment often occurs
  • lack of motivation may decrease evaluation accuracy.
  • that some people by nature are more likely to evaluate; that people criticize most ideas as a matter of course; and, conversely, that people must be selective about the ideas they choose to criticize. It seems most likely that the strength of critical disposition varies among individuals, but also that it varies within the same individual from situation to situation.
  • Signals are the specific thoughts that launch the evaluation process, a recognition that something may be wrong with the information
  • feeling[s]” of “vague puzzlement”
  • Bloom’s Taxonomy
  • an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity”
  • logic and reasoning skills.
  • The bridge between deliberation and decision (the next component of the evaluation process) is a synthesis of partial conclusions
  • “reflection”
  • Contextual Factors
  • The importance of context
  • Western cultures tend to encourage critical thinking and argumentation while Eastern cultures may discourage criticism of other people and their ideas
  • less time spent deliberating will lead to lower-quality decisions
  • Problem structure. An important aspect of the evaluation process is the type of problem involved
  • human beings are, in fact, more gullible than they are suspicious”
  • Processing depth
  • Summary of contextual factors
  • the user must decide consciously or unconsciously what kind of problem is under study before evaluation can proceed
  • Influences to Evaluation
  • found that individuals in their studies accepted misinformation without question. Students unsure of the correct answer on a true-false examination are more likely to mark a false item as true than they are to mark a true item as false
  • four sections suggest factors that may contribute to an understanding of gullibility and simultaneously demonstrate some common problems with the evaluation process.
  • The Development Continuum
  • he ability to evaluate increases with age
  • Education
  • school-aged children do not find inconsistencies well if they are not primed to seek them
  • Flavell postulates that a major difference between children and mature thinkers involves goals
  • . The research discussed in this section supports the conclusion that children are more vulnerable to evaluation problems than adults. Reasons for this vulnerability almost certainly include lack of education and prior knowledge and a natural tendency to believe what they see and what they are told by authority figures.
  • The Epistemology Continuum
  • Epistemology is a branch of philosophy dealing with the nature of knowledge and the sources of knowledge
  • the beliefs that people hold about how we come to know what we know.
  • ssumptions when they assert that reflective judgment “cannot be applied if the individual fails to recognize that a problem exists and that this recognition itself is predicated on other assumptions about knowledge” (
  • “an individual’s epistemological assumptions directly affect which criteria he or she will consider when evaluating two or more systems” (King
  • The Affect Continuum
  • effect of mood and emotions on thinking in the areas of impression formation, judgment, and reasoning. Because it is a similar cognitive proce
  • es indicate that under tightly controlled, narrowly defined conditions, negative moods promote better reasoning than positive moods. Negative-mood subjects appear more careful and analytic (Bless and Fiedler 1995), more consistent (Fiedler 1988), and have better recal
  • n the other hand, happy-mood people do not differentiate well between strong and weak arguments
  • A person who is feeling happy will be more likely than at other times to reduce the load on working memory: to reduce the complexity of decision situations and the difficulty of tasks, by adopting the simplest strategy possible, considering the fewest number of alternatives possible, and doing little or no checking of information, hypotheses, and tentative conclus
  • wledge may hamper the evaluation process, as when people ignore new information conflicting with belie
  • he Prior Knowledge Continuum
  • Students should be brought to the understanding that while it is impossible to have domain knowledge about all topics, it is important to build knowledge in selected areas to help with important decisions and projects.
  • Research projects should culminate in the production of different types of media.
  • There is no better way to practice evaluation than to perform research regularly and intensely.
  • f evidence
  • They should also switch sides and argue opposite positions
  • Ensure that cause is clear. Research shows that people evaluate more effectively if causes are revealed, where available (Anderson 1982). Students should practice formal argumentation, which involves the evaluation
  • In a daily 15-minute exercise, children should find problems such as inconsistency or exaggeration in a short piece of curriculum-relevant text
  • When a skill is introduced, or when students seem to be having inordinate difficulty, teachers and school library media specialists can reduce cognitive load by breaking the skill down into smaller parts (Markman 1981), and by beginning new skills in familiar contexts (Flavell 1981). For example, in distinguishing between fact and opinion, students can first seek cue words like “I think . . .” and “I feel .
  • It is not possible to evaluate all information. Teach students to respond to signals and doubts that occur as they read. Also, provide examples of specific situations that often involve misinformation, such as fake Web sites.
  • boratively implemented by both school library media specialists and teach
  • valuation strategies one or several at a time over a span of years. Evaluation is much too difficult a process to be taught in one unit. The library media specialist may be the only professional in the school who can assure that this ability is developed in all students over the course of their schooli
  • on evaluation is important to the individual, to the educational establishment, and to society. For individuals, evaluation is a crucial life skill and a basis for lifelong learning. It is required in decision making and imparts a feeling of self-esteem through control. Evaluation is important to the educational establishment, because critical thinking is arguably one of the most important of all educational outcomes for students (Engeldinger 1991). Finally, society must critically evaluate information to establish a public demand for high information quality.
  • Evaluation consists of a number of component processes, including metacognition, goals, personal disposition, signals (which initialize an evaluative episode), deliberation, and decision. Research sho
  • What role does the library media specialist play in this process? The purpose of this article is to describe some of the challenges of evaluating information and to propose answers to these questions.
  • Cynthia Castro on 27 Feb 12
     
    steps to critical thinking and evaluation
jennifer lee byrnes

Education Week Teacher: Cultivating Student Leadership - 0 views

www.edweek.org/...tln_ferlazzo_leadership.html

leadership

shared by jennifer lee byrnes on 16 Feb 12 - No Cached
  • "Leadership is the wise use of power. Power is the capacity to translate intention into reality and sustain it.
  • One way to have power is by feeling a strong sense of self-efficacy—a strong belief that you can accomplish your goals.
  • helping them learn to categorize information instead of just listing data.
  • ...8 more annotations...
  • We can help our students gain the capacity to tackle unforeseen problems by emphasizing comprehension
  • We can also introduce students to what community organizers call "relational power" when we use cooperative learning activities and invite as much participatory democracy in the classroom as possible.
  • we can build relationships with students so we can learn their self-interests, hopes, and dreams, and be better prepared to more explicitly connect lessons to them. We can praise effort and specific actions more than intelligence. And we can encourage cooperative learning.
  • Good leaders also teach others.
  • "We learn 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say or write...[and] 90% of what we teach.”
  • Teaching others not only requires students to reread and return to learned material but it also enhances self-confidence and provides good modeling for peers.
  • When peers teach one another, they develop respect for each others’ judgment and expertise.
  • We can also develop student leadership by creating opportunities for students to take collective action to improve their community
  • Stephanie Cummings on 16 Feb 12
     
    This is an interesting article about instilling leadership skills into your students.
Tania Hinojosa

Information Literacy - 0 views

www.ri.net/...infolit.html

Information literacy

shared by Tania Hinojosa on 25 Feb 12 - Cached
  • In today’s technology-rich environment, physical access to information has never been easier. Intellectual access however, can be denied to the student who does not possess the cognitive strategies for selecting, retrieving, analyzing, evaluating, synthesizing, creating, and communicating.
  • The accepted definition of literacy has evolved from being able to read and write to the expanded and more elaborate ability to address the practices and outcomes of education in the Information Age. Literacy is referred to in different terms: math literacy, reading literacy, media literacy, print literacy, visual literacy, cultural literacy, computer literacy. Each literacy prescribes a particular process by which that content area can be more easily negotiated. But there is one -- Information Literacy -- under which all the other literacies reside because it is a tool of empowerment. Students who possess information literacy have a heightened capacity for doing meaningful, relevant work. "Regardless of where information literacy skills are employed, they are applicable in any school, play, or work situation."
  • From linear to hypermedia learning - Students move back and forth between information sources in an interactive and non-sequential way. From direct instruction
  • ...4 more annotations...
  • to construction and discovery - Instead of absorbing knowledge as it’s delivered by a teacher, the student constructs new knowledge. He learns by doing.
  • From teacher-centered to learner-centered. - Focus is on the learner, not the delivery-person. Instead of transmitting information, the teacher now creates and structures what happens in the classroom.
  • From absorbing pre-selected facts to discovering relevant information - This demands higher-order thinking skills such as analysis and synthesis. From school-based to life-based learning - A learner’s knowledge base is constantly revised through life experiences, and schools can prepare students for this eventuality. From uniform instruction to customized learning - Students find personal paths to learning. From learning as torture to learning as fun - The student is motivated to learn, and feels more responsible for his progress. From teacher as transmitter to teacher as facilitator.
  • When technology is responsibly and effectively used in the classroom, students learn faster and in more depth.
  • Kate Spilseth on 25 Feb 12
     
    Learning how to use the information we find and how to apply this to education.
Michelle Munoz

Student Information Literacy in the Mobile Environment (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...225860

infolit

shared by Michelle Munoz on 04 Mar 12 - No Cached
  • Information literacy is further described as "the basis for lifelong learning."
  • information literate student "reads the text and selects main idea."
  • while students are interested in using their phones for academic purposes, they still require guidance from educators to choose the most appropriate mobile resource and to evaluate mobile websites and mobile apps.
  • ...4 more annotations...
  • Information literacy instructors should become familiar with new search methods (such as quick response codes) to help students use them effectively and efficiently.
  • Students should be encouraged to review a range of search results, particularly when searching for academic information.
  • nformation literacy instructors should help students understand how to evaluate information, especially when it is presented in a nontraditional form, such as a native app.
  • Students may need assistance from educators in applying information literacy skills they have learned while searching on a laptop or desktop to the mobile environment.
Michelle Munoz

Using Google Forms for Student Engagement and Learning (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...225850

infolit

shared by Michelle Munoz on 04 Mar 12 - No Cached
  • One of the primary benefits of using Google Forms is its ability to help instructors assess — in real time — how well students understand learning materials and to uncover student misconceptions, which helps instructors steer students to higher-level understanding.
  • increased interactivity between students and between the instructor and students.
  • downside of using Google Forms can be less time to cover course material because class time is used to respond to Google Forms questions and discuss students' answers.
anonymous

Preparing Students to Learn Without Us - 4 views

www.ascd.org/...dents-to-Learn-Without-Us.aspx

21C BYOD

shared by anonymous on 02 Feb 12 - No Cached
    • anonymous
      anonymous on 02 Feb 12
       
      Useful for 21stC skills & concepts and BYOD
    • veronica occelli
      veronica occelli on 03 Feb 12
       
      I don't know if blogging is part of our students lives, but I certainly want to find out
    • Lisa Keeler
      Lisa Keeler on 03 Feb 12
       
      Blogging is a fantastic tool for students who are creating a record of a project, particularly the Personal Project. Easy to share with supervisors, teachers and friends, easy to record ideas on the go - and best of all, no paper!
  • personalizing learning means allowing students to choose their own paths through the curriculum
  • t means connecting our expectations to students' passions and interests as learner
  • ...1 more annotation...
  • most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
  • anonymous on 02 Feb 12
     
    Great to use for 21st Century Skills & Concepts and the BYOD initiative
  • Isabel Fernandez on 03 Feb 12
     
    I don't think blogging is part of their social lives, but academically they like it. I've used it several times for projects, to share ideas, to recommend websites and they really know how to use it and take advantage of it.
  • imelda Morales on 03 Feb 12
     
    I just read this article and the whole personalized education makes a lot of sense.. it goes beyond diferentiation
imelda Morales

21st Century Students need 21st Century Teachers | Once a Teacher…. - 0 views

onceateacher.wordpress.com/...nts-need-21st-century-teachers

education 21C 21stcentury

shared by imelda Morales on 05 Feb 12 - Cached
  • I’m recycling a couple of videos that I have posted in the past, mostly because I believe that they’re worth watching again.  These videos – the original higher ed version of “A Vision of Students Today” by Mike Wesch, the spin-off , called “A Vision of K-12 Students Today”, and “The Networked Student”, created by Wendy Drexler‘s high school students  – bring to mind many thoughts that I find both challenging and encouraging.  Hopefully you will, too.
Erin L

Can Do Kinders: guided reading activities - 0 views

candokinders.blogspot.com/search/label/guided reading activities

guided reading activities kindergarten

shared by Erin L on 02 Feb 12 - No Cached
    • Erin L
      Erin L on 02 Feb 12
       
      This blog post resonated with me as I am always looking for new ideas to help my students learn to read.  Guided Reading is practiced in many classrooms but I do not feel that experienced in it.  This idea is relevant, simple and gives students ownership in their learning.
    • Erin L
      Erin L on 02 Feb 12
       
      I would probably alter the activity slightly by having multiple bags ready containing different stories.  Students choose a bag, dump it out, and then retell the stories to each other in a center, after we have read the book together.  
  • Erin L on 02 Feb 12
     
    A fantastic activity to help with Guided Reading.  I am always looking for more ideas!  This activity also helps with sequencing in math.  Students can work independently with each other.  Fantastic idea!
Lee Ann Seifert

100 Tips, Tools, and Resources for Teaching Students About Social Media | Teaching Degr... - 1 views

www.teachingdegree.org/...ng-students-about-social-media

ADE634 infolit Education socialmedia

shared by Lee Ann Seifert on 24 Feb 12 - Cached
  • The following tips, tools, and resources can assist any teacher with the basics about social media and ways to share that information with students.
    • Lee Ann Seifert
      Lee Ann Seifert on 24 Feb 12
       
      Nowadays students are very familiar with social media, finding meaningful ways to incorporate them in the classroom will make learning fun and promote more student engagement. 
Mariana Lavin

Students prevent more than 1.5 million pounds of CO2 emissions - 0 views

www.mnn.com/...illion-pounds-of-co2-emissions

ADE634 education

shared by Mariana Lavin on 25 Feb 12 - No Cached
    • Mariana Lavin
      Mariana Lavin on 25 Feb 12
       
      A local cup like this might promote the interest in the students
  • Mariana Lavin on 25 Feb 12
     
    Screenshot: Winning video for the 2012 Green Cup Video ChallengeSo Fresh and So Green This year, during the fifth annual Green Cup Challenge, students from 116 schools in 22 states collectively prevented 1,567,562 pounds of carbon dioxide (CO2) from being released into the atmosphere in just four weeks.
  • Mariana Lavin on 25 Feb 12
     
    Screenshot: Winning video for the 2012 Green Cup Video ChallengeSo Fresh and So Green This year, during the fifth annual Green Cup Challenge, students from 116 schools in 22 states collectively prevented 1,567,562 pounds of carbon dioxide (CO2) from being released into the atmosphere in just four weeks.
Kristen Heusinger

http://www.ala.org/ala//aboutala/offices/olos/olosprograms/preconferences/docs/info_lit... - 0 views

www.ala.org/...info_lit_standards.pdf

ADE634 infolit

shared by Kristen Heusinger on 13 Feb 12 - No Cached
    • Kristen Heusinger
      Kristen Heusinger on 13 Feb 12
       
      information literacy for students. As important for students as teachers. 
  • Kristen Heusinger on 13 Feb 12
     
    Literacy Standard for students
Stephanie Cummings

How to Choose the Right Words for Best Search Results | MindShift - 0 views

mindshift.kqed.org/...-words-for-best-search-results

info lit education technology

shared by Stephanie Cummings on 21 Feb 12 - No Cached
  • Based on how Google ranks search results, typing in a question will be more likely to bring back pages with a question for a title.
  • So I have students write down their questions and teach them how to mark them up to create queries, the first step being to identify the significant words.
  • Nouns frequently make good search terms, so students can start by drawing the people, places, and things in their questions.
  • ...1 more annotation...
  • Verbs and adjectives can also help in many cases.
  • Stephanie Cummings on 21 Feb 12
     
    Ideas to help students use key words rather than typing in a question in Google search.
veronica occelli

Social Bookmarking with students: Quality not quantity! | The Edublogger - 1 views

theedublogger.com/...-students-quality-not-quantity

information_literacy socialbookmarking students

shared by veronica occelli on 15 Feb 12 - No Cached
  • Isabel Fernandez on 16 Feb 12
     
    Remarks the importance of teacher`s presence when using technology in the classroom. We can't assume they know everything.
  • Alejandra Salazar on 20 Feb 12
     
    Students still need the human contact!
Tania Hinojosa

Creating a Classroom Newspaper - ReadWriteThink - 0 views

www.readwritethink.org/...g-classroom-newspaper-249.html

La noticia

shared by Tania Hinojosa on 25 Feb 12 - No Cached
  • Tania Hinojosa on 25 Feb 12
     
    FEATURED RESOURCES Printing Press: In this online interactive tool, your students can choose the "newspaper" option to help them complete their newspaper section. Newspaper Story Format: Your students will find completing their newspaper article a snap by first filling out this useful handout that helps them identify each key element of an authentic newspaper article.
Kate Spilseth

Information Literacy and Lifelong Learning - 0 views

www.libraryinstruction.com/information-literacy.html

information literacy

shared by Kate Spilseth on 25 Feb 12 - Cached
  • SHIFTS IN TEACHING AND LEARNING In an information literate environment, students engage in active, self-directed learning activities, and teachers facilitate students' engagement through a more adventurous style of instructional delivery. Students involved in information literate activities:  --seek a rich range of information sources;  --communicate an understanding of content;  --pose questions about the content being learned;  --use the environment, people, and tools for learning;  --reflect on their own learning;  --assess their own learning; and  --take responsibility for their own learning. These students feel good about themselves as learners, and they leave school feeling passionate about some content.
  • tudents and teachers make decisions about appropriate sources of information and how to access them
  • Information literacy thrives in a resource-based learning environment. In such an environment, s
  • ...1 more annotation...
  • Information-literate citizens know how to use information to their best advantage at work and in everyday life.
  • Kate Spilseth on 25 Feb 12
     
    How to use information literacy to encourage life long learning
Mariana Perez Galan

Promethean World - Learner Response Systems : ActivEngage - 0 views

www.prometheanworld.com/...activengage

shared by Mariana Perez Galan on 19 Feb 12 - No Cached
  • Using Promethean’s award-winning software ActivInspire or Promethean ActivOffice, display a question on the interactive display or ask it verbally, and students will respond using the virtual device on their computers or handheld devices. Assign full quizzes of varying difficulty with ActivEngage’s Self-Paced Learning functionality to encourage students to work at their own pace and comprehension level. Gain instant insight into student comprehension and progress with an intuitive, integrated application that makes the most of existing classroom technology.
  • Mariana Perez Galan on 19 Feb 12
     
    This can be an excellent tool for school know that we are allowing children to use their their computers and ipads. 
Gretchen Dillon

Beyond the Transcript: Digital Portfolios Paint a Complete Picture | MindShift - 0 views

mindshift.kqed.org/...olios-paint-a-complete-picture

#infolit ADE634

shared by Gretchen Dillon on 18 Feb 12 - No Cached
  • Zinch, which is free for students, is designed like a social networking tool.
  • lines are blurring between social networking tools and digital portfolios.
  • Digital portfolios provide students a way to track what they’ve learned over time, compile their grades and scores and publish their completed projects. And they provide a sense of a student’s identity, one behind the transcript, when submitting their applications.
  • ...2 more annotations...
  • Parents can involve their kids, even at a very young age, to help them not only pick their favorite works but also to assess and reflect on their learning. The reflection component, much more than the presentation element of digital portfolios, is where Barrett believes they reach their full power.
    • Gretchen Dillon
      Gretchen Dillon on 18 Feb 12
       
      I wonder when our student-led conferences will turn entirely digital?
Isabel Fernandez

News Literacy: How to Teach Students to Search Smart - 2 views

www.edutopia.org/ia-literacy-students-searching

Infolit resources

shared by Isabel Fernandez on 03 Feb 12 - Cached
  • Isabel Fernandez on 03 Feb 12
     
    How to help our students to avoid junk information in the web.
1 - 20 of 85 Next › Last »
Showing 20▼ items per page