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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
Kate Spilseth

The Educational Experiences That Change a Life - NYTimes.com - 0 views

www.nytimes.com/...18mag-edExperiences.html

shared by Kate Spilseth on 25 Feb 12 - No Cached
  • Kate Spilseth on 25 Feb 12
     
    The Educational Experiences That Change a Life - education outside school
Gretchen Dillon

Google Launches Redesigned Education Site | MindShift - 0 views

mindshift.kqed.org/...le-launches-new-education-site

#infolit

shared by Gretchen Dillon on 24 Feb 12 - No Cached
    • Gretchen Dillon
      Gretchen Dillon on 24 Feb 12
       
      I am wondering if anyone in ADE634 has any experience with Google Chromebooks?
  • Google has revamped its site for educators, creating a redesigned repository for all its educational tools and resources for teachers, schools, and students.
  • The Teachers site leads to Google’s many apps that can be used for teaching specific subjects, as well as design and collaboration tools.
  • ...2 more annotations...
  • Schools and districts can find links to YouTube for Schools, which allows students to access YouTube EDU while blocking non-educational videos;
  • Last week, Google announced that three school districts in Iowa, Illinois and South Carolina are using only Google Chromebooks, the Web browser-based laptop, and that hundreds of schools across the country are deploying them in classrooms — a total of 27,000 in the hands of students.
Ruth Santiago

Sugata Mitra: The child-driven education | Video on TED.com - 0 views

www.ted.com/...he_child_driven_education.html

education ted sugata children

shared by Ruth Santiago on 10 Feb 12 - No Cached
    • Ruth Santiago
      Ruth Santiago on 10 Feb 12
       
      "If children are interested, then education happens." Children from this generation are digital natives no matter where they are from and from what social class. Education technology is inevitable. All educators should embrace the use of technology in the classroom.
Michelle Munoz

Children's experiences of technology outside the classroom way ahead | Education | The ... - 0 views

www.guardian.co.uk/...elearning.schools

infolit

shared by Michelle Munoz on 24 Feb 12 - No Cached
  • How much are they really learning through their passion for computer-based entertainment? How do we maximise the educational benefits of that passion, without, of course, killing it stone dead? Or - and there will be some who continue to believe this - should education and entertainment remain on entirely separate tracks?
    • Michelle Munoz
      Michelle Munoz on 24 Feb 12
       
      Reflection question. Got any answers?
Lisa Keeler

For Teachers, Middle School Is Test of Wills - New York Times - 1 views

www.nytimes.com/...17middle.html

Infolit middleschool

shared by Lisa Keeler on 09 Feb 12 - Cached
    • Lisa Keeler
      Lisa Keeler on 09 Feb 12
       
      There is a dearth on the focus of preparing teachers for Middle School education.  A difficult and challenging age, but one where a good teacher and caring adult can make all the difference.
    • Lisa Keeler
      Lisa Keeler on 09 Feb 12
       
      The challenges of teaching Middle School - so much of the "teaching" falls outside of classroom bounds.
  • Brooklyn: How to snuff out brewing fistfights before the first punch is thrown, how to coax adolescents crippled by low self-esteem into raising their hands, how to turn every curveball, even the biting insult, into a teachable moment.
  • ...1 more annotation...
  • “We’re really in a malpractice kind of environment, where we’re preparing teachers for elementary classrooms and high school classrooms but not middle-grades classrooms,” said Peggy Gaskill, research chairwoman of the National Forum to Accelerate Middle-Grades Reform, an alliance of educators, researchers and others seeking to improve middle school education.
Debora Gomez

UNICEF - Basic education and gender equality - Quality of education - 0 views

www.unicef.org/...index_quality.html

ADE634 info

shared by Debora Gomez on 29 Feb 12 - No Cached
  • Debora Gomez on 29 Feb 12
     
    Imagine a textbook written in an indecipherable language, or a blackboard without chalk. Imagine a class being held in a loud concert hall, or a child trying to do homework in the midst of a hurricane. Clearly, when key components of the learning process and context are lacking, education itself is doomed to fail.
Ruth Santiago

Transforming Information Literacy Programs | Information Literacy - Education | Scoop.it - 0 views

www.scoop.it/...-information-literacy-programs

education infolit ADE634

shared by Ruth Santiago on 16 Feb 12 - No Cached
    • Ruth Santiago
      Ruth Santiago on 16 Feb 12
       
      Highly useful presentation about Information Literacy that you can share with your students.
Gretchen Dillon

#EdReach Chat - EdReach - 1 views

edreach.us/...-the-way-into-the-21st-century

#infolit ADE634

shared by Gretchen Dillon on 18 Feb 12 - No Cached
    • Gretchen Dillon
      Gretchen Dillon on 18 Feb 12
       
      Someday hope to work with SMART boards!
  • We are now in 2012, and the 21st Century is totally upon us. The 20th Century, to be honest, is not even in the rear view mirror anymore. Blogging, flipped classrooms, iPads, mobile learning- these topics dominate the airwaves of education news and technology blogs.  With the announcement of the iBooks textbook initiative by Apple, we are entering a true era of Minority Report-style media consumption.
  • Taking the time to master these tools is not something that can be done in a 30 minute prep session before school. Mastering the education tools of this century takes a commitment to breaking down the proverbial walls of what a teacher used to be. Mastering these new teacher processes takes letting go of the idea that your day will end when you leave the brick and mortar.
  • ...1 more annotation...
    • Gretchen Dillon
      Gretchen Dillon on 18 Feb 12
       
       Great quote to remind us of the importance of integrating technology - "You either become a 21st Century educator- or you're irrelevant."
Anamaria Recio

The Technology Source Archives - Taking Technology to the Classroom: Pedagogy-Based Tra... - 0 views

technologysource.org/...ng_technology_to_the_classroom

infolit

shared by Anamaria Recio on 20 Feb 12 - Cached
  • Anamaria Recio on 20 Feb 12
     
    this article is interesting because it discusses how to implement instructional technologies and how to train educators to use technology effectively in the classroom
Carolina Montes

The 21st century skills teachers should have - 0 views

educationaltech-med.blogspot.com/...ry-skills-teachers-should.html

shared by Carolina Montes on 25 Feb 12 - No Cached
  • In one of my previous post entitled what every teacher should know about google
  • two short videos that will hopefully change what some think about teaching.
  • With the advance of technological innovations into our lives , education has been radically transformed and teachers who do not use social media and educational technology in thier teaching no longer fit in the new system.
jennifer lee byrnes

Can Technology Save Today's Education ? ( Infographic ) - 0 views

educationaltech-med.blogspot.com/...ogy-save-todays-education.html

infolit 21C

shared by jennifer lee byrnes on 15 Feb 12 - No Cached
    • Pedro Aparicio
      Pedro Aparicio on 15 Feb 12
       
      Once in a while I can hear this comments in upper school.
  • Do you think technology and Apple in particular can do any good to our educational failures? Is is the remedy we have been long waiting for ? read the infographic below to learn more and don't forget to share it with your colleagues and friends.
    • Pedro Aparicio
      Pedro Aparicio on 15 Feb 12
       
      Technology can contribute to enhance teaching but it is not enough.
Kate Spilseth

Santorum Criticizes Education System and Obama - NYTimes.com - 0 views

www.nytimes.com/...ducation-system-and-obama.html

education

shared by Kate Spilseth on 25 Feb 12 - No Cached
  • the idea that the federal government should be running schools, frankly much less that the state government should be running schools, is anachronistic. It goes back to the time of industrialization of America when people came off the farms where they did home-school or have the little neighborhood school, and into these big factories, so we built equal factories called public schools.
  • Kate Spilseth on 25 Feb 12
     
    Rick Santorum has been listening to Sir Ken Robinson...
Miss Anna

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEIQFjAD&url=http%3... - 0 views

www.google.com/url

infolit education earlychildhood

shared by Miss Anna on 24 Feb 12 - No Cached
  • Miss Anna on 24 Feb 12
     
    "Technology in Early Childhood Education: Finding the balance" Long pdf about things to do and things to avoid when exposing young learners to technology. Worth a skim, at least.
Debora Gomez

Redefining roles: librarians as partners in information literacy education - 0 views

informationr.net/...paper24.html

information literacy

shared by Debora Gomez on 01 Mar 12 - Cached
  • Debora Gomez on 01 Mar 12
     
    The importance of a multidisciplinary educational team
Kristen Heusinger

Information Literacy « LibraryNext - 1 views

librarynext.wordpress.com/...information-literacy

ADE634 infolit

shared by Kristen Heusinger on 13 Feb 12 - No Cached
  • Information literacy has been known by many different names: library orientation; bibliographic instruction; user education; information skills training.  Each has built on the other.  Library orientation concentrates on how to use a physical building and bibliographic instruction and user education on the mechanics of using particular resources.  Information skills training and finally information literacy concentrates on cognitive and transferable skills, such as problem solving, evaluation and communication skills.
  • Kristen Heusinger on 13 Feb 12
     
    I really like the visual on this page about what information literacy includes.
veronica occelli

The Information Literacy Land of Confusion: Higher Education in 2022 - 0 views

www.information-literacy.net/...higher-education-in-2022.html

information literacy

shared by veronica occelli on 14 Feb 12 - No Cached
    • veronica occelli
      veronica occelli on 23 Feb 12
       
      This is both scary and exciting!
  • veronica occelli on 23 Feb 12
     
    About the future...
Stephanie Cummings

Educational Hash Tags List - 0 views

www.cybraryman.com/edhashtags.html

education hashtags twittertools

shared by Stephanie Cummings on 14 Feb 12 - Cached
  • Stephanie Cummings on 14 Feb 12
     
    the most complete and current
Pedro Aparicio

Educational Technology Guy: 10 Important Skills Students need for the Future - 2 views

educationaltechnologyguy.blogspot.com/...-skills-students-need-for.html

Educational Technology

shared by Pedro Aparicio on 18 Feb 12 - No Cached
    • Pedro Aparicio
      Pedro Aparicio on 18 Feb 12
       
      Some of the future work skills for the year 2020. I think I'm trying to deal with two of these skills right now: new-media literacy and virtual collaboration.
  • Here are the skills:Sense-making. The ability to determine the deeper meaning or significance of what is being expressedSocial intelligence. The ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactionsNovel and adaptive thinking. Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-basedCross-cultural competency. The ability to operate in different cultural settingsComputational thinking. The ability to translate vast amounts of data into abstract concepts and to understand data-based reasoningNew-media literacy. The ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communicationTransdisciplinarity. Literacy in and ability to understand concepts across multiple disciplinesDesign mind-set. Ability to represent and develop tasks and work processes for desired outcomesCognitive load management. The ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniquesVirtual collaboration. The ability to work productively, drive engagement and demonstrate presence as a member of a virtual team
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