Skip to main content

Home/ ADE634/ Group items tagged learning

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
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
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.
imelda Morales

5 Ways to Integrate Technology Into Your Child's Education - 2 views

mashable.com/...technology-kids-learning

shared by imelda Morales on 24 Feb 12 - No Cached
  • Technology allows parents and teachers to provide the right amount of discipline for each student individually, and to supplement where necessary. It also allows students to learn at their own pace, which can help keep them interested and excited about the material.
    • Michelle Munoz
      Michelle Munoz on 24 Feb 12
       
      Facilitate Self-paced Learning
  • Take learning out of and beyond the classroom. Children learn in a multimodal manner -– they want to be able to touch and hear and see things up close. Netbooks or laptops that feature tools like a camera, writing stylus and audio recording capabilities help to encourage a multimodal approach to learning. The more learning modes (auditory, visual, and experiential) that are exercised, the more likely the material they are learning is likely to stay with them long-term.
    • imelda Morales
      imelda Morales on 25 Feb 12
       
      this is a  student need not an option that is still waiting for consideration from the early childhood educators
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.
Lisa Keeler

Information Literacy Website - 0 views

www.informationliteracy.org.uk

Infolit information_literacy

shared by Lisa Keeler on 25 Feb 12 - Cached
  • IFLA: The Road to Information Literacy: Librarians as facilitators of learning – bookings now open February 23rd, 2012 by IL website administrator The Road to Information Literacy: Librarians as facilitators of learning Dates: 8-10 August 2012 Location: Tampere, Finland IFLA-satellite registration is now open: http://iflasatellitetampere2012.wordpress.com/ Sponsor: IFLA Continuing Professional Development and Workplace Learning Section and IFLA Information Literacy Section Contacts: Susan Schnuer, schnuer@illinois.edu ; Leena Toivonen, leena.t.toivonen@uta.fi Filed under: Conferences | Comment (0) Article tags: IFLA
  • Lisa Keeler on 25 Feb 12
     
    Interesting infolit event
Michelle Munoz

Helping your child learn to read - A parent's guide - 0 views

www.edu.gov.on.ca/...index.html

learn to read

shared by Michelle Munoz on 27 Feb 12 - Cached
  • Reading aloud to children is the best way to get them interested in reading
  • pending time w
  • ith word games, stories, and books will help your child to
  • ...16 more annotations...
  • gather information and learn about the world
  • learn how stories and books work – that they have beginnings, endings, characters, and themes
  • build a rich vocabulary by reading and talking about new words
  • earn how to listen and how to think
  • learn the sounds of language and language patterns
  • fall in love with books
  • Tip 1 –  Talk to Your Child
  • Oral language is the foundation for reading
  • Tip 2 –  Make Reading Fun
  • Children love routine, and reading is something that you and your child can look forward to every day.
  • If your child sees you reading, especially for pleasure or information, he or she will understand that reading is a worthwhile activity.
  • Discussing a story or a book with your child helps your child understand it and connect it to his or her own experience of life.
  • As your child learns to read, listen to him or her read aloud. Reading to you gives your child a chance to practise and to improve his or her reading skills.
  • remember that your reactions are important.
  • listen without interrupting.
  • your child needs to know that you value his or her efforts.
Kristen Heusinger

National Forum on Information Literacy | 21st Century Skills - 0 views

infolit.org

ADE634 infolit

shared by Kristen Heusinger on 13 Feb 12 - Cached
  • The mission of the  National Forum on Information Literacy is to promote and mainstream information literacy at home and abroad.  In doing so, we provide programmatic research and workforce development training activities to a broad spectrum of constituencies in the following areas (1) education and learning, (2) business and economic interests, (3) health and wellness, and (4) government and citizenship.
  • Kristen Heusinger on 13 Feb 12
     
    National Forum that help promote information literacy. I learned that there is a digital learning day February 1st. 
Cynthia Castro

Core Strategies for Innovation and Reform in Learning | Edutopia - 0 views

www.edutopia.org/core-concepts

edutopia info home

shared by Cynthia Castro on 15 Feb 12 - Cached
  • Edutopia is dedicated to transforming the learning process by helping educators implement the strategies below
    • Cynthia Castro
      Cynthia Castro on 15 Feb 12
       
      empower
    • Cynthia Castro
      Cynthia Castro on 15 Feb 12
       
      which
  • Project Learning
  • ...9 more annotations...
  • Integrated Studies
  • Teacher Development
  • ands-on approach to learning core subject
  • tudents to think critically, access and analyze information, creatively problem solve, work collaboratively, and communicate with clarity and impact
  • Technology Integration
  • Social and Emotional Learning
  • Comprehensive Assessment
  • ssment should mea
  • sure the full range of student ability
  • Cynthia Castro on 15 Feb 12
     
    basics for understanding edutopia
Mariana Lavin

Twelve Active Learning Strategies - 0 views

www1.umn.edu/...index.html

twelve active learnig strategies

shared by Mariana Lavin on 03 Mar 12 - Cached
    • Mariana Lavin
      Mariana Lavin on 03 Mar 12
       
      Working in airs is often better and produces more learning
  • Think-Pair-Share" is an active learning strategy that engages students with material on an individual level, in pairs, and finally as a large group. It consists of three steps. First, the instructor poses a prepared question and asks individuals to think (or write) about it quietly. Second, students pair up with someone sitting near them and share their responses verbally. Third, the lecturer chooses a few pairs to briefly summarize their ideas for the benefit of the entire class.
Michelle Munoz

Learning with 'e's: Child friendly technologies - 0 views

steve-wheeler.blogspot.com/...ild-friendly-technologies.html

infolit

shared by Michelle Munoz on 27 Feb 12 - Cached
    • Michelle Munoz
      Michelle Munoz on 27 Feb 12
       
      We need to use technology with a purpose. 
  • Teachers often use technology to support their own teaching, but may often fail to see the relevance of child-friendly tools as a means to support children’s learning.
  • we contend that child-friendly technologies should be considered as serious learning tools in the formal learning environment of the primary classroom.
Stephanie Cummings

The Global Classroom Project: Building a Global Classroom | The Edublogger - 0 views

theedublogger.com/...ct-building-a-global-classroom

info lit

shared by Stephanie Cummings on 16 Feb 12 - No Cached
  • We set out to help teachers improve their classroom practice, through collaborating and sharing expertise with teachers around the world …
  • We wanted our students to have regular opportunities to share, learn and collaborate with children around the world, helping them to discover our common humanity …
  • We set out to create a community which fosters global dialogue and discussion between teachers and students …
  • ...1 more annotation...
  • We have succeeded in creating a true educational community, where teachers support each-other’s learning. find new friends, and make global connections which transform their teaching and learning spaces in unexpected and empowering ways.
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
Charmaine Weatherbee

Building Information Literacy - 0 views

www.edu.pe.ca/...bil.asp

infolit information_literacy

shared by Charmaine Weatherbee on 15 Feb 12 - No Cached
  • ccording to futurist, Alvin Toffler, "the illiterate of the year 2000 will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn."
  • owing how to ask the right questions has become the essence of the learning process.
  • this "new literacy" manifests itself differently, according to the learning context, the desired outcomes, and the individual learner's strengths and experiences, regardless of age.
Lisa Keeler

Bill and Sheila's Information Literacy Place - 0 views

dis.shef.ac.uk/literacy

Infolit information_literacy

shared by Lisa Keeler on 25 Feb 12 - Cached
    • Lisa Keeler
      Lisa Keeler on 25 Feb 12
       
      I like Bill and Sheila for creating this great site for infolit!
  • These pages are produced by Sheila Webber, who teaches at Sheffield University, and Bill Johnston, who teaches at Strathclyde University (see who we are and what these pages are for, below). New on 3 September 2006. I am giving these pages an overhaul! The Definitions and models and Standards and position papers were updated today (3 Sept 2006), with new content added and links checked. I also did some content updating of the Resources and the Our views and publications pages, and corrected the links both for those and the Learning and Teaching Resources page. I removed a couple of the old sections (Events and People). The remaining sections were last updated in 2003, but I do intend to overhaul them too. For events, news, reports etc. I recommend looking on my Information Literacy weblog which normally has about 5 entries added a week. Standards & position statements Organisations & resources Definitions and models of IL Learning and teaching resources Research into information literacy IL in schools Conference papers on information literacy Our publications & presentations etc. Relationship between librarians and faculty Information literacy and society
Michelle Munoz

Mobile Teaching Versus Mobile Learning (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...225846

infolit

shared by Michelle Munoz on 04 Mar 12 - No Cached
  • We need to explicitly develop learning materials and activities that go beyond simple content delivery, or just teaching.
  • as instructors will need to be creative in developing and assessing these mobile learning activities, instructors and institutions will need to help students be creative in finding access to different mobile multimedia production devices.
rufina h

Group Members - EDC672 Mobile Devices in the Instructional Program | Diigo Groups - 0 views

www.youtube.com/watch

technology ADE634 education

shared by rufina h on 14 May 12 - No Cached
  • rufina h on 14 May 12
     
    Why Mobile learning?
Mariana Perez Galan

A Tech-Happy Professor Reboots After Hearing His Teaching Advice Isn't Working - Techno... - 0 views

chronicle.com/...130741

shared by Mariana Perez Galan on 19 Feb 12 - No Cached
  • Mr. Wesch is not swearing off technology—he still believes you can teach well with YouTube and Twitter. But at a time when using more interactive tools to replace the lecture appears to be gaining widespread acceptance, he has a new message. It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.
  • Mariana Perez Galan on 19 Feb 12
     
    Its very important to always remember that we are the teachers, our job is to guide children to use technology in a positive way. We have to learn how find advantages as well as disadvantages of using internet and technology in our classrooms this way we can plan ahead when something goes bad.  
1 - 20 of 69 Next › Last »
Showing 20▼ items per page