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Kristen Heusinger

Information Literacy - Home - 0 views

    • Lisa Keeler
       
      Good definition of Information Literacy
  • Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques.
    • imelda Morales
       
      IME MORALES ADE634
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  • Information literacy is critically important because we are surrounded by a growing ocean of information in all formats.
  • Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques.
    • Kristen Heusinger
       
      Important because I am confused what it is
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    What is it?
Debora Gomez

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

  • 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.
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  • Curriculum Based on the Big6 Skills Approach
  • Approach
  • Approach
  • technology
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • technology
  • 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
  • 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
  • Moving from teaching isolated tech
  • 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.
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    Introduction to infolit & basis of Big 6
Jenna Kubricht

HotChalk's Lesson Plans Page - Lesson Plans for Teacher by Teachers - 1 views

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    great website to find lesson plans. It is well organized and very helpful!
jennifer lee byrnes

Education Week Teacher: Cultivating Student Leadership - 0 views

  • "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.
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  • 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
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    This is an interesting article about instilling leadership skills into your students.
Kate Spilseth

Learning and Teaching Information Technology Computers Skills in Context - 0 views

  • 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. 
  • Successful integrated information skills programs are designed around collaborative projects jointly planned and taught by teachers and library media professionals. Information technology skills instruction can and should be imbedded in such a curriculum. Library media specialists, computer teachers, and classroom teachers need to work together to develop units and lessons that will include both technology skills, information skills, and content-area curriculum outcomes. 
  • Students need to be able to use computers and other technologies flexibly, creatively and purposefully. All learners should be able to recognize what they need to accomplish, determine whether a computer will help them to do so, and then be able to use the computer as part of the process of accomplishing their task. Individual computer skills take on a new meaning when they are integrated within this type of information problem-solving process, and students develop true "information technology literacy" because they have genuinely applied various information technology skills as part of the learning process. 
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    How to appropriately use computer skills and integrate technology into education
Tania Hinojosa

Ayudas gráficas - 0 views

    • Tania Hinojosa
       
      Reportes de libro , organizar apuntes , conceptos.
Gretchen Dillon

Google Launches Redesigned Education Site | MindShift - 0 views

    • Gretchen Dillon
       
      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.
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  • 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.
Aaron Mines

ICT Literacy Maps - The Partnership for 21st Century Skills - 0 views

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    In collaboration with several content area organizations, the Partnership for 21st Century Skills developed a series of ICT Literacy Maps illustrating the intersection between Information and Communication Technology (ICT) Literacy and core academic subjects including English, mathematics, science and social studies (civics/government, geography, economics, history).
Gretchen Dillon

"Multiple literacies"? Who really talks like that? - 0 views

    • Gretchen Dillon
       
      interesting survey on how others perceive information literacy
  • The number of alternative “literacies” has seemed to explode over the past few years, and the article does a great job of reining competing literacies in and organizing them under a more manageable conceptual framework.
  • how are terms like ‘metaliteracy, ‘transliteracy’, ‘information literacy’, and other literacies understood in the library profession?
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  • So, if you’re interested in transliteracy, metaliteracy, information literacy, or some other putative literacy (hyperliteracy, anyone?), please chime in on the metaliteracy survey.
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