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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?
  • The Teachers site leads to Google’s many apps that can be used for teaching specific subjects, as well as design and collaboration tools.
  • Google has revamped its site for educators, creating a redesigned repository for all its educational tools and resources for teachers, schools, and students.
  • ...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.
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
  • 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.
  • Debora Gomez on 01 Mar 12
     
    Introduction to infolit & basis of Big 6
Mariana Lavin

ASCD Inservice: Should We Allow Students to Use Cell Phones in School? - 0 views

ascd.typepad.com/...use-cell-phones-in-school.html

ADE634

shared by Mariana Lavin on 25 Feb 12 - No Cached
    • Mariana Lavin
      Mariana Lavin on 25 Feb 12
       
      I like how it relates it to different places besides from school.
  • Mariana Lavin on 25 Feb 12
     
    At our high school, we recently reexamined our electronic use policy. In conversations during the summer, the assistant principals and I agreed that enforcing our current policy of no electronic devices during the school day was inconsistent with societal norms. So in the opening days of this school year, we asked our students to use their cell phones and other devices responsibly.
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.
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  • “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.
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...
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
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  • 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
Michelle Munoz

Using Skype at School - For Dummies - 0 views

www.dummies.com/...using-skype-at-school.html

infolit

shared by Michelle Munoz on 24 Feb 12 - Cached
  • With Skype, teacher mentors can deliver personalized training directly to the classroom on subjects teachers need.
  • Skype can double as a quick connection to a teacher, librarian, or even a traveling parent for a child in the midst of a homework crisis.
  • One important way to inspire children to read is by reading aloud to them. Schools can arrange to have an author read a story over Skype so that the entire class can enjoy a favorite book and then ask questions for an author study
  • ...1 more annotation...
    • Michelle Munoz
      Michelle Munoz on 24 Feb 12
       
      Or maybe our ECC dads that can't come to school and read, we could skype. 
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.
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. 
Mademoiselle Sakina

Imagining the Future of the School Library - 0 views

www.designshare.com/...school-library-future

Infolit 21C resources

shared by Mademoiselle Sakina on 07 Feb 12 - Cached
  • Mademoiselle Sakina on 07 Feb 12
     
    What should ASF libraries look like to meet the needs of our 21st century learners?
Isabel Fernandez

Las Mejores Prepas 2012 - 1 views

www.reforma.com/...default.asp

school ADE634

shared by Isabel Fernandez on 20 Feb 12 - No Cached
  • Alejandra Salazar on 20 Feb 12
     
    What do they evaluate, skills or knowledge?
Mariana Perez Galan

14 Steps to Meaningful Student Blogging - 0 views

mrspripp.blogspot.com/...aningful-student-blogging.html

shared by Mariana Perez Galan on 21 Feb 12 - No Cached
  • Mariana Perez Galan on 21 Feb 12
     
    I would LOVE to do this in class, imposible to do this at the ECC but maybe lower school?! 
Miss Anna

At Waldorf School in Silicon Valley, Technology Can Wait - NYTimes.com - 0 views

www.nytimes.com/...alley-technology-can-wait.html

infolit education

shared by Miss Anna on 24 Feb 12 - No Cached
  • Miss Anna on 24 Feb 12
     
    Interesting--when is it appropriate to introduce computers into the classroom?
Mariana Lavin

Mandarin immersion program flourishes at L.A. school - 0 views

articles.latimes.com/...la-me-mandarin-school-20111230

ADE634 infolit

shared by Mariana Lavin on 25 Feb 12 - No Cached
  • Mariana Lavin on 25 Feb 12
     
    December 29, 2011|By Matt Stevens, Los Angeles Times Twenty-four first-graders scrambled from their seats and plopped onto a rainbow-colored rug in "Wong laoshi's" classroom. In a minute, they would begin a lesson on food groups. But first a quick exercise on water. "Zhengfa!"
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
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
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.
Ruth Santiago

school - 0 views

pinterest.com/school

infolit ADE634

shared by Ruth Santiago on 08 Mar 12 - No Cached
  • Ruth Santiago on 08 Mar 12
     
    How fun it is to use Pinterest. Check this out!
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