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anonymous

Virtual Conference Centre - Department of Education and Early Childhood Development - 2 views

www.education.vic.gov.au/...default.htm

virtual online learning elearing

shared by anonymous on 23 Feb 10 - Cached
  • anonymous on 23 Feb 10
     
    A wide variety of events are run in the Department's virtual conference rooms providing learning and collaboration across Victoria. The range covers everything from practitioner led events where teachers work with a small group of students or colleagues, to Department wide forums where international experts talk to many educators.
anonymous

Executive Summary | National Education Technology Plan - 1 views

www.ed.gov/...executive-summary

education tech planning technology_integration assessment edtech

shared by anonymous on 21 Mar 10 - Cached
  • The NETP presents a model of 21st century learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching “grand challenge problems” that should be funded and coordinated at a national level.
  • Just as leveraging technology can help us improve learning and assessment, the model of 21st century learning calls for using technology to help build the capacity of educators by enabling a shift to a model of connected teaching. In such a teaching model, teams of connected educators replace solo practitioners and classrooms are fully connected to provide educators with 24/7 access to data and analytic tools as well as to resources that help them act on the insights the data provide.
  • In connected teaching, teaching is a team activity. Individual educators build online learning communities consisting of their students and their students’ peers; fellow educators in their schools, libraries, and afterschool programs; professional experts in various disciplines around the world; members of community organizations that serve students in the hours they are not in school; and parents who desire greater participation in their children’s education.
  • ...1 more annotation...
  • Episodic and ineffective professional development is replaced by professional learning that is collaborative, coherent, and continuous and that blends more effective in-person courses and workshops with the expanded opportunities, immediacy, and convenience enabled by online environments full of resources and opportunities for collaboration.
  • anonymous on 21 Mar 10
     
    From the summary: " The NETP presents a model of 21st century learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching "grand challenge problems" that should be funded and coordinated at a national level."
  • Rene Hahn on 28 Mar 10
     
    Outstanding stuff, Dan! Thanks for sharing this with us.
Rhys Daunic

Enemy Lurks in Briefings on Afghan War - PowerPoint - NYTimes.com - 1 views

www.nytimes.com/...27powerpoint.html

powerpoint technology NYTimes article tools edtech media-ed-resource technology integration

shared by Rhys Daunic on 27 Apr 10 - Cached
  • PowerPoint’s worst offense is not a chart like the spaghetti graphic, which was first uncovered by NBC’s Richard Engel, but rigid lists of bullet points (in, say, a presentation on a conflict’s causes) that take no account of interconnected political, economic and ethnic forces.
  • behind all the PowerPoint jokes are serious concerns that the program stifles discussion, critical thinking and thoughtful decision-making.
  • “I have to make a storyboard complete with digital pictures, diagrams and text summaries on just about anything that happens,” Lieutenant Nuxoll told the Web site. “Conduct a key leader engagement? Make a storyboard. Award a microgrant? Make a storyboard.”
    • Rhys Daunic
      Rhys Daunic on 27 Apr 10
       
      Sounds like the exercise has become about the tool, and the tool is meant to stand in for someone who is putting the simplified/bulleted content in context.  Powerpoint is not the enemy, it's being misused.  
  • ...5 more annotations...
  • hierarchical ordering of a confused world
  • the slides impart less information than a five-page paper can hold, and that they relieve the briefer of the need to polish writing to convey an analytic, persuasive point
  • “Dumb-Dumb Bullets,
  • vague PowerPoint slides
  • oes come in handy when the goal is not imparting information
  • Rhys Daunic on 27 Apr 10
     
    Sounds like the exercise has become about the tool, and the tool is meant to stand-in for someone who is putting the simplified/bulleted content in context.   Powerpoint is not the enemy, it's being misused as a replacement for rigorous critical thinking around complex issues.  It's a visual aide, not a complete platform for stand-alone communication.  
Carolyn Demefack

2011 Educational Technology Conference, "TCETC 2011: Technology, Media, and Designs for... - 1 views

blogs.tc.columbia.edu/tcetc

conference

shared by Carolyn Demefack on 15 Mar 11 - No Cached
  • Carolyn Demefack on 15 Mar 11
     
    TCETC 2011 will take place on Saturday, May 21st, and Sunday, May 22nd at Teachers College, Columbia University, New York, NY. This conference will serve as a multi-disciplinary forum for graduate students to discuss and exchange information on the research, development and applications of emerging technologies in PK-12 classrooms, at home environments and afterschool programs, distance learning settings, higher education, and corporate learning environments.
Rhys Daunic

The Heritage of Digital and Media Literacy | KnightComm - 0 views

www.knightcomm.org/...-of-digital-and-media-literacy

21stcenturyskills media-ed-resource article knight commission

shared by Rhys Daunic on 05 Jun 11 - No Cached
  • literacy is beginning to be defined as the ability to share meaning through symbol systems in order to fully participate in society
  • “text” is beginning to be understood as any form of expression or communication in fixed and tangible form that uses symbol systems, including language, still and moving images, graphic design, sound, music and interactivity.
  • New types of texts and new types of literacies have been emerging over a period of more than 50 years.
  • ...20 more annotations...
  • information literacy, media literacy, media education, visual literacy, news literacy, health media literacy, and digital literacy, among others
  • disciplinary backgrounds of the stakeholders
  • wide scope of the knowledge and skills involved
  • These concepts must not be treated as competitors
    • Rhys Daunic
      Rhys Daunic on 05 Jun 11
       
      yet they compete for the focus of transformational efforts of educators, and time within the curriculum.  
  • a closely-knit family
  • information literacy has typically been associated with research skills. Media literacy typically has been associated with critical analysis of news, advertising and mass media entertainment. Health media literacy has been associated with exploring media’s impact on making positive choices related to nutrition, exercise, body image, violence and substance abuse prevention. Digital literacy is associated with the ability to use computers, social media, and the Internet
    • Rhys Daunic
      Rhys Daunic on 05 Jun 11
       
      interesting to see how they have settled in.  I have always considered media literacy to encompass all of the above.  technical skills necessary to "access... and create... in a variety of media".  info literacy to "access and synthesize" info.  the focus on critical analysis within media literacy can be applied across the curriculum -- health is one area of focus, violence another -- both subjects impacted greatly by media messages.   * quotes refer to the NAMLE.net Definition of Media Literacy.  
  • “digital and media literacy” is used to encompass the full range of cognitive, emotional and social competencies that includes the use of texts, tools and technologies; the skills of critical thinking and analysis; the practice of message composition and creativity; the ability to engage in reflection and ethical thinking; as well as active participation through teamwork and collaboration.
  • empowered to speak out on behalf of the missing voices and omitted perspectives in our communities
  • By identifying and attempting to solve problems, people use their powerful voices and their rights under the law to improve the world around them
  • spiral of empowerment
  • active participation in lifelong learning
  • both consuming and creating messages
  • consistent with constructivist education
  • Common Core State Standards Initiative (2010) points out, “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, report on, and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to research and to consume and produce media is embedded into every element of today’s curriculum.”
    • Rhys Daunic
      Rhys Daunic on 05 Jun 11
       
      there it is.  we have to emphasize this statement explicitly in development of units addressing the specific standards? 
  • Essential Competencies of Digital and Media Literacy 1.    ACCESS Finding and using media and technology tools skillfully and sharing appropriate and relevant information with others 2.   ANALYZE & EVALUATE Comprehending messages and using critical thinking to analyze message quality, veracity, credibility, and point of view, while considering potential effects or consequences of messages 3.   CREATE Composing or generating content using creativity and con­fidence in self-expression, with awareness of purpose, audience, and composition techniques 4.   REFLECT Applying social responsibility and ethical principles to one’s own identity and lived experience, communication behavior and conduct 5.   ACT Working individually and collaboratively to share knowledge and solve problems in the family, the workplace and the community, and participating as a member of a community at local, regional, national and international levels
  • “Teachers understand media’s influence on culture and people’s actions and communication; as a result, teachers use a variety of approaches for teaching students how to construct meaning from media and nonprint texts and how to compose and respond to film, video, graphic, photographic, audio, and multimedia texts
  • “preservice, inservice, and staff development programs that will focus on new literacies, multimedia composition, and a broadened concept of literacy”
  • Understand how people use media in their personal and public lives Recognize the complex relationships among audiences and media content Appreciate that media content is produced within social and cultural contexts Understand the commercial nature of media Use media to communicate to specific audiences
  • But genuine educational change in K–12 and higher education does not come about simply by generating documents or developing written standards
  • What is needed now is a clear and compelling vision of the instructional practices
  • Rhys Daunic on 05 Jun 11
     
    Regarding what's missing from the Core Common Standards -- new texts, new media, viewing...  Where does "complexity" of new media text get taught? How will teachers learn to parse it?  Is new media analysis and production a discipline?  Yes in my opinion.  Is it interdisciplinary? Yes.  Media related to various content areas have their own criteria.  Video, photography, blogs, social networks and the systems that deliver them are, in a way, their own languages. They are increasingly dominating how our society functions, informs and represents itself.  HOW can this still be an afterthought for educators?  Fear?  Uncertainty on how to proceed?  Because it's not tested? The text landscape is more complex than the textbook.  
anonymous

Education World ® Technology Center: Managing Technology: Tips from the Experts - 0 views

www.education-world.com/...tech116.shtml

classroom_managment technology_integration

shared by anonymous on 24 Apr 09 - Cached
  • Always run through a technology lesson before presenting it to the class -- and always have a back-up lesson prepared in case the technology fails.
  • Type directions for frequently used computer operations -- opening programs, inserting clip art, printing documents, and so on -- on index cards, laminate them, and connect them with a circle ring. Keep a set next to each computer.
  • If you're a language arts or foreign language teacher using Microsoft Word, teach your students how to use the Text to Table feature.
  • ...13 more annotations...
  • Appoint classroom technology managers
  • When working on lengthy technology projects, print out step-by-step instructions. Include some that say "Save your work; do not go any further until you help your neighbors reach this point."
  • Turn your classroom into a museum. After a lesson using presentation software, allow students to walk around the room and view everyone else's work
  • Post a list of all your rules for technology use in a visible place
  • Attach plastic hooks to monitors to hang headphones on when they're not being used.
  • Have students turn off their monitors when you're giving directions.
  • Type PLEASE WAIT FOR INSTRUCTIONS on 8½ by 11 papers, laminate them, and tape one sheet to the top of every monitor
  • When working in a computer lab, assign each student a computer.
  • Have each student keep a Tech Folder for storing ongoing technology projects
  • When students are working on small group technology projects on classroom computers, divide the tasks so some students are working on the computers while others are working at their desks on another part of the project
  • Provide a sign-up sheet for the computers. When one group is finished using the computers, they must notify the next group that it's their turn.
  • Set up teams of computer helpers,
  • Never assume you know it all! Offer a free pencil to any student who teaches you something you didn't know.
  • anonymous on 24 Apr 09
     
    effective tech management techniques
anonymous

Can Technology Drive Change in Professional Development? -- THE Journal - 0 views

thejournal.com/...-Professional-Development.aspx

pd research edtech

shared by anonymous on 12 Aug 09 - Cached
  • Effective school and district leaders driving the innovations; Collaboration and participation in professional communities; Use of data to improve instructional approaches; Subject matter expertise; The sustainability of the programs; and Access to resources and tools.
  • anonymous on 12 Aug 09
     
    Follow up article to the SETDA report released in Nov 08, documenting effective appraoch to ed. tech PD, with school model samples.
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