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Demetri Orlando

The Innovative Educator: 6 Ways to Turn Your 1-Computer Classroom Into a Global Communi... - 0 views

theinnovativeeducator.blogspot.com/...rning-your-classroom-into.html

21stcenturyskills

shared by Demetri Orlando on 11 Jan 12 - No Cached
  • Support teachers in using technology for professional purposes. Provide teachers with support for securing interactive digital content. Encourage teachers to partner with students to integrate technology into learning. School principal must lead by example. Embed technology integration into teacher and leader evaluation. Support student acquisition and use of technology in schools. Work with students to develop responsible use policies. Secure appropriate permissions from students and their parents.
  • Support teachers in using technology for professional purposes. Provide teachers with support for securing interactive digital content. Encourage teachers to partner with students to integrate technology into learning. School principal must lead by example. Embed technology integration into teacher and leader evaluation. Support student acquisition and use of technology in schools. Work with students to develop responsible use policies. Secure appropriate permissions from students and their parents. As schools put these building blocks in place, they will be able to work to
Demetri Orlando

10 Things in School That Should Be Obsolete | MindShift - 0 views

blogs.kqed.org/...school-that-should-be-obsolete

obsolete

shared by Demetri Orlando on 23 Jul 12 - No Cached
  • Demetri Orlando on 23 Jul 12
     
    In a modern school a library should be more of a learning commons able to support a variety of student activities as they learn to access and evaluate information.  Books have their place but they are not the end-all of libraries.  A learning commons is no longer the quiet sanctum of old, rather it is a space that can be central or distributed, used formally or informally, and one that can stimulate a spirit of inquiry in students.
Demetri Orlando

No Defending Illiterate Educators « My Island View - 1 views

tomwhitby.wordpress.com/...defending-illiterate-educators

shared by Demetri Orlando on 28 Sep 11 - No Cached
  • I am sure someone told Gutenberg that they would never read his printed text because they loved the feel and smell of hand written scrolls.
  • To be information literate, a person must be able to recognize when information is needed and has the ability to locate, evaluate, and use effectively the needed information.
  • Digital literacy is the ability to locate, organize, understand, evaluate and analyze information using digital technology.
  • ...3 more annotations...
  • educators need to model learning. Not being media literate in the 21st Century is a very POOR model.
  • A teacher’s content expertise is a small rival to the internet. Teaching and guiding kids to harness that content should be the goal.
  • It is a professional responsibility! Media Literacy requires people enter a world that gives up a great deal of control. Many educators are not prepared for that.
Demetri Orlando

Technology Integration Matrix - 1 views

fcit.usf.edu/index.php

shared by Demetri Orlando on 07 Dec 15 - No Cached
  • Demetri Orlando on 07 Dec 15
     
    Nice rubric for evaluating LoTi and SAMR
Demetri Orlando

Getting Schools Ready for the World - Educational Leadership - 0 views

www.ascd.org/...hools-Ready-for-the-World.aspx

WillRichardson

shared by Demetri Orlando on 15 Jan 19 - No Cached
  • 1. Articulate the Abilities Needed To begin, schools need to clearly articulate the abilities that they need to develop in students. For example, the Albemarle, Virginia, School District has identified a dozen "Lifelong Learner Competencies" that are the focus of practice in the classroom. They include things like ▪ Gather, organize, and analyze data; evaluate processes and products; and draw conclusions. ▪ Think analytically, critically, and creatively to pursue new ideas, acquire new knowledge, and make decisions. ▪ Apply and adapt a variety of appropriate strategies to solve new and increasingly complex problems. ▪ Participate fully in civic life, and act on democratic ideals within the context of community and global interdependence. ▪ Apply habits of mind and metacognitive strategies to plan, monitor, and evaluate one's own work.
Demetri Orlando

A new paradigm for evaluating the learning potential of an ed tech activity - 0 views

stager.org/71_Stager.pdf

assessment ed-tech stager

shared by Demetri Orlando on 16 Mar 11 - No Cached
  • Demetri Orlando on 16 Mar 11
     
    Academic paper by Gary Stager describing levels of computer use by students. He critiques the LOTI scale, NETS, etc. and offers a more vivid description of engaging student use of computers.
Megan Haddadi

What's Worth Learning in School? | Harvard Graduate School of Education - 0 views

www.gse.harvard.edu/...whats-worth-learning-school

education information expertise achievement future learning

shared by Megan Haddadi on 19 Feb 15 - No Cached
  • Indian leader Mahatma Gandhi was getting on a train. One of his sandals slipped off and fell to the ground. The train was moving, and there was no time to go back. Without hesitation, Gandhi took off his second sandal and threw it toward the first. Asked by his colleague why he did that, he said one sandal wouldn’t do him any good, but two would certainly help someone else.
  • It was also a knowledgeable act. By throwing that sandal, Gandhi had two important insights: He knew what people in the world needed, and he knew what to let go of.
  • crisis of content
  • ...10 more annotations...
  • information, achievement, and expertise.
  • ifeworthy — likely to matter, in any meaningful way, in the lives learners are expected to live.
  • Knowledge is for going somewhere,” Perkins says, not just for accumulating.
  • Just as educators are pushing students to build a huge reservoir of knowledge, they are also focused on having students master material, sometimes at the expense of relevance.
  • The achievement gap asks if students are achieving X. Instead, it might be more useful to look at the relevance gap, which asks if X is going to matter to the lives students are likely to lead.
  • the encyclopedic approach to learning that happens in most schools that focuses primarily on achievement and expertise doesn’t make sense.
  • we need to rethink what’s worth learning and what’s worth letting go of — in a radical way
  • With high-stakes testing, he says, there’s a fixation on “summative” versus “formative” assessment — evaluating students’ mastery of material with exams and final projects (achievements) versus providing ongoing feedback that can improve learning.
  • “students are asked to learn a great deal for the class and for the test that likely has no role in the lives they will live — that is, a great deal that simply is not likely to come up again for them in a meaningful way.”
  • “As the train started up and Gandhi tossed down his second sandal, he showed wisdom about what to keep and what to let go of,” Perkins says. “Those are both central questions for education as we choose for today’s learners the sandals they need for tomorrow’s journey.”
  • Megan Haddadi on 19 Feb 15
     
    David Perkins discusses what's worth learning.  We teach a lot that doesn't matter.  There's also a lot we should be teaching that would be a better return on investment.  
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