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Barbara Lindsey

Schools starting to allow use of digital devices - 0 views

www.azcentral.com/...llphones-school-classroom.html

schools mobile digital

shared by Barbara Lindsey on 26 Oct 10 - No Cached
  • "We want them to start modeling what they're going to see when they get out of here," said Lee, who envisions someday replacing students' print planners with online calendars. Most of all, he wants to cultivate what he calls good digital citizenship.
  • Drawing inspiration from fake Twitter accounts that parody celebrities or historical figures, Haines has had his students tweet as characters from George Orwell's "Animal Farm."
  • There is little data on how many school districts across the country have policies allowing the use of cellphones and other digital devices in class. A 2009 U.S. Department of Education survey shows only 4 percent of public-school teachers say a handheld device is available in the classroom every day.
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  • "Everybody in the technology end of schools are talking about not so much loosening the reins as opening the opportunities for students," she said. "That's the world they live in - not in a classroom, in rows, with books in front of them."
  • "All the conversation, even at the grad-school level, is 'Put away your phones,' " said Sree Sreenivasan, a professor of digital media at Columbia University. "If I was a teacher, and as a parent, I would be concerned. Forty kids, all pulling out their cellphones - that's a total recipe for disaster."
  • "If you stopped and waited for every unknown to be solved, you'd never get anything done," he said.
  • "If a student is cheating, it's the same punishment as if they were using handwritten notes to cheat. If a student is using a cellphone to make threats, it's the same punishment as if they were making verbal threats," Ross said. "Cellphones didn't invent any of (those) things."
  • forcing students to pretend their phones don't exist when they enter school creates an "unrealistic environment" for children.
Barbara Lindsey

Stop Chasing High-Tech Cheaters | Inside Higher Ed - 0 views

www.insidehighered.com/...socol

irasocol cheating testing online

shared by Barbara Lindsey on 16 Nov 11 - Cached
  • It has long been academe's dirty little secret that bad instructors and bad assignments create cheating.
  • "In today's information age, where a body of information in all but the narrowest of fields is beyond anyone's ability to master, why aren't colleges teaching students how to research, organize and evaluate the information that is out there?"
  • If, however, processing information is the issue, if creative solutions are being sought, if students are being asked to develop new syntheses, then cheating will be much rarer, and much more difficult, technology use will become essential, and learning will be far more relevant.
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  • So schools do not teach effective use of Google, of text-messaging, of instant-messaging. They don't teach collaboration. They barely teach communication outside the stilted prose only academics use. No wonder students are prepared for nothing except more school.
  • There is also the issue of educational discrimination. When schools fight against technology, they are fighting access to education for people who learn and function differently. Technology, from computers to calculators to classroom cellphones, enables a wide variety of students who would otherwise be left out to participate and succeed. Technology in the hands of all students allows disabilities and functional deficits to be invisibly accommodated so that knowledge can be developed, nurtured, and evaluated on terms fair to everyone.So, no, the problem is not cheating. The problem is firmly one of instructional and evaluation technique. It will not be solved until teachers and professors figure out that understanding and the ability to work with knowledge is what counts, and that anything you can instantly Google, or store in your calculator, or retrieve via quick text-message or phone call need not be remembered, nor tested, because, obviously, you will always be able to instantly Google it, or store it in your cellphone, or get someone to text it to you. 
Barbara Lindsey

YouTube - Cellphones as Learning Tools - 0 views

www.youtube.com/watch

mobile cellphones video shareski education

shared by Barbara Lindsey on 08 Apr 10 - Cached
  • Barbara Lindsey on 08 Apr 10
     
    Dean Shareski video on cell phones in education
Barbara Lindsey

Cell phone novels come of age › Japan Today: Japan News and Discussion - 0 views

www.japantoday.com/...cell-phone-novels-come-of-age

mobile cellphones japan novels

shared by Barbara Lindsey on 16 Aug 10 - Cached
  • “Teenage girls began messaging with pagers in the early ’90s,” says Mizuko Ito, a research scientist who studies cell phone use among Japanese youth. “Because of this, Japan was the first country to have widespread mobile communications, even before mobile phones became affordable and popular.” Ito sees in the rise of cell phone novels a high degree of media and gadget literacy, a cultural willingness to experiment with new technologies, and a desire for private space and intimate communication.
  • The way it works is this: novels are posted by members of cell phone community sites to be downloaded for free and read on other cell phones. Reading often takes place in crowded trains during long commutes. The works are published in 70-word installments, or abbreviated chapters that are the ideal length to be read between shorter train stops. This means that, despite small cell phone screens, lots of white space is left for ease of reading. Multiple short lines of compressed sentences, mostly composed of fragmentary dialogue, are strung together with lots of cell phone-only symbols. The resulting works are emotional, fast-paced and highly visual, with an impact not unlike manga.
  • Following Starts, other publishers like Goma and Asuki Media Works moved in to cherry pick cell phone novel sites online and put out the next big hit. The number of cell phone novels in print began skyrocketing in 2006, when 22 books hit the shelves; the following year, there were 98. Even a no-name author with a cell phone novel publishing deal enjoyed a first run of between 50,000 and 100,000 copies.
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  • Indeed, cell phone novels do not go through the editorial selection process; they first become popular with readers and then are published based on their ability to please a crowd. This rawness is at once their appeal and a major hurdle keeping the emergent genre from maturing.
Barbara Lindsey

SpeEdChange: What a good IEP looks like... - 0 views

speedchange.blogspot.com/...what-good-iep-looks-like.html

iep student support irasocol student2.0

shared by Barbara Lindsey on 11 Sep 10 - No Cached
  • Does your IEP include the student's assessment of their own strengths, needs, issues, desires? If it does not, it can not possibly be a "good IEP." The IEP is not a tool for the school's convenience. It is a plan designed to help the student become the best, most successful, most independent human that student can possibly be. And if does not begin with the student speaking for him or herself, it will fail to do that.
  • The "Individualized Education Program [Plan]," is the central "paperwork" component of American "Special Education" - and, in other forms, not uncommon in other nations. Unfortunately, it is typically (almost always) a deficit-model statement, listing all that is "wrong" with the student
  • The very idea of 'behind'-ness is what's under attack here, A. When you standardize what it means to be an educated child, you create a line in the sand that defines some kids as 'ahead' and some kids as 'behind.' As anyone with a learning disability knows, these sorts of lines are increasingly arbitrary the more you examine them. They shut you out for all manner of reason. They create a situation where those who are 'ahead' get a free bonus happy career, and those who are 'behind' get either the short stick or the sanctimony. Or both.
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  • So let me make this the number one idea behind a "good IEP": Start by describing all the things the student is good at.
  • The WATI Student Information Guides (all free downloads) ask you about student abilities in each "area" - the essential first step. But a good IEP goes beyond that. What are the student's interests? What is the best time of the day for the student? What drives this student to succeed? At what? Without this kind of listing, your IEP will fail because you will not be able to leverage student strengths to overcome the things which cause them trouble. The IEP Guidelines start with, "The child's present levels of academic and functional performance." That should be a major bit of writing, not a list of test scores.
  • What opportunities are available to non-disabled students - clubs, sports, arts, music, physical education, socializing? You cannot claim "least restrictive environment" if you deny students the right to participate in these things because they are spending mandatory "extra time" on tasks or in resource rooms, or even, doing homework.
  • If your IEP does not give the student a computer or mobile device to type with or dictate to, and thus the student can not write alongside their peers, they are "not participating" and I want you to write an explanation of that. If that student's IEP does not give them a computer or mobile device which reads to them and thus they must read a different book, or have fewer choices, or go to a separate room, they are "not participating" and I want you to write an explanation of that. If that student's IEP does not give them an appropriately sophisticated AAC device which allows them to communicate in "real time," they are "not participating" and I want you to write an explanation of that. If that student's IEP does not include technologies and strategies to be in the band or on a team or a member of a club or the ability to sit with friends during lunch, they are "not participating" and I want you to write an explanation of that.
  • And remember, "technology" is everything. The chair, the desk, the lighting, and the school itself. And technological solutions can not be restricted by other "educational" policies - such as a "cellphone ban" or a prohibition against iPods or mp3 players.
  • Students need to learn to use their solutions every day, and they need to use those solutions to demonstrate their capabilities.
Barbara Lindsey

Will Your College Be Covered in Virtual Graffiti? - Technology - The Chronicle of Highe... - 2 views

chronicle.com/...64617

tagging geotagging universities virtual graffiti

shared by Barbara Lindsey on 14 Mar 10 - Cached
  • It's a lot easier to get ahead of the curve and to guide people into some of these technologies, as opposed to after the fact going back and trying to correct" their behavior, says the interactive-media manager.
  • Universities are still figuring out how to deal with Facebook and Twitter and other interactive programs which, like much of what's called Web 2.0, are largely out of their control. Now they'll have to wrestle with the power and pitfalls of an even more in-your-face social-media tool.
  • The University of Texas at Dallas is taking a different approach. Lately the 16,000-student state university has become a laboratory for what happens when students and professors go wild with unofficial tagging.
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  • If you're scratching your head wondering what this has to do with education, here's Mr. Terry's answer: The technology will, he says, transform disciplines.
  • Perry Hewitt, digital-communications director at Harvard, says privacy is a serious issue. She also points out that similar sky-is-falling predictions were raised when the answering machine was introduced.
  • Mr. Terry's students will present a smartphone application they have built, called Placethings, which lets you tie pictures, video, and audio to locations and map that multimedia trail into a narrative.
  • Gartner, a technology-research company, forecasts that by 2013 mobile phones will pass personal computers as the most common way people worldwide get access to the Internet. But the practice of cellphone users' tying content to place is so new that you can really believe only one prediction with much confidence. Which is this: As location tagging goes more mainstream in the next few years, today's efforts will look trivial.
  • Barbara Lindsey on 14 Mar 10
     
    Thx to @academicdave
anonymous

Confessions of a Podcast Junkie: A Student Perspective (EDUCAUSE Review) | EDUCAUSE - 3 views

www.educause.edu/...156831

podcast student studyabroad educause

shared by anonymous on 12 Mar 10 - Cached
  • My experience in creating podcasts came through much nobler endeavors. It began with a research project in the working-class neighborhoods of North Belfast and a frustrated conversation over pints in a pub. I was on a research high after an interview with two women of very different political backgrounds. They were friends, brought together by the work of a local nonprofit, and their mutual admiration shone from the lightning-fast banter that they tossed back and forth throughout the interview. It was clear to me that they were a perfect example of a friendship from different sides of the political divide. But my friend at the pub just couldn't get it. He suggested that their friendship might be contrived, a mere show for my benefit, or that if real, it didn't mean as much as I thought. Exasperated, I pulled out my recorder and played the conversation back to him. As their Belfast accents filled up our corner booth, I could see his posture slacken and the battle turn my way. In that moment, I decided that only a podcast could finish telling my story. Over the next months, armed with just an MP3 player and some freeware suggested by a friend, I worked to piece together the story of North Belfast through interviews, conversations, and the sounds of the streets. The result was crude, elementary, and slightly difficult to listen to. But I was hooked.
  • Student Use (and Misuse) of Podcast Technology
  • In fact, the iPod topped the list of the most "in" things on campus in 2006, according to Student Monitor's Lifestyle & Media Study.
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      How many in our class own an iPod? Other mp3 player?
    • Inas Ayyoub
      Inas Ayyoub on 15 Mar 10
       
      I don't have any of them, but after studying and teaching in an American university , I feel it is one of the important things that I have to own!!
    • Kemen Zabala
      Kemen Zabala on 15 Mar 10
       
      I own an iPod touch and I believe my cellphone is also part mp3 player
    • Barbara Lindsey
      Barbara Lindsey on 15 Mar 10
       
      I have 2
    • Blanca Garcia Valenzuela
      Blanca Garcia Valenzuela on 15 Mar 10
       
      I have a mp3 player, not an iPod and, anyway, I do not see why iPods are so popular...
    • Catherine Ross
      Catherine Ross on 15 Mar 10
       
      I own an iPod but I never use it!
    • Celeste Arrieta
      Celeste Arrieta on 15 Mar 10
       
      I don't have an IPod
    • Celeste Arrieta
      Celeste Arrieta on 15 Mar 10
       
      You made very interesting comments, Inas! Congratulations!!
    • suzanne ondrus
      suzanne ondrus on 15 Mar 10
       
      I own one but have yet to use it! :(
    • Christopher Laine
      Christopher Laine on 15 Mar 10
       
      Mine doesn't really work since I put it in the laundry. But I never used it much anyway because it's not compatible with .flac files.
  • ...14 more annotations...
  • transfer lectures and course material
  • "The good thing was that you could listen to a section over and over again if you wanted to review it," Clemen says. "There were a few podcasts that I had to review a couple of times. I could write out what he was saying and listen to what he was saying again." Reviewing came in handy, they all say, especially during project or exam times. "[With the podcasts], I've got more material to go back to if I wanted to review that module," Clemen says. "Whereas with the rest of the material, I just have some PowerPoint and my own notes."
  • The trick, students say, is to make sure that there is something to gain by attending class and downloading the lecture.
  • the material has to be relevant to the rest of the course. Otherwise, it's just a cool technology to have." Material should have a clear connection to the actual course, making a seamless transition between face time and the online realm.
  • Students stress the need to keep audio and video concise and engaging.
  • ust because a student totes an iPod on campus doesn't mean that the student is podcast-savvy.
  • "There aren't any time constraints. Your podcast doesn't have to be an exact amount of time. You have carte blanche to change the format and grow your show." He also helps capture audio from guest speakers so that the programs can be
  • n to the guest lectures while on the bus, at the gym, or in their dorm rooms. Still, Stein never felt the urge to skip class. "It was nice to know that if you missed class, you could record the lectures," she says. "But the iPod didn't encourage you to miss class. There's not a chalkboard that you can see or problems that you can see worked out. I think more people show up in a [podcasting] course because it encourages more interaction."
  • "It's much better than writing a paper. It's more interesting, much more fun, and much more creative. You get a lot of time to work on it, and it's more collaborative because you're working with other people. You're creating the performance as you go and then continuously working on it." Creating a podcast didn't mean less work, he says.
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      Your thoughts?
    • suzanne ondrus
      suzanne ondrus on 15 Mar 10
       
      This seems to go on the idea of trying to make one's class accessible to everyone. So with podcasts students with strong oral skills might excell.
    • Inas Ayyoub
      Inas Ayyoub on 15 Mar 10
       
      Still, we don't want students to end up with poor writing skills. So I guess with the help of other uses of technolog like wikis we can make writing papers more fun and help stdents improve that as well.
  • Though her goal was to increase learning for her peers in the anatomy course, she found that creating the material was a boon to her own learning. "As a student creating the podcasts, I had the chance to learn a lot more than I would have taking a course," she says. "It's about learning how to teach the material and how to make a narration out of it. You have this intimate knowledge of the material, and now you know how to show the different sides of an issue."
  • Besides the entertainment value, Westfall and Finnegan say that the podcasts were especially useful for reviewing material. They used the podcasts as refreshers throughout the semester and during exam time. In addition, creating a segment meant that they had to brush up on their own knowledge of the subject.
  • I don't want [the podcasts] to overlap with lectures too much; I still want people to go to the lecture. This is a very relaxed way to get the information to them. They can do it on their own time and download it whenever."
    • Inas Ayyoub
      Inas Ayyoub on 15 Mar 10
       
      Though the podcasts arre a great idea for reviewing materials and catching up on things you missed in a class, still they will result in having less and less face-to-face interaction which is still needed especially when learning languages. I guess students will be tempted to miss classes more and more , even though the article suggested that using podcasts will encourage them not to do so!!
  • Knowing my own podcast history, I had to wonder just how quickly the students were jumping on board. Armed with my same recorder—though it was now slightly rougher for the wear—I asked students at colleges and universities across North America about their iPod and MP3 use, their familiarity with podcasting, and just how they saw podcasting as part of the classroom.
  • Knowing my own podcast history, I had to wonder just how quickly the students were jumping on board. Armed with my same recorder—th
  • Inas Ayyoub on 15 Mar 10
     
    "Besides the entertainment value, Westfall and Finnegan say that the podcasts were especially useful for reviewing material. They used the podcasts as refreshers throughout the semester and during exam time. In addition, creating a segment meant that they had to brush up on their own knowledge of the subject."
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