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Barbara Lindsey

Jeff Mao and Bob McIntire from the Maine Department of Education: Open Education and Po... - 0 views

creativecommons.org/...25399

oer main opened cc creativecommons

shared by Barbara Lindsey on 09 Dec 10 - No Cached
  • Barbara Lindsey on 09 Dec 10
     
    Recently, Maine has been engaged in some interesting and innovative projects around OER as a result of federal grant funds. For this installment of our series on open education and policy, we spoke with Jeff Mao and Bob McIntire from the Maine Department of Education. Jeff is Learning Technology Policy Director at MLTI, and Bob works for the Department's Adult & Community Education team.
Barbara Lindsey

Library of Congress to archive your tweets - CNN.com - 0 views

www.cnn.com/...index.html

twitter librarycongress archive public

shared by Barbara Lindsey on 15 Apr 10 - Cached
  • Examples of notable tweets the library cited Wednesday include the first-ever tweet from Twitter co-founder Jack Dorsey, the tweet on Barack Obama's account after he won the 2008 election and a pair of tweets from a photojournalist who was arrested in Egypt, then freed after a series of events stemming from his use of the micro-blogging site.
  • "And I think folks understand that whatever they post on Twitter is meant to be searchable. So I don't see a big issue here." Verdi said he would feel differently if the federal government seeks to identify users through their tweets or to match Twitter users with other information about citizens that is stored in federal databases.
Barbara Lindsey

Are Schools Inhibiting 21st Century Learning? : April 2008 : THE Journal - 0 views

www.thejournal.com/...22407_4

21st century education learning schools survey

shared by Barbara Lindsey on 09 Apr 08 - Cached
  • Among students, more than half said they would "use technology more easily at school if they could use their own laptop, cell phone or mobile device to work on projects, access related software applications and the Internet, and communicate with classmates,"
  • Here are the top-3 technologies teachers and administrators chose to equip the "ultimate school for 21st century learners."
  • Most high school students (67 percent) and middle school students (52 percent) have cell phones. And 75 percent of middle and high school students have a digital media player.
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  • he lowest for administrators were "unlimited student access to the Internet" (12%) and "games/virtual simulations" (15%). The lowest for teachers were Web 2.0 technologies, including blogs and wikis (10%) and unlimited student access to the Internet (11%).
  • The Speak Up survey is conducted annually to assess views on current issues in education, and results are shared with state and federal policy leaders.
  • for the first time this year, administrators have participated in the survey. The group had expected about 325,000 individuals to participate in Speak Up 2007, a goal that was exceeded by some 42,000 participants, which included 319,223 students, 25,544 teachers, 19,726 parents, and 3,263 administrators.
Barbara Lindsey

A Fairy Tale? « Larry Cuban on School Reform and Classroom Practice - 0 views

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education reform pre-wwII cuban

shared by Barbara Lindsey on 07 May 10 - Cached
  • what they had learned in school did not prepare them to face the problems of life, think clearly, be creative, or fulfill their civic duties.
  • So to give high schools the freedom to try new ways of schooling in a democracy, a small band of reformers convinced the best universities to waive their admission requirements and accept graduates from high schools that designed new programs.
  • Between 1933-1941, thirty high schools in the country and over 300 universities and colleges joined the experiment sponsored by the Progressive Education Association.
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  • Called “The Eight Year Study,” each high school decided for itself what curricula, schedules, and class sizes would be. There were no college admission requirements or must-take tests. Old lesson plans were scrapped. One school sent classes into the West Virginia coal region to study unions. Science, history, art, and math were often combined in projects that students and teachers planned together.
  • A few principals blocked the experiment. Some school faculties divided into warring factions.
  • While there was much variation among the schools, there were also common elements. Many of the large public high schools (of the 30, fifteen were private) created small schools within the larger one. Principals increased the authority of teachers to design and steer the program; teachers crossed departmental boundaries and created a core curriculum (math/science and English/social studies), set aside three hours a day for teams to work with groups of students, and planned weekly units with students.
  • evaluators established 1,475 pairs of college students, each consisting of a graduate from an experimental school and one graduate of another high school matched as closely as possible as to age, sex, race, social class, and academic performance. They then compared their performance in college.
  • Evaluators found that graduates of the thirty schools earned a slightly higher grade average and more academic honors than those who attended regular high school. Furthermore, the “guinea pigs,” as they were called, were more precise in their thinking, displayed more ingenuity in meeting new situations, and demonstrated an active interest in national and world issues than their matched counterpart.
  • results showed over 70 years ago was that there was no one single best way of schooling teenagers.
  • Later generations of reformers seldom inquired or cared about this large-scale, non-federally funded experiment that showed convincingly that schools, given the freedom to experiment, could produce graduates that not only did well academically in college but, far more important, displayed an active interest in civic affairs, were resourceful in handling new situations, and could think clearly.
  • 1. When engaged teachers, administrators, and students are given the freedom to experiment and the help to do it, they will come through. 2. There is no one best way of schooling youth. 3. Students can graduate high school who are academically engaged, involved in their communities, and thoughtful problem-solvers. 4. Standards of excellence that work in schools are those that are set and done locally by adults and students—not imposed from the top-down.
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