The idea that students are digital natives is a myth
Response: Several Ways To Engage Students Without Carrots & Sticks - Classroom Q&A With... - 0 views
Do you include Twitter mining as a 21C skill? - A Stick in the Sand - 1 views
The Web IS the Platform | Stick in the Sand - 1 views
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they need to be taught to see the web as a learning tool
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helping student and teachers make sense out of an ever-growing, ever-diversifying web.
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how to sort web tools by function-research, production, publication, discussion and management-to create a simple, solid framework for helping student and teachers make sense out of an ever-growing, ever-diversifying web.
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This is a very good resource. Thanks, Barbara!
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Glad you find our Diigo group useful, Celeste! Hope all is well with you.
SpeEdChange: What a good IEP looks like... - 0 views
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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.
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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
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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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Higher Education Reimagined With Online Courseware - Education Life - NYTimes.com - 0 views
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M.I.T. officials like to tell about an unsolicited comment they received one day about the online course “Introduction to Solid State Chemistry.” “I learned a LOT from these lectures and the other course material,” the comment said. “Thank you for having it online.” The officials did a double take. It was from Bill Gates. (Really.)
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But just 9 percent of those who use M.I.T. OpenCourseWare are educators. Forty-two percent are students enrolled at other institutions, while another 43 percent are independent learners like Mr. Gates. Yale, which began putting free courses online just four years ago, is seeing similar proportions: 25 percent are students, a majority of them enrolled at Yale or prospective students; just 6 percent are educators; and 69 percent are independent learners.
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Professor Shankar is working on his second semester of recorded videos, and says that the experience has improved his teaching.
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Cognitive Surplus: The Great Spare-Time Revolution | Magazine - 0 views
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Somehow, watching television became a part-time job for every citizen in the developed world. But once we stop thinking of all that time as individual minutes to be whiled away and start thinking of it as a social asset that can be harnessed, it all looks very different. The buildup of this free time among the world’s educated population—maybe a trillion hours per year—is a new resource. It’s what I refer to as the cognitive surplus.
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Shirky:
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Pink: A surplus that post-TV media—blogs, wikis, and Twitter—can tap for other, often more valuable, uses.
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