Instead of blocking the many exit ramps and side routes on the information superhighway, they have decided that educating students and teachers on how to navigate the Internet’s vast resources responsibly, safely, and productively—and setting clear rules and expectations for doing so—is the best way to head off online collisions.
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ReadCube | Free Reference Manager - Academic Software For Research - 5 views
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"Create your article library instantly - import your PDFs in a single step. One-click download of related articles. All your articles in one place - they're full-text searchable with your highlights and sticky notes. Stay on top of the latest research - relevant articles are automatically recommended every day."
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November Learning - Resources - 0 views
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November Learning Resources Here you will find links to a variety of valuable resources. * Archive of Articles ( 25 items ) A series of articles written by Alan November. Featured Articles: Teaching Zack to Think Designing Libraries: Learning for a Lifetime Banning Student Containers Students as Contributors: The Digital Learning Farm
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Education Week: Filtering Fixes - 0 views
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“We are known in our district for technology, so I don’t see how you can teach kids 21st-century values if you’re not teaching them digital citizenship and appropriate ways of sharing and using everything that’s available on the Web,” said Shawn Nutting, the technology director for the Trussville district. “How can you, in 2009, not use the Internet for everything? It blows me away that all these schools block things out” that are valuable.
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While schools are required by federal and state laws to block pornography and other content that poses a danger to minors, Internet-filtering software often prevents students from accessing information on legitimate topics that tend to get caught in the censoring process: think breast cancer, sexuality, or even innocuous keywords that sound like blocked terms. One teacher who commented on one of Mr. Fryer’s blog posts, for example, complained that a search for biographical information on a person named Thacker was caught by his school’s Internet filter because the prohibited term “hacker” is included within the spelling of the word.
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The K-2 school provides e-mail addresses to each of its 880 students and maintains accounts on the Facebook and Twitter networking sites. Children can also interact with peers in other schools and across the country through protected wiki spaces and blogs the school has set up.
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“Rather than saying this is a scary tool and something bad could happen, instead we believe it’s an incredible tool that connects you with the entire world out there. ... [L]et’s show you the best way to use it.”
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As Trussville students move through the grades and encounter more-complex educational content and expectations, their Internet access is incrementally expanded.
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In 2001, the Children’s Internet Protection Act instituted new requirements for schools to establish policies and safeguards for Internet use as a condition of receiving federal E-rate funding. Many districts have responded by restricting any potentially troublesome sites. But many educators and media specialists complain that the filters are set too broadly and cannot discriminate between good and bad content. Drawing the line between what material is acceptable and what’s not is a local decision that has to take into account each district’s comfort level with using Internet content
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The American Civil Liberties Union sued Tennesee’s Knox County and Nashville school districts on behalf of several students and a school librarian for blocking Internet sites related to gay and lesbian issues. While the districts’ filtering software prohibited students from accessing sites that provided information and resources on the subject, it did not block sites run by organizations that promoted the controversial view that homosexuals can be “rehabilitated” and become heterosexuals. Last month, a federal court dismissed the lawsuit after school officials agreed to unblock the sites.
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Students are using personal technology tools more readily to study subject matter, collaborate with classmates, and complete assignments than they were several years ago, but they are generally asked to “power down” at school and abandon the electronic resources they rely on for learning outside of class, the survey found. Administrators generally cite safety issues and concerns that students will misuse such tools to dawdle, cheat, or view inappropriate content in school as reasons for not offering more open online access to students. ("Students See Schools Inhibiting Their Use of New Technologies,", April 1, 2009.)
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A report commissioned by the NSBA found that social networking can be beneficial to students, and urged school board members to “find ways to harness the educational value” of so-called Web 2.0 tools, such as setting up chat rooms or online journals that allow students to collaborate on their classwork. The 2007 report also told school boards to re-evaluate policies that ban or tightly restrict the use of the Internet or social-networking sites.
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Federal Requirements for Schools on Internet Safety The Children’s Internet Protection Act, or CIPA, is a federal law intended to block access to offensive Web content on school and library computers. Under CIPA, schools and libraries that receive funding through the federal E-rate program for Internet access must: • Have an Internet-safety policy and technology-protection measures in place. The policy must include measures to block or filter Internet access to obscene photos, child pornography, and other images that can be harmful to minors; • Educate minors about appropriate and inappropriate online behavior, including activities like cyberbullying and social networking; • Adopt and enforce a policy to monitor online activities of minors; and • Adopt and implement policies related to Internet use by minors that address access to inappropriate online materials, student safety and privacy issues, and the hacking of unauthorized sites. Source: Federal Communications Commission
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“We believe that you can’t have goals about kids’ collaborating globally and then block their ability to do that,” said Becky Fisher, the Virginia district’s technology coordinator.
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Welcome to The American Presidency - 0 views
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shared by Jason Christiansen on 11 May 10
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Planning for Project Learning in Your Classroom, School, or School District | Edutopia - 13 views
www.edutopia.org/ject-learning-replication-tips
technology education teaching pbl project web2.0 projects article
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The projects profiled here are full-figured creations by teams of teachers at schools whose cultures and schedules support grand ideas. Take a deep breath -- it didn't happen in one big swoop. Article on how to plan the PBL process in a classroom/school/district. I think this article is useful for any educator hesitant about the project-based learning approach. It's a lot of time and work, and then a struggle with how it is assessed. In my personal experience, project-based learning makes for an amazing classroom, but there is a lot of work done on the front-end to get students to buy-in to this model, and then to work within this model.
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Ed schools vs. education - Pittsburgh Post-Gazette - 5 views
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"The achievement gap between the U.S. and the world's top-performing countries can be said to be causing the equivalent of a permanent recession," Mr. Hanushek wrote for Education Next.
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Today we lead the world only in how much we spend per pupil.
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There are many reasons for this, of course. But, why do you suppose we're not getting the achievement?
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Is it because we are forcing all kids to fit the same standards rather than develop different standards for different needs of the students?
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Not in % of GDP we spend... Of course, those other countries spend on pupil support: extended parental leave, full health care...
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Far and away the most important factor in student learning is the quality of teachers. If we got rid of just the bottom 5 percent to 7 percent of teachers, that alone would lift our kids to Canadian levels, Mr. Hanushek calculates.
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This is a delicate subject. But, we all know folks who don't put forth the effort that they should. What IF we did this?
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How do you compare this? In my school, I will have 183 students in my classes this year, and none will be considered advanced math students. Our calc teacher will have a majority of the advanced students and his enrollment numbers are at 93. How does this compare?
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I only teach the lower level students (no complaints about that, I'm good at what I do) but they will not hit "advanced"!!
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Our teachers "do not know anything," according to Terrence Moore, who teaches history at Hillsdale College. That's largely because most have degrees in education rather than in the subjects they teach.
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Teachers are constrained by many different influences. Creativity is stifled, we teacher to the lowest common "core" denominator. Schools are not bold but old. We are rewarded by passing many useless measures, which unfortunately this article is based off of. Standardized test scores have blinded the public to what is important. Being able to problem solve and to be creative has always been the mark of an American, but that is being stripped of this generation b/c of the drive to wards testing.
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And what are elementary teachers supposed to have degrees in? Do you really want a second grade teacher with a major in history? Or chemistry? In college, I took engineering and business calculus classes, business statistics and accounting, in addition to my education math classes. Does it matter that I didn't get a degree in math? Isn't it better that I also have courses in ancient near eastern history? And Arthurian legends? And American and English literature and American government?
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"Future teachers are better served by getting good grounding in academic subject matter."
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Ed schools seem to think knowing stuff isn't important.
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"If you confront [teachers] with the fact that they, just as their students, can tell you nothing about the first 10 presidents or the use of the gerund, they will blithely respond that it is not so important for them to know things as to know 'how to know things,' " said Mr. Moore.
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The reform needed is to remove state "certification" requirements. The reason for them, we're told, is to guarantee that only the qualified teach. Their real purpose is to keep the knowledgeable out of the classroom.
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"Yet these education schools," Mr. Moore points out, "not only do not impart real knowledge of academic subjects; they are actively hostile to it."
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If instead of being forced to hire the certified, schools were free to hire the qualified, colleges of education would wither away -- and learning would blossom.
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Many qualified folks lost their positions when they weren't deemed 'highly qualified.'
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Isn't that what certification is? An official statement that the person is indeed qualified?
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But, wasn't he just complaining several paragraphs ago that 60% of teachers are certified in their subjects? And he wants to add more uncertified teachers?
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Students learn a lot from the teacher who knows a lot," Mr. Moore said. "They learn nothing from the teacher who knows nothing."
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they aren't allowed to teach.
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Why would they? The work is difficult, the pay is terrible and everyone outside of education thinks you're lazy.
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A medical doctor teaching in HS? What, around their appointments with patients?
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And politicians take cushy jobs as lobbyists. I can't think of many teachers who only need to teach civics. It's only a small part of the full curriculum.
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Not so many years ago, our schools were the best in the world
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Facebook Off Limits in Wisconsin District : March 2009 : THE Journal - 0 views
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The technology steering committee for the district will use the new policy to educate teachers about the risks in using Facebook, specifically. Among the concerns: the potential for disclosure of too much personal information, as well as the inability to control who can view postings, since "friends" of friends can read Facebook pages; and teacher exposure to student posts that may reference the use of drugs or participation in illegal events, which the teacher must then report.
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This looks to me like the district just wants to stick its head in the sand and not take responsibility for problems the students may have. Wouldn't the district want teachers to see what problems students may have so they can provide the proper assistance? Also, how are teachers supposed to educate students about the possible problems they could encounter with putting personal information on the web?
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Justin Reich - Better Strategies Needed for School Internet Access - washingtonpost.com - 0 views
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The millions of stimulus dollars to be spent on modernizing classrooms won't transform learning if students can't participate in the online forums that are reshaping the economy, journalism, government and society. If government has any helpful role to play in making school Web surfing safer, it should fund the development of online safety curricula and research into effective supervision software and strategies. Requiring more filtering would throw more resources at a failed approach. Another emerging and misguided strategy is requiring certain Web sites, such as social networks, to use age verification software; evading these new obstacles won't be much harder than evading filters.
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shared by James Camry on 20 May 10
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The Lesser of Two Evils & Mid Term Elections - 0 views
ithp.org/...midtermelections.html
new world order business news conspiracy alternative obama barack president elections mid term
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Here’s the real question we need to ask these people. We live in America, so why do we have to vote for evil, period? Why is evil the only option on the ballot? What’s the point of democracy if it means rule by the people, represented by evil. The reason evil is the only option is because somewhere in our country’s history, the political elite decided that the masses are holistically retarded, and all voting issues should be limited to a color-coded choice between red and blue.
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Digital Ink - Robert Baker - 2 views
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Robert Baker, from Cincinnati Country Day School, wrote a recent article for AALF, Removing Constraints. Here is a video of a presentation I saw him do - the one that sold me on digital ink and tablet PCs.
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Robert Baker, from Cincinnati Country Day School, wrote a recent article for AALF, Removing Constraints. Here is a video of a presentation I saw him do - the one that sold me on digital ink and tablet PCs.
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shared by zaid kamal on 27 Jun 10
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U.S. piracy concerns of particular importance on Russia WTO bid - 0 views
articles.ex-youtube.com/...r-importance-on-russia-wto-bid
assertiveness transport industry advertising and marketing resume style buy sell business customer service workplace bully selling organization job freight advice internetincome nonMLM publicity grand totals publi
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assertiveness, transport, industry, advertising, and, marketing, resume, style, buy, sell, business, customer, service, workplace, bully, selling, organization, job freight, industry, resume, advice, internetincome, nonMLM, publicity, grand, totals, publishing, communication, skills, motivational, proper, marketing, cash, flow sales, professional, buy, a business save, clip, blue film, song, article, theme, 2010
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Google Collaborates on Moodle Integration - 0 views
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Through the integration, users loaded into Moodle will be automatically loaded into Google Apps Education Edition, "providing users with Web-based e-mail, document authoring, spreadsheets, presentations and sites, all integrated with their online learning platform,"
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Educational Leadership:Teaching for the 21st Century:What Would Socrates Say? - 0 views
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The noted philosopher once said, "I know nothing except the fact of my ignorance." My fear is that instead of knowing nothing except the fact of our own ignorance, we will know everything except the fact of our own ignorance. Google has given us the world at our fingertips, but speed and ubiquity are not the same as actually knowing something.
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Socrates believed that we learn best by asking essential questions and testing tentative answers against reason and fact in a continual and virtuous circle of honest debate. We need to approach the contemporary knowledge explosion and the technologies propelling this new enlightenment in just that manner. Otherwise, the great knowledge and communication tsunami of the 21st century may drown us in a sea of trivia instead of lifting us up on a rising tide of possibility and promise.
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A child born today could live into the 22nd century. It's difficult to imagine all that could transpire between now and then. One thing does seem apparent: Technical fixes to our outdated educational system are likely to be inadequate. We need to adapt to a rapidly changing world.
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Every day we are exposed to huge amounts of information, disinformation, and just plain nonsense. The ability to distinguish fact from factoid, reality from fiction, and truth from lies is not a "nice to have" but a "must have" in a world flooded with so much propaganda and spin.
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For example, for many years, the dominant U.S. culture described the settling of the American West as a natural extension of manifest destiny, in which people of European descent were "destined" to occupy the lands of the indigenous people. This idea was, and for some still is, one of our most enduring and dangerous collective fabrications because it glosses over human rights and skirts the issue of responsibility. Without critical reflection, we will continually fall victim to such notions.
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A second element of the 21st century mind that we must cultivate is the willingness to abandon supernatural explanations for naturally occurring events.
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The third element of the 21st century mind must be the recognition and acceptance of our shared evolutionary collective intelligence.
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To solve the 21st century's challenges, we will need an education system that doesn't focus on memorization, but rather on promoting those metacognitive skills that enable us to monitor our own learning and make changes in our approach if we perceive that our learning is not going well.
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Metacognition is a fancy word for a higher-order learning process that most of us use every day to solve thousands of problems and challenges.
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We are at the threshold of a worldwide revolution in learning. Just as the Berlin Wall fell in 1989, the wall of conventional schooling is collapsing before our eyes. A new electronic learning environment is replacing the linear, text-bound culture of conventional schools. This will be the proving ground of the 21st century mind.
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We will cease to think of technology as something that has its own identity, but rather as an extension of our minds, in much the same way that books extend our minds without a lot of fanfare. According to Huff and Saxberg, immersive technologies—such as multitouch displays; telepresence (an immersive meeting experience that offers high video and audio clarity); 3-D environments; collaborative filtering (which can produce recommendations by comparing the similarity between your preferences and those of other people); natural language processing; intelligent software; and simulations—will transform teaching and learning by 2025.
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So imagine that a group of teachers and middle school students decides to tackle the question, What is justice? Young adolescents' discovery of injustice in the world is a crucial moment in their development. If adults offer only self-serving answers to this question, students can become cynical or despairing. But if adults treat the problem of injustice truthfully and openly, hope can emerge and grow strong over time. As part of their discussion, let's say that the teachers and students have cocreated a middle school earth science curriculum titled Water for the World. This curriculum would be a blend of classroom, community, and online activities. Several nongovernmental organizations—such as Waterkeeper, the Earth Institute at Columbia University, and Water for People—might support the curriculum, which would meet national and state standards and include lessons, activities, games, quizzes, student-created portfolios, and learning benchmarks.
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The goal of the curriculum would be to enable students from around the world to work together to address the water crisis in a concrete way. Students might help bore a freshwater well, propose a low-cost way of preventing groundwater pollution, or develop a local water treatment technique. Students and teachers would collaborate by talking with one another through Skype and posting research findings using collaborative filtering. Students would create simulations and games and use multitouch displays to demonstrate step-by-step how their projects would proceed. A student-created Web site would include a blog; a virtual reference room; a teachers' corner; a virtual living room where learners communicate with one another in all languages through natural language processing; and 3-D images of wells being bored in Africa, Mexico, and Texas. In a classroom like this, something educationally revolutionary would happen: Students and adults would connect in a global, purposeful conversation that would make the world a better place. We would pry the Socratic dialogue from the hands of the past and lift it into the future to serve the hopes and dreams of all students everywhere.
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There has never been a time in human history when the opportunity to create universally accessible knowledge has been more of a reality. And there has never been a time when education has meant more in terms of human survival and happiness.
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To start, we must overhaul and redesign the current school system. We face this great transition with both hands tied behind our collective backs if we continue to pour money, time, and effort into an outdated system of education. Mass education belongs in the era of massive armies, massive industrial complexes, and massive attempts at social control. We have lost much talent since the 19th century by enforcing stifling education routines in the name of efficiency. Current high school dropout rates clearly indicate that our standardized testing regime and outdated curriculums are wasting the potential of our youth.
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If we stop thinking of schools as buildings and start thinking of learning as occurring in many different places, we will free ourselves from the conventional education model that still dominates our thinking.
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The Top 6 Game-Changing Features of Google Wave - 0 views
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A nice article with embedded videos that talk about the 6 features of the upcoming Google Wave that will change EVERYTHING about how we communicate. You can BET that Microsoft is now hustling to try to copy it for some release of their own. Outlook has suffered its final death blow - finally! :-)
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A nice article about the Google WAVE and the 6 features that will change everything about how we communicate.