Technology and the Problem of Change
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Emotion and Hope: Constructive Concepts for Complex Times - 33 views
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The more powerful technology becomes, the more indispensable good teachers are.
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In brief, research shows that schools that only restructure (change the curriculum, add new roles, reorganize) make no difference in teaching and learning. However, schools that reculture (as well as restructure) do make a difference if they (a) focus on student learning; (b) link knowledge of student learning to changes in instructional practices; and (c) work together to assess teachers and school leadership to make improvement.
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Assessment literacy is the capacity to examine student work and student performance data and make critical sense of this information; and to develop instructional and school improvement plans to make the kinds of changes to get better results — doing all of this on a continuous basis. Technology, of course, (as in the above examples) is absolutely crucial to this entire process.
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A third change learning is that teachers and schools are inundated with a continuous torrent of fragmented and unconnected policies, innovations and other demands.
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piecemeal reform (se
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Innovations in technology so far have been part of the problem not the solution
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First, the combination of teacher learning through assisted professional development, organizational learning through the development of collaborative cultures, and program coherence are essential. No one or two of these will make an impact. Second, these changes in combination are exceedingly deep and complex to achieve.
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Amazing how this article is from 1999, goes hand-in-hand with CFF and still we question how teachers, students, and technology work together!
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Kevin Slavin: How algorithms shape our world | Video on TED.com - 3 views
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"Kevin Slavin argues that we're living in a world designed for -- and increasingly controlled by -- algorithms. In this riveting talk from TEDGlobal, he shows how these complex computer programs determine: espionage tactics, stock prices, movie scripts, and architecture. And he warns that we are writing code we can't understand, with implications we can't control."
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shared by Darcy Goshorn on 11 Oct 11
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Mouse Party - Brain Reaction to Drugs Interactive - 1 views
learn.genetics.utah.edu/...mouse.html
drugs science health interactive education biology Brain flash
shared by Darcy Goshorn on 11 Oct 11
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The simplified mechanisms of drug action presented here are just a small part of the story. When drugs enter the body they elicit very complex effects in many different regions of the brain. Often they interact with many different types of neurotransmitters and may bind with a variety of receptor types in a variety of different locations. For example, THC in marijuana can bind with cannabinoid receptors located on the presynaptic and/or postsynaptic cell in a synapse. Where applicable, this presentation primarily depicts how drugs interact with dopamine neurotransmitters because this website focuses on the brain's reward pathway. Mouse Party is designed to provide a small glimpse into the chemical interactions at the synaptic level that cause the drug user to feel 'high'.
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shared by Darcy Goshorn on 02 Dec 09
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NewsHour Extra | PBS - 4 views
www.pbs.org/extra
news media newshour currentevents pbs nonfiction text reading languagearts english
shared by Darcy Goshorn on 02 Dec 09
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Extra helps teachers and educators spark young people's interest in the world around them by a) providing news articles written for students with the background and context needed to understand complex topics b) creating high-quality, free lesson plans and teaching tools that make it easy to bring current events and issues into the classroom c) offering an outlet for young people to speak out on issues important to them by publishing essays, and original audio and video recordings. Often these student voices are directly related to the news and give adults insight into how events affect young people.
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Veritasium - 1 views
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Veritasium is a science video blog which aims to present topics in all areas of science from the simplest to the most complex. The goal is to make scientific ideas clear, accessible, and interesting. Veritas is Latin for truth, and the ending 'ium' makes it into an element - the element of truth.
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QUTUB MINAR FACT HISTORY DELHI - 0 views
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Qutub Minar is an iconic building which spells out the story of Delhi similar no another. It paperwork character of the Qutub Complex including the Quwwat-ul-Islam Mosque, Alai Darwaza, Alai Minar, Madrasa and Tomb, Iron Pillar, Tomb of Imam Zamin, Sanderson's Sundial and Major Smith's Cupola. The greatest stone tower in the general is supposed to be created at the efforts of Minaret of Jam in Afghanistan. Located in Mehrauli the antique history magazine of Delhi, the exclusive locality is beside the venue for each year three-day Qutub Festival equipment of artists, artists, and actresses.
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Author Nicholas Carr: The Web Shatters Focus, Rewires Brains - 4 views
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Brain activity of the experienced surfers was far more extensive than that of the newbies, particularly in areas of the prefrontal cortex associated with problem-solving and decisionmaking.
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The evidence suggested, then, that the distinctive neural pathways of experienced Web users had developed because of their Internet use.
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The depth of our intelligence hinges on our ability to transfer information from working memory, the scratch pad of consciousness, to long-term memory, the mind’s filing system. When facts and experiences enter our long-term memory, we are able to weave them into the complex ideas that give richness to our thought.
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And that short-term storage is fragile: A break in our attention can sweep its contents from our mind.
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Imagine filling a bathtub with a thimble; that’s the challenge involved in moving information from working memory into long-term memory. When we read a book, the information faucet provides a steady drip, which we can control by varying the pace of our reading. Through our single-minded concentration on the text, we can transfer much of the information, thimbleful by thimbleful, into long-term memory and forge the rich associations essential to the creation of knowledge and wisdom. On the Net, we face many information faucets, all going full blast. Our little thimble overflows as we rush from tap to tap. We transfer only a small jumble of drops from different faucets, not a continuous, coherent stream
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Teaching students 21st-century skills - The Boston Globe - 0 views
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IF STUDENTS are to succeed in today's complex economy, they need to know more than just English, math, science, and history. They also need a range of analytic and workplace skills.
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Mastering those skills means learning how to think critically and creatively, work collaboratively, use the Internet to do research, and communicate clearly and effectively.
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Students also need to be responsible and accountable, to be up on the news, and to have a workable knowledge of economics and business.
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Now, this is a report some skeptics might well dismiss as another attempt to reinvent the educational wheel.
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From IT to business etiquette to networking to preparing a resume to little things like having a proper handshake and making appropriate small talk, Oliver says she's learning how to conduct herself in the business world.
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New Study Shows Time Spent Online Important for Teen Development - 0 views
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Significant findings include – There is a generation gap in how youth and adults view the value of online activity.
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Youth are navigating complex social and technical worlds by participating online.
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Most youth are not taking full advantage of the learning opportunities of the Internet.
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MacArthur Foundation ~ Results from the most extensive U.S. study on teens and their use of digital media show that America's youth are developing important social and technical skills online - often in ways adults do not understand or value.
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ISTE | NETS S - 1 views
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exhibit leadership for digital citizenship.
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An example> Students model legal and ethical behaviors by properly selecting, acquiring, and citing resources.
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Here students can share the resources that they have found to make their use of time more efficient.
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students use google doc to coordinate an event - this will reflect many of the tasks covered here.
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locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
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evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
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process data and report results.
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Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
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Students can identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions.
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Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
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Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries
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Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
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Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. >
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Creativity and Innovation
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Education Week: Filtering Fixes - 0 views
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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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“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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This is an excellent article. I think every school should take this to a meeting with Administrators to discuss bringing sanity to this issue once and for all.
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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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Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 1 views
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But in fact, the skills students need in the 21st century are not new.
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What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills.
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This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.
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To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
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What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
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Why would misunderstanding the relationship of skills and knowledge lead to trouble? If you believe that skills and knowledge are separate, you are likely to draw two incorrect conclusions. First, because content is readily available in many locations but thinking skills reside in the learner's brain, it would seem clear that if we must choose between them, skills are essential, whereas content is merely desirable. Second, if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
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Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
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Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods (Shapson, Wright, Eason, & Fitzgerald, 1980). Again, these are not new issues. John Goodlad (1984) reported the same finding in his landmark study published more than 20 years ago.
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Why don't teachers use the methods that they believe are most effective? Even advocates of student-centered methods acknowledge that these methods pose classroom management problems for teachers. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
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Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
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Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
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The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
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"ensuring that students learn how to think" You would think that this is the essence of education but this is not always asked of students. Memorize, Report and Present but how often do students think and comment on their learning?
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practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
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Students need to be taught how to work as part of a group. The need to see mistakes and be given a chance to improve on them. Someone who already knows how to work as a team player is the best coach/teacher.
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Wolfram|Alpha: The Use Cases - 0 views
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Stephen Wolfram told Chronicle.com that computer-algebra systems like Wolfram|Alpha actually improve education - because they allow students to explore complex problems on their own and intuitively determine how functions work, rather than just learn rote processes. Wolfram claimed that "it's better to let them [students] stand on that platform and go further."
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More Schools Embrace the iPad as a Learning Tool - NYTimes.com - 1 views
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teach Kafka in multimedia, history through “Jeopardy”-like games and math with step-by-step animation of complex problems.
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Finally! We couldn't do that before. And we all KNOW the higher order thinking that goges on in Jeopardy games. Ugh!
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The iPads cost $750 apiece
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$750 EACH? They couldn't get a laptop for that? One that could do all that this ipad can do AND MORE??
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Educators, for instance, are still divided over whether initiatives to give every student a laptop have made a difference academically.
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And the reason is that we buy toys and only allow our students to do what they always did before, yet we expect different results. Notice what they say these kids will use these ipads for. Revolutionary? Hardly. Sound education? Not even close.
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“IPads are marvelous tools to engage kids, but then the novelty wears off and you get into hard-core issues of teaching and learning.”
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Exactly! When they see that they can't add apps or use it as a personal learning deice (locked down, it's still learning that's direted by the teacher and not by the student) the novelty will wear off VERY quickly.
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$56,250 for the initial 75
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How many regular laptops could they have bought for that amount? Machines that can do all the ipad can do AND MORE!
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32-gigabyte, with case and stylus
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They need 32 gig? I'll be willing to be they don't fill HALF of that. NO music. NO photos. Just apps? This decision was made by someone who thought more is better. Oh, and.. stylus? HUH?
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play math games, study world maps and read “Winnie the Pooh.”
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Did you hear me screaming on this one? OH BOY! They can read Winnie the Pooh! And finally study world maps. And THEN what?
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“I think this could very well be the biggest thing to hit school technology since the overhead projector,
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And we know how much the overhead projector raises the level of Bloom's and fosters student-centered environments. It allows the TEACHERS to do things. Not the students.
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The New York City public schools have ordered more than 2,000 iPads, for $1.3 million
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More than 200 Chicago public schools applied for 23 district-financed iPad grants totaling $450,000. The Virginia Department of Education is overseeing a $150,000 iPad initiative
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Economic recession? WHAT economic recession? Oh my. I hope that folks revisit these 'investments' in two years. There will be NO improvement and they will again blame the technology instead of the fact that it was the WRONG technology!
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“If there isn’t an app that does something I need, there will be sooner or later,”
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Buy Sendgrid Accounts- 100% Fully Verified account & Safe... - 0 views
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