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anonymous

Education Week: Filtering Fixes - 0 views

www.edweek.org/...02filter_ep.h29.html

filtering

shared by anonymous on 15 Sep 09 - Cached
  • 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.
  • “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.
  • 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.
  • ...9 more annotations...
  • 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.
  • “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.”
  • As Trussville students move through the grades and encounter more-complex educational content and expectations, their Internet access is incrementally expanded.
  • 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
  • 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.
  • 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.)
  • 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.
  • 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
  • “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.
  • anonymous on 15 Sep 09
     
    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.
Darcy Goshorn

Designing and Orchestrating Online Discussions - 0 views

jolt.merlot.org/...baker_0911.htm

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shared by Darcy Goshorn on 22 May 13 - No Cached
  • Darcy Goshorn on 22 May 13
     
    "This author's position is that asynchronous online discussions face an array of resolvable pedagogical and course management challenges. Online discussions can transform mere course chatter into a cyber forum of student-centered learning through meticulous planning, designing and orchestrating. After introducing common issues, a literature review summarizes the contributions that online discussions bring to distance learning. The author then addresses pedagogical and managerial issues that plague online discussions with strategies that instructors may readily employ. In the pedagogical realm, these include insights on organizing online discussions, using groups to facilitate interactions, establishing discussion parameters, and ensuring that the course syllabus introduces online discussion details. In the managerial realm, approaches are offered regarding overseeing discussion windows, using icebreakers, assessing student performance, ongoing communications, maintaining an online presence, netiquette, and a variety of other online discussion tips. In support of online instructors, the article weaves in relevant literature with the hard learned lessons from the author's ongoing attempts to improve online discussions. It concludes by urging instructors to cultivate improvement continuously through candid self-critique supplemented by student feedback."
Mark Smith

Suitable And Reliable Finances Always Available For Everyone - 0 views

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shared by Mark Smith on 16 Mar 16 - No Cached
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Dianne Krause

Pew Internet & American Life Project: About Us - 0 views

www.pewinternet.org/about.asp

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shared by Dianne Krause on 02 May 08 - Cached
  • Dianne Krause on 02 May 08
     
    The Pew Internet Project is an initiative of the Pew Research Center, a nonprofit "fact tank" that provides information on the issues, attitudes and trends shaping America and the world. Pew Internet explores the impact of the internet on children, families, communities, the work place, schools, health care and civic/political life. The Project is nonpartisan and takes no position on policy issues.
Michelle Krill

Chick Lit Books - 0 views

chicklitbooks.com

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shared by Michelle Krill on 09 Aug 09 - Cached
  • Michelle Krill on 09 Aug 09
     
    A genre comprised of books that are mainly written by women for women. The books range from having main characters in their early 20's to their late 60's. There is usually a personal, light, and humorous tone to the books. Sometimes they are written in first-person narrative; other time they are written from multiple viewpoints. The plots usually consist of women experiencing usual life issues, such as love, marriage, dating, relationships, friendships, roommates, corporate environments, weight issues, addiction, and much more.
Darcy Goshorn

NewsHour Extra | PBS - 4 views

www.pbs.org/extra

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shared by Darcy Goshorn on 02 Dec 09 - Cached
  • Darcy Goshorn on 02 Dec 09
     
    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.
Donald Burkins

Presentation Zen - 6 views

www.presentationzen.com/presentationzen

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shared by Donald Burkins on 30 Nov 09 - Cached
  • Donald Burkins on 30 Nov 09
     
    Garr Reynolds' blog on issues related to professional presentation design. This Nov 26, 2009 issue features links to a TedIndia talk by Hans Rosling (Reynolds has previously highlighted other wonderful Rosling presentations about "storytelling with statistics." It also features a web-tool called GapMinder - making international development comparisons visual.
Dianne Krause

Emerald | International Journal of Mentoring and Coaching in Education information - 6 views

www.emeraldinsight.com/...journals.htm

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shared by Dianne Krause on 06 Jul 11 - No Cached
  • Dianne Krause on 06 Jul 11
     
    The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research and substantial in-process reports and theoretical accounts of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides overviews of how mentoring and coaching are evolving as well as circulating critical engagement with theoretical and practical issues. It enables insights into variations in mentoring and coaching on a global platform, evidencing their situated nature and generic characteristics as well as reporting on emerging issues in mentoring and coaching theory and practice. This unique journal highlights what is recognised as effective practice in specific contexts, as well as evidencing why this is so and discussing possible transferability to other contexts.  IJMCE regularly features informed reviews of mentoring and coaching publications and provides conference reports from events that have global significance.
onlinemedscare

Kings Martin | mooSocial Plugins - php Social Network Software - 0 views

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shared by onlinemedscare on 21 Apr 20 - No Cached
  • onlinemedscare on 21 Apr 20
     
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Mardy McGaw

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 1 views

www.ascd.org/...lls@_The_Challenges_Ahead.aspx

shared by Mardy McGaw on 07 Sep 09 - Cached
  • But in fact, the skills students need in the 21st century are not new.
  • 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.
  • 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.
  • ...10 more annotations...
  • 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.
  • 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.
  • 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.
  • Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      "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?
  • 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.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      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.
  • anonymous on 07 Sep 09
     
    A very interesting article. Lots of good discussion points.
nakhonline

How To Create Your Own Cryptocurrency - 0 views

next-freelancer.blogspot.com/...e-your-own-cryptocurrency.html

#bitcoin ##blog #searchenginemarketing

shared by nakhonline on 21 Apr 22 - No Cached
  • nakhonline on 21 Apr 22
     
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  • nakhonline on 21 Apr 22
     
    How To Create Your Own Cryptocurrency: In the cryptocurrency market, you can be not only a trader or holder but also the owner of your coin. The chance of making a profit is not very great, but many interesting tasks are easier to solve if you have the author's currency. We will tell you how to issue your cryptocurrency, what problems you will face, and how to solve them.
Sergin Brown

Long Term Payday Loan - How To Get Easy Fund Without Any Delay - 0 views

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shared by Sergin Brown on 09 May 16 - No Cached
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Sergin Brown

Quick Long Term Loans Checks The Urgent Fund Crisis - 0 views

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shared by Sergin Brown on 09 May 16 - No Cached
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zaid kamal

True Blood Review Something to sink your teeth into - 0 views

articles.ex-youtube.com/?p=4132

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shared by zaid kamal on 23 Jun 10 - Cached
  • zaid kamal on 23 Jun 10
     
    Personally, I like the comic relief provided by a continuous learning curve and Jessica continued, dumb luck to Jason (his research on the existence of Santa to learn that werewolves would have reached a high point, humor wise), but I am ready to sink my teeth into real issues at hand.
zaid kamal

Twilight Fans pitch to premiere - 0 views

articles.ex-youtube.com/?p=4129

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shared by zaid kamal on 23 Jun 10 - Cached
  • zaid kamal on 23 Jun 10
     
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Ross Hunter

Technology Integration Matrix - 0 views

fcit.usf.edu/index.html

shared by Ross Hunter on 02 Oct 09 - Cached
  • Ross Hunter on 02 Oct 09
     
    The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students." /> <!-- body { background-color: #FFFFFF; margin-left: 20px; margin-top: 10px; } --> This is a cached version of http://fcit.usf.edu/matrix/index.html. Diigo.com has no relation to the site.x
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