Skip to main content

Home/ Pennsylvania Coaches/ Group items tagged students

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
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
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, &amp; 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.
Michelle Krill

| CFY's PowerMyLearning.com | Educational Games | Videos | Activities for Elementary, M... - 7 views

powermylearning.com/...about-powermylearning

games students

shared by Michelle Krill on 04 Sep 12 - No Cached
  • Michelle Krill on 04 Sep 12
     
    "PowerMyLearning.com is an acclaimed free online platform for K-12 students, teachers, and parents, developed by the national nonprofit organization, CFY. CFY has unique expertise in selecting the most effective digital learning activities available on the web and making them easily accessible and usable in one trusted place. This expertise comes from more than a decade of experience working directly with more than 50,000 students, along with their teachers and parents, in more than 100 schools across the country. A free account grants access to a world of smart and engaging resources… * 1,000+ thoroughly vetted academic games, interactive simulations, and videos * Easy-to-find activities tagged by subject, grade, and Common Core Standards * "Playlist" feature to sequence activities and individualize learning by student or class * Lesson plans to incorporate activities into instruction * Detailed reports for teachers, parents, and students * Badges and Playpoints to reward student usage * Flexible platform that can be used in school, after-school, at home, or anywhere in between With PowerMyLearning, students and parents can discover fun and stimulating activities to reinforce classroom learning and spark new areas of interest. Teachers can take advantage of the free instructional resources and use this tool to help meet the specific learning needs of their students. "
Darcy Goshorn

Stop Disasters - Disaster Simulation - 3 views

www.stopdisastersgame.org/...home.html

science geography game disasters simulation interactive environment

shared by Darcy Goshorn on 22 Jun 10 - Cached
  • Darcy Goshorn on 22 Jun 10
     
    Stop Disasters is a collection of disaster simulation games created by the ISDR (International Strategy for Disaster Reduction). As students play the games, they learn about natural disasters and actions that people can take to help protect themselves and others. The student's job is to plan and construct a safer environment for their population. Students must assess the disaster risk and try to limit damage when natural disasters strike. Some advice that students are given within the game will be good and some of it will be bad, it is up to them to discern which is which. Students can choose from 5 different scenarios, Tsunami, Earthquake, Hurricane, Wild Fire, and Flood. Each scenario has 3 levels: easy, medium, and hard. When students enter the simulation, they are greeted by a local who briefs them on the situation. Students are given a budget and time limit to complete the necessary precautions. After 20 min., the natural disaster occurs and tests their solutions. Students develop the land and learn about their choices each step of the way. During the game students can keep track of their budget, the population they are working to keep safe, a map and risk management map, and their remaining time. The game is very engaging, it reminds me of the SIM City games that I played as a kid. This game will put those critical thinking muscles to the test!
Vicki Barr

Thinkport - 9 views

www.thinkport.org/default.tp

middle school

shared by Vicki Barr on 08 Jun 10 - Cached
  • Vicki Barr on 08 Jun 10
     
    Maryland Public Television and Johns Hopkins University Center for Technology in Education developed some interactive media that are very engaging and promote critical thinking. You really need to check out this site and find resources that you can use in your classroom. Lure of the Labyrinth is a digital game for middle-school pre-algebra students. It includes a wealth of intriguing math-based puzzles wrapped into an exciting narrative game in which students work to find their lost pet - and save the world from monsters! Linked to both national and state mathematics standards, the game gives students a chance to actually think like mathematicians. I worked on some of the puzzles, and I'm sure this would extend to high school age students as well! Also, students don't have to play the full game. You can choose a puzzle that correlates to what you're teaching and just do that puzzle. Math by Design (MbD) gives students a highly creative experience in seeing geometry and measurement come alive. Under Educator Resources, check out some of the Math In Action videos! I loved the one on cake decorating. Bayville was developed for middle school students studying life sciences, ecology, and the environment. Under school or district, just choose Other States.
Michelle Krill

School of One - School Of One - New York City Department of Education - 4 views

schools.nyc.gov/...default.htm

elearning shift reform NYC

shared by Michelle Krill on 30 Jun 10 - Cached
  • Michelle Krill on 30 Jun 10
     
    "The mission of School of One is to provide students with personalized, effective, and dynamic classroom instruction so that teachers have more time to focus on the quality of their instruction. To achieve this mission, School of One re-imagines the traditional classroom model. Instead of one teacher and 25-30 students in a classroom, each student participates in multiple instructional modalities, including a combination of teacher-led instruction, one-on-one tutoring, independent learning, and work with virtual tutors. To organize this type of learning, each student receives a unique daily schedule based on his or her academic strengths and needs. As a result, students within the same school or even the same classroom can receive profoundly different instruction as each student's schedule is tailored to the skills they need and the ways they best learn. Teachers acquire data about student achievement each day and then adapt their live instructional lessons accordingly. By leveraging technology to play a more essential role in planning instruction, teachers have more time to focus on doing what they do best - delivering quality instruction and insuring that all students learn."
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.
Yvonne Holman

dy/dan » Blog Archive » A Framework For Using Digital Media In Math Instruction - 0 views

blog.mrmeyer.com/?p=3055

math digital media

shared by Yvonne Holman on 06 Apr 09 - Cached
  • Yvonne Holman on 06 Apr 09
     
    When we teach math we are helping our students establish a framework for interpreting the world. One of the worst ways I know to help them establish that framework is to print an illustration of a real-world scene in a textbook, write in only the relevant measurements, and tell the students in the text of the problem which formula or strategy to apply. This leaves a student helpless and unprepared (in the mathematical, analytical sense) should she ever encounter the world that exists outside the pages of her textbook. So we instead bring digital media from the world into the classroom, simulations of the world as students experience it, artifacts which students can discuss and to which they can apply frameworks of their choice. In order to leave students capable and prepared for their encounters with the world, this media must be captured and presented very intentionally.
karen sipe

iKnowthat.com Alien Word Mine Game - Online Multimedia Educational Games for Kids in Pr... - 4 views

www.iknowthat.com/...L3

iknowthat language languagearts elementary

shared by karen sipe on 04 Feb 10 - Cached
  • karen sipe on 04 Feb 10
     
    I have used iKnow That: Alien Word Mine to practice the not contraction, but was looking for another opportunity for students to practice. I searched for some fun activities and came up blank. I decided to make an offline game that students could play as a class called "I have, who has?". In this card game, each student chooses a game card. Each game card starts with the separate words (for example: can not) and has a contraction (for example: aren't). Students stand in a circle holding there game card. Choose one student to begin by reading their card: "I have can not, who has aren't?" The student holding the card with "are not" responds: "I have are not, who has don't?". Play continues until all matches have been made
  • karen sipe on 04 Feb 10
     
    just found this
anonymous

iLearn Technology » Blog Archive » Virsona - 12 views

ilearntechnology.com/?p=2302

interactive history socialstudies education web2.0

shared by anonymous on 20 Apr 10 - Cached
  • anonymous on 20 Apr 10
     
    ave you ever wondered what it would be like to sit down and talk to Albert Einstein, George Washington, or Susan B. Anthony?  Wonder no more, with Virsona, your students have the opportunity to do just that!   Virsona is an interesting tool that lets students create a virtual character of themselves (or a virtual literary character).  Students answer a variety of questions about themselves (or another character).  They can create automatically generated responses, greetings, and choose a personality for their virtual selves.  After they have created their virtual persona, they can share the link to their virtual self.  Anyone can ask their virtual self questions (via chat) and responses are automatically generated based on the answers that were given.  Virsona has some excellent built in historical, political, and literary characters that students can interact with..  Students can chat with a virtual George Washington, Abraham Lincoln, Albert Einstein, Henry Ford, Pocahontas, Babe Ruth, Susan B. Anthony, and more.  Students choose the persona to chat with, asking them questions about their stance on politics, entertainment, beliefs, and more.  It is very cool!  Try chatting with Abraham Lincoln here.
Kathy Fiedler

Education Week Teacher: How Blogging Can Improve Student Writing - 0 views

www.edweek.org/...tln_curran.html

literacy blogging writing 21stcentury commoncore communication editing engagement audience authentic technologyintegration standards CCS K-12 elementary middleschool highschool

shared by Kathy Fiedler on 29 Nov 12 - No Cached
  • Kathy Fiedler on 29 Nov 12
     
    Command of the written word is a vital 21st-century skill, even if we are using keys, buttons, and tablets instead of pens and pencils. In fact, in our digital world, communication is now more instantaneous than ever. How do we prepare our students to meet the challenge? Blogging can offer opportunities for students to develop their communications skills through meaningful writing experiences. Such projects not only motivate students to write, but motivate them to write well. Furthermore, student-blogging projects can be designed to address the Common Core State Standards for writing. For example, see anchor standard six, which calls upon students to use technology to "produce and publish writing and to interact and collaborate with others." Score!
anonymous

Educational Leadership:Teaching for the 21st Century:What Would Socrates Say? - 0 views

www.ascd.org/..._Would_Socrates_Say%C2%A2.aspx

21st-century

shared by anonymous on 07 Sep 09 - Cached
  • 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.
  • 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.
  • 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.
  • ...13 more annotations...
  • 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.
  • 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.
  • A second element of the 21st century mind that we must cultivate is the willingness to abandon supernatural explanations for naturally occurring events.
  • The third element of the 21st century mind must be the recognition and acceptance of our shared evolutionary collective intelligence.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • anonymous on 07 Sep 09
     
    Some very interesting points in this article. Why not add your coments?
  • anonymous on 07 Sep 09
     
    A VERY interesting article. If you've got Diigo installed, why not add your comments
Dianne Krause

Virtual Nerd has the best interactive math and science video tutorials to help high sch... - 17 views

www.virtualnerd.com/index.php

math science tutorial video interactive tutorials education

shared by Dianne Krause on 01 May 10 - Cached
  • Dianne Krause on 01 May 10
     
    Created by an expert tutor and a designer, Virtual Nerd gives students a new option to turn to when they need help. For a fraction of the cost of private tutoring, students gain access to hundreds of interactive step-by-step video tutorials that match up with the practice problems in their textbook. Virtual Nerd's patent-pending e-Learning system anticipates students' questions, so they can easily drill down to related tutorials if they get confused. The innovative design makes it easy for students to stay focused. Plus, unique reporting features mean parents and teachers can stay involved with students' progress.
Darcy Goshorn

Experience with facilitating professional development and TurnItIn - 1 views

akoaotearoa.ac.nz/...t-turnitin---owen--narayan.pdf

plagiarism professional development pd turnitin training writing language arts pedagogy

shared by Darcy Goshorn on 09 Jan 13 - No Cached
  • Darcy Goshorn on 09 Jan 13
     
    In an environment where global economy, global collaboration, and global 'knowledge' are  the aspiration of many countries, the understanding of the complexities of plagiarism becomes  a global requirement that needs to be addressed by all educators and learners. This paper  considers a simple definition of plagiarism, and then briefly considers reasons why students  plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation  (TPA:CTLI) is working closely with faculty, managers, student support services and library  personnel to introduce strategies and tools that can be integrated into programmes and  curricula whilst remaining flexible enough to be tailored for specific learners. The authors  therefore provide an overview of one of the tools available to check student work for  plagiarism - Turnitin - and describe the academic Professional Development (PD)  approaches that have been put in place to share existing expertise, as well as help staff at  Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its  use. Evaluation and results are considered, before concluding with some recommendations. It  goes on to theorise how blended programmes that fully integrate academic literacy skills and  conventions might be used to positively scaffold students in the avoidance of plagiarism.  Conference participants will be asked to comment on and discuss their institutions' approach  to supporting the avoidance of plagiarism (including the utilisation of PDS and other  deterrents), describe their own personal experiences, and relate the strategies they employ in  their teaching practice and assessment design to help their learners avoid plagiarism. It is  planned to record the session so that the audience's narratives can be shared with other  practitioners.
Ann Baum (Johnston)

digiteen » Digital Law - 0 views

digiteen.wikispaces.com/Digital+Law

digitallaw medialiteracy

shared by Ann Baum (Johnston) on 19 May 08 - No Cached
  • Ann Baum (Johnston) on 19 May 08
     
    Student wiki put together around digital law, including student learning, student environment, student life outside, and more. \nGreat resource to share with students!
Darcy Goshorn

Chain Reaction - Build a Food Chain - 7 views

www.ecokids.ca/...index.cfm

science foodchain food interactive reaction foodweb chain build game

shared by Darcy Goshorn on 10 Jun 10 - Cached
  • Darcy Goshorn on 10 Jun 10
     
    Eco Kids is a website with a great collection of ecologically focused games and activities. Students can complete interactives on wildlife, climate change, energy, the North, water, waste, land use, and more. I was hunting down a good interactive for students to learn and practice the food chain. Build a Food Chain has students order the elements of a food chain. Along the way, students learn why each animal within a food chain is so important. In addition to learning the basics of a food chain, students will learn about bioaccumulation.
Michelle Krill

Speak Up Press Release - 0 views

www.prweb.com/...prweb840274.htm

21st netday pd speakup

shared by Michelle Krill on 14 Apr 08 - Cached
  • The 2007 online survey collected authentic, unfiltered views and ideas from over 367,000 education stakeholders representing schools in all 50 states, bringing the total of survey participants to over 1.2 million over the past 5 years.
  • This disconnect is evident in the fact that 66% of school administrators, 47% of teachers, and 43% of parents say "local schools are doing a good job preparing students for the jobs and careers of the future," but over 40% of middle and high school students stated that teachers limit their use of technology in schools. Forty-five percent of middle and high school students indicated that tools meant to protect them, such as firewalls and filters are inhibiting their learning.
  • "It is in our nation's best interest that we support and facilitate student usage of technology for learning."
  • ...2 more annotations...
  • 46% said they would like to receive specific professional development on how to effectively integrate gaming technologies into curriculum.
  • With the release of Speak Up 2007 results, Evans called upon education leaders at all levels to put aside their own "digital immigrant" paradigms and to listen to students who are not only on the cutting edge of technology innovation but whose future is dependent upon our ability to deliver upon the promise of a world quality, global 21st century education.
  • Michelle Krill on 14 Apr 08
     
    Students Want the 21st Century Classroom, but Schools Not Meeting Student Expectations, According to Latest National Study
Anne Van Meter

Ed schools vs. education - Pittsburgh Post-Gazette - 5 views

www.post-gazette.com/...ed-schools-vs-education-648613

education

shared by Anne Van Meter on 12 Aug 12 - No Cached
  • "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.
    • anonymous
      anonymous on 12 Aug 12
       
      What are your thoughts on this?
  • Today we lead the world only in how much we spend per pupil.
    • anonymous
      anonymous on 12 Aug 12
       
      There are many reasons for this, of course. But, why do you suppose we're not getting the achievement?
    • Jimbo Lamb
      Jimbo Lamb on 13 Aug 12
       
      Is it because we are forcing all kids to fit the same standards rather than develop different standards for different needs of the students?
    • Anne Van Meter
      Anne Van Meter on 29 Aug 12
       
      Not in % of GDP we spend... Of course, those other countries spend on pupil support: extended parental leave, full health care...
  • 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.
    • anonymous
      anonymous on 12 Aug 12
       
      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?
    • Jimbo Lamb
      Jimbo Lamb on 13 Aug 12
       
      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?
    • Anne Van Meter
      Anne Van Meter on 29 Aug 12
       
      I only teach the lower level students (no complaints about that, I'm good at what I do) but they will not hit "advanced"!!
  • ...10 more annotations...
  • 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.
    • anonymous
      anonymous on 12 Aug 12
       
      This statement just TICKS.ME.OFF!
    • anonymous
      anonymous on 12 Aug 12
       
      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.
    • Anne Van Meter
      Anne Van Meter on 29 Aug 12
       
      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?
  • "Future teachers are better served by getting good grounding in academic subject matter."
    • anonymous
      anonymous on 12 Aug 12
       
      Is that true? Or, is it better to learn how to teach and to use technology for what its capable of doing, etc etc?
  • Ed schools seem to think knowing stuff isn't important.
    • anonymous
      anonymous on 12 Aug 12
       
      Humbug!
  • "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.
    • anonymous
      anonymous on 12 Aug 12
       
      What do you think?
  • 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.
    • anonymous
      anonymous on 12 Aug 12
       
      This is sounding more and more like a rant instead of a thoughtful argument.
  • "Yet these education schools," Mr. Moore points out, "not only do not impart real knowledge of academic subjects; they are actively hostile to it."
    • anonymous
      anonymous on 12 Aug 12
       
      I need to see facts to support this.
    • Anne Van Meter
      Anne Van Meter on 29 Aug 12
       
      The first three out of four years in college were spent taking more non-education courses than education related. We all had to take the full math/English/history/science core courses, then added psychology and sociology in addition to the education courses and several internships as well.
  • 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.
    • anonymous
      anonymous on 12 Aug 12
       
      Many qualified folks lost their positions when they weren't deemed 'highly qualified.' 
    • Jimbo Lamb
      Jimbo Lamb on 13 Aug 12
       
      Isn't that what certification is? An official statement that the person is indeed qualified?
    • Anne Van Meter
      Anne Van Meter on 29 Aug 12
       
      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?
  • Students learn a lot from the teacher who knows a lot," Mr. Moore said. "They learn nothing from the teacher who knows nothing."
    • anonymous
      anonymous on 12 Aug 12
       
      Now, that's profound.
  • they aren't allowed to teach.
    • anonymous
      anonymous on 12 Aug 12
       
      Why would they? The work is difficult, the pay is terrible and everyone outside of education thinks you're lazy.
    • Jimbo Lamb
      Jimbo Lamb on 13 Aug 12
       
      A medical doctor teaching in HS? What, around their appointments with patients? 
    • Anne Van Meter
      Anne Van Meter on 29 Aug 12
       
      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.
  • Not so many years ago, our schools were the best in the world
    • Jimbo Lamb
      Jimbo Lamb on 13 Aug 12
       
      I'd like to see the supporting evidence on this.
  • anonymous on 12 Aug 12
     
    An interesting article, and certainly not without other opinions.
  • Anne Van Meter on 29 Aug 12
     
    An interesting article, and certainly not without other opinions.
Sue Sheffer

Twiducate - Social Networking For Schools - 5 views

www.twiducate.com/login.php

social

shared by Sue Sheffer on 07 Jun 10 - Cached
  • Sue Sheffer on 07 Jun 10
     
    "twiducate.com is a free social networking resource for schools, principals and teachers. Our goal is to provide social networking for you and your 21st century learning students. We respect student privacy and as such only you and your students can view your network and posts. Give your students the skills they need to survive in today's technological world!"
Betsy Morris

WB_CE_Dig_Portfolios.pdf (application/pdf Object) - 1 views

www.tech4learning.com/...WB_CE_Dig_Portfolios.pdf

digital portfolios article

shared by Betsy Morris on 21 Jun 10 - No Cached
  • Betsy Morris on 21 Jun 10
     
    A digital portfolio is a computer-based collection of student performance over time. Portfolios make classroom learning more accessible to parents, administrators, and other district support staff because they provide a window into student learning. A portfolio showcases both student achievement and student learning over time.
1 - 20 of 839 Next › Last »
Showing 20▼ items per page