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Michelle Krill

Author Nicholas Carr: The Web Shatters Focus, Rewires Brains - 4 views

www.wired.com/...ff_nicholas_carr

Wired multitask rewiring brain

shared by Michelle Krill on 08 Jun 10 - Cached
  • 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.
  • The evidence suggested, then, that the distinctive neural pathways of experienced Web users had developed because of their Internet use.
  • 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.
  • ...2 more annotations...
  • And that short-term storage is fragile: A break in our attention can sweep its contents from our mind.
  • 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
Darcy Goshorn

Write Comics - 9 views

writecomics.com

comics writing tools comic cartoon for:cffcoach generator create resources digitalstorytelling creator design animation web2.0

shared by Darcy Goshorn on 05 Dec 10 - No Cached
  • Darcy Goshorn on 05 Dec 10
     
    reeeeeeally simple comic creator
Michelle Krill

Wired Science . Education | PBS - 0 views

www.pbs.org/...student-video-contest.html

cff contests science

shared by Michelle Krill on 01 May 08 - Cached
  • Michelle Krill on 01 May 08
     
    Make a short video exploring a cool scientific principle.
Mardy McGaw

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenges Ahead - 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.
Donald Burkins

E-Books Directory - Categorized Books, Short Reviews, Free Downloads - 0 views

www.e-booksdirectory.com

ebooks textbooks

shared by Donald Burkins on 28 May 09 - Cached
  • Donald Burkins on 28 May 09
     
    E-Books Directory is a daily growing list of freely downloadable ebooks, documents and lecture notes found all over the internet. You can submit and promote your own ebooks, add comments on already posted books or just browse through the directory below and download anything you need.
Michelle Krill

Untiny - 0 views

untiny.me

tinyurl untiny webtools

shared by Michelle Krill on 17 Sep 09 - Cached
  • Michelle Krill on 17 Sep 09
     
    extract short urls to full url for when the shortener site is blocked!
anonymous

Study: Children Who Blog Or Use Facebook Have Higher Literacy Levels - 8 views

techxav.com/...facebook-children

facebook blogging research literacy writing

shared by anonymous on 11 Dec 09 - Cached
  • 57 per cent of those who used text-based web applications such as blogs, said they generally enjoyed writing compared to 40 per cent who did not.
  • Pupils who write online are more likely to write short stories, letters, song lyrics or a diary, the research revealed.
  • Even social websites such as Facebook, Twitter and Bebo are causing alarming changes in the brains of young users too, claimed neuroscientist Susan Greenfield. “My fear is that these technologies are infantilising the brain into the state of small children who are attracted by buzzing noises and bright lights, who have a small attention span and who live for the moment.
    • anonymous
      anonymous on 12 Dec 09
       
      Interesting, too, is the fact that the author is just 15 yrs old.
  • Michelle Krill on 11 Dec 09
     
    "A research by The National Literacy Trust on 3,001 children from England and Scotland showed that schoolchildren who blog or own social networking profiles on Facebook have higher literacy levels and greater confidence in writing."
  • anonymous on 12 Dec 09
     
    "A research by The National Literacy Trust on 3,001 children from England and Scotland showed that schoolchildren who blog or own social networking profiles on Facebook have higher literacy levels and greater confidence in writing."
anonymous

10 Technology Enhanced Alternatives to Book Reports - TheApple.com - 2 views

theapple.monster.com/...d-alternatives-to-book-reports

shared by anonymous on 20 Jan 11 - Cached
  • Let students create a cartoon version of the book they have just finished.
    • anonymous
      anonymous on 20 Jan 11
       
      Two questions. 1) What grade level are we talking about here. 2) What is the highest level of Blooms that is likely to be reached with this assignment?
  • summarizing the book they just read.
  • Students can create an interview type show where they interview characters in the book, create a short movie trailer for the book, or actually have characters act out portions of the book.
    • anonymous
      anonymous on 20 Jan 11
       
      Besides the mention of xtranormal :-) what about this one? Interview characters in the book. A movie trailer? Act out a portion of the book? Again, what grade level? What is the Essential Question for the unit? What's the highest level of Bloom's
  • ...3 more annotations...
  • Students should include the title and author of the book, key characters, use pictures that support the story line, and create a tag line that will make others want to read the book.
    • anonymous
      anonymous on 20 Jan 11
       
      What grade level? What SUBJECT? Is this appropriate for English class or a Media class that is studying posters, etc? What level of understanding about the book do you really need in order to do this? Is this worthy of an 18 yr old?
  • Encourage students to create their own virtual bookshelves with Shelfari http://shelfari.com.
    • anonymous
      anonymous on 20 Jan 11
       
      I like this one. Wanna guess why? Of course, I'm assuming that it's directed to grades no higher than 8th.
  • they can log onto their Book Adventure account and take a 10 question multiple choice quiz based on the book they read.
    • anonymous
      anonymous on 20 Jan 11
       
      Before we can judge this one we'd have to see the questions here, wouldn't we.
Lymin Jay

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Lymin Jay

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