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These are The Skills Students Learn from Coding ~ Educational Technology and Mobile Lea... - 0 views

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Plagiarism vs. Collaboration on Education's Digital Frontier - 0 views

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It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.
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But when does collaboration cross the line into plagiarism, out in the digital frontier of education?
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At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it plagiarism or cheating, and technology is often identified as the instrument that tempts students into such behavior.
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Using tools such as Google Drive, students can more easily collaborate across distances and with conflicting schedules. Better yet for me as their teacher, I can actually view their collaborative efforts using the “revision history” function of Google Drive (Go to File → See Revision History). This allows me to see who contributed what and when. This way, I can track not only quality, but quantity.
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what if we incorporated collaboration into our lessons and our assessments?
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hould we ever stymie collaboration among our students? We live in a collaborative world. It is rare in a job, let alone life, that individuals work in complete isolation – with lack of assistance or contributions from anyone else. Perhaps as educators, it’s time to reassess how we want students to work.
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We have all heard students complain that a member of the group has “contributed nothing.” Now there is a method to verify and follow up this complaint.
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If you can Google the answer, how good is the question?
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Perhaps instead of focusing our concerns on technology as a wonderful aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, and then ask ourselves (we are the clever adults here) how we can incorporate those elements into our formalized assessments.
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Unfortunately, yes, there will always be those students who want to cut corners, find the easy way, and cheat to get out of having to do the hard work. (See my post on combating plagiarism.) But a significant majority of students are inherently inquisitive: they want to learn and do better by engaging and thinking, not memorizing and fact checking. It’s up to us to appeal to that inquisitiveness.
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Professional development by you, for you. - 0 views

lynhilt.com/nal-development-by-you-for-you professional development unconference leadership CATIE Lyn Hilt

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November 2010
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Building-level administrators have to be given the autonomy to plan, implement and facilitate learning for their teachers in a way that empowers their teachers as learners.
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Don’t unique individuals deserve individualized professional development?
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I simply reflected upon the ideas shared by Daniel Pink in his book, Drive, and brought the day known as a Fed-Ex day to our little school.
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Yes, I know Dan Pink isn’t an educator. I get it. There are plenty of skeptics out there when it comes to incorporating the ideas shared by Pink in Drive with the work we do in education. I don’t see any fault in finding inspiration from those outside of education and adapting the ideas to make them work for you, your teachers, and your students. The key is that you have identified your needs, you provide autonomy to your learners,  you support their learning along the way, and you assess the effectiveness of your efforts. The FedEx day certainly isn’t going to look the same in the school as it does in the busines
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