Study on the Effective Use of Social Software by UK FE & HE to Support Student Learning... - 0 views
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This study provides insights about
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educational goals of using social software tools; enablers or drivers within the institution, or from external sources which positively influence the adoption of social software; benefits to the students, educators and institutions; challenges that may influence a social software initiative; and issues that need to be considered in a social software initiative.
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social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning.
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Social media to blame for poor grades? - 0 views
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""Concerns regarding the allegedly disastrous consequences of social networking sites on school performance are unfounded," says Professor Markus Appel, a psychologist who holds the Chair of Media Communication at Julius-Maximilians-Universität Würzburg (JMU) in Bavaria, Germany. Markus Appel, PhD student Caroline Marker (JMU) and Timo Gnambs from the University of Bamberg have taken a closer look at how the social media use of adolescents correlates with their school grades. "There are several contradictory single studies on this subject and this has made it difficult previously to properly assess all results," Marker says. Some studies report negative impacts of Snapchat & Co., others describe a positive influence and again others do not find any relationship at all."
How Does the Brain Learn Best? Smart Studying Strategies | MindShift - 41 views
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pupils today can change the way they study to exploit the brain’s quirky learning processes, using the strategies revealed by memory and learning research
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Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments
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Forgetting isn’t always bad.
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Teaching History With Technology - 1 views
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EdTechTeacher.org presents The Center for Teaching History with Technology, a resource created to help K-12 history and social studies teachers incorporate technology effectively into their courses. Find resources for histlaptop classory and social studies lesson plans, activities, projects, games, and quizzes that use technology. Explore inquiry-based lessons, activities, and projects. Learn about new and emerging technologies such as blogs, podcasts, wikis, ipods, and online social networks and explore innnovative ways of integrating them into the curriculum. Find out how others are using technology in the classroom.
BSBINN601 Lead and manage organisational change | Assignment - Assignment Help by World... - 0 views
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You must read the student assessment instructions prior to completing all assessment tasks. After you have completed all the tasks, you must declare that the completed assessment tasks are authentic and completed by yourself by checking each point in the table below. You will also be required make an electronic declaration of authenticity prior to submitting your completed assessment tasks. STUDENT DECLARATION Core units HLTAHW061 Engage in community health research HLTAHW066 Manage the delivery of Aboriginal and/or Torres Strait Islander HLTAHW067 Manage health education and promotion HLTAHW068 Develop work plans HLTAHW069 Develop health care policy HLTAHW070 Manage human resources HLTINF004 Manage the prevention and control of infection HLTWHS004 Manage workplace health and safety BSBMGT605 Provide leadership across the organisation BSBMGT608 Manage innovation and continuous improvement Elective units CHCADV005 Provide systems advocacy services CHCCDE007 Develop and provide community projects CHCDIV001 Work with diverse people CHCEDU002 Plan health promotion and community intervention CHCEDU008 Share health information CHCMGT007 Work effectively with the Board of an organisation CHCPRP003 Reflect on and improve own professional practice HLTAHW025 Provide information and strategies in health care HLTAHW032 Supervise individual workers HLTAHW033 Maintain community health profile HLTAHW034 Provide healthy lifestyle programs and advice HLTAHW043 Facilitate access to tertiary health services HLTAHW050 Develop a healing framework for social and emotional wellbeing work HLTAHW051 Respond to loss, grief and trauma HLTAHW061 Engage in community health research HLTAHW062 Supervise health care team HLTAHW063 Implement office systems HLTAHW064 Manage budgets HLTAHW072 Provide guidance in social and emotional wellbeing HLTAHW073 Practice social and emotional wellbeing in a clinical setting HLTAHW0
The 21st Century Centurion: 21st Century Questions - 0 views
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The report extended literacy to “Five New Basics” - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to “understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies."That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
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On June 29, 1996, the U. S. Department of Education released Getting America's Students Ready for the 21st Century; Meeting the Technology Literacy Challenge, A Report to the Nation on Technology and Education. Recognizing the rapid changes in workplace needs and the vast challenges facing education, the Technology Literacy Challenge launched programs in the states that focused on a vision of the 21st century where all students are “technologically literate.” Four goals, relating primarily to technology skills, were advanced that focused specifically on: 1.) Training and support for teachers; 2.) Acquisition of multimedia computers in classrooms; 3.) Connection to the Internet for every classroom; and 4.) Acquiring effective software and online learning resources integral to teaching the school's curriculum.
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Our profession is failing miserably to respond to twenty-six years of policy, programs and even statutory requirements designed to improve the ability of students to perform and contribute in a high performance workplace. Our students are losing while we are debating.
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The report extended literacy to "Five New Basics" - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to "understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies." That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
Crossroads in Education: Issues for Web 2.0, Social Software, and Digital Tools - 1 views
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We are at a crossroads in educating our youth. Since public schools became the norm for education, we've identified curriculum based on the social, political, and economic need. We've classified what counts into tight packages of content in subject areas as math, science, social studies, and so on. Echoing Owen, Grant, Sayers, and Facer (2006), our approach to teaching and learning, including the order and how information is presented to students, the stages of assessment and what constitutes appropriate discussion on those subjects have also been tightly defined (p. 31). Advancements in technology, principally Web 2.0, social software, and digital tools, have challenged what it means to be educated and how we proceed to educate our youth in a culture where innovation and creativity, lifelong learning, personalization (my own learning space), and knowledge from and with the collective vie for a rightful place.
08.03.10: MySpace in Democracy: inquiry on how social networks and media technologies p... - 0 views
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This unit on "MySpace in Democracy: inquiry on how social networks and media technologies promote and disrupt democratic practices" is intended to integrate with the School Districts Philadelphia's middle grades' Social Studies core curriculum. Through my proposed unit, students will conduct inquiry on how the proliferation of social networking sites, search engines, and electronic media shapes democratic practices. Inquiry and critical thinking will be core skills students will master. To lead students to master research skills this unit will use media literacy and free speech topics to provide students with seed ideas for their own inquiry. As Leonisa Ardizzone posits, students need to find themselves at the center rather than the margins of learning for critical pedagogy to take place. 1 My students consequently need opportunities to create their own media where their voices can be heard and honored. The hope is that my students' voices will placed at the center of topics related to digital literacy and democratic practices.
Leaving 'Friendprints': How Online Social Networks Are Redefining Privacy and Personal ... - 0 views
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"Our kids today will give everything [in terms of personal information] away, but it's not at all clear how this will shake out in the long run,"
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And what about the person you don't really know who wants to be your friend because you have some friends in common? According to Hoffman, that new friend may just be mining your social circle for information. As networks grow and more friends of friends (and their friends) are accepted by users, it's unclear who can be trusted.
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Hoffman illustrated how social connections are made online and the ease with which a stranger can become part of a network.
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Community Club Home Listen and Read - Non-fiction Read Along Activities Scholastic - 0 views
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From Richard Byrne Free Technology for teacher, quoted below:Listen and Read - Non-fiction Read Along Activities Listen and Read is a set of 54 non-fiction stories from Scholastic for K-2 students. The stories are feature pictures and short passages of text that students can read on their own or have read to them by each story's narrator. The collection of stories is divided into eight categories: social studies, science, plants and flowers, environmental stories, civics and government, animals, American history, and community. Applications for Education Listen and Read looks to be a great resource for social studies lessons and reading practice in general. At the end of each book there is a short review of the new words that students were introduced to in the book. Students can hear these words pronounced as many times as they like. Listen and Read books worked on my computer and on my Android tablet. Scholastic implies that the books also work on iPads and IWBs"
Ten Steps to Better Student Engagement | Edutopia - 0 views
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Thousands of articles, videos, slide shows, expert interviews, blog entries, and other resources highlight success stories in K-12 education. Core concepts include integrated studies, project learning,technology integration, teacher development, social and emotional learning, and assessment." /> text/html; charset=utf-8
Social Studies Interactives | Thinkfinity - 27 views
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"Thinkfinity offers some interactive games and websites that are specifically designed for the Social Studies curriculum. The interactives are brought to you by some of the best names in education such as the Smithsonian's National Museum of American History, National Endowment for the Humanities and Council for Economic Education."
Interesting facts of using social media in your classroom - 0 views
Living and Learning with New Media: Summary of Findings from the Digital Youth Project ... - 0 views
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Study suggests 'hanging out' on Facebook, MySpace, etc. not a waste for teens... http://tinyurl.com/6nq3qn New MacArthur Study: Blog Must Read for Educators http://weblogg-ed.com/2008/new-macarthur-study-must-read-for-educators/
Critical Issue: Using Technology to Improve Student Achievement - 0 views
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Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
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Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
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In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
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Ethics case study on social networking application 'Path' - 0 views
Why boys will pick Bob over Barbie - children are genetically programmed, say scientist... - 0 views
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Tests involving children as young as three months suggest biological differences and not social pressures dictate which toys children like to play with. The U.S. study looked at babies aged three to eight months - before they can identify even the gender of other people.
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Researchers placed a doll and truck inside a puppet-theatre style box and showed them to 30 children - 17 boys and 13 girls - for two ten-second intervals.The findings, from researchers at Texas A&M University, overturn conventional wisdom that children's toy preferences are down to social conditioning.
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For the study, led by Gerianne Alexander, researchers set up a presentation box similar to a puppet theatre and placed a doll and truck inside.
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