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Maggie Verster

Social networking guidelines for teachers - 0 views

jennamcwilliams.blogspot.com/...networking-guidelines-for.html

school2.0 saschools guidlines policies aup

shared by Maggie Verster on 02 Sep 09 - Cached
  • But ignoring this risk doesn't make it go away; indeed, it leaves many students ill-equipped to make intelligent decisions about what to do when they encounter this kind of material in real life, as they are certain to do. Learners who have access to social media and adult support for reflecting on their engagement with it in their homes will be prepared, of course
    • Maggie Verster
      Maggie Verster on 02 Sep 09
       
      Well put!!!
  • Maggie Verster on 02 Sep 09
     
    A set of nine guidelines, not intended to be the final word but intended to start a conversation "in the best of social networking tradition." Some refinements included.
Dennis OConnor

News: The Evidence on Online Education - Inside Higher Ed - 0 views

www.insidehighered.com/...online

elearning online learning research

shared by Dennis OConnor on 02 Jul 09 - Cached
  • WASHINGTON -- Online learning has definite advantages over face-to-face instruction when it comes to teaching and learning, according to a new meta-analysis released Friday by the U.S. Department of Education.The study found that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction. Further, those who took "blended" courses -- those that combine elements of online learning and face-to-face instruction -- appeared to do best of all. That finding could be significant as many colleges report that blended instruction is among the fastest-growing types of enrollment.
  • the positive results appeared consistent (and statistically significant) for all types of higher education, undergraduate and graduate, across a range of disciplines, the study said.
  • On the topic of online learning, there is a steady stream of studies, but many of them focus on limited issues or lack control groups. The Education Department report said that it had identified more than 1,000 empirical studies of online learning that were published from 1996 through July 2008. For its conclusions, however, the Education Department considered only a small number (51) of independent studies that met strict criteria. They had to contrast an online teaching experience to a face-to-face situation, measure student learning outcomes, use a "rigorous research design," and provide adequate information to calculate the differences.
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  • Using technology to give students "control of their interactions" has a positive effect on student learning, however. "Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals," the report says.
  • n noting caveats about the findings, the study returns to the issue of time."Despite what appears to be strong support for online learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium," the report says. "In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction."
  • " What the study demonstrates, she said, is that colleges need to think broadly about using online education, and not be "artificially limited" to face-to-face instruction.
  • Successful education has always been about engaging students whether it is in an online environment, face to face or in a blended setting. And fundamental to that is having faculty who are fully supported and engaged in that process as well."
  • Dennis OConnor on 02 Jul 09
     
    Timely information for our group! The learning time issue in particular is an important finding that points to a cost effective way to increase student learning time without tackling the issue of a longer school day head on. We know that more time on meaningful tasks is crucial, but the physical cost of attending a bricks and mortar classrooms is prohibitive.
Fabian Aguilar

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 0 views

ascd.org/...trating_the_Media_Collage.aspx

literacy multimedia 21st Century Skills

shared by Fabian Aguilar on 11 Aug 09 - Cached
  • Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
  • Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
  • The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
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  • As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
  • Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
  • The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
  • The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
  • Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
  • Focus on expression first and technology second—and everything will fall into place.
Ruth Howard

Students as 'Free Agent Learners' : April 2009 : THE Journal - 0 views

www.thejournal.com/...24308_3

learning learners curriculum collaboration future of education games technology

shared by Ruth Howard on 02 May 09 - No Cached
  • 51 percent of teachers are interested in learning how to integrate gaming into daily learning activities;
  • Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
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  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Ruth Howard on 02 May 09
     
    Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences." Ive been waiting for this! This is exciting it points to the idea that students will co-create their curriculum. In my mind it will become imperitive that individuals choose their highest bliss-subjects and projects that reflect their passions. In the new collaborative work environments students will be more highly valued for their contributions to areas that they are most naturally motivated to explore. Their resulting contributions will result in inventiveness and cutting edge investigations via passion, self motivation and peer inspiration and direct access to thought leaders/mentors in the field. Teachers might become guides to ensuring students intentions are achieved- teachers as arbiters of human potential. Students will no longer be compared to each other. They will score according to their own self affirmed destinations-allowing of course for reviews and changes of destiny.Teachers might also need roles in law and ethics to ensure students are safe in their online world activities, monitoring students and their online peers, intercepting or prompting inside the conversations?
  • Ruth Howard on 02 May 09
     
    Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent). But perhaps the most significant trend in education technology, Evans said, is the emergence of the student as a "free agent learner": Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences."
Philippe Scheimann

A Vision of Students Today (& What Teachers Must Do) | Britannica Blog - 0 views

www.britannica.com/...ts-today-what-teachers-must-do

learning web2.0 school

shared by Philippe Scheimann on 01 Jul 09 - Cached
  • It has taken years of acclimatizing our youth to stale artificial environments, piles of propaganda convincing them that what goes on inside these environments is of immense importance, and a steady hand of discipline should they ever start to question it.
    • Russell D. Jones
      Russell D. Jones on 01 Jul 09
       
      There is a huge investment in resources, time, and tradition from the teacher, the instutions, the society, and--importantly--the students. Students have invested much more time (proportional to their short lives) in learning how to be skillful at the education game. Many don't like teachers changing the rules of the game just when they've become proficient at it.
  • Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. I have tried this with faculty and get similar results. Last year’s U.S. Professor of the Year, Chris Sorensen, began his acceptance speech by announcing, “I hate school.” The crowd, made up largely of other outstanding faculty, overwhelmingly agreed. And yet he went on to speak with passionate conviction about his love of learning and the desire to spread that love. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning.
    • Russell D. Jones
      Russell D. Jones on 01 Jul 09
       
      So we (teachers and students) are willing to endure a little (or a lot) of uncomfortableness in order to pursue that love of learning.
  • They tell us, first of all, that despite appearances, our classrooms have been fundamentally changed.
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  • While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation. In short, they tell us that our walls no longer mark the boundaries of our classrooms.
  • And that’s what has been wrong all along. Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our “subjects,” “disciplines,” and “courses.” McLuhan’s statement about the bewildered child confronting “the education establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called “the real world” which is foreign and set apart from our schools. When somebody asks a question that seems irrelevant to this real world, we say that it is “merely academic.”
  • We can use them in ways that empower and engage students in real world problems and activities, leveraging the enormous potentials of the digital media environment that now surrounds us. In the process, we allow students to develop much-needed skills in navigating and harnessing this new media environment, including the wisdom to know when to turn it off. When students are engaged in projects that are meaningful and important to them, and that make them feel meaningful and important, they will enthusiastically turn off their cellphones and laptops to grapple with the most difficult texts and take on the most rigorous tasks.
  • At the root of your question is a much more interesting observation that many of the styles of self-directed learning now enabled through technology are in conflict with the traditional teacher-student relationship. I don’t think the answer is to annihilate that relationship, but to rethink it.
  • Personally, I increasingly position myself as the manager of a learning environment in which I also take part in the learning. This can only happen by addressing real and relevant problems and questions for which I do not know the answers. That’s the fun of it. We become collaborators, with me exploring the world right along with my students.
  • our walls, the particular architectonics of the disciplines we work within, provide students with the conversational, narrative, cognitive, epistemological, methodological, ontological, the –ogical means for converting mere information into knowledge.
  • Philippe Scheimann on 28 Jul 09
     
    useful article , I need to finish it and look at this 'famous clip' that had 1 million viewers
Cassie Herd

Reflections of a Classroom Teacher: Teachers Learn Too: Developing a PLN - 0 views

reflectionsofaclassroomteacher.blogspot.com/...-learn-too-developing-pln.html

network web2.0

shared by Cassie Herd on 22 Sep 09 - Cached
  • Cassie Herd on 22 Sep 09
     
    Links and information about building a PLN
Ihering Alcoforado

Trojan Horse or Adaptive Institutions? Some Reflections on Urban Commons in Australia *... - 0 views

www.informaworld.com/...content=a918555673~frm=abslink

Urban Commons Social Infrastructure

shared by Ihering Alcoforado on 11 May 10 - Cached
  • Ihering Alcoforado on 11 May 10
     
    The rubric of 'new' commons signals the re-assessment of old dilemmas about resource management and collaborative action in new social, spatial and technological settings. Urban commons feature in the expanding register of new commons, but there has been little analysis of the meaning and application of the concept. This article explores the urban commons in an Australian context, focusing on the provision of social infrastructure. While noting criticism of the concept's imprecision and ideological valency, the article argues that the urban commons offers new perspectives on public resources, urban governance and sustainability.
Roland Gesthuizen

Paula Smith: Education 2020 -- An Emerging Consensus About Learning - 0 views

www.huffingtonpost.com/...-2020-an-emergin_b_824342.html

education learning Huffingtonpost curriculum engagement motivation student learningspaces learningstyles

shared by Roland Gesthuizen on 26 Feb 11 - No Cached
  • we need to add a truly human dimension to our educational benchmarks
  • First, an increasing number of people have concluded that we need to add a truly human dimension to our educational benchmarks.
  • if a lower school subject area like hands-on science is taught in a way that students understand, they go on to high school and college and explore biology, chemistry and physics with greater enthusiasm
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  • the new key metrics must be whether students find school interesting; whether the material challenges them; and whether they actually like school enough to continue their studies.
  • there are no limitations on what children can learn
  • children are preparing themselves to become lifelong learners when they question, analyze, compare, collaborate and listen in the classroom
  • teaching must be individualized and responsive to each student's talents, way of thinking and level of understanding
  • teachers act as coaches who model thinking, planning, risk-taking and reflection for children
  • Technology is transforming how we think about education today.
  • practice over time, plus motivation and mentoring, yields excellence and mastery
  • Roland Gesthuizen on 26 Feb 11
     
    "as we contemplate 2020, I'm certain that there won't be one model, one benchmark, one standard, one curriculum, or one teacher training program that ultimately helps us reach our educational goals. But I strongly believe that a decade from now we'll be able to look back and know that we made learning more interesting for each and every child in our country"
  • Roland Gesthuizen on 26 Feb 11
     
    How to make learning interesting for everybody.
Roland Gesthuizen

The Twitter Trap - NYTimes.com - 0 views

www.nytimes.com/...the-twitter-trap.html

education facebook socialmedia twitter NYTimes Web2.0

shared by Roland Gesthuizen on 22 May 11 - No Cached
  • my inner worrywart wonders whether the new technologies overtaking us may be eroding characteristics that are essentially human: our ability to reflect, our pursuit of meaning, genuine empathy, a sense of community connected by something deeper than snark or political affinity.
  • “The generation that had information, but no context. Butter, but no bread. Craving, but no longing.”
  • before we succumb to digital idolatry, we should consider that innovation often comes at a price. And sometimes I wonder if the price is a piece of ourselves.
  • Roland Gesthuizen on 22 May 11
     
    "Last week my wife and I told our 13-year-old daughter she could join Facebook. Within a few hours she had accumulated 171 friends, and I felt a little as if I had passed my child a pipe of crystal meth."
Phil Taylor

2011 Summer Rejuvenation Guide: Ten Teacher Tips For Getting The Most Out Of Your Summe... - 31 views

www.edutopia.org/ation-classroom-resource-guide

summer rejuvenation teacher professional_development classroom 2011

shared by Phil Taylor on 25 May 11 - Cached
  • It's time for you! Time to relax, reflect, and recharge. Whether your summer plans call for a cool adventure or professional development, you'll find resource-packed ideas here. Take the time to learn about digital storytelling or join a site for bookworms and, most importantly, enjoy your summer!
Lucy Gray

Technology Integration Matrix - 84 views

fcit.usf.edu/...gradelevel.php

integration matrix lessons

shared by Lucy Gray on 02 Aug 11 - No Cached
  • Lucy Gray on 02 Aug 11
     
    This page provides a breakdown of videos within the Technology Integration Matrix by grade level. Although you may be primarily interested in a particular level, we encourage you to view the ways in which technology is used in other grade levels. For example, you will find videos of high school classrooms in which the technology tools could be used in the same way with middle school or elementary level students. Some videos involve students from both middle and high school grades and some involve students from both middle and elementary grades. These videos appear in both lists below.
  • Peggy George on 03 Aug 11
     
    The Florida Tech Integration Matrix is fantastic and the AZ K12 Center has also created a tech matrix modeled after it that incorporates AZ tech standards. Do you happen to know where we might find any of the teacher evaluation rubrics or tools for the Florida Tech Integration Matrix? Even self-evaluation, reflection rubrics for teachers to use would be incredibly valuable. If you haven't seen the AZ Tech Matrix you can check it out here: http://azk12.org/tim/
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Dennis OConnor

Education Week Teacher: High-Tech Teaching in a Low-Tech Classroom - 26 views

www.edweek.org/...barnett_hightechteaching.html

education Low-Tech 21st century skills ed-tech blended learning

shared by Dennis OConnor on 04 Sep 11 - No Cached
  • How can we best use limited resources to support learning and familiarize students with technology?
  • get creative with lesson structure
  • Take advantage of any time that your students have access to a computer lab with multiple computers.
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  • Relieve yourself from the pressure of knowing all the ins and outs of every tool. Instead, empower your students by challenging them to become experts who teach one another (and you!) how to use new programs.
  • "Pass it On" Buddy Method
  • Students assist one another in creating digital products that represent or reflect their new learning. It’s a great way to spread technological skills in a one-computer classroom.
  • Group Consensus Method
  • Small groups of students engage in dialogue on a particular topic, then a member uses a digital tool to report on the group's consensus.
  • Rotating Scribe Method
  • Each day, one student uses technology to record the lesson for other students.
  • Whole Class Method
  • Teachers in one-computer classrooms often invite large groups of students to gather around the computer. Here are a few suggestions for making the most of these activities
  • When we are faced with limited resources, it is tempting to throw up our hands and say, "I just don't have what I need to do this!" However, do not underestimate your ability to make it work.
  • Dennis OConnor on 04 Sep 11
     
    Might help create a blended classroom, even when you have to share the blender.  Common sense advise for the real world of underequipped classrooms and stretched thin teachers.
AoranPaul47s AoranPaul47sd

watch Endless Love online {MEGA HD VIDEOS 2014} - 1 views

watchendlessloveonline90.wordpress.com

movies education free hd films streaming

shared by AoranPaul47s AoranPaul47sd on 24 Mar 14 - No Cached
  • AoranPaul47s AoranPaul47sd on 24 Mar 14
     
    watch Endless Love online. the stress between father and admirer ought to be increasing, though, Feste goes through the motions on the way to her happy ending. Strong, veteran character actors like timber, patron saint and Richardson definitely elevate this sure, light-weight material, however they will solely do most.Watching "Endless Love," you long for it to be riskier, edgier, or a minimum of additional reflective of actual adolescent experiences and emotions.
peter Woodhead

Technology Integration Matrix - 97 views

fcit.usf.edu/matrix.php

matrix professional_development teachers integration techintegration

shared by peter Woodhead on 17 Jan 12 - No Cached
  • Judy Robison on 17 Jan 12
     
    "The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells "
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