Skip to main content

Home/ Classroom 2.0/ Group items tagged Shifts

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Cathy Oxley

YouTube - Social Media Revolution 2 (Refresh) - 28 views

www.youtube.com/watch

socialmedia youtube web2.0 socialnetworking ShiftHappens facebook statistics

shared by Cathy Oxley on 27 Jun 10 - Cached
  • Cathy Oxley on 27 Jun 10
     
    A social networking version of the Shift Happens videos
David McGavock

CITE Journal - Editorial - 21 views

www.citejournal.org/...article1.cfm

technology integration Judi Harris editorial journal technocentrism

shared by David McGavock on 28 Aug 10 - Cached
  • A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools.
  • his urging to shift the focus from the learning tools to what is being learned and how that learning happens still needs to be heeded—almost 20 years later.
  • Integration is defined not by the amount or type of technology used, but by how and why it is used.
  • ...15 more annotations...
  • many of these technology-specific studies did not explore more fundamental issues in technology and education
  • what needs to be further developed, examined, and shared
  • particular curriculum standards-based instructional strategies that are appropriately matched to students’ learning needs and preferences
  • understanding the processes and interim results of how and why specific tools can and should be appropriated
  • help students with distinct needs and preferences to achieve identified learning goals.
  • the STaR Chart
  • According to the national StaR Chart, then, technology use in what is typically described as “constructivist” learning is preferable to technology used to “reinforce basic academic skills.”
  • Constructivists view people as constructive agents and view the phenomenon of interest (meaning or knowledge) as built instead of passively “received”
  • curriculum-based integration of educational technologies – defined in Education and Technology: An Encyclopedia (Kovalchick & Dawson, 2004) as “the effective integration of technology throughout the curriculum to help students meet the standards and outcomes of each lesson, unit, or activity”
  • As discerning educators and researchers, we should question why teachers’ roles “must” change to integrate technology effectively into K-12 curricula.
  • the technologies themselves do not require this shift
  • Though teachers in the nationally representative sample they studied acknowledged that computers helped them to change instructional practice over time, they cited experience, organized professional learning, and school culture as the primary factors provoking instructional changes.
  • In districts in which teachers’ academic freedom is preserved—at least in part—aren’t the pedagogical approaches to be used the result of decisions that each teacher makes, preferably rooted in a well-informed knowledge base of both students’ learning needs and preferences and corresponding methodological alternatives?
  • Can it really be assumed that a particular approach “works best” in all teaching, learning, school, district, and community contexts?
  • perhaps a new approach is warranted at this point in time—one that genuinely respects pedagogical plurality and honors teachers’ academic freedom.
  • David McGavock on 28 Aug 10
     
    A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education's (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions-as accessible as all other classroom tools.
David Peter

MIT Press Journals - International Journal of Learning and Media - Full Text - 0 views

www.mitpressjournals.org/...ijlm.2009.0005

shared by David Peter on 23 Mar 09 - Cached
  • Now, with study becoming a lifelong enterprise, and with the advent of a galaxy of new media, “learning” seems once again poised to become all things to all people, be they lay or scholarly.
    • David Peter
      David Peter on 23 Mar 09
       
      So, since we are all lifelong learners with access to transparent, pervasive and ubiquitous technology ... not sure NEW media is all that NEW.
  • learning that do not occur automatically, readily, naturally, or by dint of simply living in a certain place at a certain time
    • David Peter
      David Peter on 23 Mar 09
       
      Almost seems to be speaking of PROGRAMMED learning, and not the new learning environment/commons. Isn't all learning contextual?
  • we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before
    • David Peter
      David Peter on 23 Mar 09
       
      Barr and Tagg mentioned this SHIFT earlier.
  • ...7 more annotations...
  • advent of a galaxy of new media
    • David Peter
      David Peter on 23 Mar 09
       
      What NEW media are they speaking of? The NEW media is always changing and may be difficult to specifically link to lifelong learners. Prensky speaks of digital natives and digital immigrants. Does all media work for all readers/users?
  • we may well have reached a set of tipping points
    • David Peter
      David Peter on 23 Mar 09
       
      We are BEYOND the tipping point. More likely to be a GROUNDSWELL and it's up to us to ride the wave or not.
  • learning may be at once more individual
    • David Peter
      David Peter on 23 Mar 09
       
      Thanks to technology, or inspite of technology?
  • Both the demands of the workplace and the demands of education have changed profoundly and promise to do so for the foreseeable future.
    • David Peter
      David Peter on 23 Mar 09
       
      And, in addition, the focus has shifted to global learning, and not localized learning. The advent of 21st century skills, the reemergence of liberal education ... all are continuing to change and demand change.
  • technology is often cited as a primary driver of cultural change
    • David Peter
      David Peter on 23 Mar 09
       
      Interesting thought. Is this an anthropological conclusion? A social conclusion? Who has cited this?
  • One could argue that a strictly formal learning experience is characterized by classroom-based instruction featuring an explicit curriculum and traditional pedagogical goals, and scaffolding implemented by a single educator; a pure informal learning experience lacks all of these characteristics
    • David Peter
      David Peter on 23 Mar 09
       
      This would imply that informal learnnig, without structure, is somehow inferior. Isn't the tone of learning set by the classroom, the teacher and other variables?
  • A successful informal learning practice depends upon an independent, constructivistically oriented learner who can identify, locate, process, and synthesize the information he or she is lacking
    • David Peter
      David Peter on 23 Mar 09
       
      Hard to imagine that this can ONLY occur with a constructivist paradigm?
Jeff Johnson

Learning for the 21st Century - Informal Learning Blog - 0 views

informl.com/...learning-for-the-21st-century

learning 21st_century traditional corporate obsolete new paradigm explosion information

shared by Jeff Johnson on 20 Dec 08 - Cached
  • Jeff Johnson on 20 Dec 08
     
    Unprecedented changes in the role of the worker, the nature of business, the pace of innovation, the importance of intangibles, the explosion of information, and the shift from a manufacturing to a service economy have rendered traditional corporate learning obsolete. Jay Cross exposes the inadequacies of traditional learning and discusses a new paradigm for learning in the 21st Century.
Tom Daccord

Idea Lab - Becoming Screen Literate - NYTimes.com - 0 views

www.nytimes.com/...23wwln-future-t.html

nytimes.com nytimes digitalliteracy medialiteracy

shared by Tom Daccord on 03 Feb 09 - Cached
  • Tom Daccord on 03 Feb 09
     
    Idea Lab article about cultural shift resulting in "overthrow of the book."
Maggie Verster

A visual exploration of Learning Environments - 0 views

blog.eric.info/...learning-environments

elearning school2.0

shared by Maggie Verster on 25 Jun 09 - Cached
  • Maggie Verster on 25 Jun 09
     
    Visualising a change in thinking and common practices around learning environments. A significant shift is starting to occur. Some very useful tables
Maggie Verster

The World Has Shifted Forever... Keep Up!! - 0 views

www.slideshare.net/...ld-has-shifted-forever-keep-up

school2.0 21stcenturylearning

shared by Maggie Verster on 01 Jun 09 - Cached
  • Maggie Verster on 01 Jun 09
     
    A very humourous look at 21st century learning
yc c

ShiftSpace | An open source layer above any webpage - 0 views

www.shiftspace.org

collaboration opensource group annotation editor

shared by yc c on 25 Aug 09 - Cached
  • yc c on 25 Aug 09
     
    ShiftSpace (pronounced: §) is an open source browser plugin for collaboratively annotating, editing and shifting the web.Annotate, hightlight, swap images, edit pages with a group
Thomas Galvez

Michael Wesch and the Future of Education - 0 views

umanitoba.ca/...podcast_wesch.html

web2.0 wesch education techintegration future

shared by Thomas Galvez on 31 Mar 09 - Cached
  • Thomas Galvez on 31 Mar 09
     
    Great video of Wesch discusssing the shifts in education and why we need to transform our learning environments. He also navigates through his transformed learning environment.
Kathleen N

Writing Tool Belt 2.0 | David S. Bill IV - 0 views

www.davidbill.org/...writing-tool-belt-20

NML writing participation

shared by Kathleen N on 08 Aug 09 - Cached
  • Kathleen N on 08 Aug 09
     
    writing to participate\n\nWriting has never been more important but we must recognize this cultural shift. Educators must develop a new tool belt that supports the interaction and connectivity that our students now thrive upon. Our students text, comment, and tweet. Our job is to use the tools that they are familiar with to create an environment that develops the literacy skills Yancy mentions while building upon our students' communal interactions via social media.
Professional Learning Board

Teaching Adolescents to Read - 43 views

k12teacherstaffdevelopment.com/...teaching-adolescents-to-read

reading research-based education

shared by Professional Learning Board on 08 Feb 11 - No Cached
  • Professional Learning Board on 08 Feb 11
     
    In teaching, there is a shift of focus that takes place at around 4th grade where literacy instruction changes from "learning to read" to "reading to learn." It is a known phenomenon that a number of students who did quite well in the primary years struggle with this new type of reading.
Ihering Alcoforado

ScienceDirect - Computers in Industry : "Open CAI 2.0" - Computer Aided Innovation in t... - 0 views

www.sciencedirect.com/science

shared by Ihering Alcoforado on 21 Jan 11 - No Cached
  • Ihering Alcoforado on 21 Jan 11
     
    This article examines current developments in the field of CAI. The field of CAI has been driven by two major recent developments. One being the technological possibilities in the software field commonly referred to as "Web 2.0". The other being a strategic paradigm shift from closed to open innovation in many companies. Both developments lead to a new form of CAI which have been analyzed in detail and named Open CAI 2.0. This paper discusses the benefits and challenges for software providers and users arising from this new evolutionary step of CAI
Roland Gesthuizen

The Innovative Educator: Why I will no longer work to differentiate instruction! - 0 views

theinnovativeeducator.blogspot.com/...-i-will-no-longer-work-to.html

educator instruction education differentiatedlearning learning thinking

shared by Roland Gesthuizen on 19 May 11 - No Cached
  • many teachers groan when anyone talks about differentiated instruction because it just makes them feel inadequate
  • The conversation must evolve from “Differentiating Instruction” to “Differentiating Learning
  • Roland Gesthuizen on 19 May 11
     
    "What we really need to help occur in classroom is differentiated "learning". This accomplishes the student ownership of the learning, allows for a passion-driven approach, shifts the responsibility for the learning to the learner (where it belongs) and changes the teachers role to what you consistently advocate."
Judy Robison

search-cube - the Visual Search Engine - 30 views

search-cube.com

web2.0 library teachers

shared by Judy Robison on 03 May 11 - Cached
  • Judy Robison on 03 May 11
     
    search-cube offers a straightforward search box for entering search terms. The search results it yields, however, are images of home pages. These home pages are arranged on the six faces of a cube, with 16 sites displayed on each face. It's easy to rotate the cube with the arrow keys on the keyboard, or by holding down the shift key and dragging the mouse. Rolling the cursor over an image on the cube brings up a larger image beside the cube, along with a little more information about the linked website.
Nigel Coutts

Developing and Maintaining a Growth Mindset - The Learner's Way - 14 views

thelearnersway.net/...d-maintaining-a-growth-mindset

growth mindset learner

shared by Nigel Coutts on 07 Feb 16 - No Cached
  • Nigel Coutts on 07 Feb 16
     
    For educators, parents and learners Carol Dweck's research on the benefits of a Growth Mindset is naturally appealing. Those who have a growth mindset achieve better results than those who don't, are more resilient and accept challenge willingly. After two years of incorporating a growth mindset philosophy we are finding that the reality of shifting a student's disposition away from a fixed mindset and then maintaining a growth mindset is significantly more complex than at first imagined.
Nigel Coutts

Beyond consumer based ICT - The Learner's Way - 12 views

thelearnersway.net/...beyondconsumerict

consumer based ict

shared by Nigel Coutts on 13 Mar 16 - No Cached
  • Nigel Coutts on 13 Mar 16
     
    There is a change taking place in how schools approach ICT, one that has been coming for some time but is at the point of moving into the mainstream. A subtle but powerful shift that sees ICT build connections with the Maker Movement as a tool for solving what Bronwyn Moreton speaking at the ICT Educators of NSW conference describes as the 'I wish it would . . .' moment where a learner discovers that their technology doesn't do everything they wished it would.
Nigel Coutts

Mathematical thinking presents teachers and students with new challenges - The Learner'... - 4 views

thelearnersway.net/...d-students-with-new-challenges

thinking teachers challenges mathematics understanding education teaching learning

shared by Nigel Coutts on 21 Apr 19 - No Cached
  • Nigel Coutts on 21 Apr 19
     
    The shift away from teaching for the rote memorisation of prescribed methods requires teachers to rethink their approach to the discipline. With this new pedagogy comes a need to understand the processes of mathematical thinking in ways not previously required. When we require our students to be able to reason and problem-solve through unique challenges we also require our teachers to have an understanding of the mathematical moves that their learners are likely to call upon.
Nigel Coutts

Local Wisdom versus Global Assessments - The Learner's Way - 1 views

thelearnersway.net/...sdom-versus-global-assessments

local wisdom assessments learner education teaching collaboration

shared by Nigel Coutts on 05 May 19 - No Cached
  • Nigel Coutts on 05 May 19
     
    A significant shift continues to occur within global education markets. It is signified by the manner in which it makes sense to speak of a global education market. It is driven by neo-liberalism and the expansion of markets into all aspects of our lives and it is made possible by manipulation of the third messaging system within the educational triad of curriculum, pedagogy and assessment. It is a drive towards accountable, comparable and productive education systems fine-tuned to maximise the return on investment and provide industry with the workforce it desires. What must be asked is how does this trend impact students and are these the forces that should be driving change in our education systems?
Nigel Coutts

Slow Looking at Home or Doing More with Less - The Learner's Way - 9 views

thelearnersway.net/...t-home-or-doing-more-with-less

shared by Nigel Coutts on 19 Apr 20 - No Cached
  • Nigel Coutts on 19 Apr 20
     
    It seems that thanks to COVID19, educators, parents and students are in a rush. It seems the rush started moments after the decision was made to promote social distancing by offering remote learning. From quality learning in classrooms focused on deep learning we shifted into top gear. Packets of work were prepared, online tools rapidly expanded, new options for content delivery were examined and quickly deployed. We wanted to make sure that our students would be kept busy. Parents wanted their children to be busy. - Maybe slow looking is the solution?
‹ Previous 21 - 40 of 81 Next › Last »
Showing 20▼ items per page