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Russell D. Jones

Turned On, Plugged In, Online, & Dumb: Student Failure Despite the Techno Revolution | ... - 0 views

www.britannica.com/...-despite-the-techno-revolution

Classroom 2.0 Technology in the Classroom

shared by Russell D. Jones on 01 Jul 09 - Cached
  • Russell D. Jones on 01 Jul 09
     
    Bauerlain continues his rant against the poor performance of students on standardized tests. This article, citing many reports, shows that introducing technology into the classroom has done nothing to improve student performance.
Dennis OConnor

Why The FCC Wants To Smash Open The iPhone - washingtonpost.com - 0 views

www.washingtonpost.com/...AR2009080101074.html

cloud google voice apps iphone e-learning 21cif

shared by Dennis OConnor on 01 Aug 09 - Cached
  • Right about now, Apple probably wishes it had never rejected Google Voice and related apps from the iPhone. Or maybe it was AT&T who rejected the apps. Nobody really knows. But the FCC launched an investigation last night to find out, sending letters to all three companies (Apple, AT&T, and Google) asking them to explain exactly what happened.
  • The FCC investigation is not just about the arbitrary rejection of a single app. It is the FCC's way of putting a stake in the ground for making the wireless networks controlled by cell phone carriers as open as the Internet.
  • On the wired Internet, we can connect any type of PC or other computing device and use any applications we want on those devices. On the wireless Internet controlled by cellular carriers like AT&T, we can only use the phones they allow on their networks and can only use the applications they approve.
  • ...4 more annotations...
  • Google must secretly be pleased as punch. It was only two years ago, prior to the 700MHz wireless spectrum auctions, that it was pleading with the FCC to adopt principles guaranteeing open access for applications, devices, services, and other networks. Now two years later, in a different context and under a different administration, the FCC is pushing for the same principles.
  • FCC cites "pending FCC proceedings regarding wireless open access (RM-11361) and handset exclusivity (RM-11497). That first proceeding on open access dates back to 2007 when Skype requested that cell phone carriers open up their networks to all applications (see Skype's petition here). Like Google Voice, Skype helps consumers bypass the carriers. The carriers don't like that because that's their erodes their core business and turns them into dumb pipes. But dumb pipes are what we need. They are good for consumers and good for competition because they allow any application and any device, within reason, to flower on the wireless Internet.
  • The FCC also wants Apple to explain the arbitrariness of its app approval process: 4. Please explain any differences between the Google Voice iPhone application and any Voice over Internet Protocol (VoIP) applications that Apple has approved for the iPhone. Are any of the approved VoIP applications allowed to operate on AT&T?s 3G network?5. What other applications have been rejected for use on the iPhone and for what reasons? Is there a list of prohibited applications or of categories of applications that is provided to potential vendors/developers? If so, is this posted on the iTunes website or otherwise disclosed to consumers?6. What are the standards for considering and approving iPhone applications? What is the approval process for such applications (timing, reasons for rejection, appeal process, etc.)? What is the percentage of applications that are rejected? What are the major reasons for rejecting an application?
  • Why does it take a formal request from a government agency to get Apple (and AT&T) to explain what the rules are to get on the wireless Internet?
  • Dennis OConnor on 01 Aug 09
     
    Opening the iPhone would make educational apps much easier to publish. Apple's monopoly means e-text-book readers and classroom use of hand held computers (which is what the iPhone and iPod reall are) have to pay a toll to Apple. Right now, Apple's approval system is cloaked in mystery. Developers have no way to market their products without 'official' approval. Opening up the iPhone and by extension opening up wireless networks around the country will drive down high prices and bring connectivity to more inexpensive computing devices. I hope this FCC investigation is the domino that kicks open the door to the clouds of connectivity that are already out there!
Jean Potter

http://betch.edublogs.org/2009/01/06/the-myth-of-the-digital-native/ - 36 views

betch.edublogs.org/...the-myth-of-the-digital-native

prensky digitalnative blog web2.0

shared by Jean Potter on 31 Jan 10 - Cached
  • Jean Potter on 31 Jan 10
     
    Are all young people digital natives? Many older folks may well be digital immigrants but is there a marked difference in their abilities from digital natives?
  • Jean Potter on 31 Jan 10
     
    This was a link from Joe's suggestion "ASH's 23 Things..." which I really liked. I would like to set up something similar on "my campus".
  • Charles Harris on 01 Feb 10
     
    This article raised some great points about the labels we place on people of a certain age group, but obviously things are more complicated than the convenient labels our society uses to clasify people. The problem I see in the examples cited are the problems of a generation where you ask and it is done. Digital "immigrants" adapt and embrace new technology because of motivation. Their Job!! I agree that we need to utilize the exprience and perspective of my generation (49 yrs, 25 teaching) with the fearless exploration of my students. They show me what they've located and I can help them understand the relative value of what they've found. Help them develope the tools of analysis and I can learn how to get to information I didn't know existed. We don't need labels, we need to inspire students to want to know what's the value of what they've discovered.
Steve Ransom

Strictly business? Personal tweets make profs more "credible" - 10 views

arstechnica.com/...edible-than-scholarly-ones.ars

twitter study research highered credibility professors

shared by Steve Ransom on 29 Mar 11 - No Cached
  • At least among the young.
  • The researchers found that older students tended to rate the professors lower in credibility after having viewed their Twitter accounts. These students were also more likely to think it was a bad idea for professors to have Twitter accounts at all, citing the potential for revealing too much personal information and creating an awkward student/teacher relationship.
  • Steve Ransom on 29 Mar 11
     
    students perceive instructors who make social tweets as more credible than instructors who remain strictly business, lending support to the idea that knowing a real human is behind the Twitter stream helps people feel more confident about that person's abilities.
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started by intermixed intermixed on 18 Dec 14 no follow-up yet
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started by intermixed intermixed on 29 Jul 14 no follow-up yet
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April H.

The 10K Hour Rule: Deliberate Practice leads to Expertise, and Teaching can trump Genet... - 0 views

computinged.wordpress.com/...nd-teaching-can-trump-genetics

10 000 hour rule developing expertise practice teaching

shared by April H. on 17 Oct 14 - No Cached
  • The first is that practice is not the same as deliberate practice
  • second is that the fallback position can’t be genetics/innate talent
  • Simply putting in 10,000 hours of practice in an activity does not guarantee expertise
  • ...5 more annotations...
  • They tested a weak form of the “10,000 hour rule” (that it’s just “practice,” not “deliberate practice”) and found it wanting.
  • They cite two studies that show that identical twins seem to have similar music and drawing talent compared to fraternal twins.
  • To start counting hours-towards-expertise anything later than birth is discounting the impact of learning in the pre-school years on up.
  • Hours spent in practice with a good teacher are going to contribute more to expertise than hours spent without a teacher.
  • We should be thinking about how we can teach in order to develop expertise.
  • April H. on 17 Oct 14
     
    "The Slate authors and Macnamara et al. dismiss the 10K hour rule too lightly, and their explanation of genetic/innate basis for expertise is too simple.  Practice is not the same as deliberate practice, or practice with a teacher. Expertise is learned, and we start learning at birth with expertise developing sometimes in ways not directly connected to the later activity. The important part is that we are able to learn to overcome some genetic/innate disparities with good teaching. We shouldn't be giving up on developing expertise because we don't have the genes. We should be thinking about how we can teach in order to develop expertise."
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