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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.
Ihering Alcoforado

Mind, Brain, & Education - 1 views

www.linkedin.com/news

metacognition

shared by Ihering Alcoforado on 23 Sep 10 - No Cached
  • Ihering Alcoforado on 23 Sep 10
     
    Solution Tree, a leading educational professional development company, has released Mind, Brain, & Education, a new book that explores neuroscience's implications for improving teaching and education.Mind, Brain, & Education is a landmark publication in the emerging field of educational neuroscience. The book showcases insights into the learning process and explores its implications for educational theory and practice. With an introduction and chapter by David A. Sousa, one of the primary researchers in the field, and chapters by 16 leading experts, Mind, Brain, & Education provides a comprehensive overview of the history and current research being conducted in this emerging field.The researchers who contribute to the volume use the growing knowledge of how the brain functions and develops to explore the field's implications for pedagogy and the classroom. "It's an excellent, timely, informative book on the history and current status of the field that has come to be known as educational neuroscience," said Robert Sylwester, emeritus professor of education at the University of Oregon. "The 10 chapters that constitute the heart of the book were written by a wonderful mix of outstanding researchers and educators, from Michael I. Posner, a renowned pioneer in the use of neuroimaging technology in psychology/education and the recipient of the 2009 National Medal of Science, to Judy Willis, who left a career as a neurologist to become an elementary/middle school teacher." Mind, Brain, & Education is the sixth book in the Leading Edge™ series. The Leading Edge™ series unites education authorities from around the globe and asks them to confront the important issues that affect teachers and administrators-the issues that profoundly impact student success
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • 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).
  • 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."
  • 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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  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
Steve Ransom

Technology in Schools Faces Questions on Value - NYTimes.com - 9 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by Steve Ransom on 04 Sep 11 - No Cached
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      A valid criticism when technology implementation is decoupled from meaningful and effective pedagogy. You can't buy measurable change/improvement.
  • district was innovating
  • how the district was innovating.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Again, this is very different than how TEACHERS are innovating their PRACTICES. It's much more challenging than making a slick brochure that communicates how much technology your district has.
  • ...23 more annotations...
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      There's a confidence building statement for you....
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Exactly... and how much was spent on equipping teachers to change their practices to effectively leverage this new infrastructure?
  • If we know something works
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      And what is that "something"? New technology? If so, you missed the boat.
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Why does the argument for making schools relevant and using current cultural tools need to be backed with performance data? Give politicians and superintendents horses instead of cars and see how long that lasts.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Finally, a valid point.
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Exactly. But somehow, "value" has been equated with test scores alone. Do we have a strong body of research on pencil effectiveness or clay effectiveness or chair effectiveness?
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      And you expect them to always engage enthusiastically with tools that are no longer relevant in their culture?
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Okay... and you follow up with a totally trivial example of the power of technology in learning.
  • term” that can slide past critical analysis.
  • engagement is a “fluffy
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Very true
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      If that is so, why not back up your claim by linking to the source here. I have a feeling he has been misquoted and taken out of context here.
  • that computers can distract and not instruct.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Computers don't really "instruct". That's why we have teachers who are supposed to know what they are doing and why they are doing it... and monitoring kids while keeping learning meaningful.
  • guide on the side.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      But many teachers are simply not prepared for how to do this effectively. To ignore this fact is just naive.
  • Professor Cuban at Stanford
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Are they in love with Cuban or something? Perhaps they should actually look at the research... or interview other authorities. Isn't that what reporting is all about? I think this reporter must be a product of too much Google, right?
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Again, the fact that any supporter is happy that their kids are learning PowerPoint illustrates the degree of naiveté in their understanding of technology's role in learning.
  • creating an impetus to rethink education entirely
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Herein lies another huge problem. Mr. Director of Technology seems to base no decisions on what the learning and technology literature have to say... nor does he consult those who would be considered authorities on technology infused learning (emphasis on learning here)
  • This is big business.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      No kidding.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Anyone who asks that should volunteer to have their home and work computer confiscated. After all, it's just a distraction, right?
Anne Bubnic

New U.S. Research Center to Study Education Technology - 0 views

www.edweek.org/login.html

21st_century_learning ad4dcss digital_learning

shared by Anne Bubnic on 21 Aug 08 - Cached
  • Anne Bubnic on 21 Aug 08
     
    Congress has authorized a new federal research center that will be charged with helping to develop innovative ways to use digital technology at schools and in universities. The National Center for Research in Advanced Information and Digital Technologies was included as part of the latest reauthorization Requires Adobe Acrobat Reader of the Higher Education Act, approved last month. President Bush signed the law on Aug. 14. The center will be charged with supporting research and development of new education technologies, including internet-based technologies. It will also help adapt techniques already widely used in other sectors, such as advertising and the military, to classroom instruction.
Tero Toivanen

How One Classroom Actually Used iPads To Go Paperless (Part 1: Research) | Edudemic - 53 views

edudemic.com/...o-go-paperless-part-1-research

ipads paperless research education iPad app apps tools collaboration teaching

shared by Tero Toivanen on 16 Sep 12 - No Cached
  • “The technology used really help to enhance the writing and research process. Diigo and the iPads proved to be particularly helpful during the process of researching and annotating. Some minor challenges were presented with the use of this technology (writing with the IPads was a bit more difficult than typing on a computer), but nothing interfered with the process in a negative way. Some of the technology could prove very useful in the future.” 
  • Dropbox - This app allows students to work offline in the Pages app and upload their document to their Dropbox account with each new draft.  Pages does not support direct upload to Dropbox.  As a solution, students linked their Dropbox accounts with SendtoDropbox.
  • One of the earliest steps in the process was to have the students share a folder in their Dropbox account with their teacher in order to allow the teacher to check in on their progress along the way.
  • ...8 more annotations...
  • Pages - While there are less expensive alternatives for word procession on an iPad, Pages is the most stable option that will consistently be supported and updated for the life of the iPads.
  • Diigo Web Highlighter for Safari - As one of our goals was to take advantage of the web connectivity and social bookmarking, Diigo was a perfect solution.  Once the Diigo app is installed, there is a three step process to install the Safari web highlighter.
  • To access and refer to each other’s research, students had to access Diigo through Safari, not the Diigo app.  The purpose of the collective research group was to have students examine each other’s research and use the resources their classmates found in their final research paper.
  • Notability - Because students would still be conducting traditional paper based research, we needed a solution that would allow them to digitize and share their research.  When students found traditional paper content that was part of their research, they could snap a picture of the document and pull it into Notability.  They could then digitally highlight, underline and insert notes on the document.  Notability will also export directly to Dropbox from within the app.
  • Explain Everything - This step was a late addition to the process and allowed students to create video screencasting feedback of each other’s papers.
  • Students exported a PDF version of their paper from Pages and email it to a classmates SendtoDropbox email address.  This would place the PDF version of the paper into the classmates Dropbox account.  The receiving student could then open ExplainEverything, link to their Dropbox account and use the PDF of their classmates paper as the back drop to the screencast.  To share the video files, we had students publish directly to the teacher’s YouTube channel from ExplainEverything. 
  • the recent update to the Google Drive app that allows for in-app creation, editing and sharing of a Google document absolutely changes the landscape of going completely paperless with iPads.  The clunky workaround of combining Pages, SendtoDropbox and Dropbox in order to get student work shared with the teacher would be much streamlined by conducting the entire process through Google Drive.
  • As an alternative to the process of writing in Pages, collecting research in Diigo and storing documents in Dropbox, I would consider jumping to Evernote to house the entire process.  Writing, researching and sharing could all be conducted within Evernote.
  • Tero Toivanen on 16 Sep 12
     
    Great article about how to use iPad:s in projects, with useful tips about apps.
Maggie Tsai

iLearn Technology » Education Diigo - 1 views

ilearntechnology.com/?p=638

Diigo education review

shared by Maggie Tsai on 17 Nov 08 - Cached
  • What it is:  Education Diigo offers k-12 and higher ed educators premium Diigo accounts!  The premium accounts provide the ability to create student accounts for whole classes, students of the same class are automatically set up as a Diigo group so they can easily share bookmarks, annotations, and group forums, privacy settings so that only classmates and teachers can communicate with students, and any advertisments on Education Diigo are education related.  If you aren’t familiar with Diigo, it is a social bookmarking website where students can collaborate on the web.  Diigo works in to a project based learning environment nicely and allows for exploratory learning and collaboration.  
  • Education Diigo is an outstanding place for students to solve problems together.  Provide students with a problem and send them on a web scavenger hunt to find the answer, students can post their findings and notes about their findings on Diigo.  Students can collaborate online to solve the problem.  Education Diigo is also a great place for “teachers to highlight critical information within text and images and write comments directly on the web pages, to collect and organize series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves.”  This feature makes Education Diigo a great place to create webquest type lessons and virtual field trips around the web.    Diigo also allows teachers to collaborate and share resources among themselve. Education Diigo is a must for students who are learning to complete web-based research!
Kerry J

The neuroscience of online learning Registration, Adelaide - Eventbrite - 22 views

klevar-neuroscience-eorg.eventbrite.com.au

education learning teaching neuroscience online online learning

shared by Kerry J on 27 Jul 13 - No Cached
  • Kerry J on 27 Jul 13
     
    Neuroscience has shown that our brains are plastic and that education, gaming and the use of technology can change our brains' connectivity, function and structure. (1, 2) But learning is more than just biology - it is affected by our learning environment and the people with whom and from whom we learn. So how do you take what neuroscience reveals about the plastic, learning brain and combine it with educational research, expertise and common sense? Klevar, in association with Flinders University, are offering you the chance to explore this with Dr Paul Howard-Jones of the University of Bristol, researcher and author of "Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Contexts to Practice".
Robert Letcher

Survey of K12 Educators on Social Networking and Content Sharing Tools - 15 views

www.edweb.net/...K12Survey.pdf

application k12survey social network content sharing

shared by Robert Letcher on 09 Nov 09 - Cached
  • Robert Letcher on 09 Nov 09
     
    The final research report for a Survey of K-12 Educators on Social Networking and Content-Sharing Tools is now available. The survey was sent to 83,000 educators nation-wide (teachers, principals, and librarians) during late August and September and was co-sponsored by edWeb.net, MCH, Inc., and MMS Education. Educators, like millions of other Americans, are exploring the world of social networks and see a high value for this technology in education. Here are some key findings
James OReilly

Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments... - 0 views

www.jmir.org/e26

shared by James OReilly on 13 Dec 08 - Cached
  • Virtual 3-D Healthcare Learning Environments
  • The author provides a critical overview of three-dimensional (3-D) virtual worlds and “serious gaming” that are currently being developed and used in healthcare professional education and medicine.
  • Roger’s Diffusion of Innovations Theory
  • ...32 more annotations...
  • Siemens’ Connectivism Theory
  • accelerating momentum
  • there are some fundamental questions which remain unanswered.
  • it is beneficial to address while the race to adopt and implement highly engaging Web 3-D virtual worlds is watched in healthcare professional education
  • Therefore, Roger’s Diffusion of Innovations Theory [5] and Siemens’ Connectivism Theory [6] for today’s learners will serve as theoretical frameworks for this paper.
  • A 3-D virtual world, also known as a Massively Multiplayer Virtual World (MMVW), is an example of a Web 2.0/Web 3-D dynamic computer-based application.
  • applications that enable social publishing, such as blogs and wikis
  • the most popular virtual world used by the general public is Linden Lab’s Second Life (SL)
  • Who would imagine attending medical school in a virtual world?
  • US agencies, such as the Centers for Disease Control and the National Institutes of Health conduct meetings in SL to discuss the educational potential of SL
  • virtual medical universities exist all over the world
  • The term “avatar” is an old Sanskrit word portraying a deity which takes on a human shape
  • Trauma Center
  • Virtual worlds are currently being used as educational spaces [1] and continue to grow in popularity on campuses and businesses worldwide. Furthermore, access to versions of virtual worlds on the Web, such as “Croquet,” “Uni-Verse,” and “Multiverse” are predicted within two to three years to be mainstream in education
  • there are reported advantages to having students engage in these emerging technologies
  • By allowing students time to interact with other avatars (eg, patients, staff members, and other healthcare professionals) in a safe, simulated environment, a decrease in student anxiety, an increase in competency in learning a new skill, and encouragement to cooperate and collaborate, as well as resolve conflicts, is possible.
  • High quality 3-D entertainment that is freely accessible via Web browsing facilitates engagement opportunities with individuals or groups of people in an authentic manner that illustrates collective intelligence
  • Advanced Learning and Immersive Virtual Environment (ALIVE) at the University of Southern Queensland
  • health information island
  • Problem-based learning groups enrolled in a clinical management course at Coventry University meet in SL and are employed to build learning facilities for the next semester of SL students. This management course teaches students to manage healthcare facilities and is reported to be the first healthcare-related class to use SL as a learning environment.
  • Another example of a medical school using SL is St. George’s Medical School in London.
  • Stanford University medical school
  • Another virtual world project developed by staff at the Imperial College in London, in collaboration with the National Physical Lab in the United Kingdom, is the Second Health Project
  • Mesko [35] presents the top 10 virtual medical sites in SL.
  • The development and use of 3-D virtual worlds in nursing education is increasing.
  • Some educators may balk at adopting this technology because there is a learning curve associated with the use of 3-D virtual worlds.
  • Let’s have fun, explore these fascinating worlds and games, and network with others while respecting diverse ways of life-long learning and current researchers’ findings.
  • there is an underlying push in higher education to adopt these collaborative tools and shift the paradigm from a traditional Socratic method of education to one possessing a more active and interactive nature
  • One may view online virtual worlds and serious gaming as a threat to the adoption and purchase of high-fidelity computerized patient-simulation mannequins that are currently purchased for healthcare-profession training. For example, nurses may login into SL and learn Advanced Cardiac Life Support at their convenience, and it costs virtually nothing for the nurse and perhaps a nominal fee for the developer.
  • The educational opportunity in SL may not be a replacement for the doctor- or nurse-patient interaction or relationship, but SL may serve as an adjunct or pre- or post-learning tool.
  • one recalls when critics questioned the validity and reliability of the stethoscope invented by Laennec in 1816 and how today it is second nature to use this assessment tool.
  • 2006 health fair
Maggie Wolfe Riley

Education - Change.org: Tutorial: Two Uses of Technology to Improve Literacy and Critic... - 0 views

education.change.org/...literacy_and_critical_thinking

education online web2.0 tools social social_media_list

shared by Maggie Wolfe Riley on 03 Feb 09 - Cached
  • It's easy, efficient, and turbo-effective literacy, research, and information management. It's unique to the Berners-Lee Age. Gutenberg would have loved it. Some high-profile "researchers" apparently know little of it.
  • Maggie Wolfe Riley on 03 Feb 09
     
    two examples showing how blind the UCLA research was to today's possibilities, how behind the times.... It's easy, efficient, and turbo-effective literacy, research, and information management. It's unique to the Berners-Lee Age. Gutenberg would have loved it. Some high-profile "researchers" apparently know little of it.
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
  • ...19 more annotations...
  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
Maggie Verster

Teachers Report Educational Benefits of Frequent Technology Use - 14 views

thejournal.com/...f-frequent-technology-use.aspx

reports school2.0 ICT education

shared by Maggie Verster on 29 Jun 10 - Cached
  • Maggie Verster on 29 Jun 10
     
    Teachers who use technology frequently in their classrooms perceive greater benefits to student learning--particularly learning 21st century skills--than teachers who are less frequent users. That's one of the major findings from a K-12 technology study released Monday by researchers out of the Richard W. Riley College of Education and Leadership at Minnesota's Walden University.
Dwayne Abrahams

Research - 17 views

www.footsteps2brilliance.com

research iPad games footsteps vocabulary vocab ebooks education resources web2.0 technology learning interactive

shared by Dwayne Abrahams on 30 Oct 12 - No Cached
  • Dwayne Abrahams on 30 Oct 12
     
    "Footsteps2Brilliance, Inc.™'s Academic Language Program for Students (ALPS) delivers a robust library of stimulating ebooks and educational games to parents, children and teachers anywhere/anytime through innovative mobile gaming technology. Developed by educational experts usingthe latest research on cognitive development, ALPS provides young learners with 1,000 essential vocabulary words through interactive eBooks that are sure to engage today's digital students whether at school or home."
Greg Brandenburg

edublogs: Ken Robinson's The Element: reincarnating creativity - 1 views

edu.blogs.com/...-reincarnating-creativity.html

shared by Greg Brandenburg on 07 Feb 09 - Cached
  • We also need to recognise that, largely, those teachers who use technology the most effectively and lead the way with its use are also, by and large, excellent teachers with or without the technology.This helps us see what many of us appreciate already: the one biggest element of improving education, making learning more creatively inclined and entrepreneurial, is the teacher. It's not curriculum, class sizes (though smaller class sizes make the teacher's life easier) or even assessment. This is something I've been reporting back from research for two years (and which I've been blown out on more times than I can count). It's not about letting students lead the way with technology and "show us teachers" how it's done. Students are generally quite narrow in their knowledge of how to harness technology or creative venture.No, it's how teachers and parents teach that is important. It is, to use a piece of edu-jargon, pedagogy, both at school and at home.
    • Sheri Edwards
      Sheri Edwards on 07 Feb 09
       
      Pedagogy Innovation Creativity Understanding Entrepreneurship PICUE
  • with students batched by age and subject to standardised tests for quality before shipping to the real world. Conformity has thus always had a higher value than diversity
    • Greg Brandenburg
      Greg Brandenburg on 16 Feb 09
       
      I've not objected to standardized tests as there needs to be some accountability. But, when you put it this way, it does sound like the education factory.
  • Sheri Edwards on 07 Feb 09
     
    We also need to recognise that, largely, those teachers who use technology the most effectively and lead the way with its use are also, by and large, excellent teachers with or without the technology. This helps us see what many of us appreciate already: the one biggest element of improving education, making learning more creatively inclined and entrepreneurial, is the teacher. It's not curriculum, class sizes (though smaller class sizes make the teacher's life easier) or even assessment. This is something I've been reporting back from research for two years (and which I've been blown out on more times than I can count). It's not about letting students lead the way with technology and "show us teachers" how it's done. Students are generally quite narrow in their knowledge of how to harness technology or creative venture. No, it's how teachers and parents teach that is important. It is, to use a piece of edu-jargon, pedagogy, both at school and at home.
anonymous

Horizon Report 2010 K-12 Edition - 17 views

www.nmc.org/...2010-Horizon-Report-K12.pdf

horizonproject horizonreport horizonreport2010 pdf document

shared by anonymous on 14 Apr 10 - No Cached
  • anonymous on 14 Apr 10
     
    The Horizon Report series is the most visible outcome of the New Media Consortium's Horizon Project, an ongoing research effort established in 2002 that identifies and describes emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within education around the globe. This volume, the 2010 Horizon Report: K-12 Edition, examines emerging technologies for their potential impact on and use in teaching, learning, and creative expression within the environment of pre-college education.
Maggie Verster

Encyclopedia of Educational Technology - 35 views

coe.sdsu.edu/EET

col encyclopedia technology edtech ICT in education school2.0 ict4champions

shared by Maggie Verster on 17 Nov 09 - Cached
  • Maggie Verster on 17 Nov 09
     
    The Encyclopedia of Educational Technology (EET) is a collection of short multimedia articles on a variety of topics related to the fields of instructional design and education and training. The primary audiences for the EET are students and novice to intermediate practitioners in these fields, who need a brief overview as a starting point to further research on specific topics. Authors are graduate students, professors, and others who contribute voluntarily. Articles are short and use multimedia to enrich learning rather than merely decorate the pages.
Maggie Verster

Revolutionizing Education: What We're Learning from Technology-Transformed Schools - 24 views

newbay.ebookhost.net/...index.php

ebook ebooks library2.0 school2.0

shared by Maggie Verster on 13 Jan 10 - Cached
  • Maggie Verster on 13 Jan 10
     
    "In this eBook, Project RED - a national research and advocacy effort - shares preliminary results from a survey of technology-rich schools and takes a look at what past research and current observation tells us about the keys to successful technology implementation. What do we know about curriculum reform or the leadership, funding and legislation changes that will allow technology to transform learning and schools, just as it has transformed homes and offices in almost every other segment of our society? "
LaDawna Harrington

Shaping the Learning Environment - 0 views

FREE Webinar 4/17 | Guided Research Join us for the next LMC @ The Forefront webinar! Guided Research: Shaping the Learning Environment by Being observANT Wednesday, April 17, 2013 - 4pm / Eastern ...

Inquiry Guided Research Technology Digital Learning teaching collaboration education

started by LaDawna Harrington on 14 Apr 13 no follow-up yet
Neil O'Sullivan

Technology Integration Research Review | Edutopia - 1 views

www.edutopia.org/ion-research-learning-outcomes

technology research education integration

shared by Neil O'Sullivan on 05 Aug 13 - No Cached
  • Neil O'Sullivan on 05 Aug 13
     
    Technology Integration Research Review
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