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David Wetzel

5 Benefits for Creating a Classroom Environment for Student Blogs - 0 views

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    Benefits for creating a classroom environment for student blogging begin with establishing a foundation for their success. Why is this important? Integrating blogs transforms a classroom into a learning community where students become self-directed learners and thinkers. This in turn, causes students to use higher order thinking skills as they create and post entries in their blogs, along with commenting on other student's blogs.
David Wetzel

What Does the Online Digital Footprint in Your Classroom Look Like? - 0 views

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    In contrast to the digital footprint you use for your personal learning network, this focus is on the online digital footprint students' use in your science or math classroom. The power of a well designed digital footprint brings the capacity to transform a classroom into an online learning community. Within this community your students use digital tools to create and develop a personal learning network.
anonymous

Shift Happens - Now What? at Change Agency - 0 views

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    While it is nice to have administrative support for new technology purchases, a "technology purchasing frenzy" is simply NOT the correct response to the realization that our schools are not doing enough to prepare students for their futures. This is really about changing adult perspectives and adult behaviors to create student-centered classrooms that exemplify research-based best practices around learning. It's not about buying the latest, greatest, and most expensive tech toys on the market. Expensive tech in the hands of educators who haven't made changes to their behaviors and instructional practice are no better than the good old chalk board, pencil, and paper. Even worse, expensive tech that the teachers see no use for will end up just collecting dust in a storage room.
Clif Mims

Docstoc.com - 0 views

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    Visit News www.killdo.de.gg. How to make the 1000 visitor from PR9 backlinks. Buy cheap service www.fiverr.com/radjaseotea/making-best-super-backlink-143445
Clif Mims

Squidoo - 3 views

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Clif Mims

Educon 2.1 - 0 views

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    EduCon 2.1 is both a conversation and a conference. And it is not a technology conference. It is an education conference. It is, hopefully, an innovation conference where we can come together, both in person and virtually, to discuss the future of schools. Every session will be an opportunity to discuss and debate ideas -- from the very practical to the big dreams.
Clif Mims

Elluminate - 2 views

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Joe Dixon

UDL Editions by CAST - 0 views

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    If you are not familure w/ CAST's work visit their site to learn more . . . http://www.cast.org. I love these guys. They have been working on a curriculum frame work called Universal Design for Learning
David Peter

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

  • 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
       
      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
       
      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
       
      Barr and Tagg mentioned this SHIFT earlier.
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  • advent of a galaxy of new media
    • David Peter
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      Hard to imagine that this can ONLY occur with a constructivist paradigm?
Phil Taylor

TCEA Top Story - Web 2.0: What does the future hold for schools? - 0 views

  • way we learn hasn't really changed over the years; what has changed has been the medium for this instruction.
kathy dounelis

Highly recommend Diigo Educator Account - Classroom 2.0 - 1 views

  • I tried out Diigo educator and was REALLY impressed. This let me very quickly (and with no email addresses needed) set up accounts for 30 students. I then created a group for all 3 classes to use and added all the students to the group. In this case, since I only have one more day with the kids and am not sure if they'll be using Diigo after this, I just used the 30 accounts for multiple classes, but if this were for my actual students, I would have created an account for each student. Anyway, once all the students were added to the group, I just instructed them to make sure to share every bookmark for this project with the group. All of the students will then be able to view all of the bookmarks. Again, we couldn't install even the diigolet, but saving right from Diigo worked fine for our purposes. They used the same technique of tagging with last name, class hour, and other appropriate tags. I taught both of these methods in a 45 minute class period and the actual explanation of the bookmarking technique took only 7-10 min. of each class period. The kids (7th graders) picked up on it EXTREMELY fast.
  • for long term use and for individual projects I strongly recommend using Diigo educator, especially since I use Diigo so heavily in my personal and professional web research.
  • I highly recommend Diigo Educator to any teacher!
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  • then created a group for all 3 classes to use and added all the students to the group. In this case, since I only have
Jorge De La Garza

VoiceThreads Integration participation help... - 50 views

Evening! Lead: Looking for Educators to participate in Voicethread site on Wednesday evening. I'm currently a grad student at the University of Houston Clear Lake working on my Master of Instruc...

Voicethread moodle

started by Jorge De La Garza on 18 Nov 08 no follow-up yet
Jorge De La Garza

Comment to my Class on Your experience request.. - 70 views

Good Morning! I'm including the link to the VoiceThread recap I created for my Class: http://voicethread.com/share/264701/ The Topics cover: Voicethread Digital Storyboarding Photostory 3 Intruc...

voicethread

started by Jorge De La Garza on 20 Nov 08 no follow-up yet
Ruth Howard

GAME School Opens in New York:Quest to Learn | HASTAC - 0 views

  • In an atmosphere of academic excellence, Quest aims to foster the type of learning that is possible today—learning based on access to online resources and tools from around the globe, learning that supports customized content for every student on demand, learning that is game-like in its ability to inspire and motivate. “In an age when low-income urban kids continue to drop out of school at alarming rates, yet research is consistently showing the high levels of engagement youth are exhibiting in various media platforms, it is incumbent upon educators to take notice and indeed redirect teaching methods to meet the needs and interests of students,” says Schwartz.
  • a robust industry mentorship program allow students opportunities to learn alongside experts, s
  • critical pedagogic tool in secondary education.”
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  • 21st century learning materials and assessment
  • teacher training and digital arts
  • “learn by doing” through coursework focused on helping students make connections between ideas and skills in real world contexts. Enhanced literacy and math instruction occurs daily and all students have opportunities to gain expertise in reading, writing, and designing with digital media, including taking courses in computer programming, media arts, and game design. A fully integrated Wellness curriculum supports students in achieving healthy hearts, minds, and bodies.
  • based on research on how students today learn best
  • daily workshops in numeracy and literacy for struggling students,
  • cues from the media-rich learning kids are engaged in outside of school
  • expect a school that is all about beauty, science, thinking, learning, excitemen
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    A new New York school-curriculum by game designers fully integrating a new learning ecology.
Tero Toivanen

Digital Citizenship | the human network - 0 views

  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
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  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
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    Mark Pesce: Digital Citizenship and the future of Education.
Ruth Howard

Welcome to BetterLesson - 1 views

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    (Beta) BetterLesson is a free organizational tool and curriculum development community that helps educators connect and share high-quality resources, best practices, and ideas. Use BetterLesson to: * Organize and share your complete, 180-day curriculum * Connect and collaborate with innovative educators in your field * Tag and search lessons using state standards * Access your files and instructional content from anywhere * Control who sees your curriculum
J Black

The rise of the Digital Refuseniks - Newspaper Tree El Paso - 0 views

  • re•fuse•nik (n) somebody who refuses to agree to, take part in, or cooperate with something, especially on grounds of principle (informal)
  • Student must learn to use technology to do things other than surf the web and update their MySpace accounts (See my previous piece: Eating the Napkins). Research, collaboration, problem solving, and content creation are all things that need to be taught in school,
  • After a certain amount of time, if students are not receiving the proper technology integration in their classes, parents just have to say “You are not a digital immigrant. You are a digital Refuseniks, and we won’t tolerate that silliness any longer. My kid needs technology instruction just as much as she needs math and reading. There are no excuses for not having it. What is this school doing to help my child use technology?”
Dennis OConnor

Tired of Being a Red Ink Slave to Corrections? - The Writing Teacher - Tips, ... - 1 views

  • Dennis O'Connor previously wrote How to Introduce the Six Traits for The Writing Teacher, and teaches writing instruction at the University of Wisconsin-Stoudt. In addition to teaching and consulting, he maintains two invaluable websites: 6-Traits Resources 21st Century Information Fluency  This article is a preview of a free webinar that Dennis will be providing on June 2, at 2:00 PM Eastern time. If you are interested in attending the webinar, click here.
    • Dennis OConnor
       
      I invite Diigo users interested in writing, the writing process, and 6-traits to join me on the up-coming webinar!
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    I've just published another article with the Writing Teacher. This one is focused on Editing and the writing process. Editing/conventions becomes an 800 pound gorilla in the classroom. It's often the only trait that get's any attention! Consider joining the free webinar on June 2, 2009 for more on this very topic!
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