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Clint Walters

Truthdig - Why the United States Is Destroying Its Education System - 0 views

www.truthdig.com/..._her_education_system_20110410

shared by Clint Walters on 17 Jan 12 - No Cached
  • “It is extremely dispiriting to realize that you are in effect lying to these kids by insinuating that this diet of corporate reading programs and standardized tests are preparing them for anything,”
    • Clint Walters
      Clint Walters on 17 Jan 12
       
      Why I'll NEVER go back to teaching Middle School English...
  • The truly educated become conscious. They become self-aware. They do not lie to themselves. They do not pretend that fraud is moral or that corporate greed is good. They do not claim that the demands of the marketplace can morally justify the hunger of children or denial of medical care to the sick. They do not throw 6 million families from their homes as the cost of doing business.
  • “Not only have the reformers removed poverty as a factor, they’ve removed students’ aptitude and motivation as factors,”
  • ...1 more annotation...
  • It transforms a democratic state into a feudal system of corporate masters and serfs.
    • Clint Walters
      Clint Walters on 17 Jan 12
       
      WOW! I've been say this repeatedly for years!! Amen!
Paul Beaufait

What Americans Keep Ignoring About Finland's School Success - Anu Partanen - National -... - 16 views

www.theatlantic.com/...250564

education equity Finland learning math OECD PISA survey reading reform schools sciences United States

shared by Paul Beaufait on 09 Jan 12 - No Cached
  • As for accountability of teachers and administrators, Sahlberg shrugs. "There's no word for accountability in Finnish," he later told an audience at the Teachers College of Columbia University. "Accountability is something that is left when responsibility has been subtracted."
  • The main driver of education policy is not competition between teachers and between schools, but cooperation.
  • Decades ago, when the Finnish school system was badly in need of reform, the goal of the program that Finland instituted, resulting in so much success today, was never excellence. It was equity.
  • ...5 more annotations...
  • Finland -- unlike, say, very similar countries such as Norway -- was producing academic excellence through its particular policy focus on equity.
  •  the number of foreign-born residents in Finland doubled during the decade leading up to 2010, and the country didn't lose its edge in education. Immigrants tended to concentrate in certain areas, causing some schools to become much more mixed than others, yet there has not been much change in the remarkable lack of variation between Finnish schools in the PISA surveys across the same period.
  • Educational policy, Abrams suggests, is probably more important to the success of a country's school system than the nation's size or ethnic makeup.
  • When Finnish policymakers decided to reform the country's education system in the 1970s, they did so because they realized that to be competitive, Finland couldn't rely on manufacturing or its scant natural resources and instead had to invest in a knowledge-based economy. 
  • It is possible to create equality. And perhaps even more important -- as a challenge to the American way of thinking about education reform -- Finland's experience shows that it is possible to achieve excellence by focusing not on competition, but on cooperation, and not on choice, but on equity.
  • Paul Beaufait on 09 Jan 12
     
    Partanen, Anu. (2011). What Americans Keep Ignoring About Finland's School Success. The Atlantic. Retrieved January 9, 2012, from http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/
J.Randolph Radney

Students learn to be better 'digital citizens' - USATODAY.com - 9 views

www.usatoday.com/...1

shared by J.Randolph Radney on 14 Feb 12 - No Cached
  • The whole 'stranger danger' thing was very much driven by parental alarm
    • Steve Ransom
      Steve Ransom on 14 Feb 12
       
      Which in turn is driven by the media sensationalizing such events when they happen
  • As more students spend large chunks of study and leisure time online, schools across the USA are adding coursework focused on privacy, cyberbullying and electronic plagiarism.
danadavid

Job Vacancies in United Kingdom: Jobs for Fresher in Uk - 0 views

jobs-in-unitedkingdom.blogspot.in/...jobs-for-fresher-in-uk.html

Jobs for Fresher in Uk Employment Cardiff Dundee Edinburgh Gloucester Inverness Lancaster Lincoln Lisburn Northampton Poole

shared by danadavid on 30 Jul 13 - No Cached
  • danadavid on 30 Jul 13
     
    Collectively the nation's biggest companies added 4.2% more net jobs globally in 2012, based on S&P Capital IQ's analysis of the 437 companies in the Standard & Poor's 500 that reported employee statistics. That's an increase of 733,619 jobs.
intermixed intermixed

Ocean Challenge Polo Ralph Lauren Les attentats - 0 views

Boycott coûteuxCette réponse aux caricatures du prophète lui rappelle une autre bataille gastronomique initiée, en 2003, par des restaurants américains. En réaction au refus français de soutenir l'...

Polo City Ralph Lauren Ocean Challenge Doudoune pas cher

started by intermixed intermixed on 20 Jun 14 no follow-up yet
intermixed intermixed

short ralph lauren appelle pâtisseries - 0 views

Mais je peux vous dire qu'elle adore l'Iran et qu'elle n'a rien contre les musulmans... Dommage que sa pâtisserie soit victime de cette affaire», dit-il.Au centre-ville, d'autres boulangeries ont d...

short ralph lauren pas cher femme

started by intermixed intermixed on 24 Jun 14 no follow-up yet
Fatima Anwar

Desire2Learn - The Integrated Learning Platform - 0 views

schoolcolleged2l.blogspot.com/...learn-integrated-learning.html

education technology tools learning teaching

shared by Fatima Anwar on 01 Nov 13 - No Cached
  • Fatima Anwar on 01 Nov 13
     
    The business comes with a complete deal connected with programs to be able to K-12 educative institutions throughout Northern the United States, and yes it plays along with schooling and learning large Blackboard.
Fatima Anwar

The Integrated Learning Platform d2l students educational facilities: Scholarship Trend... - 0 views

schoolcolleged2l.blogspot.com/...rends-in-2014-found-dream.html

scholarship united states two year college dream award

shared by Fatima Anwar on 08 Nov 13 - No Cached
  • Fatima Anwar on 08 Nov 13
     
    When it comes to finding and winning Scholarship, some things never change. Great gpa's, university and group participation and authority always pay off. Starting your queries and applications early is always the right idea. Applications that ask you for advance fees are pretty much always suppose.
Visas Simply

Tourist Visa UK - 1 views

www.visassimply.com/...uk-tourist-visa

UK Tourist visa visas

shared by Visas Simply on 08 Sep 15 - No Cached
Visas Simply liked it
  • Visas Simply on 08 Sep 15
     
    United Kingdom is favorite holiday destination among tourists across the world and continues to attract millions of visitors. UK traditional appeal attracts everyone whether it is a family and couple or it is young and old. It is a friendly country with bustling towns, imposing 19th century buildings and vibrant theatre life.
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.
James OReilly

ALPS: What's New? - 0 views

learnweb.harvard.edu/...index.cfm

shared by James OReilly on 21 Jul 08 - Cached
  • The new version of the Collaborative Curriculum Design Tool is now available! Take your curriculum unit to the next level with new features that help you to organize your work, interact with your design team, and share your final draft with others.
  • Click here to open the new CCDT!
  • Collaborative Curriculum Design Tool
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
Cris Harshman

Unit Structures - Twitter as Courseware - 0 views

fstutzman.com/...twitter-as-courseware

shared by Cris Harshman on 25 Feb 09 - Cached
  • When I log into BlackBoard, I see about 30 different things I can do, and for each I have to click a link and go to a page to do the action.  Twitter strips away the features, instead using an inherently flexible textual space to facilitate communication, accomplishing the same goal of other feature-ridden “course technology.
  • I see Twitter’s artificial limit on post size as an important factor in classroom success.  First, it keeps the information space managable, meaning information is economized and easily retrievable
  • Twitter’s short form as a communication equalizer
  • ...3 more annotations...
  • Twitter is the opposite of segmentation, forcing all communication through a single, flexible channel.  This creates the impression of activity, again stimulating discussion.
  • “overfunctioning” leads to a segmentation of communication,
  • or example, a class must have an email list, a forum, website/CMS, each with its own space and identity.
    • Cris Harshman
      Cris Harshman on 26 Feb 09
       
      With newer web-based applications, this is no longer the case. For example, Wordpress will deliver RSS (replaces listserv), a static front page with organized sub-pages and articles (replaces CMS) and a built-in forum. There's no need to adopt Twitter, which replaces only the listserv.
J Black

Ping - At First, Funny Videos. Now, a Reference Tool. - NYTimes.com - 0 views

www.nytimes.com/...18ping.html

youtube search_engines

shared by J Black on 01 Feb 09 - Cached
  • The explosion of all types of video content on YouTube and other sites is quickly transforming online video from a medium strictly for entertainment and news into one that is also a reference tool. As a result, video search, on YouTube and across other sites, is rapidly morphing into a new entry point into the Web, one that could rival mainstream search for many types of queries.
  • And now YouTube, conceived as a video hosting and sharing site, has become a bona fide search tool. Searches on it in the United States recently edged out those on Yahoo, which had long been the No. 2 search engine, behind Google. (Google, incidentally, owns YouTube.) In November, Americans conducted nearly 2.8 billion searches on YouTube, about 200 million more than on Yahoo, according to comScore.
  • “Is YouTube the next Google?”
  • J Black on 01 Feb 09
     
    The explosion of all types of video content on YouTube and other sites is quickly transforming online video from a medium strictly for entertainment and news into one that is also a reference tool. As a result, video search, on YouTube and across other sites, is rapidly morphing into a new entry point into the Web, one that could rival mainstream search for many types of queries.
Ebey Soman

Paradigms of Foreign Policy - 0 views

www.newsflavor.com/...digms-of-Foreign-Policy.384229

United States war politics paradigms paradigm foreign policy USA world ideology realism liberalism international relations state theories

shared by Ebey Soman on 25 Jan 09 - Cached
  • Ebey Soman on 25 Jan 09
     
    There are a few paradigms used in the formation of the foreign policy. You may have heard of liberalism or realism, but do you have any clue as to what those terms mean? These are just a few paradigms and their sub-paradigms that help shape Foreign policy around the world.
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
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
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