Group items matching "Edublog" in title, tags, annotations or url - Classroom 2.0

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'We're Going to the Moon:' Part 2 | innovation3 - 0 views

shared by anonymous on 28 Apr 09 - Cached

50+ Ways To Create Digital Stories With Students | The Edublogger - 0 views

theedublogger.edublogs.org/...-digital-stories-with-students AlanLevine

shared by Cathy Oxley on 28 Apr 09 - Cached

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Technology - its impact on the brain and our behaviour. | Skoolz Out! - 1 views

abrice.edublogs.org/...on-the-brain-and-our-behaviour

shared by Adam Brice on 26 Apr 09 - Cached

It's Not Just A Tool: Technology As Environment | always learning - 0 views

mscofino.edublogs.org/...tool-technology-as-environment technology environment

shared by Yu-Hui Ching on 18 May 09 - Cached

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Where's the Innovation? | always learning - 0 views

mscofino.edublogs.org/...wheres-the-innovation innovation technology learning change

shared by J Black on 04 Jun 09 - Cached

Tom refers to this as the “Red Queen Effect” after a scene in Alice’s Adventures Through the Looking Glass, where Alice is shocked to be standing in the same place after running quite fast for an extended period of time and the Red Queen explains, “if you want to get somewhere else, you must run at least twice as fast as that.”
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nother Hong Kong presenter, Stephen Heppell, was also careful to emphasize that the biggest challenge today is the pace of change: exponential. With this rapid pace of change there is no time for the “staircase mentality” (pilot, review etc).
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what are we mistakenly not valuing now?
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Tom explained that innovation falls squarely in quadrant 2 of Steven Covey’s matrix: it’s “Important”, but “Not Urgent”. For example, we absolutely have to have a new math/science/reading/social studies program. The teachers can’t teach without one, so picking a new one is going to fall in quadrant 1, and ultimately, innovation gets put off until tomorrow. However, innovation has an urgency all its own and those that don’t place innovation as a priority will find themselves displaced.
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his is a good example of the difficulty people face in conceptually realizing the advantages of bold innovation: we naturally assume that slow steady progress will be best (as we are taught from an early age, when the tortoise wins the race).
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The time for innovation is now, as Stephen described (and Marco Torres’ slide below emphasizes), “learning is at a crossroads:” we’re looking at a choice between productivity and new approaches, those new approaches being: student portfolios; making huge leaps in our model of education, not tiny steps forward; working to produce ingenious, engaged, inspired, surprising, collegiate students; and developing learning experiences that are open-ended, project-focused, multidisciplinary.
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I can’t remember who said this first but, “technology is just an amplifier” - technology doesn’t change the quality of teaching or learning, it will only amplify it, either in a positive or negative way. What we need to be looking at is changing our approaches to learning, not modifying our curriculum to a “newer” version of what we’ve already had for the past 20 years.
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bsolutely fabulous. This is great stuff. I just wrote a post on Thursday arguing that the “learning management system” paradigm prevents innovation and change. If we don’t break out of it, we’re destined to get out-innovated, as you suggest.
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I came across a great quote from Frank Tibolt this morning: “We should be taught not to wait for inspiration to start a thing. Action always generates inspiration. Inspiration seldom generates action.”
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“The best way to predict the future is to invent it.” - Alan Kay
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J Black on 04 Jun 09

Tom explained that innovation falls squarely in quadrant 2 of Steven Covey's matrix: it's "Important", but "Not Urgent".

<div class="cArrow"> </div><div class="cContentInner">Tom explained that innovation falls squarely in quadrant 2 of Steven Covey's matrix: it's "Important", but "Not Urgent". </div>

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