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Henry Thiele

FRONTLINE: digital nation: an online interactive learning tool for frontline's digital ... - 17 views

www.pbs.org/...teachers

googleapps 21stCentury web2.0

shared by Henry Thiele on 03 Feb 10 - No Cached
  • Henry Thiele on 03 Feb 10
     
    Teachers are tapping into technology and digital media for learning. Watch How Google Saved a School and discuss the hype and the hopes for improving education through technology. More and more educators are tapping into the power of digital media and technology for teaching and learning. The variety of information resources available online is simply staggering. Explore how teachers and students are using the power of social media to promote students' active engagement, critical thinking and literacy skills. New Forms of Learning. It doesn't need to happen in school. Because it's visual, interactive and social, learning can happen anywhere with digital media as people collaborate and share about a wide range of topics and issues that matter to them. Technology and School Improvement. Technology may transform schools by promoting student engagement and creativity. But critics fear that too much focus on technology takes attention away from what's really needed to improve schools: capable, well-trained teachers; student-centered learning methods; and smaller class sizes. Hope, Hype and Reality. Are today's learners really different from previous generations? Compelling images of students using digital technology are impressive, but the research evidence on the impact of technology on learning is more mixed. And it's sometimes hard to separate the scholarship from the marketing hype, given the deep investment of technology companies in promoting the idea of technology's transformative potential.
Jennifer Lamkins

Intel® Teach Elements-Online Professional Development Courses - 11 views

www.intel.com/...teach-elements.html

professional development pbl education

shared by Jennifer Lamkins on 04 Feb 13 - No Cached
  • Jennifer Lamkins on 04 Feb 13
     
    "Intel® Teach helps K-12 teachers of all subjects learn to engage students with digital learning, including digital content, Web 2.0, social networking, and online tools and resources. Intel Teach professional development empowers teachers to integrate technology effectively into their existing curriculum, focusing on their students' problem solving, critical thinking, and collaboration, which are precisely the skills required in the high tech, networked society in which we live."
Ben Rimes

MediaShift . 5 Principles for Teaching Journalism Ethics in the Digital Age | PBS - 9 views

www.pbs.org/...ics-in-the-digital-age046.html

journalism ethics digital principles

shared by Ben Rimes on 09 Jun 11 - No Cached
  • Ben Rimes on 09 Jun 11
     
    Great resource for teaching journalism ethics for a high school journalism and/or broadcasting class. Good firsthand, industry examples and guidelines.
Dean Mantz

Adobe - Digital School Collection teacher resources - 0 views

www.adobe.com/...adsc

adobe learning ideas resources lessonplans digitalstorytelling teaching education

shared by Dean Mantz on 24 Sep 09 - Cached
  • Technology integration is a key mechanism for augmenting classroom instruction while teaching students essential digital communication skills that will help them become lifelong learners in the digital age. Use these lesson plans to structure projects using the Adobe® Digital School Collection when teaching about math and science, language arts, history/social studies, and visual and performing arts
  • Dean Mantz on 24 Sep 09
     
    Adobe School collection teacher resources that go along with Premiere Elements, Photoshop Elements and more.
Barbara Lindsey

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

wesch social media web2.0 education teaching academic commons

shared by Barbara Lindsey on 31 Mar 09 - Cached
  • The message of Wikipedia is not “trust authority” but “explore authority.” Authorized information is not beyond discussion on Wikipedia, information is authorized through discussion, and this discussion is available for the world to see and even participate in. This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
  • Many faculty may hope to subvert the system, but a variety of social structures work against them.
  • Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
  • ...19 more annotations...
  • The physical structures are easiest to see, and are on prominent display in any large “state of the art” classroom. Rows of fixed chairs often face a stage or podium housing a computer from which the professor controls at least 786,432 points of light on a massive screen. Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room. The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
  • at the base of this “information revolution” are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.
  • Even in situations in which a spirit of exploration and freedom exist, where faculty are free to experiment to work beyond physical and social constraints, our cognitive habits often get in the way
  • Most of our assumptions about information are based on characteristics of information on paper.
  • Even something as simple as the hyperlink taught us that information can be in more than one place at one time
  • Blogging came along and taught us that anybody can be a creator of information.
  • Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
  • Taken together, this new media environment demonstrates to us that the idea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.
  • Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education. In some ways these technologies act as magnifiers.
  • Usually our courses are arranged around “subjects.” Postman and Weingartner note that the notion of “subjects” has the unwelcome effect of teaching our students that “English is not History and History is not Science and Science is not Art . . . and a subject is something you 'take' and, when you have taken it, you have 'had' it.” Always aware of the hidden metaphors underlying our most basic assumptions, they suggest calling this “the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.5
  • As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.
  • We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
  • So while the course is set up much like a typical cultural anthropology course, moving through the same readings and topics, all of these learnings are ultimately focused around one big question, “How does the world work?”
  • Students are co-creators of every aspect of the simulation, and are asked to harness and leverage the new media environment to find information, theories, and tools we can use to answer our big question. Each student has a specific role and expertise to develop. A world map is superimposed on the class and each student is asked to become an expert on a specific aspect of the region in which they find themselves. Using this knowledge, they work in 15-20 small groups to create realistic cultures, step-by-step, as we go through each aspect of culture in class. This allows them to apply the knowledge they learn in the course and to recognize the ways different aspects of culture--economic, social, political, and religious practices and institutions--are integrated in a cultural system.
  • The World Simulation itself only takes 75-100 minutes and moves through 650 metaphorical years, 1450-2100. It is recorded by students on twenty digital video cameras and edited into one final "world history" video using clips from real world history to illustrate the correspondences. We watch the video together in the final weeks of the class, using it as a discussion starter for contemplating our world and our role in its future. By then it seems as if we have the whole world right before our eyes in one single classroom - profound cultural differences, profound economic differences, profound challenges for the future, and one humanity. We find ourselves not just as co-creators of a simulation, but as co-creators of the world itself, and the future is up to us.
  • I have often found myself writing content-based multiple-choice questions in a way that I hope will indicate that the student has mastered a new subjectivity or perspective. Of course, the results are not satisfactory. More importantly, these questions ask students to waste great amounts of mental energy memorizing content instead of exercising a new perspective in the pursuit of real and relevant questions.
  • When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension. Many of these dimensions were mentioned in the issue precis, “such as emotional and affective dimensions, capacities for risk-taking and uncertainty, creativity and invention,” and the list goes on. How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.
  • The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions.
  • This is what I have called elsewhere, “anti-teaching,” in which the focus is not on providing answers to be memorized, but on creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases.
Dean Mantz

Teaching Parents Digital Citizenship at Katy ISD -- THE Journal - 1 views

thejournal.com/...l-Citizenship-at-Katy-ISD.aspx

teaching parents digitalcitizenship internetsafety

shared by Dean Mantz on 13 May 10 - Cached
  • Dean Mantz on 13 May 10
     
    How one TX school districts gets parents involved in teaching Digtial Citizenship.
jamilaexom

Teaching Digital Citizenship: 10 Internet Safety Tips For Students (With Cyber Safety P... - 0 views

www.kathleenamorris.com/...internet-safety

idt3600 elementary

shared by jamilaexom on 14 Feb 22 - No Cached
  • jamilaexom on 14 Feb 22
     
    teaching digital citizenship
Dean Mantz

Visual Understanding Environment - 0 views

vue.tufts.edu

ontology mindmap visualization software presentation visual mindmapping elearning

shared by Dean Mantz on 23 Jan 09 - Cached
  • Dean Mantz on 23 Jan 09
     
    The Visual Understanding Environment (VUE) is an Open Source project based at Tufts University. The VUE project is focused on creating flexible tools for managing and integrating digital resources in support of teaching, learning and research. VUE provides a flexible visual environment for structuring, presenting, and sharing digital information.
Dean Mantz

Digital Stories :: Introduction - 12 views

digitalcommons.georgetown.edu/...digitalstories

DigitalStorytelling introduction Georgetown digital storytelling multimedia teaching learning resources education technology

shared by Dean Mantz on 02 Feb 10 - No Cached
  • This multimedia archive on digital storytelling shares the results of a multi-campus study of student learning and digital storytelling in humanities classrooms. Digital stories are multimedia projects combining text, images, audio and video files into short film clips.
Michael Johnson

Big Thinkers: Henry Jenkins on New Media and Implications for Learning and Teaching | E... - 5 views

www.edutopia.org/tion-henry-jenkins-media-video

Social Media media education thinkers HenryJenkins edutopia Teaching and Learning video

shared by Michael Johnson on 19 Feb 10 - Cached
  • Michael Johnson on 19 Feb 10
     
    Henry Jenkins' thoughts on the implications of new media for teaching and learning. I'll try to add more later
Clif Mims

Discovery Educator Network - 2 views

community.discoveryeducation.com

Network Resources DEN Video Audio Networking Teaching Lesson-Plans

shared by Clif Mims on 27 Sep 09 - Cached
  • Clif Mims on 27 Sep 09
     
    Global community of educators passionate about teaching with digital media.
Dean Mantz

Teach Digital: Curriculum by Wes Fryer wiki / ingredients - 0 views

handouts.wesfryer.com/ingredients

fryer web2.0 teach education curriculum resources digital interactive learning wiki

shared by Dean Mantz on 05 Jan 09 - Cached
  • Dean Mantz on 05 Jan 09
     
    Project being developed by Wesley Fryer in the form of Digital Interactive Learning curriculum.
drew polly

Teach Digital: Curriculum by Wes Fryer - 0 views

teachdigital.pbwiki.com/ds

digital-storytelling digital_storytelling digitalstorytelling howto storytelling tutorial

shared by drew polly on 28 Jun 08 - Cached
  • drew polly on 28 Jun 08
     
    Great introduction to digital storytelling
Dean Mantz

Digital Citizenship Education - 4 views

www.digitalcitizenshiped.com/Curriculum.aspx

digitalcitizenship copyright citizenship digital 21stcenturyskills web2.0 digital citizenship lessons teaching learning technology education

shared by Dean Mantz on 18 Jan 10 - Cached
  • The Digital Citizenship and Creative Content program was developed to create awareness of intellectual property rights and foster a better understanding of the rights connected with creative content.
Dean Mantz

Virginia using iPads to teach social studies | Business News | eSchoolNews.com - 9 views

www.eschoolnews.com/...-ipads-to-teach-social-studies

ipads virginia socialstudies curriculum

shared by Dean Mantz on 07 Oct 10 - No Cached
  • Dean Mantz on 07 Oct 10
     
    K-12 education's early steps in movement to an all digital curriculum. Students in 4th, 7th, and 9th grade social studies will be on an iPad.
Michael Johnson

Apprehending the Future: Emerging Technologies, from Science Fiction to Campus Reality... - 8 views

www.educause.edu/...171774

Learning educational technology future directions

shared by Michael Johnson on 15 Feb 10 - Cached
  • environmental scan
  • The environmental scan method offers several advantages, starting with the fact that drawing on multiple sources and perspectives can reduce the chances of bias or sample error. The wider the scan, the better will be the chance of hitting the first trace of items that, although small at the moment, could expand into prominence. A further advantage is pedagogical: trying to keep track of a diverse set of domains requires a wide range of intellectual competencies. As new technologies emerge, more learning is required in subfields or entire disciplines, such as nanotechnology or digital copyright policy.
  • Disadvantages of this method start from its strengths: environmental scanning requires a great deal of sifting, searching, and analyzing. Finding the proverbial needle in the haystack isn't useful if its significance can't be recognized. Furthermore, the large amount of work necessary for both scanning and analyzing can be daunting, especially for smaller schools or enterprises.
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  • That complexity demands non-simple responses. Each of the techniques sketched above offers one way of helping groups to think through these emergent forces and to apprehend the future. Crowdsourcing, scenarios, prediction markets, the Delphi method, and environmental scanning are complementary strategies. Using several of these methods can teach us to learn about the future in more sophisticated, pro-active ways. If the methods appear strange, resembling science fiction, perhaps that is a sign of their aptness for the future, since the future often appears strange just before it becomes ordinary—or, in our case, just before it becomes a campus reality. As higher education budgets clamp down and the future hurtles toward us, we need these methods and techniques as allies that can help us to survive . . . and to learn.
  • Crowdsourcing, scenarios, prediction markets, the Delphi method, and environmental scanning are complementary strategies. Using several of these methods can teach us to learn about the future in more sophisticated, pro-active ways. If the methods appear strange, resembling science fiction, perhaps that is a sign of their aptness for the future, since the future often appears strange just before it becomes ordinary—or, in our case, just before it becomes a campus reality. As higher education budgets clamp down and the future hurtles toward us, we need these methods and techniques as allies that can help us to survive . . . and to learn.
  • to apprehend the future. Crowdsourcing, sce
  • Michael Johnson on 15 Feb 10
     
    Alexander discusses methods for keeping up with the future of technology and its use in higher education.
Dean Mantz

Digital Literacy Curriculum Version 2 - 4 views

www.microsoft.com/...Curriculum2.mspx

literacy technology curriculum e-learning education digitalliteracy learning integration teaching resources

shared by Dean Mantz on 18 Jan 10 - Cached
  • Each course has an e-learning module and an assessment
  • Digital Literacy version 2 teaches
  • from Windows Vista and the 2007 Microsoft Office
  • ...2 more annotations...
  • original version
  • from Windows XP Service Pack 2 and Microsoft Office 2003.
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