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How Is a Bad Radio Station Like Our Public-School System? (Encore) - WNYC - 0 views

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    This podcast might be old (Dec, 2011), but it certainly describes one aspect of what we talk about in COETIAL - individualized learning. Like Pandora's effect on listening to radio, individualized learning is going to revolutionize education. The question is when. Podcast is definitely worth listening to.
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Digital Literacy: New Literacy? - Forbes - 1 views

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    Say what we want about big business getting involved in public education - Someone is learning somewhere....That is a fact.
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Publications | Jeff Utecht - 3 views

  • cht, J (2010). Reach:
    • Jeff Utecht
       
      This is awseoms
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Educational Leadership:Technology-Rich Learning:Our Brains Extended - 0 views

  • When my 2nd grader needs to know the meaning of a word, I tell him to use my iPhone to ask Siri, an artificial intelligence program that's always happy to look it up for him. Siri, in turn, uses the free online program Wolfram Alpha, one of the most powerful data analysis tools in the world. If you enter into the Siri (or Wolfram Alpha) search box, by text or voice, "arable land in world divided by world population," in less than a second the phone or computer will find the relevant data; do the calculations; provide the answer—in square miles, acres, square feet, and hectares per person—and cite you its sources.
  • The only way to do almost all science today is with technology. No human can handle or analyze the volumes of data we now have and need. Ditto for the social sciences. The research study of the past focusing on 10 graduate students has been replaced by sample sizes of millions online around the world. Being perfect at language translation, spelling, and grammar is becoming less important for humans as machines begin to understand context and can access almost every translation ever done. Those who laugh at the mistakes that machines make today will no longer be laughing in a few short years.
  • call the process of envisioning such technically enhanced possibilities imag-u-cation. It's something every teacher and class should spend some time doing.
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  • With YouTube, for example, students can post their ideas to the world and get rapid global feedback. With tools like Twitter and its cousins, they can follow firsthand details of events unfolding anywhere in the world, from revolutions to natural disasters. With mashups and related techniques, they can combine sophisticated data sources in powerful new ways. One school group I know of created a Second Life model of Los Angeles, using the database of the Federal Aviation Administration (FAA) to show each plane flying in its actual spot! With Skype-like tools, students can connect with experts and peers around the world in real time.
  • Effective Thinking, which would include creative and critical thinking as well as portions of math, science, logic, persuasion, and even storytelling; Effective Action, which would include entrepreneurship, goal setting, planning, persistence, project management, and feedback; and Effective Relationships, which would include emotional intelligence, teamwork, ethics, and more.
  • Instead of today's focus on pre-established subject matter, with thinking skills presented randomly, haphazardly, and inconsistently, the student and teacher focus would always be on thinking in its various forms and on being an effective thinker, using examples from math, science, social studies, and language arts.
  • These would range from small projects in earlier years ("I made this app or this website") to larger projects ("I collaborated with a class in another country to publish a bilingual novel"; "I started a successful company") to participation in later years in huge, distributed projects around the world ("Using Galaxy Zoo, I discovered a new, habitable planet").
  • Producing effective letters, reports, and essays was an intellectual need of our past. Working effectively in virtual communities, communicating effectively through video, and controlling complex technologies are what students need to be successful in the future. Thinking, acting, relating, and accomplishing—in the technological and fast-changing context of the future—are where we should focus our students' attention.
  • No longer is the unenhanced brain the wisest thing on the planet. Students who don't have technology's powerful new capabilities at their command at every turn are not better 21st century humans but lesser ones.
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    You think of technology as a tool," one high school student told me. "We think of it as a foundation; it underlies everything we do."
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Educational Leadership:Technology-Rich Learning:Students First, Not Stuff - 0 views

  • Technological change is not additive; it is ecological, which means, it changes everything.
  • That means rethinking classrooms to focus on individual passions, inquiry, creation, sharing, patient problem solving, and innovation
  • ut we must be willing to consider that in a world full of access to knowledge and information, it may be more important to develop students who can take advantage of that knowledge when they need it than to develop students who memorize a slice of information that schools offer in case they might need it someday.
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Disrupting Class: Student-Centric Education Is the Future | Edutopia - 0 views

  • Current Classrooms -- Teacher Centric: Standardization, which replaced personalization as public school enrollment rose in the late 1800s, still dictates the way subjects are taught
  • Future Classrooms -- Student Centric: This model utilizes the teacher as mentor, problem solver, and support person
  • Students partake in interactive learning with computers and other technology devices; teachers roam around as mentors and individual learning coaches; learning is tailored to each student's differences; students are engaged and motivated.
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  • the computers have not transformed the classroom, nor has their use boosted learning as measured by test scores
    • Clint Hamada
       
      Do test scores measure what has been added or transformed?
  • How can we start down the path to transform the classroom?
  • The classroom of today doesn't even look that much different from the classroom of thirty years ago
  • An organization's natural instinct is to cram the innovation into its existing operating model to sustain what it already does
  • target those who are not being served -- people we call nonconsumers. That way, all the new approach has to do is be better than the alternative -- which is nothing at all.
  • disrupts that trajectory by offering a product or service that actually is not as good as that which companies are already selling.
  • the disruptive innovation extends its benefits to people who, for one reason or another, are unable to consume the original product
  • Instead, we must find areas of nonconsumption to deploy computer-based learning where it will be unencumbered by existing education processes.
  • For computer-based learning to bring about a disruptive transformation, it must be implemented where the alternative is no class at all.
  • online learning is gaining hold in the advanced courses that many schools are unable to offer
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What You (Really) Need to Know - Harvard - Belfer Center for Science and International ... - 0 views

  • Yet undergraduate education changes remarkably little over time.
  • Education will be more about how to process and use information and less about imparting it.
  • An inevitable consequence of the knowledge explosion is that tasks will be carried out with far more collaboration.
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  • New technologies will profoundly alter the way knowledge is conveyed.
  • As articulated by the Nobel Prize-winner Daniel Kahneman in “Thinking, Fast and Slow,” we understand the processes of human thought much better than we once did.
  • And yet in the face of all evidence, we rely almost entirely on passive learning.
  • This makes it essential that the educational experience breed cosmopolitanism — that students have international experiences, and classes in the social sciences draw on examples from around the world.
  • Courses of study will place much more emphasis on the analysis of data
  • A good rule of thumb for many things in life holds that things take longer to happen than you think they will, and then happen faster than you thought they could.
  • Here is a bet and a hope that the next quarter century will see more change in higher education than the last three combined.
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What happens with digital rights management in the real world? | Technology | theguardi... - 0 views

  • Ever since Reimerdes, it's been clear that DRM isn't the right to prevent piracy: it's the right to make up your own copyright laws. The right to invent things that people aren't allowed to do – even though the law permits it -- and to embed these prohibitions in code that is illegal to violate.
  • hen your computer is designed to treat you as an untrusted party, you are at serious risk: anyone who can put malicious software on your computer has only to take advantage of your computer's intentional capacity to disguise its operation from you in order to make it much harder for you to know when and how you've been compromised.
  • That means that any system with DRM will on average be more dangerous for its users than one without DRM.
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  • Meanwhile, virus-writers immediately began renaming their programs to begin with $SYS$, because these files would be invisible to virus-checkers if they landed on a computer that had been compromised by Sony.
  • decided that code was expressive speech and that laws prohibiting its publication were unconstitutional.
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Why You Should Care About and Defend Your Privacy - 0 views

  • Privacy is dead, right? Facebook knows everything about you, and the world is still turning.
  • Making the case that information about you, your demographics, your behaviors and habits—all information you may think has little to no value—is valuable to the people looking for it is one important step in explaining why this is all important.
  • The fact is, your data is worth real, tangible money to the companies that offer you free services (in Facebook's case, you're worth just shy of $5 per year) and the companies they do business with, even if they're not asking you to open your wallet.P
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  • what data is requested of them, how much of the requested information is required for the service they want to use, and how their data is eventually used. The survey notes that even young people are concerned about their privacy, the ones often written off as part of a generation that's willing to share everything online.
  • people are still quite concerned with their privacy. The baseline for privacy has simply changed.
  • Rainey says that even those who dismiss privacy concerns become concerned when confronted with the depth of information they've revealed, and when shown how that information is used once they give it up.
  • "They just want control over what information they give up,
  • what they agree to, and what information is made public versus kept private in the databases and annals of the companies and organizations that get to see it."
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