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Bradford Saron

Tech Transformation: Information Literacy, Digital Literacy and Digital Citizenship - 1 views

  • To be information literate, a person must be able to recognize when information is needed and has the ability to locate, evaluate, and use effectively the needed information.
  • igital literacy is the ability to locate, organize, understand, evaluate and analyze information using digital technology.
  • Digital citizenship refers to the use of these skills to interact with society.
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  • Digital Literacy seems to be very similar: In Wikipedia it starts with a definition that is almost word for word identical to ALA definition of information literacy but adds on three new words:
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    Thoughtful article about how 21st Century literacies interface with 21st citizenship.  
Bradford Saron

The Digital Disruption | Foreign Affairs - 1 views

  • A similar phenomenon is occurring today in places such as Iran and Syria, where government officials seeking unvarnished news of the world beyond their borders use so-called proxy servers and circumvention technology to access their own Facebook or e-mail accounts -- platforms their governments regularly block.
    • Bradford Saron
       
      This eerily sounds like what we do in schools, which is too bad. It sort of sounds like we are running a small communist nation.
  • comparing the uncertain dial tone of the fax machine with the speed of today's handheld devices is like comparing a ship's compass to the power of global positioning systems.
    • Bradford Saron
       
      This paragraph could be an update to Clay Shirky's book, Cognitive Surplus. 
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    • Bradford Saron
       
      Like Google.
  • "partially connected"
  • breaking down traditional barriers of age, gender, and socioeconomic status
  • cell phones
  • cell-phone
  • cell phones
  • nature of civil society
  • more costs than benefits
  • connecting nations" -- places where technological development is still nascent and where both governments and citizens are testing out tools and their potential impact
  • "open by default"
  • the so-called failed states
  • Efforts by democratic governments to foster freedom and opportunity will be far stronger if they recognize the vital role technology can play in enabling their citizens to promote these values -- and that technology is overwhelmingly provided by the private sector.
  • interconnected estate
  • interconnected estate
  • to shape government and corporate behavior
  • by promoting freedom of expression and by protecting citizens from threatening governments.
  • join together in new alliances to multiply their impact.
  • offer a new way to exercise the duty to protect citizens around the world who are abused by their governments or barred from voicing their opinions
  • citizens' use of technology can be an effective vehicle to promote the values of freedom, equality, and human rights globally
  • shared power
    • Bradford Saron
       
      Shared power. It's odd that the core problem of connection through technology may be shared power. Must our core thesis be (then) how to participate in an environment of shared power or of decentralization of information or of disaggregation of opportunity to participate? Hmmmm. 
Bradford Saron

The incredible pace of change in information technology compared to past eras - Mind Dump - 0 views

  • there have been four fundamental changes in information technology since humans learned to speak.
  • Somewhere, around 4000 BC, humans learned to write.
  • codex replaced the scroll sometime soon after the beginning of the Christian era.
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  • The codex, in turn, was transformed by the invention of printing with movable type in the 1450s.
  • The fourth great change, electronic communication, took place yesterday, or the day before, depending on how you measure it.
  • When strung out in this manner, the pace of change seems breathtaking: from writing to the codex, 4,300 years; from the codex to movable type, 1,150 years; from movable type to the Internet, 524 years; from the Internet to search engines, nineteen years; from search engines to Google’s algorithmic relevance ranking, seven years; and who knows what is just around the corner or coming out the pipeline?
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    And what is to come?
Mary Fitzwater

National Education Technology Plan 2010 - 1 views

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    Check it out if you haven't...The National Education Technology Plan, Transforming American Education: Learning Powered by Technology, calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement.
Vince Breunig

Why Schools Must Move Beyond One-to-One Computing - 2 views

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    "Horrible, horrible, horrible implementation from every program I visited," he said. "All of them were about the stuff, with a total lack of vision." His research convinced him not to move forward with one-to-one computing. Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team-that is, learning how to manage the transition from a learning ecology where paper is the dominant technology for storing and retrieving information, to a world that is all digital, all the time.
Bradford Saron

The State of the World: 10 Belated Reflections on 2011 Davos Don Tapscott : : Don Tapscott - 0 views

  • The new “wiki revolutions” are so explosive and happen so fast, that there is no clear vanguard to take power, leaving a vacuum. The vacuums that result pose significant challenges for everyone who cares about moving from oppression, dictatorship and fundamentalism to openness, democracy and 21st century governments.
  • he world is increasingly complex and interconnected, and, at the same time, experiencing an erosion of common values and principles. This undermines the public’s trust in leadership, which in turn threatens economic growth and political stability.  In the words of the WEF’s founder Klaus Schwab, we need to “concentrate on defining the new reality and discuss which shared norms are required for making global cooperation possible in this new age.”
  • There are traditional risks like nuclear war, terrorism, climate change, infectious diseases, economic crisis and failed states.  But new risks are emerging everywhere. Consider something as seemingly mundane as the global supply chain. The vast networks that provide the world with food, clothing, fuel and other necessities could handle an Iceland volcano and one other catastrophe like the failure of the Panama Canal. But according to experts, a third simultaneous disaster would collapse the system. People around the world would stop getting food and water, leading to unthinkable social unrest and even a disintegration of civilized society.
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  • we will only make growth sustainable “if we make our growth inclusive.”
  • They have been bathed in bits; computers, the internet, and interactive technologies are a fundamental part of the experience of youth. To them, technology is like the air. When young people today use digital devices, they are interacting, searching, authenticating, remembering, collaborating, composing their thoughts, and organizing information. They interact with the media and know how to inform themselves and use technology to get things done.
  • China’s disciplined command-and-control style work force could ultimately be trumped by a massive force of Indian professionals who are creative, collaborative, entrepreneurial and life- long learners.
  • The irresistible force to cut government spending is confronted with the immoveable object of essential services, entitlements, military spending and extraordinary expenditures stemming from corporate bailouts and fiscal stimulation. 
  • What’s needed is a Wikinomics approach — embracing more agile, networked structures enabled by global networks for new kinds of collaboration. Nation states would continue to play a central role but can overcome their silo thinking and behavior by sharing information more effectively, cooperating on real-time networks, and basing their decisions more deeply in the processes of multi-stakeholder networks.
  • Understandably social media, mobility and the relentless digital revolution continues to drive change and cause concern in everything from intellectual property to youth revolutions.
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    Tapscott on his continued (and insightful) reflections. 
Bradford Saron

So Here's What I'd Do : 2¢ Worth - 0 views

  • But here are the solutions that this challenge brings to mind. Eliminate paper from the budget and remove all copiers and computer printers from schools and the central office (with exceptions of essential need). “On this date, everything goes digital.” Create a professional development plan where all faculty and staff learn to teach themselves within a networked, digital, and info-abundant environment — it’s about Learning-Literacy. Although workshops would not completely disappear, the goal would be a culture where casual, daily, and self-directed professional development is engaged, shared, and celebrated — everyday! Then extend the learning-literacy workshops to the greater adult community. Establish a group, representing teachers, staff, administration, students, and community. Invite a “guru” or two to speak to the group about the “Why” of transforming education.  Video or broadcast the speeches to the larger community via local access, etc. The group will then write a document that describes the skills, knowledge, appreciations and attitudes of the person who graduates from their schools — a description of their goal graduate. The ongoing work of writing this document will be available to the larger community for comment and suggestion. The resulting piece will remain fluidly adaptable. Teachers, school administrators, and support staff will work in appropriately assembled into overlapping teams to retool their curricula toward assuring the skills, knowledge, appreciations and attitudes of the district’s goal graduate. Classroom curricula will evolve based on changing conditions and resources. To help keep abreast of conditions, teachers and support staff will shadow someone in the community for one day at least once a year and debrief with their teams identifying the skills and knowledge they saw contributing to success, and adapt their curricula appropriately.
  • The district budget will be re-written to exclude all items that do not directly contribute to the goal graduate or to supporting the institution(s) that contribute to the goal graduate. Part of that budget will be the assurance that all faculty, staff, and students have convenient access to networked, digital, and abundant information and that access will be at least 1 to 1. A learning environment or platform will be selected such as Moodle, though I use that example only as a means of description. The platform will have elements of course management system, social network and distributive portfolio. The goal of the platform will be to empower learning, facilitate assessment, and exhibit earned knowledge and skills to the community via student (and teacher) published information products that are imaginative, participatory and reflect today’s prevailing information landscape. Expand the district’s and the community’s notions of assessment to include data mining, but also formal and informal teacher, peer, and community evaluation of student produced digital products. Encourage (or require) teachers to produce imaginative information products that share their learning either related or unrelated to what they teach.  Also establish learning events where teachers and staff perform TED, or TELL (Teachers Expressing Leadership in Learning) presentations about their passions in learning to community audiences. Recognize that change doesn’t end and facilitate continued adapting of all plans and documents. No more five-year plans. Everything is timelined to the goal graduate.
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    In response to the "bad" trend of tech gurus not offering any solutions. 
Bradford Saron

Educational Leadership:Technology-Rich Learning:Students First, Not Stuff - 1 views

  • But it's not about the tools. It's not about layering expensive technology on top of the traditional curriculum. Instead, it's about addressing the new needs of modern learners in entirely new ways. And once we understand that it's about learning, our questions reframe themselves in terms of the ecological shifts we need to make: What do we mean by learning? What does it mean to be literate in a networked, connected world? What does it mean to be educated? What do students need to know and be able to do to be successful in their futures? Educators must lead inclusive conversations in their communities around such questions to better inform decisions about technology and change.
  • Right now, the web requires us to reconsider the ecology of schools, not just the technologies we use in them. We must start long-term, broad, inclusive conversations about what teaching, learning, and being educated mean in light of the new technologies we now have available to us. Just like business, politics, journalism, music, and a host of other long-standing institutions that the web has rocked at their foundations, education will be and is being changed. To understand the implications fully, we need to start with the questions that focus on our students—and not just on the stuff.
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    Yup!
Bradford Saron

Is the New Information Landscape Changing our Shopping Practices? : 2¢ Worth - 2 views

  • It also makes more clear the need to retool every classroom and equip every teacher and learner with contemporary information technologies, and instill not only the literacy skills of this information landscape, but also the literacy habits.
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    Warlick is great at seeing the application of digital knowledge. 
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    That was an interesting read. I think as people become more accustomed to on-line purchasing it will inevitably grow. It sure beats standing in line all night to take advantage of the Black Friday sales.
Bradford Saron

The Outboard Brain and Me | Technology Story - 0 views

  • I am sure that there are a few of you at this moment who really want to rage against the concept that we need an outboard brain. I get it, you have lived a lot of your life without the need. The problem is we have them now, and we are quickly raising a generation that is integrating with these devices, and the massive information source that is the Internet that comes along with them. Game over.
  • ow I want more. I want a brain computer interface so I don’t need to type and can work at the speed of thought. I want the screen projected on my retina so I do not have to carry around 15” devices just to gain information. I want to build rules based rivers of information that flow to me automatically when I need them. I want my outboard brain to offload everything that is not uniquely human so I can spend my brainpower on building good relationships, creativity and innovation. I want to focus more on the spiritual side of life, and the family and friends around me. Instead of dragging me away from them, I want it to be sophisticated enough that it frees me from many of the tasks I do today that take up time.
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    The outboard brain and mobile access. 
Bradford Saron

The Edjurist - Information on School and Educational Law - Blog - Education T... - 0 views

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    The Blog "The EDjurist" is also somewhat affiliated with McLeod, and it covers much of what we worry about, in terms of AUP, how we deal with student pictures on websites, Facebook issues, etc. Here, the author gives the inclusive notes from his pre-conference session, including his powerpoint. 
Guy Leavitt

Technology helps make language click for students - The Denver Post - 0 views

  • "The Internet offers incredible opportunities to build high-level, deep thinkers if we provide the instruction that's needed."
  • Vicki Collet, a literacy facilitator for the Poudre School District in Larimer County, recently met with a group of middle-school teachers and posed a question: Are kids reading as much as they used to? The unanimous response: More. And yes, that includes novels, not just online fare. But the teachers saw a connection between the two — online information, including social networking, often steers students toward an attractive literary niche. Think "Harry Potter" or even "Twilight." "Then," says Collet, "they read deeply within that genre."
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    How is technology affecting kids learning?
Bradford Saron

Resistance is Futile - 2 views

  • You can click on the document to the right to read a more detailed examination of each of these qualities of the ‘Native’ information
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    Here David Warlick reflects on his presentation at a Virtual Conference. One of the most interesting parts of the blog post is the detailed examination of the digital "Native," a document into which you may click. See highlight. 
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    Warlick's blog hooked me. Got me fired up cause of the misspellings and understatements. So I read the document on "Native" information. Yeah, I get it, like figuring the Rubik's Cube without directions. Make up your own directions or map already. So, kudos to Warlick. However, "Responsive" seems limiting. How about a venn diagram with an additional word: vigilant? And learning includes more than experience. Otherwise foresight counts for nothing. Enjoy.
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    Go Murphy!
Bradford Saron

Understand RSS and make the Web Work for You | The Thinking Stick - 0 views

  • I keep coming back to how important RSS is to the web. What seems like a such a simple piece of the larger web, this little bit of technology pushes and pulls information around the web behind the sense so gracefully that you probably use it in one form or another everyday without realizing it.
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    More on the importance of RSS feeds to the web and the right way to get the right information. 
Bradford Saron

A Theory of Everything (Sort Of) - NYTimes.com - 1 views

  • It starts with the fact that globalization and the information technology revolution have gone to a whole new level. Thanks to cloud computing, robotics, 3G wireless connectivity, Skype, Facebook, Google, LinkedIn, Twitter, the iPad, and cheap Internet-enabled smartphones, the world has gone from connected to hyper-connected. This is the single most important trend in the world today. And it is a critical reason why, to get into the middle class now, you have to study harder, work smarter and adapt quicker than ever before. All this technology and globalization are eliminating more and more “routine” work — the sort of work that once sustained a lot of middle-class lifestyles.
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    Must read!
Bradford Saron

Seth's Blog: Deliberately uninformed, relentlessly so [a rant] - 0 views

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    "Access to knowledge, for the first time in history, is largely unimpeded for the middle class. Without effort or expense, it's possible to become informed if you choose. For less than your cable TV bill, you can buy and read an important book every week. Share the buying with six friends and it costs far less than coffee. Or you can watch TV"
Bradford Saron

Teach Parents Tech - 0 views

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    This is a great resource for people who are really cautious about getting involved. It starts with the basics, then does an overview of the world wide web, communication, media, and finding information. Check this out!
Louie Ferguson

Administrative Running Raider: Landscape of learning, working, and socializing! - 1 views

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    Information exchange is changing the way we learn, work,and socialize.
Bradford Saron

Now You See It // The Blog of Author Cathy N. Davidson » What's the Problem t... - 2 views

  • nd here is the issue that I pose in Now You See It, the one that keeps me up at night:   how do you prepare kids for an increasingly indefinite, rapidly changing job world, in an era of high-speed technological change and global competitiveness, where what is required for success is (I’m quoting the first set of problems the bubble test is not intended to address) is:  “intellectual dexterity, higher order thinking, associational thinking, problem solving, collaborative thinking, complex analysis, the ability to apply learning to other problems, complexity and causality that do not have one right answer”
  •   What would be amazing is if we could solve the problems of variability and efficiency with a peer-driven system that actually motivates and rewards real learning.  What would be equally amazing is if we could find a system that solves variability and efficiency and, at the same time, supports learning communities (for informal learning), teachers (in the classroom), and workforce trainers (in the workplace) who strive for complex, ongoing, lifelong, connected collaborative learning.  
  • The bubble test solves the problem of variability and efficiency.   The profound problem of education that remains, once the issue of variability and efficiency is solved.  If we find a better solution to variability and efficiency than the bubble test, we can then concentrate on the real learning objective of school:  how best to prepare our kids to thrive in the life that they will lead once they are no longer in school. 
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    Thoughtful post about assessment. 
Bradford Saron

Education Reform is Re-establishing, Redefining and Retooling : 2¢ Worth - 0 views

  • new generation of learners In a new information landscape For an unpredictable future
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    And David Warlick hits it again. 
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