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Justin Medved

How Do You Participate in a Twitter Chat? | Reading By Example - 1 views

readingbyexample.com/...-participate-in-a-twitter-chat

twitter

shared by Justin Medved on 14 Oct 14 - No Cached
  • Justin Medved on 14 Oct 14
     
    "How Do You Participate in a Twitter Chat?"
Justin Medved

Kicking off the 2014 Google Science Fair: It's your turn to change the world - 0 views

googleblog.blogspot.ca/...-2014-google-science-fair.html

shared by Justin Medved on 14 Feb 14 - No Cached
  • Justin Medved on 14 Feb 14
     
    "Now it's time to do it again: we're calling for students ages 13-18 to submit their brilliant ideas for the fourth annual Google Science Fair, in partnership with Virgin Galactic, Scientific American, LEGO Education and National Geographic. All you need to participate is curiosity and an Internet connection. Project submissions are due May 12, and the winners will be announced at the finalist event at Google headquarters in Mountain View, Calif., on September 22."
Justin Medved

How Do I Get a PLN? | Edutopia - 2 views

www.edutopia.org/...how-do-i-get-a-pln-tom-whitby

PLN

shared by Justin Medved on 19 Nov 13 - No Cached
  • Carolyn Bilton on 19 Nov 13
     
    Thanks for sharing Justin, a great blog to really understand what is a PLN, and some great tips on how to start building. If only I could find 20 minutes a day to do it!
Justin Medved

Breakout EDU - 0 views

www.breakoutedu.com/how-it-works

games

shared by Justin Medved on 22 Jul 15 - No Cached
  • Justin Medved on 22 Jul 15
     
    "Breakout EDU creates ultra-engaging learning games for people of all ages. Games (Breakouts) teach teamwork, problem solving, critical thinking, and troubleshooting by presenting participants with challenges that ignite their natural drive to problem-solve. Breakouts are perfect for classrooms, staff trainings, dinner parties, and at home with the family! At the end of a Breakout, your players will be eager for the next! Speciality K-12 Breakouts can be used to teach core academic subjects including math, science, history, language arts and have embedded standards that apply problem solving strategies within a real world OR collaborative context."
Justin Medved

Skills in Flux - New skills of for the 21st century - 2 views

www.nytimes.com/...skills-in-flux.html

skills 21stcenturyskills

shared by Justin Medved on 25 Mar 15 - No Cached
  • Justin Medved on 25 Mar 15
     
    "As the economy changes, the skills required to thrive in it change, too," says David Brooks in this New York Times column, "and it takes a while before these new skills are defined and acknowledged." He gives several examples: * Herding cats - Doug Lemov has catalogued the "micro-gestures" of especially effective teachers in his book, Teach Like a Champion 2.0 (Jossey-Bass, 2015). "The master of cat herding," says Brooks, "senses when attention is about to wander, knows how fast to move a diverse group, senses the rhythm between lecturing and class participation, varies the emotional tone. This is a performance skill that surely is relevant beyond education." * Social courage - In today's loosely networked world, this has particular value - the ability to go to a conference, meet a variety of people, invite six of them to lunch afterward, and form long-term friendships with four of them. "People with social courage are extroverted in issuing invitations but introverted in conversation - willing to listen 70 percent of the time," says Brooks. "They build not just contacts but actual friendships by engaging people on multiple levels." * Capturing amorphous trends with a clarifying label - People with this skill can "look at a complex situation, grasp the gist and clarify it by naming what is going on," says Brooks. He quotes Oswald Chambers: "The author who benefits you most is not the one who tells you something you did not know before, but the one who gives expression to the truth that has been dumbly struggling in you for utterance." * Making nonhuman things intuitive to humans - This is what Steve Jobs did so well. * Purpose provision - "Many people go through life overwhelmed by options, afraid of closing off opportunities," says Brooks. But a few have fully cultivated moral passions that can help others choose the one thing they sho
Derek Doucet

The Professors' Big Stage - NYTimes.com - 0 views

www.nytimes.com/...-the-professors-big-stage.html

blended learning MOOC

shared by Derek Doucet on 09 Mar 13 - No Cached
  • How can colleges charge $50,000 a year if my kid can learn it all free from massive open online courses?
  • Sandel had just lectured in Seoul in an outdoor amphitheater to 14,000 people, with audience participation.
  • ecause increasingly the world does not care what you know. Everything is on Google. The world only cares, and will only pay for, what you can do with what you know. And therefore it will not pay for a C+ in chemistry, just because your state college considers that a passing grade and was willing to give you a diploma that says so. We’re moving to a more competency-based world where there will be less interest in how you acquired the competency — in an online course, at a four-year-college or in a company-administered class — and more demand to prove that you mastered the competency.
  • ...3 more annotations...
  • There seemed to be a strong consensus that this “blended model” combining online lectures with a teacher-led classroom experience was the ideal.
  • We demand that plumbers and kindergarten teachers be certified to do what they do, but there is no requirement that college professors know how to teach. No more. The world of MOOCs is creating a competition that will force every professor to improve his or her pedagogy or face an online competitor.
  • ¶Bottom line: There is still huge value in the residential college experience and the teacher-student and student-student interactions it facilitates. But to thrive, universities will have to nurture even more of those unique experiences while blending in technology to improve education outcomes in measurable ways at lower costs.
sallymastro

Mobile Tech in Classrooms Boost English Learners - New America Media - 0 views

newamericamedia.org/...-english-learners-a-leg-up.php

shared by sallymastro on 27 Oct 12 - No Cached
  • when a student asked Nieto if he could bring his iPod to class, Nieto agreed, and neither teacher nor student has looked back since.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Whether iphone or ereaders...allowing students to use technology to enhance the learning process is something I am starting to approach with a more open mind.
  • said mobile devices are particularly useful because of the many learning applications and basic language tools, such as spell check and grammar check, which increase the speed of learning. Rather than view the mobile applications as learning shortcuts tantamount to cheating, Nieto sees them as motivational tools that increase his students’ interest in reading and writing by giving them instant feedback. It’s a perspective most of his students seem to share.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Instant feedback is what I am looking for in the English classroom. I want to be able to provide constructive criticism more immediately, so the students can edit at the moment as opposed to waiting a day or two days to receive my comments on a writing piece.
  • as motivational tools that increase his students’ interest in reading and writing by giving them instant feedback.
    • sallymastro
      sallymastro on 27 Oct 12
       
      When I indicated to my students that they could use kindles, kobos or ireaders/iphones for the ISU novel study unit, they were quite excited and quickly retained copies of ISU via this means. I am still using paper copies of the books as well, but I want to be able to have choice in their methods of acquiring texts and engaging in the reading process.
  • ...5 more annotations...
  • Project Tomorrow survey of roughly 300,000 K-12 students, 42,000 parents, 38,000 teachers and librarians, and 3,500 administrators from over 6,500 public and private schools, on how they are using—and would like to be using —new technologies in the classroom.
  • The results show that while the majority of students—and, perhaps surprisingly, parents—are in favor of using mobile devices for learning as long as the school allows it, most school administrators remain opposed
  • “I know the main reasons mobile technology is not welcome in the classroom are fear and misunderstanding about the structure that it gives the learning,” said Reina Cabezas, a teacher at Cox Elementary in Oakland, Calif., who is also doing masters thesis research on the topic of mobile devices in the classroom.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Currently my students are participating in their ISU novel study. They are currently reading and annotating their novels. I have indicated to my students that ireaders or ereaders are the quickest means to accessing a text as opposed to waiting one to two weeks for a book if it has had to be ordered. With the ireaders and ereaders they can now annotate and highlight important or interesting passages as they read. I would like to be able to have the students bring these technology tools to class. I have indicated that this is the direction in which I am going with ISU study, and so far, my Director has indicated he will back in allowing the kids to bring ereaders/ireaders to class. Fingers crossed it will bring positive and engaging results.
  • “But I don't think we stop living because of fear, right? No, we educate ourselves and learn about the security measures, expectations of all stakeholders, and apply principles of successful models of mobile devices in the classroom. Most importantly, we realize that technology is a tool of efficacy for the teacher, not the teacher's replacement. Lastly, technology only engages and motivates students when teachers know how to use them strategically to keep the hook. Overuse of anything is never good.”
    • sallymastro
      sallymastro on 27 Oct 12
       
      I am hoping that I will be able to show my Director and Head of School the successful incorporation of ereaders/ireaders into the English classroom.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Ongoing concern within my school is the use of personal mobile devices in the classroom. Policy at our school is mobile phones are in the lockers and not used on school premises.
  • sallymastro on 27 Oct 12
     
    You should read this article because, like me, if you have been skeptical about the use of iphones in the classroom, you will be enlightened about how to proceed in a way that will make technologies in the classroom understandable to and meaningful for all stakeholders:administrators, teachers, parents and students. Stay tuned for my blog on incorporating ireaders/ereaders in the English classroom. 
d_rutherford_8

5 Strategies to Deepen Student Collaboration | Edutopia - 2 views

www.edutopia.org/...udent-collaboration-mary-burns

shared by d_rutherford_8 on 23 Nov 16 - No Cached
    • d_rutherford_8
      d_rutherford_8 on 23 Nov 16
       
      In order to make collaborative tasks authentic, we have to make them complex enough that working together makes sense.
  • One way to do this is through rigorous projects that require students to identify a problem (for example, balancing population growth in their city with protection of existing green spaces) and agree—through research, discussion, debate, and time to develop their ideas—on a solution which they must then propose together.
  • We have to help students understand the what, why, and how of collaboration. We can do this in several ways:
  • ...10 more annotations...
    • d_rutherford_8
      d_rutherford_8 on 23 Nov 16
       
      It's not enough to just force student groups; we have to get them to see the benefits of collaboration and what successful collaboration looks like. It's important for us to teach them these skills.
  • Design meaningful team roles that relate to the content and to the task.
  • assessing students both individually and as a group.
  • individual accountability
  • small groups
  • evaluate their own participation and effort
  • Many group projects are based on efficiency, dividing labor to create a product in the most effective way possible. This focus on the product means that we often ignore the process of collaboration.
    • d_rutherford_8
      d_rutherford_8 on 23 Nov 16
       
      Focus on the process in addition to the product to see how students have benefitted from the collaborative process.
  • Collaboration should not just strengthen students’ existing skills but ensure that their interactions stretch existing knowledge and expand one another’s expertise.
  • we want to ensure that students don’t just occupy the same physical space but that they share an intellectual space—that they learn more, do more, and experience more together than they would alone.
Sarah Bylsma

Wonderful Visual on SAMR As A Framework for Education 3.0 ~ Educational Technology and ... - 0 views

www.educatorstechnology.com/...sual-on-samr-as-framework.html

SAMR

shared by Sarah Bylsma on 11 Mar 14 - No Cached
  • In web 1.0, users are viewed as mere receivers and consumers of content. Knowledge is centralized and expert-based and hence the use of taxonomies and directories to organize and store it. In the same vein, education 1.0 is also based on a notion of one way communication where teachers are the sages on the stage and students are pails to be filled with facts to be regurgitated and spewed back in standardized tests.
    • Sarah Bylsma
      Sarah Bylsma on 11 Mar 14
       
      I think that we have identified that we need to move beyond this at this stage in technology. 
  • In web 2.0 things are a bit different. Users are empowered with tools that permit them more  interaction and participation in knowledge building. Web tools such as blogs, wikis, and social media websites have decentralized knowledge and enhanced collaboration and communication. Web 2.0 foregrounded concepts of collective intelligence, distributed-expertise, and wisdom of the mob. Similarly, in education 2.0 learning is student-centred and involves continuous interaction between learners and their teachers and also with the content being studied. Collaborative approaches to instruction such as PBL, game based learning, flipped learning have been adopted as  teaching modes.
    • Sarah Bylsma
      Sarah Bylsma on 11 Mar 14
       
      Many of us may still be at this stage. 
  • education3.0 is based on the belief that content is freely and readily available as is characteristic of web 3.0. It is self-directed, interest-based learning, where problem-solving, innovation and creativity drive education. Education 3.0 is also about the three Cs: connectors, creators, and constructivists.
    • Sarah Bylsma
      Sarah Bylsma on 11 Mar 14
       
      I love this and want to move in this direction. 
Carolyn Bilton

University of Windsor prof makes Twitter mandatory | Windsor Star - 1 views

blogs.windsorstar.com/...r-prof-makes-twitter-mandatory

twitter social media online discussion participation

shared by Carolyn Bilton on 27 Nov 13 - No Cached
  • Carolyn Bilton on 28 Nov 13
     
    Fantastic example of using Twitter in class!
garth nichols

Game Changers | Canadian Education Association (CEA) - 0 views

www.cea-ace.ca/...game-changers

Gaming

shared by garth nichols on 26 Nov 13 - No Cached
  • In 2011, game designer Jane McGonigal published Reality is Broken, where she outlined four simple rules that define a game: a goal, rules, a feedback system, and voluntary participation. Both Jeopardy and The History of Biology fit this definition, but clearly there is a difference between games that teach the recall of facts and those that teach higher-order thinking skills.
  • esame Workshop, published a paper in 2011 called “Games for a Digital Age.” They distinguish between short-form games, “which provide tools for practice and focused concepts,” and long-form games, “which are focused on higher order thinking skills.” This is a useful first distinction teachers can use when evaluating games for use in the classroom.
  • A theme that comes up with teachers who use long-form video games is teaching empathy. “When I first started teaching natural disasters in Grade 7, there were case studies in the textbook, or videos,” says Mike Farley, a high-school teacher at the University of Toronto Schools (UTS). “When we invite students to play a simulation like Stop Disasters or Inside the Haiti Earthquake, they are more immersed; there’s more of an emotional learning.”
  • ...3 more annotations...
  • UTS Principal Rosemary Evans sees these as “unique learning experiences,” different for each student with each session of play. “What excites me is the experiential component,” she says. “The simulations lead to an authentic experience, where the game environment represents different points of view.”
  • Justin Medved , the Director of Instructional Innovation at The York School, likes to talk about “layers of learning” taking place in the best games. “To what extent does the game offer an experience that offers some critical thinking, decision making, complexity, or opportunity for discussion and debate?” says Medved. The content is the first layer the students interact with, but meta-content skills can take longer to teach. Medved looks for “any opportunity for players to go out and do some research and thinking before coming back to the game.” Many games, says Medved, are super-fast and he tries to intentionally slow them down to allow for deeper thinking. “We want some level of learning to be slow, to discuss bias or different perspectives. Over time you can see a narrative unfolding.”
  • The question of whether to game or not game in class is not one of technology. It is one of pedagogy that starts and ends with the teacher. It is our job to provide a framework for deciding which games can be used in which contexts, and to use the best of the game world to inspire our students to higher-order thinking.
  • Justin Medved on 26 Nov 13
     
    "Game Changers How digital games are creating new learning experiences Using games to teach discrete topics in the classroom is not a new phenomenon; however, games can also be used to teach higher-order thinking skills such as critical thinking, decision-making, creativity and communication. These so-called "long-form" games need to be contextualized by the teacher and woven into a robust curriculum of complimentary activities. Innovative educational gaming companies focus on developing high-quality digital content but also on the pedagogical implications of embedding the game in existing curriculum. Data collected from long-form digital games can be used to personalize instruction for students who are getting stuck on certain concepts or learn in a particular way. As games get more sophisticated, so must the teacher's understanding of the way students use them in the classroom."
  • garth nichols on 26 Nov 13
     
    For those interested in applying characteristics of gaming to their teaching.
mrsganley

Response: Ways to Cultivate 'Whole-Class Engagement' - Classroom Q&A With Larry Ferlazz... - 2 views

blogs.edweek.org/...te_whole-class_engagement.html

participation feedback

shared by mrsganley on 08 Apr 14 - No Cached
  • mrsganley on 08 Apr 14
     
    What a great read! Practical ideas for improving whole class engagement...be sure to read the tweets and further suggestions as well for a gold mine of ideas! Even the quotes between suggestions are great!
Justin Medved

The Teacher's Guide To Twitter | Edudemic - 0 views

www.edudemic.com/...guide-to-twitter

twitter

shared by Justin Medved on 09 Mar 14 - No Cached
  • Twitter has proven itself to be an indispensable tool for educators around the globe. Whatever skill level you may be, Twitter is downright fun and worth your time.
  • For many teachers making a foray into the edtech world, Twitter is an excellent tool for consuming and learning.
  • Many are also harnessing Twitter as a part of their PLN (personal learning network) to connect, share, and network.
  • ...4 more annotations...
  • The best way to get the most out of Twitter is to use it.
  • When you’re just getting started on Twitter (or perhaps trying to add to or refine your feed), a resource for educational hashtags or guides to great accounts to follow are excellent resources to point you in the right direction.
  • If you always find interesting things on Twitter, such as lesson plans, don’t forget to share your awesome resources, too.
  • Just like going to the gym once every two weeks isn’t going to keep you in peak physical condition, participating in Twitter #hashtag chats and interacting only occasionally isn’t going to make your Twitter community very robust.
  • Derek Doucet on 09 Mar 14
     
    Something to get teachers into Twitter as a means to seek personalized professional growth.
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