Group items tagged

"Code of Ethics Canons. Protect society, the commonwealth, and the infrastructure Promote and preserve public trust and confidence in information and systems. Promote the understanding and acceptance of prudent information security measures Preserve and strengthen the integrity of the public infrastructure. Discourage unsafe practice. Act honorably, honestly, justly, responsibly, and legally Tell the truth; make all stakeholders aware of your actions on a timely basis. Observe all contracts and agreements, express or implied. Treat all constituents fairly. In resolving conflicts, consider public safety and duties to principals, individuals, and the profession in that order. Give prudent advice; avoid raising unnecessary alarm or giving unwarranted comfort. Take care to be truthful, objective, cautious, and within your competence. When resolving differing laws in different jurisdictions, give preference to the laws of the jurisdiction in which you render your service. Provide diligent and competent service to principals Preserve the value of their systems, applications, and information. Respect their trust and the privileges that they grant you. Avoid conflicts of interest or the appearance thereof. Render only those services for which you are fully competent and qualified. Advance and protect the profession Sponsor for professional advancement those best qualified. All other things equal, prefer those who are certified and who adhere to these canons. Avoid professional association with those whose practices or reputation might diminish the profession. Take care not to injure the reputation of other professionals through malice or indifference. Maintain your competence; keep your skills and knowledge current. Give generously of your time and knowledge in training others. Organizational Ethics Plan of Action Peter S. Tippett has written extensively on computer ethics. He provided the fol

"Encouraging Critical Thinking Online Encouraging Critical Thinking Online is a set of free teaching resources designed to develop students' analytic abilities, using the Web as source material. Two units are currently available, each consisting of a series of exercises for classroom or seminar use. Students are invited to explore the Web and find a number of sites which address the selected topic, and then, in a teacher-led group discussion, to share and discuss their findings. The exercises are designed so that they may be used either consecutively to form a short course, or individually. The resources encourage students to think carefully and critically about the information sources they use. The subject matter of the exercises is of relevance to a range of humanities disciplines (most especially, though by no means limited to, philosophy and religious studies), while the research skills gained will be valuable to all students."

"The Big6™ Developed by Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely known and widely used approach to teaching information and technology skills in the world. Used in thousands of K-12 schools, higher education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need and use information. The Big6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks." "One solution to the information problem-the one that seems to be most often adopted in schools (as well as in business and society in general)-is to speed things up. We try to pack in more and more content, to work faster to get more done. But, this is a losing proposition. Speeding things up can only work for so long. Instead, we need to think about helping students to work smarter, not faster. There is an alternative to speeding things up. It's the smarter solution-one that helps students develop the skills and understandings they need to find, process, and use information effectively. This smarter solution focuses on process as well as content. Some people call this smarter solution information literacy or information skills instruction. We call it the Big6."

"Videatives come to you in five ways Streaming Video, Instant Downloads, CDs, eCourses, Bi-weekly Blog The word videative [vid´-é-ã-tive] refers to the combination of text and video segments to create an integrated viewing experience (video + narrative = videative). The text explains the video and the video exemplifies the text. Use videatives to see how children think, to see how to support their learning, and to see how to prepare environments that engage children in rich problem solving. Use videatives to add authenticity to your lectures or clarity to your training sessions. Share videatives with parents to help them understand the value of play and the subtle ways a teacher can help children reflect on their own experiences."

No matter why you want to do it, there are simple and effective methods you can use to increase your cognitive thinking skills in useful and lasting ways.

""Bullshit and the Art of Crap-Detection" by Neil Postman (Delivered at the National Convention for the Teachers of English [NCTE], November 28, 1969, Washington, D.C.)"

a recent New York Times piece, "Wasting Time Is New Divide in Digital Era" (or, as Gawker put it, "Poor People Are Wasting Time on the Internet!") asserts that while all kids are spending more time with media, those with lower socio-economic status were spending even more of it, and on activities like Facebook that aren't exactly conducive to learning. In other words: even when you give poor people access to technology, they don't know what to do with it! Might as well give a paleolithic tribe access to a chip fab, pffft. Jessie Daniels, Associate Professor of urban public health at Hunter College and CUNY and author of a forthcoming book on Internet propaganda, tweeted her displeasure at the piece. (There's even a Storify of all her comments on it.)

Robert K. Merton and Elinor Barber's The Travels and Adventures of Serendipity (English-language translation 2004) is the history of a word and its related concept. The choice of writing a book about a word may surprise those who are not acquainted with Merton's work, but certainly not those sociologists that have chosen him as a master. Searching, defining, and formulating concepts has always been Merton's main intellectual activity.