Group items tagged

"I set out to answer these questions through a study of attitudes, which compared digitally literate students' to digitally-challenged teachers and visa versa. In this study being undertaken at Swinburne University and sponsored by the Wesley College Institute for Innovation in Education, 321 students in years 9 and 10 and 100 educators were surveyed about their attitudes to digital literacy and the use of digital technologies. The schools were co-educational independent schools with laptop programs and significant differences were observed in student and educator attitudes towards each other's digital literacy. The hypothesis, "that there is a disconnect between the digitally capable students and digitally challenged educators in schools with laptop programs, limiting effective use of digital technology in the classroom" was supported in the findings. This has repercussions for educating "net generation" students and implications for the implementation of the National Secondary Computer Fund and National Broadband Network. The disconnect was revealed in terms of attitudes towards technology in the classroom, teaching pedagogy, internet use, adoption of cutting-edge technologies and limitations placed on school laptops and networks. In this study 57 statements were provided to research participants, who were then grouped into four groups: digitally capable students, digitally challenged students, digitally capable educators and digitally challenged educators."

BYOD/ BYOT case study of Forsyth County Schools in the USA. Effective implementation of a BYOD program with improved student engagement and technology integration into lessons.

BYOD/ BYOT case study of Forsyth County Schools in the USA. Effective implementation of a BYOD program with improved student engagement and technology integration into lessons.

A framework for educators to measure how well technology tools integrated into lessons are helping students engage in, enhance and extend learning goals.

GenYes and TechYes - new website looks great! Student leaders providing solution for technology use within schools to support project-based learning, tech integration.

It would be great to see students involved in planning and managing how technology should be used in their learning. Young people already have many of the skills needed to use new technologies. They would be no doubt enthusiastic about being taking a leading role in how these would be used in their learning.

This is an interesting post on how teachers and students can evaluate their technology use using the SAMR model of Dr Ruben Puentedura. The goal is to be using technology to create new ways of learning rather than just as a replacement for older ways of learning, researching, creating and sharing.

"The online environment is an integral part of modern economic and social activities, and a vast resource of education, information, communication and entertainment. Further, the evolution of new technologies is diversifying the ways in which Australians connect with each other and the world. As part of the Government's comprehensive commitment to cyber-safety, the Australian Parliament established this Committee in March 2010. This report focuses on how young people can be empowered and connect to the Internet, and use new technologies with confidence, knowing that they can use them safely, ethically and with full awareness of risks and benefits. The facilitation of safer online environments requires government, industry and the broader community to work together to realise the benefits of the online environment while also protecting Australians from dangers and enabling them to use existing and emerging tools to mitigate risks.  

"Digital Intelligence (DQ) is the sum of social, emotional, and cognitive abilities essential to digital life. It is having the necessary knowledge, skills and ability to adapt one's emotions and adjust one's behaviour to deal with the challenges and demands of the digital era. Beyond knowledge, these abilities must be rooted in human values of integrity, respect, empathy and prudence. These values enable the wise and responsible use of technology - an attribute which will mark the leaders of tomorrow."

Do you think this will replace digital natives and digital immigrants? That we all just need digital intelligence? Marc Prensky is now focusing on Digital Wisdom - similar thing but all good, methinks.

"In collaboration with several content area organizations, the Partnership for 21st Century Skills developed a series of ICT Literacy Maps illustrating the intersection between Information and Communication Technology (ICT) Literacy and core academic subjects including English, mathematics, science and social studies (civics/government, geography, economics, history). The maps enable educators to gain concrete examples of how ICT Literacy can be integrated into core subjects, while making the teaching and learning of core subjects more relevant to the demands of the 21st century."

Some interesting thoughts about a continuum of access to technologies. A simple way to think about where schools are at in order to consider issues such as digital divide, access and digital citizenship.

This is so important Alison - thank you for sharing. I have also been reading up about TPACK (Koehler and Mishra, 2006) - the intersection of content knowledge, pedagogy and technology.

A recent article by Lauren Davis in the Schoology (LMS) website that unpacks a survey of 16000+, mostly USA teachers, about the impact of digital learning. It includes some interesting insights into enablers and barriers for DLE. A good starting point for the 523 Assessment 3 environmental scan.

The International Journal of Game-Based Learning (IJGBL) is devoted to the theoretical and empirical understanding of game-based learning. To achieve this aim, the journal publishes theoretical manuscripts, empirical studies, and literature reviews. The journal publishes this multidisciplinary research from fields that explore the cognitive and psychological aspects that underpin successful educational video games. The target audience of the journal is composed of professionals and researchers working in the fields of educational games development, e-learning, technology-enhanced education, multimedia, educational psychology, and information technology. IJGBL promotes an in-depth understanding of the multiple factors and challenges inherent to the design and integration of Game-Based Learning environments.

I think that we'd all agree with these eight points, especially those regarding time. There is definitely a role for the teacher librarian in facilitating these strategies.

Content curation: what is it? what actions are involved? what are some best practices? some uses? best tools?

Denis Masseni, a Monash university lecturer and a director of Sponsor-Ed has written a report called "Why Schools are spooked by social media" (2010) which presents findings from a survey of 140 principals on the subject of social media. It's a positive take on SNS use in schools. This site links both the 34 page paper and a small radio interview (8 mins) which is well worth a listen.