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Sarah Hodgson

Teacher Development Research: Keys to Educator Success | Edutopia - 0 views

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    How can you get the best out of your teachers and improve student learning? Edutopia's research analyst explains some of the best practices found by researchers to help ensure educator growth and success.
John Turner

DERN: Research Skills - 0 views

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    A new report focussed on students' research skills identifies some major teaching and learning gaps in the use of digital technologies. Teachers are strongly of the view that the use of digital technologies is positive although research skills need to be expanded beyond just the use of search engines. Teachers also indicated that there are some disadvantages to using online technologies and some barriers that impede their use. However, today's students have fundamentally different cognitive skills, state teachers, and so inclusion of digital technologies with learning activities and programs is essential to develop sound research skills.
John Turner

Laptop Take-up - 0 views

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    A recent research report of the take-up of laptops in a Sydney region of 14 secondary schools is very informative. The research examined the take up and use of laptops by 47 science teachers and 1245 students. The DER provided the laptops for the students whereas the schools provided the laptops for the teachers. The research developed a misalignment index that indicated differences between the use of laptops by teachers and by students that had implications for learning.
John Turner

Curriculum Leadership Journal | Authentic assessment: assessment for learning - 2 views

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    The learning needs of today's students no longer fit the traditional model. Rather than simply learning facts and basic skills, they need to acquire more complex skills in conceptualisation and problem solving. They need affective and metacognitive skills, and the capacity to work collaboratively and to work across disciplines. They need the dispositions required to pursue such learning. They also need learning experiences of the kind of tasks that they may expect to meet in adult life. Such learning requires authentic assessment, designed to demonstrate their grasp of the skills and competencies needed to address real-life problems, and formative assessment, or assessment for learning, designed to provide learners with feedback on their progress to inform their development. The article discusses the application of higher-level questioning, marking and feedback strategies, the establishment of shared learning goals between teacher and student, and peer- and self-assessment.
John Turner

30 Surprising (And Controversial) Ways Students Learn - Edudemic - 1 views

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    "1. Playing scary and violent video games help children master their fears in real life." 2. Video games can lessen disruptive behaviors and enhance positive development in ADHD children 3. Practical work in science provides children little or no learning at all 4. Chess makes kids smart 5. Gardening improves children's desire to learn and boosts their confidence 6. Playing with blocks increases neuron count in children 7. Teaching kids at a very early age is counterproductive to their learning 8. Music and movement augment children's language capabilities during the preschool years 9. Green spaces or natural backyards elevate children's learning through discovery 10. Drama and comedy in the classroom encourage children to listen and participate 11. Children who construct their own video games experience increased cognitive and social growth 12. Interest areas in the classroom promote a child's autonomy and choice making 13. Economically disadvantaged children reap long-term benefits from preschool 14. Learning, for children with ASD, is affected by classroom acoustics, artificial lighting, and windows 15. Engaging children in planning and reflection enhance their predictive and analytic capabilities
John Turner

The secret to making children succeed? Don't be a pushy parent - Telegraph - 0 views

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    " Tough...is a leading advocate of "slow education", the opposite of pushy parenting, when children are allowed to develop their own self-motivation rather than perpetually being forced to meet the goals and achievements of their parents."
John Turner

International comparison of computing in schools - 1 views

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    "Key findings from this survey highlight variability in ICT and Computing education internationally, as well as some areas of common ground. They are potentially useful in informing discussions about how to motivate students to pursue their ICT and Computing education. They may also be useful in considering what works or might usefully be developed in the curricula in the UK. Some key findings are presented below. Others are included in the report, along with more information about the survey. Key findings In some educational systems, the subject areas of ICT and Computing are not represented in the curriculum. In some they are optional and in others mandatory. The use of ICT is included in the curriculum more commonly than the technical aspects of Computing, such as programming. The age at which the teaching of ICT is expected by the curriculum varies, from introduction at or before age 6 in Ontario and Massachusetts to first introduction at the age of 12 in Singapore and 14 in Italy. There is evidence, however, that many students use ICT earlier than the curriculum implies. The introduction of more technical Computing skills occurs later, typically from the ages of 12-14 upwards. In terms of basic technical Computing skills, students are generally expected to know common terminology, to understand concepts such as 'hardware' and 'software' and to be able to name parts of a computer system, among other elements. Programming is covered in most Computing curricula investigated. In some, specific languages are identified, while in others, there is flexibility (e.g. Ontario simply specifies that programming languages should be 'industry standard'). Only the older students are exposed to the technicalities of networking and systems management, and then not in all countries/regions. Curriculum design varies. Most courses are linear, while Ontario offers a menu of Computing courses at the higher levels, from which students can select cours
John Turner

Why most teachers don't know what they don't know. « My Island View - 1 views

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    "In order for teachers to better guide themselves in their learning, they need to know what it is that they need to know. They need relevant questions about relevant changes. Being connected to other educators, who are practicing these changes already, is a great first step. Using technology to do that is the best way to develop these Professional Learning Networks. Connected educators are relevant educators. That is how we can begin to change the culture and move forward to real education reform."
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    why ed research need new perspectives
John Turner

Youth and Digital Media: From Credibility to Information Quality by Urs Gasser, Sandra ... - 0 views

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    A new and comprehensive research report reviews the literature about young people in the digital environment in order to provide a framework for interacting with quality information. Information quality is important today because the traditional gatekeepers and intermediaries that provided mechanisms for quality content standards have been replaced by the internet and media convergence. The need to understand how young people interact with information and use it has never been more important because information access and online social communities affect their social and cognitive development.
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    research on information evaluation values and approaches by today's youth
Sarah Hodgson

Developing digital literacy in higher education: live chat | Higher Education Network |... - 0 views

  • So what is digital literacy? In a blog for the us, JISC InfoNet researcher Doug Belshaw, describes the digitally literate as knowing how the web works, understanding how ideas spread through networks and able to use digital tools to work purposefully towards a pre-specified goal.
Sarah Hodgson

Connecting the Digital Dots: Literacy of the 21st Century (EDUCAUSE Quarterly) | EDUCAUSE - 2 views

  • The greatest challenge is moving beyond the glitz and pizzazz of the flashy technology to teach true literacy in this new milieu. Using the same skills used for centuries—analysis, synthesis, and evaluation—we must look at digital literacy as another realm within which to apply elements of critical thinking.
  • Digital literacy represents a person’s ability to perform tasks effectively in a digital environment, with “digital” meaning information represented in numeric form and primarily for use by a computer. Literacy includes the ability to read and interpret media (text, sound, images), to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. According to Gilster,5 the most critical of these is the ability to make educated judgments about what we find online.
  • Competency begins with understanding
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  • In our development as higher-order thinkers, multiple realities are far less important to our survival than our ability to understand what we see, to interpret what we experience, to analyze what we are exposed to, and to evaluate what we conclude against criteria that support critical thinking. In the end, it seems far better to have the skills and competencies to comprehend and discriminate within a common language than to be left out, unable to understand.
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    Interesting in this 2006 essay on digital literacy that it assumes that all students are by definition digitally savvy as "digital natives". More recent insights such as reported in "Kids Closer Up: Playing, Learning, and Growing with Digital Media" by Lori Takeuchi, International Journal of Learning and Media, Spring 2011, Vol. 3, No. 2, Pages 37-59. point to more complex, multi-layed levels of student digital literacy.
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