Skip to main content

Home/ Diigo In Education/ Group items tagged Collecting Student Work

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Pam Jeffrey

Digitally Speaking / Blogging - 169 views

digitallyspeaking.pbworks.com/Blogging

web 2.0 blog

shared by Pam Jeffrey on 18 Oct 09 - Cached

  • Using Feed Readers

     

    Feed readers are probably the most important digital tool for today's learner because they make sifting through the amazing amount of content added to the Internet easy.  Also known as aggregators, feed readers are free tools that can automatically check nearly any website for new content dozens of times a day---saving ridiculous amounts of time and customizing learning experiences for anyone. 

     

    Imagine never having to go hunting for new information from your favorite sources again.  Learning goes from a frustrating search through thousands of marginal links written by questionable characters to quickly browsing the thoughts of writers that you trust, respect and enjoy.

     

    Sounds too good to be true, doesn't it?

     

    It's not!  Here's a Commoncraft tutorial explaining RSS Feeds in Plain English:

     

    Feed readers can quickly and easily support blogging in the classroom, allowing teachers to provide students with ready access to age-appropriate sites of interest that are connected to the curriculum.  By collecting sites in advance and organizing them with a feed reader, teachers can make accessing information manageable for their students. 

    Here are several examples of feed readers in action:

     

    Student Blogs

    http://www.pageflakes.com/wferriter/20982438

     

     

    This feed list includes several elementary, middle and high school blogs that students can explore during silent reading or while online at home.

     

     

    Current Events 

    http://www.pageflakes.com/wferriter/16714925

     

    This feed list includes links to several news websites that cover topics that are a part of one teacher's required social studies curriculum. 

     

    Global Warming

    http://www.pageflakes.com/wferriter/22534539

    Used specifically as a part of one classroom project, this feed list contains information related to global warming that students can use as a starting point for individual research. 

     

    While there are literally dozens of different feed reader programs to choose from (Bloglines and Google Reader are two biggies), Pageflakes is a favorite of many educators because it has a visual layout that is easy to read and interesting to look at.  It is also free and web-based.  That means that users can check accounts from any computer with an Internet connection.  Finally, Pageflakes makes it quick and easy to add new websites to a growing feed list—and to get rid of any websites that users are no longer interested in.

    What's even better:  Pageflakes has been developing a teacher version of their tool just for us that includes an online grade tracker, a task list and a built in writing tutor.  As Pageflakes works to perfect its teacher product, this might become one of the first kid-friendly feed readers on the market. Teacher Pageflakes users can actually blog and create a discussion forum directly in their feed reader---making an all-in-one digital home for students. 

     

    For more information about the teacher version of Pageflakes, check out this review:

     

    http://teacherleaders.typepad.com/the_tempered_radical/2008/02/pageflakes-for.html

     

     

    For more information on using feed readers to organize and manage information, check out this handout: 

  • Meredith Stewart on 18 Oct 09
     
    Checklist to use before embarking on a blogging project with students
Tonya Thomas

EduTech Ideas: Win An iPad And More! - 1 views

edudemic.com/...lay-edtech-bingo-win-ipad-more

play edtech bingo ipad resources tools

shared by Tonya Thomas on 20 Sep 12 - No Cached
  • Make (and use) a Twitter account for one of your classes – You’ll need to provide us the link to the Twitter profile you’ve created (example: www.twitter.com/edudemic)
  • Use Skype (or similar service) to have your students connect with someone(s) for a project, interview, ‘pen pal’ class activity – Provide a short description of who your students connected with, and the purpose of their task (and if they used a service other than Skype, what service was it!?)
  • Make a Facebook page for one of your classes (and use it) – You’ll need to provide the link to the Facebook page that you’ve created (example: www.facebook.com/edudemic)
  • ...8 more annotations...
  • Create flashcard sets for a unit of study using a flashcard app – Tell us what app you used, what unit of study you created the cards for, and how it worked out (did the students use/enjoy them, did you find them to be more helpful than a different method of studying, etc?)
  • Make a Learnist board – You’ll need to provide the link to your board (example: http://learni.st/users/jeff.dunn/boards/3803-must-see-education-news)
  • ClassDojo
  • Use Google Docs/Drive to grade students’ work instead collecting and handing back papers – Take a screenshot of one of the documents that shows us your comments/grading, etc, and upload it into the form. (Don’t forget to blur out any student personal information if necessary!)
  • Use Animoto as part of a class project or class work – You’ll need to provide us the link to the video/slideshow you’ve created.
  • Start a class blog – You’ll need to provide us the link to the blog you’ve created.
  • Create a google site for your class – Take a screenshot of your class page and upload it into the form.
  • Create an interactive storybook – Provide either a link or upload the storybook into the form
Debra Gottsleben

TimeGlider: Web-based Timeline Software - 142 views

timeglider.com/?tab=free

project based learning timelines history visualization

shared by Debra Gottsleben on 05 Jun 10 - Cached
  • Debra Gottsleben on 05 Jun 10
     
    "web-based timeline softwarefor creating and sharing history and project planning." TimeGlider is a free web-based timeline application. Used by thousands of teachers and students it represents an entirely new, yet completely intuitive, way of visualizing information. An axis of time runs across the screen, around which you create or import events. A collection of events becomes a timeline. Students can work individually or in groups, either way they find TimeGlider a compelling and easy to grasp experience.
Claudia Felske

Tip 113 - Mobile Apps that Provide a URL - 2 views

www.tammyworcester.com/...e_Apps_that_Provide_a_URL.html

Googledocs Collecting Student Work

shared by Claudia Felske on 26 Jun 12 - No Cached
  • Claudia Felske on 26 Jun 12
     
    Simplify the Collection of Student Web 2.0 and App Projects using Google Docs
Dr. Combs

Research | Teachers Network: Effective Teachers - 63 views

effectiveteachers.org/research

teaching

shared by Dr. Combs on 08 Aug 10 - Cached
  • Teachers whose students make the greatest achievement gains have extensive preparation and experience relevant to their current assignment (subject, grade level, and student population taught). Opportunities to work with like-minded, similarly accomplished colleagues – and to build and share collective expertise – are also strongly associated with effective teaching. Accomplished teachers who have opportunities to share their expertise — and serve as leaders (as coaches, mentors, teacher educator, etc.) — are more likely to remain in the profession. To teach effectively, teachers must have access to the people, resources, and policies that support their work in the classroom. This includes: (1) principals who cultivate and embrace teacher leadership; (2) time and tools for teachers to learn from each other, (3) opportunities for teachers to connect and work with community organizations and agencies that support students and their families outside the school walls; (4) evaluation systems that comprehensively measure the impact of teachers on student learning, (5) performance pay systems that primarily reward the spread of teaching expertise and spur collaboration among teachers.
  • A Better System for Schools: Developing, Supporting and Retaining Effective  Teachers
Jackie Rippy

Soviet Psychology: Psychology and Marxism Internet Archive - 14 views

www.marxists.org/...ch04.htm

Luria Activity Theory

shared by Jackie Rippy on 11 Aug 11 - Cached
    • Jackie Rippy
      Jackie Rippy on 11 Aug 11
       
      This points to stark differences - what about subtle differences between cultures. Do our symbols affect brain development - do our tools affect brain development?
  • Other Gestalt psychologists emphasized the common properties of mind in all cultures
  • shifts
  • ...12 more annotations...
  • in the basic forms, as well as in the content of people's thinking.
  • The early 1930
  • had experienced the conditions necessary to alter radically the content and form of their thought.
  • we expected that they would display a predominance of those forms of thought that come from activity that is guided by the physical features of familiar objects.
  • Therefore we began, as most field work with people does, by emphasizing contact with the people who would serve as our subjects. We tried to establish friendly relations so that experimental sessions seemed natural and non-threatening. We were particularly careful not to conduct hasty or unprepared presentations of the test materials.
  • As a rule, our experimental sessions began with long conversations which were sometimes repeated with the subjects in the relaxed atmosphere of a tea house, where the villagers spent most of their free time, or in camps in the field and in mountain pastures around the evening campfire. These talks were frequently held in groups. Even when the interviews were held with one person, the experimenter and other subjects made up a group of two or three who listened attentively to the person being interviewed and who sometimes offered remarks or comments on what he said. The talk often took the form of a free-flowing exchange of opinion between participants, and a particular problem might be solved simultaneously by two or three subjects, each proposing an answer. Only gradually did the experimenters introduce the prepared tasks, which resembled the “riddles” familiar to the population and therefore seemed like a natural extension of the conversation.
  • He characterized primitive thinking as “prelogical” and “loosely organized.” Primitive people were said to be indifferent to logical contradiction and dominated by the idea that mystical forces control natural phenomena
  • We conceived the idea of carrying out the first far-reaching study of intellectual functions among adults from a non-technological non-literate, traditional society
  • hamlets
  • nomad
  • 1. Women living in remote villages who were illiterate and who were not involved in any modern social activities. There were still a considerable number of such women at the time our study was made. Their interviews were conducted by women, since they alone had the right to enter the women's quarters. 2. Peasants living in remote villages who were in no way involved with socialized labor and who continued to maintain an individualistic economy. These peasants were not literate. 3. Women who attended short-term courses in the teaching of kindergarteners. As a rule, they had no formal schooling and almost no training in literacy. 4. Active kolhoz (collective farm) workers and young people who had taken short courses. They were involved as chairmen running collective farms, as holders of other offices on the, collective farm, or as brigade leaders. They had considerable experience in planning production, distributing labor, and taking stock of output. By dealing with other collective farm members, they had acquired a much broader outlook than isolated peasants. But they had attended school only briefly, and many were still barely literate. 5. Women students admitted to teachers school after two or three years of study. Their educational qualifications, however, were still fairly low.
  • Short-term psychological experiments would have been highly problematic under the field conditions we expected to encounter
Kate Pok

Collecting, Annotating and Redistributing Student Work using an iPad, GoodReader, Dropb... - 129 views

wanderingacademic.com/dropbox-and-optionally-jotform

teaching

shared by Kate Pok on 09 May 11 - No Cached
    • Kate Pok
      Kate Pok on 07 Nov 11
       
      Google docs and rubrics vs. annotating in iPad- now set comments in iPad...in the rubric, I can quickly mark it up and send it back to students...I would have to do all the markups by hand in iPad. Advantage in iPad of course is that it's portable.
  • Greg Clinton on 09 May 11
     
    iPad workflows for teachers helps you figure out how to get things done with an iPad. Goodreader, Dropbox and Jotform. Not just a review of apps, but a way to use them together.
  • Josh Flores on 10 May 11
     
    This is the dream classroom in my opinion! Less bulk to carry home at night and available everywhere.
Javier E

'There's Something Very Exciting Going On Here' - Jordan Weissmann - The Atlantic - 20 views

www.theatlantic.com/...262119

online learning

shared by Javier E on 11 Sep 12 - Cached
  • One effort I started in June was to announce a seed grant program to support individual faculty and small teams that wanted to try different ways of teaching their course. So the internal funding helps support students or assistants or web developers or other people to help faculty recraft all or part of their course in order to see if new approaches really help.
  • here isn't an actual fixed fund. We got about 40 applicants. Maybe 20 of those things we funded. Each one was up to $25,000. I think I'd like to continue that on a quarterly basis. And really, we're new at all this. So the scale of this effort will depend on the faculty input and the outcome of how effective we find this to be.
  • We now have the ability for individual faculty or programs on campuses to produce appealing online content with relatively low effort and distribute that wide
  • ...3 more annotations...
  • we'd like to see a number of things tried so we can have a good discussion that's informed by rational experiment and collected data. Beyond these individual experiments, one class at a time, I think it would be great to have one or two departments really try to integrate an online experience into their core curriculum so we can understand how that works, so we can provide students more options
  • Many of these first round of MOOCs were produced with a webcam by an individual instructor using a tablet PC. That's on the order of a thousand dollars worth of equipment. Maybe. Certainly, it's extremely inexpensive compared with a laptop 5 years ago. So the cost of the technology is lower. There's good software for editing video -- we're in an era where producing video is similar to word processing. And everyone is used to interacting with people online in different ways than were prevalent 10 to 15 years ago. The kind of discussion you can have online is more sophisticated. People understand social conventions for how to contribute constructively to an online discussion. Those factors really contribute to the effectiveness of a MOOC or a smaller scale online course.
  • I think we'll see an evolution of a range of different ways of using technology, and probably some expansion of the set of options that a student has. Instead of going off to college, maybe some students will live in their parents' homes or elsewhere and take a first year or two online. Or they'll spend two years in college and finish two years online as they work. There will be different, in effect, educational programs coming out of this phenomenon that offer credit, certification, job placement, and other things beyond the self learning that MOOCs provide. So I think we really are going to see a transformation in the way teaching and learning are developed and delivered
Dallas McPheeters

World's Simplest Online Safety Policy by Lisa Nielsen - 88 views

www.techlearning.com/...39012

shared by Dallas McPheeters on 28 May 11 - No Cached
  • Students can access websites that do not contain or that filter mature content. They can use their real names, pictures, and work (as long it doesn’t have a grade/score from a school) with the notification and/or permission of the student and their parent or guardian
  •  Anyone can begin making a difference and contributing real work at any age.
  • what puts kids at risk are things like: having a lot of conflict with your parents being depressed and socially isolated being hyper communicating with a lot of people who you don't know being willing to talk about sex with people that you don't know having a pattern of multiple risky activities going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.
  • ...11 more annotations...
  • Rules for tools don’t make sense. Rules for behaviors do.
  • It applies only to minors in places that apply for erate funds
  • The Children's Online Privacy Protection Act of 1998 (COPPA) applies to the online collection of personal information by persons or entities under U.S. jurisdiction from children under 13 years of age.
  • She uses Facebook with her First grade students
  • While children under 13 can legally give out personal information with their parents' permission
  • he Family Educational Rights and Privacy Act is a Federal law that protects the privacy of student education records
  • Schools may disclose, without consent, information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance.
  • applies to all schools that receive fund
  • addresses children’s education records
  • as long as it is not a grade or score
  • permission is not necessary
  • Dallas McPheeters on 28 May 11
     
    what puts kids at risk are things like: having a lot of conflict with your parents being depressed and socially isolated being hyper communicating with a lot of people who you don't know being willing to talk about sex with people that you don't know having a pattern of multiple risky activities going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.
Bonnie Warne

Student Achievement Research Meets Technology | Digital Learning Environments - 66 views

www.guide2digitallearning.com/...ment_research_meets_technology

research technology learning

shared by Bonnie Warne on 26 Jul 12 - No Cached
    • Colleen Meulstee
      Colleen Meulstee on 26 Jul 12
       
      Technology can definitely address these influencers.
    • Bonnie Warne
      Bonnie Warne on 27 Jul 12
       
      Use this on faculty b-board
  • Smart school educators are enlightened by this research and seek to implement these key strategies
  • Student Achievement Research Meets Technologyby Leslie WilsonShareThis We all work hard to integrate research and best practices through the meaningful use of technologies. Last week, I dove into John Hattie’s ‘Visible Learning’ (2009) research. It is the culmination of 15 years of research synthesis of 800 + meta-analyses (over 50,000 studies) that focused on top factors influencing school-aged students’ achievement. It is the largest collection of evidence-based research into what ‘really’ works and ‘doesn’t’ work to enhance learning.
Katt Blackwell-Starnes

Should We Really ABOLISH the Term Paper? A Response to the NY Times | HASTAC - 46 views

hastac.org/...h-term-paper-response-ny-times

critical thinking information literacy writing blogging

shared by Katt Blackwell-Starnes on 19 Feb 12 - No Cached
Kate Pok liked it
  • I no longer engage in a ritual that too often happens among assigners of research papers (you know who you are), that frantic last week reading and marking 50 term papers before grades are due.  Too often, in the old days, I would read and write comments on papers that wound up in a box outside my office door that few students ever came by to collect--a pointless and deadening pedagogy if there ever was one. 
  • Interestingly, the tipping point in these classes is when someone the student doesn't know, an anonymous stranger, responds to their work.  When it is substantive, the student is elated and surprised that their words were taken seriously.   When it is rude or trollish, the student is offended.  Both responses are good.  The Internet needs more people committed to its improvement, to serious discourse.
Randolph Hollingsworth

Career and Technical Education: Five Ways That Pay Along the Way to the B.A. - 1 views

www9.georgetown.edu/...CTE.FiveWays.FullReport.pdf

Career and Technical Education transfer transition transition to college college readiness

shared by Randolph Hollingsworth on 21 Sep 12 - No Cached
  • Randolph Hollingsworth on 21 Sep 12
     
    New report from Center on Education and the Workforce, Georgetown University, September 2012, by Anthony P. Carnevale, Tamara Jayasundera, Andrew R. Hanson - Daniela Fairchild of the Thomas B. Fordham Institute writes in The Education Gadfly Weekly: "At 31 percent, the United States currently ranks second among OECD nations-behind Norway-for the percentage of its workforce with a four-year college education. That's the good news. The bad news is that we rank sixteenth for the percentage of our workforce with a sub-baccalaureate education (think: postsecondary and industry-based certificates, associate's degrees). Yet a swath of jobs in America calls for just that sort of preparation, which often begins in high school. Dubbed "middle jobs" in this report by the Center on Education and the Workforce, these employment opportunities pay at least $35,000 a year and are divided among white- and blue-collar work. Yet they are largely ignored in our era of "college for all." In two parts, this report delineates five major categories of career and technical education (CTE), then lists specific occupations that require this type of education. It's full of facts and figures and an excellent resource for those looking to expand rigorous CTE in the U.S. Most importantly, it presents this imperative: Collect data on students who emerge from these programs. By tracking their job placements and wage earnings, we can begin to rate CTE programs, shutter those that are ineffective, and scale up those that are successful. If CTE is ever to gain traction in the U.S.-and shed the stigma of being low-level voc-tech education for kids who can't quite make it academically-this will be a necessary first step."
Siri Anderson

SciGirls Profiles - Twin Cities PBS - 32 views

www.tpt.org/scigirls-profiles

KatieCoders profiles TPT SciGirls Caroline_Karanga STEM CTE MN NSF

shared by Siri Anderson on 20 Apr 16 - No Cached
  • Siri Anderson on 20 Apr 16
     
    Wonderful collection of short profiles of women working in STEM or CTE fields. Share with your students because female role models inspire girls to see their futures differently.
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Martin Burrett

How Chatbots and Text Analytics Will Replace Surveys in Education by @Hubert_AI - 12 views

ukedchat.com/...chatbots-surveys-education

edtech chatbots surveys research

shared by Martin Burrett on 11 May 18 - No Cached
  • Martin Burrett on 11 May 18
     
    "Surveys fill a multitude of purposes within education and give students, teachers, and parents a chance to share their opinions in a familiar way that have been around since the 1920s. The collected information is, among other things, meant to form a framework from which teachers improvement is built upon. Improvements are then implemented and the cycle begins again. In theory, this sounds like a good and reasonable way of working. In reality: Not so much."
Mark Gleeson

Dark Side of the iPad ~ Collecting student projects is difficult! | John Larkin - 3 views

www.larkin.net.au/...ipad-dark-side

ipad sharing management

shared by Mark Gleeson on 25 Feb 12 - No Cached
  • Jill Baedke on 25 Feb 12
     
    iPad Dark Side: The conventional task of collecting, assessing and returning student works that were created on an iPad. Great article sharing ideas, apps with excellent responses to suggestions.
Martin Burrett

Graphing Stories - 85 views

ukedchat.com/...graphing-stories

maths math graphs videos

shared by Martin Burrett on 10 Mar 15 - No Cached
  • Martin Burrett on 10 Mar 15
     
    A site with a collection of maths videos designed to get students drawing graphs. Watch the motion of objects or values on scale in the videos and plot the numbers. The videos have the correct answers at the end.
  • Elizabeth Crawford on 11 Mar 15
     
    Do you have to be in the UK for the volume to work on these videos? I tried playing and they run but without audio. Thanks!
Steve Ransom

100 Video Sites Every Educator Should Bookmark | AccreditedOnlineColleges.org - 115 views

www.accreditedonlinecolleges.com/...every-educator-should-bookmark

video list compilation collection

shared by Steve Ransom on 07 Apr 10 - Cached
  • Steve Ransom on 07 Apr 10
     
    You can find a great amount of helpful material on these sites, including videos to augment your lessons, lectures to inspire students, documentaries to show them how things work, and loads of additional videos to help you become a better, smarter teacher.
cwozniak Wozniak

Educational Leadership:How Teachers Learn:Learning with Blogs and Wikis - 2 views

www.ascd.org/...ning_with_Blogs_and_Wikis.aspx

blogging education professionaldevelopment

shared by cwozniak Wozniak on 05 Apr 09 - Cached
  • What makes professional development even more frustrating to practitioners is that most of the programs we are exposed to are drawn directly from the latest craze sweeping the business world. In the past 10 years, countless schools have read Who Moved My Cheese?, studied The Seven Habits of Highly Effective People, learned to have "Crucial Conversations," and tried to move "from Good to Great."
  • With the investment of a bit of time and effort, I've found a group of writers to follow who expose me to more interesting ideas in one day than I've been exposed to in the past 10 years of costly professional development. Professional growth for me starts with 20 minutes of blog browsing each morning, sifting through the thoughts of practitioners whom I might never have been able to learn from otherwise and considering how their work translates into what I do with students.
  • This learning has been uniquely authentic, driven by personal interests and connected to classroom realities. Blogs have introduced a measure of differentiation and challenge to my professional learning plan that had long been missing. I wrestle over the characteristics of effective professional development with Patrick Higgins (http://chalkdust101.wordpress.com) and the elements of high-quality instruction for middle grades students with Dina Strasser (http://theline.edublogs.org). Scott McLeod (www.dangerouslyirrelevant.org) forces me to think about driving school change from the system level; and Nancy Flanagan (http://teacherleaders.typepad.com/teacher_in_a_strange_land) helps me understand the connections between education policy and classroom practice. John Holland (http://circle-time.blogspot.com) and Larry Ferlazzo, Brian Crosby, and Alice Mercer (http://inpractice.edublogs.org) open my eyes to the challenges of working in high-needs communities.
  • ...6 more annotations...
  • That's when I introduce them to RSS (Really Simple Syndication) feed readers.
  • If you're not sure where to begin, explore the blogs that I've organized in my professional Pageflake at www.pageflakes.com/wferriter/16618841. I read these blogs all the time. Some leave me challenged. Some leave me angry. Some leave me jazzed. All leave me energized and ready to learn more. School leaders may be interested in the collection of blogs at www.pageflakes.com/wferriter/23697456.
  • A power shift is underway and a tough new business rule is emerging: Harness the new collaboration or perish. Those who fail to grasp this will find themselves ever more isolated—cut off from the networks that are sharing, adapting, and updating knowledge to create value. (Kindle location 268–271)
  • The few moments
  • Technology has made it easy for educators to embrace continual professional development.
  • knowledge is readily available for free
  • cwozniak Wozniak on 05 Apr 09
     
    Learning with blogs and wikis.
Michelle Kassorla

Journal of Digital Humanities: Special Issue -- Evaluating Digital Work - 64 views

journalofdigitalhumanities.org

shared by Michelle Kassorla on 21 Dec 12 - No Cached
  • Michelle Kassorla on 21 Dec 12
     
    Collection of articles about how to evaluate digital work- From tenure questions to questions about evaluating student work.
‹ Previous 21 - 40 of 49 Next ›
Showing 20▼ items per page