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mgranger

Media and Technology Resources for Educators | Common Sense Media - 15 views

www.commonsensemedia.org/educators

InternetSafety digitalcitizenship cyberbullying Internet_safety cipa

shared by mgranger on 01 Apr 11 - Cached
  • gital driver's license
  • with complete confidence. Our online trainings show you how. More about parent professional development Research Credentials Check out our DNA. Our programs are built on respected digital ethics research. More about parent research credentials Turn wired students into great digital citizens Get all the tools you need with our FREE Digital Literacy and Citizenship Curriculum and Parent Media Education Program. The relevant, ready-to-use instruction helps you guide students to make safe, smart, and ethical decisions in the digital world where they live, study and play. Every day, your students are tested with each post, search, chat, text message, file download, and profile update. Will they connect with like minds or spill ... read more Get started Browse our classroom lessons and parent education resources by grade level or topical area. select gradeK123456789101112 select topicCell phones & digital communicationCyberbullying & online relationshipsDigital creation, plagiarism & piracyFamily media managementGaming & online worldsInternet safetyMedia's influence on kidsOnline privacy and securityOnline research & learningSocial networking & communityViolence in media Get Started Educator Updates Common Sense announces di gital driver's license Common Sense Media announced plans to create a digital driver’s license, an interactive online game that will teach kids the basics of how to be safe and responsible in a digital world. Read more about our plans for interactive curriculum modules
  • Marc Patton on 01 Apr 11
     
    Digital citizenship curriculum targets 4th, 5th graders
  • Susan Crowley on 03 Jul 11
     
    Lesson plans, articles, and tools to teach Digital Citizenship and Internet Safety
  • mgranger on 23 Aug 12
     
    Internet safety FREE curriculum and implementation guides. The site has admin, teacher, and student resources. Digital Passport is one of the Internet Safety programs available.
tanya miller

Teacher Console | Diigo - 185 views

www.diigo.com/...console

shared by tanya miller on 12 Jul 10 - Cached
    • Cheri Krockover
      Cheri Krockover on 16 Feb 11
       
      One class with 2 groups
    • Ben Nason
      Ben Nason on 16 Feb 11
       
      You are given one class. From there you can add as many groups as you want
    • William Giancoli
      William Giancoli on 09 Mar 11
       
      Is anyone else experiencing difficulty adding students and groups?
    • Steve Weller
      Steve Weller on 24 Mar 11
       
      Does anyone know why diigo is listed as a proxi server?
    • mike
      mike on 13 Apr 11
       
      anyone not able to add students with existing email accounts?
    • Carol Lautenbach
      Carol Lautenbach on 02 Aug 11
       
      My Assistant tried to add a batch of students and nothing showed up in the end. Hmmmm....
    • Susan Gorman
      Susan Gorman on 11 Aug 11
       
      testing
    • Tony Loughland
      Tony Loughland on 09 Sep 11
       
      how do you move bookmarks around between groups?
    • Adrienne Christiansen
      Adrienne Christiansen on 12 Sep 11
       
      I'd like to know how to move bookmarks from my individual Diigo to my course diigo. Help?
    • hieu hieu
      hieu hieu on 30 Oct 11
       
      hieu
    • Gregg Fletcher
      Gregg Fletcher on 07 Jan 12
       
      Can anyone tell me why these sticky notes are on my library screen.  I did not realize this screen was open to the world.
    • bryan pasquale
      bryan pasquale on 11 Jan 12
       
      they were marked as public
    • Sheila Grimm
      Sheila Grimm on 19 Jan 12
       
      Any advice for a brand new user? I am trying to create a group for students who need extra help studying for those high stakes tests.
    • Elizabeth Achor
      Elizabeth Achor on 05 Mar 12
       
      I'm lovin' it!
  • Group Name
    • tamacek
      tamacek on 19 Sep 11
       
      use this one
    • Diane Shryock
      Diane Shryock on 15 Nov 11
       
    • Deb Little
      Deb Little on 27 Jul 12
       
      I am confused.
    • tanya miller
      tanya miller on 11 Dec 12
       
      Can students create groups within the class group that I set up?
  • Options
    • mesturas sanchez canton
      mesturas sanchez canton on 13 Jan 12
       
      Aanimádevos a utilizar os marcadores sociais. é unha boa forma de organizar as nosas preferencias na rede
    • Jennifer Strickland
      Jennifer Strickland on 19 Jan 12
       
      i am trying this out
    • Robert Guihan
      Robert Guihan on 29 Aug 12
       
      I have found this useful. I am mostly a fly on the wall but many members have shared excellent websites and articles.
  • ...3 more annotations...
    • Tara Park
      Tara Park on 17 May 11
       
      This is a test
    • anonymous
      anonymous on 12 Jul 11
       
      this is a test 2
    • Eleanor Cerny
      Eleanor Cerny on 18 Jul 11
       
      tesing.....
    • Kristine Rebstock
      Kristine Rebstock on 12 Sep 11
       
      Test
    • hieu hieu
      hieu hieu on 30 Oct 11
       
      test
    • teacherlisa
      teacherlisa on 13 Nov 11
       
      text
    • Dinah Hunt
      Dinah Hunt on 07 Dec 11
       
      practice test for class demo
    • Sandy M
      Sandy M on 11 Dec 11
       
      test sticky
    • Noe Granado
      Noe Granado on 13 Feb 12
       
      I received the test...
    • Noah Ralston
      Noah Ralston on 20 Feb 12
       
      Did I pass or fail the test?
    • José Serruto
      José Serruto on 24 Feb 12
       
      Very interesting
  • As an educator, your account has been given special privileges to create / manage student accounts and class groups (student email addresses not required.)
  • StudentTestGroup (4 members)
  • Cheri Krockover on 16 Feb 11
     
    Class with 2 groups
  • ...20 more comments...
  • Ben Nason on 16 Feb 11
     
    Class with 2 groups
  • William Giancoli on 09 Mar 11
     
    Class with 2 groups
  • Steve Weller on 24 Mar 11
     
    Class with 2 groups
  • Ms. Dillon on 06 Apr 11
     
    Class with 2 groups
  • mike on 13 Apr 11
     
    Class with 2 groups
  • kris james on 22 Apr 11
     
    Class with 2 groups
  • Carol Lautenbach on 02 Aug 11
     
    Class with 2 groups
  • Susan Gorman on 11 Aug 11
     
    Class with 2 groups
  • Tony Loughland on 09 Sep 11
     
    Class with 2 groups
  • Adrienne Christiansen on 12 Sep 11
     
    Class with 2 groups
  • tamacek on 19 Sep 11
     
    Class with 2 groups
  • hieu hieu on 30 Oct 11
     
    Class with 2 groups
  • Diane Shryock on 15 Nov 11
     
    Class with 2 groups
  • Gregg Fletcher on 07 Jan 12
     
    Class with 2 groups
  • bryan pasquale on 11 Jan 12
     
    Class with 2 groups
  • mesturas sanchez canton on 13 Jan 12
     
    Class with 2 groups
  • Jennifer Strickland on 19 Jan 12
     
    Class with 2 groups
  • Sheila Grimm on 19 Jan 12
     
    Class with 2 groups
  • Elizabeth Achor on 05 Mar 12
     
    Class with 2 groups
  • Deb Little on 27 Jul 12
     
    Class with 2 groups
  • Robert Guihan on 29 Aug 12
     
    Class with 2 groups
  • tanya miller on 11 Dec 12
     
    Class with 2 groups
Ed Webb

New Study Shows Time Spent Online Important for Teen Development - MacArthur Foundation - 0 views

www.macfound.org/...rtant_for_Teen_Development.htm

shared by Ed Webb on 09 Mar 09 - Cached
  • “Kids learn on the Internet in a self-directed way, by looking around for information they are interested in, or connecting with others who can help them. This is a big departure from how they are asked to learn in most schools, where the teacher is the expert and there is a fixed set of content to master.”
    • Ed Webb
      Ed Webb on 09 Mar 09
       
      Now, if we can just get educational institutions and the relevant standards-setters - governmental and otherwise - to adapt to this stronger model of learning...
  • new challenges in how to manage their visibility and social relationships online
  • Online media, messages, and profiles that young people post can travel beyond expected audiences and are often difficult to eradicate after the fact
  • ...2 more annotations...
  • parents and their children came together around gaming or shared digital media projects, where both kids and adults brought expertise to the table.
  • an effort to inject grounded research into the conversation about the future of learning in a digital world.
Darin Johnson

Moodle as Course Mgt System? Need feedback - English Companion - 0 views

englishcompanion.ning.com/...moodle-as-course-mgt-system

shared by Darin Johnson on 18 Jun 09 - Cached
  • Since I also use Ning for blogs and forums, I don't use these much on Moodle, though I do use Moodle forums somewhat like an essay question on the test. I set it so a student can't read any other answers until after they post their own response--then they can read and comment on what others' wrote. I like that quite a lot. I just haven't been able to get Diigo to work through the password log on, so I don't have a really good way to comment on their responses.
    • Darin Johnson
      Darin Johnson on 18 Jun 09
       
      Here's a teacher using Moodle as a forum and then wanting to use Diigo to respond to the students' posts. I hadn't put the two together, but this solves one problem I have had in the past.
Jody Watson

100 Best YouTube Videos for Teachers - Classroom 2.0#comment-649749_Comment_351425 - 0 views

www.classroom20.com/...show

shared by Jody Watson on 10 Jun 09 - Cached
  • Jody Watson on 10 Jun 09
     
    Have to take a look at it at home (youtube blocked at school)
  • Jody Watson on 10 Jun 09
     
    Could be good viewing
Laura Doto

Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views

digitalyouth.ischool.berkeley.edu/book-friendship

Aristotle Friendship teens adolescents online network

shared by Laura Doto on 23 Jun 09 - Cached
  • Social relations—not simply physical space—structure the social worlds of youth.
    • Laura Doto
      Laura Doto on 23 Jun 09
       
      A critical conclusion to be realized that can inform our assumptions as educators.
  • When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
  • these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
  • ...43 more annotations...
  • Homophily describes the likelihood that people connect to others who share their interests and identity.
  • One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
  • Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
  • Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
  • there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
  • the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
  • As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
  • The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
  • “It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
  • Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
  • Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
  • Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
  • to avoid social drama with her friends:
  • The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
  • teens have developed a variety of social norms to govern what is and is not appropriate
  • The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
  • While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
  • primarily a continuation of broader dramas.
  • social media amplify dramas because they extend social worlds beyond the school.
  • Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
  • social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
  • That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
  • finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
  • Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
  • While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
  • Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
  • it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
  • Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
  • They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
  • Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
  • Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
  • Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
  • So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
  • From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
  • That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
  • Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
  • While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
  • Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
  • learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
  • articulating those friendships online means that they become subject to public scrutiny in new ways;
  • This makes lessons about social life (both the failures and successes) more consequential and persistent
  • make these dynamics visible in a more persistent and accessible public arena.
  • co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
  • Laura Doto on 23 Jun 09
     
    MacArthur Foundation Study - Friendship chapter
GP withMdmLin

Edmodo | Home - 89 views

www.edmodo.com/home

shared by GP withMdmLin on 28 Jan 11 - Cached
  • Flashbacks -
  • Flashbacks - Monday, February 21,2011
  • f Representatives
  • ...22 more annotations...
  • Tuesday -
  • Agenda -
  • PLN:
  • Experts:
  • Livebinder:
  • Experts & Websites:
  • PLN
  • Experts & Websites:
  • Livebinders:
  • PLN
  • Experts & Websites:
  • Livebinders:
  • PLN Personal Learning Network
  • PLN: Personal Learning Network
  • Experts & Websites:
  • Livebinders:
  • eWomen
    • Brenna Novak
      Brenna Novak on 04 Jul 12
       
      An example of teacher posting and student responses/posts in Edmodo
  • Me to 2* Science Diffusion, Osmosis, & Active Transport Notes Turned in (0) DUE: May 24, 2012 Please fill-in as we go through them in class. I will upload a separate document with the diagrams. I will create a handout of the diagrams so please DO NOT print from here. Diffusion, Osmosis, & Active Transport Notes... Show Full Post Show Less
    • Brenna Novak
      Brenna Novak on 04 Jul 12
       
      The pink highlight is an example of a homework/note posting in Edmodo. You can keep track of who has completed the assignment.
    • Joel Gogwim
      Joel Gogwim on 12 Jul 12
       
      Its cool
    • Monica Del Castillo
      Monica Del Castillo on 13 Aug 12
       
      Nice thanks
    • Cathy Hopperstad
      Cathy Hopperstad on 27 Sep 12
       
      Yes, how do you remove the stickies from my Edmodo page?
    • Roy Sovis
      Roy Sovis on 13 Nov 12
       
      Cathy, I loaded the Diigo toolbar in IE, Firefox, and Chrome. It's the only toolbar I use. In Firefox and IE, I click on the Diigo icon in the toolbar and mouse hover over "See All Annotations". Another menu will open in whcih you can select the setting you desire in regards to public and private annotations/sticky notes.
    • Brenna Novak
      Brenna Novak on 04 Jul 12
       
      I like using the highlighting and sticky notes. This can be a great tool to use with my students. Just like I am doing for Edmodo by pointing out the different features of the site.
    • Dan Warren
      Dan Warren on 29 Aug 12
       
      OK. Nice. Now, how do I get rid of the notes floating on my Edmodo page?
    • A Kashdan
      A Kashdan on 05 Nov 12
       
      I started using Diigo, but I have no idea why I'm seeing these notes.
    • carmelladoty
      carmelladoty on 10 Dec 12
       
      Ok, I read the sticky notes, now how do I remove them?
    • Diego Tutor
      Diego Tutor on 31 Dec 12
       
      You can't remove them as they are not your notes, they were published by somebody else in a group where you have access to (Public, Diigo in Education, etc.). You have the option to hide them through the Diigo toolbar, or you can abandon the group not to see any notes from any member in it. :)
  • Utilitarian education
  • Matt Baer on 16 Aug 12
     
    quotes and quotes and quotes...
anonymous

Fakebook: Fakebook. Create educational games and quizzes at classtools.net - 144 views

www.classtools.net/page

shared by anonymous on 30 Mar 11 - No Cached
  • Mary-Ann Updike on 30 Mar 11
     
    "Fakebook" allows teachers and students to create imaginary profile pages for study purposes. Looks pretty realistic. Would be a suitable substitute for Facebook without the concerns associated with the real site.
  • Kecia Waddell, PhD on 01 Apr 11
     
    I have been wanting something just like this! It's sooooooooo authentic looking and functioning... I LOVE IT!!!!
  • anonymous on 06 Jun 11
     
    Cool idea for using with authors/characters.
Matt Renwick

It's Not the Assessment - It's How You Use It | Assessment in Perspective - 78 views

assessmentinperspective.com/?p=1443

assessment perspective

shared by Matt Renwick on 07 May 14 - No Cached
  • We acknowledge that there is so much that is out of our control right now when it comes to assessment, but we believe we need to also remember what we can control.
  • These assessments can help a teacher determine the type of small group and whole class instruction that needs to be done to support her readers in using strategies effectively and flexibly. This type of analysis is typically not required — only the list of levels needs to be turned in.
  • When we simply look at these students based on the numerical score they achieve on these assessments, we lose so much data. Knowing a student or group of students did not reach a benchmark helps us determine that these kids need support, but it does not tell us the type of support they need.
  • ...6 more annotations...
  • Assessing students counts as a conference!
  • Another way to translate assessments into day-to-day teaching is to use your conferring notebook while you are doing your required assessments.
  • It is so helpful to take a little the extra time after each assessment to think about what you learned, and how you can use that data tomorrow to lift the quality of your instruction.
  • we believe that what is most important is that you can assess the full profile of a reader and you use the assessment data to inform your teaching
  • Sometimes it is better to stay the course with the tools we have and understand it is the best decision for our district at this point in time.
    • Matt Renwick
      Matt Renwick on 07 May 14
       
      student portfolios
  • This work is messy and rarely precise.
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