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Roland Gesthuizen

Study Finds the Internet Makes Youth More Engaged Citizens - 74 views

  • improved media literacy dramatically increased students' exposure to diverse perspectives and increased the likelihood of youth online engagement
  • among adults as well, Internet users were more civically-engaged
  • outh engagement in interest-driven online communities was associated with increased volunteer and charity work and in increased work with others on community issues. The Internet can serve as a gateway to online and offline civic and political engagement, including volunteerism, community problem-solving, and protest activity.
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    "Arguably, the upheaval, activism and revolutions in of the last two months may serve to counter what has been a longstanding stereotype: youth are largely apolitical. Moreover, those that do participate in politics and activism online do so in shallow ways, the so-called "slacktivism." But recent findings from a longitudinal study of high school-age students challenges these notions, suggesting that youth who pursue their interests online are more likely to be engaged in civic issues."
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    Interesting to read that time spent by many youth online can still promote engagement with the broader society.
Seth Bowers

National | iHigh.com - The Global Youth Network - 4 views

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    iHigh.com provides schools, colleges and other youth related organizations with free web tools and video streaming that connect sports and activities to the premier Global Youth Network. "
Randolph Hollingsworth

Ariz State Univ - Service Learning syllabus (USL410 Indep Placement) - 7 views

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    COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
Randolph Hollingsworth

ASU - Service Learning USL210 - 5 views

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    COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
Deborah Baillesderr

Needle Arts Mentoring Program - The National NeedleArts Association - 16 views

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    I'm starting a lunchtime knitting/crochet club for my students this year and came along this wonderful program to help with the cost. This program donates supplies for mentors who would like to start a program to teach needle arts. Here are some of the benefits from learning a needle art: For Youths: Develops focus and concentration Encourages following a process Builds self-esteem Improves math and reading skills Enhances critical thinking and problem solving Offers a vehicle for stress release and anger management Encourages creativity through portable alternative activity Provides healthy interpersonal relationships with adults Ensures tangible accomplishments with immediate results Learns a practical, useful and fun activity Enhances hand/eye coordination, small motor skills, tactile energy, communication skills, self discipline and attention to detail
Martin Burrett

Teens are growing up more slowly today than they did in past decades - 15 views

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    "Many people believe that teenagers today grow up faster than they used to, while others argue that today's youth are growing up more slowly, perhaps due to overprotection by their parents. A new study explored this issue by examining how often teens in recent years (compared to teens in previous decades) engaged in adult activities such as drinking alcohol, working, driving, or having sex. The study found that today's adolescents are less likely than their predecessors to take part in activities typically undertaken by adults."
andrew torris

Main Page - Teampedia - 1 views

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    Teampedia is a collaborative encyclopedia of free team building activities, free icebreakers, teamwork resources, and tools for teams that anyone can edit! This site is designed for a wide audience including: team leaders, trainers, teachers, managers, camp directors, counselors, and youth groups.
Javier E

Money Cuts Both Ways in Education - NYTimes.com - 19 views

  • If you doubt that we live in a winner-take-all economy and that education is the trump card, consider the vast amounts the affluent spend to teach their offspring.
  • This power spending on the children of the economic elite is usually — and rightly — cited as further evidence of the dangers of rising income inequality.
  • But it may be that the less lavishly educated children lower down the income distribution aren’t the only losers. Being groomed for the winner-take-all economy starting in nursery school turns out to exact a toll on the children at the top, too.
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  • There is a lively debate among politicians and professors about whether the economy is becoming more polarized and about the importance of education. Dismissing the value of a college education is one of the more popular clever-sounding contrarian ideas of the moment. And there are still a few die-hards who play down the social significance of rising income inequality.
  • When you translate these abstract arguments into the practical choices we make in our personal lives, however, the intellectual disagreements melt away. We are all spending a lot more money to educate our kids, and the richest have stepped up their spending more than everyone else.
  • spending on children grew over the past four decades and that it became more unequal. “Our findings also show that investment grew more unequal over the study period: parents near the top of the income distribution spent more in real dollars near the end of the 2000s than in the early 1970s, and the gap in spending between rich and poor grew.”
  • But it turns out that the children being primed for that race to the top from preschool onward aren’t in such great shape, either.
  • “What we are finding again and again, in upper-middle-class school districts, is the proportion who are struggling are significantly higher than in normative samples,” she said. “Upper-middle-class kids are an at-risk group.”
  • troubled rich kids. “I was looking for a comparison group for the inner-city kids,” Dr. Luthar told me. “And we happened to find that substance use, depression and anxiety, particularly among the girls, were much higher than among inner-city kids.”
  • “I Can, Therefore I Must: Fragility in the Upper Middle Class,” and it describes a world in which the opportunities, and therefore the demands, for upper-middle-class children are infinite.
  • “It is an endless cycle, starting from kindergarten,” Dr. Luthar said. “The difficulty is that you have these enrichment activities. It is almost as if, if you have the opportunity, you must avail yourself of it. The pressure is enormous.”
  • these parents and children are responding rationally to a hyper-competitive world economy.
  • “When we talk to youngsters now, when they set goals for themselves, they want to match up to at least what their parents have achieved, and that is harder to do.”
  • we live in individualistic democracies whose credo is that anyone can be a winner if she tries. But we are also subject to increasingly fierce winner-take-all forces, which means the winners’ circle is ever smaller, and the value of winning is ever higher.
Nancy Schmidt

Confessions of an Aca/Fan: Archives: Connected Learning: Reimagining the Experience of ... - 1 views

    • Nancy Schmidt
       
      The Common Core Learning Standards focus is to provide these type of texts in ELA, Social Studies and Science.
  • new approach to learning -- connected learning -- that is anchored in research, robust theories of learning, and the best of traditional standards, but also designed to mine the learning potential of the new social- and digital media domain
    • Nancy Schmidt
       
      Question: Can this be accomplished with the ever decreasing school budget? Will all these agencies work together to better educate our youths without asking for payment? Budgets could potentially be the ultimate hurdle in achieving connected learning.
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  • Equity -- when educational opportunity is available and accessible to all young people, it elevates the world we all live in.
    • Nancy Schmidt
       
      Can equity actually be achieved when we have privatization of education? I don't believe so as those who can afford private education will also contribute more toward their child's experience which continues to increase the divide.
  • Research shows that learners who are interested in what they are learning, achieve higher order learning outcomes.
  • Research shows that among friends and peers, young people fluidly contribute, share, and give feedback to one another, producing powerful learning.
  • Peer culture and interest-driven activity needs to be connected to academic subjects, institutions, and credentials for diverse young people to realize these opportunities.
Phil Higgins

TakingITGlobal - Inspire. Inform. Involve. - 40 views

    • Phil Higgins
       
      This seems like it can be a great way to harness the youth's appetite for Web 2.0. I am seeking a collaboration project with another school in some other part of the world other than the United States. I would like to group my students on Diigo with student at another school to work on something together. Anyone interested?
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    Hi Phil, Not sure if you want to use the environment or sustainability as theme, but Caretakers of the Environment International (CEI) partners are often seeking ongoing collaboration with environmental projects that students can share. It might take some digging, but I suggest going to http://www.caretakers4all.org, click on some of the national branch links and try connecting with people. I coordinate a group from Salem, OR and we have partners in Chicago and NY. Good luck!
Casey Finnerty

Wired Up: Tuned out | Scholastic.com - 0 views

  • Compared to us, I believe their brains have developed differently," says Sheehy. "If we teach them the way we were taught, we're not serving them well."
    • Tony Baldasaro
       
      Whether their brains have developed differently or not, we still need to teach our students differently than we were taught. They are living in different times with different demands and expectations. If we teach to the demands and expectations of our childhood would not meet our students needs.
  • children were much more likely to have connections between brain regions close together while older subjects were more likely to feature links between parts of the brain that are physically farther apart.
  • "media multi-tasking."
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  • Recent reports from the Pew Internet and American Life Project show that 93 percent of youth ages 12 to 17 go online. Of those kids, 55 percent use social-networking sites (like Facebook and MySpace), and 64 percent are creating their own original content (such as blogs and wikis)
    • Tony Baldasaro
       
      Is this all happening outside of the classroom?
  • Unlike watching television, using the Internet allows young people to take an active role; this move from consumption to participation affects the way they construct knowledge, develop their identity, and communicate with others.
  • "Computers give you different ways to solve problems, the opportunity to run and test simulations, and a way to offload processing. . . . We need kids to think about problems in innovative and creative ways. We need to change the emphasis of education to focus on higher-order kinds of thinking."
  • "It's a shift from how to memorize and retrieve data in one's mind to how to search for and evaluate information out in the world
  • Even if we're duplicating a real-life scenario in a virtual environment, the fact that students are engaged with technology and performing through a semblance of anonymity lends itself to a deeper level of discourse.
    • Tony Baldasaro
       
      Why do we need anonymity to get to a deeper level of discourse?
  • "If we fail to do so, our kids are going to look at what they're learning in schools and see that it is irrelevant to the future they see before them."
  • Davis says today's teachers are seeking information when they need it instead of waiting for more formal professional development workshops.
    • Casey Finnerty
       
      Sounds like a quick learner. Does this 15 minute approach really work?
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    acob is your average American 11-year-old. He has a television and a Nintendo DS in his bedroom; his family also has two computers, a wireless Internet connection, and a PlayStation 3. His parents rely on e-mail, instant messaging, and Skype for daily communication, and they're avid users of Tivo and Netflix. Jacob has asked for a Wii for his upcoming birthday. His selling point? "Mom and Dad, we can use the Wii Fit and race Mario Karts together!"
Ed Webb

Web-monitoring software gathers data on kid chats by AP: Yahoo! Tech - 0 views

  • Parents who install a leading brand of software to monitor their kids' online activities may be unwittingly allowing the company to read their children's chat messages — and sell the marketing data gathered.
  • Software sold under the Sentry and FamilySafe brands can read private chats conducted through Yahoo, MSN, AOL and other services, and send back data on what kids are saying about such things as movies, music or video games. The information is then offered to businesses seeking ways to tailor their marketing messages to kids.
  • a separate data-mining service called Pulse that taps into the data gathered by Sentry software to give businesses a glimpse of youth chatter online. While other services read publicly available teen chatter, Pulse also can read private chats. It gathers information from instant messages, blogs, social networking sites, forums and chat rooms.
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  • Parents who don't want the company to share their child's information to businesses can check a box to opt out. But that option can be found only by visiting the company's Web site, accessible through a control panel that appears after the program has been installed. It was not in the agreement contained in the Sentry Total Home Protection program The Associated Press downloaded and installed Friday.
ddchamberlain

I'm So Totally, Digitally Close to You - Clive Thompson - NYTimes.com - 0 views

  • For many people — particularly anyone over the age of 30 — the idea of describing your blow-by-blow activities in such detail is absurd. Why would you subject your friends to your daily minutiae? And conversely, how much of their trivia can you absorb? The growth of ambient intimacy can seem like modern narcissism taken to a new, supermetabolic extreme — the ultimate expression of a generation of celebrity-addled youths who believe their every utterance is fascinating and ought to be shared with the world.
    • ddchamberlain
       
      Do you think this is a fair critique? Is this a generational issue? Why or why not?
  • “ambient awareness.”
Ryan Trauman

Paige - Closing Argument - 0 views

  • Freeman wrote in the research article
    • Ryan Trauman
       
      Nice job coming back to Freeman. I would like to have seen more of this back-and-forth between the authors.
  • Mark Fenton expressed in the article “Battling America’s Epidemic of Physical Inactivity: Building More Walkable, Livable Communities” many different things we can do to help the obesity problem in America. Fenton states, “We must create environments in which physical activity becomes a routine part of the day for more Americans.” By creating a more pedestrian friendly atmosphere it will encourage people to walk or bicycle to their destination instead of always using their automobiles. I agree with what Fenton is trying to explain within in his research. Children learn by the examples that are being set around them. If they see everyone driving in their cars every where they go the only thing they have in their heads is, “I can’t wait until i can drive.” Instead of realizing they can go the same exact distance on their bike and be much more healthy than if they were driving a car. Fenton expresses, “We all must become role models by walking and cycling whenever possible and inviting others to do so with us.” People don’t like feeling abnormal; they want to do what other people are doing around them. Which is a very true assumption on Fentons part, we must become the role models for the youth around us. We set the standards of what is acceptable and what isn’t. We need to change the “norms” while it’s still possible and contribute to reversing the obesity problem
    • Ryan Trauman
       
      Great job here dealing with your source material. You quote, come-to-terms, reflect on the material you've introduced, and offer your own position. Then you come back to another quote by Fenton, and do much of the same. Excellent!
Matt Renwick

Autism Issues Complicate Anti-Bullying Task - Education Week - 15 views

  • examine the entire school environment
  • Positive Behavioral Supports
  • target students' conversational ability and social skills
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  • increase the empathy and social skills
  • paraprofessionals were taught to initiate games and age-appropriate activities
  • understanding the 'hidden' curriculum
  • Those types of interventions can work if they're embedded in a systematic framework for addressing a school's climate
  • One-shot approaches—such as a school rally or asking students to sign pledges promising not to engage in bullying—"have relatively little impact
  • teach bullies different ways to behave
  • supports schoolwide approaches that spell out clear behavior expectations and schoolwide monitoring, such as the models of positive behavioral supports
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