He points out it is not just schools that block social media; many workplaces do so also. ''The safety and wellbeing of every student is a primary concern for schools and systems, and we shouldn't misinterpret good intentions around this.''
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shared by Roland Gesthuizen on 01 Dec 12
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T is for teaching - 27 views
www.theage.com.au/...r-teaching-20121130-2amd9.html
technology education TheAGE NAPLAN testing assessment Victoria DEECD Vicpln
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schools shouldn't underestimate the fact students are accessing social media on their phones at school anyway
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Twitter encourages students to respond to each other's questions rather than accept he is the only one with the answers
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It's truly important that teachers today have a really good understanding of how young people learn, play and socialise outside their formal classroom
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Tynker - 43 views
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Free "learn to program" - also works with scratch projects. Includes class management tool for student assignments. My students like it better than Scratch.
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We've been "Scratching" for a while, and I'm curious if they compared Scratch 1.4 or 2.0, the Web-based version now out, which my students like better than the original. There are classroom management elements coming for Scratch in the near future, but I did find that there were a few more interesting controls in Tynker, particularly the "physics" blocks.... If it gets kids coding, its all good :)
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Cure writer's block with writing prompts - writing tips character name generator - 69 views
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graph water usage - 2 views
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Graph of the day: Canadians pee between periods, by Chris Blattman: Edmonton’s water utility published this graph of water consumption during last Sunday’s gold medal Olympic hockey game. Roughly 80% of Canadians were watching. I believe the beer consumption picture looks exactly the same, but upside down. ...
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shared by Jim Aird on 23 Apr 13
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How to Improve Public Online Education: Report Offers a Model - Government - The Chroni... - 18 views
chronicle.com/...138729
education technology Teaching innovative higher education computers public online online education report government
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var createCookie = function (name,value,days) { if (days) { var date = new Date(); date.setTime(date.getTime()+(days*24*60*60*1000)); var expires = "; expires="+date.toGMTString(); } else var expires = ""; document.cookie = name+"="+value+expires+"; path=/"; } var readCookie = function (name) { var nameEQ = name + "="; var ca = document.cookie.split(';'); for(var i=0;i < ca.length;i++) { var c = ca[i]; while (c.charAt(0)==' ') c = c.substring(1,c.length); if (c.indexOf(nameEQ) == 0) return c.substring(nameEQ.length,c.length); } return null; } var eraseCookie = function (name) { createCookie(name,"",-1); } = Premium Content Welcome, James | Log Out | My Account | Subscribe Now Tuesday, April 23, 2013Subscribe Today Home News Opinion & Ideas Facts & Figures Blogs Jobs Advice Forums Events Store Faculty Administration Technology Community Colleges Global Special Reports People Current Issue Archives Government HomeNewsAdministrationGovernment function check() { if (document.getElementById("searchInput").value == '' ) { alert('Please enter search terms'); return false; } else return true; } $().ready(function() { if($('.comment_count') && $('div.comment').size() > 0) { $('.comment_count').html('(' + $('div.comment').size() +')') } $('#email-popup').jqm({onShow:chronShow, onHide:chronHide, trigger: 'a.show-email', modal: 'true'}); $('#share-popup').jqm({onShow:chronShow, onHide:chronHide, trigger: 'a.show-share', modal: 'true'}); }); E-mail function openAccordion() { $('#dropSection > h3').addClass("open"); $(".dropB").css('display', 'block'); } function printPage() { window.print(); } $(document).ready(function() { $('.print-btn').click(function(){ printPage(); }); }); Print Comments (3) Share April 22, 2013 How to Improve Public Online Education: Report Offers a Model By Charles Huckabee Public colleges and universities, which educate the bulk of all American college students, have been slower than their counterparts in the for-profit sector to embrace the potential of online learning to offer pathways to degrees. A new report from the New America Foundation suggests a series of policies that states and public higher-education systems could adopt to do some catching up. The report, "State U Online," by Rachel Fishman, a policy analyst with the foundation, analyzes where public online-education efforts stand now and finds that access to high-quality, low-cost online courses varies widely from state to state. Those efforts fall along a continuum of organizational levels, says the report. At the low end of the spectrum, course availability, pricing, transferability of credit, and other issues are all determined at the institutional level, by colleges, departments, or individual professors, resulting in a patchwork collection of online courses that's difficult for stud
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they can improve their online-education efforts to help students find streamlined, affordable pathways to a degree.
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"Taken together, these steps result in something that looks less like an unorganized collection of Internet-based classes, and more like a true public university."
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I am always miffed at the people within Higher Ed who recognize that nothing about pedagogy has changed in 50 years except computers and PowerPoint but they still rationalize that nothing needs changed or fixed.
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How high-school decisions can affect your career - 72 views
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According to research cited in the book, high-school seniors who worked 20 hours per week had annual earnings as young adults that were 25 to 30 percent higher than those seniors who didn't work.
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Increased chance of being hired More hours of work over the year Higher hourly or annual earnings Increased benefits offerings, such as health insurance Greater employment stability Better upward mobility Increased chances of employer-supported training
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four key issues that need to be addressed in high school to help set students up for career success.
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"The problem for many students, and even parents, is that they fail to think of high-school education as an investment good," according to the book "College Majors Handbook with Real Career Paths and Payoffs."
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Pay levels can also vary based on how much higher learning is obtained. As the book explains, graduates of two-year degree programs earn 22 percent more per year than high-school graduates with no degree. Bachelor's degree holders earn about 66 percent more per year than their high-school graduate counterparts.
Unlimited Downloads of Stock Video, Footage, Backgrounds, Music and More - Video Blocks - 71 views
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What Facebook Users Share: Lower Grades - TIME - 4 views
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What Facebook Users Share: Lower Grades By Anita Hamilton Tuesday, Apr. 14, 2009 Print var artId= "1891111"; var chn = "bizTech"; var contType = "article"; Email Reprints Digg Facebook time:http://www.time.com/time/business/article/0,8599,1891111,00.html Twitter MORE Add to my: del.icio.us Technorati reddit Google Bookmarks Mixx StumbleUpon Blog this on: TypePad LiveJournal Blogger WordPress MySpace var ad = adFactory.getAd(88, 31); ad.setPosition(8) ad.write(); Forget the widely unloved redesign. Facebook has committed a greater offense. According to a new study by doctoral candidate Aryn Karpinski of Ohio State University and her co-author Adam Duberstein of Ohio Dominican University
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Educational Leadership:Faces of Poverty:Boosting Achievement by Pursuing Diversity - 19 views
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Residential poverty tends to be concentrated, and successful school integration requires either a district with enough socioeconomic diversity within its boundaries or a group of neighboring districts which, when combined, have enough diversity to facilitate an interdistrict integration plan.
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A weighted lottery is the simplest way for schools to ensure that they enroll a diverse student body while still relying on choice-based enrollment.
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ndividual success stories and a review of research suggest that it is possible, by offering all students a single challenging curriculum, to reduce the achievement gap without harming the highest achievers (Burris, Wiley, Welner, & Murphy, 2008; Rui, 2009).
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In the middle grades, students at City Neighbors start their day with half an hour of highly specialized, small-group instruction called intensive. Intensive provides an opportunity for extra support or enrichment in different subjects, allowing teachers to meet different students' needs while still teaching most of the academic time in mixed-ability classrooms.
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small but growing number of schools are attempting to boost the achievement of low-income students by shifting enrollment to place more low-income students in mixed-income schools. Socioeconomic integration is an effective way to tap into the academic benefits of having high-achieving peers, an engaged community of parents, and high-quality teachers.
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A 2010 meta-analysis found that students of all socioeconomic statuses, races, ethnicities, and grade levels were likely to have higher mathematics performance if they attended socioeconomically and racially integrated schools (Mickelson & Bottia, 2010).
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Research supporting socioeconomic integration goes back to the famous Coleman Report, which found that the strongest school-related predictor of student achievement was the socioeconomic composition of the student body (Coleman et al., 1966).
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nd results of the 2011 National Assessment of Educational Progress in mathematics show steady increases in low-income 4th graders' average scores as the percentage of poor students in their school decreases (U.S. Department of Education, 2011).
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a number of studies have found that the relationship between student outcomes and the socioeconomic composition of schools is strong even after controlling for some of these factors, using more nuanced measures of socioeconomic status, or comparing outcomes for students randomly assigned to schools (Reid, 2012; Schwartz, 2012).
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Rumberger and Palardy (2005) found that the socioeconomic composition of the school was as strong a predictor of student outcomes as students' own socioeconomic status.
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Socioeconomic integration is a win-win situation: Low-income students' performance rises; all students receive the cognitive benefits of a diverse learning environment (Antonio et al., 2004; Phillips, Rodosky, Muñoz, & Larsen, 2009); and middle-class students' performance seems to be unaffected up to a certain level of integration.
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A recent meta-analysis found "growing but still inconclusive evidence" that the achievement of more advantaged students was not harmed by desegregation policies (Harris, 2008, p. 563).
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he findings suggested that, more than a precise threshold, what mattered in these schools was maintaining a critical mass of middle-class families, which promoted a culture of high expectations, safety, and community support.
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Designing a Classroom Where Ithaca Students Can Learn Better and Longer - Ithaca Times ... - 41 views
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Think blocks are a manipulative devise that allow kids to build ideas physically,” he said. “It allows students to think about their thinking
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By changing the structure of the room we can change the behavior of the teachers and the behavior of the kids.
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In terms of equipping the classroom, it’s not taking additional budget money because we have to periodically replace classroom furniture anyway; we’re just not replacing it with the traditional desks and chairs.
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Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views
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Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
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Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
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remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
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learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
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I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
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Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
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Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
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Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
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Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
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Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
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. Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
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Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
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Springpad: TeachMeet Nashville 2012 - 39 views
springpad.com/#!/vickivest/explore/teachmeetnashville2012/blocks
#tmnash12 #tmnash springboard smart notebooks ipad apps links resources
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shared by Roland Gesthuizen on 25 Aug 12
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The Power of Involved Parents « Diane Ravitch's blog - 41 views
dianeravitch.net/...the-power-of-involved-parents
parenting parents school education community MeritPay survey Dianeravitch
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Learning to Slow Down - 116 views
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Students must still learn to communicate complex ideas. They must be able to create entire thoughts that run together in recognizable patterns in order to function in school and at work. Most importantly, they must be able to master this skill to participate as informed citizens in our shared civil discourse. Students who are flooded by facts think that the best way to answer a question is to search for more facts instead of organizing and marshalling the information they already have to develop a strong case. As long as the Internet is readily available, a search is faster and easier than a thoughtful and challenging discussion.
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When my students learn to be nuanced, when they learn to listen carefully and find agreement, those are human tasks. When they learn to disagree carefully and logically, those are human tasks. These interactions that take place at the speed of conversation are essential building blocks for survival in the 21st or any other century.
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Wikipedia:FAQ/Schools - Wikipedia, the free encyclopedia - 0 views
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Students should never use information in Wikipedia (or any other online encyclopedia) for formal purposes (such as school essays) until they have verified and evaluated the information based on external sources. For this reason, Wikipedia, like any encyclopedia, is a great starting place for research but not always a great ending place.
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It is possible for a given Wikipedia article to be biased, outdated, or factually incorrect. This is true of any resource. One should always double-check the accuracy of important facts, regardless of the source. In general, popular Wikipedia articles are more accurate than ones that receive little traffic, because they are read more often and therefore any errors are corrected in a more timely fashion. Wikipedia articles may also suffer from issues such as Western bias, but hopefully this will also improve with time. For more information
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If an anonymous or relatively new user changes a statistic or date by even a little bit, without justifying their edit, they are particularly likely to raise a red flag. If an individual continues to vandalize after being warned, then they may even be blocked from further editing.
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It is for this reason that readers must be particularly diligent in verifying Wikipedia against its external sources, as discussed above. It is also a good idea, if you feel uncomfortable about an article, to check its history for recent "bad-faith" edits. If you find a piece of uncorrected vandalism, you might even decide to help future users by correcting it yourself. That's a great feature of Wikipedia.
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Students can compare information in Wikipedia with information in other encyclopedias or books in the library. As a general rule, contributors to Wikipedia are encouraged to cite their sources, but, of course, not all do. For the sake of verifiability, it is advisable to cite an article that has listed its sources. Most of our better articles have sections such as "References," "Sources," "Notes," "Further reading," or "External links," which generally contain such information.
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The 2008/9 Wikipedia Selection for Schools is a selection of 5,500 articles deemed suitable for school children and has been checked and edited for this audience and protected against editing or vandalism. It contains about the equivalent content to a 20 volume encyclopaedia organized around school curriculum subjects, and is available online and as a free download for use by schools.
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Educators can use Wikipedia as a way of teaching students to develop hierarchies of credibility that are essential for navigating and conducting research on the Internet.
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shared by Mike Dunagan on 03 Jan 12
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9 YouTube Tips and Tricks for Teachers | The Whiteboard Blog - 235 views
www.whiteboardblog.co.uk/...e-tips-and-tricks-for-teachers
Youtube tools education edtech whiteboard resources
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