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anonymous

The Australian Curriculum v4.1 Information and Communication Technology (ICT) capabilit... - 0 views

www.australiancurriculum.edu.au/...Continuum

shared by anonymous on 24 Mar 13 - No Cached
  • apply practices that comply with legal obligations regarding the ownership and use of digital products resources
  • identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities
  • select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
  • ...3 more annotations...
  • design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
  • use appropriate ICT to collaboratively generate ideas and develop plans
  • select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
Mr. Mohan

The Cost of Saving Lives in Bangladesh - Ben W. Heineman Jr. - The Atlantic - 13 views

www.theatlantic.com/...275749

shared by Mr. Mohan on 14 May 13 - No Cached
  • if real reform is to occur on the ground, hard, complex questions must be asked and answered
    • Mr. Mohan
      Mr. Mohan on 14 May 13
       
      what are these questions in your mind?
  • consumers across the globe looking for cheap prices
    • Mr. Mohan
      Mr. Mohan on 14 May 13
       
      what is OUR responsibility?
  • global garment retailers who want the incur the lowest cost--and offer the lowest price--to compete in developed markets but who do not want to be complicit in publicized worker tragedies in developing markets
  • ...19 more annotations...
  • $38 dollars per month
  • whether Bangladesh has the means to enforce such laws
  • International Labor Organization
  • Inadequate government is a huge obstacle to change
  • only about one percent of Bangladesh garment factories have good standards.
  • garment factory owners are willing to allow workers to organize in unions or associations in order to have a voice in health and safety conditions
  • "who pays" and "who is accountable"
  • Approximately 60 percent of the clothing made there goes to United States or the European Union
  • there are several problems
  • standards may depend on local law
  • buyers may simply cut off the suppliers rather than helping them improve their practices
  • global buyers simply leave the country when they conclude that conditions are so bad
  • question then becomes whether international buyers are willing to go beyond imposition of standards and supplier cut offs and to pay, in some form, for the undetermined costs
  • actually implementing major substantive change
  • significant challenge in a weak state like Bangladesh.
  • Can a robust consumer movement arise among those shopping for discount clothing in response to the Bangladesh building collapse?
  • What are the standards? What is the cost? Who is accountable?
  • drawn an analogy between the collapse of the Rana Plaza in the Bangladesh Capital of Dhaka and the 1911 Triangle Shirtwaist factory fire in New York which claimed 146 lives
  • Rana Plaza catastrophe represents a more complicated set of fractured global relationships, responsibilities and financial capabilities.
Jennie Snyder

Can Coaching Help Transform Teacher Quality? | huntingenglish - 68 views

huntingenglish.wordpress.com/...help-transform-teacher-quality

coaching professional development

shared by Jennie Snyder on 25 May 13 - No Cached
  • What we must do is create an engine room of high quality teacher coaching within our schools to drive improvements in pedagogy and teacher quality.
  • The psychology of change and actually changing the habits of adult professionals is very complex. What is widely known is that externally imposed change rarely sticks and changes the culture within schools, or indeed any organization.
  • Teachers must be emotionally invested in any development of their practice in the school community. Involvement and choice are powerful drivers of habit change. Local knowledge form within the school is powerful and develops a greater degree of trust in what is an emotional and often messy process! Teacher coaches have a better knowledge of the school community; they will invariably gain greater respect than any external figures and they will certainly benefit from higher levels of trust.
  • ...1 more annotation...
  • ‘Teacher Coaches’ are in a great position to shine a light on existing successes and spread that light across the school. School leaders can do this of course, but staff are more open to their colleagues suggesting and driving improvement. The coaches can become roles models of the best kind: undertaking research; tweaking the school environment; providing evidence of successful pedagogy; supporting underperforming colleagues; embodying a growth mindset and being open to adapting their practice to improve – in effect, becoming leading lights to drive change.
Jeremy Brueck

Text Compactor: Free Online Automatic Text Summarization Tool - 61 views

www.textcompactor.com

summary text autosummarize writing reading compactor research text complexity

shared by Jeremy Brueck on 17 Dec 12 - No Cached
  • Michelle Kassorla on 17 Dec 12
     
    Free Online Automatic Text Summarization Tool
onepulledthread

Who Are You Online? Considering Issues of Web Identity - NYTimes.com - 90 views

learning.blogs.nytimes.com/...idering-issues-of-web-identity

digital citizenship identity digital footprint digitalcitizenship

shared by onepulledthread on 10 Apr 13 - No Cached
  • Glenn Hervieux on 10 Apr 13
     
    "NY Times writers collaborated with the Common Sense Media writer Kelly Schryver to focus on the increasingly important and nuanced question "Who Are You Online?" Times and Learning Network content as well as offerings from Common Sense Media's K-12 Digital Literacy and Citizenship curriculum for teaching and learning about this complex issue." Lots of avenues to take this material in working with students.
  • onepulledthread on 11 Apr 13
     
    Kelly Schryver presents a variety of links related to this topic, in collaboration with Common Sense Media.  Could be useful for student consideration.
anonymous

Crash Test | Texas Monthly - 24 views

www.texasmonthly.com/...-standardized-testing-in-texas

standardized testing accountability

shared by anonymous on 24 Apr 13 - No Cached
    • anonymous
      anonymous on 24 Apr 13
       
      This same accountability "fear factor" has been applied nationwide, too.
  • STAAR replaced the four tests previously required for graduation with fifteen—more than any other state. Lawmakers also mandated that the new tests, known as end-of-course exams, would count for 15 percent of a student’s grade in each subject area
    • anonymous
      anonymous on 24 Apr 13
       
      Sounds like the middle school testing requirements here in TN.
  • ...7 more annotations...
  • “cult of educational testing” and argued that the accountability system was doing more harm than good
    • anonymous
      anonymous on 24 Apr 13
       
      What wonderful wording!
  • Longtime observers of education policy are openly speculating that we are seeing the beginning of the end of the accountability movement, right here in the state where it was born.
    • anonymous
      anonymous on 24 Apr 13
       
      Isn't that amazing?!  How long will this concept take to catch on and make it nationwide?
  • Of course, the stakes are high not just for kids but for adults too. Teachers whose students fail to improve—or don’t improve sufficiently—can find themselves out of a job. Students at poor-performing schools can transfer to better schools in their district—and take their state funding with them.
    • anonymous
      anonymous on 24 Apr 13
       
      This is happening locally - I have witnessed such!
  • Shortly before he resigned as education commissioner, Robert Scott warned that assessment and accountability had grown into something akin to a “military-industrial complex,” a kind of public policy juggernaut with its own internal momentum.
Thieme Hennis

Core Principles - World Peace Game Foundation - 6 views

www.worldpeacegame.org/...core-principles

gamification games complexity education k12

shared by Thieme Hennis on 01 May 13 - No Cached
  • Thieme Hennis on 01 May 13
     
    The core principles of the World Peace Game
Josephine Dorado

World of Warcraft Finds Its Way Into Class | MindShift - 36 views

blogs.kqed.org/...craft-finds-its-way-into-class

education games gaming curricula seriousgames socialmedia virtual worlds

shared by Josephine Dorado on 05 Jul 13 - No Cached
  • “When I bring these to their other teachers, I am consistently told, ‘I don’t get anything like this from them,’” Sheehy said in reference to the writing her students produce. They write complex arguments because they are passionate about the game, the storyline, and the class. “When there is no passion you get dutiful, for the grade work,” she said.
  • Josephine Dorado on 05 Jul 13
     
    Some educators are using popular commercial games like World of Warcraft (WoW) to create curriculum around the game (via @Learnfreeli)
smilex3md

How I Rewired My Brain to Become Fluent in Math - Issue 17: Big Bangs - Nautilus - 2 views

nautil.us/...brain-to-become-fluent-in-math

teaching education nautilus article math learning repetition

shared by smilex3md on 23 Sep 16 - No Cached
  • By championing the importance of understanding, teachers can inadvertently set their students up for failure as those students blunder in illusions of competence. As one (failing) engineering student recently told me: “I just don’t see how I could have done so poorly. I understood it when you taught it in class.” My student may have thought he’d understood it at the time, and perhaps he did, but he’d never practiced using the concept to truly internalize it. He had not developed any kind of procedural fluency or ability to apply what he thought he understood.
  • Time after time, professors in mathematics and the sciences have told me that building well-ingrained chunks of expertise through practice and repetition was absolutely vital to their success. Understanding doesn’t build fluency; instead, fluency builds understanding. In fact, I believe that true understanding of a complex subject comes only from fluency.
  • smilex3md on 23 Sep 16
     
    "How I Rewired My Brain to Become Fluent in Math Sorry, education reformers, it's still memorization and repetition we need."
tedmastin

Organisational Learning - The Learner's Way - 2 views

thelearnersway.net/...organisational-learning

Teaching collaboration learning organization

shared by tedmastin on 25 Sep 16 - No Cached
  • Certain conditions are critical for the establishment and success of a learning organisation and there are parallels here to the practices of effective pedagogy in an inquiry based learning environment. If our goal is to have every member of an organisation contribute to the learning that occurs then we must establish a culture that allows this to occur. Feelings of safety, acceptance of diversity and risk taking must become parts of the culture. In our classes we establish the conditions where our students feel safe sharing their ideas even when they do not conform with the majority. We establish a belief that there are often multiple correct answers and in doing so foster creativity. The same conditions are required in our learning organisations.  Nurturing a learning organisation is a little like nurturing a garden and Tim Brown echoes this sentiment ""It's about nurturing the conditions in which creativity is most likely to happen, That's really about culture, environment, rituals—the sorts of things that give people permission to explore, that encourage open-mindedness, collaboration, experimentation, and risk taking."
  • Nigel Coutts on 25 Sep 16
     
    For schools the concept of a learning organisation should make perfect sense, after all learning is our core business, or it should be. Perhaps that almost three decades after Peter Senge identified the importance of learning within organisations the idea is only now gaining traction in schools tells us something about the approach taken to learning and teaching within schools. With an increased focus on the development of professional learning communities as a response to the complex challenges that emerge from a rapidly changing society, it is worth looking at what a learning organisation requires for success.
elsjekool

Paul Ford: What is Code? | Bloomberg - 35 views

www.bloomberg.com/...2015-paul-ford-what-is-code

shared by elsjekool on 14 Jun 15 - No Cached
  • There are keynote speakers—often the people who created the technology at hand or crafted a given language. There are the regular speakers, often paid not at all or in airfare, who present some idea or technique or approach. Then there are the panels, where a group of people are lined up in a row and forced into some semblance of interaction while the audience checks its e-mail.
  • Fewer than a fifth of undergraduate degrees in computer science awarded in 2012 went to women, according to the National Center for Women & Information Technology
  • The average programmer is moderately diligent, capable of basic mathematics, has a working knowledge of one or more programming languages, and can communicate what he or she is doing to management and his or her peers
  • ...16 more annotations...
  • The true measure of a language isn’t how it uses semicolons; it’s the standard library of each language. A language is software for making software. The standard library is a set of premade software that you can reuse and reapply.
  • A coder needs to be able to quickly examine and identify which giant, complex library is the one that’s the most recently and actively updated and the best match for his or her current needs. A coder needs to be a good listener.
  • Code isn’t just obscure commands in a file. It requires you to have a map in your head, to know where the good libraries, the best documentation, and the most helpful message boards are located. If you don’t know where those things are, you will spend all of your time searching, instead of building cool new things.
  • Some tools are better for certain jobs.
  • C is a simple language, simple like a shotgun that can blow off your foot. It allows you to manage every last part of a computer—the memory, files, a hard drive—which is great if you’re meticulous and dangerous if you’re sloppy
  • Object-oriented programming is, at its essence, a filing system for code.
  • Where C tried to make it easier to do computer things, Smalltalk tried to make it easier to do human things.
  • Style and usage matter; sometimes programmers recommend Strunk & White’s The Elements of Style—that’s right, the one about the English language. Its focus on efficient usage resonates with programmers. The idiom of a language is part of its communal identity.
  • Coding is a culture of blurters.
  • Programmers carve out a sliver of cognitive territory for themselves and go to conferences, and yet they know their position is vulnerable.
  • Programmers are often angry because they’re often scared.
  • Programming is a task that rewards intense focus and can be done with a small group or even in isolation.
  • For a truly gifted programmer, writing code is a side effect of thought
  • As a class, programmers are easily bored, love novelty, and are obsessed with various forms of productivity enhancement.
  • “Most programming languages are partly a way of expressing things in terms of other things and partly a basic set of given things.”
  • Of course, while we were trying to build a bookstore, we actually built the death of bookstores—that seems to happen a lot in the business. You set out to do something cool and end up destroying lots of things that came before.
  • Siri Anderson on 14 Jun 15
     
    A lengthy but worthy read for all non-programmers on code.
  • elsjekool on 15 Jun 15
     
    Explains code
Sharin Tebo

Depth of Knowledge | Rethinking Learning - Barbara Bray - 81 views

barbarabray.net/...depth-of-knowledge

shared by Sharin Tebo on 17 Oct 14 - No Cached
  • DOK is about... what FOLLOWS the verb. What comes after the verb is more important than the verb itself. the complexity of mental processing that must occur to complete a task.   DOK is NOT about... verbs. The verbs are a valuable guide, but they can sometimes be used at more than one level. the difficulty of what they are learning. All levels of DOK have a place in a rigorous curriculum.
    • Sharin Tebo
      Sharin Tebo on 17 Oct 14
       
      Mini-Activity: Take a look at the DOK Wheel--can you identify some verbs that are cross-level? How might they 'look' at each level? 
  • Norman Webb identified four levels for assessing the DOK of content standards and assessment items. Level 1: Recall Level 2: Skill or Concept Level 3: Strategic Thinking Level 4: Extended Thinking
  • DOK implies the interaction of how deeply a student needs to understand the content with different ways of responding and interacting with the content.
  • ...2 more annotations...
  • he level of a DOK item is determined by the task
    • Sharin Tebo
      Sharin Tebo on 17 Oct 14
       
      What might that look like? What does it mean to respond and then interact with content? 
  • ask does not change with grade or ability
laeasu

The NCTE Definition of 21st Century Literacies - 53 views

www.ncte.org/...21stcentdefinition

literacy 21stCenturySkills technology standards

shared by laeasu on 08 Dec 15 - Cached
    • laeasu
      laeasu on 08 Dec 15
       
      Which of these practices do you do in college and in your life?
  • Develop proficiency and fluency with the tools of technology;Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;Design and share information for global communities to meet a variety of purposes;Manage, analyze, and synthesize multiple streams of simultaneous information;Create, critique, analyze, and evaluate multimedia texts;Attend to the ethical responsibilities required by these complex environments.
Michael Mitchell

Home | MIT + K12 - 78 views

k12videos.mit.edu

technology

shared by Michael Mitchell on 25 Apr 12 - No Cached
  • Trevor Cunningham on 30 Apr 12
     
    MIT+K12 Project. MIT students produce learning resources and activities for K-12 students.
  • Randy Rodgers on 02 May 12
     
    MIT-created site that uses student-created videos to explain complex science and engineering topics to k-12 students.
maureen greenbaum

Knewton Salon: How has the internet changed the way you think? | Knewton Blog - 20 views

www.knewton.com/...rnet-changed-the-way-you-think

shared by maureen greenbaum on 15 Mar 12 - No Cached
  • why school is so important. On a raw level, school can show students what it feels like to concentrate at different levels–what it feels like to write a paper, solve a difficult math puzzle, and synthesize various skills. That way, students develop a taste for cognitive satisfaction and learn to look for it throughout their lives.
  • , I don’t think that skills like memorization have decreased in importance. Sure, it may seem like we don’t need to commit facts to memory anymore and that the relevant skills today are navigation, retrieval, and analysis (how quickly you can find something, whether you can find it again later, and absorb what you need from it as quickly as possible). But memorization is still important; even in today’s world, where you have a universe of information at your fingertips, you have to remember how to navigate information, how to find it again, how to use tools to find it again as well as what you found in the past and how that might relate to the information rushing at you in the present. So in this sense, memorization is inextricably linked to navigation, retrieval, and analysis. The more you remember at any given point, the more space you have left in your “working memory” to perform complex cognitive processes.
trisha_poole

TCRecord: Article - 44 views

www.tcrecord.org/Content.asp

education TCRecord PhD learningdesign learning&teaching educationreform digital literacy digital life modernity

shared by trisha_poole on 27 Mar 12 - No Cached
  • Education as a dwelling in the human experience of reality is ending. As with the Roman Empire, it is ending with a whimper, not a bang.
  • an education is learning to see, to think, to read, and to write.
  • Education is not chasing a grade.
  • ...1 more annotation...
  • Ultimately an education is a deep unfolding involvement with life here on earth. The deeper the involvement in seeing and thinking, the more complex is the dance in which you participate.
  • trisha_poole on 27 Mar 12
     
    A great article on the future of education with a view to a digital education - one where learners are not learning rote facts and figures but rather learning to engage and interact on a deeper level with the content and knowledge.
Jeremy Brueck

Reed-Kellogg Diagrammer - 47 views

1aiway.com/...enparser

grammar sentence diagram ELA writing visulization

shared by Jeremy Brueck on 10 Jul 12 - No Cached
  • Charlotte Ballard on 11 Jul 12
     
    I tried a variety of sentences with this tool, and did not find it to be very helpful. It does not allow for a long sentence, and it repeatedly told me "Could not find utterance" when I created a compound-complex sentence.
Roland Gesthuizen

Free Technology for Teachers: What's Obvious to You, Is Amazing to Someone Else - 129 views

www.freetech4teachers.com/...ious-to-you-is-amazing-to.html

blogging sharing

shared by Roland Gesthuizen on 15 Jul 12 - No Cached
  • The great thing about sharing online is that you never know who is going to discover what you share. Something that you think has been said one hundred times over might be brand new to someone else. We all have something to share.
  • having students write a weekly reflective blog post. They don't have to write complex blog posts, just a short summary of their learning and observations that week will do. In this way students can learn from each other. Even if they don't pick up anything brand new from this process, they will at least be reminding each other of what they have learned that week.
  • Roland Gesthuizen on 15 Jul 12
     
    One of the reasons I sometimes hear people give for not blogging, Tweeting, or otherwise participating in sharing their ideas online is, "I don't have anything to say." To that I often reply, "yes, you do."
Kim Burroughs

Common Core resources · Mightybell - 7 views

mightybell.com/...591047c609034877

21stcenturyskills

shared by Kim Burroughs on 14 Jul 12 - No Cached
    • Kim Burroughs
      Kim Burroughs on 14 Jul 12
       
      Text complexity and the common core - appendix A&B linked here.
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