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Louisa Guest

Education Rethink: 11 Reasons Teachers Aren't Using Technology #edchat #edtech - 51 views

www.educationrethink.com/...sons-teachers-arent-using.html

education teachers technology

shared by Louisa Guest on 15 Jul 12 - No Cached
    • Louisa Guest
      Louisa Guest on 15 Jul 12
       
      If any of these reasons resonate with you, please let's make time for a chat and work together to overcome them
  • Fear:
  • Low Self-Efficacy:
  • ...13 more annotations...
  • What they lacked was a belief in their own ability to create tech-integrated lessons.
  • Testing
  • Consumerism
  • reading is viewed culturally as educational while all things techie tend to be viewed culturally as entertainment.
  • Lack of Leadership
  • Inconsistent Paradigms
  • Personal Experience:
  • If teachers themselves have never used these tools in their free time and schools haven't used these in professional development, the tools will always seem strange.
  • Humility: It takes a certain level of humility to say, "my non-tech approach is wrong and maybe I need to consider technology." 
  • It's Optional
  • : I am not a fan compliance-driven leadership. However, in a culture of compliance, some teachers will only do what leaders mandate them to do. So, technology isn't required. Somehow, we treat it as if it's a matter of personal choice in a way that we would never do with pedagogy. Someone is still allowed to be a "good teacher" and use virtually no technology whatsoever. Failure isn't an option, but irrelevance is. Somehow we've screwed up our priorities. Somehow we've allowed teacher comfort level to drive what we use with students.
  • Lack of Technology:
  • Lack of Research:
Roland Gesthuizen

The Risks of Rewards - 54 views

www.alfiekohn.org/...ror.htm

reward punishment discipline teaching learning behaviour AlfieKohn

shared by Roland Gesthuizen on 18 Jul 12 - Cached
  • Control, whether by threats or bribes, amounts to doing things to children rather than working with them. This ultimately frays relationships
  • The alternative to bribes and threats is to work toward creating a caring community whose members solve problems collaboratively and decide together how they want their classroom to be
  • grades in particular have been found to have a detrimental effect on creative thinking, long-term retention, interest in learning, and preference for challenging tasks
  • ...3 more annotations...
  • good values have to be grown from the inside out. Attempts to short-circuit this process by dangling rewards in front of children are at best ineffective, and at worst counterproductive
  • Children are likely to become enthusiastic, lifelong learners as a result of being provided with an engaging curriculum; a safe, caring community in which to discover and create; and a significant degree of choice about what (and how and why) they are learning
  • Unfortunately, carrots turn out to be no more effective than sticks at helping children to become caring, responsible people or lifelong, self-directed learners
  • Roland Gesthuizen on 18 Jul 12
     
    "Many educators are acutely aware that punishment and threats are counterproductive. Making children suffer in order to alter their future behavior can often elicit temporary compliance, but this strategy is unlikely to help children become ethical, compassionate decision makers. Punishment, even if referred to euphemistically as "consequences," tends to generate anger, defiance, and a desire for revenge. Moreover, it models the use of power rather than reason and ruptures the important relationship between adult and child."
Marc Patton

- 20 Web 2.0 Sites Not Requiring Student Email - 70 views

www.techlearning.com/Default.aspx

Teaching_Tools Online_Learning_Environments

shared by Marc Patton on 21 Sep 12 - No Cached
  • Marc Patton on 21 Sep 12
     
    A huge factor for schools in dealing with students and working online is CIPA/COPPA compliance. This is to ensure student safety as well as monitor and filter their online behavior.
Steve Ransom

Students Battle School Districts Over First Amendment Rights On Social Media - 0 views

www.mintpressnews.com/...168638

school socialmedia students freeespeech policy discipline AcceptableUsePolicies

shared by Steve Ransom on 13 Sep 13 - No Cached
  • Steve Ransom on 13 Sep 13
     
    Seems more reactionary and controlling. Stronger vision, leadership, and willingness to model social media use and engage students in these spaces likely would help a gread deal here. Conversation leads to learning/understanding. Harsh discipline simply leads to compliance much of the time.
Lauren Parren

PD should be about learning, not control, compliance, and permission | Danger... - 57 views

dangerouslyirrelevant.org/...compliance-and-permission.html

portfolio teacher researcher pbl project based learning

shared by Lauren Parren on 30 Dec 13 - No Cached
  • Lauren Parren on 30 Dec 13
     
    Let's own our own Professional development, and begin an evidence based practice just as we are expecting of students.
Maggie Tsai

Filtering/Cyber Bullying - 61 views

Someone did bring this topic up in our last conversation. Anyone know whether there is some existing technology that we can leverage? We haven't had time to look into yet. Thanks (note: we ...

filter CIPA Compliance

started by David Kapuler on 25 Nov 08 1 follow-up, last by Maggie Tsai on 25 Nov 08
Steve Ransom

Classroom Creativity : The Frontal Cortex - 87 views

scienceblogs.com/...classroom_creativity.php

creativity students kids classroom

shared by Steve Ransom on 14 Mar 11 - Cached
  • Steve Ransom on 14 Mar 11
     
    Yes.. I think most prefer compliance than creativity... or at least teacher-defined and controlled creativity...when it fits and is convenient.
Sheri Edwards

Privacy Policy - Google Privacy Center - 4 views

www.google.com/...privacy-policy.html

Center privacy policy google

shared by Sheri Edwards on 05 Jul 11 - No Cached
  • Sheri Edwards on 05 Jul 11
     
    Information sharing Google only shares personal information with other companies or individuals outside of Google in the following limited circumstances: We have your consent. We require opt-in consent for the sharing of any sensitive personal information. We provide such information to our subsidiaries, affiliated companies or other trusted businesses or persons for the purpose of processing personal information on our behalf. We require that these parties agree to process such information based on our instructions and in compliance with this Privacy Policy and any other appropriate confidentiality and security measures. We have a good faith belief that access, use, preservation or disclosure of such information is reasonably necessary to (a) satisfy any applicable law, regulation, legal process or enforceable governmental request, (b) enforce applicable Terms of Service, including investigation of potential violations thereof, (c) detect, prevent, or otherwise address fraud, security or technical issues, or (d) protect against harm to the rights, property or safety of Google, its users or the public as required or permitted by law. If Google becomes involved in a merger, acquisition, or any form of sale of some or all of its assets, we will ensure the confidentiality of any personal information involved in such transactions and provide notice before personal information is transferred and becomes subject to a different privacy policy.
Steve Ransom

SpeEdChange: The Church Task Believers - 6 views

speedchange.blogspot.com/...the-church-task-believers.html

teaching pedagogy seattime technology multitasking students compliance

shared by Steve Ransom on 07 May 13 - No Cached
  • Steve Ransom on 07 May 13
     
    If you want to have your thinking pushed regarding teaching and technology, Ira Socol's blog here is one to subscribe to. This post is a prime example that challenges many of our assumptions about learning, school, and technology.
Margaret FalerSweany

The Myths of Technology Series - "Technology equals engagement" - 73 views

connectedprincipals.com/...10418

technology engagement myths

shared by Margaret FalerSweany on 02 May 14 - No Cached
  • The Myths of Technology Series – “Technology equals engagement”
  • As educators, we have to be able to differentiate between “novelty” and “engagement”; they often look the same at the beginning, but one will quickly fade.
  • Compliance – Do this because I told you. Engagement – Do this because you are excited. Empowerment – Do this because you have the power to do something meaningful for yourself.
  • ...1 more annotation...
  • engagement” should not be the highest bar we set for our students.  If we can develop meaningful learning opportunities that empower our students to make a difference, our impact will go beyond their time they spent in our classrooms.  Technology alone will never provide this.  We need great educators that think differently about the opportunities we now have in our world and will take advantage of what we have in front of us, and help to create these experiences for our students to do something powerful.
  • Margaret FalerSweany on 02 May 14
     
    One of a series of commentaries on the relationship between technology and learning. The comments here raise questions worth thinking about.
Enid Baines

Copyright - Playing with Media - 56 views

playingwithmedia.com/...copyright

copyright fair use creativecommons guidelines Disney scoop.it!

shared by Enid Baines on 28 Jul 12 - No Cached
  • Attribution, in the form of a thorough “Works Cited” section of a document or project, does NOT guarantee full copyright compliance in the United States. Judges ruling on intellectual property cases never write, “The defendant created a great bibliography, so I find find him not guilty of these charges.”
  • We would never accept the following entry in a written, student bibliography in a research paper: "I found this information in the school library."
  • We should not accept student media projects which include similar, non-specific attribution statements like “Images from Google” or “Images from Flickr.”
Jay Bohnsack

Red Tape - Govt. agencies, colleges demand applicants' Facebook passwords - 6 views

redtape.msnbc.msn.com/...-applicants-facebook-passwords

cybersafety facebook media

shared by Jay Bohnsack on 06 Mar 12 - No Cached
  • job seekers applying to the state's Department of Corrections have been asked during interviews to log into their accounts and let an interviewer watch while the potential employee clicks through wall posts, friends, photos and anything else that might be found behind the privacy wall.
  • schools are requiring them to "friend" a coach or compliance officer,
  • it had reviewed 2,689 applicants via social media, and denied employment to seven because of items found on their pages
  • ...4 more annotations...
  • For student athletes, though, the access isn't voluntary. No access, no sports.
  • the rush to social media monitoring raises an often overlooked legal concern: It's against Facebook's Terms of Service
  • You will not share your password ... let anyone else access your account or do anything else that might jeopardize the security of your account
  • And the state of Illinois has followed Maryland's lead and is considering similar legislation to ban social media password demands by employers
trisha_poole

The Must-Have App Review Rubric | Edudemic - 168 views

edudemic.com/...app-review-rubric

rubric apps review pedagogy Web 2.0 technology education Internet teaching phd edtech techintegration resources

shared by trisha_poole on 23 Nov 11 - No Cached
  • trisha_poole on 23 Nov 11
     
    Simple but good rubric to evaluate the usefulness of an app for teaching.
Bochi 23

Google Tip of the Day: Google Images & Copyright - 132 views

www.digitallearningseries.com/...3-google-images-copyright.html

google search GTOD images copyright

shared by Bochi 23 on 21 Oct 13 - No Cached
  • Bochi 23 on 21 Oct 13
     
    A handful of helpful tips for copyright compliance when using Google Images.
D. S. Koelling

Embracing the Cloud: Caveat Professor - The Digital Campus - The Chronicle of Higher Ed... - 37 views

chronicle.com/...127384

education students cloud computing security data

shared by D. S. Koelling on 13 May 11 - No Cached
  • My work as chief privacy and security officer at a large public university has, however, given me pause to ask if our posture toward risk prevents us from fully embracing technology at a moment of profound change.
  • Consequently, faculty members are accepting major personal and institutional risk by using such third-party services without any institutional endorsement or support. How we provide those services requires a nuanced view of risk and goes to the heart of our willingness to trust our own faculty and staff members.
  • The technologically savvy among us recognize that hard physical, virtual, and legal boundaries actually demark this world of aggressively competitive commercial entities. Our students, faculty, and staff often do not.
  • ...5 more annotations...
  • But can we embrace the cloud? Can the faculty member who wears our institution's name in her title and e-mail address, to whom we've entrusted the academic and research mission of the institution, be trusted to reach into the cloud and pluck what she believes is the optimal tool to achieve her pedagogical aims and use it? Unfortunately, no. Many faculty and staff members simply use whatever service they choose, but they often do not have the knowledge or experience needed to evaluate those choices. And those who do try to work through the institution soon find themselves mired in bureaucracy.
  • First we review the company's terms of service. Of course, we also ask the company for any information it can provide on its internal data security and privacy practices. Our purchasing unit rewrites the agreement to include all of the state-required procurement language; we also add our standard contract language on data security. All of this information is fed into some sort of risk assessment of varying degrees of formality, depending on the situation, and, frankly, the urgency. That leads to yet another round of modifications to the agreement, negotiations with the company, and, finally, if successful, circulation for signatures. After which we usually exhume the corpse of the long-deceased faculty member and give him approval to use the service in his class. We go through this process not from misguided love of bureaucracy, but because our institutions know of no other way to manage risk. That is, we have failed to transform ourselves so we can thrive and compete in the 21st century.
  • But our faculty and staff are increasingly voting with their feet—they're more interested in the elegance, portability, and integration of commercial offerings, despite the inability to control how those programs change over time. By insisting on remaining with homegrown solutions, we are failing to fall in lockstep with those we support.
  • Data security? Of course there are plenty of fly-by-night operations with terrible security practices. However, as the infrastructure market has matured (one of the generally unrecognized benefits of cloud services), more and more small companies can provide assurances of data security that would shame many of us even at large research-intensive institutions.
  • If higher education is to break free of the ossified practices of the past, we must find ways to transfer risk acceptance into the faculty domain—that is, to enable faculty to accept risk. Such a transformation is beyond the ability of the IT department alone—it will require our campus officials, faculty senates, registrars, and research and compliance officers working together to deeply understand both the risks and the benefits
Matt Renwick

Privacy Concerns for ClassDojo and Other Tracking Apps for Schoolchildren - NYTimes.com - 44 views

www.nytimes.com/...g-apps-for-schoolchildren.html

privacy concerns tracking apps nytimes

shared by Matt Renwick on 17 Nov 14 - No Cached
  • “I have told all my staff, ‘You cannot display this data publicly,’
  • threatening them into compliance
  • ClassDojo does not seek explicit parental consent
Benjamin Allen

Getting A Job Is Not The Purpose Of School - 41 views

www.teachthought.com/...ose-school-is-not-to-get-a-job

educational philosophy vocational training

shared by Benjamin Allen on 21 Mar 14 - No Cached
  • By calling it “school” (rather than learning), and “a job” (rather than work), we’re unwittingly creating a tone of drudgery and compliance that centers the institutions and their processes (grades, academic success and performance), and de-centers the end result (skills–>understanding–>creativity–>wisdom).
  • the vast majority of social ills that plague us–as a planet, not just in one country–stem from a surplus of bad work
  • And because we’ve all had jobs that sucked, it’s easy to shrug it off as a necessary evil in life, but it’s not. Work that demeans, dehumanizes, mechanizes, and depersonalizes individuals also, by design, demean, dehumanize, mechanize, and depersonalize society at large, and telling people to “be thankful they have a job” is an antiquated response that misses the point.
  • ...7 more annotations...
  • The curse of social conditioning and norm-referencing here is also at play
  • Wendell Berry in a letter he wrote responding to the idea of a “work-life” balance
  • Only in the absence of any viable idea of vocation or good work can one make the distinction implied in such phrases as “less work, more life” or “work-life balance,” as if one commutes daily from life here to work there.
  • If such questions are not asked, then we have no way of seeing or proceeding beyond the assumptions of (the author) and his work-life experts: that all work is bad work; that all workers are unhappily and even helplessly dependent on employers; that work and life are irreconcilable; and that the only solution to bad work is to shorten the workweek and thus divide the badness among more people.”
  • no matter what sort of values a family promotes, the learning process, by design, changes a person
  • Doesn’t the quality of a culture rely in part on a deep, dynamic interaction between those who are adults now, and those who will be soon?” And in that intersection sits education.
  • Getting a job is not the purpose of school. Good work is a shared core of both education and social improvement. I’m not entirely sure what this means for learning on a practical level, but I keep having the idea of diverse learning forms embedded in authentic local communities as a kind of first response.
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

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

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
meghankelly492

Gale OneFile: Health and Medicine - Document - The effects of music-assisted coping sys... - 0 views

go.gale.com/...i.do

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • However, this investigation does present a promising music-assisted treatment approach.
  • Factors contributing to the lack of findings from the cognitive measures included small sample size and inconsequential performance conditions. The results of this pilot study found a non-statistically significant trend in reduced cognitive symptoms of anxiety.
  • . Though relaxation training home-practice was monitored informally (i.e., via review of relaxation record sheets), a more formal record of compliance data would have helped to determine the impact of treatment adherence on treatment outcome.
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