Skip to main content

Home/ Diigo In Education/ Group items tagged education myth

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Tracy Tuten

Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff - TechLearnin... - 60 views

www.techlearning.com/31582

learning storytelling publishing sme

shared by Tracy Tuten on 20 Aug 10 - Cached
  • Mixbook (or Mixbook for Educators) is a photo-based creation platform that offers hundreds of layouts and backgrounds to choose from along with customizable frames and text to make your book beautiful. Just pick a layout, drag-and-drop your photos into the photo slots, and edit to your heart's content.
  • Though the site's examples suggest using the books to gather wedding, travel, and baby albums, this program can absolutely used to create stories around historic photographs and artifacts, original art, to produce a class yearbook, to share an oral or personal history or journey, to tell the story of a field trip.  Mixbook for Educators now offers a secure collaborative environment for sharing their ebooks, as well as discounts on printed products, should you choose to print.  (A similar option is Scrapblog.)
  • Storybird, a collaborative storybook building space designed for ages 3-13, inspires young writers to create text around the work of professional artists and the collection of art is growing. Two (or more) people create a Storybird in a round robin fashion by writing their own text and inserting pictures. They then have the option of sharing their Storybird privately or publicly on the network. The final product can be printed (soon), watched on screen, played with like a toy, or shared through a worldwide library. Storybird is also a simple publishing platform for writers and artists that allows them to experiment, publish their stories, and connect with their fans.
  • ...4 more annotations...
  • Myth and Legend Creator 2 shares a collection of traditional stories from England and around the world to hear and read. The site offers historical context for each story, story time lines and maps, ideas for use of the story in the classroom, and student work inspired by the story.  The Story Creator--with its libraries of backgrounds, characters, props, text bubbles, sound and video recording tools, and options to upload--provides students easy opportunities to create their own versions of traditional stories.
  • The Historic Tale Construction Kit is similar in that it helps students construct stories around a theme, in this case stories set in the middle ages with movable, scalable beasts, folks, braves, buildings. and old-style text.
  • Tikatok is a platform devoted to kid book publishing at a variety of levels.  Children have the option of exploring a collection of interactive story templates called StorySparks prompts, personalizing an existing book with their own names in Books2Go, with their own names, or starting from scratch in Create Your Own Book. Tikatok’s Classroom Program allows teachers to share lesson plans, view and edit students' work online, encourage collaboration, and track writing progress.
  • Big Universe is both an online library and a publishing and sharing community for grades K through 8.  Using Big Universe Author, students may create, research, and collaborate on books using a library of more than 7000 images and interactive tools.
  • Tracy Tuten on 20 Aug 10
     
    Digital publishing tools for creating story books
Martin Burrett

Gender myths dispelled by major new maths study - 6 views

ukedchat.com/...gender-myths-dispelled-maths

gender maths math

shared by Martin Burrett on 04 Nov 18 - No Cached
  • Martin Burrett on 04 Nov 18
     
    "A major study into maths attainment has found that boys and girls perform equally in the subject, dispelling long-held myths around gender and education. The first UK-wide research of its kind for 13 years was carried out by Keith Topping, Professor of Educational and Social Research at the University of Dundee, and education assessment company Renaissance found differences in maths attainment between girls and boys to be almost negligible. The study also found that regular and high-quality maths practice improves outcomes across the board and that primary pupils outperformed secondary students, with better attainment scores."
Roland Gesthuizen

5 myths about teachers that are distracting policymakers - The Answer Sheet - The Washi... - 111 views

www.washingtonpost.com/...ABNuyBMB_blog.html

education teaching myth list research productivity teachertraining

shared by Roland Gesthuizen on 07 May 11 - No Cached
  • Political leaders at every level are demanding we evaluate and pay teachers based on student test scores and value-added statistical formulas. If that turns out to be a bad strategy, the long-term ramifications for the nation could be staggering.
  • Roland Gesthuizen on 07 May 11
     
    "Now's the time to transcend the usual debates over how to make our schools better and our teachers more effective - and break free of the myths that keep us fighting 20th century battles. Instead we need to look hard at the realities, framed by research evidence as well as the challenges teachers face everyday"
Peter Beens

Annie Murphy Paul: The Myth of 'Practice Makes Perfect' | TIME Ideas | TIME.com - 8 views

ideas.time.com/...myth-of-practice-makes-perfect

education psychology practice practise deliberate practice

shared by Peter Beens on 25 Jan 12 - No Cached
Ruth Howard liked it
  • Peter Beens on 25 Jan 12
     
    The Myth of 'Practice Makes Perfect' It's not how much you practice but whether you're quick to fix your errors that leads to mastery (deliberate practice)
MIchael Heneghan

Myths and Opportunities: Technology in the Classroom by Alan November on Vimeo - 68 views

vimeo.com/3930740

education technology AlanNovember web2.0 teaching

shared by MIchael Heneghan on 05 Aug 10 - Cached
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "People learn through conversations"
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Easy to teach teachers to use technology. Difficult to get the teachers to shift control away from themselves to the kids."
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Tech robbed kids of the opportunity to make a contribution to their communities." How can I find a way to help kids contribute, via English class?
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Interdisc. Bauhaus created an amazing flow of ideas." How can we make our classes more interdisc.?
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Need authentic conversations locally and around the world"
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "this gives students more of a choice to do the kinds of assignments they want to do, as opposed to just the teacher deciding." You would certainly need to check that they were doing challenging, relevant work.
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      All of these skills mentioned above are exactly what are essential in the 21st century workplace.
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      Concrete idea for how to answer the above, last question. He used a concrete example from a 3rd grade class: "Have the kids create a podcast every week of what they learned. Have a writer, producer, mixer, etc." Would you do that during class time or outside of classtime?
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Have an official Note Taker each class as well. Have the class as a whole review the notes to see if they are good/correct."
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Another solution: you need to be more reflective on the body of work that you are doing. What have I learned? Where have I been and where am I going?" How do you do this?
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Teach kids really good research skills. Have them look up assignments and related material from other teachers from all over the world." And then do what with them?
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "One solution: have an official classroom researcher everyday in your class." The job would be to gather the websites that will be used connected to whatever it is you're studying? Is that right? Need more thought on this.
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Final Myth: Tech will make kids smarter. Actually it's a distraction. Creates more plagiarism and people wanting to get things done. Losing critical thinking." How can we use the enormous resources of the internet and at the same time increase critical thinking?
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Another myth: the internet will give people a range of ideas. The opposite is true. People search out their version of the truth, e.g. Fox News or Huffington Post." I find this to be incredibly true.
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "It's a myth that tech will be the great equilizer in society. At least not for now." Why?
  • MIchael Heneghan on 20 Aug 10
     
    This was shared previously, but I've added many annotations I think teachers will find interesting.
aaxtell

The concept of different "learning styles" is one of the greatest neuroscience myths - 102 views

qz.com/...he-greatest-neuroscience-myths

neuroscience learning learning styles education neuromyths

shared by aaxtell on 03 Jan 16 - No Cached
Xiaojing Kou liked it
  • aaxtell on 03 Jan 16
     
    The notion that people have different "learning styles" -- e.g., visual, auditory, kinesthetic -- is a myth with no evidence to support it. It is a widely-held belief that is harmful to students as it sends the message that are only capable of certain types of learning.
Martin Burrett

Busting the myths of AI in education - 10 views

ukedchat.com/...busting-myths-ai-edu

AI myths education

shared by Martin Burrett on 09 Oct 18 - No Cached
  • Martin Burrett on 09 Oct 18
     
    "When you mention Artificial Intelligence (AI), you're likely to get a variety of responses ranging from the fear that robots will take over our jobs - and our lives - to the conviction that it will transform our future for the better. Now that AI is becoming an integral part of organisations such as NASA, the NHS and even your local council, is it time for education to embrace the power of AI? I believe that it is. While algorithms will never be a substitute for a good teacher, there are some exciting new ways that AI can help schools to spot patterns of progress, or identify pupils who are having difficulties with their learning."
oregonjon

The High Cost of Neuromyths in Education | Edutopia - 50 views

www.edutopia.org/...myths-in-education-judy-willis

education edutopia neuroscience brain research pli personalized learning differentiation critical thinking myths

shared by oregonjon on 04 Feb 15 - No Cached
  • oregonjon on 04 Feb 15
     
    Learning Styles, Left Brain/Right Brain, and 10% are myths that we need to stop using to guide our teaching. They don't help, and they probably waste money and effort that could be used on things that actually help. You know, like good teaching (pre-assessment, goal-setting, differentiation, and keeping learners in their ZPD).
D. S. Koelling

Shared Governance Is a Myth - Commentary - The Chronicle of Higher Education - 14 views

chronicle.com/...126245

governance shared university college highered

shared by D. S. Koelling on 09 Feb 11 - No Cached
  • It takes years of rank and the bitter­sweet experience of extensive committee service to realize that faculty influence on the operation of the university is an illusion, and that shared governance is a myth.
  • Committees report to administrative officers who are at liberty to accept, reject, or substantially alter faculty recommendations.
  • One would think that faculty senates exercise jurisdiction over a range of college life and policy. In reality, the right of many senates does not extend beyond making recommendations to the president, who is under no obligation to accept them.
  • ...3 more annotations...
  • A more probable source of this way of doing business is the residue of an old ideal of the university. Such survivals of previous practices are not unusual in social life. Physicians, for example, experience a struggle between two competing understandings of their field: the prevalent view that treating patients is a business, and the residue of the old ideal that it is a calling. Ministers live the same ambiguity. Faculty committees constitute the respect that today's university pays to the old notion that it is a community of students and scholars. The impotence of the committees is acknowledgment that at this time in history, institutions of higher education are business ventures, in certain ways similar to factories.
  • If education is primarily a business, managers hire the faculty. If universities are communities of students and scholars, faculty members hire the managers.
  • The growing disempowerment of the faculty is accelerated by the distance of governing boards from campus processes.
meghankelly492

Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experie... - 7 views

muse.jhu.edu/224140

world Music

shared by meghankelly492 on 22 Jul 19 - No Cached
  • n contrast to others who are not as prone to divulge their feelings about their creative process
  • "Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
  • The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
  • ...39 more annotations...
  • It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
  • Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
  • Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
  • raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
  • It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
  • n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
  • I need . . . to become involved, to come into a state where I do something without knowing why I do i
  • This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
  • Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
  • I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
  • When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
  • Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
  • ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
  • as, as these examples show, dreams can also solve certain problems of the creative process.
  • In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
  • n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
  • Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
  • Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
  • I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
  • Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
  • Furthermore, for some composers the musical influence can emerge from the development of computer technology.
  • In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
  • If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
  • After all, the creative process is an elusive cultural activity with no recipes for making it happen.
  • n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
  • In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
  • Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
  • After all, the quality of mystery is a common theme in nearly every composer's accoun
  • Failing this, musical creativity remains a predictable academic exercise
  • Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
  • Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
  • Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
  • n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
  • While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
  • By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
  • which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
  • . On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
  • Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
  • Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
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.
D. S. Koelling

5 Myths About the 'Information Age' - The Chronicle Review - The Chronicle of Higher Ed... - 0 views

chronicle.com/...127105

education myths information age books

shared by D. S. Koelling on 20 Apr 11 - No Cached
  • 1. "The book is dead." Wrong: More books are produced in print each year than in the previous year. One million new titles will appear worldwide in 2011. In one day in Britain—"Super Thursday," last October 1—800 new works were published.
  • 2. "We have entered the information age." This announcement is usually intoned solemnly, as if information did not exist in other ages. But every age is an age of information, each in its own way and according to the media available at the time.
  • 3. "All information is now available online." The absurdity of this claim is obvious to anyone who has ever done research in archives. Only a tiny fraction of archival material has ever been read, much less digitized. Most judicial decisions and legislation, both state and federal, have never appeared on the Web. The vast output of regulations and reports by public bodies remains largely inaccessible to the citizens it affects. Google estimates that 129,864,880 different books exist in the world, and it claims to have digitized 15 million of them—or about 12 percent.
  • ...7 more annotations...
  • 4. "Libraries are obsolete." Everywhere in the country librarians report that they have never had so many patrons. At Harvard, our reading rooms are full. The 85 branch libraries of the New York Public Library system are crammed with people.
  • 5. "The future is digital." True enough, but misleading. In 10, 20, or 50 years, the information environment will be overwhelmingly digital, but the prevalence of electronic communication does not mean that printed material will cease to be important. Research in the relatively new discipline of book history has demonstrated that new modes of communication do not displace old ones, at least not in the short run.
  • I mention these misconceptions because I think they stand in the way of understanding shifts in the information environment. They make the changes appear too dramatic. They present things ahistorically and in sharp contrasts—before and after, either/or, black and white. A more nuanced view would reject the common notion that old books and e-books occupy opposite and antagonistic extremes on a technological spectrum. Old books and e-books should be thought of as allies, not enemies.
  • Last year the sale of e-books (digitized texts designed for hand-held readers) doubled, accounting for 10 percent of sales in the trade-book market. This year they are expected to reach 15 or even 20 percent. But there are indications that the sale of printed books has increased at the same time.
  • Many of us worry about a decline in deep, reflective, cover-to-cover reading. We deplore the shift to blogs, snippets, and tweets. In the case of research, we might concede that word searches have advantages, but we refuse to believe that they can lead to the kind of understanding that comes with the continuous study of an entire book. Is it true, however, that deep reading has declined, or even that it always prevailed?
  • Writing looks as bad as reading to those who see nothing but decline in the advent of the Internet. As one lament puts it: Books used to be written for the general reader; now they are written by the general reader. The Internet certainly has stimulated self-publishing, but why should that be deplored? Many writers with important things to say had not been able to break into print, and anyone who finds little value in their work can ignore it.
  • One could cite other examples of how the new technology is reinforcing old modes of communication rather than undermining them. I don't mean to minimize the difficulties faced by authors, publishers, and readers, but I believe that some historically informed reflection could dispel the misconceptions that prevent us from making the most of "the information age"—if we must call it that.
John Trampush

Seven misconceptions about how students learn - The Answer Sheet - The Washington Post - 5 views

www.washingtonpost.com/...gIQAenfFCR_blog.html

learning teaching misconceptions Education practice

shared by John Trampush on 16 Feb 12 - No Cached
  • a list of seven myths about learning on the website of the Independent Curriculum Group, which is part of a movement of leading private college preparatory schools with teacher-generated curriculum.
  • John Trampush on 16 Feb 12
     
    ... a list of seven myths about learning on the website of the Independent Curriculum Group, which is part of a movement of leading private college preparatory schools with teacher-generated curriculum.
Steve Ransom

Debunking Five Myths About Project-Based Learning | Edutopia - 127 views

www.edutopia.org/...ing-five-pbl-myths-john-larmer

pbl projectbasedlearning myths

shared by Steve Ransom on 06 Jul 11 - No Cached
  • Lorrie Palm on 06 Jul 11
     
    Editor's Note: John Larmer is the Director of Product Development at the Buck Institute for Education. Many teachers and administrators -- not to mention the general public -- might have the wrong impression of PBL. Maybe they have stereotypical views of what a "project" is, or they've seen poor examples of it in the past.
Glenn Hervieux

My View of the PISA Scores | Diane Ravitch's blog - 42 views

dianeravitch.net/...my-view-of-the-pisa-scores

shared by Glenn Hervieux on 13 Dec 13 - No Cached
  • Glenn Hervieux on 13 Dec 13
     
    "The news reports say that the test scores of American students on the latest PISA test are "stagnant," "lagging," "flat," etc. The U.S. Department of Education would have us believe-yet again-that we are in an unprecedented crisis and that we must double down on the test-and-punish strategies of the past dozen years. The myth persists that once our nation led the world on international tests, but we have fallen from that exalted position in recent years." BUT....is what we're being told really the whole story? This blog post will help you see that our nation's creativity and innovation has NOTHING to do with our place nationally & internationally with test scores. So...how should that influence our approach to education?
Martin Burrett

Promise yourself more 'me' time in 3 simple steps - UKEdChat.com - 10 views

ukedchat.com/...more-time-steps

work-life balance wellbeing well-being

shared by Martin Burrett on 29 Sep 17 - No Cached
  • Martin Burrett on 29 Sep 17
     
    "Teaching and leading within an educational setting can demand a copious amount of time, and many educators struggle to maintain a healthy work/life balance. In fact, previous research has shown that striving for a positive work/life balance is an unobtainable myth, and with constant mobile notifications, e-mails, along with the never-ending pile of marking and planning that needs doing, how can you stop working when you're off the clock?"
1 - 20 of 46 Next › Last »
Showing 20▼ items per page