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D. S. Koelling

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

  • 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.
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  • 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
psmiley

Phil Hansen: Embrace the shake - YouTube - 25 views

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    Embrace your limitations
Roland Gesthuizen

Eric Sheninger: Common Misunderstandings of Educators Who Fear Technology - 113 views

  • Don't let fear based on misconception prevent you from creating a more student-centered, innovative learning culture. Rest assured, everything else will fall into place.
  • The fear of not being able to meet national and state standards, as well as mandates, leaves no time in the minds of many educators to either work technology into lessons, the will to do so, or the desire to learn how to. Current reform efforts placing an obscene emphasis on standardized tests are expounding the situation
  • With budget cuts across the country putting a strain on the financial resources of districts and schools, decision makers have become fearful of allocating funds to purchase and maintain current infrastructure
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  • Many teachers and administrators alike often fear how students can be appropriately assessed in technology-rich learning environments. This fear has been established as a result of a reliance on transitional methods of assessment as the only valid means to measure learning
  • For technology to be not only integrated effectively, but also embraced, a culture needs to be established where teachers and administrators are no longer fearful of giving up a certain amount of control to students. The issue of giving up control seems to always raise the fear level, even amongst many of the best teachers, as schools have been rooted in structures to maintain it at all costs
  • With the integration of technology comes change. With change comes the inevitable need to provide quality professional development. Many educators fear technology as they feel there is not, or will not be, the appropriate level of training to support implementation
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    "Even as we are seeing more schools and educators transform the way they teach and learn with technology, many more are not. Technology is often viewed either as a frill or a tool not worth its weight in gold. Opinions vary on the merits of educational technology, but common themes seem to have emerged. Some of the reasons for not embracing technology have to do with several misconceptions revolving around fear."
Deborah Baillesderr

Teaching Students to Embrace Mistakes | Edutopia - 90 views

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    The more open everyone is about the mistakes they've made and how they happened, the less significance any student will place on future errors.
Marc Patton

TodaysMeet - 35 views

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    TodaysMeet helps you embrace the backchannel and connect with your audience in realtime. Encourage the room to use the live stream to make comments, ask questions, and use that feedback to tailor your presentation, sharpen your points, and address audience needs.
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    TodaysMeet helps you embrace the backchannel and connect with your audience in realtime.
Glenn Hervieux

How to Embrace & Implement Ed Tech in 2015 | Scholar Space - 49 views

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    Nick Provenzano aka The Nerdy Teacher, shares his ideas on how to embrace and implement Ed. Tech. in 2015
Martin Burrett

Why teachers should embrace digital devices in the classroom - 19 views

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    "Why teachers should embrace digital devices in the classroom"
Donal O' Mahony

My last post reviewed…(BYOD/T)…. | eLearning Island - 3 views

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    I was somewhat taken aback by the interest in my last blog posting entitled "The first ever BYOD (not BYOT) class I taught…" I have now analyzed it against a piece by Earnie Kramer called "Thinking about embracing Bring Your Own Device in your school?"
Elizabeth Resnick

Get Over It! | Langwitches Blog - 38 views

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    Great article on how pedagogy has shifted and the emergence of modern skills and literacies.   Dr. Gil Perl:" It's the teacher - whether new to the profession or seasoned veteran - who recognizes that the world is changing and that teachers ought to be on the forefront of understanding that change. It's the teacher who has a burning desire to learn more and do more, while being open to reflection and redirection. It's the teacher who encourages his students to take intellectual and emotional risks and models such by extending himself beyond his own comfort zone. It's the educator who embraces the idea that her job is not to teach, but to help students learn"
Nigel Coutts

Valuing and responding to resistance to change - The Learner's Way - 28 views

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    Change is something that we fear or embrace. It is widely considered as the one constant in our lives. For education at present we face a deluge of reports that the pace of change shall only accelerate and its scale become more absolute. No wonder then that many teachers feel now is a good time for a move out of the profession. For others the changing face of education is seen as bringing exciting new possibilities wrapped in engaging challenges. Regardless of how reliable predictions for change may prove to be it is worth considering how individuals and groups respond to it.
Nigel Coutts

Embracing the complexity of change - The Learner's Way - 24 views

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    The potential for reliably predicting the outcome of any change effort is surely difficult if not even impossible once the number of influences becomes large. Acknowledging the complexity that exists and seeing the potential for growth, creativity and innovation that can exist within an organisation at 'the edge of chaos' are useful strategies as schools face a period of unprecedented change. 
Nigel Coutts

Rethinking Mathematics Education - The Learner's Way - 32 views

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    What becomes clear, as you dive further into the emerging research that connects what we know about learning, mindsets, dispositions for learning and the development of mathematical understandings, is that a new approach is required. We need to move away from memorisation and rule based simplifications of mathematics and embrace a model of learning that is challenging and exciting. We can and should be emerging all our students in the beauty and power of mathematics in learning environments full of multiple representations, rich dialogue and collaborative learning. 
aaxtell

Don't Crush Reading Motivation - Education Week - 48 views

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    Teachers should embrace the idea of students choosing their own books, even if they are too hard, Barbara C. Wheatley says.
Mark Gleeson

Wikipedia - what are we afraid of? - 43 views

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    This blog post discusses data found in an infographic about Wikipedia and challenges Education to embrace Wikipedia instead of restricting its use.Pros and cons,practical suggestions and solutions are discussed.
Roland Gesthuizen

A Principal's Reflections: Common Misconceptions of Educators Who Fear Technology - 1 views

  • as there are many creative ways to cut costs, as well as to free resources that can be used with existing infrastructures.  Schools can utilize cost-effective lease purchase programs for computers, investigate the implementation of a Bring Your Own Technology (BYOT) program, or promote the use of a plethora of free Web 2.0 tools.
  • Schools and classrooms do not, and will not, spiral out of control when we allow teachers the flexibility to take calculated risks to innovate with technology or permit students to learn using social media or their own devices.
  • One of the most powerful means of professional development is through the use of social media where educators can create their own Personal Learning Network (PLN) based entirely on their unique needs and passions.
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  • Don’t let fear based on misconception prevent you from creating a more student-centered, innovative learning culture
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    "Even as we are seeing more schools and educators transform the way they teach and learn with technology, many more are not. .. Opinions vary on the merits of educational technology, but common themes seem to have emerged.  Some of the reasons for not embracing technology have to do with several misconceptions revolving around fear."
Mark Gleeson

Wanted: New Standards That Embrace Technology - SchoolBook - 34 views

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    The standards we need that aren't mentioned in our curriculum standards
Sandra Flowers

The (Coming) Social Media Revolution in the Academy - Daniels and Feagin - Fast Capital... - 6 views

  • Scholars now completing PhD’s have likely never known a world without the Internet and social media.
  • Ultimately, this technological transformation is going to have major implications on expert knowledge. The Internet increases voices and knowledge available to all. Elitism in the expert knowledge world is declining; the Internet democratizes knowledge building and use. Much more knowledge has become available, and the distinction between experts and ordinary folks, what Gramsci might have called “organic intellectuals,” is declining.
  • Academic bloggers frequently use blogs to keep up with the relevant literature in their field, thereby providing a kind of public note-taking and research-sharing exercise. Academic bloggers also use blogging as a rough draft for ideas they later develop fully for peer-reviewed papers or books.
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  • bloggers have embraced Internet technologies in ways that broaden the scope of their research work beyond college walls and in ways reaching beyond old disciplinary silos. This is partly about reaching audiences in disparate geographic locations
  • Academics, like others who use Twitter, have found short updates a useful way to find and maintain connections to others who share their research and other interests
  • For academics that may toil in relative isolation from others who share their immediate interests, the social connection of blogging and microblogging can also provide an opportunity to curate the ideal academic department.  While in another era, scholars may have identified strongly with their PhD-granting university, the college or university, or the academic department in which they are currently employed, the rise of social media allows for a new arrangement of colleagues.
  • Our colleagues in the humanities have embraced digital technologies much more readily than those of us in sociology or the social sciences more generally.  A casual survey of the blogosphere reveals that those in the humanities (and law schools) are much more likely to maintain academic blogs than social scientists.  In terms of scholarship, humanities scholars have been, for more than ten years, innovating ways to combine traditional scholarship with digital technologies.
  • scholars in English have established a searchable online database of the papers of Emily Dickinson and historians have developed a site that offers a 3D digital model showing the urban development of ancient Rome in A.D. 320.
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    Great article on coming changes in digital scholarship.
dmassicg

How to Embrace the Wild, Wild Web | MindShift - 1 views

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    "In his book "Too Big to Know" Weinberger argues that society is evolving towards a system of knowledge that values uncertainty, freedom, and sheer volume, where knowledge is "the property of the network rather than that of individuals who know things." (This process becomes more apparent as more data are sent to virtual "clouds" for storage.)"
dmassicg

Vote: Is technology a boon or burden in the classroom? - The Globe and Mail - 62 views

  • Back to article Apple vows iBooks 2 will ‘reinvent’ school textbooks Enlarge this image Vote: Is technology a boon or burden in the classroom? Published Monday, Nov. 28, 2011 12:00AM EST Last updated Monday, Nov. 28, 2011 2:29PM EST
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    Globe and Mail visual graph: Is technology a boon or burden in the classroom? As the world becomes increasingly digital, school boards are trying to negotiate technology's role in the classroom. Some have embraced digital tools, enhancing their classrooms with Smartboards, cell phones and social media. Others have favoured tradition, claiming technology is a distraction and a nuisance. Where do Globe readers stand? Each dot on this graph represents one person's response colour-coded by age group.
Brianna Crowley

Transforming Teaching - Rick Hess Straight Up - Education Week - 0 views

  • Teachers around the country embrace accountability when it comes with the equivalent authority in decision making.
  • For us, "accountability" doesn't simply mean counting test scores - and "autonomy" definitely does not mean that teachers get to close their doors and do what they want.
  • Real change will come teacher by teacher.
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  • We must redefine accountability as relational rather than numerical. Accountability isn't about the numbers we achieve on a test. Real accountability is accepting the trust the public has in America's teachers and embracing our professional and individual responsibility for student learning and well-being.
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