Group items tagged fb - Diigo In Education

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Flipping the Switches on Facebook's Privacy Controls - NYTimes.com - 31 views

shared by Steven Szalaj on 30 Jan 14 - No Cached

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What G+ is really about (pst!!! it's not social) - first-time tech founder's posterous - 1 views

firsttimetechfounder.posterous.com/eally-about-pst-its-not-social first-time founder social tech posterous G+ what is it not?

shared by Ruth Howard on 18 Jul 11 - No Cached

In Honor of Teachers - NYTimes.com - 107 views

www.nytimes.com/...blow-an-ode-to-teachers.html teachers news

shared by Wayne Holly on 03 Sep 11 - No Cached

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Using Groups Effectively: 10 Principles » Edurati Review - 50 views

eduratireview.com/...oups-effectively-10-principles collaboration groups pedagogy

shared by Misha Miller on 20 May 13 - No Cached

Misha Miller on 20 May 13

"Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop

<div class="cArrow"> </div><div class="cContentInner">"Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop </div>

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Social Media Use in Schools - 47 views

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shared by H DeWaard on 30 Jan 15 - No Cached

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Tech Savvy Kids - 86 views

www.usatoday.com/...0-02-10-igeneration10_CV_N.htm

shared by Kari Beery on 03 Mar 11 - No Cached

To the psychologists, sociologists, and generational and media experts who study them, their digital gear sets this new group (yet unnamed by any powers that be) apart, even from their tech-savvy Millennial elders. They want to be constantly connected and available in a way even their older siblings don't quite get. These differences may appear slight, but they signal an all-encompassing sensibility that some say marks the dawning of a new generation.
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 PARENTING & KIDS' HEALTH NEWS: ONLY ON USA TODAYNew daditude: Today's fathers are hands-on, pressure offTV: Impairs speech | Leads to earlier sexBaby names: What's popular? Whatever's unusualMore parents share workload when mom learns to let goAre kids becoming too narcissistic? | Take the quizChemicals: What you need to know about BPA | Carcinogens found in kids' bath products | Lead poisonings persist'Momnesia,' spanking, tweens and toddlers fullCoverage='Close  X Todders: Parents' fear factor? A short toddle into the danger zoneTweens: Cooler than ever, but is childhood lost?
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The difference is that these younger kids "don't remember a time without the constant connectivity to the world that these technologies bring," she says. "They're growing up with expectations of always being present in a social way — always being available to peers wherever you are."
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In Da Nang, Vietnam, Looking to the Future - NYTimes.com - 2 views

travel.nytimes.com/...nam-looking-to-the-future.html Danang Vietnam

shared by NGUYEN Huu Cuong on 23 Mar 13 - No Cached

Response: Several Ways to Become Better at Teaching Math -- Part Two - Classroom Q&A Wi... - 31 views

blogs.edweek.org/...teaching_math_--_part_two.html mathematics

shared by Mark Gleeson on 11 Jan 13 - No Cached

Response: Ways To Deal With 'History Myths' In The Classroom - Classroom Q&A With Larry... - 51 views

blogs.edweek.org/...ry_myths_in_the_classroom.html history

shared by Mark Gleeson on 13 Jan 13 - No Cached

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Blended Learning Research: The Seven Studies You Need to Know - Digital Education - Edu... - 103 views

blogs.edweek.org/...ded_learning_research_the.html Blended Learning

shared by Tricia Rodriguez on 19 Apr 15 - No Cached

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Adam Kirk Edgerton: Why I Quit Teaching - 53 views

www.huffingtonpost.com/...s-unions-issues_b_1856371.html Educational Reform teacher_profession teacher_compensation education

shared by Brianna Crowley on 10 Sep 12 - No Cached

Who orders books? A classroom teacher. Who writes the curriculum? A classroom teacher. Who handles discipline? A classroom teacher.
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Evaluations are done by peers, and the tools are developed by teachers. Teachers are hired by other teachers. There are no outside consultants, no central office administrators, and no superintendents.
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Let it be the person who pays the electrical bill, who makes sure everyone gets paid, who is a sounding board for teachers. Let it be someone who still has to lesson plan, grade and walk in front of a room of children every day and figure out what's best for them, one day at a time.
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given leadership positions while remaining in the classroom for their entire careers.
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If we continue to treat our teachers like children, what will become of our children?
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I quit teaching because I was tired of feeling powerless. Tired of watching would-be professionals treated as children, infantilized into silence. Tired of the machine that turns art into artifice for the sake of test scores. Tired of being belittled, disrespected and looked down upon by lawyers, politicians, and decision-makers who see teaching as the province of provincials, the work of housewives that can be done by anyone.
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Brianna Crowley on 10 Sep 12

"If we continue to treat our teachers like children, what will become of our children?" Although this article is very confrontational, it does offer some solution-focused thinking. Teachers should be pushing our profession in these ways--prompting dialogue and debate among our communities and our faculties.

<div class="cArrow"> </div><div class="cContentInner">"If we continue to treat our teachers like children, what will become of our children?" Although this article is very confrontational, it does offer some solution-focused thinking. Teachers should be pushing our profession in these ways--prompting dialogue and debate among our communities and our faculties. </div>

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Economist Debates: Personal Computing - 28 views

www.economist.com/...216 phd economist personal computing tablets PCs smartphones debate cloud computing cloud tech

shared by trisha_poole on 06 Nov 11 - No Cached

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Susan Linn: About That App Gap: Children, Technology and the Digital Divide - 53 views

www.huffingtonpost.com/...pp-gap-and-kids_b_1560784.html technology digital divide children

shared by Mr. Eason on 19 Jul 12 - No Cached

children from low-income families spend more time handling technology -- across platforms -- than their wealthier counterparts, and across class, kids mainly use their "handling skills" for entertainment. They play games, watch videos, and visit social networking sites.
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there's scant evidence that anyone but the companies who make, sell, and advertise on these new technologies benefit from the time young children spend with them, there's plenty of reason to be worried about it.
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studies showing that the bells and whistles of electronic books actually detract from reading comprehension.
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I'm worried that screen-based reading, with omnipresent hyperlinks, interferes with comprehension and memory, and that heavy Internet use appears to encourage distractedness and discourage deep thinking, empathy, and emotion.
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fast-paced video games trigger dopamine squirts in our brains -- kind of like cocaine.
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here's what worries me most: We're turning to the companies that profit from these technologies to help parents manage their kids' relationship with screens. While it's great that the Federal Communications Commission is launching a campaign to promote digital literacy, the fact that companies like Best Buy and Microsoft are funding it make it unlikely that weaning kids from their products will be a priority.
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the skills they will always need to thrive -- deep thinking, the ability to differentiate fact from hype, creativity, self-regulation, empathy, and self-reflection -- aren't learned in front of screens. They are learned through face-to-face communication, hands-on exploration of the world, opportunities for thoughtful reflection, and dreams.
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