manipulated positive and negative expectations of students while their brains were scanned and tested their performance on cognitive tasks. To induce expectations of success, she primed college students with words such as smart, intelligent and clever just before asking them to perform a test. To induce expectations of failure, she primed them with words like stupid and ignorant. The students performed better after being primed with an affirmative message.
Examining the brain-imaging data, Bengtsson found that the students' brains responded differently to the mistakes they made depending on whether they were primed with the word clever or the word stupid. When the mistake followed positive words, she observed enhanced activity in the anterior medial part of the prefrontal cortex (a region that is involved in self-reflection and recollection). However, when the participants were primed with the word stupid, there was no heightened activity after a wrong answer. It appears that after being primed with the word stupid, the brain expected to do poorly and did not show signs of surprise or conflict when it made an error
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Optimism Bias: Human Brain May Be Hardwired for Hope -- Printout -- TIME - 62 views
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Education Article :: Top 12 Ways to Enjoy Your Teaching Job - 137 views
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Education Article :: Top 12 Ways to Enjoy Your Teaching Job http://bit.ly/mdzDfX via TeachHub Check out the "Live and Learn Like a Kid" section at the end of the article. It highlights some aspects of authentic learning and teaching in the classroom.
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The Poor Quality of an Undergraduate Education - NYTimes.com - 40 views
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large numbers of the students were making their way through college with minimal exposure to rigorous coursework, only a modest investment of effort and little or no meaningful improvement in skills like writing and reasoning.
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When 18-year-olds are emboldened to see themselves in this manner, many look for ways to attain an educational credential effortlessly and comfortably. And they are catered to accordingly. The customer is always right.
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Too many institutions, for instance, rely primarily on student course evaluations to assess teaching. This creates perverse incentives for professors to demand little and give out good grades
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Most of all, we hope that during this commencement season, our faculty colleagues will pause to consider the state of undergraduate learning and our collective responsibility to increase academic rigor on our campuses.
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Emergent Learning Model « The Heutagogic Archives - 41 views
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Self-Organised Learning Environments (SOLE)
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The Open Context Model of Learning is a way of thinking about the relationships of learning such that a (teacher) develops both a subject understanding as well as an ability in the (learner) to take forward their learning in that subject.
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What I hoped to do below with the ELM is to show how all learning can be complementary and, given that everyone wants to learn, how we can design learner-responsive resources, institutions and networks.
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What formal learning, or education, has really become specialised in is maintaining itself as a set of institutions and buildings.
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Formal learning is the process of administering and quality assuring the accreditation of learning and the qualifications
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So what ELM aims to do is to replace the notion of learning as being a process of accreditation, that occurs within an institutionally constrained and hierarchical system, with a series of processes that better matches how people actually learn, following interests, collaborating and finding resources.
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we should start with the social processes of everyday life, and design a system that enables learning to naturally emerge
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a) education; is a process organized by institutions who offer qualifications based on set texts to be used by learning groups in classes to meet accreditation criteria. Teachers provide resources and broker these educational processes. b) learning; is a process of problem-solving carried out by people individually or collaboratively by finding resources and discussing the emerging issues with trusted intermediaries.
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shared by anonymous on 04 Sep 11
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Technology in Schools Faces Questions on Value - NYTimes.com - 70 views
www.nytimes.com/...-faces-questions-on-value.html
technology schools change critique measurement effectiveness integration
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Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
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there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
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“We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
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$46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
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The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
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Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
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“Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
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The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
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rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
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creating an impetus to rethink education entirely
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But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
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“There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
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Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
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“Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
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NAEP Gets It One-Third Right -- THE Journal - 15 views
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9 Gail Desler California I look forward to following this discussion! Currently many school districts have the same keyboarding + MS Office requirement for tech proficiency shared above by Interested Parent. I think to continue with that model well into the 21st century is really the train wreck waiting to happen. I've read through the NAEP draft. as well as some of their referenced documents from ISTE, http://www.21stcenturyskills.org/ DOT , and the http://www.ncte.org/positions/statements/2 DOT 1stcentdefinition and am hopeful that the NAEP framework will promote the integration of technology literacy across the curriculum. Thanks for starting the conversation.
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Wed, Sep 9, 2009 Dick Schutz http://ssrn.com/author=1199505 The framework defines technology as "any modification of the natural or designed world done to fulfill human needs or desires." I can't think of any human action that wouldn't fall under that definition The definition of technological literacy is "the capacity to use, understand, and evaluate technology as well as to apply concepts and processes to solve problems and reach one’s goals. It encompasses the three areas of Technology and Society, Design and Systems, and Information and Communications Technology." That's pretty much universal expertise. This is to be measured with a 50 minute test starting at Grade 4. The specs for the tests at Grades 8 and 12 merely get more detailed and more abstract. By the time this gets run through the Item Response Theory wringer we'll have results that are sensitive to racial/SES differences but not to instructional differences. I'll look forward to your forthcoming explanations of how this came to happen.
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The problem? Namely, this: With no established federal definition of technological literacy, most states have chosen to follow the National Educational Technology Standards (NETS) established by the International Society for Technology in Education (ISTE), and to create their curricula and assessments accordingly.
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gical literacy that is very different from anything any state or No Child Left Behind (NCLB) envisioned. From the draft document: "In recent decades the meaning of technological literacy has taken on three quite different… forms in the United States. These are the science, technology, and society approach, the technology education approach, and the information and communications technology approach. In recognition of the importance, educational value, and interdependence of these three approaches, this framework includes all three under its broad definition of technological literacy."
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Geoffrey H. Fletcher is the editorial director of 1105 Media's Education Group. He can be reached at gfletcher@1105media.com. Comments
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A River Runs Through Us | International Rivers - 19 views
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A River Runs Through Us (about 30 min.) is personal and hopeful introduction to one of the biggest threats facing our world's lifelines, as told by the people at the forefront of the global movement. Impacts of damming rivers - Paraguay, India, Africa. Good introduction to rivers and environmental crisis.
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shared by Paul McKean on 24 Jun 11
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Jolicloud - 91 views
www.jolicloud.com
edtech tech via:packrati.us share elearning collaborate bookmark ISU ILT image ghost Paul Potter Railton virtual desktop 5star teaching learning tutor etutor OS netbook linux opensource Software cloud web2.0 jolicloud news resources review tools
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Jolicloud connects you to all of your favorite online apps, social media, videos, photos and files from any computer in the world. http://ictmagic.wikispaces.com/
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Jolicloud - Virtual Desktop http://bit.ly/jBLZjh #cloud #edtech #elearning #bookmark #share #collaborate #tech
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We are hoping to go the Jolicloud route this coming school year. Is anyone out there using it? Comments, critiques and suggestions welcome.
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E-learning on the rise - 28 views
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E-learning is a growing trend at community colleges, according to survey results from the National Association for Community College Entrepreneurship (NACCE) and Hewlett-Packard (HP).
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E-learning is already used at 47 percent of community colleges and is expected to increase to 55 percent within two years. The survey of 578 community college faculty was conducted by Eric Liguori, an assistant professor at California State University.
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The top five benefits of e-learning identified by respondents are: It increases access through location and time-flexible learning. More resources and information are available to students 24/7. Teachers can use a wide variety of tools and methods for teaching. It is a good supplement to face-to-face curriculum. It can lead to a richer learning experience if integrated correctly, freeing up class time for more engaging activities. This experience is often referred to as “flipping the classroom.”
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When asked about the barriers to adopting online learning, faculty cited such concerns as doubt about its capability and reliability, acceptance by students and teachers, and lack of resources, such as time and technical support.
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Twenty-three percent of respondents said the effectiveness of e-learning depends on the resources available, including the format and features of courses. For example, e-learning is best when teachers are adequately trained to use it, there is high-quality content and curriculum design, it’s used in conjunction with real-world situations and there is opportunity for student-teacher interactions, discussion boards and collaborative projects.
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“Our survey looked at how community college faculty members are using e-learning as a cost-effective means” to increase completion rates and ensure that “students walk away with credentials that are meaningful in the workplace and that they are prepared for the careers they hope to pursue, including, for many, the start of entrepreneurial endeavors,” said NACCE President and CEO Heather Van Sickle.
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How Google Plus Communities Could Connect Students - 29 views
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With a connection to his previous Texas home, Ashby has helped set up collaborative student projects between North Carolina and Texas schools, among others. "We're just trying to basically let our students get connections, and then we want our students to take it from there," Ashby said. These connections — both in the U.S. and globally — help students understand that their work is not just for their teacher, but for a broader audience. He hopes that will give them intrinsic motivation to perform better.
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Paddle boarder films encounter with killer whales in Laguna Beach - LA Times - 46 views
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What's new for Diigo Chrome extension 2.1 - 102 views
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As you can see, this is a significant update that our team has worked really hard to deliver. We hope you like the changes, and would love some 5-star ratings from you! If you have specific ideas or feedback, please join us at our user forum. The changes include the following:
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Untitled - 15 views
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International EdTech K-12 - Community - Google+ - 50 views
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This is a K-12 education community with a target audience of teachers, tech integration specialists, coaches, educational technology leaders, and lovers of learning from around the world. It is in recognition of the growing global inter-connectedness of educators in independent and municipal K-12 schools, and offers an opportunity for all to grow their craft through this professional network.
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This is a K-12 education community with a target audience of teachers, tech integration specialists, coaches, educational technology leaders, and lovers of learning from around the world. It is in recognition of the growing global inter-connectedness of educators in independent and municipal K-12 schools, and offers an opportunity for all to grow their craft through this professional network.
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Observations: Welcome to 'Bring Science Home' - 71 views
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Letter_Birmingham_Jail(1).pdf - 21 views
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Martin Luther King, Jr.
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From the Birmingham jail, where he was imprisoned as a participant in nonviolent demonstrations against segregation, Dr. Martin Luther King, Jr., wrote in longhand the letter which follows.
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Jr., wrote in longhand the letter which follows. It was his response to a public statement of concern and caution issued by eig
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It was his response to a public statement of concern and caution issued by eight white religious leaders of the South.
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WHILE confined here in the Birmingham city jail, I came across your recent statement calling our present activities "unwise and untimely."
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"unwise and untimely."
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I would like to answer your statement in what I hope will be patient and reasonable terms.
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you are men of genuine good will
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"outsiders coming in."
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I am here because I have basic organizational ties here.
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"My Dear Fellow Clergymen:" (Mr. Ariza's note) Dr. King originally addresses his famous "Letter From A Birmingham Jail" to 8 Alabama clergymen (priests) who (in a local newspaper ad) criticized King's protests and demonstrations, while also labeling King as "a law-breaker." With no paper in his jail cell, King used the margins of this newspaper to write his Famous reply to their criticisms of him. KING'S LETTER (written in August 1963) is what brought the world's attention to our country's problems with segregation and racism.
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LINK FOR THE ORIGINAL LETTER WRITTEN TO KING BY THE 8 WHITE CLERGYMEN http://www.massresistance.org/docs/gen/09a/mlk_day/statement.html
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The Classroom » Using Diigo for Organizing the Web for your Class - 13 views
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Using Diigo for Organizing the Web for your Class 31 07 2007 A good friend of mine, Randy Lyseng, has been telling people of the tremendous power and educational value that can be gained from social bookmarking in the classroom. His personal favourite is Diigo. My preference is a social bookmarking tool called http://diigo.com. With diigo, you can highlight, add stick notes and make your comments private or public. (Randy Lyseng, Lyseng Tech: Social Bookmarking, November 2006) After listening to Randy praise Diigo at every opportunity, I finally started playing with the site (and corresponding program, more on that in a bit) this summer (I know Randy - I’m slow to catch on…)As I started to play with the system, my mind started reeling with all the possibilities. First off, like any other social bookmarking tool, Diigo allows you to put all your favorites/bookmarks in one “central” location. Students can access them from ANY computer in the world (talk about the new WWW: whatever, whenever, where ever). They just open up your Diigo page, and there are all the links. But that’s just the tip of the iceberg. Diigo’s power lies in it’s group annotations. That’s right, people can now write in the margins of webpages. You can highlight passages of interest, write notes, and even write a blog entry directly from another webpage, quoting passages right from the original text. Sounds great - but to do all that it must be complicated right? Nope. To use these advanced features all you need to do is run the Diigo software. This can either be done using a bookmarklet or by downloading and installing the Diigo toolbar. While both have basically the same features, the toobar is less finicky, and allows you to use contextual menus to access features quickly. I also find the toolbar’s highlighting and sticky notes to be easier to read. Ok fine… I can leave notes on webpages - so what? Here’s an example. I’m thinking about having my 7B’s record radio plays. I’ve looked them up online and found many scripts from all the old classics available. However many also contain the old endorsements from tobacco and other companies. So I go to a play that I’d like to my students to record and highlight the old commercial. If they’re using diigo when they access this page they’ll see the same text highlighted in pink, and when they mouse over the highlighted text they’ll get a hidden message from me - “I’d like you to write a new advertisement for this section. What other advertisement do you think we could write for here? Write an ad for a virtue or trait that you think is important. For example - “Here’s a news flash for every person in Canada. It’s about a sensational, new kind of personality that will make you the envy of all those around you. It’s call trustworthiness. Why with just a pinch of this great product….” They now have a writing assignment to go along with the recording of the radio play. Adding assignments is just one possibility. You can ask questions about the site, or have students carry on conversations about the text. Perhaps about the validity of some information. These notes can be made private (for your eyes only), public, or for a select group of people. You could use the same webpage for multiple classes, and have a different set of sticky notes for each one! Diigo will also create a separate webpage for each group you create, helping you organize your bookmarks/notes further! This technology is useful for any class, but I think is a must have for any group trying to organize something along the lines of the 1 to 1 project. I’m hoping to convince all the core teachers to set up a group page for their classes, and organize their book marks there! I’ve already started one for my 7B Language Arts Class! One of the first questions I was asked when I started looking at this site, and more importantly at the bookmarklets and toolbar was is it secure? Will it bring spyware onto our systems? How about stability? I’ve currently been running the Diigo bookmarklet and toolbar on 3 different browsers, Explorer, Firefox, and Safari (sorry, there’s no Safari toolbar yet), across 4 different computers and 2 different platforms with no problems. I’ve also run every virus and spyware scan I can think of, everything checks out clean. I’ve also done an extensive internet check, and can’t find any major problems reported by anyone else. To my mind it’s an absolutely fantastic tool for use in the classroom. Thanks Diigo! And thanks Randy for pointing me in the right direction!