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practice developmental advising if we will not expand our comfort zones? Are we helping students when we force them to meet us
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Digital-Natives - 2 views
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One major difference between Natives and Immigrants is the way we process information.
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Our students look to us to incorporate these new technologies into our advising practice. Students increasingly want to contact us via email, text messaging, and instant messaging rather than meet with us in our offices.
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We must remember that students feel that a digital meeting is just as real as an office meeting, and they take away the same meaning and feeling as from an office meeting. If we only offer services in ways in which we are comfortable, then students may never feel that we are meeting them at their level. How can we practice developmental advising if we will not expand our comfort zones? Are we helping students when we force them to meet us in the same manner?
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We should be willing to laugh at our “accents” and move on. Listen to what students tell us about how technology can be beneficial to how we conduct our lives, work with them, and value their knowledge.
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Place more importance on how we communicate over what we communicate
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We can no longer decide for our students, but instead we must decide with them (Prensky, 2005).
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How do we bridge the gap between Natives and Immigrants? There are strategies we can employ that will help us reach our Native students
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On the other hand is the Digital Immigrant .
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The Air Force Painting Atheists Found Repugnant - 54 views
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They allegedly received a complaint from someone at the base who said the picture made “me feel terribly uncomfortable, disheartened and disappointed.”
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Diigo in Education is not an appropriate forum for promoting political views. Perhaps there's another Diigo group that's a better fit for this link/comment. -
I agree with Martha, this is not a forum for promoting political views. I find your comments and links especially distasteful, full of hate and prejudice. Please find another way to look at and interact with the world. -
Sorry Martha. Thanks for bringing this to my attention. I just realized that comment was public; it was meant to be private and an expression of frustration (and sarcasm) over all the issues of privacy and freedom of speech discussed in the news this week. Just trying to make sense it all. I haven't done much on Diigo outside of bookmarking, so I'm still trying to understand how this part of the site works. Webster, I'm sorry I offended you. That's not my intent. If you find my links distasteful, you don't need to review them. I'm simply bookmarking troublesome subjects I see to further investigate whether or not I should be concerned, what I should believe, and if I need to take any form of action within my own community. I have a right to be concerned: every time I turn on the news, another issue of privacy and freedom of speech is being trampled on by our government. Bookmarking sources and highlighting ideas that stand out in an effort to further investigate the validity of the sources and see what other sources say to counter is not hateful and full of prejudice: it's simply a process by which one can attempt to find hope to better understand a topic. That's really all that's going on here. Hope I've clarified my intent and appeased you both by removing my comment. Again, thanks Martha for your kind reminder.
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Paul Ford: What is Code? | Bloomberg - 35 views
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There are keynote speakers—often the people who created the technology at hand or crafted a given language. There are the regular speakers, often paid not at all or in airfare, who present some idea or technique or approach. Then there are the panels, where a group of people are lined up in a row and forced into some semblance of interaction while the audience checks its e-mail.
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Fewer than a fifth of undergraduate degrees in computer science awarded in 2012 went to women, according to the National Center for Women & Information Technology
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The average programmer is moderately diligent, capable of basic mathematics, has a working knowledge of one or more programming languages, and can communicate what he or she is doing to management and his or her peers
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The true measure of a language isn’t how it uses semicolons; it’s the standard library of each language. A language is software for making software. The standard library is a set of premade software that you can reuse and reapply.
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A coder needs to be able to quickly examine and identify which giant, complex library is the one that’s the most recently and actively updated and the best match for his or her current needs. A coder needs to be a good listener.
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Code isn’t just obscure commands in a file. It requires you to have a map in your head, to know where the good libraries, the best documentation, and the most helpful message boards are located. If you don’t know where those things are, you will spend all of your time searching, instead of building cool new things.
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Some tools are better for certain jobs.
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C is a simple language, simple like a shotgun that can blow off your foot. It allows you to manage every last part of a computer—the memory, files, a hard drive—which is great if you’re meticulous and dangerous if you’re sloppy
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Object-oriented programming is, at its essence, a filing system for code.
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Where C tried to make it easier to do computer things, Smalltalk tried to make it easier to do human things.
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Style and usage matter; sometimes programmers recommend Strunk & White’s The Elements of Style—that’s right, the one about the English language. Its focus on efficient usage resonates with programmers. The idiom of a language is part of its communal identity.
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Coding is a culture of blurters.
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Programmers carve out a sliver of cognitive territory for themselves and go to conferences, and yet they know their position is vulnerable.
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Programmers are often angry because they’re often scared.
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Programming is a task that rewards intense focus and can be done with a small group or even in isolation.
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For a truly gifted programmer, writing code is a side effect of thought
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As a class, programmers are easily bored, love novelty, and are obsessed with various forms of productivity enhancement.
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“Most programming languages are partly a way of expressing things in terms of other things and partly a basic set of given things.”
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Of course, while we were trying to build a bookstore, we actually built the death of bookstores—that seems to happen a lot in the business. You set out to do something cool and end up destroying lots of things that came before.
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Apple Mac OS X 'Mountain Lion' takes more bites out of iOS | Apple Talk - CNET News - 60 views
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computers are not longer at the center of people's digital lives
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Pay attention to the driving forces behind trends. This is important.
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the conversation can be picked up and continued from any device with that same Apple ID and iMessage enabled.
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About the Great Depression - 48 views
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, and by early 1932 it had reached 6 million workers, or 25 percent of the work force. Britain was less severely affected, but its industrial and export sectors remained seriously depressed until World War II. Many other countries had been affected by the slump by 1931.
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Straight from the DOE: Dispelling Myths About Blocked Sites | MindShift - 31 views
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This is great info to use when trying to convince districts to ease up on blocks.
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hese are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better.
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What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game.
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How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space.
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re schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?
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not circumventing the rules.
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If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.
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Seven Community Colleges and Two National Organizations Join Forces to Aid Workforce in... - 6 views
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Public Photograpy Is Not a Crime - 0 views
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it is not a criminal offence for individuals to photograph or film police officers as they go about their duties, and that police officers are not allowed to confiscate a person’s camera or recording equipment (including phones), force them to delete images, or otherwise prevent them from taking photographs or filming in public places.
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Subject to certain very limited constraints, it is not a crime in Canada for anyone to do any of the following things, and it is a violation of their Charter rights to prevent anyone from doing so: photographing or filming in any public place, or in any private place to which the public is admitted, and publishing those pictures and films, taking pictures of or filming in any government site other than “restricted access areas”* photographing or filming police officers in public, as long as the photographer/filmmaker does not obstruct or interfere with the execution of police duties. While everyone has a reasonable expectation of privacy in certain circumstances, police officers have no reasonable expectation of privacy as they go about their duties.
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Magnet - Wikipedia, the free encyclopedia - 11 views
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A magnet (from Greek μαγνήτις λίθος magnḗtis líthos, "Magnesian stone") is a material or object that produces a magnetic field. This magnetic field is invisible but is responsible for the most notable property of a magnet: a force that pulls on other ferromagnetic materials, such as iron, and attracts or repels other magnets.
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Ferromagnetic materials can be divided into magnetically "soft" materials like annealed iron, which can be magnetized but do not tend to stay magnetized, and magnetically "hard" materials, which do. Permanent magnets are made from "hard" ferromagnetic materials such as alnico and ferrite that are subjected to special processing in a powerful magnetic field during manufacture, to align their internal microcrystalline structure, making them very hard to demagnetize. To demagnetize a saturated magnet, a certain magnetic field must be applied, and this threshold depends on coercivity of the respective material. "Hard" materials have high coercivity, whereas "soft" materials have low coercivity.
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Students tap into technology - Pittsburgh Tribune-Review - 1 views
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use their laptops to read "Don Quixote" and Dante's "Divine Comedy" on the Internet
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Technology is the wave of the future
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a computer program
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"Most jobs require computers," noted Brittnee Stephen, 16, as she assembled a slideshow on her HP Mini laptop. "It's good that we're learning it now."
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The technology is still very visible, if students are talking in terms of 'computers' rather than the skills involved. We don't talk about 'paper' but writing, critical reading etc. Yet here the platform itself is emphasized. Early days, I guess.
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has just begun incorporating technology
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students seem far more interested in learning via interactive technology than they had been with a chalkboard and an overhead projector
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Well, the problem here is that some of that can be ascribed to novelty. Once every class uses 'interactive technology' (yuk) then how much difference will there be? The tools are great. All tools can be useful. But focus on the pedagogy, people!
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I'm for focusing on understanding. I love the word "pedagogy" because most lay people don't really know what it entails--theory (which can be anything institutional or community deems effective or correct), practice (which, as we know, can be summed up with the phrase "mileage will vary"), and some third thing which if I could come up with it I'd have the magic 3 elements in an effective argument. I think effective tools used effectively by effective teachers (there! 3 uses of one adjective!) will remain effective as long as they are used to promote understanding. No argument here, Ed, just sayin'... -
Perhaps the magic third thing would be 'attitude' or 'state of mind'? Alternatively, perhaps another of those non-transparent terms, 'praxis'. The point I was trying to make, of course, was that it ain't what you use, it's the way that you use it.
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"I think the kids that have turned school off because it's boring to them will come here and see something familiar,"
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Boring and familiar seem to me to be closely related, not opposites. I suspect that often when students say their learning environment is 'boring' they mean 'challenging'.
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Educational technology does not come cheaply
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"Learning is changing,"
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Was it EVER the case that we could "just deliver a lecture and expect all the kids to get it"?
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Computer technology in my classroom has revolutionized my teaching of biology. Instead of static images on a printed page, or talk and chalk, my students can manipulate 3-D images of DNA, RNA and proteins. These have even been embedded in a research-based learning progression that leads the students to a robust understanding of the foundational elements of molecular literacy. 1. Atoms and molecules are constantly in motion. (A visualization is not possible on a 2-3 printed page.) 2. All atoms and molecules have a 3-D structure that determines how they interact with other particles. 3. Charges and other intermolecular forces play a role in atomic and molecular interactions. My students can see these for themselves, change the number of particles in a box, or the distribution of charge on a large particle or the temperature of the box and other thought experiments which they can follow in real-time. There is no way, I could do that without the computer!
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Netvibes (124) - 1 views
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Programming -OK, on the programming thing, here are my thoughts.In our curriculum our objective is not as much a specific LANGUAGE. One year I may use HTML with Javascript, this past year I used LSL — what I want kids to know that when they encounter programming and coding that there are certain conventions. Some are case sensitive, some are not. How do you find out how to add to what you know about programming? Do you know where to go to find prewritten code? Can you hack it to make it work to do what you want it to do?We spend about a week – two weeks but I require they know how to handcode hyperlinks and images – they are just too important.But to take 12 weeks or 6 weeks to learn a whole language – yes maybe some value – but to me the value is HOW is the language constructed or built. What are the conventions and how do I educate myself if I am interested in pursuing. What comes out of this time is kids who say either “I never want to do that” or “this is really cool, I love coding.”They are doing very simplistic work (although the LSL object languages were pretty advanced) but since we don’t have a full course nor time in our curriculum, I do see this as an essential part of what I teach.I’m not teaching it for the language sake but for the sake of understanding the whole body of how languages work – we talk about the different languages and what they are used for as part of Intro to Computer science and have an immersive experience.To me, this is somewhat a comprimise between leaving it out entirely or forcing everyone to take 12 weeks of it. I just don’t know where 12 weeks would go in the curriculum.
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Brave New World by Aldous Huxley : chapter two - 10 views
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The greatest moralizing and socializing force of all time."
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English 102 - Bear | Blog | The review of Ideas - 14 views
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“If we want to actually reduce the number of divorces, we need to make divorce less appealing to women.”(Davidson). What Davidson is expressing is that women are attracted to divorce. Marriage was once a partnership. “A person doesn’t cling to what they do not need. Therefore a woman will not cling to a man who is not needed.”(Feldman) Feldmon forwards Davidson’s thought, but it adds to it. Marriage is hard enough. If a the partner is not needed why would either party wish to go through the difficulties. “The origins of marriage was a simple set up, the man worked, the woman did not.”(Hendrix) Hendrix continues to expand on a common thought of partnership. Hendrix shows that originally that marriage partners were dependent on each other. The woman was dependent on the man for money and the man dependent on the woman for the upkeep of the house. Was it the best system? Possibly. Couples stuck together back then. They fought tooth and nail to keep their marriage strong and did what was best for the family. However, no one disagrees with women becoming part of the work force. “We need to find a middle ground”(Cochrane). Cochrane is speaking on the terms of interdependence. She is saying that there has to be a middle ground between the powers.
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very article agrees on one thing.
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Good, but where are you other sources? If everyone agrees, can you show us little pieces of text that deomonstrate how they agree?
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Hendrix
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Hendrix
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Anderson
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Cochrane
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Feldman
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BBC News - Stephen Hawking warns artificial intelligence could end mankind - 22 views
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suggests the words he might want to use next.
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useful
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re-design itself at an ever increasing rate,
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Humans, who are limited by slow biological evolution,
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fooling a high proportion of people into believing they are talking to a human.
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algorithms
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believes it will come in the next few decades.
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But he is betting that AI is going to be a positive force.
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destroy millions of jobs.
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Elon Musk has warned that AI is "our biggest existential threat".
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"The development of full artificial intelligence could spell the end of the human race."
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"More must be done by the internet companies to counter the threat, but the difficulty is to do this without sacrificing freedom and privacy."
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write much faster with his new system.
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he didn't want a more natural voice.
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children who need a computer voice
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Education in the Age of Globalization » Blog Archive » Five Questions to Ask ... - 29 views
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Daniel Pink observed, traditionally neglected talents, which he refers to as Right-brained directed skills, including design, story, symphony, empathy, play, and meaning, will become more valuable (Pink, 2006).
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YES! We need to address these things. I don't see them as incompatible w CC, however.
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international assessments such as PISA and TIMSS, which are mostly left-brained cognitive skills.
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Common Core does not include an element to prepare the future generations to live in this globalized world and interact with people from different cultures.
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But does that simple fact prevent us from addressing this? I think not.
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Common Core, by forcing children to master the same curriculum, essentially discriminates against talents that are not consistent with their prescribed knowledge and skills.
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Is this any different from the current situation? Is this author arguing that we should not have common standards, or that we should maintain our current status quo of a patchwork of test-driven standards?
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A well organized, tightly controlled, and well-executed education system can transmit the prescribed content much more effectively than one that is less organized, loosely monitored, and less unified. In the meantime, the latter allows for exceptions with more room for individual exploration and experimentation
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I think the problem lies in seeing this as an either-or question. Any system that relies solely on testing as the measure of success is short-sighted and archaic. Having no identified common ground puts at risk the learners who most need a firm starting point. To say that the current system allows "more room for individual exploration and experimentation" is naive at best and disingenuous at worst. Where in test-crazed American schools do you see this happening??
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A provocative article by Yong Zhao on CCSS and reflective questions we ought to as ourselves.
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Lateline - 29/10/2012: PMs plan for every child to learn an Asian language - 14 views
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The rationale or thinking behind introducing languages early in primary school
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Gillard Government's Asian Century white paper sets an aspiration for Australia to rank as the world's 10th biggest economy by 2025, capitalising on the rapid economic growth in the region.
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education will be the key and wants all school students to study an Asian language.
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funded
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where all the new teachers might come from
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where all the new teachers might come from.
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the gold standard
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The gold standard =any excellent example of something, like how Olympians are the gold standard for athletes
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If you understand through the learning of language how people think, how they construct meaning, what is important to them culturally, then I think that gives us better insights into the people that we're going to be working with in the future and negotiating with.
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The Prime Minister says she'll force the curriculum changes by tying them to Commonwealth funding to state and private schools.
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Broadly, teachers and education experts have welcomed the plan, but question where the money is going to come from.
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catchcry of the Hawke and Keating governments
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The Hawke-Keating Government refers to the Federal Government of Australia from 11 March 1983 to 11 March 1996. It was a Labour government
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Currently across all levels of schooling there's around 18 per cent of our young people who are studying one of the four priority Asian languages: Mandarin Chinese, Japanese, Indonesian and Korean. And that diminishes to fewer than 6 per cent by the time they get to Year 12.
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How do we encourage students to continue learning an Asian language into the final years of high school and eyond?
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say we simply don't have enough Asian language teachers to deliver the Prime Minister's vision and for the last decade the numbers of graduates have been declining.
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hat's happened because universities have been under these budget constraints and when they've made decisions about what to cut, they cut courses with low enrolments and there goes the languages.
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JEANNIE REA, PRESIDENT, NATIONAL TERTIARY EDUCATION UNION
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Suggested reasons for the decline in language graduates and therefore in language teachers.
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will help.JULIA GILLARD: We live in an age of different learning possibilities and choices. What we can do through the National Broadband Network, what we can do through having the world's first online national curriculum, which is what the Australian curriculum is, means we can get a deeper penetration of language, literacy and learning.
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e Prime Minister acknowledges the shortages, but says technology
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will help.
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This argument t can be debated. It would suggest that technology in itself will be a solution!
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we need to be looking very carefully at what sort of encouragement and incentives we can provide to students so they continue doing a language, go on and major in a language in university and then go on to teach in the area.
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JEANNIE REA:
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The Prime Minister wants all school students to study an Asian language to secure Australia's future in the Asian Century.
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Completely deluded. Even here in Singapore, surrounded supposedly by chinese speakers the international schools are not getting it right and success stories are unusual ...
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The Creativity Crisis - Newsweek - 48 views
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there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
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“Creativity can be taught,”
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it’s left to the luck of the draw who becomes creative: there’s no concerted effort to nurture the creativity of all children
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Students are labeled as "creative" if they display a knack for art or music, and sometimes in writing, however, they are rarely recognized as creative in math or science where a lot of creativity is not only needed, but excellent for learning within those very two disciplines. -
This is precisely why creativity education is important. It is needed everywhere, not just in the arts. Those teaching outside of arts education need to start recognizing the importance of creative thinking as well.
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When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
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The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process.
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When you try to solve a problem, you begin by concentrating on obvious facts and familiar solutions, to see if the answer lies there. This is a mostly left-brain stage of attack. If the answer doesn’t come, the right and left hemispheres of the brain activate together. Neural networks on the right side scan remote memories that could be vaguely relevant. A wide range of distant information that is normally tuned out becomes available to the left hemisphere, which searches for unseen patterns, alternative meanings, and high-level abstractions. Having glimpsed such a connection, the left brain must quickly lock in on it before it escapes. The attention system must radically reverse gears, going from defocused attention to extremely focused attention. In a flash, the brain pulls together these disparate shreds of thought and binds them into a new single idea that enters consciousness. This is the “aha!” moment of insight, often followed by a spark of pleasure as the brain recognizes the novelty of what it’s come up with. Now the brain must evaluate the idea it just generated. Is it worth pursuing? Creativity requires constant shifting, blender pulses of both divergent thinking and convergent thinking, to combine new information with old and forgotten ideas. Highly creative people are very good at marshaling their brains into bilateral mode, and the more creative they are, the more they dual-activate.
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those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better
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Creativity has always been prized in American society, but it’s never really been understood. While our creativity scores decline unchecked, the current national strategy for creativity consists of little more than praying for a Greek muse to drop by our houses. The problems we face now, and in the future, simply demand that we do more than just hope for inspiration to strike. Fortunately, the science can help: we know the steps to lead that elusive muse right to our doors.
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Likely because it was out of necessity and the hardships of life. Not that we don't have hardships and necessities, but innovation has solved a lot of problems and automation has made skills and tasks easy.
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What’s common about successful programs is they alternate maximum divergent thinking with bouts of intense convergent thinking, through several stages. Real improvement doesn’t happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.
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Everyday process of work or school... over time, consistent and non-prescriptive.
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kids demonstrated the very definition of creativity: alternating between divergent and convergent thinking, they arrived at original and useful ideas. And they’d unwittingly mastered Ohio’s required fifth-grade curriculum—from understanding sound waves to per-unit cost calculations to the art of persuasive writing. “You never see our kids saying, ‘I’ll never use this so I don’t need to learn it,’ ” says school administrator Maryann Wolowiec. “Instead, kids ask, ‘Do we have to leave school now?’ ” Two weeks ago, when the school received its results on the state’s achievement test, principal Traci Buckner was moved to tears. The raw scores indicate that, in its first year, the school has already become one of the top three schools in Akron, despite having open enrollment by lottery and 42 percent of its students living in poverty.
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project-based learning
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highly creative adults frequently grew up with hardship. Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.
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When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel. When they don’t, they tend to underperform and drop out of high school or don’t finish college at high rates. They’re quitting because they’re discouraged and bored, not because they’re dark, depressed, anxious, or neurotic. It’s a myth that creative people have these traits. (Those traits actually shut down creativity; they make people less open to experience and less interested in novelty.) Rather, creative people, for the most part, exhibit active moods and positive affect. They’re not particularly happy—contentment is a kind of complacency creative people rarely have. But they’re engaged, motivated, and open to the world.
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solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others
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The age-old belief that the arts have a special claim to creativity is unfounded.
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When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations. Inside their brains, the same thing was happening—ideas were being generated and evaluated on the fly.
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The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach
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those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.
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The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer
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The new view is that creativity is part of normal brain function.
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“As a child, I never had an identity as a ‘creative person,’ ” Schwarzrock recalls. “But now that I know, it helps explain a lot of what I felt and went through.”
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In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
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fact-finding
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problem-finding
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Next, idea-finding
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there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
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For the first time, research shows that American creativity is declining. What went wrong-and how we can fix it.
Feel the Force with Google Forms - 42 views