Skip to main content

Home/ Diigo In Education/ Group items tagged readers

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Clint Heitz

Department of Psychology | JMU - 10 views

www.psyc.jmu.edu/...etextbooks.html

reading digital resources review

shared by Clint Heitz on 21 Mar 18 - No Cached
  • If the new trend in textbooks is moving them to computer screens, the switch could have negative consequences as many suggest that people skim more, process more shallowly, and may retain less information when reading online, Daniel said.
  • he readers’ goals are different: Individuals reading an e-book for enjoyment aren’t required to pass a comprehension-based test afterward. While they found that learning is possible from both formats, learning from e-textbooks takes longer and requires more effort to reach the same level of understanding, even in a controlled lab environment. At home, students report taking even more time to read e-textbooks as well as higher rates of muti-tasking (e.g., Facebook, electronic chat, texting, email, etc.) than do their peers using printed textbooks.
  • In their preliminary findings, the scanning pattern produced when the student read a textbook showed consistent reading from line to line down the page. But the scanning pattern from reading on the screen was less intense.
  • ...1 more annotation...
  • Daniel and Jakobsen argue that the information dense textbooks characteristic of natural and social science subjects are not a good fit for current e-textbooks, but there are exceptions for subjects like chemistry and math that include doing formulas and other activities. The liability, Daniel emphasizes, comes when math and chemistry teachers hope their students will learn the explanations, not just the formulas, “Students tend to skip the text and go straight to the formulas, especially if they are graded.”
jcordle

KQED Teach - 8 views

teach.kqed.org/...eb-annotation-as-note-taking-1

highlighting

shared by jcordle on 14 Jun 18 - No Cached
  • Web annotations are another form of online commentary. But unlike comments at the bottom of a blog, annotation tools such as Hypothes.is take the form of digital sticky notes. Readers can share their thoughts right next to text they highlight on a web page. The difference is that anyone we share our annotations with (colleagues, friends, students, for instance) can gain insight into our thinking and join a conversation about that digital text.
  • jcordle on 14 Jun 18
     
    Digital Highlighting
Clint Heitz

Which is better -- reading in print or on-screen? - 12 views

www.insidehighered.com/...better-reading-print-or-screen

reading digital resources

shared by Clint Heitz on 21 Mar 18 - No Cached
  • In a review of educational research published by SAGE Journals in July, Singer and University of Maryland professor Patricia Alexander discovered that readers may not comprehend complex or lengthy material as well when they view it digitally as when they read it on paper. While they concluded with a call for more research, the pair wrote, “It is fair to say that reading digitally is part and parcel of living and learning in the 21st century … No matter how complex the question of reading across mediums may be, teachers and students must understand how and when to employ a digital reading device.”
  • In an interview with “Inside Digital Learning,” Singer confirmed, “Digital devices aren’t going anywhere. This no longer is a question of, ‘Will the digital device be in your classroom?’ but ‘What do we know about the digital device, and how can we make this equal to print?’”
  • For example, she said instructors should take the time to show students how to annotate a PDF and make them aware that most people read more quickly on a screen than in print and therefore could lose some comprehension. She also suggested that teachers ask students to answer, in one sentence, what the overall point of the text was every time they read a chapter or an article online.
  • ...3 more annotations...
  • “Sometimes students only need to get the main idea,” Singer said, “and then digital is just as good as print and a lot quicker … But if you want deep comprehension and synthesis of the material, have the students print it out and navigate the material that way. Think about what you want students to get out of a lesson” before assigning a printed or digital reading.
  • Donovan added, “I do agree that we’ve got to figure this out … because it isn’t going away, for sure, for lots of reasons: accessibility, cost, sustainability. We have to figure out how we can support students in comprehending from this format.”
  • But he said he believes “we can still get as much meaning out of digital text. We just haven’t found the right transitions to do what we actually do with a physical book, with digital text … We haven’t found the digital equivalent of interacting with text. We haven’t really trained people to do that.”
Clint Heitz

This Is How The Way You Read Impacts Your Memory And Productivity - 17 views

www.fastcompany.com/...s-your-memory-and-productivity

reading digital resources

shared by Clint Heitz on 21 Mar 18 - No Cached
  • Studies have shown that taking notes by longhand will help you remember important meeting points better than tapping notes out on your laptop or smartphone. The reason for that could be that “writing stimulates an area of the brain called the RAS (reticular activating system), which filters and brings clarity to the fore the information we’re focusing on
  • says one explanation for the benefit of reading analog books may come down to something called metacomprehension deficit. “Metacomprehension refers to how well we are ‘in touch with,’ literally speaking, our own comprehension while reading,” says Mangen. “For instance, how much time do you spend reading a text in order to understand it well enough to solve a task afterwards?”
  • “Length does indeed seem to be a central issue, and closely related to length are a number of other dimensions of a text, e.g., structure and layout. Is the content presented in such a way that it is required that you keep in mind several occurrences/text places at the same time?” says Mangen. In other words, she says, complexity and information density may play a role in the importance of the medium providing the text.
  • ...2 more annotations...
  • “It is not–and should not be–a question of either/or, but of using the most appropriate medium in a given situation, and for a given material/content and purpose of reading,”
  • As the study cited above mentions, like other digital readers, you probably think you are absorbing the information better than you actually are, and thus move through the book faster.A simple solution to this is to simply slow down and take more time reading the material, and you might absorb the information just as well as those who naturally take longer to read a paper book.
Clint Heitz

Study Finds Difference In Recollection From Screen Reading Vs. Paper Reading | HuffPost - 25 views

www.huffingtonpost.com/...-difference-in_b_10210036.html

reading digital resources news

shared by Clint Heitz on 20 Mar 18 - No Cached
  • The study followed people who used computer screens for learning versus paper reading to learn, and found that while screen learning helped solidify the details of the learning, paper reading helped readers better understand abstract concepts.
  • Better put, concrete memory from reading involves the who and when, whereas abstract concepts tend to lean towards where and why.
  • The results showed that abstract thinking was impacted by computer screens but concrete memory was not.
  • ...2 more annotations...
  • The basic gist that we can take from it is that when learning something, it may be in your best interests to digest the information from multiple media forms. For example, if you want to recall the dates of certain events, a computer screen may help you better remember them when studying. However, if you want to recall why such an event occurred or where, paper may be your best bet.
  • The next time you go to study something, consider this twofold approach. Perhaps read up on the topics online and then print out the cliff notes. Next, study those as well. See if this helps you store all of the abstract and concrete information better.
Clint Heitz

Do we read differently on paper than on a screen? - 9 views

phys.org/...-differently-paper-screen.html

reading digital resources

shared by Clint Heitz on 21 Mar 18 - No Cached
  • In total, there are more than 180 researchers from 33 different countries participating in the COST-initiated research network E-READ, reading in an age of digital transformation. This network examines the effects and consequences of digital developments in terms of reading.
  • It is not a case of "one size fits all," but patterns are beginning to emerge from empirical research into the subject. The length of the text seems to be the most critical factor. If the text is long, needs to be read carefully and perhaps involves making notes, then studies show that many people, including young people such as students, still often prefer a printed book, even if it is available as both an e-book and in electronic formats with options for making notes, enabling the user to search for and highlight the text digitally. This is not the case when it comes to shorter texts.
  • When reading long, linear, continuous texts over multiple pages that require a certain amount of concentration, referred to as "Deep Reading," the reader often experiences better concentration and a greater overview when reading from a printed medium compared to a screen. When we are reading from a screen, only one section can be seen at a time and the available reading surface area is limited. If you read a printed medium such as a book, several text areas are available simultaneously and it feels easier to form an overview and make notes in the margins.
  • ...5 more annotations...
  • However, an interesting finding in some of the empirical studies is that we tend to overestimate our own reading comprehension when we read on screen compared to on paper.
  • it has been found that we tend to read faster on screen and consequently understand less compared to when reading from paper. This is a very new research topic and there are studies that have not found any differences in this area.
  • such findings do highlight something very important, namely that we may have a different mental attitude to what we read on a screen. This has very significant implications, including in the context of education.
  • For example, reading literature has proven to have a stimulating effect on the imagination and encourage the development of empathy. Reading has an effect on our ability to concentrate and for abstract thinking. We want to discover if such processes are influenced by the reading medium.
  • There is a need for more empirical research on reading comprehension in terms of screen reading and also on the subjective reading experience.
Sharin Tebo

20 Awesome BYOD and Mobile Learning Apps | Edutopia - 106 views

www.edutopia.org/...e-byod-mobile-apps-vicki-davis

google apps edtech mobi mobile learning apps edutopia mobile digitallearningday

shared by Sharin Tebo on 05 Feb 14 - No Cached
  • For collaborative, simultaneous writing and peer feedback, Google Drive (26)/Docs is still king
  • Students should know how to convert, export, import and move data seamlessly between apps and devices of all kinds. They should also know how to "print to epaper" and how to open and annotate the documents in various readers.
  • Blogger (Kidblog (32)),
  • ...3 more annotations...
  • You can also link Dropbox (40) with dropitto.me (41) to have students turn work in even if they don't have access to Dropbox.
  • No matter what platform, I want every student to know how to "grab" a screenshot.
  • Not only is this a cyber safety protection skill, it's also great for turning in work from a mobile device when you just can't figure out how to export
Clint Heitz

ASCD Express 13.16 - The Keys to Content-Area Writing: Short, Frequent, and Shared - 17 views

www.ascd.org/...1316-steineke.aspx

writing writing-content-area

shared by Clint Heitz on 09 May 18 - No Cached
  • Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning.
  • If we continue to believe that we must collect and grade every piece of student writing, our exhaustion will result in students writing far less. Sure, if necessary, we can award points, checks, or stamps, but these should simply be records of whether the students gave a good-faith effort (full credit) or not (no credit), not grades that attempt to assess the writing (Vopat, 2009).
  • Offer students an intriguing content-area prompt. For example, if the topic was e-waste, you might ask students to write about the importance of e-devices in their own lives or you might project a photograph of a mountain of discarded, obsolete cell phones. Let students think and write for a minute or two. Then, working with a partner, have each student read aloud what they wrote and discuss their ideas. Another very social writing activity is written conversation. Starting in groups of three or four, students silently respond to a content-related prompt, writing for several minutes until most class members have about a third or half a page of writing. Then, within the group, students pass their papers to their right. Now, each student must read the previous writer's thoughts and expand the conversation by exploring ideas and asking questions. After a few minutes of writing, papers are passed again, and the conversation continues to blossom as more and more ideas and responses are added. When the paper returns to the owner after several passes, each student gets to read a very interesting conversation that began with their initial written response. Of course, this written conversation could continue as an out-loud discussion, as well.
  • ...1 more annotation...
  • If you want students to be better readers, writers, and thinkers in every content area, then writing every day in every class is key. Be sure to make that informal and spontaneous writing short, frequent, and shared.
  • Clint Heitz on 09 May 18
     
    "Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning."
tthomasuscu

Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views

www.nytimes.com/...ar-for-what-it-has-become.html

shared by tthomasuscu on 02 Apr 18 - No Cached
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Very clear imagery. He opens the essay with his personal anecdote to set the scene for this discussion. It also lets the reader know right away that he is a gun owner.
  • What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Should this be changed to prevent criminals from buying guns from private sellers? How is something this dangerous allowed to take place?
  • ...70 more annotations...
  • so long as the buyer has a purchase permit or a concealed-carry license.
  • I felt uneasy
  • He liked the rifle. I needed the cash. We shook hands, and off we went.
  • There is rarely a moment when I’m not within reach of a firearm.
  • We don’t touch the guns or draw them from their holsters. They are unseen and unspoken of, but always there.
  • Rarely do we mention what we carry
  • I didn’t know what I was doing, but I knew the rules: Always assume a firearm is loaded. Always keep the gun pointed in a safe direction. Know your target and what’s beyond it.
  • Guns were often a bridge between father and son.
  • or my family, guns had always been a means of putting food on the table. My father never owned a handgun. He kept nothing for home defense.
  • had a gun put to my head
  • I can remember that
  • steel
  • I can remember
  • In the end, what happened was swept under the rug. My parents said the school was probably trying to keep the story off the news.
  • surrounded myself with the people I did as a form of protection.
  • I dropped to the ground as gunfire rang from a car at a bonfire party.
  • I pushed friends behind the brick foundation of a house as a shootout erupted over pills. There were times when someone could have easily been shot and killed.
  • his service weapon pushed into the base of my skull.
  • I stood there trembling while they apologized.
  • Jackson County
  • I found a community that reminded me of my grandmother, where folks still kept big gardens and canned the vegetables they grew. They still filled the freezer with meat taken by rod and rifle — trout and turkey, dove and rabbit, deer, bear, anything in season.
  • hared passion for wilderness and time spent in the field with gun in hand.
  • Those types of things are rare now, even in places like Appalachia.
  • A few weeks later, the boy took that .30-30 lever action into the field and killed his first deer with it — the same as his uncle, his grandfather and great-grandfather.
  • centuries of experience gathered around the campfire each night
  • the .308 blew apart the morning.
  • There is a sadness that only hunters know, a moment when lament overshadows any desire for celebration
  • Life is sustained by death
  • the killing is not easy, nor should it be.
  • would feed me for a year
  • I asked if there was anything I could’ve done differently to make him more comfortable when he first approached the truck.
  • He smiled and told me: “But this is South Carolina. Most every car I pull over has a gun.”
  • As I headed toward the mountains, all I could think about was Philando Castile,
  • situation was re
  • All I could think about was how things might have been different if the
  • versed and that young black state trooper with braces had been behind the wheel, a white trooper cautiously approaching the car.
  • It was impossible not to recognize how gun culture reeks of privilege.
  • Ruger 10/22s and Marlin Model 60s, the .22LRs
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      This guy knows his guns. Even though his essay doesn't cite research, you can see his ethos through his personal experience and his use of precise jargon.
  • There were always guns, but nothing like the assault weapons that line the shelves today.
  • firearms whose sole purpose would be to take human life if I were left with no other choice.
  • I’ve witnessed how quickly a moment can turn to a matter of life and death. I live in a region where 911 calls might not bring blue lights for an hour. Whether it’s preparation or paranoia, I plan for worst-case scenarios and trust no one but myself for my survival.
  • they joke about the minute hand of the doomsday clock inching closer to midnight.
  • as they wait for the end of the world.
  • they own them because they’re fun at the range and affordable to shoot. They use the rifles for punching paper, a few for shooting coyotes. E
  • step as close to Title II of the federal Gun Control Act as legally possible without the red tape and paperwork. They fire bullets into Tannerite targets that blow pumpkins into the sky.
  • None of them see a connection between the weapons they own and the shootings at Sandy Hook, San Bernardino, Aurora, Orlando, Las Vegas, Parkland. They see mug shots of James Holmes, Omar Mateen, Stephen Paddock, Nikolas Cruz — “crazier than a shithouse rat,” they say. “If it hadn’t been that rifle, he’d have done it with something else.”
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Where is the fault in this logic? It just doesn't add up.
  • They fear that what starts as an assault-weapons ban will snowball into an attack on everything in the safe.
  • I understand what’s at stake
  • I think about that boy picking up that AR in Cabela’s, and I’m torn between the culture I grew up with and how that culture has devolved.
  • changes I know must come, changes to what types of firearms line the shelves and to the background checks and ownership requirements needed to carry one out the door.
  • an unrelenting fear of what could be lost
  • a subsistence culture already threatened by the loss of public land, rising costs and a widening rural-urban divide; the right of individuals to protect their own lives and the lives of their families.
  • He cut a look in my direction as if I’d absolutely lost my mind.
  • I’d be fine with an assault-weapons ban
  • question is irrelevant, that the reason doesn’t supersede the right.
  • Despite everything we have in common, despite the fact that he’s my best friend and we were going squirrel hunting in a few days, the two of us fundamentally disagree
  • As sad as it is to say, the silence is easier
  • there were kids on the television in the background, high school survivors who were willing to say what we are not, and I was ashamed.
  • ne of those pretty, late-winter days with bluebird skies when the trees are still naked on the mountains and you can see every shadow and contour of the landscape.
  • The muzzle was pointed in our direction. Ashley was terrified.
  • The truth is, there are guns I feel justified in owning and guns I feel belong on battlefields.
  • I know that part of what they’re missing or refusing to acknowledge is how fear ushered in this shift in gun culture over the past two decades.
  • Fear is the factor no one wants to address — fear of criminals, fear of terrorists, fear of the government’s turning tyrannical and, perhaps more than anything else, fear of one another.
  • I recognize this, because I recognize my own and I recognize that despite all I know and believe I can’t seem to overcome it.
  • I don’t buy into that only-way-to-stop-a-bad-guy-with-a-gun-is-a-good-guy-with-a-gun bravado.
  • I have no visions of being a hero. Instead, I find myself looking for where I’d run, asking myself what I would get behind. The gun is the last resort. It’s the final option when all else is exhausted.
  • we walked, I could feel the pistol holstered on my side, the weight of my gun tugging at my belt. The fear was lessened by knowing that there was a round chambered, that all it would take is the downward push of a safety and the short pull of a trigger for that bullet to breathe. I felt safer knowing that gun was there.
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      How does fear drive so many of us to distrust and hate our fellow Americans? How does the Gun Lobby and the NRA use this fear to their advantage? What role does fear play in racial prejudice? How do we combat and address this fear?
atressler3

Guideline on Some Questions and Answers about Grammar - 36 views

www.ncte.org/...qandaaboutgrammar

shared by atressler3 on 30 Aug 17 - Cached
  • Grammar names the types of words and word groups that make up sentences not only in English but in any language
  • sentence structure
  • conventions and style of language.
  • ...20 more annotations...
  • apply knowledge of language structure, language conventions (e.g., spelling and punctuation)"
  • language use, patterns, and dialects
  • Students benefit much more from learning a few grammar keys thoroughly than from trying to remember many terms and rules.
  • Experiment with different approaches
  • show students how to apply it not only to their writing but also to their reading and to their other language arts activities.
  • If they know how to find the main verb and the subject, they have a better chance of figuring out a difficult sentenc
  • Traditional drill and practice will be the most meaningful to students when they are anchored in the context of writing assignments or the study of literary models
  • apply it to authentic texts.
  • Try using texts of different kinds, such as newspapers and the students' own writing, as sources for grammar examples and exercises.
  • entence combining: students start with simple exercises in inserting phrases and combining sentences and progress towards exercises in embedding one clause in another.
  • practice using certain subordinate constructions that enrich sentences.
  • All native speakers of a language have more grammar in their heads than any grammar book
  • If a word can be made plural or possessive, or if it fits in the sentence "The _______ went there," it is a noun. If a word can be made past, or can take an -ing ending, it is a verb
  • whole sentence or a fragment
  • verb phrase
  • subject
  • pronoun f
  • Students can circle the sentence subjects in a published paragraph, observe this pattern at work, and then apply it to their own writing.  
  • Most sentences start with information that is already familiar to the reader, such as a pronoun or a subject noun that was mentioned earlier.
  • end focus.
Jenny Miller

Kindle Cloud Reader - 87 views

read.amazon.com

shared by Jenny Miller on 19 Aug 11 - No Cached
Martin Burrett

Webinar about eBooks: Books for every reader - How digital can make a difference, with ... - 4 views

ukedchat.com/...webinar-ebooks

webinar ebooks

shared by Martin Burrett on 28 Oct 20 - No Cached
  • Martin Burrett on 28 Oct 20
     
    The original webinar took place on 28th October 2020 and explored how eBooks can augment your existing library and reading book schemes, both at primary and secondary schools. Experts Hannah Monson and Meredith Wemhoff talk to Martin Burrett about how eBooks can help in the current pandemic situation and beyond. They also tackle viewers' questions. Have a question? Get in touch via one for the methods below. Submit your details here for the chance to win a 10 inch Samsung Tab. One winner will be chosen at random on 30th November 2020.
Trevor Cunningham

Playfic - 128 views

playfic.com

Library writing game Literacy interactive

shared by Trevor Cunningham on 21 Feb 12 - No Cached
  • Martin Burrett on 21 Feb 12
     
    This is an interesting site that feels like a cross between coding and story writing. Make branching stories where readers choose what happens next. http://ictmagic.wikispaces.com/English
  • Trevor Cunningham on 01 Dec 12
     
    Gameification: develop interactive fiction pieces to reinforce literacy skills, develop process charts to reinforce skills, etc.
« First ‹ Previous 301 - 315 of 315
Showing 20▼ items per page