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Stan Golanka

Reading and the Web - Texts Without Context - NYTimes.com - 49 views

www.nytimes.com/...21mash.html

shared by Stan Golanka on 08 Feb 11 - Cached
  • It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Core discussion topic? From this, I see a few discussion issues: 1. Do we prize "mash-ups" more than original work? Who is "we" in this? 2. If the answer to #1 is "yes," then the next question is: is this good or bad? 3. Finally, if the answer is "bad" to #2, what place do "mash-ups" have, and how do we help our students see the value in original work?
  • Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      How do teachers help students rise above this "digital forest of mediocrity"?
  • Mr. Johnson added that the book’s migration to the digital realm will turn the solitary act of reading — “a direct exchange between author and reader” — into something far more social and suggested that as online chatter about books grows, “the unity of the book will disperse into a multitude of pages and paragraphs vying for Google’s attention.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      If Johnson's predictions are true, is this necessarily bad? How much of this concern is "nostalgia"? What would be lost from an academic p.o.v, and what migh be gained?
  • ...5 more annotations...
  • Instead of reading an entire news article, watching an entire television show or listening to an entire speech, growing numbers of people are happy to jump to the summary, the video clip, the sound bite — never mind if context and nuance are lost in the process; never mind if it’s our emotions, more than our sense of reason, that are engaged; never mind if statements haven’t been properly vetted and sourced.
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Should teachers "fight" this, or embrace it? Can summaries/sound bites ever be appropriate for academic discussions?
  • And online research enables scholars to power-search for nuggets of information that might support their theses, saving them the time of wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking.
  • Digital insiders like Mr. Lanier and Paulina Borsook, the author of the book “Cyberselfish,” have noted the easily distracted, adolescent quality of much of cyberculture. Ms. Borsook describes tech-heads as having “an angry adolescent view of all authority as the Pig Parent,” writing that even older digerati want to think of themselves as “having an Inner Bike Messenger.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Can teachers moderate this attitude? Does our (adults) use/non-use of technology help breed this attitude?
  • authors “will increasingly tailor their work to a milieu that the writer Caleb Crain describes as ‘groupiness,’ where people read mainly ‘for the sake of a feeling of belonging’ rather than for personal enlightenment or amusement. As social concerns override literary ones, writers seem fated to eschew virtuosity and experimentation in favor of a bland but immediately accessible style.
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Does this ring true to educators? Are social concerns and literary conerns opposites? How does web publishing affect "literary" publishing, as opposed to "non-literary" publishing?
  • However impossible it is to think of “Jon & Kate Plus Eight” or “Jersey Shore” as art, reality shows have taken over wide swaths of television,
June Jones

Using Diigo in the Classroom - Student Learning with Diigo - 182 views

sites.google.com/...using-diigo-in-the-classroom-2

diigo learning web2.0 tools socialbookmarking resources classroom technology research

shared by June Jones on 01 Feb 11 - Cached
LORRETA GALE liked it
  • Peter Beens on 01 Feb 11
     
    Diigo is a powerful information capturing, storing, recalling and sharing tool. Here are just a few of the possibilities with Diigo
  • SJCNY Trainers on 12 Feb 11
     
    Great information that will help both educators and students figure out how to use Diigo in the classroom.
Jennifer Carey

The Gilder Lehrman Institute of American History . Home - 57 views

www.gilderlehrman.org

history resources SocialStudies research education ushistory curriculum

shared by Jennifer Carey on 23 Jul 11 - Cached
  • Jennifer Carey on 23 Jul 11
     
    If you aren't familiar with the institute, they have loads of free resources for US History teachers at all levels - including primary sources, images, and lesson plans. You can also apply, for free, to be an associated institution which will give you access to even more material!
Marsha Ratzel

AAAS - Project 2061 - Improving Technology Education Research on Cognition - 0 views

www.project2061.org/...Zuga.htm

AAAS project improving technology

shared by Marsha Ratzel on 11 Aug 11 - No Cached
  • Marsha Ratzel on 11 Aug 11
     
    The push to connect effect of technology on student learning. Hleps to layout issues and push thinking beyond teacher stories.
Michael Hylton

Quality Homework - A Smart Idea - NYTimes.com - 70 views

www.nytimes.com/...ity-homework-a-smart-idea.html

teachers homework news

shared by Michael Hylton on 12 Sep 11 - No Cached
  • The studying that middle school and high school students do after the dismissal bell rings is either an unreasonable burden or a crucial activity that needs beefing up. Which is it? Do American students have too much homework or too little? Neither, I’d say. We ought to be asking a different question altogether. What should matter to parents and educators is this: How effectively do children’s after-school assignments advance learning?
  • The quantity of students’ homework is a lot less important than its quality. And evidence suggests that as of now, homework isn’t making the grade. Although surveys show that the amount of time our children spend on homework has risen over the last three decades, American students are mired in the middle of international academic rankings: 17th in reading, 23rd in science and 31st in math, according to results from the Program for International Student Assessment released last December.
  • “Spaced repetition” is one example of the kind of evidence-based techniques that researchers have found have a positive impact on learning. Here’s how it works: instead of concentrating the study of information in single blocks, as many homework assignments currently do — reading about, say, the Civil War one evening and Reconstruction the next — learners encounter the same material in briefer sessions spread over a longer period of time. With this approach, students are re-exposed to information about the Civil War and Reconstruction throughout the semester.
Mr. Loftus

Technology + mentoring helps failing schools achieve - 50 views

www.techlearning.com/...25282

academic programs technology

shared by Mr. Loftus on 07 Nov 09 - No Cached
  • Amid growing pressure on public school districts to improve performance of chronically struggling schools, two nationally recognized education organizations have formed a consortium to offer a research-based approach for transforming  these schools into successful learning environments without requiring mass dismissals of staff, school closures or turnover to charters or outside management organizations.
  • The new initiative, called SetPoint, pairs classroom technology with intensive coaching to build capacity for sustained change within the local district.
  • With the SetPoint process, most staff members remain in their positions and receive intensive coaching and modeling in best instructional practices from experienced principals and school leaders.
Lindsey Hogan

The Conversation - 46 views

theconversation.edu.au

newspaper education analysis

shared by Lindsey Hogan on 13 Apr 11 - No Cached
  • trisha_poole on 13 Apr 11
     
    Welcome to The Conversation Launched in March 2011, The Conversation is an independent source of information, analysis and commentary from the university and research sector. The site is in development and we welcome your feedback.
Jac Londe

Scientists make quantum breakthrough - 25 views

www.physorg.com/...ists-quantum-breakthrough.html

science news physics technology research tech education quantum scientists

shared by Jac Londe on 25 Apr 11 - No Cached
  • Scientists have demonstrated for the first time that atoms can be guided in a laser beam and possess the same properties as light guided in an optical communications fiber.
  • Abstract Speckle patterns produced by multiple independent light sources are a manifestation of the coherence of the light field. Second-order correlations exhibited in phenomena such as photon bunching, termed the Hanbury Brown–Twiss effect, are a measure of quantum coherence. Here we observe for the first time atomic speckle produced by atoms transmitted through an optical waveguide, and link this to second-order correlations of the atomic arrival times. We show that multimode matter-wave guiding, which is directly analogous to multimode light guiding in optical fibres, produces a speckled transverse intensity pattern and atom bunching, whereas single-mode guiding of atoms that are output-coupled from a Bose–Einstein condensate yields a smooth intensity profile and a second-order correlation value of unity. Both first- and second-order coherence are important for applications requiring a fully coherent atomic source, such as squeezed-atom interferometry.
  • Australian National University
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