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s2 art

The Pursuit of Technology Integration Happiness: Do you Tweet? As an Educator..You Sho... - 55 views

edutechintegration.blogspot.com/...eet-as-educatoryou-should.html

twittr pedagogy techology

shared by s2 art on 29 Jan 10 - Cached
  • Edchat Edtech Education Technology
    • Drew Seibel
      Drew Seibel on 29 Jan 10
       
      Key groups to follow in Twitter. Many resources and very active.
  • 1.) 100 Educators to Follow on Twitter 2.) Twitter 4 Teachers Wiki 3.) Educators on Twitter - Google Doc Spreadsheet.  You can add yourself by filling out the following form once you create your Twitter account. 4.) Connexions - Directory of Learning Professionals Online 5.) You can get some more ideas at Free Technology 4 Teachers: Seven Ways to find Teachers on Twitte
  • s2 art on 30 Jan 10
     
    Great tips on using twitter as an educator
Sara Thompson

Testing the Teachers - NYTimes.com - 79 views

www.nytimes.com/...ooks-testing-the-teachers.html

education assessment teaching learning essay

shared by Sara Thompson on 20 Apr 12 - No Cached
    • Sara Thompson
      Sara Thompson on 20 Apr 12
       
      assessment, yes; testing, no. There are plenty of other forms of providing data, such as portfolios. 
  • There has to be a better way to get data so schools themselves can figure out how they’re doing in comparison with their peers.
    • Sara Thompson
      Sara Thompson on 20 Apr 12
       
      Does he actually think No Child Left Behind WORKS???
  • ...3 more annotations...
  • If you go to the Web page of the Association of American Colleges and Universities and click on “assessment,” you will find a dazzling array of experiments that institutions are running to figure out how to measure learning.
  • Some schools like Bowling Green and Portland State are doing portfolio assessments — which measure the quality of student papers and improvement over time. Some, like Worcester Polytechnic Institute and Southern Illinois University Edwardsville, use capstone assessment, creating a culminating project in which the students display their skills in a way that can be compared and measured.
  • The challenge is not getting educators to embrace the idea of assessment. It’s mobilizing them to actually enact it in a way that’s real and transparent to outsiders.
  • Sara Thompson on 20 Apr 12
     
    There's an atmosphere of grand fragility hanging over America's colleges. The grandeur comes from the surging application rates, the international renown, the fancy new dining and athletic facilities. The fragility comes from the fact that colleges are charging more money, but it's not clear how much actual benefit they are providing.
anonymous

Ethics as a Form of Critical and Rhetorical Inquiry in the Writing Classroom - 0 views

www.ncte.org/...EJ1006Ethics.pdf

ethics pdf application object Writing Rhetoric & American Culture writing center pedagogy Writing Classrooms critical thinkin

shared by anonymous on 21 Dec 11 - No Cached
  • anonymous on 21 Dec 11
     
    English Journal article by Teresa Henning, 100.6 (2011): 34-40. Copyright by the National Council of Teachers of English. All rights reserved.
  • anonymous on 21 Dec 11
     
    I think this English Journal article makes a compelling case for how ethical inquiry can be further supported in writing classrooms.
Rafael Morales_Gamboa

The underlying inequality of MOOCs | OEB Newsportal - 26 views

www.online-educa.com/...moocs-the-hidden-inequality

shared by Rafael Morales_Gamboa on 03 Sep 13 - No Cached
  • There are a variety of mitigating factors that limit access to MOOCs, many of which are the same as those that also exclude disadvantaged groups from traditional educational models and stem from financial, geographical and educational disparity.
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 03 Sep 13
       
      Of course they are! Whoever is expecting MOOCs to solve the inequality problems created by thousands of years of human culture has a serious mental problem. 
  • often form a core part of MOOC resources
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 03 Sep 13
       
      Often does not mean it has to be that way. So it is an argument against a particularly common type of MOOC, but not the only (neither the best) one.
Justin Medved

The state of the Digital Union - - 9 views

www.state.gov/...135519.htm

21st_Century_Curriculum

shared by Justin Medved on 27 Jan 10 - Cached
  • This is an important speech on a very important subject. But before I begin, I want to just speak briefly about Haiti, because during the last eight days, the people of Haiti and the people of the world have joined together to deal with a tragedy of staggering proportions. Our hemisphere has seen its share of hardship, but there are few precedents for the situation we’re facing in Port-au-Prince. Communication networks have played a critical role in our response. They were, of course, decimated and in many places totally destroyed. And in the hours after the quake, we worked with partners in the private sector; first, to set up the text “HAITI” campaign so that mobile phone users in the United States could donate to relief efforts via text messages. That initiative has been a showcase for the generosity of the American people, and thus far, it’s raised over $25 million for recovery efforts.
  • Information networks have also played a critical role on the ground. When I was with President Preval in Port-au-Prince on Saturday, one of his top priorities was to try to get communication up and going. The government couldn’t talk to each other, what was left of it, and NGOs, our civilian leadership, our military leadership were severely impacted. The technology community has set up interactive maps to help us identify needs and target resources. And on Monday, a seven-year-old girl and two women were pulled from the rubble of a collapsed supermarket by an American search-and-rescue team after they sent a text message calling for help. Now, these examples are manifestations of a much broader phenomenon.
  • The spread of information networks is forming a new nervous system for our planet. When something happens in Haiti or Hunan, the rest of us learn about it in real time – from real people. And we can respond in real time as well. Americans eager to help in the aftermath of a disaster and the girl trapped in the supermarket are connected in ways that were not even imagined a year ago, even a generation ago. That same principle applies to almost all of humanity today. As we sit here, any of you – or maybe more likely, any of our children – can take out the tools that many carry every day and transmit this discussion to billions across the world.
  • Justin Medved on 27 Jan 10
     
    Recent speech by Hillary Clinton
anonymous

Social Networking as a Tool for Student and Teacher Learning - 52 views

www.districtadministration.com/viewarticle.aspx

networking social DistrictAdministration

shared by anonymous on 19 May 11 - No Cached
  • Online social networking includes much more than Facebook and Twitter. It is any online use of technology to connect people, enable them to collaborate with each other, and form virtual communities, says the Young Adult Library Services Association
  • Among students surveyed in a National School Boards Association study, 96 percent of those with online access reported using social networking, and half said they use it to discuss schoolwork. Despite this prevalence in everyday life, schools have been hesitant to adopt social networking as an education tool. A 2010 study into principals’ attitudes found that “schools are one of the last holdouts,” with many banning the most popular social networking sites for students and sometimes for staff.
  • Survey research confirms, however, that interest in harnessing social networking for educational purposes is high. As reported in School Principals and Social Networking in Education: Practices, Policies and Realities in 2010, a national survey of 1,200 principals, teachers and librarians found that most agreed that social networking sites can help educators share information and resources, create professional learning communities and improve schoolwide communications with students and staff. Those who had used social networks were more positive about potential benefits than those who had not. In an online discussion with 12 of the principals surveyed, most said, “social networking and online collaboration tools would make a substantive change in students’ educational experience.” They said these tools could improve student motivation and engagement, help students develop a more social/collaborative view of learning and create a connection to real-life learning.
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  • Most national, state and local policies have not yet addressed social networking specifically; by default, it often falls under existing acceptable use policies (AUPs). While AUPs usually provide clear language on obscenities, profanity and objectionable activities, they also leave out gray areas that could open students to harmful activities while excluding them from certain benefits of social networking. Likewise, boilerplate policies that ban specific applications, such as Twitter, may miss other potential threats while also limiting the ability of students to collaborate across schools, districts, states or countries. The challenge for districts is to write policies that address potentially harmful interactions without eliminating the technology’s beneficial uses.
sanford arbogast

Learning on the Move: Mobile Learning Devices « The Power of Us - 36 views

thepowerofus.org/...e-move-mobile-learning-devices

resources mobile learning

shared by sanford arbogast on 22 Aug 11 - No Cached
  • Whyville , What does it take to build a sustainable, green energy community? 8th Graders are showing us how using WhyPower, an interactive learning game within the largest interactive learning world, WhyVille. Here is an interactive game. http://www.poweracrosstexas.org/projects/whypower-interactive-game Energy Game:  WHYPOWER Whyville is a thriving community with its own economy, newspaper, government and much more.  It now has its own power grid!  As part of the WhyCareers program, we are “electrifying” Whyville with a power grid that uses traditional and renewable energy sources.  Students will manage the power grid to select the right mix of coal, natural gas, nuclear, hydroelectric, solar and wind energy. They will build homes in Whyville!  They will observe and measure power use in Whyville, and form good energy behaviors and habits. Finally, they will explore the math, science and career topics related to energy.  Just like in real life, success in Whyville is not pre-programmed!  Students skill, initiative, creativity and teamwork determines the rewards they receive and the “virtual money” they earn in WhyPower. Whyville. Run a city using energy reources.
  • sanford arbogast on 22 Aug 11
     
    interesting article on mobile learning bridging the digital gap plus a link ot a great site for learning about renewable energy"whiyville" and its place in the "power grid"
Brianna Crowley

Response: Several Ways to Get the New Year Off to a Good Start -- Part One - Classroom ... - 60 views

blogs.edweek.org/..._a_good_start_--_part_one.html

firstday resources teaching

shared by Brianna Crowley on 16 Aug 12 - No Cached
Denise Olsen liked it
  • Every day that first week, even in the first meeting, teach something substantive in the curriculum. Make it something that is brand new, not something reviewed from the previous year. Students are hungry for intellectual engagement after a summer off, and they want to think great thoughts and do great works.
  • Mix academics with administrative and Get-to-Know-You activities. It should be about 50-50: half engagement with interesting academics, half focused on forms, announcements, or activities meant to build classroom community. Keep the ratio: students will grow impatient and disillusioned if too much time is spent on get-to-know-you activities. It sounds weird, but most students are not looking for continued summer camp experiences so much as they are seeking confidence and engagement.
  • choose poems related to growing up or modern culture, or read share the lyrics of powerful songs of any generation.
  • ...1 more annotation...
  • Tell students what new opportunities and freedoms they now have instead of just listing rules and the consequences for breaking them.
Clint Heitz

Screen Reading Worse for Grasping Big Picture, Researchers Find - Digital Education - E... - 27 views

blogs.edweek.org/...ing_worse_for_big_picture.html

reading digital resources

shared by Clint Heitz on 21 Mar 18 - No Cached
  • Among young adults who regularly use smartphones and tablets, just reading a story or performing a task on a screen instead of on paper led to greater focus on concrete details, but less ability to infer meaning or quickly get the gist of a problem,
  • The findings align with other emerging research on how students process information differently in print and digital forms. A 2014 series of experiments found that while taking more notes overall was better than taking fewer, students who typed notes on their laptops rather than writing them on paper tended to take down information verbatim rather than summarizing concepts, and the more students wrote verbatim, the less they remembered a week later. 
  • For example, she said, teachers should consider the format of information when designing different types of activities, to help students focus on details or overall themes. 
grayberg

Blended learning: Uncovering its transformative potential in higher education - 48 views

cecs.anu.edu.au/...ernet-and-Higher-Education.pdf

e-learning blended

shared by grayberg on 26 Sep 12 - No Cached
  • grayberg on 26 Sep 12
     
    This article is one of the many written by D. Randy Garrison on the value of e-learning both as an independent entity and (as in this article) part of the blended learning environment. The authors are Dr. D. Randy Garrison, professor and academic director of Learning Commons at the University of Calgary; and Dr. Heather Kanuka, professor and academic director of the Centre for Teaching and Learning at the University of Alberta. Both authors have written extensively on the topic of e-learning, distance education, and adult education. This article discusses the potential of blended learning in higher education. The authors conclude that blended learning can have a substantial benefit for the student both in terms of logistics and educational satisfaction. "Blended learning is about rethinking and redesigning the teaching and learning relationship." However, it requires that the program's administrative and leadership issues are addressed and a solid action plan is in place. A "community of inquiry" must be formed by good course design which can be at the same time quite simple and yet complex. This topic is of great interest to me as I would like to reinstate a successful blended learning program at the college where I teach.
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.
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