To the psychologists, sociologists, and generational and media experts who study them, their digital gear sets this new group (yet unnamed by any powers that be) apart, even from their tech-savvy Millennial elders. They want to be constantly connected and available in a way even their older siblings don't quite get. These differences may appear slight, but they signal an all-encompassing sensibility that some say marks the dawning of a new generation.
PARENTING & KIDS' HEALTH NEWS: ONLY ON USA TODAYNew daditude: Today's fathers are hands-on, pressure offTV: Impairs speech | Leads to earlier sexBaby names: What's popular? Whatever's unusualMore parents share workload when mom learns to let goAre kids becoming too narcissistic? | Take the quizChemicals: What you need to know about BPA | Carcinogens found in kids' bath products | Lead poisonings persist'Momnesia,' spanking, tweens and toddlers fullCoverage='Close X Todders: Parents' fear factor? A short toddle into the danger zoneTweens: Cooler than ever, but is childhood lost?
The difference is that these younger kids "don't remember a time without the constant connectivity to the world that these technologies bring," she says. "They're growing up with expectations of always being present in a social way — always being available to peers wherever you are."
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April 22, 2013
How to Improve Public Online Education: Report Offers a Model
By Charles Huckabee
Public colleges and universities, which educate the bulk of all American college students, have been slower than their counterparts in the for-profit sector to embrace the potential of online learning to offer pathways to degrees. A new report from the New America Foundation suggests a series of policies that states and public higher-education systems could adopt to do some catching up.
The report, "State U Online," by Rachel Fishman, a policy analyst with the foundation, analyzes where public online-education efforts stand now and finds that access to high-quality, low-cost online courses varies widely from state to state.
Those efforts fall along a continuum of organizational levels, says the report. At the low end of the spectrum, course availability, pricing, transferability of credit, and other issues are all determined at the institutional level, by colleges, departments, or individual professors, resulting in a patchwork collection of online courses that's difficult for stud
patchwork collection of online courses that's difficult for students to navigate.
they can improve their online-education efforts to help students find streamlined, affordable pathways to a degree.
"Taken together, these steps result in something that looks less like an unorganized collection of Internet-based classes, and more like a true public university."
I am always miffed at the people within Higher Ed who recognize that nothing about pedagogy has changed in 50 years except computers and PowerPoint but they still rationalize that nothing needs changed or fixed.
DR Expose 2
Plugins
Processing HDR images to get just the right effect can be as much art as science. The new HDR Expose 2 from Unified Color Technologies (UCT) aims to help you find the right balance between the two, so you get just the finished image you want without headaches and frustration.
0
Continue Reading
Using Scripted Patterns in Photoshop CS6
CS6
One of the problems with pattern fills in Photoshop is the complete lack of randomness you get in shape, color, and position. Just think about it: a real brick wall isn’t made from perfectly identical bricks; each brick varies in color, texture, and even size. That’s why Adobe added the ability to apply scripts to pattern fills in Photoshop CS6.
0
Continue Reading
2D to 3D in Photoshop CS6 Extended
CS6
Stephen Burns shows viewers how to take an image of a 2D object and transform it into a 3D object using depth maps in the new Photoshop CS6 Extended.
1
Continue Reading
Corel AfterShot Pro
Product Reviews
Corel’s first professional photo catalog and RAW editing software, AfterShot Pro, is based on a number of technologies—Bibble Pro, Noise Ninja, and Perfectly Clear—that are widely known and respected in the photography world. It’s available for Mac OS X, Windows, and Linux.
0
Continue Reading
Photoshop CS6 Type Styles
CS6
http://layersmagazine.com/photoshop-cs6-typ
Andrew Stillman fans and Google Sheets script users alike should take note of Google recent effort at reinventing itself. The new Sheets presently has no Script gallery, and some script triggers may not function properly. If you've upgraded, you can go back to the working version.
What Facebook Users Share: Lower Grades
By Anita Hamilton Tuesday, Apr. 14, 2009
Print
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Forget the widely unloved redesign. Facebook has committed a greater offense. According to a new study by doctoral candidate Aryn Karpinski of Ohio State University and her co-author Adam Duberstein of Ohio Dominican University
How does the releaseof iOS 5 impact you?
Multitouch gestures, Notification Center, an upgraded Safari browser,
Newstand and more. iOS 5 comes with over 200 new features. Which ones will you
use most - both personally and professionally?
Share your opinions...
News & Views
Videos
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#iPadEd on Twitter
Use the hashtag #iPadEd to tweet with network members
//
iPads in Education Tweets
SamGliksman RT @kcalderw: Last call for
participants for an iPad in Edu survey for Masters class. Looking for teachers
who use them. #ipadchat #ipaded4 hours ago ·
reply · retweet · favorite
buddyxo Coding on the iPad: http://t.co/J55XxcXl. Looki
Finally, the goal of this community is to promote innovation in education
through the use of technology. The site is not sponsored by Apple nor does it
endorse the use of any specific technology or product.
Finally, the goal of this community is to promote
innovation in education
through the use of technology. The site is not
sponsored by Apple nor does it
endorse the use of any specific technology or
product.
Tablet computing and mobile devices promise to have a dramatic impact on
education. This Ning network was created to explore ways iPads and other
portable devices could be used to re-structure and re-imagine the processes of
education.
February 2011 |
Volume
68
|
Number
5
Teaching
Screenagers
Pages
7-7
Screenagers: Making the Connections
Marge Scherer
"Education has to change. We can't pull kids into
learning
in school if they are engaged in a different
world outside school."
"If you don't know how to use technology in
class, you are
in trouble. But, of course, technology is a
double-edged sword. You can use it
poorly, or
you can use it well."
The principals speaking were two of the
candidates for the
ASCD Outstanding Young Educator Award, which will
be presented in March at
ASCD's Annual Conference in San Francisco. A
group of us were interviewing 13
finalists—both administrators and teachers—over
the course of a few weeks, and
we were
talking to them about their leadership, their creativity, their whole
child philosophy, their impact on student
achievement, and, of course, their
technology
use. All the educators spoke to us via Adobe ConnectPro, a two-way
technology that allowed us to see, hear, and
record them in their
schools—whether in New York, Oregon, the
Philippines, or places in between—while
they
viewed us in our meeting room in Alexandria, Virginia.
February 2011 |
Volume
68
|
Number
5
Teaching
Screenagers
Pages
7-7
Screenagers: Making the
Connections
Marge Scherer
"Education has to change. We can't pull kids
into
learning
in school
if they are engaged in a different
world
outside school."
"If you don't know how to use technology
in
class, you are
in
trouble. But, of course, technology is a
double-edged sword. You can use
it
poorly, or
you can
use it well."
The principals speaking were two of the
candidates for the
ASCD
Outstanding Young Educator Award, which will
be
presented in March at
ASCD's
Annual Conference in San Francisco. A
group of
us were interviewing 13
finalists—both administrators and
teachers—over
the course of a few weeks, and
we were
talking to
them about their leadership, their creativity, their whole
child philosophy, their impact on student
achievement, and, of course,
their
technology
use. All
the educators spoke to us via Adobe ConnectPro, a two-way
technology
that allowed us to see, hear, and
record
them in their
schools—whether in New York, Oregon, the
Philippines, or places in
between—while
they
viewed us
in our meeting room in Alexandria, Virginia.
February 2011 |
Volume
68
|
Number
5
Teaching
Screenagers
Pages
7-7
Screenagers: Making the
Connections
Marge Scherer
"Education has to change. We can't pull
kids
into
learning
in
school
if they are engaged in a
different
world
outside
school."
"If you don't know how to use technology
in
class, you
are
in
trouble.
But, of course, technology is a
double-edged sword. You can use
it
poorly,
or
you can
use it
well."
The principals speaking were two of
the
candidates for the
ASCD
Outstanding Young Educator Award, which
will
be
presented
in March at
ASCD's
Annual
Conference in San Francisco. A
group
of
us were interviewing 13
finalists—both administrators and
teachers—over
the course
of a few weeks, and
we
were
talking to
them about
their leadership, their creativity, their whole
child
philosophy, their impact on student
achievement, and, of course,
their
technology
use.
All
the educators spoke to us via Adobe ConnectPro, a
two-way
technology
that
allowed us to see, hear, and
record
them in
their
schools—whether in New York, Oregon,
the
Philippines, or places in
between—while
they
viewed
us
in our meeting room in Alexandria,
Virginia.
This site contains comic book images linked to the chemical elements via the periodic table. Comics include Uncle $crooge, Metal Men, Metamorpho, Batman, Fantastic Four, Superman, and many more."> The Comic Book Periodic Table of the Elements BODY { color: rgb(0,0,0);} Th
Teaching Wikipedia in 5 Easy Steps:
*Use it as background information
*Use it for technology terms
*Use it for current pop cultural literacy
*Use it for the Keywords
*Use it for the REFERENCES at the bottom of the page!
4 ways to use Wikipedia (hint: never cite it)
Teachers: Please stop prohibiting the use of Wikipedia
20 Little Known Ways to Use Wikipedia
Study: Wikipedia as accurate as Encyclopedia Britannica
Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006
And:
Yes students, there’s a world beyond Wikipedia
**Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response.
Nature compared articles from both organizations on various topics and sent them to experts to review. Per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia.
-0-
Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our
Higher Education
page. Bookmark it!
var entrycat = '
'
By Valerie Strauss
|
05:00 AM ET, 09/07/2011
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Excellent perspective on "The 'W' Word" - use it wisely for what it is - high school and college kids shouldn't be citing any general knowledge encyclopedias for serious research - but that doesn't mean there aren't some excellent uses for it.
Educators looking together at student work using structures and guidelines ("protocols")
for reflecting on important questions about teaching and learning.">
This is a cached version of http://www.lasw.org/. Diigo.com has no relation to the site.x
#
Creating a video doesn't have to be expensive or time-consuming. You don't even need to hire a production team.
There are plenty of useful tools and services that can help you create a video fast. Good news is many of them are free.
Today, we'll be focusing on the ones that are the easiest to use. We'll assume that you haven't used similar tools before, or that you don't have the time to read a thick user manual.
Before we get started, though, don't forget that scripting your video can itself speed up the creation process. A script may take a bit of time to create, but it gives you a clear direction.
<div class="greet_block"><div
class="greet_text"><div class="greet_image"><img
src="http://randyrodgers.edublogs.org/wp-content/plugins/wp-greet-box/images/rss_icon.png"/></div>Hello
there! If you are new here, you might want to <a
href="http://randyrodgers.edublogs.org/feed/rss/"
rel="nofollow"><strong>subscribe to the RSS
feed</strong></a> for updates on this topic.<div
style="clear:both"></div><div
class="greet_block_powered_by"><a
href="http://omninoggin.com/projects/wordpress-plugins/wp-greet-box-wordpress-plugin/">Powered
by Greet Box</a></div></div></div><div
style="clear:both"></div>
One concern I have heard expressed by teachers with regard to the use of
video sites such as YouTube,
TeacherTube, etc. in the classroom is that students tend to
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
I cannot get enough of the new add-on features in Google Docs and Spreadsheets. Granted, they are just re-engineered scripts from the gallery, but this feature how now made them so much easier to find and configure. If you're not excited by this, you're not using GAFE!
Using Diigo for Organizing the Web for your Class
31
07
2007
A good friend of mine, Randy Lyseng, has been telling people of the tremendous power and educational value that can be gained from social bookmarking in the classroom. His personal favourite is Diigo.
My preference is a social bookmarking tool called http://diigo.com. With diigo, you can highlight, add stick notes and make your comments private or public. (Randy Lyseng, Lyseng Tech: Social Bookmarking, November 2006)
After listening to Randy praise Diigo at every opportunity, I finally started playing with the site (and corresponding program, more on that in a bit) this summer (I know Randy - I’m slow to catch on…)As I started to play with the system, my mind started reeling with all the possibilities. First off, like any other social bookmarking tool, Diigo allows you to put all your favorites/bookmarks in one “central” location. Students can access them from ANY computer in the world (talk about the new WWW: whatever, whenever, where ever). They just open up your Diigo page, and there are all the links. But that’s just the tip of the iceberg. Diigo’s power lies in it’s group annotations. That’s right, people can now write in the margins of webpages. You can highlight passages of interest, write notes, and even write a blog entry directly from another webpage, quoting passages right from the original text. Sounds great - but to do all that it must be complicated right?
Nope. To use these advanced features all you need to do is run the Diigo software. This can either be done using a bookmarklet or by downloading and installing the Diigo toolbar. While both have basically the same features, the toobar is less finicky, and allows you to use contextual menus to access features quickly. I also find the toolbar’s highlighting and sticky notes to be easier to read. Ok fine… I can leave notes on webpages - so what?
Here’s an example. I’m thinking about having my 7B’s record radio plays. I’ve looked them up online and found many scripts from all the old classics available. However many also contain the old endorsements from tobacco and other companies. So I go to a play that I’d like to my students to record and highlight the old commercial. If they’re using diigo when they access this page they’ll see the same text highlighted in pink, and when they mouse over the highlighted text they’ll get a hidden message from me - “I’d like you to write a new advertisement for this section. What other advertisement do you think we could write for here? Write an ad for a virtue or trait that you think is important. For example - “Here’s a news flash for every person in Canada. It’s about a sensational, new kind of personality that will make you the envy of all those around you. It’s call trustworthiness. Why with just a pinch of this great product….” They now have a writing assignment to go along with the recording of the radio play.
Adding assignments is just one possibility. You can ask questions about the site, or have students carry on conversations about the text. Perhaps about the validity of some information. These notes can be made private (for your eyes only), public, or for a select group of people. You could use the same webpage for multiple classes, and have a different set of sticky notes for each one! Diigo will also create a separate webpage for each group you create, helping you organize your bookmarks/notes further! This technology is useful for any class, but I think is a must have for any group trying to organize something along the lines of the 1 to 1 project. I’m hoping to convince all the core teachers to set up a group page for their classes, and organize their book marks there! I’ve already started one for my 7B Language Arts Class!
One of the first questions I was asked when I started looking at this site, and more importantly at the bookmarklets and toolbar was is it secure? Will it bring spyware onto our systems? How about stability? I’ve currently been running the Diigo bookmarklet and toolbar on 3 different browsers, Explorer, Firefox, and Safari (sorry, there’s no Safari toolbar yet), across 4 different computers and 2 different platforms with no problems. I’ve also run every virus and spyware scan I can think of, everything checks out clean. I’ve also done an extensive internet check, and can’t find any major problems reported by anyone else. To my mind it’s an absolutely fantastic tool for use in the classroom. Thanks Diigo! And thanks Randy for pointing me in the right direction!
The importance of the distinction is this: As Digital Immigrants
learn - like all immigrants, some better than others - to adapt to their
environment, they always retain, to some degree, their "accent,"
that is, their foot in the past.
There are hundreds
of examples of the digital immigrant accent.
our Digital Immigrant
instructors, who speak an outdated language (that of the pre-digital age),
are struggling to teach a population that speaks an entirely new language
Digital Immigrant teachers assume that learners are the
same as they have always been, and that the same methods that worked for the
teachers when they were students will work for their students now. But
that assumption is no longer valid. Today's learners are different.
So what should happen?
Should the Digital Native students learn the old ways, or should their
Digital Immigrant educators learn the new?
methodology
learn to communicate in the language and style
of their students
it does mean going faster, less step-by step, more in parallel, with
more random access, among other thing
kinds of content
As educators, we need to be thinking about how to teach
both Legacy and Future content in the language of the Digital Natives.
Adapting materials to the language of Digital Natives has already been
done successfully. My own preference
for teaching Digital Natives is to invent computer games to do the job, even
for the most serious content.
"Why not make the learning into
a video game!
But while the game was easy for my Digital Native staff to invent,
creating the content turned out to be more difficult for the professors, who
were used to teaching courses that started with "Lesson 1 – the
Interface." We asked them instead to create a series
of graded tasks into which the skills to be learned were embedded. The professors
had made 5-10 minute movies to illustrate key concepts; we asked them to cut
them to under 30 seconds. The professors insisted that the learners to do
all the tasks in order; we asked them to allow random access. They wanted
a slow academic pace, we wanted speed and urgency (we hired a Hollywood script
writer to provide this.) They
wanted written instructions; we wanted computer movies. They wanted the traditional
pedagogical language of "learning objectives," "mastery",
etc. (e.g. "in this exercise you will learn"); our goal was to completely
eliminate any language that even smacked of education.
large mind-shift
required
We need to invent Digital Native methodologies for all
subjects, at all levels, using our students to guide us.
One of the best decisions our team made last summer was to pre-install Casper (5) profiles on all of our iPads. We pulled
the student IDs from our ASPEN (6) student
information system, logged each student into Casper and installed the four
profiles needed for our plan. The profiles took Safari web browser off the iPad.
As we progressed through the year, we discovered that these tools took a lot of
time to create something we were trying to move away from in the first place.
The reason for moving away from textbooks is that they offer a myopic vision of
a world that is ever-changing. Simply viewing a textbook on an iPad does not
change or innovate learning, nor does it use the iPad to its full potential. If
your plan is to digitize a standard textbook, save your money and renew your
textbook licenses.
This year we are incorporating K-12 digital portfolios along with revised
information and digital literacy standards. Every BPS student will have a Google
Apps for Education account that they will use in conjunction with the Blogger (15) application
to begin creating their Life of Learning portfolio
Begrundelser for anvendelsen af iPads i undervisningen bevæger sig fra en forestilling om at erstatte tekstbøger til en forestilling om at kunne lærerne kan samarbejde med eleverne i skyen ved hjælp af værktøjer, der automatisk synkroniserer med eleverns iPads
The students that make it into help desk are those who not only enjoy working
with technology in an educational context, but have a desire to serve, support
and possibly solve problems in the school on a daily basis.
.
Aside from simply troubleshooting, our
students help their former teachers at the middle and elementary levels as well
as create how-to scripts and videos for students, faculty and the Burlington
community. Our students have not only helped within the BPS community, but have
helped our Tech Team organize two major conferences in the past year:
You can have the most precisely calculated plan in place before you launch, but
if you don't have the right support in place, your launch may stumble. I regard
our IT department as one of the best I have ever worked with. I say this in all
sincerity because I do "work with" this team. These guys not only manage a
robust infrastructure, but they take part in the educational conversation and
give our staff the best tools to create dynamic, engaging classrooms.
Teknisk support er en del af løsningen og de skal deltage i den løbende pædagogisk/didaksike debet
However, we must work to incorporate information and digital literacy standards
into the K-12 curriculum as early as possible. Students in Kindergarten should
understand what it means to be nice to someone and how that will translate to
writing and living on the Web. As students grow up through the educational
pathways, they must be exposed to new and emerging technologies as early as
possible in a safe, responsible manner. By doing so, we are preparing them for a
global economy that requires these skills.
Our middle school is adding character education to the arts and humanities curriculum. Teaching students at a young age to be thoughtful and responsible with technology will make it a much better experience inside the classroom.
