Group items tagged

So why do I use Diigo?   I like its ability to enhance my bookmarking with highlights and sticky notes, that are retained with the page when I go back to it. I like that you can highlight and publish easily from Diigo to you blog or an email, and a reference appears automatically along with the posting. I like the ability to create lists on specific topics that can be shared. I like the ability to create groups to pool resources for specific subjects. I recently joined a few Diigo groups and have had some very useful sites brought to my attention. I like that you can access and search the bookmarks anywhere by full-text and tags. I like to search for the most popular bookmarks on a particular subject. I like the different ways to share and aggregate information that  Diigo offers. I have set it up so that a list of my new bookmarks appears on this blog on a weekly basis but this is just one option. You can now choose to automatically The tool bar is easy to download and makes it easy to use and aspect of Diigo whenever you are on line.

Of course you can keep things private if you choose to but that is really defeating the purpose of Diigo in the first place. Diigo also began offering, on Sept 19th, a Diigo Education Account Facility. I haven’t investigated this yet but a post about it was put onto the SLAV Bright Ideas blog. It is worth looking at. From Diigo ‘The Diigo Educator Accounts offer a suite of features that makes it incredibly easy for teachers to get their entire class of students or their peers started on collaborative research using Diigo’s powerful web annotation and social bookmarking technology.’ For an educator account, you do have to apply and fill out how/why you want to use Diigo in your school.

“Kids learn on the Internet in a self-directed way, by looking around for information they are interested in, or connecting with others who can help them. This is a big departure from how they are asked to learn in most schools, where the teacher is the expert and there is a fixed set of content to master.”

new challenges in how to manage their visibility and social relationships online

Online media, messages, and profiles that young people post can travel beyond expected audiences and are often difficult to eradicate after the fact

More pointedly still: Creating an opposition between "critical thinking" and "reading and discussing," on the one hand, and electronic/social media on the other, is a logical false disjunctive (in plain talk, a false either/or). Any competent teacher can use the new literacy tools to create new possibilities in critical thinking, reading, discussing, and more, that were only dreamt of in pre-Internet philosophies.

Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did. "Wiring classrooms for Internet access does not enhance learning," Greenfield said. Restrain me, quick, before I break something. Because there’s a missing element in this bit of sloppy science that makes me want to throw my beloved laptop through the window. It’s this: the freaking teacher. So let me correct this: “CLUELESSLY wiring classrooms for internet access does not enhance learning.”

It’s totally schooly, and divorced from the authentic uses we put this stuff to in that non-school place called the real world.

alternative assignments involve writing and, "Why should she get punished for not going to the movie?"

social repercussions for a student whose parents refuse to give permission to watch a film in class.

National School Boards Association measures social networking at nine hours per week, much of it spent on homework help

I continue to believe in the linear, author-driven narrative for educational purposes. I just don't believe the Web is optimal for delivering this experience. Instead, let's praise old narrative forms like books and sitting around a flickering campfire

Educators must keep a portion of the undergraduate experience disconnected, unplugged, and logged off.

Compared to us, I believe their brains have developed differently," says Sheehy. "If we teach them the way we were taught, we're not serving them well."

children were much more likely to have connections between brain regions close together while older subjects were more likely to feature links between parts of the brain that are physically farther apart.

"media multi-tasking."