Group items tagged

mike wesc purpose driven research project on anonymity kansas uni ethnography/social anthropology on web 2.0 trends

For the Spring 2009 Digital Ethnography course led by Michael Wesch. This is a compilation of trailers created by students for their Spring 2009 projects. For more information about our project, visit our research hub: http://www.netvibes.com/wesch There you will find links to student blogs, our wiki, our diigo links, notes, and other materials.

Mediated Cultures: Digital Ethnography at Kansas State University netvibes site for mike wesch's course using rss feeds etc

On this wiki you will find resources for different educational applications, Web 2.0 and digital image and video resources. My name is Suzie Vesper and I work as an ICT Facilitator in New Zealand at the national level and within a school. Feel free to add your own ideas and resources to this site. If you do add some content, please add some information about yourself to my contributors page.

Experimenting with tech tools to enhance language learning

This is a new page  of the Directory showing SOCIAL tools particularly targeted at (or very useful) for the primary, junior, middle and secondary school classrooms. (The rest of the Directory also provides useful tools)

A short video summarizing some of the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime. Created by Michael Wesch in collaboration with 200 students at Kansas State University. Wesch, M. (2007). A vision of students today [Video]. Retrieved from http://www.youtube.com/watch?v=dGCJ46vyR9o

TED@Palm Springs presentation on game-based learning; creation of "immersive learning environments." Meyers, A. (2009). A Vision for 21st Century Learning [Video]. Retrieved from http://www.youtube.com/watch?v=Mirxkzkxuf4

I disliked this video. Is my classroom extraordinary? The rest of the classrooms in the U.S. have unmoving, silent children stuck in desks all day? The students don't talk to each other? They don't collaborate to solve problems? They don't read? They don't write in order to analyze and express opinions? They don't use math manipulatives, do science experiments, build, draw, and do projects? They don't laugh together, digress, and then get back on track? Because that's what we do. It doesn't strike me as a response to the Industrial Revolution as much as a response to students' curiosity and to their future needs. "If we get it right, kids won't even know they're learning something." So, we're doing it wrong if the kids are actually aware that they're learning? Better they should be metaphorically anesthetized by the computer experience? We don't want them inoculated against feeling the discomfort of struggle. Every respected neuroscientist on the planet says struggle is necessary to wire neurons together, which is the physical manifestation of learning. The simulation of the village looks very cool. I love computers. But if all their learning about ancient Rome is based on this simulation, where are the primary sources? Will students encounter any? Or is their experience of the village based on someone else's interpretation of primary sources? If so, then someone else gets to decide what is important to include in the Roman village. They get to choose and interpret the facts that are used to create the virtual ancient Roman experience. That goes against best practice teaching of the social sciences.

Web 2.0 cool tools for teachers. Great resources broken down by topic. Each resource has a link and a description with it.

A very cool free/cheap tool for in-class polling using cell phones or twitter!

Would love to hear my colleagues' thoughts about these lesson plans and practices.