Skip to main content

Home/ Diigo In Education/ Group items tagged technology reading

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
11More

Educational Leadership:Teaching Screenagers:Too Dumb for Complex Texts? - 72 views

www.ascd.org/...b-for-Complex-Texts%C2%A2.aspx reading technology education texts complex learning resources
shared by ekpeterson on 06 Mar 16 - No Cached
  • Willingness to Probe
  • readers may need to sit down with them for several hours of concentration.
  • hey insert a hesitant question before moving on.
  • ...8 more annotations...
  • That willingness to pause and probe is essential, but the dispositions of digital reading run otherwise. Fast skimming is the way of the screen. B
  • they have grooved for many years a reading habit that races through texts, as is the case with texting, e-mail, Twitter, and other exchanges, 18-year-olds will have difficulty suddenly downshifting when faced with a long modernist poem.
  • They are deep and semiconscious behaviors that are difficult to change except through the diligent exercise of other reading behaviors.
  • Texts like this one are too complex to allow for rapid exit and reentry. They often originate in faraway times and places and discuss ideas and realities entirely unfamiliar to the modern teenager. To comprehend what they say requires a suspension of present concerns.
  • Finally, the comprehension of complex texts depends on a receptive posture in readers. They have to finish the labor of understanding before they talk back, and complex texts delay the reaction for hours and days.
  • Digital communications, on the other hand, especially those in the Web 2.0 grain, encourage quick response.
  • Complex texts aren't so easily judged. Often they force adolescents to confront the inferiority of their learning, the narrowness of their experience, and they recoil when they should succumb.
  • reserve a crucial place for unwired, unplugged, and unconnected learning. One hour a day of slow reading with print matter, an occasional research assignment completed without Google—any such practices that slow down and intensify the reading of complex texts will help.
5More

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

www.ascilite.org.au/...drexler.html
shared by Ian Woods on 26 Sep 10 - Cached
  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
  • ...1 more annotation...
  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
  • Carole Redline on 27 Sep 10
     
    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
2More

Why Web Literacy Should Be Part of Every Education | Co.Exist: World changing ideas and... - 77 views

www.fastcoexist.com/...uld-be-part-of-every-education information literacy digital literacy programming technology
shared by Debra Gottsleben on 10 Aug 12 - No Cached
  • Debra Gottsleben on 10 Aug 12
     
    "Like reading, writing, and arithmetic, web literacy is both content and activity. You don't just learn "about" reading: you learn to read. You don't just learn "about" arithmetic: you learn to count and calculate. You don't just learn "about" the web: you learn to make your own website. As with these other three literacies, web literacy begins simply, with basics you can build upon. For some it can lead to a profession (i.e. becoming a computer programmer) while for most it becomes part of the conceptual DNA that helps you to understand and negotiate the world you live in."
  • Debra Gottsleben on 10 Aug 12
     
    An excellent article about the importance of web and digital literacies.
1More

Good Reads for Great Assessment - The Learner's Way - 43 views

thelearnersway.net/...ood-reads-for-great-assessment learner education technology collaboration teaching
shared by Nigel Coutts on 27 Aug 17 - No Cached
  • Nigel Coutts on 27 Aug 17
     
    Recently I have been diving into the world of Assessment, seeking to better understand how we might design effective processes around this essential phase of the learning cycle. In doing so I have found a wealth of resources and quality reads that offer insights and strategies to be applied into our classrooms. Here then is a sampling of what I have been reading. 
1More

Distance Learning: How Accessible are Online Educational Tools | American Foundation fo... - 5 views

www.afb.org/...distance-learning-how accessibility online tools
shared by Jeff Andersen on 29 Mar 20 - No Cached
  • Jeff Andersen on 29 Mar 20
     
    More and more schools, colleges and universities are using online educational tools that students are required to use to obtain course syllabi, access lectures and associated material, participate in class discussions, read course material, and receive grades and feedback from instructors. These popular tools, such as Blackboard, can frequently pose significant barriers to students with vision loss because they do not work well, if at all, with computer programs commonly used by students who are blind or visually impaired to access content displayed on the computer screen. For example, screen reading software reads the contents of the screen aloud. Screen magnification software enlarges text and graphics displayed on the computer screen in a customized way.
10More

Is Technology Producing A Decline In Critical Thinking And Analysis? - 0 views

www.sciencedaily.com/...090128092341.htm
shared by andrew torris on 31 Jan 09 - Cached
  • "As students spend more time with visual media and less time with print, evaluation methods that include visual media will give a better picture of what they actually know
  • reading develops imagination, induction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades."
    • Dana Huff
      Dana Huff on 01 Feb 09
       
      When was this magical time in the past when the majority of children read for pleasure?
    • Dana Huff
      Dana Huff on 01 Feb 09
       
      Interesting point about fanfiction. The way we read is definitely changing. We are becoming more participatory
  • ...3 more annotations...
    • Dana Huff
      Dana Huff on 01 Feb 09
       
      This doesn't mean that technology is to blame. The students were encouraged to use the Internet for what? I'll bet they were given no guidance and used it for whatever they wanted. No wonder they were distracted.
  • Adapted from materials provided by University of California - Los Angeles.
    • andrew torris
      andrew torris on 01 Feb 09
       
      For the source article (which is not much better) is at this link. Go leave a comment or two.
  • "Wiring classrooms for Internet access does not enhance learning," Greenfield said.
    • andrew torris
      andrew torris on 01 Feb 09
       
      will agree here. Wiring does not improve learning. What improves learning is teaching educators how to engage students to use the "wiring" to create, collaborate, share and publish. The net and "wires" allows students to delve deep into learning and apply their research rather that sit and "git".
  • Maggie Tsai on 31 Jan 09
     
    Worth thinking!
8More

Princeton University - Kindle pilot results highlight possibilities for paper reduction - 20 views

www.princeton.edu/...index.xml ubiquitous_acces_to_learning_content kindle ebooks mlearning
shared by Björn Hedin on 31 Jan 11 - No Cached
  • However, e-readers must be significantly improved to have the same value in a teaching environment as traditional paper texts, participants said.
  • but they also said the ability to highlight directly on traditional text, to take notes and flip pages for ease in navigation suffers in the e-reader.
  • With hopes of assisting industry with the refinement of e-readers, and providing useful information to other academic institutions considering the devices, information and data from the one-time pilot have been compiled on an Office of Information Technology (OIT) website.
  • ...5 more annotations...
  • About 65 percent of the participants in the pilot said they would not buy another e-reader now if theirs was broken. Almost all the participants said they were interested in following the technology to its next stages, because they think a device that works well in academia would be worth having.
  • "I found the device difficult to use and not conducive to academic purposes," he said, and added, "But I can see how it can be used for pleasure reading."
  • What they liked best about the devices was: the battery life, the wireless connection and the portability of the e-reader; the fact that all the course reading was on one device; the ability to search for content; and the legibility of the screen, including the fact it could be read in full sunlight. The top five suggestions students had for improving e-readers were: improving the ability to highlight and annotate PDF files; improving the annotation tools; providing a folder structure to keep similar readings together; improving the highlighting function; and improving the navigation within and between documents on the reader (including having more than one document open at the same time for comparison).
  • "The Kindle would be better for an academic setting if the PDF format worked more effectively,"
  • "There would be a greater benefit realized if the devices could develop a better way to deliver the ubiquitous PDF document, which is used by many journals and libraries to deliver documents, and is the common format in which dissertations and theses are published and read by faculty," Temos said. "Some students said they spent a considerable amount of time printing PDF documents during the semester, and hardly ever referred back to them once the semester was over. I don't expect that is unusual."
10More

5 Myths About the 'Information Age' - The Chronicle Review - The Chronicle of Higher Ed... - 0 views

chronicle.com/...127105 education myths information age books
shared by D. S. Koelling on 20 Apr 11 - No Cached
  • 1. "The book is dead." Wrong: More books are produced in print each year than in the previous year. One million new titles will appear worldwide in 2011. In one day in Britain—"Super Thursday," last October 1—800 new works were published.
  • 2. "We have entered the information age." This announcement is usually intoned solemnly, as if information did not exist in other ages. But every age is an age of information, each in its own way and according to the media available at the time.
  • 3. "All information is now available online." The absurdity of this claim is obvious to anyone who has ever done research in archives. Only a tiny fraction of archival material has ever been read, much less digitized. Most judicial decisions and legislation, both state and federal, have never appeared on the Web. The vast output of regulations and reports by public bodies remains largely inaccessible to the citizens it affects. Google estimates that 129,864,880 different books exist in the world, and it claims to have digitized 15 million of them—or about 12 percent.
  • ...7 more annotations...
  • 4. "Libraries are obsolete." Everywhere in the country librarians report that they have never had so many patrons. At Harvard, our reading rooms are full. The 85 branch libraries of the New York Public Library system are crammed with people.
  • 5. "The future is digital." True enough, but misleading. In 10, 20, or 50 years, the information environment will be overwhelmingly digital, but the prevalence of electronic communication does not mean that printed material will cease to be important. Research in the relatively new discipline of book history has demonstrated that new modes of communication do not displace old ones, at least not in the short run.
  • I mention these misconceptions because I think they stand in the way of understanding shifts in the information environment. They make the changes appear too dramatic. They present things ahistorically and in sharp contrasts—before and after, either/or, black and white. A more nuanced view would reject the common notion that old books and e-books occupy opposite and antagonistic extremes on a technological spectrum. Old books and e-books should be thought of as allies, not enemies.
  • Last year the sale of e-books (digitized texts designed for hand-held readers) doubled, accounting for 10 percent of sales in the trade-book market. This year they are expected to reach 15 or even 20 percent. But there are indications that the sale of printed books has increased at the same time.
  • Many of us worry about a decline in deep, reflective, cover-to-cover reading. We deplore the shift to blogs, snippets, and tweets. In the case of research, we might concede that word searches have advantages, but we refuse to believe that they can lead to the kind of understanding that comes with the continuous study of an entire book. Is it true, however, that deep reading has declined, or even that it always prevailed?
  • Writing looks as bad as reading to those who see nothing but decline in the advent of the Internet. As one lament puts it: Books used to be written for the general reader; now they are written by the general reader. The Internet certainly has stimulated self-publishing, but why should that be deplored? Many writers with important things to say had not been able to break into print, and anyone who finds little value in their work can ignore it.
  • One could cite other examples of how the new technology is reinforcing old modes of communication rather than undermining them. I don't mean to minimize the difficulties faced by authors, publishers, and readers, but I believe that some historically informed reflection could dispel the misconceptions that prevent us from making the most of "the information age"—if we must call it that.
6More

Reading and the Web - Texts Without Context - NYTimes.com - 28 views

www.nytimes.com/...21mash.html sme NYTimes technology Web 2.0 critic mashup
shared by Tracy Tuten on 08 Apr 10 - Cached
  • In his deliberately provocative — and deeply nihilistic — new book, “Reality Hunger,” the onetime novelist David Shields asserts that fiction “has never seemed less central to the culture’s sense of itself.”
  • Mr. Shields’s book consists of 618 fragments, including hundreds of quotations taken from other writers like Philip Roth, Joan Didion and Saul Bellow — quotations that Mr. Shields, 53, has taken out of context and in some cases, he says, “also revised, at least a little — for the sake of compression, consistency or whim.”
  • 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.”
  • ...2 more annotations...
  • Mr. Lanier’s book, which makes an impassioned case for “a digital humanism,” is only one of many recent volumes to take a hard but judicious look at some of the consequences of new technology and Web 2.0. Among them are several prescient books by Cass Sunstein, 55, which explore the effects of the Internet on public discourse; Farhad Manjoo’s “True Enough,” which examines how new technologies are promoting the cultural ascendancy of belief over fact; “The Cult of the Amateur,” by Andrew Keen, which argues that Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise; and Nicholas Carr’s book “The Shallows” (coming in June), which suggests that increased Internet use is rewiring our brains, impairing our ability to think deeply and creatively even as it improves our ability to multitask.
  • Steven Johnson, a founder of the online magazine Feed, for instance, wrote in an article in The Wall Street Journal last year that with the development of software for Amazon.com’s Kindle and other e-book readers that enable users to jump back and forth from other applications, he fears “one of the great joys of book reading — the total immersion in another world, or in the world of the author’s ideas — will be compromised.” He continued, “We all may read books the way we increasingly read magazines and newspapers: a little bit here, a little bit there.”
  • Tracy Tuten on 08 Apr 10
     
    Highly insightful and developed argument for how Web 2.0 is changing how we process information, learn, and develop opinions. 
1More

Integrating Media and Technology into Classroom Practices - The Reading & Writing Project - 57 views

readingandwritingproject.com/...integrating-technology.html Teacher_Resources Teaching_Ideas Planning
shared by Marc Patton on 05 Mar 14 - No Cached
  • Marc Patton on 05 Mar 14
     
    The TCRWP directors and staff, in conjunction with teachers at many Project schools, are conducting ongoing inquiries into the use of technology as a way to enhance, differentiate, and support classroom teaching in reading and writing.
1More

ent2010web.pdf (application/pdf Object) - 71 views

www.fdlrs.org/ent2010web.pdf technology instructional assistive universal design for learning accesible instructional materials
shared by David Davis on 26 Dec 11 - No Cached
  • David Davis on 26 Dec 11
     
    PDF booklet on technology that includes topics such as Universal Design for Learning, Reading, Writing, Science, Virtual Worlds, and Assistive Technology. Free to share.
7More

Susan Linn: About That App Gap: Children, Technology and the Digital Divide - 53 views

www.huffingtonpost.com/...pp-gap-and-kids_b_1560784.html technology digital divide children
shared by Mr. Eason on 19 Jul 12 - No Cached
  • children from low-income families spend more time handling technology -- across platforms -- than their wealthier counterparts, and across class, kids mainly use their "handling skills" for entertainment. They play games, watch videos, and visit social networking sites.
  • there's scant evidence that anyone but the companies who make, sell, and advertise on these new technologies benefit from the time young children spend with them, there's plenty of reason to be worried about it.
  • studies showing that the bells and whistles of electronic books actually detract from reading comprehension.
  • ...4 more annotations...
  • I'm worried that screen-based reading, with omnipresent hyperlinks, interferes with comprehension and memory, and that heavy Internet use appears to encourage distractedness and discourage deep thinking, empathy, and emotion.
  • fast-paced video games trigger dopamine squirts in our brains -- kind of like cocaine.
  • here's what worries me most: We're turning to the companies that profit from these technologies to help parents manage their kids' relationship with screens. While it's great that the Federal Communications Commission is launching a campaign to promote digital literacy, the fact that companies like Best Buy and Microsoft are funding it make it unlikely that weaning kids from their products will be a priority.
  • the skills they will always need to thrive -- deep thinking, the ability to differentiate fact from hype, creativity, self-regulation, empathy, and self-reflection -- aren't learned in front of screens. They are learned through face-to-face communication, hands-on exploration of the world, opportunities for thoughtful reflection, and dreams.
16More

Education Rethink: 11 Reasons Teachers Aren't Using Technology #edchat #edtech - 51 views

www.educationrethink.com/...sons-teachers-arent-using.html education teachers technology
shared by Louisa Guest on 15 Jul 12 - No Cached
    • Louisa Guest
      Louisa Guest on 15 Jul 12
       
      If any of these reasons resonate with you, please let's make time for a chat and work together to overcome them
  • Fear:
  • Low Self-Efficacy:
  • ...13 more annotations...
  • What they lacked was a belief in their own ability to create tech-integrated lessons.
  • Testing
  • Consumerism
  • reading is viewed culturally as educational while all things techie tend to be viewed culturally as entertainment.
  • Lack of Leadership
  • Inconsistent Paradigms
  • Personal Experience:
  • If teachers themselves have never used these tools in their free time and schools haven't used these in professional development, the tools will always seem strange.
  • Humility: It takes a certain level of humility to say, "my non-tech approach is wrong and maybe I need to consider technology." 
  • It's Optional
  • : I am not a fan compliance-driven leadership. However, in a culture of compliance, some teachers will only do what leaders mandate them to do. So, technology isn't required. Somehow, we treat it as if it's a matter of personal choice in a way that we would never do with pedagogy. Someone is still allowed to be a "good teacher" and use virtually no technology whatsoever. Failure isn't an option, but irrelevance is. Somehow we've screwed up our priorities. Somehow we've allowed teacher comfort level to drive what we use with students.
  • Lack of Technology:
  • Lack of Research:
3More

Is Technology Making Your Students Stupid? - Technology - The Chronicle of Higher Educa... - 173 views

chronicle.com/...66128
shared by Kate Pok on 20 Nov 11 - Cached
jaimetong liked it
    • Kate Pok
      Kate Pok on 20 Nov 11
       
      A very worthwhile read, just to remind us that integrating technology into a classroom has to carefully planned.
    • aphane1
      aphane1 on 20 Nov 11
       
      You are absolutely right.  Moreover, technology exposes the weakness of our teaching methods. 
    • Melissa Hasebrook
      Melissa Hasebrook on 23 Nov 11
       
      This seems a little skewed. To say that the students did not do well on the test is to say they did not do well in terms of listening to the lecturer. However, it does not mean they did not deeply understand the topic. Who wrote the test? And what information was tested? While I agree that technology can be a distraction, it is also important for teachers to understand that we must change our pedagogy to keep up with the ways students are learning currently--which may not be through lecture.
2More

The Evolution of Classroom Technology - Interactive Feature - NYTimes.com - 89 views

www.nytimes.com/...classroom-technology.html digital_literacy library elem.library technology writing reading education learning timelines
shared by anonymous on 21 Sep 10 - No Cached
  • Beth Hartranft on 21 Sep 10
     
    A graphic history of classroom technology, from the writing slate to the electronic tablet.
  • anonymous on 05 Jul 12
     
    "A graphic history of classroom technology, from the writing slate to the electronic tablet."--shared on our OSUWP  listserv
48More

Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views

digitalyouth.ischool.berkeley.edu/book-friendship Aristotle Friendship teens adolescents online network
shared by Laura Doto on 23 Jun 09 - Cached
  • Social relations—not simply physical space—structure the social worlds of youth.
    • Laura Doto
      Laura Doto on 23 Jun 09
       
      A critical conclusion to be realized that can inform our assumptions as educators.
  • When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
  • these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
  • ...43 more annotations...
  • Homophily describes the likelihood that people connect to others who share their interests and identity.
  • One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
  • Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
  • Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
  • there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
  • the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
  • As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
  • The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
  • “It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
  • Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
  • Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
  • Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
  • to avoid social drama with her friends:
  • The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
  • teens have developed a variety of social norms to govern what is and is not appropriate
  • The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
  • While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
  • primarily a continuation of broader dramas.
  • social media amplify dramas because they extend social worlds beyond the school.
  • Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
  • social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
  • That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
  • finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
  • Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
  • While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
  • Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
  • it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
  • Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
  • They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
  • Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
  • Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
  • Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
  • So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
  • From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
  • That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
  • Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
  • While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
  • Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
  • learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
  • articulating those friendships online means that they become subject to public scrutiny in new ways;
  • This makes lessons about social life (both the failures and successes) more consequential and persistent
  • make these dynamics visible in a more persistent and accessible public arena.
  • co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
  • Laura Doto on 23 Jun 09
     
    MacArthur Foundation Study - Friendship chapter
3More

Inversions - Practical Theory - 1 views

practicaltheory.org/...index.php VLE education chris_lehmann
shared by Tony Baldasaro on 15 Sep 09 - Cached
  • Then, class, rather than being a time when all kids sat and received the instruction, could be the time when they reinforce skills by doing problem sets, worked on real-world application projects, collaborated with teachers to reinforce concepts, etc... in some ways, it's an inversion of what we traditionally think of as a math class.
  • If we use technology to invert that idea, so that kids could watch the teacher's demonstration of the skills and concepts at home (and with the ability to rewind when necessary,) we could allow kids the opportunity to apply and practice their knowledge in the space where they can get help, collaborate, etc... doesn't that make more sense? (Interestingly, I was trying to imagine what that would look like in an English classroom, and I realized that is, in many respects, similar to what we do already when we ask kids to read the book at home, and then come in and interact with the community to uncover the deeper aspects of the text. Hm.)
  • Tony Baldasaro on 15 Sep 09
     
    I'm about 80% of the way through Disrupting Class by Clayton Christensen and Michael Horn. (Yeah, I know... I'm the last one to read it.) There's a lot that's very interesting about the book, and while we should critically examine the book, it is still a fascinating read. If nothing else, it is continuing to make me think about how much more could happen in our classrooms if we created more opportunities for students to learn basic skills and content outside of class, rather than inside class. I've been thinking a lot about math class. How many students would learn math more efficiently if they could watch math videos, narrated by a teacher with problems done "on the board" as they watched with multiple examples of concepts (think geometry here, as an example) that speak to different learning modalities.
11More

Dawn of the cyberstudent | University challenge | guardian.co.uk - 0 views

www.guardian.co.uk/...cyberstudent news resources review tools web2.0 pedagogy
shared by Ed Webb on 27 Jan 09 - Cached
  • students often have more experience of using new technologies than many university managers — even if they need guidance in using them effectively
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      And there's the rub. Students can often read, too, in the basic sense. But our job as higher educators is to get them to really read, to read critically and do something with that reading. So, too, with the affordances of web2.0.
  • the research process is likely to become much more open
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      We can hope
  • a balance that suits them, which may lead to more varying degrees of face-to-face and online contact,
  • ...3 more annotations...
  • "If you are in Second Life listening to a lecture, your ability to fly through a bush isn't that relevant,
  • All this will put added pressure on university staff, with increasing demands to respond to students 24/7. Read suggests one answer could be for universities in different parts of the world to share the load so that, as often happens already in industry "the work moves around with the sun".
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      Interesting concept. Dickinson and other internationally-connected institutions would be in good shape to innovate here.
  • learning culture
  • Ed Webb on 27 Jan 09
     
    Guardian on how higher ed will have to adapt. Not sure the revolution is here quite yet.
  • Ed Webb on 27 Jan 09
     
    "Cyberstudent" is a hideous term.
4More

DAISY: Digital Accessible Information SYstem (DAISY) Consortium - 0 views

www.daisy.org Assistive Technology AT ebook audio book DAISY standard accessibility reading publishing
shared by Scott Garrigan on 11 Jul 09 - Cached
  • 2009-06-30Amazon Kindle DX Pilot Program Discriminates Against the Blind
    • Scott Garrigan
      Scott Garrigan on 11 Jul 09
       
      Check out this link. It highlights the difference between a "text reader," which many applications provide, and a "book reader" that includes navigation by chapter and page number, the ability to skip parts, and a knowledge of the normal parts of a book (like table of contents, footnotes, sidebar, etc.)
  • DAISY Makes Reading Easier (YouTube Video)  transcript
  • Scott Garrigan on 11 Jul 09
     
    DAISY Consortium for an international standard in audio book publishing and reading.
1More

3-D Animated Animals Help Kindergartners Read - 92 views

www.convergemag.com/...-Help-Kindergartners-Read.html animated reading kindergarten 3 d
shared by anonymous on 04 May 11 - No Cached
  • A new reading curriculum based on augmented reality technology grabs student attention and shows them difficult concepts in a visual form. "Letters alive" uses 26 animals to help pre-kindergartners and kindergartners learn to read.
‹ Previous 21 - 40 of 216 Next › Last »
Showing 20▼ items per page