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meghankelly492

Music performance skills: A two-pronged approach - facilitating optimal music performan... - 1 views

journals.sagepub.com/...0305735618765349

anxiety Music

shared by meghankelly492 on 21 Aug 19 - No Cached
  • music performance anxiety (MPA)
  • The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
  • Anxiety is generally regarded as having an antithetical relationship with flow
  • ...19 more annotations...
  • The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
  • Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
  • There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
  • Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
  • “when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
  • Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
  • However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
  • Csikszentmihalyi’s nine dimensions of flow as follows
  • Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
  • Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
  • These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
  • Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
  • This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
  • Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
  • The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
  • Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
  • “Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
  • Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
  • Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
Mark Gleeson

MyRead - Four Resources Guideposts - 3 views

www.myread.org/monitoring_guideposts.htm

comprehension middle years literacy Reading

shared by Mark Gleeson on 30 May 12 - Cached
  • Mark Gleeson on 30 May 12
     
    The guideposts are a useful assessment tool based on how individual guides integrate the Four Roles/Resources of the Reader. The guidepost indicators may be used to monitor student learning. However, use the guideposts flexibly. While the guideposts do cover each of the Four Roles/Resources of the Reader, teachers may choose to focus on one or two roles or fewer indicators for each role. Teachers may also find that there are other learning outcomes which they would like to focus on and which reflect the particular needs of their students.
Shannon Smith

Need resources to assist in creating a 21st century learner training/ professional deve... - 133 views

Thank you! This is great information! James McKee wrote: > Shannon, > > I was recently referred to this video of Michael Wesch who teaches cultural anthropology at Kansas State University. He ...

professional development 21st century learners technology

started by Shannon Smith on 22 Nov 08 8 follow-ups, last by Shannon Smith on 04 Dec 08
Jess Hazlewood

"Where's the Writer" TETYC March 2014 - 43 views

DIIGO_FILE_HOME/1dj8a/b5ju

shared by Jess Hazlewood on 03 Sep 14 - No Cached
  • “Responders Are Taught, Not Born”
  • We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
  • We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
  • ...33 more annotations...
  • class suggests that the writer’s question
  • This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
  • we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
  • dynamic list that students freely update throughout the semester on the class classro
  • organize the questions within categories such as tone, content, evidence-based support, style, and logistics
  • The end result is a robust list of questions for writers to ask of their respondents.
  • in-class discussion about effective and less effective questions for writers
  • raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
  • , “Feedback: What Works for You and How Do You Get It?”
  • Students’ comments often point to their struggle to position themselves in peer response.
  • “What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
  • it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
  • devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
  • : pointing, summarizing, and reflecting
  • highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
  • Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
  • While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
  • this information is limited to the instructor’s manual
  • llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
  • You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
  • uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
  • he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
  • “Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
  • dependent on what parts of the textbook they choose to read
  • point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
  • there is no mention that writers might use them for purposes of soliciting feedback.
  • we see an opportunity for modeling that is not fully realized.
  • we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
  • textbook authors offer few examples for how to get specific feedback
  • we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
  • we worked to understand how textbooks highlight the writer’s role in peer response.
  • We wanted to know what books tell writers about asking questions
  • lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
  • Jess Hazlewood on 03 Sep 14
     
    Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
Jon Tanner

What's the point of media specialists...? on School Library Journal - 49 views

www.schoollibraryjournal.com/...1860043986.html

neverendingsearch lms media specialist socialmedia

shared by Jon Tanner on 03 Dec 09 - Cached
  • Jon Tanner on 03 Dec 09
     
    "Joyce Valenza Ph.D On the librarian: What's the point . . ? The Twitter conversation April 30, 2009 @karlfisch: What's the point of having a media specialist if they aren't specialists in the media forms of the day? I was nearly finished copying and pasting, figuring out how best to post Tuesday's Twitter conversation, when I discovered that Karl Fisch (@karlfisch), who kinda started it all, already took care of that. (You likely know of Karl's very popular and provocative videos.) I am still not sure how best to frame this conversation on the place of the information/media specialist in today's school. What is clear is that a lot of smart people--people who are out there teaching, speaking, moving, and shaking--are disappointed in what they see when they see school librarians. Either we have a perception problem or we need to do some serious retooling. I'd say we have to deal with both. In a hurry. Being an information (or media) specialist today means being an expert in how information and media flow TODAY! It is about knowing how information and media are created and communicated. How to evalute, synthesize, and ethically use information and media in all their varied forms. It is about being able to communicate knowlege in new ways for new audiences using powerful new information and communication tools. Forgive me if it hurts. In my mind, if you are not an expert in new information and communication tools, you are NOT a media specialist for today. Tuesday's conversation happened in the open, on Twitter. We need to be aware that these conversations are happening where we cannot hear them--at conferences, at Board and cabinet meetings. We also need to make sure that our voices are heard and that we hear the voices of others in places like Twitter, where so many educational leaders and thinkers are chatting about us and many other things. I've selected the remarks that resonated loudest for me. (I've shuffled a bit, but you can visit Karl'
Noelle Kreider

Educational Leadership:Reading to Learn:Can't Get Kids to Read? Make It Social - 45 views

www.ascd.org/...Read%C2%A2_Make_It_Social.aspx

diigo reading socialbookmarking

shared by Noelle Kreider on 22 Mar 10 - Cached
  • "How can we possibly teach reading when our kids just won't read?"
  • classrooms are one of the only text-driven environments that our students experience. Beyond school, U.S. students spend most of their time with media consuming digital information from televisions, radios, and computers. Much of this electronic information is visual or is processed passively, in small bites.
  • So how can you drag the wayward brains in your classroom back to deeper reading? Begin by recognizing that today's students are driven by opportunities to interact with one another. Conversations—whether they are started on Facebook, through text messages, or in the hallways—play a central role in adolescents' lives. Understanding that participation is a priority, the best teachers create social reading experiences and blur lines between fun and work.
  • ...4 more annotations...
  • One great tool for creating social reading experiences is Diigo
  • Social bookmarking applications like Diigo help my classes explore interesting texts and get students reading actively. As students highlight parts of the text they find compelling and add comments in onscreen threaded discussions, they challenge the thinking of their peers and even of the author.
  • To structure substantial conversations instead of reactive chatter, I defined five specific roles (listed in the Shared Annotation Roles section of the Digitally Speaking site referenced above) for students working in shared annotation groups.
  • Tools such as Diigo are fundamentally changing the reading experience—and effective teachers must adapt to keep their students engaged.
  • Noelle Kreider on 22 Mar 10
     
    article about using Diigo to engage students in reading
Annette P

Web 2.0 Tools « - 8 views

ols.syr.edu/...web-2-0-tools

shared by Annette P on 25 Apr 13 - No Cached
  • Blogging the Learning Process Just as blogs can help foster conversation among students and faculty, instructors are discovering that they can also serve a more personal role, as a tool of reflection and self-appraisal. “The blog’s biggest strength is in the development and authentication of the student voice in learning,” notes Ruth Reynard, associate professor of education and the director of the Center for Instructional Technology at Trevecca Nazarene University (TN). Reynard uses blogs as a way to get students to reflect on their coursework–essentially by keeping an online journal in which they track their learning. As opposed to a traditional journal that is read only by the instructor, student
  • When used as a tool for reflection, blogs allow students to write at length about their own experiences as learners, and to read and comment on the insights posted on their classmates’ blogs. This type of public, shared self-reflection is difficult to achieve in other forms of collaborative online writing, such as discussion boards. “If the
  • Reynard has also found that blogs are a great tool for helping her graduate students learn to write academically. She requires her graduate students to embed hyperlinks to online sources that are influencing their thinking in their reflective blog posts.
  • Annette P on 25 Apr 13
     
    useful info for blogging and reflective thinking
Brianna Crowley

jenniferbarnett - My Web Wardrobe - 2 views

jenniferbarnett.wikispaces.com/My+Web+Wardrobe

web2.0 tools technology edtech

shared by Brianna Crowley on 09 Jan 13 - Cached
  • Brianna Crowley on 09 Jan 13
     
    High School teacher Jennifer Barnett uses the metaphor for a closet to identify the role of her tech tools as well as organize them for reference. 
D. S. Koelling

Wikipedia Comes of Age - The Chronicle of Higher Education - 38 views

chronicle.com/...125899

wikipedia research pre-research

shared by D. S. Koelling on 11 Jan 11 - No Cached
  • Not all information is created equal. The bottom layers (the most ubiquitous, whose sources are the most ephemeral, and with the least amount of validation) lead to layers with greater dependability, all the way to the highest layers, made up mostly of academic resources maintained and validated by academic publishers that use multiple peer reviews, trained editors, and scholarly reviewers. When the system is effective, the layers serve to reinforce one another through clear pathways that allow queries to move from one layer to another with little resistance.
  • Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research." In other words, to gain context on a topic, to orient themselves, students start with Wikipedia. That makes perfect sense. Through user-generated efforts, Wikipedia is comprehensive, current, and far and away the most trustworthy Web resource of its kind. It is not the bottom layer of authority, nor the top, but in fact the highest layer without formal vetting. In this unique role, it therefore serves as an ideal bridge between the validated and unvalidated Web.
  • Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research." In other words, to gain context on a topic, to orient themselves, students start with Wikipedia.
  • ...2 more annotations...
  • My opinion of Wikipedia, like the tool itself, has radically evolved over time. Not only am I now supportive of Wikipedia, but I feel that it can play a vital role in formal educational settings
  • The key challenge for the scholarly community, in which I include academic publishers such as Oxford University Press, is to work actively with Wikipedia to strengthen its role in "pre-research." We need to build stronger links from its entries to more advanced resources that have been created and maintained by the academy.
  • D. S. Koelling on 11 Jan 11
     
    C. Grathwohl argues that Wikipedia plays a vital middle layer of authority for students conducting pre-research; scholars, he says, should work to assure that links in Wikipeida lead students to more advanced research that's been validated by the academic community.
Tracy Tuten

Physicists Seek To Lose The Lecture As Teaching Tool : NPR - 4 views

www.npr.org/...e-the-lecture-as-teaching-tool

teaching howto lecture npr

shared by Tracy Tuten on 02 Jan 12 - Cached
  • key is to get them to do the assigned reading — what he calls the "information-gathering" part of education — before they come to class.
  • "It used to be just be the 'sage on the stage,' the source of knowledge and information," he says. "We now know that it's not good enough to have a source of information." Mazur sees himself now as the "guide on the side" – a kind of coach, working to help students understand all the knowledge and information that they have at their fingertips. Mazur says this new role is a more important one.
  • Tracy Tuten on 03 Jan 12
     
    Explanation of using peer instruction and arguments against the lecture as a college teaching tool.
MaryLiz Jones

21 Digital Tools to Build Vocabulary l Dr. Kimberly's Literacy Blog - 132 views

www.learningunlimitedllc.com/...0-digital-tools-for-vocabulary

shared by MaryLiz Jones on 07 Jun 15 - No Cached
  • Glenn Hervieux on 07 Jun 15
     
    "21 Digital Tools to Build Vocabulary" - vocabulary literacy researcher/writer Kimberly Tyson shares some excellent tools for building vocabulary, which she sees as one of the most important activities teachers should get right. She shares the important role vocabulary plays in the CCSS. See some of her other blog posts.
Martin Burrett

Using praise (in brief) by @thisiseducation - 14 views

ukedchat.com/...g-praise-brief-thisiseducation

praise article

shared by Martin Burrett on 05 Mar 17 - No Cached
  • Martin Burrett on 05 Mar 17
     
    "Praise seems such an obvious part of a teacher's role that it is often overlooked. However, like all tools the use of praise does need constant practice and planning in order for it to become a positive habit. With care, its use can be a highly effective intervention that supports young people with social, emotional or mental health needs as well as benefitting all pupils."
atisinger

Effects of Technology on Classrooms and Students - 8 views

www2.ed.gov/...effectsstudents.html

shared by atisinger on 17 Apr 12 - Cached
  • student satisfaction with the immediate feedback
    • kris james
      kris james on 17 Apr 12
       
      What is the most cost effective way to provide individualized, immediate feedback? Is it reasonable to do this without paying for subscription services?
  • Teachers talked about motivation from a number of different perspectives. Some mentioned motivation with respect to working in a specific subject area, for example, a greater willingness to write or to work on computational skills. Others spoke in terms of more general motivational effects--
  • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress.
dmassicg

Vote: Is technology a boon or burden in the classroom? - The Globe and Mail - 62 views

www.theglobeandmail.com/...article2241783

technology classroom pictogram

shared by dmassicg on 28 Jan 12 - No Cached
  • Back to article Apple vows iBooks 2 will ‘reinvent’ school textbooks Enlarge this image Vote: Is technology a boon or burden in the classroom? Published Monday, Nov. 28, 2011 12:00AM EST Last updated Monday, Nov. 28, 2011 2:29PM EST
  • dmassicg on 28 Jan 12
     
    Globe and Mail visual graph: Is technology a boon or burden in the classroom? As the world becomes increasingly digital, school boards are trying to negotiate technology's role in the classroom. Some have embraced digital tools, enhancing their classrooms with Smartboards, cell phones and social media. Others have favoured tradition, claiming technology is a distraction and a nuisance. Where do Globe readers stand? Each dot on this graph represents one person's response colour-coded by age group.
Wayne Holly

8 Ways Technology Is Improving Education - 75 views

mashable.com/...technology-in-education

shared by Wayne Holly on 24 Nov 10 - No Cached
  • Wayne Holly on 24 Nov 10
     
    Technology is helping teachers to expand beyond linear, text-based learning and to engage students who learn best in other ways. Its role in schools has evolved from a contained "computer class" into a versatile learning tool that could change how we demonstrate concepts, assign projects and assess progress.
Martin Burrett

'Teaching' Technology by @sansanananana - 11 views

ukedchat.com/...teaching-tech

technology

shared by Martin Burrett on 05 Nov 18 - No Cached
  • Martin Burrett on 05 Nov 18
     
    "As a technology teacher, I always keep looking for new tools to excite my students. During parent-teacher conferences, when a parent comes and asks me how's their child doing at my subject I almost always say, "Everyone is good at technology" or "All of them love ICT lessons". But when I'm alone, I reflect on these statements many times. If everyone already loves technology and is good at it, then what am I here for? What's my role? This is a generation of digital natives. You show a two-year-old how to scroll through the camera roll of your phone once and they won't ask you again. This makes me question my validity again and again."
tapiatanova

A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of High... - 98 views

chronicle.com/...129609

social network sociallearning Social Media learning education millenials socialnetworking socialbookmarking pln ple optometry

shared by tapiatanova on 08 Nov 11 - No Cached
Kate Pok liked it
  • Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
    • trisha_poole
      trisha_poole on 08 Nov 11
       
      Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      Agreed, for connectivism see also www.connectivism.ca
  • External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      The last sentence is especially important in institutional contexts where the staff voices their distrust against "open scholarship" (Weller 2011), web 2.0 and/or open education. Where "privacy" is deemed the most important thing in dealing with new technologies, advocates of an external audience have to be prepared for certain questions.
    • tapiatanova
      tapiatanova on 03 Jan 14
       
      yes! nothing but barriers! However, it is unclear if the worries about pravacy are in regards to students or is it instructors who fear teaching in the open. everyone cites FERPA and protection of student identities, but I have yet to hear any student refusing to work in the open...
  • Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.
  • ...9 more annotations...
  • back-channel conversations
  • While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
    • trisha_poole
      trisha_poole on 08 Nov 11
       
      An effective use of Twitter that can be translated to classrooms.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      All classrooms?
    • John Dorn
      John Dorn on 09 Nov 11
       
      classrooms where students are motivated to learn. Will this work in a HS classroom where kids just view their phones as a means to check up on people? Maybe if they can see "cool" class could be if they were responsible for the freedoms that would be needed to use twitter or other similar sites.
  • Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.
  • A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.
  • Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
  • Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.
  • Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.
  • The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      Yes, but what is the relation between such writing and ("proper"?) academic writing?
  • Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.
  • Daniel Spielmann on 09 Nov 11
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  • John Dorn on 09 Nov 11
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  • tapiatanova on 03 Jan 14
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
Andrea B

Are kids really motivated by technology? | SmartBlogs SmartBlogs - 10 views

smartblogs.com/...ds-really-motivated-technology

shared by Andrea B on 31 Aug 12 - No Cached
  • You can’t motivate students with technology because technology alone isn’t motivating. Worse yet, students are almost always ambivalent toward digital tools.
  • Technology, as Dina Strasser likes to say, is a motivational red herring
  • What students are really motivated by are opportunities to be social — to interact around challenging concepts in powerful conversations with their peers.
  • ...3 more annotations...
  • Technology’s role in today’s classroom, then, isn’t to motivate. It’s to give students opportunities to efficiently and effectively participate in motivating activities built around the individuals and ideas that matter to them.
  • Once you have the answers to these questions — only after you have the answers to these questions — are you ready to make choices about the kinds of digital tools that are worth embracing.
  • You can’t motivate students with technology because technology alone isn’t motivating
  • trisha_poole on 31 Aug 12
     
    You can't motivate students with technology because technology alone isn't motivating. Worse yet, students are almost always ambivalent toward digital tools.
Gregory Louie

Students tap into technology - Pittsburgh Tribune-Review - 1 views

www.pittsburghlive.com/...s_612698.html

shared by Gregory Louie on 23 Feb 09 - Cached
  • use their laptops to read "Don Quixote" and Dante's "Divine Comedy" on the Internet
  • Technology is the wave of the future
  • a computer program
  • ...7 more annotations...
  • "Most jobs require computers," noted Brittnee Stephen, 16, as she assembled a slideshow on her HP Mini laptop. "It's good that we're learning it now."
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      The technology is still very visible, if students are talking in terms of 'computers' rather than the skills involved. We don't talk about 'paper' but writing, critical reading etc. Yet here the platform itself is emphasized. Early days, I guess.
  • has just begun incorporating technology
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      Uh, no. They have been using 'technology' forever, in the form of, say, books.
  • students seem far more interested in learning via interactive technology than they had been with a chalkboard and an overhead projector
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      Well, the problem here is that some of that can be ascribed to novelty. Once every class uses 'interactive technology' (yuk) then how much difference will there be? The tools are great. All tools can be useful. But focus on the pedagogy, people!
    • Scott Merrick
      Scott Merrick on 25 Feb 09
       
      I'm for focusing on understanding. I love the word "pedagogy" because most lay people don't really know what it entails--theory (which can be anything institutional or community deems effective or correct), practice (which, as we know, can be summed up with the phrase "mileage will vary"), and some third thing which if I could come up with it I'd have the magic 3 elements in an effective argument. I think effective tools used effectively by effective teachers (there! 3 uses of one adjective!) will remain effective as long as they are used to promote understanding. No argument here, Ed, just sayin'...
    • Ed Webb
      Ed Webb on 26 Feb 09
       
      Perhaps the magic third thing would be 'attitude' or 'state of mind'? Alternatively, perhaps another of those non-transparent terms, 'praxis'. The point I was trying to make, of course, was that it ain't what you use, it's the way that you use it.
  • "I think the kids that have turned school off because it's boring to them will come here and see something familiar,"
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      Boring and familiar seem to me to be closely related, not opposites. I suspect that often when students say their learning environment is 'boring' they mean 'challenging'.
  • Educational technology does not come cheaply
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      The cost of books is astronomical!
  • "Learning is changing,"
    • Ed Webb
      Ed Webb on 23 Feb 09
       
      Was it EVER the case that we could "just deliver a lecture and expect all the kids to get it"?
    • Gregory Louie
      Gregory Louie on 26 Feb 09
       
      Computer technology in my classroom has revolutionized my teaching of biology. Instead of static images on a printed page, or talk and chalk, my students can manipulate 3-D images of DNA, RNA and proteins. These have even been embedded in a research-based learning progression that leads the students to a robust understanding of the foundational elements of molecular literacy. 1. Atoms and molecules are constantly in motion. (A visualization is not possible on a 2-3 printed page.) 2. All atoms and molecules have a 3-D structure that determines how they interact with other particles. 3. Charges and other intermolecular forces play a role in atomic and molecular interactions. My students can see these for themselves, change the number of particles in a box, or the distribution of charge on a large particle or the temperature of the box and other thought experiments which they can follow in real-time. There is no way, I could do that without the computer!
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