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Megan N-B

Eat A Colorful Variety Every Day - Fruits & Veggies More Matters : Health Benefits of F... - 4 views

www.fruitsandveggiesmorematters.org/riety-of-fruits-and-vegetables

nutrition variety veggies

shared by Megan N-B on 21 Sep 16 - No Cached
  • Megan N-B on 21 Sep 16
     
    meal planning tools
  • Megan N-B on 21 Sep 16
     
    meal planning tools
Laura Doto

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
jodi tompkins

Paint.NET - free photo editor screen shot and mini-review. - 25 views

graphicssoft.about.com/...Paint-NET.htm

photography webapp photos editor

shared by jodi tompkins on 21 Nov 09 - Cached
  • Paint.NET is image and photo manipulation software designed to be used on computers that run Windows. It supports layers, unlimited undo, special effects, and a wide variety of useful and powerful tools.
  • jodi tompkins on 21 Nov 09
     
    Paint.NET is image and photo manipulation software designed to be used on computers that run Windows. It supports layers, unlimited undo, special effects, and a wide variety of useful and powerful tools.
Tonya Thomas

Future Work Skills 2020 - 3 views

apolloresearchinstitute.com/...52

skills future 21stcenturyskills work Research resources tools

shared by Tonya Thomas on 09 Oct 12 - No Cached
  • Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity.Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration.Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making.Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence.Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency.Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management.Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking.Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking.New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy.Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset.
  • Tonya Thomas on 09 Oct 12
     
    "Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity. Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration. Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making. Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence. Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency. Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking. Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking. New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy. Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset."
Marc Patton

B.I.C.A. - 27 views

www.behavioralinstitute.org

Teacher_Resources

shared by Marc Patton on 09 Oct 12 - No Cached
  • Marc Patton on 09 Oct 12
     
    Behavioral Institute for Children and Adolescents has been promoting improved services for troubled children and youth since 1982. The Institute provides a wide variety of supporting services to professionals and parents who work with children with emotional and behavioral challenges.
Margaret Moore-Taylor

ImageQuiz - 6 views

www.imagequiz.co.uk

quiz maker assessment image formative

shared by Margaret Moore-Taylor on 01 Mar 13 - No Cached
  • Margaret Moore-Taylor on 01 Mar 13
     
     ImageQuiz, a website that uses the power of images (1 image = 1000 words) to help you learn. The website contains a variety of quizzes, that you can try out.  It is really easy to make a quiz with an uploaded image of your choice from clip art or your computer.  Be creative and use power point to make an image and develop a quiz.  It worked on the android tablet and is free.  
Diana Irene Saldana

Video Reviews by Kids, For Kids | Kids Movie Reviews | Kids Book Reviews | Kids Apps | ... - 58 views

www.kidzvuz.com

Reviews kids

shared by Diana Irene Saldana on 11 Mar 13 - No Cached
  • Diana Irene Saldana on 11 Mar 13
     
    Safe place for kids, 7-12 years old, to review a variety of sources: tech, toys and games, movies and TV, books and magazines, food, sports, pets, travel, obsessions, contests.
anonymous

National Library of Virtual Manipulatives from Common Core & Ed Tech - 80 views

www.ccedtech.com/...tional-library-of-virtual.html

core educational technology technology national library manipulatives

shared by anonymous on 21 Mar 13 - No Cached
  • anonymous on 21 Mar 13
     
    Great resource covering several threads in math - number and operations, algebra, measurement.... Lots of tools available, by grade. Covers a wide variety of Common Core Standards.
Michael Sheehan

Learning Never Stops: Free Math Help - Lessons, Games, and more - 79 views

seekoutlearning.blogspot.com/...lp-lessons-games-and-more.html

learning free math lessons games

shared by Michael Sheehan on 11 Mar 13 - No Cached
  • Michael Sheehan on 11 Mar 13
     
    A variety of free tools to help students with Algebra, geometry, trigonometry, calculus, and statistics.
Michael Sheehan

Learning Never Stops: That Quiz - Review quizzes for math, science, vocabulary and more - 4 views

seekoutlearning.blogspot.com/...z-review-quizzes-for-math.html

learning quiz review math science vocabulary

shared by Michael Sheehan on 25 Mar 13 - No Cached
  • Michael Sheehan on 25 Mar 13
     
    Review quizzes for a variety of subjects.
Donal O' Mahony

What's your Story? - 38 views

donalomahony.edublogs.org/...whats-your-story

shared by Donal O' Mahony on 06 Apr 13 - No Cached
  • Donal O' Mahony on 06 Apr 13
     
    Some of the students I teach entered a digital video competition. It set me thinking... I wrote.... Teenagers are very often supplied with information of the "Thou shalt not…" diktat rather than the " Go forth and create…" variety....
Randolph Hollingsworth

MOOCs and Beyond - eLearning Papers 33 released | eLearning - 11 views

www.elearningeuropa.info/...d-elearning-papers-33-released

learning theory digital technologies Web2.0 MOOCs elearning

shared by Randolph Hollingsworth on 11 Jun 13 - No Cached
  • Randolph Hollingsworth on 11 Jun 13
     
    "Guest edited by Dr Yishay Mor, Senior Lecturer at the Open University's Institute of Educational Technology (UK), and Tapio Koskinen, Director of the eLearning Papers Editorial Board, MOOCs and Beyond seeks to both generate debate and present a variety of perspectives about this new popular learning model."
onepulledthread

Contemplative Pedagogy | Center for Teaching | Vanderbilt University - 42 views

cft.vanderbilt.edu/...contemplative-pedagogy

contemplative pedagogy attention mindfulness

shared by onepulledthread on 03 Jan 13 - No Cached
  • onepulledthread on 03 Jan 13
     
    variety of resources and contemplative activities focused on higher ed setting but adaptable.
Adrienne Schroeder

Embedding Voki, YouTube or ANYthing Embeddable - 114 views

questgarden.com/...index.html

multimedia embedding educational technology tutorial

shared by Adrienne Schroeder on 08 Jan 13 - No Cached
  • Adrienne Schroeder on 08 Jan 13
     
    Multimedia embedding on a variety of sites and platforms
onepulledthread

Serendipity OER resources available world wide - 4 views

serendipity.utpl.edu.ec/...index.php

serendipity map OER

shared by onepulledthread on 16 Apr 13 - No Cached
  • onepulledthread on 16 Apr 13
     
    maps a wide variety of OER available around the world.  Excellent resource.
onepulledthread

Who Are You Online? Considering Issues of Web Identity - NYTimes.com - 90 views

learning.blogs.nytimes.com/...idering-issues-of-web-identity

digital citizenship identity digital footprint digitalcitizenship

shared by onepulledthread on 10 Apr 13 - No Cached
  • Glenn Hervieux on 10 Apr 13
     
    "NY Times writers collaborated with the Common Sense Media writer Kelly Schryver to focus on the increasingly important and nuanced question "Who Are You Online?" Times and Learning Network content as well as offerings from Common Sense Media's K-12 Digital Literacy and Citizenship curriculum for teaching and learning about this complex issue." Lots of avenues to take this material in working with students.
  • onepulledthread on 11 Apr 13
     
    Kelly Schryver presents a variety of links related to this topic, in collaboration with Common Sense Media.  Could be useful for student consideration.
anonymous

Shakespeare Uncovered : PBS LearningMedia - 57 views

www.pbslearningmedia.org/...shakespeare-uncovered

shakespeare

shared by anonymous on 08 Apr 13 - No Cached
  • anonymous on 08 Apr 13
     
    A variety of resources for teaching Shakespeare
Deborah Baillesderr

Special Education Apps | Best iPad Apps for Kids | Educational iPad Apps - A4CWSN.com - 121 views

a4cwsn.com

apps iPad special education kids

shared by Deborah Baillesderr on 04 Apr 13 - No Cached
  • Jill Baedke on 04 Apr 13
     
    Apps for children with special needs
  • Deborah Baillesderr on 07 May 14
     
    A great variety of iPad apps specifically collected for students with learning differences. All of the ones I've checked out so far are free or under a dollar.
Brianna Crowley

Three Ways to Use Twitter in the English Classroom « Red Pen Confessions - 1 views

redpenconfessions.wordpress.com/...itter-in-the-english-classroom

twitter social_media literature student_engagement web2.0 education

shared by Brianna Crowley on 31 Jan 13 - No Cached
  • Brianna Crowley on 31 Jan 13
     
    a high school English teacher highlights three ways she and her colleagues are using Twitter to engage students in and outside of their classrooms. A variety of complexity and purposes represented.
Michael Sheehan

Learning Never Stops: Maps of World - A Great Learning Tool (and maps too) - 8 views

seekoutlearning.blogspot.com/...d-great-learning-tool-and.html

learning maps world tool resource geography history

shared by Michael Sheehan on 11 Feb 13 - No Cached
  • Michael Sheehan on 11 Feb 13
     
    This site contains a huge variety of maps plus useful facts including demographics, economic data, and the history behind the subject of each map. Great tool for teachers and students.
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