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donnatmachado

YouTube - Learning to Change-Changing to Learn - 41 views

www.youtube.com/watch

education technology pedagogy

shared by donnatmachado on 26 Oct 10 - Cached
  • donnatmachado on 26 Oct 10
     
    Learning to Change Changing to Learn Advancing K-12 Technology Leadership, Consortium for School Networking(COSN) Video
Miguel Rodriguez

A Textbook Example of What's Wrong with Education | Edutopia - 0 views

www.edutopia.org/muddle-machine

shared by Miguel Rodriguez on 24 Jul 09 - Cached
  • A Textbook Example of What's Wrong with Education A former schoolbook editor parses the politics of educational publishing.by Tamim Ansary var addthis_options = 'delicious, digg, facebook, google, reddit, stumbleupon, twitter, more'; Print Forward addthis_pub = 'glef'; Share Comments(38) Comment RSS Click to enlarge pictureThe Muddle Machine Credit: Monte Wolverton Some years ago, I signed on as an editor at a major publisher of elementary school and high school textbooks, filled with the idealistic belief that I'd be working with equally idealistic authors to create books that would excite teachers and fill young minds with Big Ideas. Not so. I got a hint of things to come when I overheard my boss lamenting, "The books are done and we still don't have an author! I must sign someone today!" Every time a friend with kids in school tells me textbooks are too generic, I think back to that moment. "Who writes these things?" people ask me. I have to tell them, without a hint of irony, "No one." It's symptomatic of the whole muddled mess that is the $4.3 billion textbook business. Textbooks are a core part of the curriculum, as crucial to the teacher as a blueprint is to a carpenter, so one might assume they are conceived, researched, written, and published as unique contributions to advancing knowledge.
    • Miguel Rodriguez
      Miguel Rodriguez on 24 Jul 09
       
      I have worked as an editor for an educational publisher myself and, let me tell you, a lot of this sounds really familiar!
Michael Hylton

Quality Homework - A Smart Idea - NYTimes.com - 70 views

www.nytimes.com/...ity-homework-a-smart-idea.html

teachers homework news

shared by Michael Hylton on 12 Sep 11 - No Cached
  • The studying that middle school and high school students do after the dismissal bell rings is either an unreasonable burden or a crucial activity that needs beefing up. Which is it? Do American students have too much homework or too little? Neither, I’d say. We ought to be asking a different question altogether. What should matter to parents and educators is this: How effectively do children’s after-school assignments advance learning?
  • The quantity of students’ homework is a lot less important than its quality. And evidence suggests that as of now, homework isn’t making the grade. Although surveys show that the amount of time our children spend on homework has risen over the last three decades, American students are mired in the middle of international academic rankings: 17th in reading, 23rd in science and 31st in math, according to results from the Program for International Student Assessment released last December.
  • “Spaced repetition” is one example of the kind of evidence-based techniques that researchers have found have a positive impact on learning. Here’s how it works: instead of concentrating the study of information in single blocks, as many homework assignments currently do — reading about, say, the Civil War one evening and Reconstruction the next — learners encounter the same material in briefer sessions spread over a longer period of time. With this approach, students are re-exposed to information about the Civil War and Reconstruction throughout the semester.
Alfredo Zavaleta

How Teens Do Research in the Digital World | Pew Research Center's Internet & American Life Project - 105 views

www.pewinternet.org/...-research-in-the-digital-world

academic research

shared by Alfredo Zavaleta on 04 Mar 15 - No Cached
  • Overview Three-quarters of AP and NWP teachers say that the internet  and digital search tools have had a “mostly positive” impact on their students’ research habits, but 87% say these technologies are creating an “easily distracted generation with short attention spans” and 64% say today’s digital technologies “do more to distract students than to help them academically.”
  • Overall, the vast majority of these teachers say a top priority in today’s classrooms should be teaching students how to “judge the quality of online information.”
  • The internet and digital technologies are significantly impacting how students conduct research: 77% of these teachers say the overall impact is “mostly positive,” but they sound many cautionary notes
  • ...9 more annotations...
  • Teachers and students alike report that for today’s students, “research” means “Googling.”  As a result, some teachers report that for their students “doing research” has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.
    • Kelly Sereno
      Kelly Sereno on 04 Mar 15
       
      Yikes - a disturbing survey response!
  •   Second and third on the list of frequently used sources are online encyclopedias such as Wikipedia, and social media sites such as YouTube. 
  •  94% of the teachers surveyed say their students are “very likely” to use Google or other online search engines in a typical research assignment, placing it well ahead of all other sources that we asked about
  • e databases such as EBSCO, JSTOR, or Grolier (17%) A research librarian at their school or public library (16%)
  • In response to this trend, many teachers say they shape research assignments to address what they feel can be their students’ overdependence on search engines and online encyclopedias.  Nine in ten (90%) direct their students to specific online resources they feel are most appropriate for a particular assignment, and 83% develop research questions or assignments that require students to use a wider variety of sources, both online and offline.
  • Teachers give students’ research skills modest ratings Despite viewing the overall impact of today’s digital environment on students’ research habits as “mostly positive,” teachers rate the actual research skills of their students as “good” or “fair” in most cases.  Very few teachers rate their students “excellent” on any of the research skills included in the survey.  This is notable, given that the majority of the sample teaches Advanced Placement courses to the most academically advanced students.
    • Kelly Sereno
      Kelly Sereno on 04 Mar 15
       
      These research skills relate to the common core literacy standards, and many ratings of students' skills in these areas fell into fair or poor categories.
  • Overwhelming majorities of these teachers also agree with the assertions that “today’s digital technologies are creating an easily distracted generation with short attention spans” (87%) and “today’s students are too ‘plugged in’ and need more time away from their digital technologies” (86%).  Two-thirds (64%) agree with the notion that “today’s digital technologies do more to distract students than to help them academically.”
    • Alfredo Zavaleta
      Alfredo Zavaleta on 15 Sep 16
       
      Students need to show more patience, take longer to decide, ponder the options.
    • Alfredo Zavaleta
      Alfredo Zavaleta on 15 Sep 16
       
      Procrastination not necessarily bad- see TED on procrastination
Matt Renwick

Reflect & Refine: Building a Learning Community: Advancing Learning Journeys: Digital Student Portfolios Blog Tour - 21 views

reflectandrefine.blogspot.com/...learning-journeys-digital.html

blog tour engagement school

shared by Matt Renwick on 13 Aug 14 - No Cached
  • Matt Renwick on 13 Aug 14
     
    The tool selected to capture learning is secondary to the 'big idea' itself compiling a dynamic collection of information from many sources, in many forms and with many purposes, all aimed at presenting the most complete story possible of a student's learning experience.
C Clausen

President Obama, U.S. Secretary of Education Duncan Announce National Competition to Advance School Reform - 22 views

www.ed.gov/...07242009.html

shared by C Clausen on 18 Dec 09 - Cached
  • With $297 million in the Teacher Incentive Fund, states and districts will create or expand effective performance pay and teacher advancement models to reward teachers and principals for increases in student achievement and boost the number of effective educators working with poor, minority, and disadvantaged students and teaching hard-to-staff subjects
Andrea Rogers

Engineers - 6 views

www.bls.gov/ocos027.htm

shared by Andrea Rogers on 01 Nov 11 - Cached
    • Andrea Rogers
      Andrea Rogers on 01 Nov 11
       
      Advancement seems to be for those interesting in an alternate career, engineers seem to stay within their specific area of expertise
    • Andrea Rogers
      Andrea Rogers on 01 Nov 11
       
      Continue to research schools with accreditation and possible advance degree opportunities.
David Hochheiser

Let's Go Back to Grouping Students by Ability - Barry Garelick - The Atlantic - 3 views

www.theatlantic.com/...274362

tracking atlantic

shared by David Hochheiser on 30 Mar 13 - No Cached
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Terribly generalized.  
  • treated accordingly.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Mistreated accordingly.
  • ...22 more annotations...
  • Students were tracked into the various curricula based largely on IQ but sometimes other factors such as race and skin color.
  • public schools have done away with "tracking"
  • deemed low achievers or of low cognitive ability?
  • Jonathan Kozol brought accusations against a system they found racist and sadistic.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      He condemns a lot more than the eduction system.  His approach to reform is much more like Finland's, holistic.
  • to restore equity to
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      As if it ever existed?!
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      This is an essential issue.  Are we doing it well?
  • Kozol and others did not go away, and the progressive watchword in education has continued to be "equality."
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      I never knew that equality had such a nasty undertone to it.
  • -- a practice viewed by many in the education establishment as synonymous with tracking
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      It is "tracking." I'm not sure what his point is here.
  • Unfortunately, the efforts and philosophies of otherwise well-meaning individuals have attempted to eliminate the achievement gap by eliminating achievement.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Again, a nasty generalization.  Not only that, but the following practices he cites aren't products of heterogeneous grouping.  
  • In other words, the elimination of ability grouping has become a tracking system in itself that leaves many students behind.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Now he's just not making sense.
  • Dallas Independent School District
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Ed research from Texas??  They want to teach evolution in science classes.
  • The rise of computer-aided learning might make it easier for them to instruct students who learn at different rates.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Is this a for or against grouping statement?
  • this enables students placed in lower-ability classes to advance to higher-ability classes based on their performance and progress.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Practices do not support this assertion.  Upward trajectory is very limited.
  • David Hochheiser on 30 Mar 13
     
    "Mark Bowden on Being in the Slow Kids' Class"
Randolph Hollingsworth

New study challenges popular perceptions of AP | Inside Higher Ed - 38 views

www.insidehighered.com/...llenges-popular-perceptions-ap

Advanced Placement motivation study habits college readiness accelerated learning

shared by Randolph Hollingsworth on 23 Apr 13 - No Cached
  • Randolph Hollingsworth on 23 Apr 13
     
    Denise Pope, senior lecturer at Stanford's Graduate School of Education and co-founder of the advocacy group Challenge Success, questions the assertions by the College Board about AP exams
Dallas McPheeters

Learning and earning: Equipping people to stay ahead of technological change | The Economist - 34 views

www.economist.com/...t-their-careers-practicalities

shared by Dallas McPheeters on 13 Jan 17 - No Cached
  • Today robotics and artificial intelligence call for another education revolution
  • working lives are so lengthy and so fast-changing that simply cramming more schooling in at the start is not enough. People must also be able to acquire new skills throughout their careers.
  • lifelong learning that exists today mainly benefits high achievers—and is therefore more likely to exacerbate inequality than diminish it.
  • ...6 more annotations...
  • a burst at the start and top-ups through company training—is breaking down. One reason is the need for new, and constantly updated, skills.
  • The 19th and 20th centuries saw stunning advances in education. That should be the scale of the ambition today
  • It is easier to learn later in life if you enjoyed the classroom first time around: about 80% of the learners on Coursera already have degrees. Online learning requires some IT literacy, yet one in four adults in the OECD has no or limited experience of computers. Skills atrophy unless they are used, but many low-end jobs give workers little chance to practise them.
  • Lifelong learning starts at school. As a rule, education should not be narrowly vocational. The curriculum needs to teach children how to study and think. A focus on “metacognition” will make them better at picking up skills later in life.
    • Dallas McPheeters
      Dallas McPheeters on 15 Jan 17
       
      Lifelong learning begins at home. Otherwise, it's an anomaly to the student's mind and may not be adopted.
  • Pushing people into ever-higher levels of formal education at the start of their lives is not the way to cope.
  • WHEN education fails to keep pace with technology, the result is inequality.
    • Dallas McPheeters
      Dallas McPheeters on 15 Jan 17
       
      Inequality was there long before high-tech innovations. The only gap produced by tech is between those with access to networks and devices and those without. two thirds of earth still without access to internet. 
Al Tucker

Education 2011: A case study in seniority-and burn-out - Buffalo Spree - September 2011 - Buffalo, NY - 74 views

www.buffalospree.com/...study-in-seniorityand-burn-out

education case study lost reforms

shared by Al Tucker on 13 Feb 12 - No Cached
  • The following year teachers are required to “map” curriculums, a long process with no apparent functional use. Teaching for Understanding and Cross Curriculum Literacy are two trendy new programs promoting the latest hot topic. Everyone reads Active Literacy before author Heidi Hayes Jacobs arrives amidst great fanfare to promote her comprehensive program, which administrators cherry-pick, then forget. By 2008 the latest buzz-phrase is Professional Learning Communities. The high school adopts this concept at considerable cost and strife. Three years later Principal Power moves on, and PLCs fizzle. With each new initiative Sara’s enthusiasm diminishes. She has twenty-two years of books, binders, and workshop folders stacked in a file drawer, representing hundreds of hours of abandoned work. Sara digs through the strata like a scientist noting geologic eras. She ponders the energy spent on each new program, technological advance, and philosophical shift, and decides the only way she’ll make it to retirement is to stop caring so much. President Obama introduces the Race to the Top Fund, and by 2010 New York has successfully secured its slice of the cash cow. Common Core Standards are developed in 2011, and a system is put into place to rate teachers based on student test scores. Epilogue In 2013 the anti-union movement hits NY State and teacher unions lose the right to collectively bargain. With the help of key Assembly members, New York Mayor Mike Bloomberg and Governor Andrew Cuomo push through legislation they had endorsed for years eliminating the time-honored practice of laying-off teachers by seniority—“last hired, first fired.” A new math teacher is hired at Sara’s school. Being young and unattached, Bob impresses the new principal, who sees to it that he is not assigned the “problem” kids. Sara remains a competent and dedicated teacher, but the fire is out. She is asked to mentor Bob, but feels no motivation to train the competition. Bob can’t help but notice that Sara shows little interest in the newest reform initiatives. In 2014 a math position is cut due to budget constraints. At half the pay, Bob is clearly the better choice. Sara is laid off, and at age fifty, with a son in college, she joins the unemployed.
  • Al Tucker on 13 Feb 12
     
    this article seems to chronicle the last fifteen years of my career - but the characters names are all different.
Roland Gesthuizen

Study: Class size doesn't matter - The Washington Post - 9 views

www.washingtonpost.com/...gIQAaiZAYQ_blog.html

study class WashingtonPost research classroom teaching

shared by Roland Gesthuizen on 30 Jan 12 - No Cached
  • traditionally collected input measures — class size, per pupil expenditure, the fraction of teachers with no certification, and the fraction of teachers with an advanced degree — are not correlated with school effectiveness.
  • frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations — explains approximately 50 percent of the variation in school effectiveness
  • Roland Gesthuizen on 30 Jan 12
     
    Two Harvard researchers looked at the factors that actually improve student achievement and those that don't.
Kate Pok

Paperless - How I Teach From The Cloud « Mister Norris - 169 views

misternorris.com/...paperless

teaching paperless

shared by Kate Pok on 13 Feb 12 - No Cached
  • I utilized the stack feature so that I have two main stacks in Evernote, private notebooks and work related notebooks. In the work stack I have two notebooks, one for school related notes (to do lists, things to share in future meetings, substitute plans, etc.) and another that I have named lessons. In the lessons notebook, I have one note per week of the school year. Inside that I have a list of all of the classes I teach in age order. Underneath each class I write my lesson in. This is constantly updated, usually straight after a class so I know what to teach the follow week. So when I show up to a class, I can open up my computer or get out my iPhone, go to the lessons notebook, click the week we are in and I have my lesson plan outlined. I’ve been doing this for fifteen weeks now and I find this an excellent way to stay organized. I have a searchable list of all of the lessons that I have taught. I can copy and paste if a class is cancelled or if it carries on for longer than expected. I can adapt my lesson plan straight away to add what was actually taught in the lesson as opposed to what I planned to teach. I can plan weeks in advance without worrying about having to cross something out. It is the ultimate organization tool.
Jon 5475

Views: Classroom Styles - Inside Higher Ed - 5 views

www.insidehighered.com/...t_teaching_and_learning_styles

college

shared by Jon 5475 on 28 Sep 11 - No Cached
    • Jon 5475
      Jon 5475 on 28 Sep 11
       
      Of course, students could benefit from choosing a school that challenges students' strengths and helps them improve their weaknesses. But the point is that the school's style could matter.
  • Where these preferences particularly become a problem is when the styles that lead to success in a particular course do not match the styles that will be needed for success either in more advanced courses in the same discipline, or, worse, in the occupation for which the course prepares students.
  • or example, in most occupations, one does not sit around taking short-answer or multiple-choice tests on the material one needs to succeed in the job. The risk, then, is that schools will reward students whose styles match the way they are taught but not the requirements of the work for which the teaching prepares them.
Martin Burrett

VideoDuke: Advanced Video Downloader for Mac - 15 views

ukedchat.com/...videoduke-mac

video download Mac

shared by Martin Burrett on 19 Oct 18 - No Cached
  • Martin Burrett on 19 Oct 18
     
    "There is a wealth of video content available online that can help the teaching and learning process, but some of the main issues of using online content within the classroom include inappropriate advertising, inappropriate recommendations, and the dreaded school firewall or slow internet connection. Yet, gaining access to such video content can really help to explain certain concepts, with opportunities to include footage, clips or teaching points in the lesson."
Adrienne Michetti

Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views

jcmc.indiana.edu/...steinkuehler.html

games gaming social

shared by Adrienne Michetti on 19 Nov 09 - Cached
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      This is, I think, why I'm more keen on today's social networks than I am on games -- games do not provide deep emotional support.
  • "bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Putnam - need to check this article. Interesting; not sure I agree.
  • ...80 more annotations...
  • According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
  • The evidence to date is mixed
  • A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      SO True
  • It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
  • combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
  • By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
  • loosely structured by open-ended narratives
  • They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
  • from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
  • the conclusions of both studies were remarkably aligned.
  • the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Love this quote.
  • demonstrate the "effects" of game play vs. no game play.
  • first project was a traditional effects study
  • second project, a qualitative study of cognition and learning in MMOs (
  • ethnography
  • sociocultural perspective
  • as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
  • a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      but I wonder why he chose these games -- this is not specified. Only their success in US and abroad?
  • brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
  • the exaggerated self-consciousness of individuals.
  • In what ways might MMOs function as new third places for informal sociability?
  • virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
  • in this section we analyze the structural form of MMOs that warrants this "third place" assertion.
  • eight defining characteristics of third places
  • there is no default obligation
  • To oblige any one person to play requires that explicit agreements be entered into by parties
  • the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
  • Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      and this is why, in my opinion, you will never see games in school. The game cannot be the Third Place because school is a Second Place.
  • Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
  • the relationships that play-partners have with one another offline are often "leveled" within the online world
  • an individual's rank and status in the home, workplace, or society are of no importance
  • appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
  • conversation plays an analogous role
  • "In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
  • third places must also be easy to access
  • such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
  • accessible directly from one's home, making them even more accommodating to individual schedules and preferences
  • barriers to initial access.
  • "What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
  • "It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
  • affective sense
  • As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
  • engendering a sense of reliable mentorship and community stability.
  • Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
  • In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
  • Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
  • Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
  • The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
  • the home-like quality of third places in rooting people
  • Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
  • create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
  • Are virtual communities really communities, or is physical proximity necessary?
  • Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
  • Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
  • operates cyclically within social networks because of their associated norms of reciprocity
  • bridging social capital is inclusive.
  • This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
  • On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
  • bonding social capital is exclusive.
  • social superglue.
  • it can also result in insularity.
  • shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
  • Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
  • One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
  • While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
  • Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
  • It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
  • It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
  • In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
  • However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
  • Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
  • Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
  • Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
  • is to what extent such environments shift the existing balance between bridging and bonding
  • In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
  • Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
  • it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
K Birch

How Teens Do Research in the Digital World | Pew Research Center's Internet & American Life Project - 13 views

pewinternet.org/...Student-Research.aspx

information literacy research education student

shared by K Birch on 12 Mar 13 - No Cached
  • The teachers who instruct the most advanced American secondary school students render mixed verdicts about students’ research habits and the impact of technology on their studies
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