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Your Brain on Computers - Attached to Technology and Paying a Price - NYTimes.com - 35 views

www.nytimes.com/...07brain.html attention distraction multitasking parenting
shared by Steve Ransom on 07 Jun 10 - Cached
  • Steve Ransom on 07 Jun 10
     
    We really need to think seriously about how WE ALLOW ourselves to be changed by new tools and their capabilities... Good read here.
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App Inventor for Android - 42 views

appinventor.googlelabs.com/about android Google app development inventor programming Application apps phone mobile for:cffcoach cs computerscience
shared by Darcy Goshorn on 12 Jul 10 - Cached
  • Darcy Goshorn on 12 Jul 10
     
    You can build just about any app you can imagine with App Inventor. Often people begin by building games like WhackAMole or games that let you draw funny pictures on your friend's faces. You can even make use of the phone's sensors to move a ball through a maze based on tilting the phone. But app building is not limited to simple games. You can also build apps that inform and educate. You can create a quiz app to help you and your classmates study for a test. With Android's text-to-speech capabilities, you can even have the phone ask the questions aloud. To use App Inventor, you do not need to be a developer. App Inventor requires NO programming knowledge. This is because instead of writing code, you visually design the way the app looks and use blocks to specify the app's behavior.
  • Darcy Goshorn on 12 Jul 10
     
    WOW! Very Scratch-like UI for programming Android mobile apps!!
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iPad vs Kindle vs Netbooks vs Books: What's Best for Students? | AceOnlineSchools.com -... - 51 views

aceonlineschools.com/-books-whats-best-for-students ipad kindle books netbooks
shared by Todd Williamson on 17 Mar 10 - Cached
  • Textbooks
    • Todd Williamson
      Todd Williamson on 17 Mar 10
       
      Obviously talking about the collegiate level...middle school textbooks would be roughly $50 per class (~$200) and used for multiple years
  • 3G wireless for $130 plus $15 or $30 per month
    • Todd Williamson
      Todd Williamson on 17 Mar 10
       
      Also has wifi on all models
  • imagine not being able to listen to music or read an e-book while surfing the web
    • Todd Williamson
      Todd Williamson on 17 Mar 10
       
      By all accounts, the iPad will be running current iPhone OS 3.1 which does allow you to listen to music while doing other things...the rub will be creating a presentation in Keynote for iPad without direct access to the web for photos...or having to shut down Safari to check your Twitter client, etc.
  • Todd Williamson on 17 Mar 10
     
    I think a big miss on this article is any discussion of content creation capabilities of netbooks and iPad. Kindle and Dead Tree books don't allow extensive content creation, the iPad has limited capabilities, but netbooks open up a whole range of creative possibility. Also, it's obvious this article is geared toward college students, not middle or high school.
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Catapult design project - 33 views

academic.engr.arizona.edu/...catapult.htm project catapult resources tools collaboration learning technology
shared by Aaron Shaw on 19 May 10 - Cached
  • Aaron Shaw on 19 May 10
     
    "Your team has been assigned the task of designing a catapult capable of delivering a specific projectile to a prescribed target. You will be loaned a generic catapult and a projectile for this project. "
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44 (And Counting) Ways To Use A Pocket Video Camera In The Classroom | Edudemic - 98 views

edudemic.com/pocket-video media e-learning classroom camera video web2.0 onlinelearning inf506 emt502 SISsocialmedia fbl flexiblelearning blendedlearning mlearning resources books collaboration for:sissocialmedia
shared by trisha_poole on 10 Jan 11 - No Cached
  • trisha_poole on 10 Jan 11
     
    Do you have a Flip video camera? What about an iPhone or other smartphone capable of somewhat-HD video? Video cameras have never been easier to obtain and use thanks to the web's big push towards video. Luckily, your teaching method can be greatly enhance
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eClassroom - 62 views

www.learningplace.com.au/...online eLearning eClassroom online learning school education 2011
shared by Roland Gesthuizen on 04 Feb 11 - No Cached
  • Roland Gesthuizen on 04 Feb 11
     
    Significant disruptions are occurring throughout the State of Queensland due to natural disasters. This website provides schools, teachers and parents with the capability to support student learning activities during possible school closures or where students or teachers are unable to physically attend school.
  • Roland Gesthuizen on 04 Feb 11
     
    Other educators might be intersted in these strategies being adopted by Queensland Australian shools to keep students engaged with learning, despite school closures due to recent natural disasters.
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Demonstration Project | The North Carolina New Schools Project - 12 views

newschoolsproject.org/...demonstration-project college
shared by Randolph Hollingsworth on 18 Mar 11 - No Cached
  • Randolph Hollingsworth on 18 Mar 11
     
    "Through an exciting partnership between NCNSP and the multi-campus University of North Carolina, four innovative high schools within North Carolina will become learning laboratories capable of hosting educators and others eager to see teaching and learning at high levels by all students."
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The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm assessment grading achievement education kohn
shared by Benjamin Light on 13 May 11 - Cached
  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
  • ...36 more annotations...
  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
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9 Questions and Answers About science teaching - 40 views

www.artofteachingscience.org/?p=4481 professional development discussion science teaching learning
shared by Jim Peterson on 18 Aug 11 - No Cached
  • Jim Peterson on 18 Aug 11
     
    9. In a post, you argue that the inquiry science teaching cannot flourish with common standards. What is an alternative solution?  That's right.  We do not need a set of Common Core Standards.  I am sure that the teachers in your high school are more capable of determining the curriculum for your classmates than any national committee assembled by the most prestigious organizations in the country.  Education needs to decentralized, not centralized.  There are more than 15,000 school districts in the United States.  Do you think that one set of standards would meet the needs of these 15, 000 school districts.
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The Good Enough Revolution: When Cheap and Simple Is Just Fine - 37 views

www.wired.com/...ff_goodenough technology use
shared by Donald Luck on 02 Dec 09 - Cached
  • Donald Luck on 02 Dec 09
     
    Limited capabilities are often what is needed. The 20/80 rule
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Symbaloo-The Fun Continues - 7 views

www.myweb4ed.com/?p=825 Productivity organization symbaloo bookmarking
shared by Carol Mortensen on 14 Mar 12 - No Cached
  • Carol Mortensen on 14 Mar 12
     
    Symbaloo has grown to become one of my most used tools. I am continuously blown away by its capabilities. My daughters and my husband are all now avid Symbaloo users. We've explored the Symbaloo main function as well as its Firefox Add-on that makes adding bookmarks to Symbaloo very easy but now it is time for us to explore the Social Media component to Symbaloo.
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Dealing with organizational hubris and humility - Jeffrey Braithwaite - 27 views

www.jeffreybraithwaite.com/...nizational-hubris-and-humility hubris humility education university organization business Braithwaite news research
shared by Hobbes W on 07 Jul 14 - No Cached
  • Hobbes W on 07 Jul 14
     
    "Maybe this ego-driven reporting of one's capabilities only happens among American college professors? Hardly. You do not have to stretch your observational powers too far to see that most of those at the helm of big companies, political parties, prestigious legal practices, or accounting and consulting groups have large doses of self-belief. It's only a small step to hubris."
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QlipBoard - Voice anything. Share anywhere. - 111 views

www.qlipmedia.com presentation tools audio screencast freeware slideshow comprehension notetaking
shared by Roland O'Daniel on 30 Apr 10 - Cached
  • Roland O'Daniel on 30 Apr 10
     
    Multimedia online note taking tool. Students can capture screen images, make audio recordings for notes, or write text notes to accompany drawings. These different media can then be organized into videos!  I envision it being similar to Evernote with more interaction capabilities and with the great addition of being able to create videos of the information gathered. I like this tool!
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The concept of different "learning styles" is one of the greatest neuroscience myths - 102 views

qz.com/...he-greatest-neuroscience-myths neuroscience learning learning styles education neuromyths
shared by aaxtell on 03 Jan 16 - No Cached
Xiaojing Kou liked it
  • aaxtell on 03 Jan 16
     
    The notion that people have different "learning styles" -- e.g., visual, auditory, kinesthetic -- is a myth with no evidence to support it. It is a widely-held belief that is harmful to students as it sends the message that are only capable of certain types of learning.
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Tech For Learning - 9 views

ukedchat.com/...tech-for-learning technology EdTech
shared by Martin Burrett on 24 May 19 - No Cached
  • Martin Burrett on 24 May 19
     
    "Despite the vast array of options when it comes to EdTech, walking around exhibitions you can't help but notice that the technology is converging, and that one black screen looks like all the other black screens, the 'solutions' are solving the same things and the high prices, alas, are also ubiquitous. But what impact is this having on learning? Few educators truly use the full capabilities of the tech available to them, due to a lack of time, training, or ideas for how it can be deployed, and some teachers can allow the technology to take precedence over pedagogy and learning."
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Teaching Creative Thinking - 21 views

ukedchat.com/...teach-creative-think ukedchat discussion creative thinking creativity thinking
shared by Martin Burrett on 11 Oct 17 - No Cached
  • Martin Burrett on 11 Oct 17
     
    Too often, our students don't get the chance to think beyond the narrow constraints of a curriculum. The focus can be purely on developing the pupils to pass their exams, and not to creatively think how they can overcome challenges that they may soon be faced with. Teaching creative thinking is now, more than ever, crucial to prepare young people for future jobs, societal changes, and life situations which we cannot predict accurately. One thing is for sure, being able to creatively think is a life skill that will support them through the uncertain future ahead, and allowing space and time to develop this capability is essential, with schools well-placed to encourage growth.
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Powerful Provocations for Learning: Sparking curiosity and increasing engagement - The ... - 15 views

thelearnersway.net/...sity-and-increasing-engagement learning curiosity engagement learner education teaching
shared by Nigel Coutts on 11 Aug 19 - No Cached
  • Nigel Coutts on 11 Aug 19
     
    Powerful learning begins with the perfect provocation. Creating, refining and skilfully presenting the perfect provocation is an essential capability for teachers hoping to engage their class in rich dialogue. Claims that the percentage of students engaged by their learning declines from 75 percent in fifth grade to 32 percent by eleventh grade suggests a need for a more provocative environment. 
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Children with autism thrive in mainstream pre-schools - 2 views

ukedchat.com/...dren-autism-thrive-pre-schools autism pre-school preschool kindergarten
shared by Martin Burrett on 13 Nov 18 - No Cached
  • Martin Burrett on 13 Nov 18
     
    "In a world first, breakthrough research from La Trobe University has shown that toddlers with autism are just as capable of learning important life skills through early-intervention delivered in mainstream pre-schools as in specialised settings. Over a period of three years, 44 children aged between 15 and 32 months were randomly assigned to classrooms that included only children with autism or to classrooms with typically developing peers."
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The Cost of Saving Lives in Bangladesh - Ben W. Heineman Jr. - The Atlantic - 13 views

www.theatlantic.com/...275749
shared by Mr. Mohan on 14 May 13 - No Cached
  • if real reform is to occur on the ground, hard, complex questions must be asked and answered
    • Mr. Mohan
      Mr. Mohan on 14 May 13
       
      what are these questions in your mind?
  • consumers across the globe looking for cheap prices
    • Mr. Mohan
      Mr. Mohan on 14 May 13
       
      what is OUR responsibility?
  • global garment retailers who want the incur the lowest cost--and offer the lowest price--to compete in developed markets but who do not want to be complicit in publicized worker tragedies in developing markets
  • ...19 more annotations...
  • $38 dollars per month
  • whether Bangladesh has the means to enforce such laws
  • International Labor Organization
  • Inadequate government is a huge obstacle to change
  • only about one percent of Bangladesh garment factories have good standards.
  • garment factory owners are willing to allow workers to organize in unions or associations in order to have a voice in health and safety conditions
  • "who pays" and "who is accountable"
  • Approximately 60 percent of the clothing made there goes to United States or the European Union
  • there are several problems
  • standards may depend on local law
  • buyers may simply cut off the suppliers rather than helping them improve their practices
  • global buyers simply leave the country when they conclude that conditions are so bad
  • question then becomes whether international buyers are willing to go beyond imposition of standards and supplier cut offs and to pay, in some form, for the undetermined costs
  • actually implementing major substantive change
  • significant challenge in a weak state like Bangladesh.
  • Can a robust consumer movement arise among those shopping for discount clothing in response to the Bangladesh building collapse?
  • What are the standards? What is the cost? Who is accountable?
  • drawn an analogy between the collapse of the Rana Plaza in the Bangladesh Capital of Dhaka and the 1911 Triangle Shirtwaist factory fire in New York which claimed 146 lives
  • Rana Plaza catastrophe represents a more complicated set of fractured global relationships, responsibilities and financial capabilities.
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Dan Pink: How Teachers Can Sell Love of Learning to Students | MindShift - 108 views

blogs.kqed.org/...l-love-of-learning-to-students learning motivation students teaching assessment DanielPink
shared by Roland Gesthuizen on 20 May 13 - No Cached
  • educators are sellers of ideas
  • Games have the potential to make math more relevant or engaging, Pink said, but if they lead to standardized thinking about getting to the one right answer, that can be problematic
  • If the only aim of a game is for points and badges, the game has little benefit for the player. For a game to be compelling and a good source of learning, it should be capable of providing rapid, robust, regular, and meaningful feedback.
  • ...2 more annotations...
  • Students who are driven by external rewards (grades, trophies), will be fare worse than those who are self-directed, motivated by freedom, challenge, and purpose
  • When students assessed themselves, they held themselves to a higher standard. This changed the way he looked at the kids.
  • Roland Gesthuizen on 20 May 13
     
    "Jobs in education, Pink said in a recent interview, are all about moving other people, changing their behavior, like getting kids to pay attention in class; getting teens to understand they need to look at their future and to therefore study harder. At the center of all this persuasion is selling: educators are sellers of ideas. "
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