excessive use of the internet and other forms of technology diminishes our capacity for deep, meditative thinking, "the brighter the software, the dimmer the user", a counter-revolution may be required.
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The 2014 Honor Roll: EdTech's Must-Read K-12 IT Blogs | EdTech Magazine - 53 views
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Digital Age Damaging Learning | Nicholas Carr - 72 views
www.smh.com.au/...-something-20101012-16hhd.html
learning dumb google computer criticalthinking faustianbargain
shared by Steve Ransom on 13 Oct 10
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curricula must be developed not only with the potential benefits of technology linked to every learning outcome in mind, but also the costs.
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available where there is clear utility, to remove it when there is not
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we must be mindful of any cost associated with allowing ourselves to devolve to a more machine-like state.
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Of greatest importance, however, is the status of our thinking, understanding how we think and the effect new technologies have on our cognitive processes. This debate extends beyond the neuroscience to questions relating to what is worth knowing and what mental functions are worth preserving at their present level of development
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As a senior high school teacher, one of my greatest bugbears is the reluctance of students to reflect on the information they have collected and plan their essays. Rather, some expect to Google their entire essay, often skipping from one hyperlink to the next until they find something that appears to be relevant, then pasting it into their essay, frequently oblivious to academic honesty and coherence of argument. The ability to discern reliability of sources is also severely lacking
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A primary role of educators is to foster qualities that are distinctly human: our ability to reflect, reason and imagine
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In the curricula of tomorrow this may entail identifying topics and tasks that begin with an instruction to turn all electronic devices off.
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No- it should begin with teachers establishing and negotiating meaningful, interesting, and powerful learning opportunities with access to all available tools. The computer as a learning tool is meant to extend physical human capabilities, not weaken them. It is the low-level, rote tasks that we require that weaken them. It's time to recognize this and wake up. Blaming the technology does little more than preserve the status quo.
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Interview with EFF Member, Education and Technology Advisor, Gavin Dykes - PrometheanPl... - 18 views
community.prometheanplanet.com/...ology-advisor-gavin-dykes.aspx
EFF education technology advisor news phd
shared by trisha_poole on 08 Oct 11
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Schools shift from textbooks to tablets - US News and World Report - 57 views
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"We must use technology to empower teachers and improve the way students learn," said Joel Klein, a former New York City schools' chief who now leads News Corp.'s education tablet program. "At its best, education technology will change the face of education by helping teachers manage the classroom and personalize instruction."
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"We must use technology to empower teachers and improve the way students learn," said Joel Klein, a former New York City schools' chief who now leads News Corp.'s education tablet program. "At its best, education technology will change the face of education by helping teachers manage the classroom and personalize instruction."
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The Elusive Big Idea - NYTimes.com - 51 views
www.nytimes.com/...the-elusive-big-idea.html
GablerNeal education ed_methods technology media corporate philosophy
shared by Maughn Gregory on 22 Aug 11
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If our ideas seem smaller nowadays, it’s not because we are dumber than our forebears but because we just don’t care as much about ideas as they did. In effect, we are living in an increasingly post-idea world — a world in which big, thought-provoking ideas that can’t instantly be monetized are of so little intrinsic value that fewer people are generating them and fewer outlets are disseminating them, the Internet notwithstanding. Bold ideas are almost passé.
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we live in a post-Enlightenment age in which rationality, science, evidence, logical argument and debate have lost the battle in many sectors, and perhaps even in society generally, to superstition, faith, opinion and orthodoxy. While we continue to make giant technological advances, we may be the first generation to have turned back the epochal clock — to have gone backward intellectually from advanced modes of thinking into old modes of belief.
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Post-Enlightenment refers to a style of thinking that no longer deploys the techniques of rational thought. Post-idea refers to thinking that is no longer done, regardless of the style.
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In the past, we collected information not simply to know things. That was only the beginning. We also collected information to convert it into something larger than facts and ultimately more useful — into ideas that made sense of the information. We sought not just to apprehend the world but to truly comprehend it, which is the primary function of ideas. Great ideas explain the world and one another to us.
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These ideas enabled us to get our minds around our existence and attempt to answer the big, daunting questions of our lives.
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But if information was once grist for ideas, over the last decade it has become competition for them.
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In effect, we are living within the nimbus of an informational Gresham’s law in which trivial information pushes out significant information, but it is also an ideational Gresham’s law in which information, trivial or not, pushes out ideas.
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For one thing, social networking sites are the primary form of communication among young people, and they are supplanting print, which is where ideas have typically gestated. For another, social networking sites engender habits of mind that are inimical to the kind of deliberate discourse that gives rise to ideas.
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Indeed, the gab of social networking tends to shrink one’s universe to oneself and one’s friends, while thoughts organized in words, whether online or on the page, enlarge one’s focus.
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But because they are scientists and empiricists rather than generalists in the humanities, the place from which ideas were customarily popularized, they suffer a double whammy: not only the whammy against ideas generally but the whammy against science, which is typically regarded in the media as mystifying at best, incomprehensible at worst. A generation ago, these men would have made their way into popular magazines and onto television screens.
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there is a vast difference between profit-making inventions and intellectually challenging thoughts.
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Idaho Teachers Fight a Reliance on Computers - NYTimes.com - 32 views
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Last year, the state legislature overwhelmingly passed a law that requires all high school students to take some online classes to graduate, and that the students and their teachers be given laptops or tablets. The idea was to establish Idaho’s schools as a high-tech vanguard. To help pay for these programs, the state may have to shift tens of millions of dollars away from salaries for teachers and administrators. And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers.
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“Teachers don’t object to the use of technology,” said Sabrina Laine, vice president of the American Institutes for Research, which has studied the views of the nation’s teachers using grants from organizations like the Gates and Ford Foundations. “They object to being given a resource with strings attached, and without the needed support to use it effectively to improve student learning.”
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What a pity, a sign of how little respect people actually give to the profession of teaching; the only profession where people don't take the comments of practitioners seriously. Can you imagine saying to your doctor, "I know this is your diagnosis, but I'm going to go with my Great Aunt's diagnosis."
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They complain that lawmakers listened less to them than to heavy lobbying by technology companies, including Intel and Apple.
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under the state’s plan, that teacher will not always be in the room. The plan requires high school students to take online courses for two of their 47 graduation credits.
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I actually find this somewhat troubling...so little research exists as to how students are actually learning online. Are they using Facebook or are they going through MIT's Open Courseware? I'm inclined to think the former. I'm slowly adding more and more technology to my classes and frankly, I'm surprised that students are not more technologically savvy... the first and second digital divides are increasingly evident...
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Interesting article, however, you can't ignore that students today will be doing a significant amount of learning on a computer. If our high school students can't master managing an online class in high school, how will they fare later on? It's another learning tool. 2 classes out of 47 credits? How is that detrimental to the development of lifelong learners? We can research until the cows come home, but at some point if we don't dive in, we miss the boat. While we can all wish for all our students to graduate high school and then go on to college, the reality is that most of them won't. That's reality... Preparing our kids for future learning and building those skills necessary to be successful to master online courses is a skill they will need to succeed in their digital world.
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Susan Linn: About That App Gap: Children, Technology and the Digital Divide - 53 views
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children from low-income families spend more time handling technology -- across platforms -- than their wealthier counterparts, and across class, kids mainly use their "handling skills" for entertainment. They play games, watch videos, and visit social networking sites.
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there's scant evidence that anyone but the companies who make, sell, and advertise on these new technologies benefit from the time young children spend with them, there's plenty of reason to be worried about it.
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studies showing that the bells and whistles of electronic books actually detract from reading comprehension.
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I'm worried that screen-based reading, with omnipresent hyperlinks, interferes with comprehension and memory, and that heavy Internet use appears to encourage distractedness and discourage deep thinking, empathy, and emotion.
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here's what worries me most: We're turning to the companies that profit from these technologies to help parents manage their kids' relationship with screens. While it's great that the Federal Communications Commission is launching a campaign to promote digital literacy, the fact that companies like Best Buy and Microsoft are funding it make it unlikely that weaning kids from their products will be a priority.
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the skills they will always need to thrive -- deep thinking, the ability to differentiate fact from hype, creativity, self-regulation, empathy, and self-reflection -- aren't learned in front of screens. They are learned through face-to-face communication, hands-on exploration of the world, opportunities for thoughtful reflection, and dreams.
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Google World Wonders Project - 156 views
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The Google World Wonders Project is a platform which brings world heritage sites of the modern and ancient world online. Using Street View, 3D modeling and other Google technologies, we have made these amazing sites accessible to everyone across the globe. With videos, photos and in-depth information, you can now explore the world wonders from your armchair just as if you were there.
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63 Things Every Student Should Know In A Digital World - 118 views
www.teachthought.com/...should-know-in-a-digital-world
digital literacy digital citizenship technology education learning edtech digital students
shared by H DeWaard on 16 Mar 15
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Why Schools Must Move Beyond One-to-One Computing | November Learning - 139 views
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I’m concerned that most one-to-one implementation strategies are based on the new tool as the focus of the program. Unless we break out of this limited vision that one-to-one computing is about the device, we are doomed to waste our resources.
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Then, teachers are instructed to go! But go where?
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it is a simplistic and short- sighted phrase that suggests if every student had a device and if every teacher were trained to use these devices, then student learning would rise automatically.
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Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.
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The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.
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As soon as you shift from “one- to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support
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Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team
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Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology.
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How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world?
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How can we give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish?
Educational Technology Guy: Real World Math - ideas for using Google Earth in math class - 83 views
educationaltechnologyguy.blogspot.com/...th-ideas-for-using-google.html
educational technology technology world math ideas using google google earth earth class
shared by John Lustig on 21 Mar 12
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Digital Divide and Social Media: Connectivity Doesn't End the Digital Divide, Skills Do... - 42 views
blogs.scientificamerican.com/...d-the-digital-divide-skills-do
digitaldivide social socialnetworking society connectivity ScientificAmerican blog
shared by Roland Gesthuizen on 15 Dec 11
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Whether we like it or not, we live in a very unequal and stratified world. We live in societies in which inequality is ignored in education, science, and in the social media. As Internet technologies are rapidly evolving and new digital divides on the Internet emerge, we must move beyond, at some point, a singular concern over Internet access and technological infrastructure issues. We must tackle socio-cultural differences, we must focus on Internet skills, literacies and social media usage.
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Foreign Language & ESOL Technology Integration: Welcome to the Foreign Language & ESOL ... - 76 views
flesolcobbcentral.typepad.com/tech
INF506 resources onlineeducation elearning web2.0 technology ESL TESOL EML426 blogs webtools tools onlineresources flexiblelearning blendedlearning fbl fli
shared by trisha_poole on 13 Jan 11
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Facebook, Cell Phones, & iPods: Updating The K-12 Student Handbook - 123 views
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Today's students live in an incredibly high tech world- from cell phones to Facebook to YouTube to iPods- K-12 schools are faced with a multitude of new challenges that must be addressed in your student handbook. How can you restructure your student handbook to include the potential issues that may arise as a result of students' increased use of these technologies? Join us for a live, 60-minute audio conference where you and your colleagues will learn:\n\n * Keys to Drafting K-12 Handbook Policies for Today's Students\n * Online Use Policies: Facebook, MySpace & Online Communities\n * Crafting Guidelines & Policies for Cell Phone & iPod Use at School\n * Protecting Your School from Liability: What You Need to Know\n * Cyberbullying & Technology Misconduct: What Educators Must Know
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Using Technology as Our Teacher - US News and World Report - 0 views
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But how can we identify a potentially good teacher? How can average teachers become better teachers? The secretary's special funding could make a crucial difference by financing a national program exploiting the electronic miracles of the Internet and video. We could escape geography by using the technology to have the best teachers appear in hundreds of thousands of disparate classrooms. This is a force multiplier. The classrooms would be equipped with a large, flat-screen monitor with whiteboards on either side; the monitor would be connected to a school server that contains virtually all of the lessons for every subject taught in the school, from kindergarten through 12th grade. The contents would use animation, video, dramatization, and presentation options to deliver complete lessons, to convey ideas in unique ways that are now unavailable in conventional classrooms. The classroom teachers would play the role of enhancers, answering questions and helping students better understand the material covered electronically; they'd pause the presentation to ask questions and to prompt critical thinking. The whiteboard would be the platform for student involvement.
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The iPad Generation by @deputygrocott - 4 views
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"The iPad generation. That's what I call the children of today. Now that's neither a positive or a negative nickname, just a nickname, however, whatever view you have on it, the impact on our teaching is huge. Children are brought up with bright colours, avatars, HD and 4K screens, virtual worlds full of weird and wonderful characters and then there's school. I believe that it is vital that we, as educators, sit up and take note of this and rather than fight against it, embrace it. Make your teaching as fun and as interactive as you can. Bring lessons to life with hands-on experiences, opportunities to enquire and lessons where the children can investigate the world around them."
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Please Sir, how do you re-tweet? - Twitter to be taught in UK primary schools - 2 views
uk.techcrunch.com/...e-taught-in-uk-primary-schools
twitter technology literacy education UK socialmedia
shared by Ed Webb on 25 Mar 09
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The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK’s education system. And that’s not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
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Traditional education in areas like phonics, the chronology of history and mental arithmetic remain but modern media and web-based skills and environmental education now feature.
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The skills that let kids use Internet technologies effectively also work in the real world: being able to evaluate resources critically, communicating well, being careful with strangers and your personal information, conducting yourself in a manner appropriate to your environment. Those things are, and should be, taught in schools. It’s also a good idea to teach kids how to use computers, including web browsers etc, and how those real-world skills translate online.
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I think teaching kids HOW TO use Wikipedia is a step forward from ordering them NOT TO use it, as they presently do in many North American classrooms.
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Open Source software is the future and therefore we need to concentrate on the wheels and not the vehicle!
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Core skills is very important. Anyone and everyone can learn Photoshop & Word Processing at any stage of their life, but if core skills are missed from an early age, then evidence has shown that there has always been less chance that the missing knowledge could be learnt at a later stage in life.
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Schools shouldn’t be about teaching content, but about learning to learn, getting the kind of critical skills that can be used in all kinds of contexts, and generating motivation for lifelong learning. Finnish schools are rated the best in the world according to the OECD/PISA ratings, and they have totally de-emphasised the role of content in the curriculum. Twitter could indeed help in the process as it helps children to learn to write in a precise, concise style - absolutely nothing wrong with that from a pedagogical point of view. Encouraging children to write is never a bad thing, no matter what the platform.
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Front end stuff shouldn’t be taught. If anything it should be the back end gubbins that should be taught, databases and coding.
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So what’s more important, to me at least, is not to know all kinds of useless facts, but to know the general info and to know how to think and how to search for information. In other words, I think children should get lessons in thinking and in information retrieval. Yes, they should still be taught about history, etc. Yes, it’s important they learn stuff that they could need ‘on the spot’ - like calculating skills. However, we can go a little bit easier on drilling the information in - by the time they’re 25, augmented reality will be a fact and not even a luxury.
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Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
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Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
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The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK's education system. And that's not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
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Myths and Opportunities: Technology in the Classroom by Alan November on Vimeo - 68 views
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"Easy to teach teachers to use technology. Difficult to get the teachers to shift control away from themselves to the kids."
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"Tech robbed kids of the opportunity to make a contribution to their communities." How can I find a way to help kids contribute, via English class?
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"Interdisc. Bauhaus created an amazing flow of ideas." How can we make our classes more interdisc.?
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"this gives students more of a choice to do the kinds of assignments they want to do, as opposed to just the teacher deciding." You would certainly need to check that they were doing challenging, relevant work.
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All of these skills mentioned above are exactly what are essential in the 21st century workplace.
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Concrete idea for how to answer the above, last question. He used a concrete example from a 3rd grade class: "Have the kids create a podcast every week of what they learned. Have a writer, producer, mixer, etc." Would you do that during class time or outside of classtime?
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"Have an official Note Taker each class as well. Have the class as a whole review the notes to see if they are good/correct."
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"Another solution: you need to be more reflective on the body of work that you are doing. What have I learned? Where have I been and where am I going?" How do you do this?
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"Teach kids really good research skills. Have them look up assignments and related material from other teachers from all over the world." And then do what with them?
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"One solution: have an official classroom researcher everyday in your class." The job would be to gather the websites that will be used connected to whatever it is you're studying? Is that right? Need more thought on this.
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"Final Myth: Tech will make kids smarter. Actually it's a distraction. Creates more plagiarism and people wanting to get things done. Losing critical thinking." How can we use the enormous resources of the internet and at the same time increase critical thinking?
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"Another myth: the internet will give people a range of ideas. The opposite is true. People search out their version of the truth, e.g. Fox News or Huffington Post." I find this to be incredibly true.
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"It's a myth that tech will be the great equilizer in society. At least not for now." Why?
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Technology Integration in Education - Seamlessly integrating technology into the K-Coll... - 0 views
tech-in-ed.ning.com
Technology integration education videos webinars pictures mp3s PLN groups discussions blogs files documents.
shared by Greg Limperis on 08 Sep 09
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Great New Professional Network focusing on sharing free webinars, useful mp3s, videoas and pictures for professional development, great groups for networking. Be part of this site in its growing stages and help to mold it into a site useful for you. Link up with professionals from companies aroung the world and join the larger group on Linkedin.