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How and How Not to Prepare Students for the New Tests - Shanahan - 2014 - The Reading T... - 51 views
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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?
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Is Technology Producing A Decline In Critical Thinking And Analysis? - 0 views
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"As students spend more time with visual media and less time with print, evaluation methods that include visual media will give a better picture of what they actually know
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reading develops imagination, induction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades."
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Adapted from materials provided by University of California - Los Angeles.
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"Wiring classrooms for Internet access does not enhance learning," Greenfield said.
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Dawn of the cyberstudent | University challenge | guardian.co.uk - 0 views
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students often have more experience of using new technologies than many university managers — even if they need guidance in using them effectively
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the research process is likely to become much more open
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a balance that suits them, which may lead to more varying degrees of face-to-face and online contact,
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"If you are in Second Life listening to a lecture, your ability to fly through a bush isn't that relevant,
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All this will put added pressure on university staff, with increasing demands to respond to students 24/7. Read suggests one answer could be for universities in different parts of the world to share the load so that, as often happens already in industry "the work moves around with the sun".
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The Digital Disconnect: The widening gap between Internet-savvy students and their scho... - 2 views
www.pewinternet.org/...tudents-and-their-schools.aspx
technology resources online learning PDF educational professional development
shared by Jason Finley on 29 Aug 09
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The students employ five different metaphors to explain how they use the Internet for school: The Internet as virtual textbook and reference library, as virtual tutor and study shortcut, as virtual study group, as virtual guidance counselor, and the Internet as virtual locker, backpack, and notebook.
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Report: Education, Teens The Digital Disconnect: The widening gap between Internet-savvy students and their schools
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Benefits of Online Learning | Education Guidance | WorldWideLearn.com - 45 views
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A guide to online educational resources. - NYTimes.com - 90 views
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Richard Ludlow started the nonprofit Academic Earth two years ago after M.I.T.'s OpenCourseWare helped him pass linear algebra as a Yale undergraduate. His site offers the courses of 10 elite universities — 130 full courses and more than 3,500 video lectures. Viewers can turn the tables on professors and grade courses. Other guidance includes "Editor's Picks" and "Playlists," lectures selected around a theme like "First Day of Freshman Year" and "You Are What You Eat."
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Connexions, started at Rice University 10 years ago, debundles education for the D.I.Y. learner. Anyone can write a "module," the term for instructional material that can be a single sentence or 1,000 pages. Connexions hosts more than 16,000 modules that make up almost 1,000 "collections." A collection might be, say, an algebra textbook or statistics course.
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Daniel Colman is a curator of sorts. He sifts through the vast amount of free courses, movies and books offered online to find what he considers the very best in content and production value. Then he features them on Open Culture, the Web site he founded in 2006. It's a task in keeping with his mission as associate dean and director of Stanford's continuing education program.
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At last count, the site had 2,700 audio and video lectures from more than 25 universities; 268 audio books; and 105 e-books. Dr. Colman says he looks for lectures that "take ideas and make them come to life." And so you can learn 37 languages on Open Culture, or stream Jane Austen audio books, Hitchcock films and a John Hopkins biology lecture.
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Why pay for test prep? M.I.T. OpenCourseWare has culled introductory courses in physics, calculus and biology, along with problem sets and labs, to help students prep for the Advanced Placement exams. (Not to miss an opportunity, there’s a link to the admissions office.)
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Thousands of pieces of free educational material - videos and podcasts of lectures, syllabuses, entire textbooks - have been posted in the name of the open courseware movement. But how to make sense of it all? Businesses, social entrepreneurs and "edupunks," envisioning a tuition-free world untethered by classrooms, have created Web sites to help navigate the mind-boggling volume of content. Some sites tweak traditional pedagogy; others aggregate, Hulu-style.
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Curriculum21 - Annotexting - 62 views
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We would also like to share this DISCUSSION RUBRIC (2007) that you can use as students submit annotations and begin to draw conclusions about what their evidence is pointing to.
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These annotations, rather than being on paper, can be collected with different web tools so that students can collaborate
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Students submit their annotations via their smart phones or other digital devices, and then analyze each other’s notations collectively. They could be looking for main ideas, thematic and literary elements, or big ideas from the work. They could be looking for evidence of connections to other texts, their own experiences, or world issues. They could simply be searching for meaning to support them when reading complex texts.
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In order to get students to own this process, we have to relinquish some control. Let them think, let them make mistakes and respond. Let them draw conclusions even they are not the conclusions we would have drawn. We can be there to coach them through misconceptions.
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How to Develop Positive Classroom Management | Edutopia - 87 views
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while 80 percent said that classroom-management training, conflict resolution, guidance counseling, and mediation are effective for improving discipline.
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school staff should work together as much as possible to foster consistency in expectations, and discipline methods, throughout the school
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"What happened?" and "Who else has been affected?" to "What do you need to do now to repair the harm?"
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Team A - Phase 2 - 0 views
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FitWithFriends (FWF) should help students attending UVA achieve their fitness goals by motivating prospective gym goers through connecting them with potential workout buddies. FWF will provide guidance to new users in creating a profile and matching with another person through simple instructions. It will provide a service in which users can input information, such as fitness goals and availability. FWF will also provide a database that will educate users on how to use different equipment as well as supply different workouts. Next, users can match with a single user or a group, and if it is mutual, FWF should be able to connect them within a day of the match to plan workouts. FWF will handle various physical activities from running or weightlifting to rock climbing depending on user interests. FWF can also offer rewards to students who continue to complete workouts. FWF will work to build deeper connections between students through a medium other than academics.
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COPPA and Schools: The (Other) Federal Student Privacy Law, Explained - Education Week - 4 views
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In a nutshell, COPPA requires operators of commercial websites, online services, and mobile apps to notify parents and obtain their consent before collecting any personal information on children under the age of 13. The aim is to give parents more control over what information is collected from their children online.
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This law directly regulates companies, not schools. But as the digital revolution has moved into the classroom, schools have increasingly been put in the middle of the relationship between vendors and parents.
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In some cases, companies may try to shift some of the burden of COPPA compliance away from themselves and onto schools
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“That is not without risk, and COPPA has a whole lot of gray area that gives school attorneys pause.”
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Less clear, though, is whether COPPA covers information such as IP (internet protocol) address, device identification number, the type of browser being used, or other so-called metadata that can often be used to identify users.
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some school lawyers have taken the FTC’s previous guidance to mean that their districts must get consent from every single parent, for every single product that collects information online from young children.
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First, according to the FTC, schools can grant consent on behalf of parents only when the operator of the website, online service, or app in question is providing a service that is “solely for the benefit of students and the school system” and is specific to “the educational context.”
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will any information collected from children under 13 be used or shared for commercial purposes unrelated to education? Are schools allowed to review the information collected on students? Can schools request that student info be deleted? If the answers to that second group of questions are, respectively, yes, no, or no, schools are not allowed to grant consent on behalf of parents, according to the FTC.
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Many vendors also allow third-party trackers (usually related to analytics or advertising) to be embedded into their sites and services.
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Often through an Acceptable Use Policy or similar document that is sent home to parents at the beginning of the school year, said Fitzgerald of Common Sense Media.
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Even better, Fitzgerald said, is when schools provide a detailed list of exactly what websites/online services/apps students will be using, and what the information practices of each are.
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some privacy experts say that a one-time, blanket sign-off at the beginning of the school year may not be considered valid notification and consent under COPPA, especially if it doesn’t list the specific online services that children will be using.
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responsibility for deciding “whether a particular site’s or service’s information practices are appropriate” not be delegated to teachers.
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One is “click-wrap agreements.” Often, these are the kinds of agreements that almost all of us are guilty of just clicking through without actually reading
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Herold, Benjamin. (2017, July 28). The Children’s Online Privacy Protection Act. Education Week. Retrieved Month Day, Year from http://www.edweek.org/ew/issues/childrens-online-privacy-protection-act-coppa/
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The Evolving MOOC (EDUCAUSE Review) | EDUCAUSE.edu - 13 views
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All content can be learned directly through the online courseware, but learning by students benefits from guidance by a teacher and conversations with peers
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we aim to bring a valuable curricular resource to more students without removing the important role of face-to-face engagement.
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It is important to mention here that there is evidence that many people who takes MOOCs arrange meetings with others in the course that live near enough, in order to discuss the matter, help each other, and generally improve their learning experience. Face to face interaction does not have to be preestablished by the MOOC designer/provider, nor it have to take place in classrooms.
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