Over the last twenty years, technology
has reorganized how we live, how we communicate, and how we learn.
Group items matching
in title, tags, annotations or url
1More
1More
http://www.contactnorth.ca/sites/default/files/pdf/resources/ten_guiding_principles_-_e... - 1 views
www.contactnorth.ca/...n_guiding_principles_-_eng.pdf
PDF Canada technology edutech pedagogy education
shared by Roland Gesthuizen on 09 Aug 12
- No Cached
-
"We have a set of guiding principles, which has informed our planning and served our network well over the past number of years. Many of these principles, at least the ideas themselves, did not originate with us but were gleaned from a variety of sources. We did, however, synthesize these ideas into a coherent set of principles and provided our own explanations and clarifications."
54More
elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views
www.elearnspace.org/...connectivism.htm
connectivism MEMOIRE learning elearning theory collaboration technology community
shared by Christophe Gigon on 09 Dec 08
- Cached
-
-
I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
-
Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
-
With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
-
Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
-
-
Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
- ...41 more annotations...
-
Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
-
Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
-
Classrooms which emulate the “fuzziness”
-
John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
-
The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
-
To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
-
a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
-
Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
-
Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
-
If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
-
principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
-
Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
-
Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
-
The health of the learning ecology of the organization depends on effective nurturing of information flow.
-
This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
-
This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
-
An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
-
As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
1More
What's the point of media specialists...? on School Library Journal - 49 views
-
"Joyce Valenza Ph.D On the librarian: What's the point . . ? The Twitter conversation April 30, 2009 @karlfisch: What's the point of having a media specialist if they aren't specialists in the media forms of the day? I was nearly finished copying and pasting, figuring out how best to post Tuesday's Twitter conversation, when I discovered that Karl Fisch (@karlfisch), who kinda started it all, already took care of that. (You likely know of Karl's very popular and provocative videos.) I am still not sure how best to frame this conversation on the place of the information/media specialist in today's school. What is clear is that a lot of smart people--people who are out there teaching, speaking, moving, and shaking--are disappointed in what they see when they see school librarians. Either we have a perception problem or we need to do some serious retooling. I'd say we have to deal with both. In a hurry. Being an information (or media) specialist today means being an expert in how information and media flow TODAY! It is about knowing how information and media are created and communicated. How to evalute, synthesize, and ethically use information and media in all their varied forms. It is about being able to communicate knowlege in new ways for new audiences using powerful new information and communication tools. Forgive me if it hurts. In my mind, if you are not an expert in new information and communication tools, you are NOT a media specialist for today. Tuesday's conversation happened in the open, on Twitter. We need to be aware that these conversations are happening where we cannot hear them--at conferences, at Board and cabinet meetings. We also need to make sure that our voices are heard and that we hear the voices of others in places like Twitter, where so many educational leaders and thinkers are chatting about us and many other things. I've selected the remarks that resonated loudest for me. (I've shuffled a bit, but you can visit Karl'
1More
Acapela.tv - 32 views
-
A site designed to make ecards, but you can make some great animations with dialogues using the speech synthesizer. It's easy to use and fun. http://ictmagic.wikispaces.com/Video,+animation,+film+&+Webcams
14More
Students First, Not Stuff - 71 views
-
-
we've spent billions of dollars on technology that by almost every measure has had little or no widespread effect.
- ...10 more annotations...
-
attention literacy—the ability to exert some degree of mental control over our use of technology rather than simply being distracted by it
-
MIT Open Courseware or courses offered through Khan Academy will provide all the knowledge they need to pass a typical test on the subject
-
learn, MIT Open Courseware or courses offered through Khan Academy will provide all the knowledge they need to pass a typical test on the subject.
-
The reality is that I no longer need to send my children to a school to learn algebra, U.S. history, or French.
-
That doesn't mean that we throw all information and knowledge out of the curriculum. No question, all kids need to be able to read and write effectively, understand enough math to function in their daily lives, and have a basic understanding of science, history, and more. But we must be willing to consider that in a world full of access to knowledge and information, it may be more important to develop students who can take advantage of that knowledge when they need it than to develop students who memorize a slice of information that schools offer in case they might need it someday
19More
Critical Issue: Providing Professional Development for Effective Technology Use - 127 views
-
Practice logs can promote these helpful activities. Such logs can show how often teachers use a new practice, how it worked, what problems occurred, and what help they needed (Sparks, 1998).
-
Professional development for technology use should demonstrate projects in specific curriculum areas and help teachers integrate technology into the content.
-
Specific content can help teachers analyze, synthesize, and structure ideas into projects that they can use in their classrooms (Center for Applied Special Technology, 1996).
- ...15 more annotations...
-
The best integration training for teachers does not simply show them how to add technology to their what they are doing. "It helps them learn how to select digital content based on the needs and learning styles of their students, and infuse it into the curriculum
-
A professional development curriculum that helps teachers use technology for discovery learning, developing students' higher-order thinking skills, and communicating ideas is new and demanding and thus cannot be implemented in isolation (Guhlin, 1996)
-
The only way to ensure that all students have the same opportunities is to require all teachers to become proficient in the use of technology in content areas to support student learning.
-
An effective professional development program provides "sufficient time and follow-up support for teachers to master new content and strategies and to integrate them into their practice,
-
The technology used for professional development should be the same as the technology used in the classroom. Funds should be available to provide teachers with technology that they can use at home or in private to become comfortable with the capabilities it offers.
-
he Commission suggests partnering with universities and forming teacher networks to help provide professional development activities at lower cost.
-
-
Such a program gives teachers the skills they need to incorporate the strengths of technology into their lesson planning rather than merely to add technology to the way they have always done things.
-
School administrators may not provide adequate time and resources for high-quality technology implementation and the associated professional development. They may see professional development as a one-shot training session to impart skills in using specific equipment. Instead, professional development should be considered an ongoing process that helps teachers develop new methods of promoting engaged learning in the classroom using technology.
2More
The NCTE Definition of 21st Century Literacies - 53 views
-
-
Develop proficiency and fluency with the tools of technology;Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;Design and share information for global communities to meet a variety of purposes;Manage, analyze, and synthesize multiple streams of simultaneous information;Create, critique, analyze, and evaluate multimedia texts;Attend to the ethical responsibilities required by these complex environments.
2More
Knewton Salon: How has the internet changed the way you think? | Knewton Blog - 20 views
-
why school is so important. On a raw level, school can show students what it feels like to concentrate at different levels–what it feels like to write a paper, solve a difficult math puzzle, and synthesize various skills. That way, students develop a taste for cognitive satisfaction and learn to look for it throughout their lives.
-
, I don’t think that skills like memorization have decreased in importance. Sure, it may seem like we don’t need to commit facts to memory anymore and that the relevant skills today are navigation, retrieval, and analysis (how quickly you can find something, whether you can find it again later, and absorb what you need from it as quickly as possible). But memorization is still important; even in today’s world, where you have a universe of information at your fingertips, you have to remember how to navigate information, how to find it again, how to use tools to find it again as well as what you found in the past and how that might relate to the information rushing at you in the present. So in this sense, memorization is inextricably linked to navigation, retrieval, and analysis. The more you remember at any given point, the more space you have left in your “working memory” to perform complex cognitive processes.
1More
BalancEdTech - Commenting - 15 views
balancedtech.wikispaces.com/Commenting
OnlineDiscussions Blogging Wikis Moodle Forums Collaboration Commenting
shared by Kate Pok on 04 Jan 12
- No Cached
21More
Psilocybin (magic mushrooms) - 0 views
-
The several analogyes with triptophan aminoacid, with whom psilocybin has common origines are probably at the base of psilocybin ability to induced psychedelich alteration on humans.
-
Amino acids, including tryptophan, act as building blocks in protein biosynthesis. In addition, tryptophan functions as a biochemical precursor for many compounds like serotonin Serotonin (a neurotransmitter), synthesized via tryptophan hydroxylase. Serotonin, in turn, can be converted to melatonin (a neurohormone), via N-acetyltransferase and 5-hydroxyindole-O-methyltransferase activities
- ...15 more annotations...
-
it's been noticed that psilocyn can indirectly raise dopamine concentration withing the basal ganglia.
-
Almost 50% of oral psilocybin is absorbed by stomach and gut; from here is lead to liver, where it's converted in psilocin, pharmacologically active form, that can furtherly be glucoronated and escreted with urine or converted in other psilocinics metabolites.
-
In rats, the median lethal dose (LD50) when administered orally is 280 milligrams per kilogram (mg/kg), approximately one and a half times that of caffeine. When administered intravenously in rabbits, psilocybin's LD50 is approximately 12.5 mg/kg
-
Clinical studies show that psilocin concentrations in the plasma of adults average about 8 µg/liter within 2 hours after ingestion of a single 15 mg oral psilocybin dose; psychological effects occur with a blood plasma concentration of 4–6 µg/liter. Psilocybin is about 100 times less potent than LSD on a weight per weight basis, and the physiological effects last about half as long.
-
Within 24 hours from administration 65% of the alucinogen is escreted by urine, while another 15-20% is excreted by bile and feces.
-
Monoamine oxidase inhibitors (MAOI) have been known to prolong and enhance the effects of psilocybin. Alcohol consumption may enhance the effects of psilocybin, because acetaldehyde, one of the primary breakdown metabolites of consumed alcohol, reacts with biogenic amines present in the body to produce MAOIs related to tetrahydroisoquinoline and β-carboline. Tobacco smokers can also experience more powerful effects with psilocybin, because tobacco smoke exposure decreases levels of MAO in the brain and peripheral organs.
-
This could lead to a lower usage o f glucose, but the same study admitted an increase glucose usage by the whole brain cell, meaning a differente use of this sugar while the drug is having effects.
-
use of MRI (functional magnetic resounance) showed that the decresed blood flow associate with decreasing in neural activity. A simple explanation for this unexpected situation could be the serotoning agonist action of psilocybin, action that seems to be focused more on 5-HT receptors than on 5-HT2A.
-
augmented glucose consumption in several brain regions; this lead to the conclusion that psilocybin is some way able to modify the physiological glucosal metabolic rate of our body
-
The strong inibition of the PCC is now thought to be most significant action of psilocybin on neural disaccoppiation
-
Psilocybin comprises approximately 1% of the weight of Psilocybe cubensis mushrooms, and so nearly 1.7 kilograms (3.7 lb) of dried mushrooms, or 17 kilograms (37 lb) of fresh mushrooms, would be required for a 60-kilogram (130 lb) person to reach the 280 mg/kg LD50 value.
-
psilocybin can cause anxiety and increased heart rate and BP which is very counter- productive for someone on metoprolol and micardis.
-
propose the possibility to use psilocybin as a palliative therapy for terminal illness like cancer but also as a real antidepressive active principle available for the family of the patient. The rational is foundable in the fact that we usually administer SSRI as antidepressive agents, so psilocibyn sholud be useful in this purpose for its selective agonist action on 5-HT2A receptors
13More
Education Week: Research Shows Evolving Picture of E-Education - 0 views
-
Research shows that virtual schooling can be as good as, or better than, classes taught in person in brick-and-mortar schools
-
But that broad conclusion, which comes mainly from a couple of research syntheses published in 2001 and 2004, masks a lot of variation in the designs of online classes and in who takes them
-
to figure out under what conditions, what scenarios, in what content areas, and with what students.”
- ...8 more annotations...
-
“Whether that’s 24-hour technical support, tutorial support, parental vigilance, or face-to-face site coordinators or mentors,”
-
“You pay attention to what’s going on,” she says, “and you respond to them as individuals.”
3More
What We Learn From School Tests - Room for Debate Blog - NYTimes.com - 1 views
roomfordebate.blogs.nytimes.com/...hat-we-learn-from-school-tests
achievement gap reform testing learning
shared by Joshua Williams on 29 Apr 09
- Cached
-
The relentless gaze on high-stakes tests and the culture spawned by No Child Left Behind is blinding us to the educational demands of the 21st century.
-
But first we need a national conversation on what the 21st century will require of our ever more diverse student population. There’s no doubt that an education that promotes life-long cognitive, behavioral and relational engagement with a complex and interconnected world is key. This means we’ll need intellectually curious and cognitively flexible workers comfortable with ambiguity, able to synthesize knowledge within and across disciplines and work collaboratively in diverse groups.
-
Moving forward, we need to go beyond the mastery of facts and rules. Instead, we should nurture interpersonal sensibilities in children and teenagers so that they learn to work in groups, within and across disciplines and cultures. In short, we need to educate, not test.
5More
Dogs Are What They Eat - PawNation - 15 views
-
There are six nutrient groups that are important for all dogs: proteins, carbohydrates, fats, vitamins, minerals, and water.
-
-
Essential amino acids are those that are required in the diet because your dog's body is incapable of synthesizing them in sufficient quantities.
- ...1 more annotation...
-
Fatty acids, a specific type of fat, play an important role in regulating the body's inflammatory response and are particularly important for your dog's health – particularly for the skin and a coat.
11More
Strategies for online reading comprehension - 92 views
-
We traditionally think of reading in terms of sounding out words, understanding the meaning of those words, and putting those words into some contextual understanding.
-
If the kind of text our students are encountering in these online travels is embedded with so many links and media, and if those texts are connected to other associated pages (with even more links and media), hosted by who-knows-whom, the act of reading online quickly becomes an act of hunting for treasure, with red herrings all over the place that can easily divert one’s attention.
-
As educators, we need to take a closer look at what online reading is all about and think about how we can help our students not only navigate with comprehension but also understand the underlying structure of this world.
- ...8 more annotations...
-
to begin addressing the hyper-reading of young people might start with the process of elimination, by helping readers remove the clutter on the web pages they encounter.
-
Colorado State University offers a useful guide to reading on the web. While it is aimed at college students, much of the information is pertinent to readers of all ages and could easily be part of lessons in the classroom.
-
Navigate a path from one page in a way that is clear and logical. This is easier said than done, since few of us create physical paths of our navigation
18More
FAQ - Diigo help - 44 views
-
effectively utilize the vast array of information that resides on the internet and who are capable of processing the information collaboratively
-
superior to traditional classroom teaching alone
-
skills
- ...6 more annotations...
-
Teacher can setup separate accounts - one is for their professional / personal usage, and one to be used for instruction with their students. That way, there is less concern of mingling these.