use their laptops to read "Don Quixote" and Dante's "Divine Comedy" on the Internet
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Students tap into technology - Pittsburgh Tribune-Review - 1 views
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"Most jobs require computers," noted Brittnee Stephen, 16, as she assembled a slideshow on her HP Mini laptop. "It's good that we're learning it now."
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has just begun incorporating technology
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students seem far more interested in learning via interactive technology than they had been with a chalkboard and an overhead projector
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Well, the problem here is that some of that can be ascribed to novelty. Once every class uses 'interactive technology' (yuk) then how much difference will there be? The tools are great. All tools can be useful. But focus on the pedagogy, people!
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I'm for focusing on understanding. I love the word "pedagogy" because most lay people don't really know what it entails--theory (which can be anything institutional or community deems effective or correct), practice (which, as we know, can be summed up with the phrase "mileage will vary"), and some third thing which if I could come up with it I'd have the magic 3 elements in an effective argument. I think effective tools used effectively by effective teachers (there! 3 uses of one adjective!) will remain effective as long as they are used to promote understanding. No argument here, Ed, just sayin'...
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Perhaps the magic third thing would be 'attitude' or 'state of mind'? Alternatively, perhaps another of those non-transparent terms, 'praxis'. The point I was trying to make, of course, was that it ain't what you use, it's the way that you use it.
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"I think the kids that have turned school off because it's boring to them will come here and see something familiar,"
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Educational technology does not come cheaply
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"Learning is changing,"
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Computer technology in my classroom has revolutionized my teaching of biology. Instead of static images on a printed page, or talk and chalk, my students can manipulate 3-D images of DNA, RNA and proteins. These have even been embedded in a research-based learning progression that leads the students to a robust understanding of the foundational elements of molecular literacy. 1. Atoms and molecules are constantly in motion. (A visualization is not possible on a 2-3 printed page.) 2. All atoms and molecules have a 3-D structure that determines how they interact with other particles. 3. Charges and other intermolecular forces play a role in atomic and molecular interactions. My students can see these for themselves, change the number of particles in a box, or the distribution of charge on a large particle or the temperature of the box and other thought experiments which they can follow in real-time. There is no way, I could do that without the computer!
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Times Higher Education - Dummies' guides to teaching insult our intelligence - 0 views
www.timeshighereducation.co.uk/story.asp
opinion teaching education university college training pedagogy
shared by Ed Webb on 25 Aug 09
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if you encourage discussion in class, you have to be prepared for your students to arrive at conclusions that are unpalatable to you.
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When I started, largely out of exasperation, to investigate the educational research literature for myself, I was pleasantly surprised to find there was some genuinely useful and scholarly work out there, which recognised the demands of different subjects and even admitted that university lecturers aren't all workshy and stupid... It's a shame that this better stuff doesn't seem to have fed through into the generic courses that most institutions offer. My personal advice to anyone starting out as a university teacher: find a few colleagues who take their teaching seriously (there are almost certain to be some in the department) and ask them for advice; sit in on their classes if possible; remember you'll never teach perfectly but you can always teach better; and close your ears to well-meaning interference from anybody who's never actually spent time at the chalkface!
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Magueijo's could acknowledge that some people teaching these courses are genuinely concerned about improving teaching, and they need academics' help in designing better courses that do so. Sotto's side should acknowldge that however much they talk about how important teaching is (as if they discovered this, and academics did not know), they are not listening to the people attending their courses if those people feel utterly patronised and frustrated at the waste of their time. If academics treated their students like educationalists treat their student academics they'd be appalling teachers. A simple course allowing us to learn from a video of our own lectures would be immensely useful. Instead whole empires of education have developed that need to justify themselves and grow, so they subject us to educational jargon and make us write essays on the educationalist's pet theory.
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Most colleagues with excellent teaching reputations seem not to oppose training per se, but bad training.
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Academic Productivity » Diigo - Web Highlighter and Sticky Notes, a delicious... - 0 views
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In my experience, what makes diigo better? it saves the content of the page you bookmark, not only the link. Magnolia used to do that before they lost all their user’s data You can highlight! Important, as sometimes you don’t remember what was interesting in a page Posts are Private by default There’s a bunch of community features behind it. Example: pop psych you can post to other sites, including delicious (they are an example of openness)
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On top of all this, there’s another feature that may well become revolutionary: adding sticky notes to pages, in a way that other people can see it. When using the Diigo toolbar, you can see what other people have highlighted, and also comments (sticky notes) they added. That means that you are no longer limited to leaving comments on blogs, you can do so in any type of page (even static pages). Diigo enables you to drop your comment exactly where it is relevant, not at the end of a long list.
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All in all, I’ve never seen an entrance in a monopolized market (social bookmarking) with this strength and resolution. Diigo is very impressive, and my bookmarking tool of choice.
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Digital Natives, Digital Immigrants - 1 views
www.twitchspeed.com/...l%20Immigrants%20-%20Part1.htm
digitalnatives web2.0 pedagogy prensky article pd professionaldevelopment integration
shared by Marc Safran on 30 Jul 09
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Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.
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The importance of the distinction is this: As Digital Immigrants learn - like all immigrants, some better than others - to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.
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our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
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Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. Today's learners are different.
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So what should happen? Should the Digital Native students learn the old ways, or should their Digital Immigrant educators learn the new?
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it does mean going faster, less step-by step, more in parallel, with more random access, among other thing
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As educators, we need to be thinking about how to teach both Legacy and Future content in the language of the Digital Natives.
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Adapting materials to the language of Digital Natives has already been done successfully. My own preference for teaching Digital Natives is to invent computer games to do the job, even for the most serious content.
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But while the game was easy for my Digital Native staff to invent, creating the content turned out to be more difficult for the professors, who were used to teaching courses that started with "Lesson 1 – the Interface." We asked them instead to create a series of graded tasks into which the skills to be learned were embedded. The professors had made 5-10 minute movies to illustrate key concepts; we asked them to cut them to under 30 seconds. The professors insisted that the learners to do all the tasks in order; we asked them to allow random access. They wanted a slow academic pace, we wanted speed and urgency (we hired a Hollywood script writer to provide this.) They wanted written instructions; we wanted computer movies. They wanted the traditional pedagogical language of "learning objectives," "mastery", etc. (e.g. "in this exercise you will learn"); our goal was to completely eliminate any language that even smacked of education.
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We need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us.
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Burns - 37 views
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This paper explores the role that notemaking strategies can play as part of an emancipatory pedagogy designed to empower students. We will argue that being taught active notemaking is fundamental in enabling students to use information with confidence and thus that notemaking allows students to gain a voice (Bowl, 2005; Burns et al., 2006) within their own education. Rather than taking a psychological approach to notemaking, we suggest that notemaking allows students to take ownership of ideas and concepts in powerful ways (Gibbs, 1994 cited Burns and Sinfield, 2004), ways that reinforce understanding and build knowledge. These processes and practices can essentially help students to learn what they want to learn - and, pragmatically, to write essays that are adequately researched and correctly referenced (Burns and Sinfield, 2004). The final focus will be on the collaborative development of NoteMaker, a Reusable Learning Object (RLO) designed for use across the university - and across the sector.
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The Elite Personified - The Daily Dish | By Andrew Sullivan - 24 views
andrewsullivan.theatlantic.com/...the-elite-personified.html
generation organization youth values morality conformity
shared by Javier E on 31 Dec 10
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life isn't as simple as it once appeared. Career and Marriage are transformed from abstract hopes into concrete decisions. Every one that is made closes off other possibilities. And every so often, we take stock of life, pondering its purpose, what it is that makes us happy, our responsibilities to others, whether meaning can be found in our work, etc.
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prep schools and top tier colleges traffic in a perverse illusion: that building a perfect resume is the same thing as building a perfect life
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since every subculture has its pathologies, you're probably not doing things right unless the other people in your world are at least slightly uncomfortable with some way in which you're challenging its assumptions.
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Barry Sanders, Matt Biondi, and the Tiger Mom - James Fallows - Culture - The Atlantic - 36 views
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What Chinese parents understand is that nothing is fun until you're good at it.'"An interesting idea, but is it true? Are activities only fun when we get good at them? And, conversely, does that mean that if we're good at something, it must also be fun--at least at some level?
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research by Mihaily Csikszentmihalyi (of "Flow" fame) regarding what makes an activity fun. "The place where people are most engaged in an activity," McCann says, "and where they're having the most optimal experience, is where the challenge is about equal to your ability."
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"People are motivated by different things," explains Dr. David B. Coppel, a clinical and sport psychologist at the University of Washington. "There are some individuals who are process oriented, and some who are outcome-oriented. Individuals who are absorbed in the experience of being active or competing can have a great experience even if they don't win. But for those who derive their success and pleasure from successful outcomes, winning is more important."
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The best results, McCann says, have to come from an internally motivated sense of fun and love of what you're doing.
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Can New Online Rankings Really Measure Colleges' Brand Strength? Unlikely, Experts Say ... - 7 views
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Colleges and marketers are just starting to try to understand how to measure the success of their social-media efforts, says Mr. Stoner. Many are counting "touches"—the number of Twitter followers, the hits on a Web site, the number of friends or comments on a Facebook page. The more difficult question, he says, is, What do these measurements mean? Do tweets, blog posts, and Facebook "likes" translate into someone choosing your college, recommending it to a friend, attending an alumni event, or making a donation?
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In recent months, a handful of companies have introduced rankings that claim to calculate a college's brand value or online influence by looking at the attention an institution receives online. One ranking found that the University of Wisconsin at Madison has the strongest brand equity among universities, based on its number of mentions across the Internet. Another named Stanford University the most influential college on Twitter.
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Edu-Traitor! Confessions of a Prof Who Believes Higher Ed Isn't the Only Goal | HASTAC - 52 views
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many brilliant, talented young people are dropping out of high school because they see high school as implicilty "college prep" and they cannot imagine anything more dreary than spending four more years bored in a classroom when they could be out actually experiencing and perfecting their skills in the trades, the skills, and the careers that inspire them.
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The abolishing of art, music, physical education, tech training, and shop from grade schools and high schools means that the requirement for excellence has shrunk more and more right at the time when creativity, imagination, dexterity, adaptability to change, technical know-how, and all the rest require more not less diversity.
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we make education hell for so many kids, we undermine their skills and their knowledge, we underscore their resentment, we emphasize class division and hierarchy, and we shortchange their future and ours,
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There are so many viable and important and skilled professions that cannot be outsourced to either an exploitative Third World sweat shop or to a computer, that require face-to-face presence, and a bucketload of skills--but that do not require a college education: the full range of IT workers, web designers, body workers (ie deep tissue massage), yoga and pilates instructors, fitness educators, DJ's, hair dressers, retail workers, food industry professionals, entertainers, entertainment industry professionals, construction workers, dancers, artists, musicians, entrepreneurs, landscapers, nanny's, elder-care professionals, nurses's aids, dog trainers, cosmetologists, athletes, sales people, fashion designers, novelists, poets, furniture makers, book keepers, sound engineers, inn keepers, wedding planners, stylists, photographers, auto mechanics, and on and on.
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In general, I agree. However, novelists and poets don't need college?? And perhaps less so to artists and musicians? Perhaps... but what better way to learn the history and analysis of their Art, in order to place their own work in context?
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I could not agree more with you Maureen. As a long time middle school teacher in Oakland and Mpls I am thoroughly convinced that our nation and our states are nuts to have cut all of the tech and arts classes out of elementary, middle and high schools. EVERY student should learn a trade/skill set in high school. The hs drop out rate is horrifying and no surprise that the crime rate follows. We have a nation of under achieving teens because the adults have not kept up with funding the myriad of opportunities that would capture and harness their interests and creativity. I look forward to reading your book Maureen and to following you on here.
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"Zum Frühstück lese ich die Posts meiner Kollegen" Interview mit Dr. Mareike ... - 0 views
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In diesem Zusammenhang wäre es auch wichtig, die Ausbildung der Studierenden im Umgang mit den sozialen Medien zu fördern und dies curricular in den Studienablauf einzubinden.
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Sehgewohnheiten, die sich gerade in Richtung „Listen“ verschieben, weil das die häufigste Präsentationsform von Information in den sozialen Medien ist.
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mehr Forschung über unsere gegenwärtige Internetkultur und eine größere Reflektion über unser Tun im Netz notwendig sind.
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Das scheint Wissenschaftler sehr viel weniger umzutreiben als Privatpersonen.
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Außerdem wird viele Wissenschaftler die fehlende Anerkennung davon abhalten, Zeit und Energie in die Veröffentlichung von Blogbeiträgen zu stecken.
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Geisteswissenschaftler eben mit dem fragmentarischen, mit dem Äußern von noch nicht fertigen und mit vielen Fußnoten abgesicherten Meinungen schwer tun
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Hier ist ein Umdenken erforderlich, weg von der Konkurrenz hin zur Zusammenarbeit
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Bei den sozialen Medien stehen wie gesagt Kommunikation, Diskussion und Austausch einerseits, sowie gemeinsame Wissensgenerierung und kollaboratives Arbeiten andererseits im Vordergrund.
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Three Trends That Will Shape the Future of Curriculum | MindShift - 85 views
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Given the growing momentum of these trends, what does it mean for students, teachers, schools, and the education community at large? Collaborating and customizing. Educators are learning to work together, with their students, and with other experts in creating content, and are able to tailor it to exactly what they need. Critical thinking. Students are learning how to effectively find content and to discern reliable sources. Democratizing education. With Internet access becoming more ubiquitous, the children of the poorest people are able to get access to the same quality education as the wealthiest. Changing the textbook industry. Textbook publishers are finding ways to make themselves relevant to their digital audience. Emphasizing skills over facts. Curriculum incorporates skill-building.
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Sorry forgot the three trends (the above are consequences of these trends) 1. Digital delivery "No longer shackled to books as their only source of content, educators and students are going online to find reliable, valuable, and up-to-the-minute information" 2. Interest driven curriculum "Though students typically have to wait until their third year of college to choose what they learn, the idea of K-12 education being tailored to students' own interests is becoming more commonplace" 3. Skills 2.0 " Instead of learning from others who have the credentials to 'teach' in this new networked world, we learn with others whom we seek (and who seek us) on our own and with whom we often share nothing more than a passion for knowing"
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MyWeb4Ed: Diigo- A regular educators look at why Diigo is a teacher's friend - 55 views
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I sat today using Diigo to bookmark, annotate, highlight, capture pages and pictures, and do just about anything I needed to do effortlessly. Ya'll, this is straight from this educator's heart: Diigo is amazing! Now look, my thinking about tech tools is that they have to serve everyone: teachers --administrators, students, parents -- basically all stakeholders to be truly of value. I'm into the reality of teaching which means if it is not going to improve the outcome for students academically by supporting their learning, most teachers just don't have the time to deal with it. But, I'd like to think I'm a realist and if there's a tool that makes a teacher's life easier, then preparing for lessons, classes, professional developments and, yes, our other life is easier, and that translates to a happier educator who has more time to work on supporting those students learning
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Indirect Object Pronouns - 1 views
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The indirect object answers the question "To whom?" or "For whom?" the action of the verb is performed
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To identify the indirect object use our two guidelines: The IO tells us where the DO is going. The IO answers the question "to whom?" or "for whom" the action of the verb is performed.
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me (me) te (you-familiar) le (him, her, you-formal) nos (us) os (you-all-familiar) les (them, you-all-formal)
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The IO pronouns le and les present a special problem because they are ambiguous. That is, they can stand for different things. leto (for) him to (for) herto (for) you-formal lesto (for) them to (for) you-all-formal
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Since le and les can mean more than one thing, a prepositional phrase is often added to remove the ambiguity
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CITE Journal - Language Arts - 94 views
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Since it is through communication that we exercise our political, economic and social power, we risk contributing to the hegemonic perpetuation of class if we fail to demand equal access to newer technologies and adequately prepared teachers for all students
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They can benefit their students by developing and then teaching their students to develop expertise in evaluation of search engines and critical analysis of Web site credibility. Well-prepared teachers, with a deep and broad understanding of language, linguistics, literature, rhetoric, writing, speaking, and listening, can complement those talents by studying additional semiotic systems that don’t rely solely on alphabetic texts.
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Not only will teachers need to understand “fair use” policies, they are likely to need to integrate units on ethics back into the curriculum to complement those units on rhetoric.
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Students should be counseled not only on the risks to their physical safety, but also on the ways that the texts they are composing today, and believe they have eliminated, often have lives beyond their computers, and may reappear in the future at a most inopportune time.
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learn methods of critically analyzing the ways in which others are using multiple semiotic systems to convince them to participate, to buy, to believe, and to resist a wide range of appeals
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It also implies the process of uncovering one’s own cultural, social, political and personal (e.g. age, gender) backgrounds and understanding how these backgrounds can and often do influence one’s own ways of communicating and interacting with others in virtual and face-to-face encounters.
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nstances of anti-social behavior in online communication such as using hurtful language and discriminating among certain members of virtual communities have been reported.
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allows their members to construct and act out identities that may not necessarily be their real selves and thus lose a sense of responsibility toward others
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Professional development for teachers and teacher educators must be ongoing, stressing purposeful integration for the curriculum and content, rather than merely technical operation. It also needs to provide institutional and instructional support systems to enable teachers to learn and experiment with new technologies. Offering release time, coordinating student laptop initiative programs or providing wireless laptop carts for classroom use, locating computer labs in accessible places to each teacher, scheduling lab sessions acceptable for each teacher, and providing alternative scheduling for professional development sessions so that all teachers can attend, are a few examples of such systems. Finally, teachers and students must be provided with technical support as they work with technology. Such assistance must be reliable, on-demand, and timely for each teacher and student in each classroom.
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Such netiquette is thus not only about courtesy; more importantly, it is about tolerance and acceptance of people with diverse languages, cultures, and worldviews.
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Teachers and teacher educators must examine with students the social processes through which humans grow individually and socially, and they must expose the potentially negative consequences of one’s individual actions. In doing so, teachers and educators will be able to reinforce the concept of learning as a social process, involving negotiation, dialogue, and learning from each other, and as a thinking process, requiring self-directed learning as well as critical analysis and synthesis of information in the process of meaning-making and developing informed perceptions of the world.
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Unbundling And Re-bundling In Higher Education - 15 views
www.forbes.com/...e-bundling-in-higher-education
higher higher education education unbundling 2.0 competency-based nontraditional elearning
shared by Sasha Thackaberry on 21 Nov 14
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With the explosion of online learning, a disruptive innovation, there has been significant attention paid to the likely unbundling of higher education (see Michael Staton’s AEI piece and this University Ventures Fund piece, for example). We’ve written about unbundling ourselves. In every industry, the early successful products and services often have an interdependent architecture—meaning that they tend to be proprietary and bundled. The reason for this is that when a technology is immature, in order to make the products reliable or powerful enough so that they will gain traction, an entity has to wrap its hands around the whole system architecture so that it can wring out every ounce of performance.
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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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