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Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

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    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy - 77 views

  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read News and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other News Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and News are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning News
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. tools and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read tools and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader tools and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web news to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
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    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Shannon Smith

Need resources to assist in creating a 21st century learner training/ professional deve... - 131 views

Thank you! This is great information! James McKee wrote: > Shannon, > > I was recently referred to this video of Michael Wesch who teaches cultural anthropology at Kansas State University. He ...

professional development 21st century learners technology

Kathleen N

the.Planet | the.News | YOU.edit |You.Report - 0 views

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    Site for MS-HS students ;lesson plans for teachers YOU.edit will go online in the spring of 2009. Students will be able to create their own interactive videos through the YOU.edit online editing tool that will be available in early 2009. This tool will allow students to create online reports drawn from the digital files that comprise a completed the.News segment. These component parts include video, music, graphics, interviews, and narration. YOU.edit will go online in the spring of 2009. Students will be able to create their own interactive videos through the YOU.edit online editing tool that will be available in early 2009. This tool will allow students to create online reports drawn from the digital files that comprise a completed the.News segment. These component parts include video, music, graphics, interviews, and narration.
Tonya Thomas

Future Work Skills 2020 - 3 views

  • Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity.Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration.Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making.Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence.Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency.Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management.Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking.Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking.New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy.Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset.
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    "Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity. Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration. Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making. Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence. Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency. Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking. Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking. New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy. Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset."
Gene Tognetti

New Tools - LibGuides at Springfield Township High School - 134 views

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    Joyce Valenza and Kristen Swanson, have assembled a good collection of Web 2.0 tools and guides for teachers. The collection is part of STHS Library Guides. Their new tools catalog is organized by function (wikis, podcasting, etc) and topics related to technology use in schools (media literacy, fair use, privacy).  Applications for EducationIf you're the technology integration specialist or just the "techy" person that everyone goes to, the STHS Library New tools is a good site to refer your colleagues to when they need a quick reference to learn about new tools.
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    This is a pretty decent collection of web tools and descriptions to pass along as references/resources of ed tech.
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    An amazing array of resources for education: digital storytelling, copyright/creative commons, tag clouds, mindmapping, digital citizenship and more.  Take 10 minutes to peruse this - impressive collection. Looks current, too.
Lisa Francine

School Library Monthly - Student Inquiry and Web 2.0 - 54 views

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    "The Stripling Inquiry Model has six phases; however, it's not a linear process but rather a recursive one in which the learner might revisit a previous stage to ask additional questions or organize information, as the need arises. Each phase involves critical thinking skills that empower young people to learn on their own and develop the thinking skills to be independent, lifelong learners. The phases are as follows: Connect: observe, experience, connect a subject to self and previous knowledge Wonder: predict, develop questions and hypotheses Investigate: find and evaluate information to answer questions, test hypotheses Construct: draw conclusions, arrive at new understandings Express: apply understandings to a new context, share learning with others Reflect: examine one's own learning and ask new questions (Stripling 2003, 8). Technology and, in particular, Web 2.0 tools and services can be used throughout the inquiry process to support the appropriate thinking skills. The key is to focus on student learning, not the Web 2.0 technology. The focus is on the phase(s) of inquiry at which students are concentrating and deciding which technology tool can best support the thinking processes and instructional strategies of that phase of inquiry. This increases the effectiveness of both the learning experience and the use of technology. An outline of the inquiry phases aligned with Web 2.0 technology tools and instructional strategies can be seen in Figure 2."
Lisa Francine

AnswerGarden - Plant a Question, Grow Answers - 85 views

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    AnswerGarden is a new minimalistic feedback tool. Use it as a tool for online brainstorming or embed it on your website or blog as a poll or guestbook.
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    Shared at edubloggercon
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    "AnswerGarden is a new minimalistic feedback tool. Use it as a tool for online brainstorming or embed it on your website or blog as a poll or guestbook."
Jeff Andersen

Best easy tools and services for fast video creation - 45 views

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    Creating a video doesn't have to be expensive or time-consuming. You don't even need to hire a production team. There are plenty of useful tools and services that can help you create a video fast. Good tools is many of them are free. Today, we'll be focusing on the ones that are the easiest to use. We'll assume that you haven't used similar tools before, or that you don't have the time to read a thick user manual. Before we get started, though, don't forget that scripting your video can itself speed up the creation process. A script may take a bit of time to create, but it gives you a clear direction.
Paul Beaufait

The purpose of aggregating bookmarks for the Diigo in Education group - 143 views

As somewhat of a Johnny-come-lately to this group, since hearing of new Diigo outline functionality AND planned deprecation of Diigo lists, I believed this group would focus on the transition in Di...

aggregations Diigo education groups purposes moderation noise-to-signal signal-to-noise tools

Jon Tanner

What's the point of media specialists...? on School Library Journal - 49 views

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    "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'
tab_ras

Social Learning Tools for the School Classroom - 119 views

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    This is a new page  of the Directory showing SOCIAL tools particularly targeted at (or very useful) for the primary, junior, middle and secondary school classrooms. (The rest of the Directory also provides useful tools)
Gene Tognetti

Keyboarding tools to support CC stds! From Common Core and Educational Technology: - 89 views

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    Here's our latest post on web-based keyboarding tools that support the Common Core. Please take a look and give us feedback. We're a new site with a goal to address ed tech tools that support Common Core.
Kimberly LaPrairie

picturing the thirties - 2 views

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    "Picturing the 1930s," a new educational web site created by the Smithsonian American Art Museum in collaboration with the University of Virginia, allows teachers and students to explore the 1930s through paintings, artist memorabilia, historical documents, newsreels, period photographs, music, and video. Using PrimaryAccess, a web-based teaching tool developed at the university's Curry Center for Technology and Teacher Education, visitors can select images, write text, and record narration in the style of a documentary filmmaker. They can then screen their video in a virtual theater. PrimaryAccess is the first online tool that allows students to combine their own text, historical images from primary sources, and audio narration to create short online documentary films linked to social studies standards of learning, said Glen Bull, co-director of the Curry Center. Since the first version was developed in collaboration with U.Va.'s Center for Digital History and piloted in a local elementary school in 2005, more than 9,000 users worldwide have created more than 20,000 short movies. In creating digital documentaries, students embed facts and events in a narrative context that can enhance their retention and understanding of the material, said Curry research scientist Bill Ferster, who developed the application with Bull. Besides increasing their knowledge about the period, "Picturing the 1930s" enhances students' visual literacy skills, Ferster noted, adding that PrimaryAccess "offers teachers another tool to bring history alive."
Martin Burrett

Pinball - Thinking tools - 76 views

shared by Martin Burrett on 19 Oct 10 - Cached
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    PINBALL is here to help you kick start new ideas, to get your thoughts flowing freely, and to develop your creative talents. Bounce your ideas around by using these fun and simple tools, and who knows what ideas might pop up.
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    A collection of BBC tools for students to organising thoughts, sparking ideas and planning ahead. http://ictmagic.wikispaces.com/ICT+%26+Web+tools
Jessica Ports

The 35 Best Web 2.0 Classroom Tools Chosen By You | Edudemic - 240 views

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    The 35 Best Web 2.0 Classroom Tools Chosen By You
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    If you're not an avid follower of #edchat on Twitter, you may be missing out on a great opportunity to learn about some new Web 2.0 tools that are currently being used in classrooms around the world. That's because @chickensaltash posed a simple question to the PLN and there has been a huge swell of support as hundreds of people have jumped in to answer the question about which 5 Web 2.0 tools teachers are using in classrooms.
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    A lot of these are really great tools to use!
Marsha Ratzel

Education World ® : Curriculum: You've Got E-Mail -- But Can You Make It Really Deliver? - 1 views

  • "Before you begin a telecollaborative project," she said, "Look at the plan critically and decide whether it's worth it in terms of learning outcomes. Ask yourself these questions: Does this use of the Internet allow students to do something that can't be done in another way? Does this use of the Internet allow students to do something in a better way? "If the answer to either of those questions is yes," said Harris, "then your project is probably worth doing." "As teachers, we need to do what is our art and our craft -- which is teaching, not technology."
    • Marsha Ratzel
       
      Judi Harris has been this champion for years...she long ago convinced me that you shouldn't use tech just for the sake of using tech. Her statements gives the compelling questions we should all ask ourselves before embarking on the use of precious time. What's your return on investment????
  • An activity structure, according to Harris, is simply a description of what students do in an activity, without reference to content or grade level. For example, kindergarten students mixing paints, elementary students forming compound words, and high-school students creating chemical compounds are all using an activity structure that involves combining existing elements to form new elements. The content and grade level are strikingly different, but the basic activity, the structure of the activity, is the same. Existing activity structures, said Harris, are usually supported best by existing instructional tools. If Internet tools are going to be used to enable students to do something they haven't been able to do, or do as well, before, new activity structures, structures that are best supported by new instructional tools, must be identified and implemented.
  • Develop a project plan that's specific and logistically manageable.
  • ...3 more annotations...
  • Establish a clear schedule, set interim deadlines, and send out reminders as deadlines approach
  • Be sure students have regular access to computers. Once a week in a computer lab is not enough time. For students to get the most out of a telecomputing project, they must be able to participate at least two or three times a week.
  • Focus on the use of the tools, not on the tools
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    How to use email in the classroom
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    It is truth
Pam Whitaker

Help Our Students With New Technology Tools - 0 views

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    Please check out this opportunity to help the students at my school have new technology tools. This will help them in many ways. We integrate all other courses with our technology projects. In a way these tools will help with every area of their learning at school.
Mark McDonough

Diigo 101 - Student Learning with Diigo - 110 views

  • Diigo is much more than a simple web annotation or social bookmarking tool. It is an online research and collaborative research tool that integrates tags, digital highlights, interactive sticky notes, captured snapshots, and group-based collaboration, allowing a whole new process of online information management, learning, and teaching in the 21st Century.
    • terenceonline
       
      Good Summary of Diigo
  • My Network is a new Diigo social features that adds to the product's strength. My Network creates a "content-centric social network," in which people are connected by what they clip, tag, and highlight. Users will be able to collaborate with other users based not on who is a friend to whom, but rather by who is interested in what. My network delivers web content specifically tailored to a user interests and shows users with similar interest. Participation in a larger network is made possible with its community features that connects users with people with common interests; thus, building global communities around topics and knowledge, tags, and sites.
  • Digest of Internet Information, Groups and Other Stuff (Diigo) is a powerful free social bookmarking website with annotating capabilities.
    • Mark McDonough
       
      Bold the first letters of the Diigo acronym: Digest, Internet, Information, ...
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    Diigo is much more than a simple web annotation or social bookmarking tool. It is an online research and collaborative research tool that integrates tags, digital highlights, interactive sticky notes, captured snapshots, and group-based collaboration, allowing a whole new process of online information management, learning, and teaching in the 21st Century. 
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    This is a great resource on Diigo and how to use.
Celia Coffa

Telescopic Text - 141 views

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    TelescopicText.org has just gone live. It is an extension of telescopictext.com, and is primarily a set of tools for creating expanding texts in a similar way. The tools can be found by clicking Write in the navigation at the top. Texts will house an ongoing collection of selected texts. Resources provides help for using this website, and also any tools, updates, guides, support and a Q&A. If you need further information or help, contact info@telescopictext.com. You can Register in order to save and publish texts, or Sign in if you already have an account. If you like what you find here and you want to help support it you can Donate.
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