Skip to main content

Home/ Diigo In Education/ Group items matching "schools education Management" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Lisa C. Hurst

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

  •  
    "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 EDUCATION-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
anonymous

What are the Disadvantages of Online Schooling for Higher Education? - 18 views

  •  
    "hat Are the Disadvantages of Online Schooling for Higher Education? Today, online schooling for higher Education is prevalent across many fields. While there are several benefits to online schooling, such as flexibility and convenience, there are also real and perceived disadvantages. Explore some of the potential drawbacks of online learning. View 10 Popular Education » Online Schooling In 2012, about a quarter of undergraduate college students were enrolled in distance Education courses as part -- if not all -- of their studies, according to a 2014 report from the National Center for Education Statistics. That same data found that 29.8% of graduate students in this country are enrolled in some or all distance learning classes as well. A 2013 report from Babson Survey Research Group and Quahog Research Group, LLC, pointed out that approximately 86.5% of higher Education institutions offer distance learning classes. Clearly, online schooling is commonplace. Disadvantages: Student Perspective Despite advantages, online schooling is not the right fit for every student. Taking online courses is generally believed to require more self-discipline than completing a degree on campus, a belief that is supported by SCHEV -- the State Council of Higher Education for Virginia. Because online schooling options often allow students to complete much of the coursework at their own pace, students must be motivated to stay on schedule and manage their time accordingly. Other potential disadvantages from a student's viewpoint may include the following: Less Instructional Support Although instructors are available to students via e-mail, telephone, Web discussion boards and other online means, some students may see the lack of face-to-face interaction and one-on-one instruction as a challenge. A lack of communication or miscommunication between instructors and students may frustrate students who are struggling with course materials. That could be exacerbated by the casual nature
Andrew McCluskey

Occupy Your Brain - 111 views

  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  •  
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  •  
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Roland Gesthuizen

Education World: Improving School Culture - 78 views

  • Studies are finding that the culture or climate of a school can have a marked impact on student performance.
  • school's performance never will improve until the school culture is one where people feel valued, safe, and share the goal of self-improvement
  • School culture, he says, is shared experiences both in and out of school, such as traditions and celebrations, a sense of community, of family and, team."
  • ...2 more annotations...
  • Positive school cultures can be developed through assessment, analysis, improving and strengthening a school's identity, and then monitoring progress
  • The three major indicators of a healthy school culture are collaboration (do people work together and share information), collegiality (is there a sense of belonging and emotional support), and efficacy (do stakeholders feel as if they have control of their destinies or do they view themselves as helpless victims of "the system?")
  •  
    What kind of culture pervades your school? Do staff members feel like a family? Or is it like a factory or a Little Shop of Horrors? One way to assess school culture, and then strive to improve it, is through the Center for Improving School Culture's triage survey. Included: Links to the triage survey.
Sigrid Murphy

Five U.S. innovations that helped Finland's schools improve but that American reformers now ignore - 64 views

    • Beverly Ozburn
       
      Interesting Top Five
    • Beverly Ozburn
       
      Answer explanation is almost as important as mathematic problem solving.  If we really want to know if a student understands ANY concept, we need to ask him/her to write their explanation.  Sometimes the understanding comes from the thinking required to do the writing - writing to make it make sense!
    • Beverly Ozburn
       
      Why don't we consider relating almost every lesson to everyday life?  Seems like an obvious thing to do to me!
  • ...16 more annotations...
    • Beverly Ozburn
       
      Wow!  I think the concept of doing less of something in order to make time for experimentation is a fabulous idea!  Do you mean there are different aspects of student assessment and testing beyond a bubble sheet?  :)
  • Most of them have studied psychology, teaching methods, curriculum theories, assessment models, and classroom management researched and designed in the United States
    • Beverly Ozburn
       
      Finland's successful practices are something they learned here in the U.S.  So, why aren't our teachers here in the U.S. employing those same practices successfully?
  • Professional development and school improvement courses and programs often include visitors from the U.S. universities to teach and work with Finnish teachers and leaders.
  • in an ideal classroom, pupils speak more than the teacher
    • Beverly Ozburn
       
      Hooray!
  • the entire Finnish school system looks like John Dewey’s laboratory school in the U.S.
  • cooperative learning has become a pedagogical approach that is widely practiced throughout Finnish education system
  • Finnish teachers believe that over 90 percent of students can learn successfully in their own classrooms if given the opportunity to evolve in a holistic manner.
  • After abolishing all streaming and tracking of students in the mid-1980s, both education policies and school practices adopted the principle that all children have different kinds of intelligences and that education must find ways how to cultivate these different individual aspects in balanced ways.
  • it is ironic that many of these methods were developed at U.S. universities and are yet far more popular in Finland than in the United States. These include portfolio assessment, performance assessment, self-assessment and self-reflection, and assessment for learning methods.
    • Beverly Ozburn
       
      Alternative assessments!  Performance, portfolio, self-assessment, self-reflection, and assessment of learning methods...
  • Peer coaching—that is, a confidential process through which teachers work together to reflect on current practices, expand, improve, and learn new skills, exchange ideas, conduct classroom research and solve problems together in school
    • Beverly Ozburn
       
      Working together and reflecting on current practices - Reflection helps to expand, improve, and provides an opportunity to learn and exchange ideas to solve problems
  • the work of the school in the United States is so much steered by bureaucracies, test-based accountability and competition that schools are simply doing what they must do
    • Beverly Ozburn
       
      Sadness Abounds!  We are teaching folks what works best.  Then, they enter the classroom and get wrapped up in bureaucracies and test-based accountability to the point that teachers are just going through the motions instead of facilitating quality learning
  •  
    Pasi Sahlberg Blog Finnish education reform Originally published in Washington Post, 24 July 2014 An intriguing question whether innovation in education can be measured has an answer now. The Organization of Economic Cooperation and Development in its recent report "Measuring Innovation in education: A New Perspective, educational Research and Innovation" measures Innovation in education in 22 countries and 6 jurisdictions, among them the U.S.
Don Doehla

SmartBlog on Education - Small changes are not small change - SmartBrief, Inc. SmartBlogs SmartBlogs - 25 views

  •  
    Is change hard? Is change easy? The answer to both of those questions is "yes." If you reflect upon all that is done to "change" schools, you would probably think that policymakers think change is hard - very hard. Think of all the initiatives that are launched every day to change schools: new tests, new curriculum, new evaluation systems, new laws, policies and regulations. When all of these, however, fail to change schools, the people who develop these change initiatives end up thinking that the change initiatives just have to be bigger, stronger and more tightly managed.
  •  
    Is change hard? Is change easy? The answer to both of those questions is "yes." If you reflect upon all that is done to "change" schools, you would probably think that policymakers think change is hard - very hard. Think of all the initiatives that are launched every day to change schools: new tests, new curriculum, new evaluation systems, new laws, policies and regulations. When all of these, however, fail to change schools, the people who develop these change initiatives end up thinking that the change initiatives just have to be bigger, stronger and more tightly managed.
Jason Schmidt

School Would Be Great If It Weren't for the Damn Kids - 95 views

  • It simply doesn’t make sense to try to “purge ‘ineffective’ teachers and principals.”  His listener, almost giddy with gratitude now, prepares to chime in, as Samuelson, without pausing, delivers the punch line:  That’s right, it’s time to stop blaming teachers and start . . . blaming students!
  • His focus is not on students’ achievements (the intellectual accomplishments of individual kids) but only on “student achievement” (the aggregate results of standardized tests)
  • As I’ve noted elsewhere, we have reason to worry when schooling is discussed primarily in the context of “global competitiveness” rather than in terms of what children need or what contributes to a democratic culture
  • ...9 more annotations...
  • Upon hearing someone castigate students for being insufficiently motivated, a noneconomist might be inclined to ask two questions.  The first is:  “Motivated to do what, exactly”?  Anything they’re told, no matter how unengaging, inappropriate, or, well, demotivating? 
  • Whenever I see students made to cram facts into their short-term memories for a test, practice a series of decontextualized skills on yet another worksheet, listen passively to a lecture, or inch their way through the insipid prose of a corporate-produced textbook, I find myself thinking of a comment made by Frederick Herzberg, a critic of traditional workplace management:  “Idleness, indifference, and irresponsibility,” he said, “are healthy responses to absurd work.”
  • The more you reward people for doing something, or for doing it well, the less interest they typically come to have in whatever they had to do to get the reward. 
  • People who blame students for not being “motivated” tend to think educational success mean little more than higher scores on bad tests and they’re apt to see education itself as a means to making sure our corporations will beat their corporations.  The sort of schooling that results is the type almost guaranteed to . . . kill students’ motivation.
  • one thing that’s happened is a concatenation of rewards and punishments, including grades, which teach students that learning is just a means to an end.
  • Another thing that’s happened is teaching that’s meant primarily to raise test scores.
  • inner-city kids get the worst of the sort of schooling that’s not about exploring and discovering and questioning but only about working hard (often at rote tasks) and being nice (read: obedient).
  • “Motivation is weak because more students…don't like school, don't work hard and don't do well.”  But why don’t they like school (which is the key to understanding why, assuming his premise is correct, they don’t succeed)?  What has happened to their desire to figure out how things work, the hunger to make sense of things, with which all children start out? 
  • if you want to see (intrinsically) motivated kids, you need to visit classrooms or schools that take a nontraditional approach to schools, places where students are more likely to be absorbed and frequently delighted, where what they’re doing is not merely “rigorous” (a word often applied to very difficult busywork) but meaningful.
  •  
    Alfie Kohn's commentary on an article written by Robert J. Samuelson. Samuelson argues in his article that the problem with education reform is not the usual suspects like ineffective teachers, but kids who are lazy and unmotivated. Interesting read with thoughtful information about student motivation.
Laura Doto

Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views

  • Social relations—not simply physical space—structure the social worlds of youth.
    • Laura Doto
       
      A critical conclusion to be realized that can inform our assumptions as educators.
  • When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
  • these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
  • ...43 more annotations...
  • Homophily describes the likelihood that people connect to others who share their interests and identity.
  • One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
  • Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
  • Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
  • there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
  • the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
  • As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
  • The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
  • “It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
  • Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
  • Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
  • Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
  • to avoid social drama with her friends:
  • The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
  • teens have developed a variety of social norms to govern what is and is not appropriate
  • The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
  • While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
  • primarily a continuation of broader dramas.
  • social media amplify dramas because they extend social worlds beyond the school.
  • Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
  • social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
  • That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
  • finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
  • Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
  • While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
  • Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
  • it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
  • Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
  • They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
  • Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
  • Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
  • Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
  • So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
  • From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
  • That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
  • Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
  • While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
  • Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
  • learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
  • articulating those friendships online means that they become subject to public scrutiny in new ways;
  • This makes lessons about social life (both the failures and successes) more consequential and persistent
  • make these dynamics visible in a more persistent and accessible public arena.
  • co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
  •  
    MacArthur Foundation Study - Friendship chapter
Sirkku Nikamaa-Linder

CBI: Our education systems are not delivering - while average performance rises gently, too many are left behind - 0 views

  • Spending on education accelerated still further after 1997, rising in real terms by 71% by 2010-11.
  • UK ranks among the highest spending OECD countries measured in terms of percentage of GDP on education.
  • ...16 more annotations...
  • but we are being outperformed by nations which spend less.
  • the challenge lies not in what we spend, but in what we do.
  • explanation for the conveyor belt comes not from money, therefore, but from other incentives that schools face.
  • Schools have become used to governments setting blanket targets,
  • We should not be surprised that these drive behaviour – but not always the behaviour that the Department for Education wants.
  • The percentage of pupils gaining five ‘good’ A*-C GCSEs has increased by 50% over the last decade.
  • this should be an indicator of great success
  • has been questioned by many commentators.
  • When we look at whether the improvement on the GCSE metric is general or specific to those close to the grade boundary, it is clear that this measure is driving what is happening in schools.
  • intensive targeting of resources on pupils just below the C grade and/or an increase in teachers’ expertise in ‘teaching to the test’ has been behind  improvements.
  • Whatever the explanation, it doesn’t inspire confidence that the rise in exam grades for average ability candidates really reflects an increase across all groups in mastery of the subjects studied.
  • Narrowly-defined targets like these, based only on exam results subtly inhibit the overall education of young people.
    • Sirkku Nikamaa-Linder
       
      This is why Finland only has one national test....
  • If an acceptable level is reached, failure among a substantial minority is tolerated.
  • At earlier stages in the system, similar testing frameworks focus school accountability on achieving a certain percentage of pupils reaching a defined average, rather than a focus on absolute attainment.
  • it is possible to dramatically reduce attainment gaps in their primary school populations and raise standards on a broader basis than the UK has managed.
Beverly Ozburn

Schools shift from textbooks to tablets - US News and World Report - 57 views

    • Matt Renwick
       
      No, individualized instruction will personalize learning for students.
  • "We must use technology to empower teachers and improve the way students learn," said Joel Klein, a former New York City schools' chief who now leads News Corp.'s schools tablet program. "At its best, schools technology will change the face of schools by helping teachers manage the classroom and personalize instruction."
  • "We must use technology to empower teachers and improve the way students learn," said Joel Klein, a former New York City schools' chief who now leads News Corp.'s schools tablet program. "At its best, schools technology will change the face of schools by helping teachers manage the classroom and personalize instruction."
  • ...6 more annotations...
    • Beverly Ozburn
       
      Isn't the concept that helping teachers manage the classroom by using technology a fresh perspective?  :)
    • Beverly Ozburn
       
      Our philosophy seems more reasonable in that we are utilizing what students already have in their possession and spending the funds toward enhanced online text "rental" and accessibility.  BYOT!
  • $20.5 million
  • $50 million
  • $500 million
    • Beverly Ozburn
       
      What happens when that device is out-of-date?  Cost of updating?
Deb White Groebner

Education Week: Will We Ever Learn? - 37 views

  • All students should master a verifiable set of skills, but not necessarily the same skills. Part of the reason high schools fail so many kids is that educators can’t get free of the notion that all students—regardless of their career aspirations—need the same basic preparation. States are piling on academic courses, removing the arts, and downplaying career and technical schools to make way for a double portion of math. Meanwhile, career-focused programs, such as Wisconsin’s youth apprenticeships and well-designed career academies, are engaging students and raising their post-high-school earnings, especially among hard-to-reach, at-risk male students.
  • Maintaining our one-size-fits-all approach will hurt many of the kids we are trying most to help. Maybe that approach, exemplified in the push for common standards, will simply lead to yet more unmet education goals. But it won’t reduce, and might increase, the already high rate at which students drop out of school, or graduate without the skills and social behaviors required for career success.
  •  
    Well-written commentary for anyone interested in the impact of Common Core Standards. "What's Wrong With the Common-Standards Project" "We need rigorous but basic academics, homing in on skills that will be used, and not short-shrifting the "soft skill" behaviors that lead to success in college and careers. The management guru Peter Drucker got it right: "The result of a school is a student who has learned something and puts it to work 10 years later."
Ralf Appelt

Project Fedena - Free & Opensource Student Information System, School Management Software - 1 views

  •  
    Fedena is a free & opensource school management software that has more features than a student information system. Use fedena to efficiently manage students, teachers, employees, courses & all the system & process related to your institution.
Steve Ransom

Bring Your Own Device: A Guide for Schools - 5 views

  •  
    This guide examines the use of Bring Your Own Device (BYOD) models in schools. It looks at the potential opportunities and benefits, as well as the considerations, risks and implications that arise when schools allow students and staff to use personally owned devices in the classroom and school environments. Strategies, tips and techniques are included to address the considerations and manage the risks.
Phil Taylor

Education 2.0 - Edmodo - Free Private Microblogging For Education - 28 views

  • strong and growing. Thank you!

    Mrs. Smokorowski

    Middle School Teacher
    Andover, Kansas

     
    • Kalin Wilburn
       
      If you are fearful of Facebook and MySpace then you need to create an Edmodo account. Edmodo was designed specifically for educational purposes. You must be a teacher, student, or parent to gain access. It allows you all the amenities of those other social networking sites but with a lot more security/privacy.
    • Maryalice Kilbourne
       
      You are so right. I already love edmodo!
    • Denise Krefting
       
      Is it COPPA Compliant?
    • Luv2ride
       
      I've used Edmodo for 3 years now. It has revolutionized my teaching to the degree that I don't know what I'll do if I ever have to stop using it.
    • Herb Schulte
       
      That is great question. And do you need parent permission for students to use it?
    • Jordan Moody
       
      Is it free?
    • Gil Anspacher
       
      Yes, it is free and you can manage student accounts. It is only open to those you invite in and only educators may obtain an account. You may monitor and moderate all conversations, administer quizes, embed media, etc. The groups feature is very effective and you may grant access to your group to other classes. We just had 700+ students interacting in a global collaboration project, Digiteen. Students do not need an email address to use Edmodo, so under 13 is OK for CIPA. It looks much like Facebook, so kids love it and parents need some education on it as they fear it at first. Parents can get monitoring access so they may monitor their child's activity. It is a great tool to show parents how social media is used in education.
  •  
    Social networking for teachers & students. Send homework, links, videos, participate in discussions, share ideas.
Frederick Eberhardt

http://web.gc.cuny.edu/itp/docs/student_work/CORE%20I/claire_fontaine.pdf - 57 views

  •  
    Virtual worlds in social media are now helpful for education K-12 and in the education of Graduate Study in education. Social media can manage courses effectively with little strain on students and faculty alike. This is the way to revolutionize education according to Teacher and Researcher, Claire Fontaine. Fontaine, C. (2009). Social Media Practices and Pedagogy. NY, NY: CUNY. http://web.gc.cuny.edu/itp/docs/student_work/CORE%20I/claire_fontaine.pdf
Kelly Boushell

Google Apps for Education - 3 views

  •  
    Google Apps Education Edition is a broad IT solution that Education can use to bring communication and collaboration tools to the entire academic community for free. Google manages all the technology details, so you can focus your time, energy and budgets on teaching your kids. Students, teachers and staff can share ideas more quickly and get things done more effectively when they have access to the same powerful communication and sharing tools. Google Apps Education Edition lets tech administrators provide email, sharable online calendars, instant messaging tools and even a dedicated website to faculty, students and staff for free. There's no hardware or software to install or maintain, since everything is delivered through a standard web browser -- anytime, from anyplace.
Carol Ansel

The Daring Librarian: Wikipedia is not wicked! - The Answer Sheet - The Washington Post - 70 views

  • Teaching Wikipedia in 5 Easy Steps: *Use it as background information *Use it for technology terms *Use it for current pop cultural literacy *Use it for the Keywords *Use it for the REFERENCES at the bottom of the page!
  • 4 ways to use Wikipedia (hint: never cite it) Teachers: Please stop prohibiting the use of Wikipedia 20 Little Known Ways to Use Wikipedia Study: Wikipedia as accurate as Encyclopedia Britannica Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006 And: Yes students, there’s a world beyond Wikipedia **Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response. Nature compared articles from both organizations on various topics and sent them to experts to review. Per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia. -0- Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our Higher Education page. Bookmark it! var entrycat = ' ' By Valerie Strauss  |  05:00 AM ET, 09/07/2011 .connect_widget .connect_widget_text .connect_widget_connected_text a {display:block;} #center {overflow:visible;} /*.override-width iframe {width:274px !important;}*/ Tumblr Reddit Stumbleupon Digg Delicious LinkedIn http://platform.twitter.com/widgets/tweet_button.html#_=1315504289567&count=horizontal&counturl=http%3A%2F%2Fwww.washingtonpost.com%2Fblogs%2Fanswer-sheet%2Fpost%2F
  •  
    Excellent perspective on "The 'W' Word" - use it wisely for what it is - high school and college kids shouldn't be citing any general knowledge encyclopedias for serious research - but that doesn't mean there aren't some excellent uses for it.
Marsh Feldman

Online Education - Introducing the Microlecture Format - Open Education - 4 views

  • in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students.
  • It clearly will not work for a course that is designed to feature sustained classroom discussions. And while the concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when the information is more complex.
  • “It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”
  • ...2 more annotations...
  • the microlecture format similarly requires teachers to get the key elements across in a very short amount of time. Most importantly, it forces educators to think in a new way.
  • 1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture. 2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts. 3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long. 4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material. 5. Upload the video and assignment to your course-management software.
    • Marsh Feldman
       
      Good luck! Some of my (upper-division college) students don't even read the handouts I give them about assignments. Instead, they come during office hours and ask me to tell them how to do the assignment. When they do read things, like a textbook commonly used in 100-level courses, they misinterpret concepts through their own preconceptions. For example, the textbook says, "In this field there are these eight schools of thought: ...." So one student writes, "All eight schools are good ways to understand. There's no right way." (Even though each school is highly critical of the others.) The rest of the class comments, with things like "Good insight, Oscar." The textbook is about the field, so it doesn't go into any detail about the schools' criticisms ot the others. I can either tell the students or give them additional reading they probably won't do. Unless you can anticipate every student misunderstanding and have time for microlectures on every one of them, I think you'll need to do things the old fashioned way. At least this way you can make a valiant attempt at helping them understand the material correctly.
Mr. Eason

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenges Ahead - 119 views

  • the skills students need in the 21st century are not new.
  • Critical thinking and problem solving, for example, have been components of human progress throughout history
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
  • ...27 more annotations...
  • Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
  • some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
  • Second, states, school districts, and schools need to revamp how they think about human capital in schools—in particular how teachers are trained
  • Skills and knowledge are not separate, however, but intertwined.
  • inally, we need new assessments that can accurately measure richer learning and more complex tasks
  • In some cases, knowledge helps us recognize the underlying structure of a problem.
  • At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
  • if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • The importance of content in the development of thinking creates several challenges
  • first is the temptation to emphasize advanced, conceptual thinking too early in training
  • Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
  • We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
  • But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
  • education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
  • teachers don't use them.
  • Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
  • these methods pose classroom management problems for teachers.
  • These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
  • constant juggling act
  • measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
  • But where will schools find the release time for such collaboration?
  • professional development is a massive undertaking.
  • Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
  • The first challenge is the cost.
  • greater collaboration among teachers.
  • When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
Jason Finley

Diigo in Education - 108 views

Marie, my primary use and focus with Diigo is the social networking aspect that you mentioned. There is definitely truth to the statement that "Chance favors the connected mind." I've created a g...

Diigo

1 - 20 of 67 Next › Last »
Showing 20 items per page