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Louise Phinney

The 2 Most Important Skills Every Teacher Needs - Calgary, AB, Canada, ASCD EDge Blog p... - 0 views

edge.ascd.org/...127586.html

skills professional

shared by Louise Phinney on 11 Mar 13 - No Cached
  • Louise Phinney on 11 Mar 13
     
    The power of a reflective teacher is unstoppable. Hand in hand with reflective practice is coachability.  Coachability speaks to the teachers capacity to: hear feedback; analyze and understand the feedback; implement the feedback into their teaching.
Sean McHugh

Technology in Education | American Federation of Teachers - 0 views

www.aft.org/...ruyckere-kirschner-and-hulshof

shared by Sean McHugh on 20 Mar 16 - No Cached
  • pedagogy (i.e., teaching practice) and not the medium (i.e., technological tools and resources, such as whiteboards, hand-held devices, blogs, chat boards) that made a difference in learning, stating that instructional media are “mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition
  • there was no proof to show that a medium was capable of ensuring that pupils and students could learn more or more effectively. He saw the medium as a means, a vehicle for instruction, but that the essence of learning remained—thankfully—in the hands of the teacher
  • it is not the medium that decides how effectively learners learn
  • ...16 more annotations...
  • the effectiveness of learning is determined primarily by the way the medium is used and by the quality of the instruction accompanying that use
  • The crucial factor for learning improvement is to make sure that you do not replace the teacher as the instrument of instruction, allowing computers to do what teachers would normally do, but instead use computers to supplement and amplify what the teacher does
  • the use of both e-learning and contact education—which is known as blended learning—produces better results than lessons given without technolog
  • the medium does not influence the learning
  • the medium seldom influences teaching, learning, and education, nor is it likely that one single medium will ever be the best one for all situations
    • Sean McHugh
      Sean McHugh on 20 Mar 16
       
      But 'ordinary real life is mediated by computers! I'm still only in classrooms where the myth that this is not true still persists! 
  • students do not naturally make extensive use of many of the newest technologies, such as blogs, wikis, and virtual worlds
  • the main reasons young people use technology. These reasons are mainly social
  • Digital natives! Whenever the question of digital innovation in education is discussed, this is a term that immediately comes to the surface. But it should be avoided. Even the person who coined the term digital natives, Marc Prensky, admitted in his most recent book, Brain Gain, that the term is now obsolete.2
  • Prensky’s coining of this term—and its counterpart for people who are not digitally native—was not based on research into this generation, but rather created by rationalizing phenomena that he had observed
  • The students use a large quantity and variety of technologies for communicating, learning, staying connected with their friends, and engaging with the world around them. But they are using them primarily for “personal empowerment and entertainment
  • university students do not really have a deep knowledge of technology, and what knowledge they do have is often limited to basic Microsoft Office skills (Word, Excel, PowerPoint), emailing, text messaging, Facebook, and surfing the Internet
  • There is simply no experimental evidence to show that living with new technologies fundamentally changes brain organization in a way that affects one’s ability to focus. Of course, the brain changes any time we form a memory or learn a new skill, but new skills build on our existing capacities without fundamentally changing them. We will no more lose our ability to pay attention than we will lose our ability to listen, see or speak.
  • Note that many of these studies examined the influence of television rather than the influence of interactive technology, such as smartphones and social media
  • when people think that young people today read less, it’s not about reading online content or text messages, it’s about reading book
  • young people are still doing a lot of reading, and these statistics make clear that many of them are reading for pleasure. However, we need to be careful about making too many sweeping assertions, since the reading figures in many countries are falling. Even so, we know that reading continues to be important: both reading by young people themselves and parents reading to their childre
Sean McHugh

Why the debate on reading print versus digital books needs to change - Parenting for a ... - 0 views

blogs.lse.ac.uk/...ing-print-versus-digital-books

reading EReaders screens comprehension

shared by Sean McHugh on 16 Dec 20 - No Cached
  • There is a concern in some quarters that children’s activities with screens will replace their reading of books. There is a concern that the habit of skimming digital texts will carry over to reading on paper. These are valid concerns but they are not substantiated by research and they omit the important role of context and individual readers in driving change.
  • There could be a difference because of the way gains were measured (methodological reasons) and/or because of how gains were defined (theoretical reasons).
  • The calibration process is not dependent on the digital medium but on the readers’ preference
  • ...6 more annotations...
  • The readers’ awareness of how they read on screen (and the calibration process they engage in when reading on screen), might be the sources of the print-versus-screen difference
  • The chain of influences is an essential piece of understanding for the debates on reading on and off-screen. It is a continuation of a long argument in media studies where one camp of researchers focuses on metacognition and another camp of researchers on the inherent characteristics of the medium.
  • The screen introduced hyperlinks, large collections of e-books, automatic possibility for translation, multimedia representations of meaning
  • Recent research by the National Literacy Trust in the UK shows that it is not the reading medium but readers’ motivation that explains their reading habits: skilled readers read a lot and well both on paper and screen.
  • children are less aware of the disconnect between a digital and non-digital reading medium than any generation of children before them. It follows that they have different preferences, different resources for calibration, different lived examples of reading around them
  • The ‘home sweet home’ for reading in the digital age is the provision of, and the practice in the use, of high-quality texts on and off screen
Sean McHugh

MindShift - 0 views

blogs.kqed.org/mindshift

education technology learning edtech Mindshift classroom teaching

shared by Sean McHugh on 07 Feb 13 - No Cached
  • Sean McHugh on 07 Feb 13
     
    Awesome source of edtech news and articles curated for us by Tina Barseghian
Sean McHugh

Why video games shouldn't freak parents out | - 0 views

ideas.ted.com/mes-shouldnt-freak-parents-out

Gaming

shared by Sean McHugh on 19 May 16 - No Cached
  • kids really do not like educational games; in fact, they hate them. And as I watched more kids play video games, I realized Sid was 100% correct. If given a choice between a game designed with a learning goal or a commercial game designed for fun, kids’ll choose fun every time.
  • when we reject the games that boys play, the games are merely a proxy for the boys themselves.We reject games because they’re violent, individualistic, competitive, engrossing and largely foreign to us as teachers, parents, leaders, adults. And these are the precise characteristics of boys that we reject when we enforce zero tolerance policies
  • We don’t have specific limits, because their lives are full of other things that are equally as fun and engaging for them. So, yes, it’s OK for your child to game, as long as they do it in a careful, balanced and sustained way (yes, sustained: deep engagement, grit, perseverance and other good skills are not built by grazing). Valuing their gaming activities amounts to respecting them and their culture
  • ...1 more annotation...
  • competitive, violent fantasy games contribute to the development of strong future leaders and citizens.
  • Sean McHugh on 19 May 16
     
    For years, I'd been making the case that we should borrow from the games kids love to create new kinds of educational games. But after that one memorable lunch, I realized that we didn't need to co-opt the mechanics of gaming at all. We could - and should - use the games that kids were already playing, the immersive, sometimes violent games that hold boys and girls enraptured for hours in a state of flow and focus.
Sean McHugh

Literature, Ethics, Physics: It's All In Video Games At This Norwegian School | MindShift - 0 views

blogs.kqed.org/...games-at-this-norwegian-school

game-based learning gbl

shared by Sean McHugh on 22 Jul 14 - No Cached
  • game-based learning seems to be a misnomer, as the learning is not based on games, but enhanced by them. Commercial games are repurposed and modified to support curricular goals, as opposed to driving them. Of course, learning can and should also be based on games, as they are valid texts that can be studied in and of themselves, but it is important to see video games as elastic tools whose potential uses exceed their intended purpose.
  • It’s important that video games are regarded as useful and engaging learning tools in their own right.” To that end, he uses popular commercial games that would not outwardly seem suitable for the classroom.
  • the game gives students a different perspective on the laws of physics, where mechanics are simulated by a computer to create a realistic gaming environment. It can also be a great source of discussion when the laws of physics are broken!” Students think about how the simulation deviates from reality and transform what might be perceived as a game’s shortcoming into a critical thinking opportunity.
  • ...1 more annotation...
  • Civilization holds a unique value in letting students experiment with “what if” scenarios to see how changing variables like political structures or social policies affect and alter the course of a nation.
  • Sean McHugh on 22 Jul 14
     
    A Model for Game-Enhanced Learning In each case, game-based learning seems to be a misnomer, as the learning is not based on games, but enhanced by them. Commercial games are repurposed and modified to support curricular goals, as opposed to driving them. Of course, learning can and should also be based on games, as they are valid texts that can be studied in and of themselves, but it is important to see video games as elastic tools whose potential uses exceed their intended purpose.
Sean McHugh

10 Most Violent Video Games (and 10+ Alternatives) | Common Sense Media - 0 views

www.commonsensemedia.org/...ideo-games-and-10-alternatives

gaming violence alternatives

shared by Sean McHugh on 21 Jun 13 - No Cached
  • Sean McHugh on 21 Jun 13
     
    "No parent wants to say "no" all the time. So we've rounded up 10 of the most violent video games out there -- explaining the details that put each one on our list -- as well as more than 10 that you can say "yes" to. Our reviewers play literally thousands of hours of video games a year -- they know games inside and out. But we're not trying to be sensationalistic, which is why we're offering less-violent alternatives. Our alternatives include three categories: less-violent games in the same genre as the violent game listed, less-violent games with a similar theme, and less-well-known but still great titles that play on the same system."
Sean McHugh

Lumosity's Brain Games Are Bullsh*t - 0 views

gizmodo.com/-games-are-bullshit-1649901132

gaming learning games brain

shared by Sean McHugh on 25 Oct 14 - No Cached
  • Recently, a coalition of nearly 70 researchers spoke against brain games like Lumosity, signing a letter of consensus posted by the Stanford Longevity Center that lambasted the brain training community for promising a kind of mind power boost that just isn't provable.
  • Often, however, the cited research is only tangentially related to the scientific claims of the company, and to the games they sell.
  • In 2009, a consumer group in the UK asked a panel of scientists to look into brain-training games, including Lumosity. These scientists explicitly debunked Lumosity's claims, and they are not alone.
  • ...2 more annotations...
  • "The bottom line is that there is no scientific consensus that brain training works. All that can be concluded at this point is that time and money spent on brain training is, as likely as not, time and money wasted,
  • there is still plenty of excitement about the possibilities of brain-training programs in general. Even in the Stanford letter dismissing the current brain-training claims, the scientists acknowledge that several isolated studies have had promising results, and they deserved to be looked into further. And the concept that the brain is malleable, even for super old people, isn't just wishful thinking: It is true.
Sean McHugh

5 Myths and Truths About Kids' Internet Safety | Common Sense Media - 0 views

www.commonsensemedia.org/...ths-about-kids-internet-safety

digital citizenship cyberbullying cybersafety

shared by Sean McHugh on 06 Jun 14 - No Cached
  • Sean McHugh on 06 Jun 14
     
    If you believe everything you hear about kids online, you might think pedophiles and cyberbullies are around every cyber-corner. Yes, there is bad stuff out there. But the truth is, there's a lot of good, and some experts are arguing against a "techno-panic mindset" that worries parents unnecessarily.
Sean McHugh

Social And Emotional Benefits Of Video Games: Metacognition and Relationships | MindShift - 1 views

blogs.kqed.org/...etacognition-and-relationships

Gaming gamers

shared by Sean McHugh on 18 May 14 - No Cached
  • Sean McHugh on 18 May 14
     
    For years, most people thought that video games were like candy: mostly bad, tempting to children, but okay in moderation. Now we understand that they can have more "nutritional" value than our parents ever imagined.
Sean McHugh

Can Games Make High-Stakes Tests Obsolete? | MindShift - 0 views

blogs.kqed.org/...ake-high-stakes-tests-obsolete

game-based assessment gaming formative

shared by Sean McHugh on 29 Jun 14 - No Cached
  • Sean McHugh on 29 Jun 14
     
    Adaptive and game-based learning technologies aim to untangle the complexity that makes widespread personalized instruction and assessment seem unfathomable. Behind the shiny graphics and mechanics, many games and apps feature complex assessment algorithms that collect and analyze student data. Sometimes that data is simply there for the teacher to view (and also for the student in the best implementations). Other times, the software is collecting data about the learner and adapting accordingly.
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