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Shally Ackerman

Digital Literacy in the primary classroom | Steps in Teaching and Learning - 0 views

  • 8 elements of Digital Literacy
  • Cultural [Cu] Cognitive [Cg] Constructive [Cn] Communication [Co] Confidence [Cf] Creative [Cr] Critical [Ct] Civic [Ci]
  • he following is my interpretation of how they might be used for teaching and learning in a primary classroom
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  • definition in its publication Digital Literacy
  • To be digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.
  • The challenge is how we as teachers can foster digital literacy in all areas of the school curriculum
  • it is our responsibility to ensure children are not only confident users but can also make informed decisions about the use of such digital technologies to help them in their learning
  • How can we ensure that our learners are digitally literate?
  • We can help children understand their role in the wider community and how they will have an effect on it. What they say becomes incredibly important when you begin to use digital tools to publish their content online for the world to see
  • Don’t envisage this as how your learners will use digital tools but how they will use their own cognitive tools to do so
  • In today’s digital world children have a multitude of ways to communicate that are more or less digital variations of those tools 30 years previously.
  • developing links and strengthening those bonds by fostering projects and interaction is the next step
  • Go with what the learners suggest, follow up their questions even if it isn’t in your panning
  • Learners today need to know which tools are the best to communicate the message they want to say, they need to make deliberate and informed choices that recognise what these digital communication tools can do and how best to utilise them.
  • You want a class of learners that will know which tools will get the job done effectively and which tools will only hold them back
  • Never before has a learner been presented with so much choice to draw a picture – from pencil and paper to digital pens and paper on a tablet device
  • owever the creative potential is being held back by teachers who are either not prepared to use these tools in their class due to other ill conceived curriculum pressures or they just don’t know how.
  • How do we know it is written by the author claiming it to be so? We need to develop critical awareness and thinking
  • Children cannot go on accepting the first result they receive from a search
  • Digital Literacy must be developed across every part of the curriculum and not just ICT and our learners must be given the freedom to do so in schools today
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    This article breaks down some of the concepts that go into digital literacy.
Kylee Ponder

BBC - Wales - Capture Wales - 0 views

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    Wonderful examples of real-life digital storytelling that allows upper-level students to integrate real-life and digital storytelling! Related to various SOLs, including SOL 12.2  The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. a) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. b) Determine the author's purpose and intended effect on the audience for media messages.
Emma Sunseri

Tech Tales: Marco Torres on Empowering Students Through Multimedia | Edutopia - 0 views

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    Even though this is about highschool students, it reminds of the effect that digital storytelling projects can have for diverse students.
Moni Del Toral

Best Practices for Digital Storytelling in the Classroom | Edspace - 0 views

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    A review of the five best practices for teachers to develop effect digital storytelling lessons in the classroom
Alexander Hendrix

Collaborative Science Projects | eHow.com - 0 views

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    Creative ideas as to how to how to effectively execute colaborative science projects for students as well as a discussion of the importance and beneftis of doing so.
Benjamin Hindman

Let Them Play: Video gaming in education - 0 views

  • I started my 4th-grade students up on an updated version of Lemonade Stand.
  • The kids all wanted to make money and, within less than an hour, my English-language learning students were appropriately using words like net profit and assets.
  • allow students to play educational games as part of a facilitated lesson have  students create video games for their classmates or younger students use game design principles in curriculum design
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  • the added visual and audio effects, video games deliver information to students’ brains in a much more effective envelope.
  • research has shown that educational video games can increase student achievement, as well as spatial reasoning skills, compared to more traditional instruction.
  • Mission-based video games are about more than just getting students to memorize facts. Video games have been shown to teach literacy, problem-solving, perseverance, and collaboration.
  • And because students are so motivated to find a solution, they will often take risks they might otherwise be too scared to take in the classroom.
  • This immediate application of knowledge, coupled with the inherent fun of video games, engages and motivates students far better than many traditional lessons could. Students become problem solvers who can think through complex missions to find the best possible solution.
  • Most video games offer students opportunities to both gain knowledge and, more importantly, immediately utilize that knowledge to solve a problem.
  • Not only is he gaining valuable collaborative and leadership skills, he’s also becoming a true global citizen.
  • With any in-class activity, our job as teachers is to help students transfer that knowledge so they can use it in scenarios outside of that day’s lesson. The same goes for educational games.
  • Because students were in the lab, they weren’t bored enough to cause trouble during their down-time. Plus, teachers started seeing some intriguing self-regulation habits take form. With a limited number of controllers, students were politely asking and offering to take turns in the game lab, without adult intervention. And the lab attracted a variety of kids — girls, boys, special education students, kids from all socio-economic backgrounds. Students who normally never interacted were playing together.
  • School leaders contend that by building video games that work, students begin to understand complex systems, which will give them valuable knowledge as they enter the workforce.
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    A very interesting look at gaming in education.  This site also provides ideas and suggestions for integration of games into the classroom.
Allie

Effects of Technology on Classrooms and Students - 0 views

  • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast.
  • The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity
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    This was both interesting and helpful. All teacher especially teachers who believe technology should not be in the classroom should understand the benefits of technology. Motivation is one benefit that stuck out to me because it makes sense to use modern tools to help students accomplish more and want to learn.
Kasey Hutson

Bill Goodwyn: Technology Doesn't Teach, Teachers Teach - 0 views

  • Technology doesn't teach. Teachers teach.
  • All of us involved in education received the same mandate this past winter from President Obama and Secretary of Education Arne Duncan: to replace traditional, static textbooks with dynamic, interactive digital textbooks within the next five years. Several organizations have accepted this challenge enthusiastically and are partnering with districts every day to help transform classrooms into the digital learning environments our leaders envision. But the process is complicated.
  • We have seen the power of new technology in practice, especially when used by effectively trained teachers. In an initiative to replace traditional social studies textbooks, those students using digital tools in the Indianapolis Public Schools system, in which 85 percent of students are enrolled in subsidized lunch programs, had a 27 percent higher passing rate on statewide progress tests than students in classrooms that were not plugged in. Students in Miami-Dade County Public Schools who used digital resources achieved a 7 percent increase in their science FCAT (Florida's Comprehensive Assessment Test) exams. And students of the Mooresville Graded School District in North Carolina increased their performance on state exams by 13 percent over three short years, thanks to digital content and passionate, technology literate teachers
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  • North Carolina's Charlotte-Mecklenburg Schools (CMS) perfectly illustrates both the power of effective teacher training and technology. Since 2008, CMS has provided digital science resources to Title I schools -- schools with a high concentration of students living in poverty. Along with digital content, the district provided teachers with ongoing professional development designed to show them how to build engaging lessons, enhance their current curriculum and inspire students by integrating digital media, hardware and software. The professional development, however, was not mandatory. The results could not have been clearer: The students of teachers who opted into the professional development not only closed the achievement gap between themselves and students from Title I schools that did not have the same technology, they also outperformed the non-Title I schools, amassing a 57 percent passing rate on the state's end-of-year standardized science tests, compared to the 43 percent passing rate of those from wealthier schools. These are some of the most disadvantaged students in the state, remember, and yet they caught up to -- and surpassed -- students from more affluent schools.
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    One of the coolest points - Charlotte-Mecklenburg Schools provided technology resources to Title I schools, and made professional development to integrate technology into the classroom optional. Those teachers who participated in the professional development not only closed the achievement gap, but also outperformed non-Title I schools in the area.
Emma Sunseri

Explore Science with BirdSleuth! - BirdSleuth - 0 views

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    Students will examine the frequency of particular species of birds in their area as well as the effect of seasonal changes on bird migration. Students will observe, collect data, analyze and share their conclusions
Benjamin Hindman

How Twitter in the Classroom is Boosting Student Engagement - 0 views

  • educators (including myself) have found that Twitter is an effective way to broaden participation in lecture.
  • “It’s been really exciting because, in classes like this, you’ll have three people who talk about the discussion material, and so to actually have 30 or 40 people at the same time talking about it is really interesting,”
  • digital communication helps overcome the shyness barrier.
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  • students dive deep into class readings and argue contentious issues outside of class, is difficult to create if discussion ends when class is over. Fortunately, Twitter has no time limit
  • conversations continued inside and outside of class,” Parry wrote. “Once students started Twittering I think they developed a sense of each other as people beyond the classroom space, rather than just students they saw twice a week for an hour and a half.”
Alexander Hendrix

Writer's Web: Effective Reading Strategies - 0 views

    • Alexander Hendrix
       
      This is a U Richmond writers web meant for college students, but some of the strategies are applicable if modified for elementary stuents
Emily Wampler

Connecting the Digital Dots: Literacy of the 21st Century (EDUCAUSE Quarterly) | EDUCAU... - 0 views

    • Emily Wampler
       
      And wonder where they get the idea that "funds are plentiful" in education?  Hmm...
  • The greatest challenge is moving beyond the glitz and pizzazz of the flashy technology to teach true literacy in this new milieu. Using the same skills used for centuries—analysis, synthesis, and evaluation—we must look at digital literacy as another realm within which to apply elements of critical thinking.
    • Emily Wampler
       
      This is really true; just because students may be "digitally savvy" doesn't mean they are competent/scholarly users of these digital technologies.  
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  • Digital literacy represents a person’s ability to perform tasks effectively in a digital environment, with “digital” meaning information represented in numeric form and primarily for use by a computer. Literacy includes the ability to read and interpret media (text, sound, images), to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. According to Gilster,5 the most critical of these is the ability to make educated judgments about what we find online.
    • Emily Wampler
       
      It's interesting how they emphasize the higher orders of thinking here-analyze, judge, apply, evaluate, etc.  There's probably lots of room for creative thinking within digital literacy, too.  
  • Visual literacy, referred to at times as visual competencies, emerges from seeing and integrating sensory experiences. Focused on sorting and interpreting—sometimes simultaneously—visible actions and symbols, a visually literate person can communicate information in a variety of forms and appreciate the masterworks of visual communication.6 Visually literate individuals have a sense of design—the imaginative ability to create, amend, and reproduce images, digital or not, in a mutable way. Their imaginations seek to reshape the world in which we live, at times creating new realities. According to Bamford,7 “Manipulating images serve[s] to re-code culture.”
    • Emily Wampler
       
      Ah ha!  There's the bit about creative thinking.  They just give it a different name: visual literacy.  
  • Competency begins with understanding
  • The idea that the world we shape in turn shapes us is a constant.
  • In the end, it seems far better to have the skills and competencies to comprehend and discriminate within a common language than to be left out, unable to understand
    • Emily Wampler
       
      I think this definitely is true, and is a good reason why we need to incorporate digital literacy in the classroom. 
  • the concept of literacy has assumed new meanings.
  • Children learn these skills as part of their lives, like language, which they learn without realizing they are learning it.3
  • A common scenario today is a classroom filled with digitally literate students being led by linear-thinking, technologically stymied instructors.
  • Although funds may be plentiful
Emily Wampler

What Is Education For? - 2 views

shared by Emily Wampler on 02 Sep 12 - No Cached
    • Emily Wampler
       
      This is hard to swallow; seems very pessimistic about human nature.
  • It makes far better sense to reshape ourselves to fit a finite planet than to attempt to reshape the planet to fit our infinite wants.
  • What can be said truthfully is that some knowledge is increasing while other kinds of knowledge are being lost.
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  • It needs people of moral courage willing to join the fight to make the world habitable and humane.
  • But capitalism has also failed because it produces too much, shares too little, also at too high a cost to our children and grandchildren.
  • First, all education is environmental education. By what is included or excluded we teach students that they are part of or apart from the natural world.
  • The goal of education is not mastery of subject matter, but of one’s person.
    • Emily Wampler
       
      Wow.  Love this quote, and agree whole-heartedly.
  • knowledge carries with it the responsibility to see that it is well used in the world.
  • Each of these tragedies were possible because of knowledge created for which no one was ultimately responsible. T
  • we cannot say that we know something until we understand the effects of this knowledge on real people and their communities.
  • In this instance what was taught in the business schools and economics departments did not include the value of good communities or the human costs of a narrow destructive economic rationality that valued efficiency and economic abstractions above people and community.
  • What is desperately needed are faculty and administrators who provide role models of integrity, care, thoughtfulness, and institutions that are capable of embodying ideals wholly and completely in all of their operations.
  • Process is important for learning.
  • My point is simply that education is no guarantee of decency, prudence, or wisdom.
  • he modern drive to dominate nature.
  • Ignorance is not a solvable problem, but rather an inescapable part of the human condition. The advance of knowledge always carries with it the advance of some form of ignorance.
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    This article was written 20 years ago, but still holds interesting and relevant information about the purpose of education.
Kylee Ponder

Bill Goodwyn: Technology Doesn't Teach, Teachers Teach - 0 views

    • Kylee Ponder
       
      Technology doesn't teach - teachers teach. Interesting concept to think about. Can't technology HELP teachers teach more effectively?
Kristine Kellenberger

Education Rethink: Thirteen Thoughts on Student Blogging - 0 views

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    How to use blogging effectively in your classroom & teach Digital Citizenship!
smsanders

Tablets, laptops and mobiles in the classroom: top tips from teachers | Teacher Network... - 0 views

  • The device in my opinion should very much depend on what you would like to achieve.
  • The key piece of advice I would give here is use your young people to hel
  • Group work with or without devices goes beyond just the subject knowledge. Being able to work and communicate effectively with others is a key life skil
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  • working with people from other schoo
  • If we are encouraging more use of 1:1 devices, we should also be encouraging more sharing of learning experiences.
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    Take a look at some of the advice different educators give. There's even a link that takes you to a live discussion
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