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New York Library Association :: NYLA Calls Upon SED to include Information Literacy in Curriculum for Common Core Standards - 1 views

    " Advocacy Contact Your Elected Officials Legislative Priorities Advocacy Day Advocacy Tools Snapshot Day Librarians Trustees Library Support Staff Students Public Home » Advocacy » Legislative Priorities NYLA Calls Upon SED to include Information Literacy in Curriculum for Common Core Standards Response to Curriculum RFI Download PDF 1. What are the necessary components for a standards-based curriculum model? A world-class, standards-based curriculum model that will aid school districts and teachers in implementation of the new P-12 New York State Standards in both English Language Arts (ELA) and Mathematics (including the Common Core) for all students must include an Information Fluency Continuum (IFC) led by school librarians. In addition to subject-specific skills, every model curriculum should have embedded information fluency skills that cut across all disciplines and include inquiry, critical thinking, literacy, technology, and digital citizenship skills. An exemplary model of a K-12 Information Fluency Continuum, complete with grade-by-grade benchmark skills and formative assessments at each grade level, has been developed by the New York City School Library System: An IFC will provide New York state students with: Success in college, career, and participation in democratic society: a standards-based curriculum model for New York State must prepare students for success in college and career as well as active participation in our democratic society Development of understanding and ability to learn on own: the curriculum must focus on essential content and skills, with the expectation that students will go beyond the accumulation of knowledge to the development of understanding and the ability to learn on their own A continuum of development: the curriculum should be coherently sequenced so that students are expected to build on previ
Dennis OConnor

My List: A Collection on "K-12 Online Toolkit" (virtual,school,vhs,K-12,online,K-12,inacol) | Diigo - 1 views

  • K-12 Virtual School Resources Online Teacher Training / Building a K-12 Virtual School / K-12 Virtual Curriculum / K-12 Virtual School: Research & Resources
    Here's a Diigo List of resources for K--12 teachers
Lynette Russell

WebTools4u2use - Finding the Right Tool - 0 views

    This site is a wiki started by a K-12 librarian, creating a single place where K-12 educators can find K-12 Web 2.0 tools and examples of these tools used in K-12 settings.
    This site promises to have everything a K-12 teacher might need to create Web 2.0 lessons/units. The sidebar has an excellent set of tool links.
Naomi Monson

Essay on what professors can learn from MOOCs | Inside Higher Ed - 3 views

    Andrew, Ny. (2013, Jan. 24). Learning from MOOC. Inside Higher Ed. Retrieved from Andrew Ng is an associate professor at Stanford University (Stanford Search which includes his homepage, publications, and courses taught). He also is the director of the Stanford Artificial Intelligence Lab and founded the Universities main MOOC platform. This lead to the co-founding of Coursera whose goal is to "to give everyone in the world access to a high quality education, for free" (Ny, 2013). Ng is someone who is worth following and reading his many publications on technology and his pioneering of MOOC courses at Stanford University. Learning from MOOC, is more of Ng's reflections on teaching courses in Coursera. He emphasizes that MOOC needs to be student centered and the ways they differ from brick and mortar. One way is the physical barrier but he states "But through today's technological advancements, online courses are very much alive. They are part of an ecosystem that, if nurtured through community discussion forums, meetups, e-mails, and social media (like Google+ hangouts), can flourish and grow" (Ny, 2013). The impact of MOOC have yet to be determined but Ny calls it an "exciting new breed of education" (2013). It worth noting who he is and the part he is playing in creating MOOC's. MOOC's are part of the personal learning environments that is the Horizon Report: 2011 education Edition (2011, p 30) noted is emerging and a place to be researched. It is interesting to read the comments below in his essay of those who have taken courses through Coursea and one of the comments is the lack of statistical research to back up how effective are MOOC's and the part they will play in educating the future. Will it be an exciting new breed of education or will statistics reveal another effect? In conjunction with Ng's reflection on the advancement of technology, augment
Dennis OConnor

Research and Practice in K-12 Online Learning: A Review of Open Access Literature | Cavanaugh | The International Review of Research in Open and Distance Learning - 0 views

  • Abstract The literature related to online learning programs for K-12 students dates to the mid-1990s and builds upon a century of research and practice from K-12 distance K-12. While K-12 online learning programs have evolved and grown over the past decade, the amount of published research on virtual schooling practice and policy is limited. The current literature includes practitioner reports and experimental and quasi-experimental studies, both published and unpublished. This paper reviews open access literature in K-12 online learning and reports on a structured content analysis of the documents. Themes in the literature include steady growth and a focus on the benefits, challenges, and broad effectiveness of K-12 online learning. In addition, newly developed standards for K-12 online learning are emerging in descriptions of effective practices.
    Important research for k-12 educators.
Sheila Morris

iNACOL guide to on line learning - 1 views

  • The majority of content on this site is intended for program administrators — the people that are either investigating the possibility of creating an online learning program or have already been assigned this task. The site also contains useful information for policy makers — state legislators, staff members at the state department of education, and district administrators who wish to establish a positive policy environment for online learning.
  • This website was created as a public resource to meet a growing need for information on starting online education programs in the United States. The website is sponsored by the International Association for education Online Learning (iNACOL) and was developed by a project team of experts in the education online education field.
  • About this Website This website was created as a public resource to meet a growing need for information on starting online education programs in the United States. The website is sponsored by the International Association for education Online Learning (iNACOL) and was developed by a project team of experts in the education online education field. Your Guide to education Online Learning Starting an online program is a daunting task which often can be overwhelming. If you have come to t
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  • his web site, you probably already know this. The information and resources provided here have been compiled and organized to help you feel less overwhelmed.
  • The majority of content on this site is intended for program administrators — the people that are either investigating the possibility of creating an online learning program or have already been assigned this task. The site also contains useful information for policy makers — state legislators, staff members at the state department of education, and district administrators who wish to establish a positive policy environment for online learning.
  • here are many existing resources for K-12 online learning. For individuals who are just getting sta
  • rted with the process, the number of resources can be a challenge to navigate.
    Starting your own online program. Advice annd resources from iNACOL
    Resourse for schools that are looking to begin on line learning
Dennis OConnor

Common Sense Media for Educators Resources and Curriculum for Teachers - 1 views

  • Common Sense Education Programs Today’s kids connect, create, and collaborate through media. But who helps them reflect on the implications of their actions? Who empowers them to make responsible, respectful, and safe choices about how they use the powerful digital tools at their command? Our Common Sense Parent Media Education Program and our Digital Citizenship Curriculum give educators, administrators, and parents the tools and curricula they need to guide a generation in becoming responsible digital citizens.
  • Turn wired students into great digital citizens Get all the tools you need with our FREE Digital Literacy and Citizenship Curriculum and Parent Media Education Program. The relevant, ready-to-use instruction helps you guide students to make safe, smart, and ethical decisions in the digital world where they live, study and play. Every day, your students are tested with each post, search, chat, text message, file download, and profile update.
    Free curriculum k-5 & 6-8. Parent and teacher education. Digital literacy and citizenship curriculum. Parent Media education Program.
Naomi Orlovsky

Integrating Data Mining in Program Evaluation of K-12 Online K-12 - 1 views

    Hung, J., Hsu, Y., & Rice, K. (2012). Integrating data mining in program evaluation of k-12 online k-12. Retrieved from In their article, "Integrating Data Mining in Program Evaluation of k-12 Online k-12," Jui-Long Hung (Associative professor), Yu-Chang Hsu (assistant professor), and Kerry Rice (faculty member), of the Department of k-12al Technology from Boise State University, address the issue of data mining as an evaluation tool for k-12 online programs. Their study will be of particular interest to k-12 administrators of online courses. They explain how data mining (counting page responses, log in attempts, tab clicks, etc.) can be implemented, how data triangulation of learning logs, demographic data, and course evaluation surveys can provide high-quality, non-partial results, and how successful and at-risk students can be identified.
Dennis OConnor

Tom Vander Ark: How Digital Learning Will Change America - 4 views

  • Reflecting the internet's ability to cross municipal and state borders, virtual and blended school operators should have the ability to enroll students statewide. Only 18 states have authorized statewide virtual charter schools. Lagging states have been protecting districts from competition by denying statewide virtual charters or by providing only a fraction of typical funding with weak rationale. Susan Patrick from the International Association of K-12 Online Learning and I will encourage authorizers to lead the way in expanding high-quality options for students and families. Now that netbooks and tablets cost less than textbooks, it's time for schools and districts to embrace digital learning. It's time for more engagement, more time on task, more productivity. Our kids are online, it's time their K-12 was.
    Online Teaching and Learning provide powerful opportunities to k-12 students. I'm all for QUALITY online ed for this generation of school kids. Quality eduction, online or face to face, requires well trained, articulate, and creative teachers. Recreating a bricks and mortar, read and test online environment won't take us where we want to go (into the 21st century where critical thinking is essential). Hopefully some creative charters will help evolve k-12 online k-12 into the multifaceted and responsive learning environment that will work for kids... right now!
Dennis OConnor

Reports & Publications - iNACOL - 0 views

    This archive of research is dedicated to k-12 virtual k-12. iNacol is a primary source for research on virtual schools in North America. This is an essential reference for educators interested in e-learning at the k-12 level.
Judi Wisniewski

Primary Access - Free Movie and Storyboarding Tools for K-12 - 0 views

  • PrimaryAccess StoryBoard enables you to create comic strips and slideshows by combining images, thought bubbles, props and actors. All steps are entirely Web-based--no software to install--and the comics are easy to publish and share. Choose digital images from archive such as the Library of Congress Migrate storyboards into MovieMaker and make them into a movie Save storyboards with unique web addresses Share comics/slideshows
  • PrimaryAccess Rebus makes it easy to create a Rebus using primary source documents. A Rebus (Latin for ’by things”) is a written story that uses pictures as parts of the text. PrimaryAccess Rebus encourages students to explore primary sources by creating crops of those sources and using them to tell a story. Choose digital images from archive such as the Library of Congress Migrate your rebusinto MovieMaker and make them into a movie
  • PrimaryAccess MovieMaker enables you to combine text, audio and images into compelling personal narratives and digital stories, with a simple movie-making process. Steps like scripting, recording and saving are entirely Web-based--no software to install--and the movies are easy to retrieve and share. Choose digital images from archive such as the Library of Congress Upload your own images or audio and record audio online Save movies with unique web addresses Retrieve movies for editing
    Copyright is 2011, dated? ~ PrimaryAccess is a suite of free online tools that allows students and teachers to use primary source documents to complete meaningful and compelling learning activities with digital movies, storyboards, rebus stories and other online tools. ~ PrimaryAccess was designed for use in K-12 classrooms to aid in teaching content knowledge, critical thinking skills and even writing or storytelling skills. ~ PrimaryAccess is an initiative at the Center for Technology & Teacher K-12 in the Curry School of K-12 at the University of Virginia. PrimaryAccess is intended to serve as a catalyst for using effective technology-based tools in the K-12 classroom.
Dennis OConnor

CyberSmart! Student Curriculum - 0 views

  • Over the past year, Common Sense has updated and enriched many of the CyberSmart! lessons and incorporated them into our free K-12 Digital Literacy and Citizenship Curriculum available at
    K-12 Student Curriculum Free to educators, the CyberSmart! Student Curriculum empowers students to use the Internet safely, responsibly, and effectively.
    These resources are vital for all online teachers interested in K-12 virtual schools. This kind of information literacy teaching is part of the foundation for all students in all kinds of classrooms!
Jason Schenzel

K-12 Open Technologies - 0 views

    The goal of this Web site is to help educators and technologists with the planning, evaluation, decision-making, and implementation processes associated with adopting Open Technologies in K-12.
    help educators and technologists with the planning, evaluation, decision-making, and implementation processes associated with adopting Open Technologies in K-12
Dennis OConnor

The rise of K-12 blended learning | Innosight Institute - 1 views

  • Online learning is sweeping across America. In the year 2000, roughly 45,000 K–12 students took an online course. In 2009, more than 3 million K–12 students did. What was originally a distance- learning phenomenon no longer is. Most of the growth is occurring in blended-learning environments, in which students learn online in an adult-supervised environment at least part of the time. As this happens, online learning has the potential to transform America’s education system by serving as the backbone of a system that offers more personalized learning approaches for all students.
Maggie Rouman

IQPC Learning TECH 2012 Conference-Chicago 4/23/12 - 0 views

    For K-12 & Higher K-12 Professionals This focus day has been designed to showcase emerging learning technologies and for attendees to be able to learn from leading K-12 experts to take away practical implementation ideas within your own school or classroom. Apply these useful solutions and learn from our resourceful one-day track to enhance your expertise.
Mary Murray

National Marine Sanctuaries Education - 0 views

  • The Ocean for Life program is an initiative to increase cultural understanding through ocean science. Ocean for Life will provide high quality, immersive ocean field studies and follow-on education programs to facilitate cross-cultural learning, appreciation, and lasting experiences between Middle Eastern and Western students. We invite teachers to help with the recruitment of high school students for our pilot field studies during the summer of 2009. Student applications are due February 27, 2009.
Dennis OConnor

Education Week: E-Learning 2010 - 1 views

  • E-Learning 2010 This special report—the first in a three-part series—from the technology team at Education Week Digital Directions aims to highlight the progress made in the e-learning arena, as well as the administrative, funding, and policy barriers that some experts say are slowing the growth of this form of Education.
    I highly recommend reading this report for all who are interested in k-12 virtual k-12. This is up to the minute information you need to know! Here's a link to the full pdf report:
Dennis OConnor

Commentary: Tips, Tools, And Techniques For Teaching In The Online High School Classroom - 2 views

    • Dennis OConnor
      The iterative process mentioned here is at the heart of the matter. Online teachers who design their own courses, or at least have the option to revise exisiting material can participate in a process of continuous revision based on formative feedback from participants.
  • A while back I posted the entry Article Notice: Tips, Tools, And Techniques For Teaching In The Online High School Classroom, after seeing the item scroll through my RSS reader.
  • The article essentially reports the results of a case study – a multi-site case study.  The sites in question included a public online high school, an online charter school, and an online consortium of seven rural school districts combined with one community college (or so we are told in the first paragraph of the article). 
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  • The article continues with some discussion of the issues raised in the previous article and relevant literature, and then concludes with a list of ten “best practices.”
  • Data from only the teachers with no verification of whether the teachers actually do the things that they say they do (and we have a fairly good body of research to tell us that teachers often believe they are doing things one way, but when observed they do things quite differently).
  • No verification of whether what the teachers say is effective actually makes a difference by actually asking the student their opinion or using student data and trying to correlate that with teacher actions.  Does anyone else see a problem with this?
  • I suspect Kerr’s “best practices” were exactly what they had in mind and one of the worse things us academics have done to educational practitioner – make them believe that with an extremely limited and skewed sample we can generate a list of things that they should be doing that “have been found to work.”  And please don’t think I’m blaming practitioners in this entry, I’m not.  I’m blaming us academics.
  • The bottom line is that Barbour (2007), DiPietro et al. (2008) an Kerr (2010) are at best methodologically limited case studies.  The results of which can’t be generalized beyond the context that they have occurred.  At worse they are simply methodologically flawed studies that mislead practitioners into believing that they provide some kind of manual to be followed.
  • Let’s not forget that the Means et al. report also concluded: “Despite what appears to be strong support for [online and] blended learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium.” And within the educational technology literature, there is a long standing belief that studying the effects of the delivery medium is akin to studying the effect a delivery truck has on the food it carries.
  • I usually summarize his thesis by paraphrasing a well known political axiom from my favourite Cajun, James Carville, “It’s the pedagogy, stupid.”
  • “Barbour and Reeves (2009) went even further in their discussion of how future research into K-12 online learning should be conducted. These authors recommended a design research approach. Design research is “a systematic but flexible methodology aimed to improve K-12al practice through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually sensitive design principles and theories” (Wang & Hannafin, 2005, pp. 6-7). Essentially, researchers work with practitioners to both identify a problem that needs to be addressed and to create a possible solution. That solution is implemented and data are collected. The data are used to refine the solution and the process is repeated. This continues until the solution addresses the original problem, and a theory is generated to explain why it works. Unlike traditional methodologies of K-12al research, the goal is not to generalize the findings to other contexts, but to work with those who are part of the research site to solve their problems. As a methodology, design research has been particularly welcomed by the K-12 K-12 community, who have become accustomed to a team of researchers descending upon their school to implement one of the latest and greatest ideas, which works wonderfully as long as the research team is in place, but as soon as the funding is gone and the research team leaves, the staff revert back to the way they have always done things.
    This commentary on the Tips & Tools article is fascinating. I recommend reading both articles.
Dennis OConnor

Growth Markets in Online Education - 3 views

  • Online program growth is particularly high in two-year institutions.
  • Markets for online learning have expanded rapidly; the National Center for Education Statistics (NCES) reports that between 2002 and 2006 the number of students taking at least one online course grew from 1.1 million to 12.2 million - a significant increase! According to the Ambient Institute, the trend will continue and reach 22 million by 2011. Enrollment in online courses is rising at a faster rate than total enrollments in Higher Education. As of late 2006, according to the Sloan Consortium, nearly 3.48 million students in the U.S. were taking at least one online class. Moreover, the number of students who take all degree courses online is significantly increasing, while the number of students taking all courses via campus-based means is decreasing.
  • Significant growth in online learning is anticipated in the two-year community and junior college Higher Education segment.
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  • Currently, the overwhelming majority of the approximately 5-million online students in the U.S. — over 82 percent are undergraduates.
  •   Current trends toward a growing preference for online education are also fueled by the millennial generation, who learn in very different ways than have learners from previous generations.
  • Major population groupings that continue to offer high levels of growth opportunity in online education include: (a) education courses, (b) international populations in Europe, Australia, India, and China, (c) adult professional degree programs, (d) military populations, (e) adult degree completion programs, and (f) populations by religion (e.g., Christian).
  • In summary, growth in online education has primarily been fueled by demand from non-traditional, adult learners for flexibility and convenience.
  • Future growth will continue through new generations of digital native students, led by the Millennials, who create demand for online education designed and developed in concert with Web 2.0 applications and technologies.
  • Characteristics such as a high level of motivation, self-discipline, self-regulation, self-efficacy, ICT literacy, and academic preparedness are directly associated with students who succeed in online learning.
Dennis OConnor

Annual report reveals online learning's rapid rise | eSchool News - 1 views

  • K-12 online and blended learning continued to grow rapidly across the country in 2011 as new consortia and single-district online K-12 programs outstripped the continued expansion of more traditional eLearning programs, according to an annual report that measures the growth of K-12 virtual K-12.
  • As of late 2011, online and blended learning opportunities existed for at least some students in all 50 states plus the District of Columbia, but no state had a full suite of full-time and supplemental options for students at all grade levels.
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