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Renee Phoenix

Hybrid Pedagogy | All learning is necessarily hybrid. - 0 views

www.hybridpedagogy.com

hybrid digital identity faculty

shared by Renee Phoenix on 02 Jul 15 - No Cached
  • Renee Phoenix on 02 Jul 15
     
    A digital journal space created by Jesse Stommel about learning, teaching and technology with the idea that all learning is hybrid. Jesse has some strong opinions about teaching and learning and keeping things "human" in an ever increasing digital world.
anonymous

Guideline on Censorship: Don't Let it Become an Issue in Your Schools - 0 views

www.ncte.org/...dontletitbecome

shared by anonymous on 13 Oct 10 - Cached
  • Teachers should be encouraged to think through a rationale for any book to be read to or by the entire class. For primary teachers, who may read aloud many picture books to their classes each week, a written rationale is not practical. However, teachers should be prepared to explain their choices, stating why the book was chosen and what the objectives are in terms of the problems, needs, or interests of their individual class.
  • Obviously, the teacher should be thoroughly familiar with all assigned selections. In short, professional responsibility means not only selecting print and nonprint materials, but also possessing a willingness and ability to defend the choices made.
  • Appropriateness Factors to be considered in assessing the appropriateness of books are children's interests, the age level and/or maturity of children in relation to the book being considered, and the content, format and illustration.
  • ...2 more annotations...
  • Breadth of Coverage Books may present problems of stereotyping with respect to sex and to race. Religion, politics, and questions of morality or patriotism are issues about which there are considerable differences of opinion. The importance of such books may lie mainly, or only, in their historical viewpoint and should be presented as such to children who read them. Teachers and librarians should be aware of these considerations and should make every effort to provide materials which present alternate points of view. Historically there have always been those who have recognized the offensiveness of these materials. Children, like adults exposed to new ideas, can accept or reject them, based on input from all viewpoints. All opinions require protection under the First Amendment.
  • IF and AFTER censorship problems arise (and before a formal complaint procedure is initiated), here are some approaches and considerations: Be sure to inform your principal of any complaint, and how you plan to handle it. Urge your principal to read or view the material objected to. Afterwards, share with him/her your reasons for using the material with children. Also, try to get a school board member and a local minister, rabbi, or priest to read or look at the material. If a parent complains about material, insisting on an immediate discussion about it, defer such a discussion; make an appointment with him/her for a later time. At the same time, assure the parent that you have a concern for the child's interest. Neither you nor the parent should be in the position of discussing material without careful consideration beforehand of the factors that are to be discussed. Do not defend materials on the spur of the moment. Apart from being unfair to all concerned, and particularly to children, it is your professional duty to present your views thoughtfully and with consideration. Reread or review the material in question, even though you may already be familiar with it. Identify its strengths. Put down in writing why you believe it is proper and useful in your teaching program. Collect reviews of the material from such publications as Language Arts, English Journal, Bulletin of the Center for Children's Books, Horn Book, School Library Journal, and other professional publications. There may be three to five parents, other than the complaining parents, who may be particularly supportive of your teaching objectives. Request that they read or view the material being questioned and invite their written reactions, addressed to you and your principal
jody lazarski

Journalism Education Association - 0 views

jea.org

#EdTechSN

shared by jody lazarski on 01 Sep 14 - Cached
  • jody lazarski on 01 Sep 14
     
    Great Resources for all Media related issues/Ethics and Journalism practices & Copyright.
jody lazarski

High School Broadcast Journalism - Join the RTNDF/HSBJ Listserv - 1 views

www.hsbj.org/...announcements.php

#EdTechSN

shared by jody lazarski on 01 Sep 14 - No Cached
  • jody lazarski on 01 Sep 14
     
    This RTNDF (Kent State University High School Broadcast Journalism) Listserv has been one of the absolute best resources I've had in my teaching career. The ability to ask questions to other teachers across the United States who are in my discipline, tackling similar problems/challenges has created, for me, my own Professional Learning Network. I LOVE this group and recommend you find a listserv if one is available in your discipline as well.
bwiedeman

Professional Learning Networks Designed for Teacher Learning - 0 views

acce.edu.au/...ofLearning_Networks_p34-38.pdf

education technology resources learning Web2.0 tools PLN

shared by bwiedeman on 05 Sep 14 - No Cached
  • bwiedeman on 05 Sep 14
     
    This article was originally published in the Journal of Digital Learning in Teacher Education. It reviews three resources Edmodo, The Educator's PLN and Classroom 2.0. The article begins by describing what a PLN is and talks about the social media connections and the tools that are used to aggregate all the information. It also discusses some of the difficulties associated with PLN's including information overload, figuring out the social norms and learning to use the tools. The article goes on to describe and compare the three PLN platforms. The article even highlights the types of topics that are discussed on PLN's.
joshgiudicelli

Character journaling through social media - 0 views

www.slideshare.net/...ournaling-through-social-media

EDTECH543 technology

shared by joshgiudicelli on 10 Jul 18 - No Cached
  • joshgiudicelli on 10 Jul 18
     
    This project also has students making a Facebook account for their character and using these accounts to communicate with other students. This is similar to the remixing assignment, but it is a long-term assignment rather than a culminating activity. Students start by making a Facebook page for their character and post status updates as the class reads the book. They talk from the perspective of their character and it allows students to expand their thinking. When students are done, they use their page to have discussions about the novel as a class and out of character. This is a great way for students to step into the chose of different characters they are reading about and has students participate in multi-level writing. This is applicable to numerous different reading projects and something I could see myself using in my English class.
msbianchi

Professional Learning Networks: Driving Discussions through Twitter - 3 views

libproxy.boisestate.edu/login

edtechsn edtech543 professionallearningnetwork twitterineducation

shared by msbianchi on 31 Aug 17 - No Cached
  • msbianchi on 31 Aug 17
     
    This short journal article describes how one teacher in Louisiana uses Twitter to find and joing professional learning networks. She uses Twitter to collaborate with teachers on lessons. She also leads a weekly chat to discuss a variety of educational topics. In addition, the journal explains what Twitter is and how to use it for a complete beginner.
  • Jennifer Pollock on 04 Sep 17
     
    I appreciated the idea from this article that relationships started on Twitter can expand beyond Web 2.0: "Connections which begin online may lead to face-to-face meetings at conferences." Likewise, the river analogy helped me see how Twitter can be interpreted and integrated into an individual's personal learning network: "Consider a Tweet as an 'on-ramp' to deeper learning." Thanks for posting this link!
Kathy Grubb

Successfully Teaching with Humorous Videos: Videagogy© - 0 views

education.jhu.edu/...Jonas

shared by Kathy Grubb on 14 Oct 12 - No Cached
  • Kathy Grubb on 14 Oct 12
     
    Great article on how and why funny videos should be used in your lessons at school.
Todd Vens

The effect of Twitter on college student engagement and grades. - 0 views

started by Todd Vens on 06 Nov 12 no follow-up yet
vanessa botts

Personal Learning Networks: Knowledge Sharing as Democracy | Open Education | HYBRID PE... - 0 views

hybridpedagogy.com/...ersonal_Learning_Networks.html

PLN personal learning networks online

shared by vanessa botts on 20 Jun 13 - No Cached
  • instead constructed from knowledge distributed across networks and on the Web.
  • r assistive guides for self-directed learners—work to develop the fluency required to succeed in these spaces.
  • there is also evidence suggesting social communication strengthens human relationships, particularly for introverts, and has benefitted families, youth and businesses around the world.
  • ...4 more annotations...
  • The PLN consists of relationships between individuals where the goal is   enhancement of mutual learning
  • The currency of the PLN is learning in the form of feedback, insights, documentation, new contacts, or new business opportunities. It is based on reciprocity and a level of trust that each party is actively seeking value-added information for the other.
  • Underlying the development of a PLN is the need for individual learners to be able to have the capacity for self-direction, which requires a higher level of learning maturity—an absence of which may represent a barrier for a percentage of adults to learn in this way.
  • play an important role in creating richness within a PLN, too. Learners who store important information in Web 2.0 tools such as wikis, blogs, microblogs, social bookmarking and on other platforms create quickly accessible resources.
  • Ilene Reed on 20 Jun 13
     
    Seamon states in this article that there is evidence that social communication (PLN) can strengthen human relationships, particularly for introverts. It may help foster family and business as well. It encompasses learning from feedback, insights, new contacts, and is based in reciprocity and trust. It is needed to increase the chance of higher levels of learning maturity.
  • vanessa botts on 22 Jun 13
     
    The author addresses concerns about the feelings of isolation that can stem from the use of technology (in the sense that it is utilized to the exclusion of in-person connections) but makes sure to point out the benefits of technology as evidenced by Personal Learning Networks.
Richard Krause

Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, ... - 0 views

orgsci.journal.informs.org/...40.short

education edtech543 teaching

shared by Richard Krause on 24 Jun 13 - No Cached
  • Richard Krause on 24 Jun 13
     
    This auto-populated the title, which was kind of cool. PDF article written by Penelope Eckert & published on Stanford's site. I love this line, "Two conditions of a community of practice are crucial in the conventionalization of meaning: shared experience over time, and a commitment to shared understanding."
  • Mike Procyk on 25 Jun 13
     
    I like the idea that the article tries to unify these elements, because we tend to only think of Communities of Practice as being beneficial for the learner.
Jason Marconi

Connectivism: new paradigm or fascinating pot-pourri? By: Antonio Calvani - 2 views

www.editlib.org/...article_43293.pdf

Technology education edtech543 learning web2.0 tools teaching elearning connectivism theory networks

shared by Jason Marconi on 24 Jun 13 - No Cached
  • Richard Krause on 24 Jun 13
     
    This link downloads an article by Antonio Calvani from the University of Florence. He gives his take on whether connectivism is a legitimate learning theory or just a re-branding of the traditional three. He comes to the conclusion that digital access requires that we must re-think learning theories based on tools that were un-imaginable when those said theories were created.
  • Jason Marconi on 06 Sep 13
     
    Calvani, A. (2009). Connectivism: new paradigm or fascinating pot-pourri?. Journal of E-learning and Knowledge Society, 4(1). This article is a little hard to swallow at times. In what seems to be a love affair for his own writing he denounces, disagrees, and argues against the text Knowing Knowledge, By Siemens. I am all for disagreeing and arguing but not at the expense of the writer's own opinion where he cannot incorporate any research that supports his position. The author argues that many are too quick to adopt "isms" as a new learning theory and web 2.0 buzzword. He seems to jump from Connectivism as an unfinished theory and being incomplete, again though with no research backing up his own opinion and claim. Just when I thought he was done speaking about anything that I could connect with, Mr. Calvani did illicit a head nod. "A wild transfer of Connectivism to school would lead to think that putting students on the net is enough to produce knowledge, thus consolidating that widespread harmful cliché according to which the more technologies we use, anyway we do it, the better it is for learning".(Calvani,) As an alternative viewpoint to Connectivism he does draw some interesting end points, albeit at the sake of providing actual research for his own defense.
alannashaw

4 Fantastic and Free Professional Learning Networks for Teachers -- THE Journal - 0 views

thejournal.com/...ing-Networks-for-Teachers.aspx

Edtech543 resources technology web2.0 teaching PLNs Personal learning networks

shared by alannashaw on 30 Aug 16 - No Cached
  • alannashaw on 30 Aug 16
     
    While it is short, and doesn't offer much in the analysis or theory market, this article offers 4 additional resources for finding PLNs to join. Three of the four resources mentioned were new to me, but the information included about Twitter does help explain why the platform is great for PLNs (just in case anyone is knew to Twitter). One thing to note about these sources is that each is free and may also include a paid option for additional resources.
Jessica Gake

Understanding personal learning networks: Their structure, content and the networking s... - 4 views

journals.uic.edu/...3131

networklearning PLNs web2.0 networking

shared by Jessica Gake on 07 Sep 13 - No Cached
  • This article aims to understand how professionals determine the networking actions they undertake. In other words, how does the support offered by different ties in a professional’s personal learning network change and evolve with the intentional actions of the professional?
  • The learner as orchestrator of her personal learning network
  • Communality
  • ...11 more annotations...
  • Organisation of the contact
  • Like–mindedness.
  • Reputation
  • Benevolence
  • Network of a contact.
  • Real potential for collaboration.
  • Real potential for learning
  • Trends in work environment
  • When asked to reflect on their learning experiences and the role of others in those learning processes, interviewees displayed clear differences in the way they interact with contacts in their personal networks and the way they learn from these interactions.
  • the effects of networking are not limited to face–to–face interactions with the contacts: even when others are not present, their words, messages and perspectives can influence the reflections of the learner.
  • Proficient networkers use dedicated events and environments where networking has the prime focus (such as professional conferences, seminars and, more recently, online social networking sites) to trigger their mind into making valuable associations.
  • Nona Barker on 07 Sep 13
     
    Summary: The authors of this article clearly prove that a learner who is in control of h/her own learning will benefit the most, especially if h/she designs and navigates h/her own network. A learner will learn whether the connection is strong or weak as long as h/she has: 1) a choice in what network is joined, 2) a true passion or interest, and 3) a flexible method of communication (could be in person or via technology).
  • ...4 more comments...
  • Forrest Doud on 07 Sep 13
     
    This work goes into detail on how the individual learner impacts the creation and function of their PLN. It identifies 9 specific factors that influence how we "build, maintain, and activate" our learning networks. It fits these factors into a "Personal learning network model"
  • Kara Paula Godfrey on 09 Sep 13
     
    PLN: This article delves into how networking is essential to personal growth and learning; especially personal learning networks. Learning by interacting with peers lets us make the connections that either in learning or work environment is important.
  • Dave Mulder on 22 Jun 14
     
    A clear explanation of personal learning networks, and in particular the different ways they form and the different ways individuals interact with their PLNs. Helpful diagrams for understanding the PLN model are included.
  • Kjersti Withers on 13 Jun 16
     
    This article focuses on personal professional networking. This is essentially a PLN in the workplace. Three primary tasks build a foundation for future activities within the PLN, 1) building connections, 2) maintaining connections, 3) activating connections. There are nine factors that influence a personal professional network. See include: communality (or commonality) reputation, and real potential for collaboration or learning. Learning within a PLN must be cultivated and involve reflection. Participants must recognize the value of other contributors to their own learning in order for the network to be truly effective, because this will allow person to know who to contact in the future for a similar issue. Networking to create a PLN depends on the person be g able to make connections between their own skills and their contacts' potential contributions. In creating an PLN, the learner "orchestrates" the environment, "browsing, selecting, and choosing" relevant resources.
  • ampengilley on 14 Jun 16
     
    This clearly follows the belief that personalized learning is beneficial to the learner. By getting to create your PLN you are strategically picking who to network with and the topics you want to be involved in.
  • Jessica Gake on 05 Sep 16
     
    In this article, the discussion of personal learning networks surrounds working professionals and how they manage their professional network. The article presents a model of personal professional networking with the goal of creating a personal learning network.
chrisdenny

Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enable... - 5 views

www.irrodl.org/...1664

edtech543 resources Connectivism web2.0 education

shared by chrisdenny on 23 Jun 13 - No Cached
  • scott hogan on 23 Jun 13
     
    This article proposes that connectivism should not be considered a learning theory, and that it only is given so much attention because of the role it plays in the emerging area of MOOCs. The author looks at theories available to educators that can be valuable in modern education.
  • ...10 more comments...
  • Jason Marconi on 06 Sep 13
     
    Bell, F. (2010). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distance Learning, 12(3), 98-118. Unlike the other articles I've discussed regarding Connectivism Frances starts by detailing the world Internet market. Which is an interesting starting point because in order for Connectivism to be a qualifying learning theory for everyone, the actual "connection" part must be prevalent. This is the first article that draws attention to the potential digital divide that could keep some countries and regions from the potential benefits of Connectivism. From his subtle inclusion of what can be read as the digital divide, he details the history of sharing on the Internet, and the general practice of sharing the Internet in itself has created. I also like that Frances describes Connectivism as a learning theory not looking to take over past practices but collaborate with them. This was an important note compared to the other articles I read that were determined to sell Connectivism as the all or nothing approach towards the future of web 2.0 in learning either for or against. Finally Frances discusses Connectivism role in research and those looking for a more fundamental understanding of research done on Connectivism and regarding Connectivism. The author tackles both topics with great research backing up all scenarios and discussions.
  • Erin Horie on 08 Sep 13
     
    Is connectivism a real learning theory? This article explores the theory through different aspects of the digital era and how other learning theories (i.e. behaviorism, constructivism) are observed through various scenarios involving technology.
  • Jessica Rouse on 08 Sep 13
     
    This is a very interesting article. I like reading more about connectivism because for some reason I find it difficult to understand. It questions whether connectivism should be considered a learning theory.
  • Katelyn Conner on 08 Sep 13
     
    This article provides some great background on the theory of connectivism: its beginnings, major influencers, and basic principles. The article goes on to question whether connectivism alone is enough to answer all of the questions regarding how best to reach students in the technology-abled classroom. The article provides 5 scenarios to tackle the question, and offers some thought-provoking findings.
  • Betty Clevenger on 09 Sep 13
     
    Like many other educational articles, this writer questions whether connectivism deserves a place as a learning theory in its own right. Bell discusses the growing use of the internet as a classroom and how connectivism applies. He also discusses connectivism as a phenomenon versus a learning theory.
  • Kara Paula Godfrey on 09 Sep 13
     
    Connectivism: Frances Bell explores theories in technology-enabled learning. Bell states, in 5 different scenarios, that it is proven that with our global society we should keep researching how to improve connections and learn from the past. Not all countries or people are equal when it comes to technology.
  • danielbmc on 23 Jun 14
     
    This 2011 journal article discusses how researchers can bring more rigor to research into Connectivism to counter the claims of some analysts that insist the concept lacks true academic support. Their final results indicate that Connectivism alone can not be a theory for education, but instead needs to work in congruence with other theories. A wide variety of reasons from personal preference to funding will influence which theories we use. As technology expands, so does research.
  • Rob Johnson on 04 Jul 15
     
    This article examines connectivism and its role as a learning theory in the digital age. It explains the principles of connectivism and provides scenarios that connectivism could help in an educational setting.
  • cbjohnsrud on 04 Jul 15
     
    There is significant debate as to whether or not connectivism is a stand alone learning theory. While the data does not fully support connectivism as separate and distinct learning theory, there is considerable support for it a a learning phenomenon. The author of the article emphasizes the connected world in which we live has evolved, and therefore, has influenced the manner in which people learn.
  • klauritsen on 31 Aug 16
     
    From the development of the internet to present day, using technology for informational purposes and learning development continues to grow and become more common. Connectivism supports the theories that learning occurs as a more intrapersonal experience and occurs while the learning creates information and deeper understandings. This resources presents the development of technology as a cause for a new view of learning and education.
  • chrisdenny on 02 Sep 16
     
    The article discusses connectivism and its use in MOOCs and the detractors of the learning theory. There are two definitions of connectivism - one as the learning theory and one that critics of the concept would prefer. The article also includes several scenarios that explain ways that instructors can use connectivism in their classrooms, if they have access to the different required resources.
  • Terrence Shaneyfelt on 02 Sep 16
     
    This was an interesting article to read and to contemplate their arguments on whether connectivism is a theory or not.
froggy_carma

https://thejournal.com/articles/2012/05/16/online-communities-of-practice-cops.aspx - 1 views

This article from The Journal talks about CoP through the work of teachers and how they use them to be a better teacher. The first part of the article is on the theory that teachers have been usin...

education edtech543 teaching

started by froggy_carma on 03 Sep 16 no follow-up yet
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