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Rhonda Lowderback

5 Unique Uses of Twitter in the Classroom - US News and World Report - 1 views

www.usnews.com/...es-of-twitter-in-the-classroom

Twitter socialmedia classroom

shared by Rhonda Lowderback on 05 Nov 12 - No Cached
  • Darla Grant on 05 Nov 12
     
    Learn to be concise by using Twitter. Daniel Clinghard uses Twitter as a summary tool to help students understand the power of words. Students have to summarize political texts in the 140 character limit and write a good summary.
  • Rhonda Lowderback on 06 Nov 12
     
    Daniel Klinghard, a political science professor, uses Twitter to force students to write precisely about a particular reading.
Melissa Getz

World History : HyperHistory - 0 views

www.hyperhistory.com/...a.html

history timeline reference education world socialstudies research culture

shared by Melissa Getz on 10 Apr 15 - Cached
  • Melissa Getz on 10 Apr 15
     
    This is very close to the book, Timelines in History. Timelines in History is not available as an eBook yet, but this one has time lines that show cultural, political, religious, and scientific happenings on a timeline, like the book does.
Jennifer Pollock

Being Immersed in Social Networking Environment: Facebook Groups, Uses and Gr... - 1 views

www.academia.edu/...ifications_and_Social_Outcomes

education technology edtech543 web2.0 facebook socialnetworks U&G civics politics

shared by Jennifer Pollock on 30 Aug 17 - No Cached
  • Jennifer Pollock on 30 Aug 17
     
    This article looked at a Web-based survey and its results in order to make a correlation between gratifications and uses of social networking sites (SNSs) and an individual's political and civic engagement in the real world. This survey targeted the Facebook Groups application to look at how participation compared to offline activities, mainly due to this feature's ability to recruit members, share common issues, and organize off-campus events. The survey identified four main needs for Facebook Groups involvement: 1) socializing, 2) entertainment, 3) self-status seeking, and 4) information. However, as this survey was trying to draw links between online and offline involvement, the need for information was recognized as having the most impact on participation in real-world activities.
mark_bishop

Stephen Downes on Knowledge - 0 views

www.immagic.com/...S051222D.pdf

connectivism emmergence distribution

shared by mark_bishop on 23 Jun 13 - No Cached
  • mark_bishop on 23 Jun 13
     
    Stephen Downes's paper on knowledge contains insights about many topics, including the types of knowledge, emergence (the idea that some knowledge comes through connections between events, actors, or things), and knowledge distribution. Downes flagrantly displays his cognitive bias in his offhand dismissal of political conspiracies when discussing physicality, but makes many interesting and thought provoking points.
clairedickinson4

20 Tips for Creating a Professional Learning Network - 0 views

classroom-aid.com/...-professional-learning-network

EdTech543 technology education

shared by clairedickinson4 on 21 Jun 14 - No Cached
  • Katy Cooper on 21 Jun 14
     
    Although this article focuses largely on tips for setting up and using a PLN, I appreciated the brief introduction about PLNs, their basis in connectivism and how it really can improve us as professionals. The first tip also focuses on the need for engaging in the collaborative process which is central to the success of PLNs.
  • clairedickinson4 on 05 Sep 16
     
    This article is awesome and I love the thoughtful advice that it provides for creating a professional learning network. It describes the fact that technology has taken over the world, making it much easier to connect with anyone around you. Communicating and interacting with others can be crucial for gaining information. Asking questions, participating often, and being polite are just a few suggestions provided for utilizing PLNs.
Nate Cannon

Mixing Art + Politics -- Integrated Studies in High School - YouTube - 0 views

www.youtube.com/watch

EDTECH543 youtube video Connectivism PLN education PLE CoP

shared by Nate Cannon on 09 Sep 12 - No Cached
  • Nate Cannon on 09 Sep 12
     
    We are not teaching one subject, we should be teaching the student! This video shows how using a PLN and Connectivism, you can create more ideas from people outside the classroom. There are also many people willing to help you if you look for them.
  • Nate Cannon on 09 Sep 12
     
    We are not teaching one subject, we should be teaching the student! This video shows how using a PLN and Connectivism, you can create more ideas from people outside the classroom. There are also many people willing to help you if you look for them.
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
Dennis Large

Common Core Practice | Young Voters, College Rankings and Food Journeys - 2 views

learning.blogs.nytimes.com/...ege-rankings-and-food-journeys

edtech543 teaching Learning social media

shared by Dennis Large on 25 Jul 13 - No Cached
  • Dennis Large on 25 Jul 13
     
    Presidential campaigns implement extensive efforts to capture the youth vote by posting huge amounts of information on the Internet. This lessons combines students, social media, and politics.
joannalieberman

Connectivism - YouTube - Erin Jonesrebandt - 2 views

www.youtube.com/watch

education technology resources edtech543 YouTube

shared by joannalieberman on 06 Sep 14 - No Cached
  • techteachmatt on 06 Sep 14
     
    Another great youtube video that describes connectivism in layman terms. I like this video because it explains easily how connectivism works by connecting people together through social sites to help people learn. The video also gives a brief description of Behaviorism, Cognitivism, and Constructivism. A great find!
  • ...1 more comment...
  • joannalieberman on 11 Jun 17
     
    A YouTube video to explain connectivism. The author uses the example of a student "Bob", who is failing his political science class because the material is too complicated and not important to him. When Bob discovers that social media networks such as Facebook have resources that relate to his class, he begins to make connections and understand the material. Suddenly Bob has more understanding of the issue and is more interested in the topic. The creator of the video describes this process as the learning theory known as Connectivism.
  • kaydentague on 11 Jun 17
     
    Joanna, I loved this YouTube video! It simplified Connectivism and Bob was fun! I loved when he made the connection. Thank you for sharing.
  • timrocco on 11 Jun 17
     
    I agree with Matt above. This is a short and informative introduction to connectivism that touches on the major concepts of learning theory as well as implications in our time.
Jennifer Pollock

Learning from others at work: communities of practice and informal learning - 9 views

isd-resource-space.wikispaces.com/...arning+from+Others+at+Work.pdf

adult EDTECH543 learning education informallearning workplace communityofpractice community teamwork

shared by Jennifer Pollock on 29 Aug 17 - No Cached
  • Jennifer Pollock on 29 Aug 17
     
    This study examines how adults learn from one another within a workplace environment. As the article highlights: "[Informal] learning at work constitutes a large part of the learning undertaken by adults . . ." The article determined that large worksites afforded a range and variety of communities of practice, informal learning opportunities, and types of learning within a worksite. However, very often, the people we learn from at work are not necessarily recognized as having a role that traditionally promotes learning.
  • ...2 more comments...
  • kellyspiese on 02 Sep 17
     
    The authors David Boud and Heather Middleton acknowledge that in many cases the learning that goes on through informal discussions between coworkers is almost always more valuable than the learning that takes place inside a classroom or formal professional development workshop. As part of the article the authors examined informal workplace CoPs in four different workgroups within the organization. They wanted to see what types of learning occurred. Through interviews with participants they found that the larger the workgroup the more diverse the opportunities for community professional development. What they discovered in that end was that sometimes these workgroups developed characteristics of CoPs and other times the group is not cohesive enough to really develop a shared learning environment.
  • teachingjake503 on 04 Sep 17
     
    This was a very in-depth paper looking at how adults learn from one another in the workplace in informal ways. I have been reading a lot about Communities of Practice this week and I was struck by how the authors discussed structural factors, such as seniority and large scale workforce, could effect the true development of communities of practice. It discussed political and beurocratic issues could be possible setbacks. This is not something I had considered but is a true reality. When reading, I saw it is easy to assume that like-minded practioners in a similar domain could all just work together in harmony. It is truly more realistic to realize that certain issues like seniority could possible stand in the way.
  • kyledillon on 04 Sep 17
     
    I thoroughly enjoyed reading this article and I found it logical that in the example of the Tiling Teachers, the article mentioned that they considered each other peers on the same level which would facilitate the learning that takes place within that group. I wonder how this learning would contrast from feedback or learning taking place from students in the class or even a superior like a Vice President of a program or a Senior Instructional Designer?
  • Scott McKee on 05 Sep 17
     
    This was a great article and got me thinking a little deeper about communities of practice. So far this week, my studies have led to articles and examples of communities of practice in a learning or educational environment. I love how the focus was really on practices of communities of practice in the workplace. It was cool to realize that this process begins way before the class even begins. Thanks for sharing.
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