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swimordie

Technology in Teaching and Learning Mathematics - National Council of Teachers of Mathe... - 0 views

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    A Position of the National Council of Teachers of Mathematics Question: What is the role of technology in the teaching and learning of mathematics? NCTM Position It is essential that teachers and students have regular access to technologies that support and advance mathematical sense making, reasoning, problem solving, and communication.
anonymous

Censorship in the classroom: Understanding controversial issues - 0 views

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    "Censorship in the classroom: Understanding controversial issues\n\nhttp://www.readwritethink.org/lessons/lesson_view.asp?id=203\n\nA lesson plan for grades 9-12 English Language Arts and Information Skills\nLearn more\n\n * Learn more about banned books, biases, censorship, language arts, media, persuasive writing, propaganda, reading, stereotypes, and writing.\n\nHelp\n\nPlease read our disclaimer for lesson plans.\nLegal\n\nPrint\n\n * Print\n\nShare\n\n * Email\n * Delicious Delicious\n * Digg Digg\n * Facebook Facebook\n * StumbleUpon StumbleUpon\n\nIt is important for young people to understand their individual rights and what they, as citizens, can do to protect these rights. In addition, young people need to understand the way in which bias and stereotyping are used by the media to influence popular opinion. In this ReadWriteThink lesson, students examine propaganda and media bias and explore a variety of banned and challenged books, researching the reasons these books have been censored. Following this research, students choose a side of the censorship issue and support their position through the development of an advertising campaign.\nNorth Carolina Curriculum Alignment\nEnglish Language Arts (2004)\nGrade 9\n\n * Goal 3: The learner will examine argumentation and develop informed opinions.\n o Objective 3.01: Study argument by:\n + examining relevant reasons and evidence.\n + noting the progression of ideas that substantiate the proposal.\n + analyzing style, tone, and use of language for a particular effect.\n + identifying and analyzing personal, social, historical, or cultural influences contexts, or biases.\n + identifying and analyzing rhetorical strategies that support proposals.\n\nGrade 10\n\n * Goal 3: The learner will defend argumentative positions on literary or nonliterary issues.\n o Objective 3.01: Examine controversial is
Jaime Bennett

Creating a Positive Digital Footprint and Online Presence - 0 views

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    Here is my plan for creating a positive, professional digital footprint and expanding my online presence in a beneficial way.
Cate Tolnai

10 Strategies for Building and Maintaining a Positive Digital Footprint - 0 views

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    This video provides helpful tips for educators and students who are interested in addressing their digital footprint. Cate Tolnai suggests strategies to clean up your online identity and start making a more positive and active presence for yourself online. References: http://easybib.com/key/97ff37
Dennis Large

Positive Social Media - 1 views

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    A group of students at Iowa City West High School started a social media club. They are committed to using Twitter and other social media to share positive thoughts.
ShellyWalters

Online Presence - Google Docs - 0 views

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    Ten Actions for Building a Positive Professional Online Presence by Shelly Walters
Deborah Lyman

Digital footprint - 1 views

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    My personal plan for ensuring a positive digital footprint.
Rhonda Lowderback

MediaShift . How Educators Are Using Pinterest for Showcasing, Curation | PBS - 0 views

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    Northwest Missouri State University - Jody Staunch uses Pinterest to show positive examples of web design.
ShellyWalters

Social Media in Education - YouTube - 0 views

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    This is a student's reflection on the use of social media in a patent engineering course.  He had positive feedback and even offered a suggestion to make it easier to find other students' work.  He gave examples of what the students did in the course.
Gretel Patch

Dawso's Blog - 0 views

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    This student blog is an excellent example of active learning and sharing that learning with others. The author shares what she is learning, her reflections, and leaves a positive digital footprint that will really benefit her. Comments are enabled and she posts commenting guidelines to ensure good netiquette is followed.
Darla Grant

Darla Grant: EDTECH Learning Log - 1 views

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    This is my plan for a positive digital footprint.
Gretel Patch

My Digital Footprint and PLN - 0 views

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    These are my 10 Be's for creating a positive online presence and growing my Personal Learning Network
Ashley Eivins

Module 3: Developing a Positive Digital Footprint and Managing My Online Reputation - 0 views

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    Prior to entering the M.E.T. program at Boise State University I often used the Facebook to keep in touch with old friends and family, but never to advance my career as an elementary teacher.
Todd Hansen

Your online reputation is worth gold if you manage it correctly | memeburn - 0 views

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    Here is my positive digital footprint plan, and one quick quote "I've usually don't see people get hired for their online reputation but I've seen them get fired for it." - Roy Hansen(my wise brother) http://toddhansenlearninglog.wordpress.com/2013/07/02/managing-digital-reputations/
Todd Hansen

HGfL: ICT Good Practice Case Study - Verulam School - 0 views

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    This site dicates how facebook, twitter, and youtube were all used as social media for a school platform. While it does not make any strong conclusions it does indicate that it was positive, and how they made it so.
Dave Mulder

When Technology Does Not Support Learning: Conflicts Between Epistemological Beliefs an... - 1 views

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    This article takes the provocative position that a PLN is *not* the best learning situation for all learners. The authors qualify this, however, explaining "when the technology used to support learning is designed to support a specific learning model, this can often lead to a compulsory learning process that users must follow to reach the course objectives." I am not entirely sure this is a bad thing, however; in formal learning situations, I think it makes sense to have clear objectives, assessments, and learning activities. In informal settings--such as personalized professional development for practicing educators, for example--this point might hold true. The authors explain that individuals' epistemological beliefs affect their willingness to learn in an informal (PLN-based) learning situation. Further, the authors believe that beliefs about the role of technology for learning will impact the learning that can occur in a PLN. I really agree with these ideas!
Molly Large

Dean Shareski: Communication and Community are Different - 0 views

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    Shareski posits that communication is strategic, and community is about relationships, so social media isn't necessarily a good fit as a strategic communication initiative in a district.
Cassie Davenport

Networked professional learning: relating the formal and the informal | Vaessen | Front... - 3 views

  • These informal networks help teachers to deal with the increasing complexity of their work
  • most of what professionals learn is learnt informally
  • Professional learning has proven to drive organisational learning and innovation
  • ...21 more annotations...
  • In spite of the proven importance of informal networks, professional development of teachers is almost invariably approached in a largely formal manner
  • an be remedied by aligning formal and informal learning processes through networked learning.
  • both forma
  • hybrid form
  • informal learning activities are recognised and promoted 
  • We have argued the importance of informal networked learning
  •   What are the formal and informal mechanisms underlying networked professional learning, related to professional development, autonomy and management? ·         How can networked learning be positioned in the most optimal way?
  • non-linear ongoing process rather than as an outcome of linear, one-off training events
  • he way they learn
  • gate-keepers, facilitators or
  • there must be trust
  • When personal responsibility takes the form of accountability toward control from superiors or school inspection, spontaneous learning processes can be impeded
  • management gets involved
  • loss of motivation
  • School principals are important agents
  • interest t
  • as barriers
  • Learning mechanisms: what we have seen in the literature indicates that networked learning is a natural activity through which professionals develop their expertise, in addition to participating in formal learning procedures. This form of professional development is a continuous process. Networked learning is often directly related to work practices and promoting it has proven to be effective to enhance the learning process.
  • Issues of trust, freedom of choice, and willingness to share and connect are intrinsically motivated
  • how can networked learning be positioned in the most optimal way?
  • Keypoints
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    This study delves into the formal and informal aspects of networks. It highlights the need for informal in a teachers' complex job, but the struggles with qualifying/managing the occurrence. It also speaks to administrations delicate roll as a "gate-keeper" or "barrier". Interesting read. 
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    Nice find Cassie. While the study is lengthy to read it is full of excellent information. I believe the ladder half of the text (discussion and key points sections) is where the most valuable information lies. I always appreciative objectivity and honesty, and the authors of this study were clear that networks aren't for everyone. Everyone is a unique and distinct learner so to blanket the idea of a network as something that is a "must" for effective professional development wouldn't be fair. Yet, it does acknowledge that from a team initiative perspective, networks are a blank canvas and platform for maintaining open communication so all parties involved grow.
Cassie Davenport

Personal Learning Environments: Challenging the dominant design of educational systems - 1 views

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    This article begins by addressing the changing technological innovations over time but the lack of widespread adoption of particular technologies. For example the acceptance of learning management system but apprehension towards virtual peer-to-peer interactions. Informal rather than formal learning is again highlighted as being a positive move of acceptance. The authors would like to see social media included in learning and life-long learning with a shift from virtual learning systems to personal learning environments
anonymous

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

  • 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.
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  • 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
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