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kristiedtech

What Is a "Professional Learning Community" - DuFour Article on PLC.pdf - 3 views

franklinschools.org/...uFour%20Article%20on%20PLC.pdf

edtech543 CoP Collaboration learning

shared by kristiedtech on 01 Sep 16 - No Cached
  • kristiedtech on 01 Sep 16
     
    This is a training resource that I came across from a school district in Indiana. It focuses on how professional learning communities or communities of practice can avoid becoming a passing fad in educational reform. It gives three "big ideas" that educational CoPs need to focus on to truly be successful. They are: ensuring that students learn, creating a culture of collaboration, focusing on results by holding themselves accountable.
  • klauritsen on 01 Sep 16
     
    Thank you for sharing this. Just today, my school discussed starting PLC's and I feel that is important to focus on those three big ideas. I feel that this article makes us look closely at the questions and the answer to those questions before we begin creating networks and communities. Makes me think of the UbD-approach and how we should think about what the goals are and what we want our PLC's to do specifically before making them vent sessions amongst teachers.
Matt Hoge

Teachers' sense of self amid adaptation to educational reform - 3 views

http://www.tandfonline.com/doi/abs/10.1080/18146627.2013.853567#.U6iv5Y1dVfk This article deals with how teachers handle educational reforms. I found this article interesting because so much of t...

edtech543 connectivism educationalreform adaptive expertise teacher identity narrative research

started by Matt Hoge on 23 Jun 14 no follow-up yet
toddsvecusa

Using Ideas from Connectivism for Designing New Learning Models in Vietnam - 2 views

www.ijiet.org/...373-L1023.pdf

technology education resources web2.0 tools

shared by toddsvecusa on 08 Sep 14 - No Cached
  • bluejayteacher on 08 Sep 14
     
    A paper suggesting the need for technology to fully nurture and create an authentic learning process. It advocates for a an equal, four-part learning ecosystem that includes learning content, learning context, learning subjects, and learning technology. In addition to technology having its own dedicated category, the idea of connectivism can be found throughout the other three categories as well.
  • toddsvecusa on 08 Sep 14
     
    This journal article discusses how ideas taken from the connectivism learning model are being used in the educational reform process of Vietnam. This paper goes through how using the principles of connectivism can help reform the Vietnam educational system.
Jennifer Frost

Connectivism | Tony Bates - 9 views

www.tonybates.ca/...connectivism

EdTech543 connectivist learning theory

shared by Jennifer Frost on 29 Jun 15 - No Cached
  • Jennifer Frost on 29 Jun 15
     
    Tony Bates (my fav edtech guy) discusses connectivism and how it applies to teaching and online learning. Another great read. Anything by Tony Bates is quite amazing! EDTECH543 Connectivism
  • ...1 more comment...
  • Megan Poindexter on 01 Jul 15
     
    I found this site particularly fascinating in that it made proved the strong relationship between the nurturing approach and social reform model. It establishes some of the credibility of the source by giving an overview of the models' history and the objectively looks at the strengths and weaknesses of each. I particularly enjoyed the section at the end that asked the reader to question and formulate their own opinions. To me, connectivism is rooted in both the nurturing approach and social reform model as both use networks of information to make decisions that hold real world application.
  • anonymous on 02 Jul 15
     
    My struggle with pedagogies such as the nurturing approach is that I am torn between teaching my students according to the way the world is and the way the world should be. In the former, I believe my students are academically and emotionally prepared to learn in any environment. In the latter, I worry that my students won't be able to cope and compete in the real world. When I worked with at-risk youth, many of them fell behind when they started fourth grade after the "class size reduction subsidies" stopped, and they were put in classes with 50% more students. They were no longer able to get the specialized attention and they were not prepared for it.
  • nickurban on 03 Jul 15
     
    One of the aspects that Bates talks about in regards to connectivism is that "There is no need for formal institutions to support this kind of learning, especially since such learning often depends heavily on social media readily available to all participants." I found this statement to be a bit rogue as he tries to state that learning will automatically occur through the use of social media. In identifying how connectivism works, there is still a need to help define the learning for students so that they are provided with the proper structure of information, sources, and how to identify good information. I would love to think that all students inherently want to learn, but truly think that students also need to be taught how to learn through this medium. Not all learning will occur naturally.
Megan Gooding

The What and Why of a Professional Learning Network - 1 views

www.ascd.org/...809-whitby.aspx

Edtech543 resources PLN professional learning network reform

shared by Megan Gooding on 06 Jul 15 - No Cached
  • Megan Gooding on 06 Jul 15
     
    In this article, Whitby describes the rationale behind personal learning networks and how they may help educators deal with modern challenges. He also argues that PLNs have potential in future educational reform.
  • tygrogan on 07 Jul 15
     
    This is a nice brief article for the "what" and "why" of PLNs. As I mentioned in a previous post, it's nice to see concise articles that give a good ground work for a topic. It beats getting bogged down in pages upon pages. Thanks for the resource!
Ryann Waldman

Educational Leadership:Schools as Learning Communities:What Is a Professional Learning ... - 1 views

www.ascd.org/...-Learning-Community%C2%A2.aspx

PLC collaboration edtech543

shared by Ryann Waldman on 12 Jun 17 - Cached
  • Ryann Waldman on 12 Jun 17
     
    Professional Learning Communities are often times being used to describe any form of meeting within a school community. This misuse of the PLC is causing it to become another reform movement that will pass. In order for them to stay true to what they are, the three big ideas need to remain present in each community. The first big idea is that a PLC needs to ensure that students learn. PLCs develop the teaching practices that don't let a child get left behind when they haven't mastered a skill yet. The second big ideas is that PLCs create a culture of collaboration within a school. It brings together individuals who, with a shared goal and motivation, learn and develop together. The final big idea is to focus on the results. A PLC, when done correctly, should yield results directed to the shared goal. Throughout handwork and commitments, PLCs can become true to what they were originally intended to be. 
amandahensley

Social Networking Websites as an Innovative Framework for Connectivism - 9 views

www.cedtech.net/...335.pdf

Edtech543 education connectivism socialnetworking

shared by amandahensley on 22 Jun 14 - No Cached
  • Cody Peacock on 22 Jun 14
     
    This article makes a connection between social networks and the theory of connectivism and how this theory can help education through social networks.
  • ...2 more comments...
  • nickurban on 02 Jul 15
     
    In identifying the role of social networking in reference to connectivism the author identifies that among the entire population that uses the internet some 75% are are members of social networking sites. "The role of Web 2.0 technologies is to provide a network of people who connect to each other wherever and whenever they need information." states Tinmaz. Thus, when people are in need of information they have access to an abundance of resources. This had led to the passive acquisition of knowledge by students to trying to create an active and engaged student populous in constructing their own knowledge. Part of this is the connections students build through online social networks. These networks allow for students to follow the flow of information and stay current in the changing information on a day to day basis. One of the new concepts is called a "hub" which is a main center for information distribution. Those people or places who serve as hubs help disseminate information throughout to other students. These social networks allow for easy access and the streaming of information on a constant basis to all people involved. This connectivity to learning allows for all students and others to remain involved in connecting their learning.
  • Melodie Worthington on 02 Jul 15
     
    I like this article because it directly associates social networks, connectivism, and education. This quote from the article does a good job describing how: "The Connectivist theory has demonstrated that on a connected network, learners increase their capacities, performances, and levels of knowledge while creating and reforming the information. In that sense, social networking websites comprising already linked members in their innate technologies have a superior potential to enrich learners' current knowledge, skills, and abilities."
  • anonymous on 03 Jul 15
     
    The article addresses one of the concerns I have regarding connectivism and social networking: the credibility and accuracy of information. Even in my PLN of educated people, misinformation can spread like wildfire. Unfortunately, if one of the respected members of a social network passes on information without checking the veracity of the information, misinformation can be given an air of legitimacy. In my networks, if the information is incorrect or outdated, I include a link to clear up the misinformation. However, you cannot "unring a bell", and the misinformation takes on a life of its own as "truth"
  • amandahensley on 07 Jun 16
     
    This article discusses the learning networks that have been created with the rise of so many social networking websites and how that relates to connectivism in terms of how people of this generation learn. The author asserts that today's learners are different from learners of the past because they require a social aspect to successfully acquire knowledge. This supports the proposed learning theory of connectivism, which they cite as meaning that "knowledge and cognition are distributed across networks of people and technology, and learning is the process of connecting, growing, and navigating those networks" (Siemens and Tittenberger (2009). The article identifies the need for a new perspective of integrating social networking websites using connectivism as an instructional strategy.
Gretel Patch

Philosophy of Education (Stanford Encyclopedia of Philosophy) - 0 views

plato.stanford.edu/...education-philosophy

epistemology EdTech504 philosophy theories education EdTech543

shared by Gretel Patch on 03 Sep 12 - No Cached
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • ...18 more annotations...
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • within a few years they can read, write, calculate, and act (at least often) in culturally-appropriate ways
  • education also serves as a social-sorting mechanism and undoubtedly has enormous impact on the economic fate of the individual.
  • education equips individuals with the skills and substantive knowledge that allows them to define and to pursue their own goals, and also allows them to participate in the life of their community as full-fledged, autonomous citizens
  • societal perspective, where the picture changes somewhat
  • groups depend for their continuing survival on educational processes, as do the larger societies and nation-states of which they are part
  • The great social importance of education is underscored, too, by the fact that when a society is shaken by a crisis, this often is taken as a sign of educational breakdown; education, and educators, become scapegoats.
  • education as transmission of knowledge versus education as the fostering of inquiry and reasoning skills that are conducive to the development of autonomy
  • the question of what this knowledge, and what these skills, ought to be
  • how learning is possible, and what is it to have learned something—two sets of issues that relate to the question of the capacities and potentialities that are present at birth, and also to the process (and stages) of human development and to what degree this process is flexible and hence can be influenced or manipulated
  • liberal education and vocational education
  • personal development or education for citizenship
  • distinction between educating versus teaching versus training versus indoctrination
  • education and maintenance of the class structure of society, and the issue of whether different classes or cultural groups can—justly—be given educational programs that differ in content or in aims
  • whether or not all children have a right to state-provided education
  • relation between education and social reform, centering upon whether education is essentially conservative, or whether it can be an (or, the) agent of social change
  • These features make the phenomena and problems of education of great interest to a wide range of socially-concerned intellectuals, who bring with them their own favored conceptual frameworks—concepts, theories and ideologies, methods of analysis and argumentation, metaphysical and other assumptions, criteria for selecting evidence that has relevance for the problems that they consider central, and the like.
  • for although education can occur in schools, so can mis-education (as Dewey pointed out), and many other things can take place there that are educationally orthogonal (such as the provision of free or subsidized lunches, or the development of social networks); and it also must be recognized that education can occur in the home, in libraries and museums, in churches and clubs, in solitary interaction with the public media, and the like
  • Gretel Patch on 03 Sep 12
     
    Education affects society as a whole; when society fails, education is often to blame; education is a social-sorting tool that affects societies and culture; social networks allow education to take place anywhere
timrstark

How MOOCs Could Reform Education - 0 views

www.theatlantic.com/...396608

#EdTechSN MOOCs Lifelong Learning Professional Development

shared by timrstark on 04 Sep 15 - No Cached
  • timrstark on 04 Sep 15
     
    This article on MOOCs brought some interesting things to the forefront. When these courses were new they were touted as having the potential to change the world. In the years since though their hype has gone down. Most people participating have already earned college degrees. On encouraging pattern however is that teachers are often participating in the courses. This could potentially bring big positive changes to teacher professional development.
Brock Halladay

Change your life or become an influencer of effective change! - 0 views

Change Anything - This is a social media site designed provide support to those trying to change difficult tasks. - http://www.changeanything.com VitalSmarts - This is a company website for a Vita...

education influence change anything vitalsmarts educational reform

started by Brock Halladay on 24 Sep 11 no follow-up yet
huskerteacher

Teaching Science with Technology: Case Studies of Science Teachers'Development of Techn... - 0 views

www.citejournal.org/...pedagogy-and-content-knowledge

shared by huskerteacher on 20 Jul 18 - No Cached
  • experience various constraints, such as lack of time, equipment, pedagogical content knowledge, and pedagogical skills in implementing reform-based teaching strategies
  • Utilizing technology tools in inquiry-based science classrooms allows students to work as scientists
  • nquiry as “the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work”
  • ...2 more annotations...
  • When educational technology tools are used appropriately and effectively in science classrooms, students actively engage in their knowledge construction and improve their thinking and problem solving skills (Trowbridge, Bybee, & Powell, 2008).
  • science best when they are “engaged in science.”
  • huskerteacher on 20 Jul 18
     
    Interesting article discussing the integration of technology in science instruction. The importance of using TPACK, professional development for teachers in both science content and pedagogical methods for inquiry based instruction.
sofianahtchi

Personal Learning Environments- future of e-learning - 4 views

http://digtechitalia.pbworks.com/w/file/fetch/88358195/Atwell%202007.pdf This paper discusses how Personal Learning communities are created from the use of multiple platforms. Universal tec...

#learning#future#change

started by sofianahtchi on 13 Jun 17 no follow-up yet
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