But the authors aren't cheating the kids. The Superintendent is cheating the kids. Blaming the authors is like blaming the fearful young wife for bashing her face into her abusive husband's fist. This might well be a time for those kids to have an experience that is a whole lot more fulfilling than meeting their favorite wordsmith. This could be a time for them to stand up and feel empowered; to write letters to the editor, and picket, and demand answers to why a few ideologues, who are not educators, by the way, get to decide for everyone that they shouldn't see and hear Ellen Hopkins talk about writing books to which many of them connect.
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in title, tags, annotations or urlFacebook-backed education tool tests parents' privacy fears - 0 views
http://www.dailyherald.com/article/20161016/business/161019248/
PLNs for Middle Level Educators - 4 views
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Finally found an article that focuses specifically on middle school educators and social media. The more and more I envelop myself with the Knowledge Quest journal, the more I want a subscription. I recommend taking a look at this publication and article. This article puts an emphasis on Web 2.0 apps like Ning and Wikis, and the use of webinars to help mitigate fears surrounding the usage of social media in the middle grade levels.
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Sounds like a useful article. I have never heard of Ning or Knowledge Quest. I went to check in out but the link is down.
Faculty Perceptions of Technology in Higher Ed - 3 views
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This paper explores faculty views with respect to tech literacy, tech training, and pedagogy. The upshot is that to more broadly integrate technology in higher ed, more effective faculty training is required.
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I really like the point within the paper where they identify the aspects that must be considered when training in a teacher. He states four main points about technology teacher training that I think are really relevant in where education is going today. 1. Education training takes considerably longer to learn than learning a new teaching model. 2. Access to technology at home and at school is essential. 3. Fear of the unknown must be addressed. And 4. The use of technology will force teachers to re-conceptualize the way in which they teach. I think these are 4 very interesting talking points when looking at the use of social networks and highlights the importance of using CoP's and Learning Networks to have each group benefit.
Stotan Unplugged: My humble Opinion about Humble - 0 views
Using Mobile and Social Technologies in Schools - 1 views
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n recent years, there has been explosive growth in students creating, manipulating, and sharing content online (National School Boards Association, 2007). Recognizing the educational value of encouraging such behaviors, many school leaders have shifted their energies from limiting the use of these technologies to limiting their abuse. As with any other behavior, when schools teach and set expectations for appropriate technology use, students rise to meet the expectations. Such conditions allow educators to focus on, in the words of social technology guru Howard Rheingold (n.d.), educating “children about the necessity for critical thinking and [encouraging] them to exercise their own knowledge of how to make moral choices." One process for creating the necessary conditions is reported in From Fear to Facebook, the first-person account of one California principal who endured a series of false starts to finally arrive at a place where students in his school were maximizing their use of laptops and participatory technologies without the constant distractions of misuse (Levinson, 2010). Other similar processes and programs are emerging, and they all share a common theme: an education that fails to account for the use of social media tools prepares students well for the past, but not for their future.
http://valenciacollege.edu/faculty/development/tla/documents/CommunityofPractice.pdf - 4 views
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"The basic argument made by Jean Lave and Etienne Wenger is that communities of practice are everywhere and that we are generally involved in a number of them - whether that is at work, school, home, or in our civic and leisure interests. In some groups we are core members, in others we are more at the margins." In these communities we share information and resources that further our education.
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This article begins by explaining communities of practice. The article cites Wenger who states that a community of practice defines itself among three different dimensions which are what it is about, how it functions, and what capability it has produced. It explains that there are a vast number of different types of communities of practice and that in our daily lives we are a part of a number of them whether a central member or more on the outskirts. Being an educator myself, I really appreciated the final section of the article which explains implications for educators. It explains that learning occurs through interactions with people, we as educators work so that students may become members of communities of practice, and the importance of thinking through the connection between knowledge and practice.
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This article is a great starting piece for understanding the theory and basic practices of communities of practice. You get background information on the work of Jean Lave and Etienne Wenger. In addition to this background information on communities of practice the article also discusses some of the issues and implications for educators,.
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