In collaboration with several content area organizations, the Partnership for 21st Century Skills developed a series of ICT Literacy Maps illustrating the intersection between Information and Communication Technology (ICT) Literacy and core academic subjects including English, mathematics, science and social studies (civics/government, geography, economics, history). The maps enable educators to gain concrete examples of how ICT Literacy can be integrated into core subjects, while making the teaching and learning of core subjects more relevant to the demands of the 21st century.
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shared by Fred Delventhal on 14 Dec 08
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TRAILS: Tool for Real-time Assessment of Information Literacy Skills - 0 views
www.trails-9.org
assessment information_literacy informationliteracy literacy library tools information technology
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TRAILS is a knowledge assessment with multiple-choice questions targeting a variety of information literacy skills based on sixth and ninth grade standards. This Web-based system was developed to provide an easily accessible and flexible tool for library media specialists and teachers to identify strengths and weaknesses in the information-seeking skills of their students.
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shared by Jeff Johnson on 31 May 08
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The Partnership for 21st Century Skills - ICT Literacy Maps - 0 views
www.21stcenturyskills.org/index.php
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shared by Nik Peachey on 08 Dec 10
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Authors - ELT and the Crisis in Education: Digital Reading Skills | Delta Publishing - ... - 7 views
www.deltapublishing.co.uk/...ucation-digital-reading-skills
ICT education technology elt reading digital literacy
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"We take it for granted as English language teachers that we need to develop our students' reading skills, but in most cases the nearest our students get to reading online is a printed version of a web page pre selected by their teacher. At best they may actually get to see a pre selected page on the screen of a computer, but is this enough to really develop their digital literacies?"
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We take it for granted as English language teachers that we need to develop our students' reading skills, but in most cases the nearest our students get to reading online is a printed version of a web page pre selected by their teacher. At best they may actually get to see a pre selected page on the screen of a computer, but is this enough to really develop their digital literacies?
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Will Richardson: My Kids are Illiterate. Most Likely, Yours Are Too - 16 views
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16 759views HPConfig.fast_retweet_from_badge = true; document.Badges_21451659_1 = new Badges({ unique_id: "21451659_1", holder_id: "badges_v2_21451659_1", complete_callback_func_name: "", share_details_callback: false, additional_panel_classes: "", entry_params: { "id" : 750177, "url" : "http://www.huffingtonpost.com/will-richardson/my-kids-are-illiterate-mo_b_750177.html", "title" : "My Kids are Illiterate. Most Likely, Yours Are Too", "created_on": 1286928300, "vertical_name": "Education", "tweet_comm_hash" : "#smarterplanet", "tweet_comm_text" : "Yes, please include commercial text from IBM.", "force_fb_like" : 1 }, global_name: "document.Badges_21451659_1" }); // filling Ad details document.Badges_21451659_1.tracking_flight_name = "ibm"; // ===================================================== // Now goes logic for every layout var show_comments = false, vertical_name = "Education", third_slice = ""; // main logic for third slice if (vertical_name.toLowerCase() == "comedy") { third_slice = "stumble"; } else if (vertical_name.toLowerCase() == "business") { third_slice = "linkedin"; } else { if (show_comments) { third_slice = "comments"; } else { third_slice = "buzz"; } } // here we could modify default behaviour for third slice if (HuffPoUtil.getUrlVar("stumble")) { third_slice = "stumble"; } if (HuffPoUtil.getUrlVar("new_comments")) { third_slice = "comments"; } if (HuffPoUtil.getUrlVar("buzz")) { third_slice = "buzz"; } if (HuffPoUtil.getUrlVar("yahoo")) { third_slice = "yahoo"; } if (HuffPoUtil.getUrlVar("tweetmeme")) { third_slice = "tweetmeme"; } document.Badges_21451659_1.setPanelBorderStyle("standard"); document.Badges_21451659_1.setSlices({ 1: "facebook", 2: "retweet", 3: third_slice }); // Finaly, launch our badges YAHOO.util.Event.onAvailable("badges_v2_21451659_1", function() { document.Badges_21451659_1.start(); }); Get Education Alerts Email Comments 23 SharePost.tracking_flight_name = "ibm"; I'm a parent, and I'm not happy
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Nor are they "building relationships with others to solve problems collaboratively and cross-culturally
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And I'm mad that the "big" conversations around "reform" in education right now all revolve around basically doing what we've been doing for the past 100 years only "better," and that we'll get there by incentivizing teachers to teach for a test.
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Technology, specifically the Web, expands the learning opportunities our connected children and their teachers have. That's not
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learning with two billion strangers, required to make sense of huge flows of information and creating and sharing their knowledge with the world. That is their reality; it wasn't ours
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Richardson cites the NCTE literacy standards to push for curriculum reform beyond just print literacies driven by standardized testing
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Saw Will Richardson at MICCA. He really is an excellent model of what our schools should be doing.
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shared by priyanshu1 on 03 Nov 20
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Financial Literacy - Basics of Banking that Every Student Should Know | Swiflearn - 0 views
issuu.com/...basics_of_banking.pptx
basics_of_banking Financial_Literacy online_learning online_education online_tuition_classes banking_keypoints Educational_Blogs Edtech online_tuition
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Concepts related to money and the basics of banking are very useful and essential for today's youth - Swiflearn. For more information, please visit: https://swiflearn.com/blog/basics-of-banking-that-every-student-should-know-financial-literacy/
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shared by Reuven Werber on 24 Feb 11
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Life on the Screen: Visual Literacy in Education | Edutopia - 26 views
www.edutopia.org/lucas-visual-literacy
education literacy visualliteracy visual video graphics medialiteracy Lucas
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When people talk to me about the digital divide, I think of it not being so much about who has access to what technology as who knows how to create and express themselves in this new language of the screen. If students aren't taught the language of sound and images, shouldn't they be considered as illiterate as if they left college without being able to read or write?
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But there are rules for telling a story visually that are just as important as grammatical rules or math terms, and you can test people on them as well. There is grammar in film, there is grammar in graphics, there is grammar in music, just like there are rules in math that can be taught. For instance, what emotion does the color red convey? What about blue? What does a straight line mean? How about a diagonal line?
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If you're going to put together a multimedia project, you need to know that you can't have a fast rhythm track if you're talking about death. It just doesn't work. You're not communicating well.
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All these forms of communication are extremely important, and they should be treated that way. Unfortunately, we've moved away from teaching the emotional forms of communication. But if you want to get along in this world, you need to have a heightened sense of emotional intelligence, which is the equal of your intellectual intelligence.
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You're already seeing it. You often see very educated people -- doctors and lawyers and engineers -- trying to make presentations, and they have no clue about how to communicate visually and what happens when you put one image after another. So their lectures become very confused because, from a visual perspective, they're putting their periods at the front of their sentences, and nobody understands them.
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The education world, it seems, thrives on stability and limiting change. There seem to be an awful lot of people protecting the status quo.
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shared by Darcy Goshorn on 09 Jan 13
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Experience with facilitating professional development and TurnItIn - 18 views
akoaotearoa.ac.nz/...t-turnitin---owen--narayan.pdf
plagiarism professional development pd turnitin training writing language arts pedagogy
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Tim Boileau liked it
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In an environment where global economy, global collaboration, and global 'knowledge' are the aspiration of many countries, the understanding of the complexities of plagiarism becomes a global requirement that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions' approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience's narratives can be shared with other practitioners.
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shared by Tania Sheko on 30 Jan 12
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What Schools are Really Blocking When They Block Social Media | DMLcentral - 13 views
dmlcentral.net/...g-when-they-block-social-media
social media blocking schools censorship social media learning students
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The real issue, of course, is not social media but learning. Specifically, the fact that our schools are disconnected from young learners and how their learning practices are evolving. The decision to block social media is inconsistent with how students use social media as a powerful node in their learning network. Can social media be a distraction in the classroom? Absolutely. Will some students access questionable content if given the opportunity? Yes. But many students use social media to enhance their learning, expand the reach of the classroom, find the things they ‘need to know,’ and fashion their own personal learning networks.
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Because social media is such a big part of many students social lives, cultural identities, and informal learning networks schools actually find themselves grappling with social media everyday but often from a defensive posture—reacting to student disputes that play out over social media or policing rather than engaging student’s social media behaviors.
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Education administrators block social media because they believe it threatens the personal and emotional safety of their students. Or they believe social media is a distraction that diminishes student engagement and the quality of the learning experience.
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Schools also block social media to prevent students from accessing inappropriate content.
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network literacy, that is, “using online sources to network, knowledge-outreach, publicize content, collaborate and innovate.”
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1) to teach students about the inventive and powerful ways communities around the world are using social media 2) for students and teachers to experience the educational potential of social media together 3) for students to distribute their work with the larger world 4) for students to reimagine their creative and civic identities in the age of networked media
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Teaching for Information Literacy - 0 views
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shared by priyanshu1 on 13 Oct 20
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7 Secrets of Exceptionally Successful Students | Swiflearn - 0 views
issuu.com/...onally_successful_students.ppt
successful_student_habits successful_students_daily_routine successful_student_timetable online_education online_tuition online_learning Online_Tuition_Classes Educational_Blogs Edtech
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Know the top 7 habits of successful students that make them exceptional. The ideal timetable & daily routine for successful student - Swiflearn. For more information, please visit https://swiflearn.com/blog/importance-of-financial-literacy-for-students-kids/
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The Corruption of Social Media and the "New" New Media Literacy. - 0 views
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shared by Allison Burrell on 28 Feb 11
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21st Century Presentation Literacy: Interactive online presentation tools - 37 views
21stpresentation.blogspot.com/...online-presentation-tools.html
21st presentation literacy interactive century online tools
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LearningBeyondBoundaries » The Conversation - 4 views
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Part of the Story While I was at ASCD 2008 in New Orleans in March 2008, I started a conversation with some ASCD Leadership Council members and my online network of educators about the need for educators familiar with Web 2.0 pedagogies to spread the word about how they are successfully using the new 21st Century technology to improve student learning. That conversation has continued until today, April 3, 2008. We have less than a month to pool our collective intelligence to help ASCD do a "bang up" job for it's membership in Orlando in March 2009 on technology and engaging students in learning. See the home page of this wiki for more details. Go here to read the conversation as it developed on Professional Development 2.0 from March 16, 2008 to April 3, 2008 when I then created this wiki. Join this wiki and help us develop a comprehensive proposal. In the process we will show how the online nextwork of educators works. If nothing else, at least that will be impressive. If you help out!
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Thank you for connecting through Twitter. You have really hit the nail on the head that the Web 2.0 tools are not meeting mainstream, and I am right there, we need to change that!
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While I was at ASCD 2008 in New Orleans in March 2008, I started a conversation with some ASCD Leadership Council members and my online network of educators about the need for educators familiar with Web 2.0 pedagogies to spread the word about how they are successfully using the new 21st Century technology to improve student learning. That conversation has continued until today, April 3, 2008. We have less than a month to pool our collective intelligence to help ASCD do a "bang up" job for it's membership in Orlando in March 2009 on technology and engaging students in learning. See the home page of this wiki for more details. Go here to read the conversation as it developed on Professional Development 2.0 from March 16, 2008 to April 3, 2008 (Dennis Update - ongoing as of 4.17.08) when I then created this wiki. Join this wiki and help us develop a comprehensive proposal. In the process we will show how the online nextwork of educators works. If nothing else, at least that will be impressive. If you help out!
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There are a number of ways in which technology can better facilitate the learning of adults: Email, iChat/IM, Twitter: connects learners as collaborators Blogs: provides a forum for reflection and discussion Wikis/Google Docs/Zoho: provides a place to co-learn and build shared knowledge. Shared server/network space: provides a place for learners to swap/store documents iPods/MP3 players: allows anytime/anywhere learning Moodle/Blackboard: a place to learn from instructor-assigned tasks and discussions Interactive technology: (student response systems and interactive boards) engages adult learners in much the same way as students Online survey tools: collect opinions and perceptions Social Bookmarking tools: helps to share the knowledge RSS: critical tool for managing information. Digital cameras (still and video): use to record learning for later playback/review. Online streaming (uStream): collaborate online during a presentation, revisit the archive later. Nings; places like this to brainstorm and share strategies. Web: unlimited possibilities!
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I agree with your thinking that the tech presentations need to move to other conferences. Thanks for starting that shift.
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This is something I have seen at many conferences and I am glad you are making it more obvious to others! One of my niches is using technologies with young children... when I spoke as a featured speaker at FETC (Florida) this year there were only 3 sessions for early learning... so when we add to ASCD, let's also remember to add content for elementary!! I can add an application or two myself. Do you have any specific pointers to help us add more technology, especially Web 2.0 to ASCD?
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The field on Web 2.0 is wide open for ASCD 2009. See here. I can tell you that 2009 at the annual conference will be different if we "seize the day." ASCD is ready to embrace a new definition of literacy for the 21st Century at its annual convention in Orlando, but they need our help. It's now time for those whose pedagogies utilize web 2.0 tools to send the word out to their networks to submit proposals by May 1. I also agree on a stronger focus on elementary programming is also needed.
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Hi Dennis, Are you on the committee or have some strong influence to be sure the proposals get accepted?
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Hi Charlene, It's not that simple. In life nothing worth having ever is. Hope this helps. I'm also going to post more on my blog so I can explain the context, but I can start the conversation by saying a few things here. - I am president of the Massachusetts affiliate of ASCD, - I am on the ASCD Leadership Council. - I attended the Position Statement Committee discussion in New Orleans, ASCD 2008, last month on 21st Century education and was a strong advocate for ASCD beginning to help the staff, leadership and membership understand Web 2.0 pedagogies. - I advocated in the same fashion for Web 2.0 pedagogies with Valerie Truesdale, current President of ASCD. - Valerie pointed out that ASCD 2009 has a major theme on technology, **Imagine: Connecting Learners in an E-World**, and a major theme of engagement, **Imagine: Challenging Minds to Engage and Learn More Deeply**. Based on what I know, I am optimistic that ASCD is ready for our message. I still have work to do, but if I have the names of a network of presenters like you, Gail and others interested with solid proposals, I will approach ASCD to advocate for an understanding of how significant our contribution could be on ASCD 2009. It would obviously help if I had ten or more people so I could say, "Hey, look at us; we have something to offer ASCD that will move the educational technology strand from successful to significant! Not sure what will come of it, but it sure beats complaining that no one listens to us. Dennis
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Dennis, Thanks for the encouraging information. I think that in the past some technology-rich presenters have felt discouraged by not having applications accepted. I will apply and also encourage others to do so!
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Now if I'm going to advocate for you and others who apply, I think it would help for me to know who applies and what the proposals look like. It would also makes sense for people not to duplicate similar topics. How can we orchestrate that?
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Well, let's see, we can use Twitter, this site, and others to gather information about people planning to apply OR perhaps a more proactive approach -- offer to ASCD some expertise in helping them fill a technology-infused or technology-rich strand by helping them select the sessions which will be hosted in a specific room or rooms throughout the conference (thus pooling the higher technology needs (high speed internet and projectors, sound, IWB or whatever) into a specific set of rooms. We could serve to help them make this a dynamic, meaningful and important part of their conference. We could help them balance grade levels, technologies, levels of experience required of participants, etc.... I wonder what others think...
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Great ideas, almost create a "package" of well balanced presentations, balanced grade levels and interest. I like Gail's thinking about hosting in specific rooms using appropriate technology that helps spread the message. For example instead of going to an IWB session, actually see the board in action during a presentation. I would also like to extend the buzz by having "meet-ups" or a networking sessions on various topics. These could be informal sessions to promote conversations. I will be working on topic ideas this week.
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I do like this idea - a bit like NECC's OpenSource Lab concept. A suite of Web 2.0 tools demonstrated and presented.
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I think we need to LEAD with the content (curriculum, learning, etc) and USE the tools as much as possible and then intersperse that a bit with the tool "how tos" and "whiz bang"... this conference will draw people who want to learn about using technologies IN curriculum and not so much the techies, at least that would be my first take. We may have sessions that people come to to find out the basics (Like "What IS Web 2.0?") but perhaps MORE who wonder about having learners participate in global learning communities or who ponder making curriculum more differentiated through technology.... it will be important to not ONLY "preach to the choir" of the technology-lovers at ASCD, but to snag a few through the content... am I making any sense?
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While I was at ASCD 2008 in New Orleans in March 2008, I started a conversation with some ASCD Leadership Council members and my online network of educators about the need for educators familiar with Web 2.0 pedagogies to spread the word about how they are successfully using the new 21st Century technology to improve student learning. That conversation has continued until today, April 3, 2008. We have less than a month to pool our collective intelligence to help ASCD do a "bang up" job for it's membership in Orlando in March 2009 on technology and engaging students in learning. See the home page of this wiki for more details.
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shared by Danny Nicholson on 10 Jul 08
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How the Google generation thinks differently - Times Online - 0 views
women.timesonline.co.uk/...article4295414.ece
brain differently digital digitallearner digitalnative education it learning literacy native revision thinks
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shared by Allison Burrell on 28 May 13
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10 Excellent Digital Citizenship Tips for Your Students and Kids ~ Educational Technolo... - 54 views
www.educatorstechnology.com/...-digital-citizenship-tips.html
digital citizenship digitalcitizenship citizenship digital literacy web2.0 digital infographic
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Thanks for sending me this wonderful link. I want to share these things with my upper elementary grade students.
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Will also be sharing w my grade 5/6 students in nxt wk's library tching sessions. Thank you
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What a great article about the under discussed side of the technology coin. Thanks for sharing.
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Learning Technology | Scoop.it - 25 views
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11 pages of links to some of the best articles about educational technology and ELT
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This website is the best news site, all the information is here and always on the update. We accept criticism and suggestions. Happy along with you here. I really love you guys. :-) www.killdo.de.gg
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shared by Sharon Elin on 06 Jul 10
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Esther Wojcicki: Revolution Needed for Teaching Literacy in a Digital Age - 12 views
www.huffingtonpost.com/...n-need-for-teach_b_635630.html
article2read teaching educational_technology educational_reform
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"Despite sluggish gains in reading, our nation has not seriously integrated digital tools and new teaching practices into all classrooms. Schools of education are still failing to teach student teachers how to integrate digital media in the classroom... We recommend the following for policymakers, business leaders and practitioners to consider help make schools more effective."
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Half an Hour: An Operating System for the Mind - 10 views
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Let's return to the computer system analogy.
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Stephen Downes proposes an operating system for the mind: take the analogy of a computer. We do not program each and every program into the computer. The more flexible and programmable computer (Apple, Linux), are far more useful than the pre-programmed ones (Windows). The education system should not try pre-program everything that will be needed by people to be useful or to be able to learn skills they might need, because the knowledge (i) facts change, (ii) there is much more knowledge out there that can be useful and wee need to be able to utilize that too in case we come across new facts, (iii) it is impossible to see what skills might be needed in the future, (iv) you need to be able to filter out irrelevant or false facts, (v) you need to be able to create facts (mechanism for agency). "People need such greater capacities in literacy, learning, prioitizing, evaluation, planning and acting." The analogy of the computer system learns us to think of the brain not as a database full of information, but a place where each person develops methodologies or approaches to deal with reality. Facts are necessary, of course, but the learning paradigm should not be to learn facts, but to learn how to deal with facts. Facts are, IMHO, essential but follow from interest/need combined with a learned methodology or approach to deal with these facts.
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