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Tony Richards

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views

www.theatlantic.com/...good-teaching

what makes a good teacher good article read

shared by Tony Richards on 04 Feb 10 - Cached
  • Tony Richards on 04 Feb 10
     
    "What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
Caroline Bucky-Beaver

Code of Best Practices in Fair Use for Media Literacy Education - 1 views

wwwdev.ncte.org/...fairusemedialiteracy

medialiteracy bestpractices copyright fairuse 5 principles 2008 digitalcitizenship

shared by Caroline Bucky-Beaver on 12 Nov 08 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances -- especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question -- as it does for certain narrowly defined classroom activities.
  • guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations.
  • ...30 more annotations...
  • Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: All media messages are constructed.Each medium has different characteristics and strengths and a unique language of construction.Media messages are produced for particular purposes.All media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • Educators and learners in media literacy often make uses of copyrighted materials that stand far outside the marketplace, for instance, in the classroom, at a conference, or within a school-wide or district-wide festival. Such uses, especially when they occur within a restricted-access network, do enjoy certain copyright advantages.
  • Law provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture.
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use? If the answers to these two questions are "yes," a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
  • Both key questions touch on, among other things, the question of whether the use will cause excessive economic harm to the copyright owner. Courts have told us that copyright owners aren’t entitled to an absolute monopoly over transformative uses of their works.
  • Another consideration underlies and influences the way in which these questions are analyzed: whether the user acted reasonably and in good faith, in light of general practice in his or her particular field.
  • Code of Best Practices in Fair Use for Media Literacy Education
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies. These practices are associated with K–12 education, higher education, and in classes given by nonprofit organizations. When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • These principles apply to all forms of media.
  • The principles apply in institutional settings and to non-school-based programs. 
  • The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired. 
  • where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media. Labels on commercial media products proclaiming that they are “licensed for home [or private or educational or noncommercial] use only” do not affect in any way the educator’s ability to make fair use of the contents—in fact, such legends have no legal effect whatsoever. (If a teacher is using materials subject to a license agreement negotiated by the school or school system, however, she may bebound by the terms of that license.)
  • The principles are all subject to a “rule of proportionality.” 
  • fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
  • PRINCIPLES
  • ONE:  Employing Copyrighted Material in Media Literacy Lessons
  • TWO:  Employing Copyrighted Materials in Preparing Curriculum Materials
  • THREE:  Sharing Media Literacy Curriculum Materials
  • In materials they wish to share, curriculum developers should beespecially careful to choose illustrations from copyrighted media that are necessaryto meet the educational objectives of the lesson, using only what furthers theeducational goal or purpose for which it is being made.
  • FOUR:  Student Use of Copyrighted Materials in Their Own Academic and Creative Work
  • Students should be able to understand and demonstrate, in a mannerappropriate to their developmental level, how their use of a copyrighted workrepurposes or transforms the original. For example, students may use copyrightedmusic for a variety of purposes, but cannot rely on fair use when their goal is simplyto establish a mood or convey an emotional tone, or when they employ popular songssimply to exploit their appeal and popularity.
  • FIVE:  Developing Audiences for Student Work
  • If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
  • Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
  • Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • The ethical obligation to provide proper attribution also should be examined.
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond
  • MYTH:  Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth:  Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example. Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.
  • Caroline Bucky-Beaver on 12 Nov 08
     
    Great article outlining copyright, fair use and explaning the 5 principles of fair use in education.
Ed Webb

Liberal Education after the Pandemic | AAUP - 1 views

www.aaup.org/...beral-education-after-pandemic

LiberalArts liberal_arts education future US USA pandemics economy sustainability science climate opinion

shared by Ed Webb on 19 Sep 20 - Cached
  • The current massive and unanticipated experiment in online education could transform higher education as we know it. We should begin these difficult conversations about the future of the liberal arts now, in cyberspace, before the new normal takes shape—whenever that may be. Even if we feel trapped in our own homes and beset with anxiety and cabin fever, we also have an opportunity to reconsider the aims of higher education not in the abstract but in this concrete historical moment, with attention to specific institutional needs, public policy proposals, ideological pressures, and the overarching economic crisis.
  • A genuine commitment to ethical, historically aware, egalitarian, or democratic principles can land an individual in a world of trouble. I am thinking, for example, of the basic scientific literacy, historical awareness, and ethical commitment that equip an individual citizen to recognize the expertise of infectious disease specialists and reject the common sense of neighbors or the priorities and demands of an employer—or to spot the bogus claims, fundamental incompetence, or ethical depravity of some elected leaders. Such scientific literacy and basic familiarity with statistical analysis allow nonexperts to understand the arguments of climatologists and reject the sophistry of coworkers or talk show hosts or governors who point out, for example, that “the climate has always been changing.”
  • The reason that individual institutions cannot pitch such potential outcomes under ordinary circumstances is that these intellectual faculties serve the public good but do not necessarily advance the economic interests or career objectives of individual prospective or current students, especially those incurring significant debt. Being a whistleblower, for example, is generally a costly, painful career move—but the public needs to know nonetheless if the US military is shooting civilians in the streets of Baghdad; or the pharmaceutical industry is engineering a profitable opioid epidemic; or the health insurance industry is denying legitimate claims.
  • ...3 more annotations...
  • just as the current crisis represents an opportunity for the people who have been working hard to privatize everything imaginable, dismantle public education, sink net neutrality, and align higher education with the demands of prospective employers and industry moguls (think here of the interventions of the Koch brothers in higher education, for example), it also represents an opportunity to push for the basic conditions under which a liberal education might properly serve its public functions. We should use these months to advocate for the kinds of public policies, such as tuition-free higher education, that recognize liberal education as a common good. We must articulate the reasons why a liberal education is in fact a common good and why a liberal education is disfigured if it is made to promote the demands of prospective employers.
  • We need a society capable of devising new and more humane social contracts, new political economies, new food and energy grids, and sustainable use of resources—whether or not these projects produce financial dividends for individual graduates or for their employers. An accessible, publicly funded liberal education decoupled from the demands of industry and prospective employers is the best way to prepare people to do these things.
  • we should use these months of confinement to strategize about a long-term case for liberal education and for public investment in an educated citizenry. Now is the time to invest some of our intellectual capital in education advocacy that ultimately makes a difference not only in the lives of students but also for the collective well-being of our nation and the world
Vicki Davis

Common Core Academies | Digital textbooks and standards-aligned educational resources - 7 views

www.discoveryeducation.com/...index.cfm

education common core professional development news tumblr edu_news

shared by Vicki Davis on 21 Oct 13 - No Cached
  • Vicki Davis on 21 Oct 13
     
    Through the end of the year, Discovery just sent me a note that they are offering these three common core academies at no cost. Here's the info from Steve Dembo. I've done some work with their SIEMENS STEM Academy and am a sTAR Educator and everything they do is top notch. If you can work it out before the end of the year, this is something you'll want to do. From Steve Dembo: "We know that implementing the Common Core can be an uphill climb. That's why Discovery Education is proud to partner with educators to offer Common Core Academies in ELA, Math, and Leadership at no cost. From now until the end of the school year, educators across America are invited to sign up for an Academy and receive: practical strategies to implement CCSS reseach-based instructional practices best practices in using digital content resources and digital tools for immediate classroom integration Discovery Education Common Core Academies offer one day of immersive professional development and two follow-up virtual sessions at no cost to support educators and leaders in effectively implementing the Common Core State Standards. Educators may choose from three Academies offering a unique combination that brings together best practices in digital integration with proven research-based instructional practices: Literacy and the Common Core in a Digital World Teaching and Assessing Common Core Math in a Digital World Leadership Strategies to Support Digital Literacy and the Common Core"
Vicki Davis

Education funding changes 'untenable' says NSW Premier - ABC News (Australian Broadcast... - 0 views

www.abc.net.au/...5126204

education news politics nsw

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    Education is an issue around the world as demonstrated in this video from New South Wales Premier Barry O'Farrell. They have problems with "reneged deals with Federal and State governments." Education is in flux the world over, lest any one group of educators feel they are being singled out. This is largely caused by the information age. While the industrial age changed how people worked, the information age is fundamentally changing how people learn and those organizations that can adapt and progress will remain. Some towns suffered the loss of factories but kept their schools. What happens when the schools close? Integrate technology, blend learning, or the tightening finances world wide will make it hard for you to thrive in an education landscape increasingly mixed with education technology.
Vicki Davis

Future of Education - Charting the Course of Education and Learning in a Networked World - 0 views

www.futureofeducation.com

education learning edu_news curriculum bestpractices all_teachers

shared by Vicki Davis on 16 Jan 09 - Cached
  • Vicki Davis on 16 Jan 09
     
    From Steve Hargadon: "I've started a new community at http://www.FutureofEducation.com to providing an opportunity for those who care about education to share their voices and ideas on charting the course of education in a networked world. It's a place for thoughtful discussion on an incredibly important topic. The site will launch officially at the end of the month with the start of a weekly interview series, but I'm inviting some participation now because of an email Carol Broos (http://www.classroom20.com/profile/beatechie) sent out. Carol is one of twelve teachers who have been invited to participate in a round table discussion concerning the direction of education the new Secretary of Education Arne Duncan on Jan 21. She was sent the following questions, and is asking for feedback and ideas. You can respond either at the new http://www.FutureofEducation.com site or her wiki at http://education20.pbwiki.com/FrontPage. Here are the questions: 1. What is the one most important education issue you wish Secretary Duncan to focus on during his tenure and why? 2. How shall the tenets of the No Child Left Behind act be altered or invigorated? What are its positives? How can its negatives be improved? 3. How should the new administration respond to the nation's need for better prepared and more qualified teachers? 4.What should the new administration do to increase student engagement in mathematics, the sciences and the arts? 5. How should funding equity issues be addressed? There is also a discussion topic on what questions were not asked that might have been." This seems to be a great thing!
Adrienne Michetti

Comparing ICT use in education across countries | A World Bank Blog on ICT use in Educa... - 7 views

blogs.worldbank.org/...UIS-indicators

data technology development ICT Edtech techintegrator

shared by Adrienne Michetti on 26 Jan 10 - Cached
  • we still do not have reliable, globally comparable data in this area
  • basic answers to many basic questions about the use of technology in schools around the world remain largely unanswered
  • Recent World Bank technical assistance related to ICT use in education has highlighted the fact that internationally comparable data related to ICT use in education do not exist -- and that this absence is a problem
  • ...11 more annotations...
  • "It is a mistake to separate out technology infrastructure from pedagogical practices."
    • Adrienne Michetti
      Adrienne Michetti on 26 Jan 10
       
      Yes, this is true, but very difficult to measure
  • will begun to be collected in late 2010 as part of the general statistical gathering that UIS coordinates with all countries in the world.
  • At first glance, it might appear to some that, generally speaking, the more hours of recommended hours per use of computers might correlate well with how 'advanced' a country is in its use of ICTs in schools.  In fact, the opposite is often the case. 
    • Adrienne Michetti
      Adrienne Michetti on 26 Jan 10
       
      another reason why pedagogy can not be separated from the IT use. It's not enough to simply put a computer in front of a child.
  • In countries considered 'advanced' in ICT use, especially in 1-to-1 computing environments (like Uruguay, for example), laptops are (essentially) always available, but use is not officially prescribed/recommended for a specific period of time.
  • that less developed countries where ICT use in relatively new may well report that ICT use is recommended more than in more 'advanced' countries where ICTs are more mainstreamed in education.
    • Adrienne Michetti
      Adrienne Michetti on 26 Jan 10
       
      American educators, are you reading this???
  • it highlights the fact that that simple conclusions drawn from such data can be quite dangerous. 
  • That said, the building of a universal  index related to ICT use in education is especially problemmatic, given the the number of assumptions and value judgements that would need to be made about the importance or weight of individual indicators -- and that cross-national data collection in this area is still in its infancy
  • the fast changing nature of technology requires regular adaptation and change.
  • As we do so, the fact that the UIS will be collecting basic data on where things stand today in all countries in the world will greatly contribute to our collective ability to track developments and changes in this increasingly vital and strategic area of investment for governments and societies around the world. 
    • Adrienne Michetti
      Adrienne Michetti on 26 Jan 10
       
      I'm thinking the data collectors should talk to Hans Rosling.. I bet he has some ideas about how to go about this properly!
  • Adrienne Michetti on 26 Jan 10
     
    Fascinating article about upcoming data to be collected on international ICT use in education. So many challenges.
Vicki Davis

Secret Teacher: low morale and high pressure leaves no time for inspiration | Teacher N... - 0 views

www.theguardian.com/...acher-low-morale-high-pressure

education news edreform UK all_teachers

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    These heartbreaking words from a teacher in the UK. As the world tries to improve education by the numbers, the world has forgotten kids aren't numbers. They are precious, individual and unique and deserve education systems that celebrate and encourage that. OK, teachers, it is time to man the media - you are the media now! Are you fed up yet? It might not be you right now, but if you don't speak, it will be, wherever you teach, such stories impact us all and the profession we care for so much. "As a teacher, I vowed that I would work hard to nurture my students, to make each and every student feel valued and for them to know that they have a voice, and a place in the world. However the last two years have made me feel like that insecure 14-year-old again: I have lost my confidence because of the overly-rigid current education system. We are constantly being told we are not good enough and that we are not doing enough: enough intervention, enough rigorous marking, enough sustained and rapid progress. What excited me the most about becoming a teacher was discovering the hidden talents and sparks of genius in my students. However, it breaks my heart to say this, but I feel that I no longer have time, nor am I encouraged to make these discoveries. We are so caught up with data and so many progress checks that we don't give our students the time to shine. I wonder what would happen if the greats of the world like Einstein, Gaudi, Picasso and Martin Luther King were to attend school in 2013, would they be able to cultivate their talents and thrive?"
Adrienne Michetti

International Engagement Through Education: Remarks by Secretary Arne Duncan at the Cou... - 6 views

www.ed.gov/...tary-arne-duncan-council-forei

international education collaboration engagement global DoE

shared by Adrienne Michetti on 10 Jun 10 - Cached
  • two important trends that inform our drive to transform education in America. The first is increased international competition. The second is increased international collaboration
  • cultural awareness of all our students
  • education reform
  • ...7 more annotations...
  • We haven't been compelled to meet our global neighbors on their own terms, and learn about their histories, values and viewpoints. I am worried that in this interconnected world, our country risks being disconnected from the contributions of other countries and cultures. Through education and exchange, we can become better collaborators and competitors in the global economy
  • The President said that "education and innovation will be the currency of the 21st century."
  • In this way, Secretary Clinton said, "We will exercise American leadership to build partnerships and solve problems that no nation can solve on its own." This view of smart power and U.S. leadership applies to the work of improving educational attainment and partnerships around the globe.
  • International collaboration cuts across nearly every office in our agency
  • Such collaboration can inform and strengthen our reform efforts nationally, even as it helps improve standards of teaching and learning—and fosters understanding—internationally.
  • We must improve language learning and international education at all levels if our nation is to continue to lead in the global economy; to help bring security and stability to the world; and to build stronger and more productive ties with our neighbors.
  • we have never been more aware of the value of a multi-literate, multi-lingual society: a society that can appreciate all that makes other cultures and nations distinctive, even as it embraces all that they have in common.
  • Adrienne Michetti on 10 Jun 10
     
    Speech given by Arne Duncan, May 17, 2010 regarding international collaboration and engagement in US Education
J Black

More Tuition-Free Education Courses for Teachers - 0 views

www.dynamitelessonplan.com/education-courses-for-teachers

professionaldevelopment professional_development education educator free_online_courses

shared by J Black on 04 Apr 09 - Cached
  • J Black on 04 Apr 09
     
    In a recent post about Tuition-Free Education Courses for Teachers, I pointed out a number of online education courses that are free to self-learners around the world. Most of these courses are provided through well-known colleges and universities. While these courses are an excellent way to broaden your knowledge of specific topics, they aren't the only sources of free teacher education on the web. There are many other organizations that provide tuition-free education courses to teachers. A few more worth checking out include:
Darren Kuropatwa

NASSP - Shifting Ground - 14 views

www.principals.org/...sec.asp

filter IWB Admin projectbasedlearning digitalfootprint chrislehmann newliteracy

shared by Darren Kuropatwa on 06 Dec 09 - Cached
  • Moreover—and perhaps most damning—by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers’ experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Districts have spent thousands of dollars installing interactive whiteboards—which are a more powerful, more engaging chalkboard. And yes, they are a tool with some very useful functions, and yes, we have them at the Science Leadership Academy in Philadelphia, where I am principal. But let me be clear: interactive whiteboards only enable a teacher-centric style of teaching to be more engaging than it would have been with a traditional chalkboard. Much of the prepackaged educational gaming similarly makes the same mistake.
    • Dave Truss
      Dave Truss on 06 Dec 09
       
      I've just never bought into these as a good way to spend money other than perhaps in Kindergarten and Grade 1 where students can interact and engage with text and shapes in front of their peers.
    • Darren Kuropatwa
      Darren Kuropatwa on 07 Dec 09
       
      I disagree with both you and Chris here. If you use an IWB to teach in a teacher centric way then *maybe* it'll be more engaging for students than it was before the IWB but I doubt it; I think kids are smarter than that. Teachers who teach in student centred ways find IWBs amplify not just engagement with the teacher, but with each other and the content they are wrestling with; they learn more deeply because we can bring a more multifaceted perspective to bear on every issue/problem discussed in class. When the full content of the internet can be brought to bear on every classroom discussion (including my twitter and skype networks) we are able to concretely illustrate the interconnectedness of all things. We don't have to tell kids this, they see it as it happens, every day. You might be able to do something like this without an IWB but it would be a little more clunky in execution.
  • The single greatest challenge schools face is helping students make sense of the world today. Schools have gone from information scarcity to information overload. This is why classes must be inquiry driven. Merely providing content is not enough, nor is it enough to simply present students with a problem to solve. Schools must create ways for students to come together as a community to ask powerful questions and dare them to bring all of their talents to bear on real-world problems.
  • ...5 more annotations...
  • Schools can and must be empowering—what held down the progressive school movements of the past 100 years was not that the ideas were wrong, but rather that it often just took too long to create the authentic examples of learning.
  • The idea of community has changed dramatically in the past 10 years, and that idea should be reflected in classrooms.
  • Once students have worked together, the question must become, What can they create?
  • But it is not enough for educators to simply be aware of social networking; they have an obligation to teach students the difference between social networking and academic networking
  • Educators can help them understand how to paint a digital portrait of themselves online that includes the work they do in school and help them network, both locally and globally, to enrich themselves as students.
  • Dave Truss on 06 Dec 09
     
    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Darren Kuropatwa on 07 Dec 09
     
    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
carlos villalobos

Dr. Ramón Gallegos- English version - 0 views

www.ramongallegos.com/englishversions.htm

all_teachers bestpractices

shared by carlos villalobos on 27 Oct 10 - No Cached
  • carlos villalobos on 27 Oct 10
     
    The Fundación Internacional para la Educación Holista was founded in 1992 by Dr. Ramon Gallegos Nava in Guadalajara, Mexico, aim to spread holistic education in Mexico and all over the world as a response to current crisis from environmental degradation to mecanicist education which has trained human beings with a predatory consciousness. The Fundacion seeks emerge of a new planetary conscousness through a new educational paradigm of wholeness nature, that allows to teach human beings capable to live together in a responsible way in sustainability communities. To overcome predatory consciousness based on greed, materialism, and self-centered, the Fundacion points out what important is to know our truly nature as human beings, the core of holistic education is our genuine spirituality -understanding it in a no dogmatic way, spirituality is our truly nature which lead us to have a sentiment of gratitude for life and reverence for our planet in which we live. Holistic education is a pedagogy of universal love to all beings.
Vicki Davis

Education - Choice - grownupdigital - 0 views

netgened.grownupdigital.com/...education-choice

education learning netgened flatclassroom future innovation edu_news all_teachers

shared by Vicki Davis on 10 Mar 09 - Cached
  • Vicki Davis on 10 Mar 09
     
    Great reflection of a student on education!
  • Vicki Davis on 10 Mar 09
     
    This student has done a marvelous speech on Education and giving choices to student. My favorite quote from Andrew ( a student from New Zealand) -- "A closed book test is simply not a realistic situation in the modern world." I'm not putting this on my blog as an embedded video because I would love for you to respond on NetGen where all educators are welcome to join in with students to discuss how education should evolve. This is an excellent video, and as you can see with my comments, there are a few points I take up with Andrew -- it is one of those -- you've gotta listen to this student kinda videos. He makes some great points speaking out for his generation. He says that when he asks his parents to help him and they say "I don't know how to do this" it tells him that it is not something that will be used and thus is unimportant! Hmmm.
Vicki Davis

World and regional statistics, national data, maps, rankings - World Data Atlas - 1 views

knoema.com/atlas

education news geography

shared by Vicki Davis on 21 Oct 13 - No Cached
  • Vicki Davis on 21 Oct 13
     
    World atlas is a site with simple data about the countries of the world. This from the creator of the site: "World Data Atlas is an ultimate source of world statistics on every country. It includes data on more than 2500 indicators. Topics cover Economics, Demographics, Health, Education, Energy and other socioeconomic information. "
Fred Delventhal

SecretBuilders - 0 views

www.secretbuilders.com/home.html

virtualworld virtualworlds education elementary students for:edtechtalk

shared by Fred Delventhal on 10 Dec 08 - Cached
  • Fred Delventhal on 10 Dec 08
     
    via http://freetech4teachers.blogspot.com/2008/12/secret-builders-virtual-world-for-ages.html\n\nSecretBuilders is a virtual world for children 5 to 14 years old powered by a web 2.0 community of children, parents, educators, writers, artists and game developers. On SecretBuilders, children will explore virtual lands, undertake quests, play games, maintain a home, nurture a pet, and interact with their friends. Three features which form the backdrop for SecretBuilders distinguish it from other online worlds:\n\n * Children learn through immersing themselves in the stories, themes, and concepts from the best in literature, arts and humanities. They will interact with famous historical and fictional figures and be introduced to content and characters from world civilization and the great thoughts and ideas of human creativity. \n\n * Children will create this site, not just consume it. They are directly involved in creating this world with their ideas, critiques and contributions on virtually every aspect of the site and many of their ideas will be implemented!\n\n * Children publish their works - writings, art, videos - making SecretBuilders their own personal store of creativity. They can invite friends and family to view their works, and comment upon them. Seeing their works published and enjoyed by others instills tremendous for self-confidence as well as motivation to do more.\n
Martin Burrett

2017 Online Conference - 2 views

ukedchat.com/2017OnlineConference

conference education educators teachers CPD PD professional development

shared by Martin Burrett on 14 Sep 17 - No Cached
  • Martin Burrett on 14 Sep 17
     
    "Due to demand, we are delighted to announce details of our first online conference. Educators from around the world are invited to participate in this inaugural event, where the focus is on pedagogy, classroom practice, and ideas to improve teaching and learning. The event will take place over 3 days in October 2017 (24-26 October) - planned to be during the half-term holidays for most educators in the UK - but educators are also invited along to share in the incredible pedagogy that goes on in classrooms around the world."
Julie Lindsay

Southern Worlds 2010 - 4 views

www.southernworlds2010.com

virtualworlds acrossmydesk conference education

shared by Julie Lindsay on 29 Aug 10 - Cached
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  • Julie Lindsay on 29 Aug 10
     
    Southern Worlds 2010 is a collaborative project organised by the University of Tasmania, the Tasmanian Polytechnic, The Hutchins School and the Tasmanian Department of Education. The conference seeks to connect primary, secondary and tertiary educators, students, managers and developers to share, learn and explore the potential of virtual worlds to improve educational outcomes for individuals and institutions. The event is scheduled for Monday the 25th of October to Thursday the 28th of October and includes virtual sessions as well as a full day get together in Hobart on Wednesday the 27th.
Julie Shy

Coursera - 6 views

www.coursera.org

online_courses elearning

shared by Julie Shy on 19 Sep 12 - No Cached
  • Julie Shy on 19 Sep 12
     
    We are a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. We envision a future where the top universities are educating not only thousands of students, but millions. Our technology enables the best professors to teach tens or hundreds of thousands of students. Through this, we hope to give everyone access to the world-class education that has so far been available only to a select few. We want to empower people with education that will improve their lives, the lives of their families, and the communities they live in. Our Courses Classes offered on Coursera are designed to help you master the material. When you take one of our classes, you will watch lectures taught by world-class professors, learn at your own pace, test your knowledge, and reinforce concepts through interactive exercises. When you join one of our classes, you'll also join a global community of thousands of students learning alongside you.
Vicki Davis

NFTE | The Teacher's Entrepreneurship Center - 3 views

www.nfteconnect.org

Education teaching entrepreneurship

shared by Vicki Davis on 03 Jan 12 - No Cached
  • Vicki Davis on 03 Jan 12
     
    new, free website from Pearson Foundation to support the free entrepreneurship education program from the US. "Connect is your online resource for entrepreneurship education, a fast-growing approach that helps young people place their educational goals in the context of real-world success. Entrepreneurship education helps students learn by exploring the principles of business development and creating functioning, profitable enterprises.
Ed Webb

The threat to our universities | Books | The Guardian - 0 views

www.guardian.co.uk/...threat-to-our-univerisities

universities university academia opinion analysis education

shared by Ed Webb on 27 Feb 12 - No Cached
  • It is worth emphasising, in the face of routine dismissals by snobbish commentators, that many of these courses may be intellectually fruitful as well as practical: media studies are often singled out as being the most egregiously valueless, yet there can be few forces in modern societies so obviously in need of more systematic and disinterested understanding than the media themselves
  • Nearly two-thirds of the roughly 130 university-level institutions in Britain today did not exist as universities as recently as 20 years ago.
  • Mass education, vocational training and big science are among the dominant realities, and are here to stay.
  • ...7 more annotations...
  • it is noticeable, and surely regrettable, how little the public debate about universities in contemporary Britain makes any kind of appeal to this widespread appreciation on the part of ordinary intelligent citizens that there should be places where these kinds of inquiries are being pursued at their highest level. Part of the problem may be that while universities are spectacularly good at producing new forms of understanding, they are not always very good at explaining what they are doing when they do this.
  • talking to audiences outside universities (some of whom may be graduates), I am struck by the level of curiosity about, and enthusiasm for, ideas and the quest for greater understanding, whether in history and literature, or physics and biology, or any number of other fields. Some members of these audiences may not have had the chance to study these things themselves, but they very much want their children to have the opportunity to do so; others may have enjoyed only limited and perhaps not altogether happy experience of higher education in their own lives, but have now in their adulthood discovered a keen amateur reading interest in these subjects; others still may have retired from occupations that largely frustrated their intellectual or aesthetic inclinations and are now hungry for stimulation.
  • the American social critic Thorstein Veblen published a book entitled The Higher Learning in America: A Memorandum on the Conduct of Universities by Businessmen, in which he declared: "Ideally, and in the popular apprehension, the university is, as it has always been, a corporation for the cultivation and care of the community's highest aspirations and ideals." Given that Veblen's larger purpose, as indicated by his book's subtitle, involved a vigorous critique of current tendencies in American higher education, the confidence and downrightness of this declaration are striking. And I particularly like his passing insistence that this elevated conception of the university and the "popular apprehension" of it coincide, about which he was surely right.
  • If we are only trustees for our generation of the peculiar cultural achievement that is the university, then those of us whose lives have been shaped by the immeasurable privilege of teaching and working in a university are not entitled to give up on the attempt to make the case for its best purposes and to make that case tell in the public domain, however discouraging the immediate circumstances. After all, no previous generation entirely surrendered this ideal of the university to those fantasists who think they represent the real world. Asking ourselves "What are universities for?" may help remind us, amid distracting circumstances, that we – all of us, inside universities or out – are indeed merely custodians for the present generation of a complex intellectual inheritance which we did not create, and which is not ours to destroy.
  • University economics departments are failing. While science and engineering have developed reliable and informed understanding of the world, so they can advise politicians and others wisely, economics in academia has singularly failed to move beyond flat-Earth insistence that ancient dogma is correct, in the face of resounding evidence that it is not.
  • I studied at a U.K. university for 4 years and much later taught at one for 12 years. My last role was as head of the R&D group of a large company in India. My corporate role confirmed for me the belief that it is quite wrong for companies to expect universities to train the graduates they will hire. Universities are for educating minds (usually young and impressionable, but not necessarily) in ways that companies are totally incapable of. On the other hand, companies are or should be excellent at training people for the specific skills that they require: if they are not, there are plenty of other agencies that will provide such training. I remember many inclusive discussions with some of my university colleagues when they insisted we should provide the kind of targeted education that companies expected, which did not include anything fundamental or theoretical. In contrast, the companies I know of are looking for educated minds capable of adapting to the present and the relatively uncertain future business environment. They have much more to gain from a person whose education includes basic subjects that may not be of practical use today, than in someone trained in, say, word and spreadsheet processing who is unable to work effectively when the nature of business changes. The ideal employee would be one best equipped to participate in making those changes, not one who needs to be trained again in new skills.
  • Individual lecturers may be great but the system is against the few whose primary interest is education and students.
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