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Patricia Young

Digital Immigrant - 0 views

somotch8.edublogs.org

edublogs

shared by Patricia Young on 10 Jul 08 - Cached
  • Patricia Young on 10 Jul 08
     
    Blogging to share 21st century skills for students and teachers.
Claude Almansi

It's not about tools. It's about change. « Connectivism - 1 views

www.connectivism.ca/?p=89

conectivismo siemens change education PLE Digital Promise

shared by Claude Almansi on 29 Sep 11 - Cached
  • Claude Almansi on 29 Sep 11
     
    [George Siemens] June 12th, 2007 "...It's the change underlying these tools that I'm trying to emphasize. Forget blogs…think open dialogue. Forget wikis…think collaboration. Forget podcasts…think democracy of voice. Forget RSS/aggregation…think personal networks. Forget any of the tools…and think instead of the fundamental restructuring of how knowledge is created, disseminated, shared, and validated. But to create real change, we need to move our conversation beyond simply the tools and our jargon. Parents understand the importance of preparing their children for tomorrow's world. They might not understand RSS, mashups, and blogs. Society understands the importance of a skilled workforce, of critical and creative thinkers. They may not understand wikis, podcasts, or user-created video or collaboratively written software. Unfortunately, where our aim should be about change, our sights are set on tools. And we wonder why we're not hitting the mark we desire. Perhaps our vision for change is still unsettled. What would success look like if we achieved it? What would classrooms look like? How would learning occur? We require a vision for change. It's reflected occasionally in classroom 2.0 or enterprise 2.0 projects. But the tool, not change centric, theme still arises. We may think we are talking about change, but our audience hears hype and complex jargon. What is your vision for change?"
Maggie Verster

Free eBooks, Books, Online Reading, Digital Library - Globusz Publishing - 0 views

www.globusz.com/...new_ebooks.php

shared by Maggie Verster on 08 Jun 09 - Cached
  • Maggie Verster on 08 Jun 09
     
    "Getting IT Right" is for folks who have no clue about Information Technology and its ability in bettering our day-to-day lives. It introduces novices into the world of IT and helps in knowing what's in store by becoming computer savvy. This book serves as a primer and makes the reader aware of what IT can do and how much can be accomplished by harnessing its power. Learning IT is not that tough as it is being made out. Mind you, without IT skills you are nowhere in today's workplace. This book would help you form an idea what IT is all about and prepare you to pick up the rudiments of IT.
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.)
  • TWO:  Employing Copyrighted Materials in Preparing Curriculum Materials
  • 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
  • The principles are all subject to a “rule of proportionality.” 
  • 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.
Ruth Howard

Writing in the 21st Century - Yancey | doXtop - 0 views

www.doxtop.com/...the-21st-century---yancey.aspx

writing digital literacy 21st century skills english literature American

shared by Ruth Howard on 06 Apr 09 - Cached
  • Ruth Howard on 06 Apr 09
     
    Writing in the 21st Century -recommendations for digital literacy and a new writing curriculum
Martin Burrett

If Technology Fails, Use Basic Math Skills - Count Manually!! by @johnkaiser13 - 0 views

ukedchat.com/...tech-fails-basic-maths

Technology tech maths math

shared by Martin Burrett on 03 Sep 17 - No Cached
  • Martin Burrett on 03 Sep 17
     
    "Technology has inevitably been inserted to nearly all aspects of our lives today. First and foremost, the use of computerised cash registers have been around for a few decades now. Trying to remember cash registers which operated without a digital display might be nearly impossible. The generation which might be able to do so has been replaced with a new generation who depend on technology to a large degree. The dependence on new technology is starting to 'show signs' of the effect of converting from our analogue counterparts. Below is an example that I recently experienced the effect of technology in a transaction at a doughnut shop."
Brendan Murphy

This is Not a Paper - 8 views

faculty.ed.uiuc.edu/...paper.1.html

paper early Internet writing revising arpanet authorship history edu_trends technology professionaldevelopment

shared by Brendan Murphy on 05 Jun 10 - Cached
  • November 1995
  • survey of journal editors in education, little enthusiasm for the idea of creating electronic versions
  • changing ideas about what constitutes a publication
  • ...7 more annotations...
  • Questions immediately arise: When was this project published? When was it finished? Who deserves credit as author? Who were the reviewers and who were the audience?
  • In our view, it is not that electronic publication is a panacea or an obviously superior form of scholarly communication across the board; it is that these technologies are already upon us, they are for better or worse in increasing use, and they confront us with issues and choices we need to reflect upon.
  • On the other hand, when certain publications are only available digitally, lacking technological resources or skills will exclude certain audiences
  • Electronic publishing has provided an opportunity
  • Is it useful to have access to tens of thousands of documents, with no reliable way of culling the few dozen that one could actually have time to read?
  • As a result, current conventional notions of copyright would need to be profoundly rethought.
  • This fourth model undoes the very idea of a journal as a unidirectional avenue for dissemination of textual information
Maggie Verster

The 21st Century Learner slideshow- nice one! - 1 views

www.slideshare.net/...the-21st-century-learner

school2.0 slideshare education 21st century skills digital citizenship

shared by Maggie Verster on 09 Feb 09 - Cached
  • Maggie Verster on 09 Feb 09
     
    This slideshow gives a visual look at the 21st century learner
Vicki Davis

Susan Silverman's Lucky Ladybugs project going on for elementary - 0 views

kids-learn.org/...project.htm

best_practice connectingpeople curriculum digital_access education hz08 hzmeta virtualcollab

shared by Vicki Davis on 16 Apr 08 - Cached
  • A Collaborative Internet Project for K-5 Students
  • Essential Question: Why are ladybugs considered to be good luck?
  • This project will demonstrate lesson plans designed following principles of Universal Design for Learning (UDL) and examples of student work resulting from the lessons.  As teachers we should ask ourselves if there are any barriers to our students’ learning.  We should look for ways to present information and assess learning in non-text-based formats. 
  • ...5 more annotations...
  • Based on brain research and new media, the UDL framework proposes that educators design lessons with three basic kinds of flexibility: 1. Multiple formats and media are used to present information.
  • Examples: Illustrations, pictures, diagrams, video or audio clips, and descriptions 2.   Teachers use multiple strategies to engage and motivate students. 3.   Students demonstrate learning through multiple performance and product formats.
  • UDL calls for three goals to consider in designing lessons: 1.  Recognition goals: these focus on specific content that ask a student to identify who, what, where, and when. 2.  Strategic goals: these focus on a specific process or medium that asks a student to learn how to do something using problem solving and critical think skills. 3. Affective goals: these focus on a particular value or emotional outcome. Do students enjoy, and appreciate learning about the topic? Does it connect to prior knowledge and experience? Are students allowed to select and discover new knowledge?
  • Resources you might want to use: Scholastic Keys, Kid Pix, Inspiration and Kidspiration, digital camera (still and video), recording narration/music, United Streaming.  Let your imagination go!
  • This project begins on March 15, 2007.  Materials need to be e-mailed by May 31, 2008.
  • Vicki Davis on 16 Apr 08
     
    A great way to get started with technology is to join in an exciting project. this project by Susan Silverman was designed using the principles of Universal Design for Learning. I've heard her present and she is a pro. (Along with my friend Jennifer Wagner.)
  • Vicki Davis on 16 Apr 08
     
    Susan Silverman creates excellent projects for global collaboration among elementary students.
Art Gelwicks

Comment on: Fluffy thinking in the edtech community…a waste of energy and time - 0 views

www.webedtech.com/...nitya-waste-of-energy-and-time

edtech edublogger implement operations planning strategy teaching

shared by Art Gelwicks on 15 Apr 08 - Cached
  • I’m not saying there isn’t a place and a time for strategic thinking, what I’m saying is that the edublogosphere is loaded to the freakin’ gills with it. How many ways can you discuss the innate digital skills of middle school students before realizing it’s worth more to talk about what works and doesn’t work with them. In this case the why is truly “academic”. We’ve twittered, blogged, bookmarked, tagged, forwarded, and flogged this horse to an amazing degree. What I don’t see is the same amount of energy in capturing what’s been done with the students, the successes and failures, in anything longer than 140 characters. If we want our teachers to learn to fish, we have to show them how to bait the hook and cast the line…not wonder if the fish are truly hungry.
  • voicethread.com used in first grade classroom so students are participating in asynchronous conversation and everyone gets to share on topic chosen by teacher. Combined with short recordings from audio enhancement classroom system help the teacher quickly post new content from class to the site.
    • Art Gelwicks
      Art Gelwicks on 17 Apr 08
       
      This is the type of practical example I'm talking about. 30,000 ft. talk is great...only if you're able to land the plane too.
  • Art Gelwicks on 15 Apr 08
     
    Annotated comments about this blog posting.
Ric Murry

Educational Benefits Of Social Networking Sites Uncovered - 0 views

www.sciencedaily.com/...080620133907.htm

shared by Ric Murry on 22 Jun 08 - Cached
    • Ric Murry
      Ric Murry on 27 Jun 08
       
      If true, we have to quit listening to digital divide comments...if true. Or perhaps "the haves" do not have the skills we attribute to this group.
  • The same study found that low-income students are in many ways just as technologically proficient as their counterparts, going against what results from previous studies have suggested.
Dave Truss

The Innovative Educator: The Innovative Educator's Advice for Managing Your Digital Foo... - 19 views

theinnovativeeducator.blogspot.com/...tive-educators-advice-for.html

digitalfootprint

shared by Dave Truss on 25 Dec 10 - No Cached
  • I branded myself to have an online identity of which I’m proud. This is an important skill to teach students. Equally important is conveying the idea that being safe and responsible online does not mean hiding your identity but rather defining it and owning it.
  • Dave Truss on 25 Dec 10
     
    Equally important is conveying the idea that being safe and responsible online does not mean hiding your identity but rather defining it and owning it. Below are articles I have written for educators and parents to help their students do the same.
Tess Alfonsin

DigiTales - 6 views

www.digitales.us/

shared by Tess Alfonsin on 08 Aug 11 - Cached
  • Tess Alfonsin on 08 Aug 11
     
    Educational experiences fully funded to middle and high schools across the U.S.
Steve Ransom

Technology in Schools Faces Questions on Value - NYTimes.com - 11 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by Steve Ransom on 04 Sep 11 - No Cached
  • When it comes to showing results, he said, “We better put up or shut up.”
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
  • how the district was innovating.
  • ...24 more annotations...
  • district was innovating
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
  • If we know something works
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • creating an impetus to rethink education entirely
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Like teaching powerpoint is "rethinking education". Right.
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
  • engagement is a “fluffy
  • term” that can slide past critical analysis.
  • that computers can distract and not instruct.
  • guide on the side.
  • Professor Cuban at Stanford
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
  • This is big business.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
Dennis OConnor

The class was what I needed to help me get focused for school! « Random Thoug... - 0 views

maryalicea.wordpress.com/...help-me-get-focused-for-school

uw-stout e-learning online class librarian 21cif

shared by Dennis OConnor on 17 Aug 09 - Cached
  • Learn how to locate authentic digital primary sources in multiple formats to enhance your curriculum. Develop age appropriate learning activities that promote higher level questioning and critical thinking skills while adding excitement to student learning through engaging activities. The course is especially helpful for teachers of AP classes, teachers addressing state and national standards requiring the use of primary sources, and teachers working with National History Day activities. Materials fromTPS Direct, the Library of Congress Teaching with Primary Sources professional development program, will be incorporated in the class.
  • Dennis OConnor on 17 Aug 09
     
    Primary Sources, Where have you been? Why have I never used primary sources? I didn't use them because I didn't know where to find the resources.I never considered all of the possibilities.
tee1962 Reagan

Technology in Education Leadership Day - 0 views

www.diigo.com/...gy-in-education-leadership-day

Technology School Education Learning Teaching 21st century skills Literacies Web 2.0

shared by tee1962 Reagan on 13 Jul 09 - Cached
  • tee1962 Reagan on 13 Jul 09
     
    Scott McLeod of Dangerously Irrelevant fame invited edubloggers (educational bloggers) worldwide to post (write in our blogs) about digital technologies. Here are bookmared posts I collected from the day.
Martin Burrett

Made with code - 9 views

ukedchat.com/...made-with-code

code programming projects digital skills

shared by Martin Burrett on 16 Oct 15 - No Cached
  • Martin Burrett on 16 Oct 15
     
    A site from Google with resources, projects & inspirational videos to encourage students to code. Projects include programming wearables, making a yeti dance and mixing music.
Ed Webb

Kids who grew up with search engines could change STEM education forever - The Verge - 6 views

www.theverge.com/...tory-structure-education-gen-z

generations students STEM computers literacy digitalliteracy

shared by Ed Webb on 28 Sep 21 - No Cached
  • it may also be that in an age where every conceivable user interface includes a search function, young people have never needed folders or directories for the tasks they do
  • While many of today’s professors grew up without search functions on their phones and computers, today’s students increasingly don’t remember a world without them
  • though directory structures exist on every computer (as well as in environments like Google Drive), today’s iterations of macOS and Windows do an excellent job of hiding them
  • ...3 more annotations...
  • the issue is likely not that modern students are learning fewer digital skills, but rather that they’re learning different ones
  • STEM educators are increasingly taking on dual roles: those of instructors not only in their field of expertise but in computer fundamentals as well.
  • Directory structure isn’t just unintuitive to students — it’s so intuitive to professors that they have difficulty figuring out how to explain it.
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