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David Warlick

Idaho Teachers Fight a Reliance on Computers - NYTimes.com - 8 views

  • The idea was to establish Idaho’s schools as a high-tech vanguard.
    • David Warlick
       
      I'm not sure what this means, "High-tech Vangard," though I guess I understand why a state would want to make up a term like this and use it to label what they are trying to do.  
  • To help pay for these programs, the state may have to shift tens of millions of dollars away from salaries for teachers and administrators.
    • David Warlick
       
      To me, the salient question is, "Are teachers and administrators less important than technology?"  If they're not, then you find some other way to pay for the tech.
  • And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers.
    • David Warlick
       
      OK, several comments here. 1. I have no problem with "less a lecturer."  However, I do not advocate the elimination of lecture.  It is one of many methods for teacher and learning. 2. The implication of the last part of the sentence is that the computer is becoming the/a teacher, delivering instruction.  I do not agree with this characterization of technology.  It is a tool for helping students learn, not for teaching them (with some exceptions).  It extends the learners access to knowledge and skills...
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  • And some say they are opposed to shifting money to online classes and other teaching methods whose benefits remain unproved.
    • David Warlick
       
      My question here is, "Why are the requiring online classes?"  If it is part of the "high-tech vangard" thing, then I don't really understand.  If it is because they believe that it is more effective for learning, well, that's a complex issue that depends on so many things that have NOTHING to do with the state's legislature.  If it is because students will be taking online courses in their future, and then need to learn to take online courses while in high school, then I can support that.  I do not believe that it is appropriate to compare online courses to face-to-face courses.  Fact is, sometime online is the only way you can access the knowledge/skills that you need.  We need to be comfortable with that.  But it has little to do with technology.  It's learning!
  • improve student learning.
    • David Warlick
       
      This is a phrase that irks me.  I think that we should be using contemporary information and communication technologies for teaching and learning, because our prevailing information environment is networked, digital, and info-abundant.  We should be using tech to make learning more relevant to our time...
  • “I fought for my country,” she said. “Now I’m fighting for my kids.” Gov. C. L. Otter, known as Butch, and Tom Luna, the schools superintendent, who have championed the plan, said teachers had been misled by their union into believing the changes were a step toward replacing them with computers. Mr. Luna said the teachers’ anger was intensified by other legislation, also passed last spring, that eliminated protections for teachers with seniority and replaced it with a pay-for-performance system. Some teachers have also expressed concern that teaching positions could be eliminated and their raises reduced to help offset the cost of the technology. Mr. Luna acknowledged that many teachers in the state were conservative Republicans like him — making Idaho’s politics less black and white than in states like Wisconsin and New Jersey, where union-backed teachers have been at odds with politicians.
  • The teacher does become the guide and the coach and the educator in the room helping students to move at their own pace.
    • David Warlick
       
      This is so far off the mark that I do not know where to begin.  OK, here's what I would say.  "Our children live in a time of rapid change.  Therefore, they must become resourceful and relentless learners.  Being a teacher in such classrooms requires an expanding array of skills and activities, among them, being resourceful and relentless learners in front of their students -- adapting to today's prevailing information environment and the information and communication technologies that work it."  Probably need to find a simpler way to express this.
  • The plan requires high school students to take online courses for two of their 47 graduation credits
    • David Warlick
       
      Again, why?
  • Mr. Luna said this would allow students to take subjects that were not otherwise available at their schools and familiarize them with learning online, something he said was increasingly common in college
    • David Warlick
       
      I agree with this.  It's a good reason to require Online courses, to learn to take them, and to be expected to take some course that is so esoteric that it's not offered locally.
  • becomes the textbook for every class, the research device, the advanced math calculator, the word processor and the portal to a world of information.
    • David Warlick
       
      I am not in disagreement with this statement.  I'd be no less disagreeable with omission to textbook.
  • Teachers are resisting, saying that they prefer to employ technology as it suits their own teaching methods and styles. Some feel they are judged on how much they make use of technology, regardless of whether it improves learning. Some teachers in the Los Angeles public schools, for example, complain that the form that supervisors use to evaluate teachers has a check box on whether they use technology, suggesting that they must use it for its own sake.
    • David Warlick
       
      We get so hung up on "technology."  It's the information that's changed.  There should be a check box that says, in what ways is the lesson including networked, digital, and abundant information?
  • That is a concern shared by Ms. Rosenbaum, who teaches at Post Falls High School in this town in northern Idaho, near Coeur d’Alene. Rather than relying on technology, she seeks to engage students with questions — the Socratic method — as she did recently as she was taking her sophomore English class through “The Book Thief,” a novel about a family in Germany that hides a Jewish girl during World War II.
    • David Warlick
       
      This is a wonderful method for teaching and timeless.  However, if the students are also backchanneling the conversation, then more of them are participating, sharing, agreeing and disagreeing, and the conversation has to potential to extend beyond the sounding of the bell.  I'm not saying, this is a way of integrating technology, I'm saying that networked collaboration is a relevant way for students to be learning and will continue to learn after school is over.
  • Her room mostly lacks high-tech amenities. Homework assignments are handwritten on whiteboards. Students write journal entries in spiral notebooks. On the walls are two American flags and posters paying tribute to the Marines, and on the ceiling a panel painted by a student thanks Ms. Rosenbaum for her service
    • David Warlick
       
      When I read this, I see a relic of classrooms of the past, that is ignoring today's prevailing information landscape.
  • Ms. Rosenbaum did use a computer and projector to show a YouTube video of the devastation caused by bombing in World War II. She said that while technology had a role to play, her method of teaching was timeless. “I’m teaching them to think deeply, to think. A computer can’t do that.”
    • David Warlick
       
      Yes, she's helping them to think deeply, but how much more deeply would the be thinking if she asked her students to work in teams and find videos on YouTube that portray some aspect of the book, critique and defend their selections.
  • She is taking some classes online as she works toward her master’s degree, and said they left her uninspired and less informed than in-person classes.
    • David Warlick
       
      Again, it is not useful to compare online course to f2f.  They're different, and people need to learn to work within them.
  • The group will also organize training for teachers. Ms. Cook said she did worry about how teachers would be trained when some already work long hours and take second jobs to make ends meet
    • David Warlick
       
      I look forward to learning how they will accomplish this.
  • For his part, Governor Otter said that putting technology into students’ hands was the only way to prepare them for the work force. Giving them easy access to a wealth of facts and resources online allows them to develop critical thinking skills, he said, which is what employers want the most.
    • David Warlick
       
      It disturbs me that policies may be coming out of an environment where the conversation probably has to be factored down to such simplistic statements.  Education is complex, it's personal, and it is critical -- and it's not just about what employers want!
  • “There may be a lot of misinformation,” he said, “but that information, whether right or wrong, will generate critical thinking for them as they find the truth.”
    • David Warlick
       
      Bingo!
  • If she only has an abacus in her classroom, she’s missing the boat.
    • David Warlick
       
      And doing a disservice to Idaho's children!
  • Last year at Post Falls High School, 600 students — about half of the school — staged a lunchtime walkout to protest the new rules. Some carried signs that read: “We need teachers, not computers.” Having a new laptop “is not my favorite idea,” said Sam Hunts, a sophomore in Ms. Rosenbaum’s English class who has a blond mohawk. “I’d rather learn from a teacher.”
    • David Warlick
       
      What can't we get past "Us vs Them."  Because it gets people elected.
Claude Almansi

Unleashing the Potential of Educational Technology - White House - PDF - 0 views

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    Executive Office of the President Council of Economic Advisers Unleashing the Potential of Educational Technology September 16, 2011 EXECUTIVE SUMMARY Educational technology holds the promise of substantially improving outcomes for K-12 students, but there are significant challenges in bringing new educational technology products for this population to market. It is difficult for producers of these technologies to demonstrate the effectiveness of their products to potential buyers and market fragmentation creates barriers to entry by all but the largest suppliers. The spread of broadband Internet and Common Core State Standards have improved the landscape for educational technologies, but these factors alone are likely insufficient for a "game changing" advance. Working together, stakeholders can form a plan of action to provide local school systems with easy access to good information about the effectiveness of various educational technology products and give prospective developers of these products access to customers on a scale sufficient to make it worthwhile for them to enter the market. The payoff - in the form of more effective and more widely utilized educational technologies, leading to better outcomes for students - could be enormous.
Vicki Davis

2013 F3 Educator Showcase Submission Form | Foundations for the Future (F3) - 2 views

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    This is a call out specifically to my friends out there in the Atlanta area or anywhere in Georgia to put in for a poster session at Georgia Tech's conference about the Foundations for the future. I wish I could get away but am a bit tied up at school right now. Here's the information and link: "Foundations for the Future (F3), a K-12 outreach and research program at Georgia Tech Research Institute, knows that Georgia teachers are using technology in amazing ways to inspire and engage students. One of the most frequent comments we hear is that it is difficult for educators to know what's working for other educators because there is so much going on, not everyone can afford to attend conferences, and access to technology is inconsistent across the state. We want to honor and highlight teachers and their projects. What better way to get inspired than through a fellow colleague! What better way to meet other passionate educators and share your experiences! F3 is hosting the 2013 F3 Educator Showcase during our May Explorers Guild meeting. The showcase will include a panel discussion along with a poster session. If you are interested in applying for the poster session, all you need to do is follow the guidelines below. Posters will be chosen by a selection committee of F3 partners and Georgia Tech colleagues. Chosen posters will be printed for participants so that after the event they can take the posters back to their school to continue highlighting the good work taking place there! This event helps support F3's mission to help acquire and leverage instructional technology resources for Georgia's classrooms, schools, and districts, share best practices, and establish a community of learners. We look forward to your submissions and can't wait to see you all at the event in May!   Guidelines for Poster Abstract Submission: Title: Accurately and concisely present your idea in 15 words or less Abstract: In 350 words or less, tell us about how using technology
Ted Sakshaug

TechConnect - 5 views

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    TechConnect is a peer networking community for Education Information Technology (IT) Professionals. Members log on to exchange knowledge, ask questions, and share experiences with other Education Information Technology peers. Connect to colleagues, create interest groups, and access member-only resources. The TechConnect community is developed and focused specifically for Education Information Technology Professionals (private school as well as public school) and is only offered to those users.
yc c

McGraw-Hill's AccessScience Encyclopedia of Science & Technology Online - 13 views

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    Over 8,500 online articles from the McGraw-Hill Encyclopedia of Science & Technology 10th editionResearch Updates from the McGraw-Hill Yearbooks of Science & Technology110,000+ definitions from the McGraw-Hill Dictionary of Scientific and Technical Terms15,000 illustrations and graphics, and bibliographies containing more than 28,000 literature citationsContent contributed by more than 5000 researchers, including 36 Nobel Prize winnersBiographies of more than 2,000 well-known scientists from the Hutchinson Dictionary of Scientific Biography®The latest news in science and technology from Science News® and ScienCentral® videosContinuously updated, fully-searchable, media-rich content, terms, images and videosadded illustrations, animations, and image galleriesquestions answered in our weekly Q&AAccessScience puts the most useful and up-to-date technology to work for you: in addition to fast, sophisticated search capability, you'll find RSS feeds, Flash® animations, image galleries, podcasts, videos, and more, with our enhanced search engine making discovery of this wide range of information easier than ever.  Whatever you need, AccessScience is designed to help:  For StudentsData, tables and tools linked directly from topic home pages, so you're never more than a few clicks from the answers you needEssay topics to guide research and reportsFor EducatorsHigh quality images and illustrations, downloadable to use in PowerPoint presentationsStudy Center offers curriculum-oriented tools, Flash tutorials, and study guidesFor LibrariansLibrarian resource center highlights news and features, research tips and tools, easy-to-access online user statistics reports, and much moreSearch by content type, collection, topic or sub-topic, with semantic search, corrective spelling, results filtering and saved search criteria
Anne Bubnic

New U.S. Research Center to Study Education Technology - 0 views

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    Congress has authorized a new federal research center that will be charged with helping to develop innovative ways to use digital technology at schools and in universities. The National Center for Research in Advanced Information and Digital Technologies was included as part of the latest reauthorization Requires Adobe Acrobat Reader of the Higher Education Act, approved last month. President Bush signed the law on Aug. 14. The center will be charged with supporting research and development of new education technologies, including internet-based technologies. It will also help adapt techniques already widely used in other sectors, such as advertising and the military, to classroom instruction.
Claude Almansi

Scoop.It! | Education and Training Solutions - 9 views

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    By Claude Almansi and Jan Schwartz October 3rd, 2011 "Scoop.it is a new application that is still in beta, although it's fairly easy to get an invite to join. Claude Almansi found the app, sent an email about it to a list serv, which prompted Jan Schwartz to join. We've only been at it for a month or so, but already both of us have found some good information that we otherwise would have missed, and we are helping to spread the good work about education technology and change. First, some information about Scoop.it that Claude dug up. The web service was conceived in France, launched in December 2010 and its web site is in English. It's a social site for sharing news events and articles via subscription. Even if you don't subscribe, Scoop.it can be used to look for information items selected by others on a given theme via its public search engine. You do need to subscribe if you want to create and curate your own topic on a given theme or subject. For example, Jan was particularly excited to find a blog written as a result of a live chat sponsored by the Chronicle of Higher Education, which talked about the topic of Cathy Davidson's recent book, Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work and Learn. There were four panelists and 1500 participants on the chat and one of them, David Palumbo-Liu, wrote a blog about his experience, which was very different than Jan's and so an interesting read for perspective. She would not have found that blog if not for Scoop.it. Claude curates a site for Multimedia Accessibility. Currently Jan is 'scooping' under the title Technology for Teaching and Learning . You can curate as many different topics as you like."
Vicki Davis

Federation of American Scientists :: The National Center for Research in Advanced Infor... - 0 views

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    New center for researching information and digital technologies and the impact on learning has been created.
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    Comprehensive research on how advanced computer and communication technologies can improve all levels of learning has been funded. This National Center was created and signed into law on August 14, 2008 in the United States. I think that research is a great thing. I they will involve all educators in developing their primary questions. Research based best practices underlie all we do and we do need more. I hope, however, they don't get too hung up on the technology (i.e. wiki, blog) and focus on what technology lets us do.
anonymous

Effects of Technology on Classrooms and Students - 0 views

  • Students clearly take pride in being able to use the same computer-based tools employed by professionals. As one teacher expressed it, "Students gain a sense of empowerment from learning to control the computer and to use it in ways they associate with the real world." Technology is valued within our culture. It is something that costs money and that bestows the power to add value. By giving students technology tools, we are implicitly giving weight to their school activities. Students are very sensitive to this message that they, and their work, are important.
    • anonymous
       
      Many of my disadvantaged students respond the most positively to using the computer activities. This could be because they see technology as valuable.
  • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information.
    • anonymous
       
      This makes the learning much more interesting for each student. It makes the learning a very personal experience even though all the students are doing similar tasks at their computers. Some teachers think a computer activity is impersonal but my experience shows the opposite.
  • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast.
Jonathan Tepper

Pioneering research shows 'Google Generation' is a myth - 0 views

  • All age groups revealed to share so-called ‘Google Generation' traits New study argues that libraries will have to adapt to the digital mindset Young people seemingly lacking in information skills; strong message to the government and society at large
  • “Libraries in general are not keeping up with the demands of students and researchers for services that are integrated and consistent with their wider internet experience”,
  • research into the information behaviour of young people and training programmes on information literacy skills in schools are desperately needed if the UK is to remain as a leading knowledge economy with a strongly-skilled next generation of researchers.
    • Vicki Davis
       
      This is needed for all countries, just few countries realize it!
    • Jonathan Tepper
       
      Multiliteracies approach seems to be the focus now in the education landscape. Paper sabout learning/teaching with technology are emmerging in this area and seem to address this.
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  • “Libraries have to accept that the future is now.
  • Turning the Pages 2.0 and the mass digitisation project to digitise 25 million of pages of 19th-century English literature are only two examples of the pioneering work we are doing.
  • the changing needs of our students and researchers and how libraries can meet their needs.
  • We hope it will also serve to remind us all that students and researchers will continue to need the appropriate skills and training to help navigate an increasingly diverse and complex information landscape.”
  • CIBER developed a methodology which has created a unique ‘virtual longitudinal study' based on the available literature and new primary data about the ways in which the British Library and JISC websites are used. This is the first time for the information seeking behaviour of the virtual scholar to have been profiled by age.
    • Vicki Davis
       
      They have created a new technique called a "virtual longitudinal study" that sounds fascinating.
    • Jonathan Tepper
       
      not sure if that is an established methodology... interesting.
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    This study breaks a lot of the stereotypes people may have about use of the Internet. It also presents important information for libraries and schools.
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    Wow -- this longitudinal study shows that all generations show "google generation" traits with over 65 year olds spending 4 more hours a week online than some of the younger ages. It argues that libraries must adapt to the digital mindset AND that young people are lacking in information skills! This is an important study for all educators, business leaders, AND students on the Horizon project. Another reason to remind ourselves that we base practice on RESEARCH not STEREOTYPES!
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    Wow -- this longitudinal study shows that all generations show "google generation" traits with over 65 year olds spending 4 more hours a week online than some of the younger ages. It argues that libraries must adapt to the digital mindset AND that young people are lacking in information skills! This is an important study for all educators, business leaders, AND students on the Horizon project. Another reason to remind ourselves that we base practice on RESEARCH not STEREOTYPES!
Vicki Davis

Why Technology Will Never Fix Education - Commentary - The Chronicle of Higher Education - 11 views

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    Interesting article in Journal of Higher Ed with Many Great Points "The real obstacle in education remains student motivation. Especially in an age of informational abundance, getting access to knowledge isn't the bottleneck, mustering the will to master it is. And there, for good or ill, the main carrot of a college education is the certified degree and transcript, and the main stick is social pressure. Most students are seeking credentials that graduate schools and employers will take seriously and an environment in which they're prodded to do the work. But neither of these things is cheaply available online. Arizona State University's recent partnership with edX to offer MOOCs is an attempt to do this, but if its student assessments fall short (or aren't tied to verified identities), other universities and employers won't accept them. And if the program doesn't establish genuine rapport with students, then it won't have the standing to issue credible nudges. (Automated text-message reminders to study will quickly become so much spam.) For technological amplification to lower the costs of higher education, it has to build on student motivation, and that motivation is tied not to content availability but to credentialing and social encouragement. The Law of Amplification's least appreciated consequence, however, is that technology on its own amplifies underlying socioeconomic inequalities.
Vicki Davis

Free Technology for Teachers: A Technology Integration Matrix with Video Examples - 35 views

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    Excellent write up on the uses of technology integration information from the Florida Center for Instructional Technology. This is an incredible example of how a good blogger (like Richard Byrne) can take what looks very complex and help his readers understand what they will get out of it. Of course, I could have written my own take, but since Richard does such a good job, why should I. Which brings us to another point about blogging - we give credit and don't "snarf" blogposts from others as many of the trolls out there are doing.
Maggie Verster

DIGITAL LEARNING ENVIRONMENTS: Tools and Technologies for Effective Classrooms - 0 views

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    Today's students grew up with technology and expect to use it to get information, solve problems and communicate. These are the very skills they need now and in the future. When classrooms are equipped with the right combination of technology tools, students can learn all the skills they need to prepare. This web site is your guide to digital learning, dedicated to demonstrating how the technologies available in a digital learning environment can be the catalyst for teaching and learning in an era where new skills - and the ability to change as times demand - are paramount.
Marie Coppolaro

NCTE (National Centre for Technology in Education) - Home - 0 views

shared by Marie Coppolaro on 30 Dec 08 - Cached
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    The National Centre for Technology in Education is an Irish Government agency established to provide advice, support and information on the use of information and communications technology (ICT) in education.
Vicki Davis

How Teachers Are Using Technology at Home and in Their Classrooms | Pew Research Center... - 0 views

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    Take time to read this PEW research about teachers and how they are using technology in their classrooms. It is shocking that 73% say they or their students use cell phones to complete assignments. I wish they had separated out this number to know exactly how many let their STUDENTS use their cell phones. To me, this number shows the tide has turned.  Some of the highlights of the research: "Mobile technology has become central to the learning process, with 73% of AP and NWP teachers saying that they and/or their students use their cell phones in the classroom or to complete assignments More than four in ten teachers report the use of e-readers (45%) and tablet computers (43%) in their classrooms or to complete assignments 62% say their school does a "good job" supporting teachers' efforts to bring digital tools into the learning process, and 68% say their school provides formal training in this area Teachers of low income students, however, are much less likely than teachers of the highest income students to use tablet computers (37% v. 56%) or e-readers (41% v. 55%) in their classrooms and assignments Similarly, just over half (52%) of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students"
anonymous

50 Useful iPhone Tips for Librarians and Researchers | College@Home - 0 views

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    Whether you love or loathe technology the reality is that it's going to play a big role in the future of libraries and educational facilities all over the world. Mobile technology has been at the center of a lot of discussion lately in research and library facilities, with schools like ACU choosing to distribute iPhones to new students for educational purposes. While the long term value of the iPhone as an educational tool is still up for debate, there are a number of ways librarians and researchers can begin using the technology to help them find information, catalogue their collections and much more. Here are a few ideas and tips to get you started on using the iPhone for more than just calls.
Tina Steele

Edutopia Media | Edutopia - 0 views

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    Hundreds of articles, expert interviews, research, and resources highlighting success stories in K-12 education. Short videos provide case studies in technology integration, project-based learning, emotional intelligence, teacher preparation, assessment and more." /> metatext/html; charset=utf-8
Terry Elliott

World Without Walls: Learning Well with Others | Edutopia - 0 views

  • We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
    • Jeff Richardson
       
      Good reason for teaching dig citizenship
    • Terry Elliott
       
      What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
    • Terry Elliott
       
      Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
  • Likewise, we must make sure that others can locate and vet us.
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  • technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
    • Terry Elliott
       
      All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
    • Terry Elliott
       
      Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
  • Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
  • The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
  • The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
  • Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
  • The technologies we block in their classrooms flourish in their bedrooms
  • Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
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    Article by Wil Richardson on Collaboration
Vicki Davis

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

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    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.
Jeff Johnson

100 Best YouTube Videos for Teachers | Smart Teaching - 0 views

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    Here are 100 YouTube videos that can provide supplementary information for the class, give inspiration, help you keep control of class and even provide a few laughs here and there.
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    With the increasing use of technology in classrooms, it's no wonder that teachers have a growing interest in using YouTube and other online media sharing sites to bring information into their classrooms. Here are 100 YouTube videos that can provide supplementary information for the class, give inspiration, help you keep control of class and even provide a few laughs here and there.
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