I don't feel that any of the names mentioned act or feel like they are better than me and have even included me on many conversations
Group items tagged
1More
shared by David Wetzel on 30 Jul 10
- Cached
Top 10 Online Tools for Teaching Science and Math - 18 views
www.teachscienceandmath.com/...-for-teaching-science-and-math
science teach math and strategies technology twitter animoto digital media wallwisher google earth
shared by David Wetzel on 30 Jul 10
- Cached
-
Why use Web 2.0 tools in science and math classes? The primary reason is they facilitate access to input and interaction with content through reading, writing, listening, and speaking. These tools offer enormous advantages for science and math teachers, in terms of helping their students learn using Web 2.0 tools. For example: * Most of these tools can be edited from any computer connected to the Internet. Teachers can add, edit and delete information even during class time. * Students learn how to use these tools for academic purposes and, at the same time, can transfer their use to their personal lives and future professional careers. * RSS feeds allow students to access all the desired research information on one page. * Students learn to be autonomous in their learning process.
1More
shared by David Wetzel on 03 Sep 10
- Cached
6 Top Free Online Tools for Support Teaching and Learning - 22 views
www.suite101.com/...-teaching-and-learning-a281711
best practices teach technology web2.0 tools teaching free learning online top diigo prezi twitter wordpress slideshare education web
shared by David Wetzel on 03 Sep 10
- Cached
-
The six top free online tools were selected from available web 2.0 tools for teaching and learning using presentations, blogging, and bookmarking online resources. There are many excellent online tools available in these three categories, making the selection difficult at best. However, the selection was made based on reviewing available online resources along with other contributions and feedback from teachers.
94More
Blogger: Cool Cat Teacher Blog - Post a Comment - 0 views
-
-
This blogger is a good example of someone who has jumped in with all 10 fingers and gotten to know a lot of neat people. As a relative newcomer, loonyhiker knows a lot of people. Newcomers just need to "jump in!"
-
-
I do love when you say, "if one person reads our blog and get something out of it.. it is important." I try to keep that in mind all the time. Numbers don't matter..people do.
-
-
Lisa Parisi
- ...66 more annotations...
-
As far as the ego thing goes who cares. Your blog's this mine is that. Whoopdy do! If you're learning and growing your PLN that is what counts.
-
-
Charlie A. Roy said.
-
I feel similar frustration. If the point is about learning than reading and commenting is a great way to add to our own creative potential.
-
Tennessee
-
Great response to a burning question/statement that most of us (well probably all of us)feel at one time or another.
-
I find tennessee's comment interesting. What is the "burning" question? Do we matter? Is anyone else really out there? Is Internet realilty -- REAL reality. We are grappling with this and just now realizing that there is an emotional thing going on with it all!
-
-
Many of the people that I have learned the most from are not the ones involved in the "cocktail party" but rather those in the trenches doing what I love to do each and every day, just like you!
-
He has an important point -- if you're only reading the uber-popular bloggers -- you're missing the point of the blogosphere. I make it a point to find some newcomers. To me, it is like a game, I want to find new people doing great things and encourage them like so many greats like David Warlick, Darren Kuropatwa, Ewan McIntosh, and more did for me when I started.
-
-
agree that developing a readership takes time.
-
Many educators don't know the number of readers they have b/c they don't use the right tools -- I recommend consolidating to ONE feedburner feed. It just makes sense.
-
-
Carolyn Foote
-
Scott McLeod
-
Re: the depressing aspects of 'comment intensity,' I actually meant it to be an affirming post rather than a depressing one
-
I think that the comment intensity idea is important in this respect: I often see laments from bloggers that they don't get many comments on their posts. What the table above shows is that even those of us who are fortunate enough to have large readerships often don't get many comments. My personal median over the past 20 posts, even WITH the big spike of 89, is still only 2.5. Ewan, your blog and Vicki Davis' are similar. The point is that many, many posts don't get a lot of comments, even those by the more widely read bloggers.
-
It could be encouraging for some -- for me it made me feel like I had another thing to count! Although, I see Scott's point -- his article wasn't written for me!
-
-
tom said...
-
Thanks for bringing this up. This has been an issue for me personally as well. OK, so nobody's IN, but the (pseudo?) community nature of blogging makes it feel that way.
-
Tom is right -- we all feel this way! I think the feeling of looking in on the blogosphere is one of feeling "out" looking in -- for all of us!
-
-
But, like other artists, we have to work a little every day whether we feel like it or not, and whether we get validation that day or not.
-
I think many of us are working at blogging because there's an element of self improvement, which implies self evaluation. Without feedback from others it's easy to be hard on ourselves.
-
Christopher D. Sessums
-
For me, the conversation is hardly closed; it is simply a matter of having something to say, something to share.The emotional commitment is another aspect of the conversation that is easily glossed over.
-
MIke Sansone
-
I've found (both with myself and those educators I've worked with in their blogging starts) that the edublogosphere is open and welcoming -- but as we engage in any cultural group (even offline), patience really is a key.Still, we sometimes measure our success by the interaction from those we look up to (esp. teachers - many of whom were probably the best students in their class, yes?)
-
Sometimes we don't see the comments -- because the talk happens offline.
-
This is a very important point and one to remember -- the "quiet" audience online may be a very vocal audience offline.
-
-
Britt
-
I get very few comments on my blog but see through the clustermaps that I have readers each and every day, so continue to feel that the blog is benefiting me through reflection and may even be benefiting others as well.
-
This is why having a statcounter or clustrmap is SO very important -- it helps you understand traffic and audience!
-
-
atruger
-
I NEVER get to share tools I discover because someone ALWAYS beats me to the punch...but I am ok with that.
-
But you should share ANYWAY! -- we're not people breaking news -- we're talking about what we USE. So, talk and share!
-
-
I truly connect with what you write even though I am one of "those" people who reads but rarely comments. YOU do make a difference and so do I!
-
-
Bego said...
-
the whole cocktail party analogy is just a grown up version of the kickball line-up in elementary school.
-
I was always picked last there -- whew this analogy hits me close to home. I was always picked last b/c I was the worst. Even the worst kickball player needs to feel encouraged and not destroyed for getting up and kicking the ball. Even the "worst" blogger - if there is such a thing -- needs to feel encouraged sometimes too just for blogging.
-
-
In the blog world, change is effected by good content, and while good content isn't always noticed at first, it does eventually get a respectable position--sometimes because the cocktail group points them out.
-
How could I think to be in the same boat as John Scalzi who started in 1998 if I've only been blogging since 2007?
-
Remember this -- I've been blogging just over 2 years. Strange things can happen -- consistent creation of meaningful content is important.
-
-
I found your blog, Vicki, because a project you do for Atomic Learning mentioned you, and your name is on the movies they use.
-
I did the Web 2.0 workshop for atomic learning and many have found my blog -- actually I had to use a source that I had permission to use!!! ;-)
-
-
jeanette tranberg
-
2005 - you were the only ones out there to follow
-
lol -- I started blogging in December of 2005 and had about 7 followers until mid 2006 -- but there are many who think I've been around forever!
-
-
Oh yes, I have felt the cocktail chill at times. I'm a norwegian edublogger, that have been following your brunks (blogdrunks) for a while. To start with - in
-
Wes told me once I twittered, that nobody should twitter alone and I could not agree more - so I don't.
-
So, from the outer side looking in: Anybody stopping by in Second Life tonight (which is today for you) for a virtual edu cocktail?I'm aka Kita Coage at Eduisland II, waiting to cocktail connect with you c",)
-
Paul Hamilton
-
For most of us, blogging is very much a personal venture.
-
I suspect that we all have a deep desire to be heard and to be accepted. The longer I'm involved in the edublogosphere, however, the more impressed and encouraged I am by the level of acceptance that there is here. It is a good thing that we don't always agree with each other. Disagreement is often at the heart of constructive conversation
-
At the same time, we are no different than the kids in our classrooms. We educators need to know that we will be accepted, no matter what we have to say and no matter how well we are able to express it. I think we help to make the edublogosphere a "safe place" for each other as we try to keep it positive and as we take advantage of the numerous opportunities to be affirming.
-
Jim Dornberg said.
-
I don't at all feel excluded from the blog "cocktail party", because just like a real cocktail party, I am drawn to the people who have something important, and engaging to say and I am content to listen and learn from them. I have seen a few of the "big names" at conferences, and even met a few of them in person. I have emailed several of them and others, or left an occasional comment, and I have been very pleasantly surprised at the thoughtful responses I have received.
-
I read many blogs, but comment rarely, and I suspect that those who read my blog do the same. So I don't feel at all excluded. I'm just happy to occasionally be part of the conversation.
-
Many people feel this way -- just happy to be a part of the occasional conversation.
-
-
Alfred Thompson
-
When I was at EduBloggerCon last spring I felt quite the outsider. There were famous people there and I was unknown. I still feel that way in the broad edublogsphere. But honestly the broad sphere is not who I am blogging for. I blog for a niche - computer science teachers. The event for that niche is SIGCSE and there I (blush) feel a bit like a star. Few of the people there know the edubloggers with much larger readership or Technorati ranks. And really reaching the CS teachers is my goal not reaching everyone who teaches general subjects.
-
-
There is, I believe, room for more at the top if only because the number of teachers reading blogs is still very small but we all hope it is growing. We are still at the ground floor. That makes edublogging different from tech blogging I think.
-
-
Jason Bengs
-
I think we need to all remember our focus for blogging. Mine is for reflection. I use my blog as a tool to improve my teaching. If others start to read and can learn from it, great. To my knowledge I am the only one seeing my blog right now. Which is fine with me. I don't think blogging should be a popularity contest and having a large number of readers is great, it must mean that you, and others, have something to offer that others want to emulate.
-
prof v said
-
I think you could have added three additional points. First, a suggestion on how to increase readership. I think new bloggers (myself included) are still trying to figure out how to make the connections that allow for conversations within blogs. I go back to your list of 10 tips for successful blogging, and still find things I never noticed before
-
would love to see an updated list that perhaps would include how to make sure your blog is part of an RSS feed and how to set up subscriptions for potential readers to make it easy for them to subscribe to your blog.
-
If you go to my blog and search for feedburner -- that is what I use -- I've written several posts on that. I'll have to update the original 10 habits. perhaps I'll do that soon!
-
-
I think even you have realized that it is more difficult to break into the edublogger field as there is now so many new bloggers (just in the last two years).
-
I don't know -- I've seen some newcomers like Darren Draper jump into the blogosphere pretty quickly -- it is about getting involved in the conversation, which is easier now with twitter and webcasts at edtechtalk. Good conversationalists rise to the top.
-
-
Finally, I am surprised that you did not point out how you have helped new bloggers by both asking for new voices and then publishing them in your own blog. I think this is an indication that you are trying to open up the "party".
-
I always let my readers defend me. I'm not perfect, none of us. We also don't have unlimited time... so I have to do the best I can.
-
-
Dean Shareski
-
Isn't the whole point of web 2.0 is that it exudes democracy and equality? Those that get all concerned about rankings and ratings are, as you've suggested missing the point.
-
-
We often quickly want to find ways of ranking. Reminds me of the evils of current assessment practices. We tell kids to do their best and work on improving performance and yet continue to use ranking systems that is clearly a mixed message.
-
Anonymous said.
-
I'm new to this world as of Monday...yes, 4 days of immersing myself in as much ed. tech, web 2.0, online collaboration "stuff" that I can. (thanks to Lisa Thumman at Rutgers U.) Cocktail party or not, your blog and the comments people have left have increased my list of people to follow. Even a discussion about "being on the outside" has led me to the "inside". I'm thrilled to be in the company of such great minds and promise to start contributing once I wrap my brain around it all! Thanks to everyone for sharing! cmtvarok
-
A 4 day old newcomer to the edublogosphere comments.. what an amazing linkage of conversation! Wow! Older, newer, very new. Wow!
-
-
Mrs. V.
-
thanks for coaxing me out of my blogger drought!
-
-
Vicki A. Davis
-
I believe that this "post" has been made stronger by the comments, which have added to the post greater depth of meaning.
-
All over this conversation I see the change in society. We are all going through the emotions of becoming accustomed to something new... kind of like I first experienced when the Internet first came out.
-
And while, when I began blogging, I didn't really set my sights or aim for a large readership... now that it is here, I will seriously consider and appreciate each individual reader and take my job seriously
-
@tennessee -- Those in the trenches are my most important reads... I just wish there were more of us. It seems as if many teachers view blogging as a way out of the classroom when they should see it as a way to improve the classroom!
-
@scottmcleod - I believe the comment intensity is highly correlated to controversiality AND immediacy. If a lot of people SAW someone recently, they want to interact and comment (immediacy.) If someone says something very emotional or controversial, people want to comment and interact (controversiality.) While I guess looking at these stats are fine, I've found in my very short time blogging that looking too much at numbers of any kind removes my focus from what is important. When I focus intently on conversation, my blog traffic and numbers just grow. I always say "whatever is watered, grows." If I water my investigation of stats, I become a good statistician... if I water my blog but also commenting and participating in the blogosphere as a WHOLE, I become a good blogger. I'd rather be the latter. And while the post was meant to be encouraging... I have to admit I'm a competitive perfectionist and always have to reign in that aspect of my nature.
-
@christophersessums - I think the emotional nature of something is like the proverbial elephant in the Net -- it is there. It always stuns me the number of people who discuss their feelings on this when it comes up... it means that many of us are experiencing the same thing.
1More
Learning 2.0 : 23 things you can do to become web 2.0 savvy - 0 views
1More
E-learning - Online Tools and Applications on Go2Web20 - 14 views
1More
shared by David Wetzel on 17 May 10
- Cached
Wiki or Blog: Which is Better? - 9 views
www.teachscienceandmath.com/...wiki-or-blog-which-is-better
benefits blog advantages blogging comparison which one is best wiki web 20
shared by David Wetzel on 17 May 10
- Cached
-
Both wikis and blogs provide teachers with a a dynamic process for integrating Web 2.0 technology in their science and math classes. These two types of online tools offer students a more engaging process for learning. Both are relatively easy tools which do not require teachers or students to learn any special program tools or computer skills. Their uses and applications are only limited by the vision and purpose for helping students learn.
1More
shared by David Wetzel on 19 Apr 10
- Cached
Using the Web 2.0 WallWisher Tool in Science Classes - 8 views
www.teachscienceandmath.com/...-wallwisher-in-science-classes
online application games tools problem solving project based learning Science web 2.0
shared by David Wetzel on 19 Apr 10
- Cached
-
What is Wallwisher and why use it? Its a Web 2.0 application which allows students to express their thoughts or share information on a science concept.
11More
shared by Caroline Bucky-Beaver on 31 Oct 08
- No Cached
Footprints in the Digital Age - 0 views
www.ascd.org/...JnWmcWLY1mVcyLJ7JtJ!-633203459
PLN students engagement socialnetworking digitalcitizenship
shared by Caroline Bucky-Beaver on 31 Oct 08
- No Cached
-
It's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives.
-
A recent National School Boards Association survey (2007) announced that upward of 80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education-related topics.
-
By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights" (Prensky, 2008).
- ...7 more annotations...
-
This may be the first large technological shift in history that's being driven by children.
-
The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
-
Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests.
-
Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement.
-
These new realities demand that we prepare students to be educated, sophisticated owners of online spaces.
-
More than ever before, students have the potential to own their own learning—and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks.
-
Get Started! Here are five ideas that will help you begin building your own personal learning network. Read blogs related to your passion. Search out topics of interest at http://blogsearch.google.com and see who shares those interests. Participate. If you find bloggers out there who are writing interesting and relevant posts, share your reflections and experiences by commenting on their posts. Use your real name. It's a requisite step to be Googled well. Be prudent, of course, about divulging any personal information that puts you at risk, and guide students in how they can do the same. Start a Facebook page. Educators need to understand the potential of social networking for themselves. Explore Twitter (http://twitter.com), a free social networking and micro-blogging service that enables users to exchange short updates of 140 characters or fewer. It may not look like much at first glance, but with Twitter, the network can be at your fingertips.
-
Very interesting article regarding our need as educators to teach students how to build their own PLNs. Teachers need to lead by example. He gives quick tips in the end on how to establish a PLN.
2More
RSS « Learning 2.0 @ SIAST - 0 views
-
This week’s discovery exercises focus on learning about RSS feeds and using Google Reader (a free online newsreader) to bring your feeds together. If there is another online reader that you are more comfortable with, or that you already use, please feel free to use it.
-
This week's discovery exercises focus on learning about RSS feeds and using Google Reader (a free online newsreader) to bring your feeds together. If there is another online reader that you are more comfortable with, or that you already use, please feel free to use it.
5More
Stumbling Blocks: Playing It Too Safe Will Make You Sorry | Edutopia - 0 views
-
"We need to create places where teachers can take chances," Honeycutt says. “Every district needs to anoint some teachers to play with Web 2.0 tools in a safe, hypothetical environment. I call it taming the tool. Teachers need time to consider, 'Under what conditions would we allow this tool into the classroom?'"
-
“We realized that students don't see these as impediments, but rather as challenges,” Canuel says. "Students find ingenious ways to go around them." Rather than fighting to stay a step ahead of tech-savvy pupils, the district emphasizes online safety and digital citizenship.
-
Instruction in digital citizenship needs to start early,
- ...1 more annotation...
-
In the still-evolving Web 2.0 era, anyone with Internet access has the power to create and publish content online and interact with content others have created.
-
Content filters and firewalls are great for keeping kids away from pornography, as required by the Children's Internet Protection Act, or preventing them from updating their Facebook status during class. But the same filters can stop teachers from accessing cutting-edge widgets and digital materials that have enormous potential for expanding learning.
1More
shared by David Wetzel on 20 Apr 10
- Cached
Elearning Replaces the Traditional Model of Teaching and Learning - 7 views
distance-education.suite101.com/...model-of-teaching-and-learning
elearning online learning distance web 20 emerging technology management systems social open source content personal
shared by David Wetzel on 20 Apr 10
- Cached
-
Emerging Web 2.0 technologies are discussed in the perspective of how elearning is evolving into a future dominated by personal learning environments.
4More
shared by Dave Truss on 15 May 08
- Cached
The New Face of Learning: The Internet Breaks School Walls Down | Edutopia - 0 views
www.edutopia.org/new-face-learning
future learningconversations pedagogy techintegrator technology web 2.0
shared by Dave Truss on 15 May 08
- Cached
-
I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
-
In many schools and even states, it's been, rather, a movement to block and bust: no blogs, no cell phones, no IM. We take away the powerful social technologies our kids are already using to learn and, in doing so, tell them their own tools are irrelevant. Or, instead of using the complex and challenging phenomenon of a site such as Wikipedia to teach the realities of navigating information in this new world, we prohibit its use. In fact, at this writing, the U.S. legislature is in the process of deciding whether schools and libraries should have access to any of the potential of the Read/Write Web at all. When you read this, blogs and wikis and podcasts (and much more) may be things that students (and teachers) can access and create only from off-campus.
-
I wonder whether, twenty-five or fifty years from now, when four or five billion people are connecting online, the real story of these times won't be the more global tests and transformations these technologies offered. How, as educators and learners, did we respond? Did we embrace the potentials of a connected, collaborative world and put our creative imaginations to work to reenvision our classrooms? Did we use these new tools to develop passionate, fearless, lifelong learners? Did we ourselves become those learners?
-
I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
1More
shared by David Wetzel on 23 Apr 10
- Cached
Why Use Web 20 Tools when Teaching Science or Math? - 22 views
www.teachscienceandmath.com/...-when-teaching-science-or-math
advantages collaboration free web tools learning Math online podcasts Science teaching 2.0
shared by David Wetzel on 23 Apr 10
- Cached
-
The following is a common question heard around teacher workrooms, teacher lunchrooms, faculty meetings, and science or math conferences. "Why use web 2.0 tools when teaching science or math?" The answer is both simple and complex at the same time.
1More
shared by Fred Delventhal on 10 Dec 08
- Cached
SecretBuilders - 0 views
www.secretbuilders.com/home.html
virtualworld virtualworlds education elementary students for:edtechtalk
shared by Fred Delventhal on 10 Dec 08
- Cached
-
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
1More
shared by dolors reig on 15 Aug 08
- Cached
FOC08 (1): Del grupo a la comunidad, principios básicos. | El caparazón - 0 views
www.dreig.eu/...a-comunidad-principios-basicos
aprendizaje clay shirky communitie communities comunidades comunidades de practica conductor conductor comunidades conocimiento cops downes e-learning educación 2.0 elearning 2.0 enlazar facilitacion foc08 moderador comunidades
shared by dolors reig on 15 Aug 08
- Cached
-
Os dejo hoy un resumen de la Primera Unidad del Curso de Facilitación de Comunidades Online en el que participo, considerando que puede ser de utilidad a diversas disciplinas, desde la educación al márketing social. El curso se desarrolla en inglés (paso a traducir este mismo artículo) pero he creído que a algunos lectores podrían seros de interés algunas de sus conclusiones. Lo iré haciendo al finalizar cada unidad. Se trata de un ejercicio de síntesis y aportación personal. Podéis ver las fuentes teóricas de las que parto, las que matizo según mi experiencia, al final del artículo
1More
e-learning 2.0 - how Web technologies are shaping education - 11 views
7More
A Call for Technology Leadership - 16 views
-
(1) modeling the use of new technologies in communicating to students, teachers and the general public; (2) ensuring that technology becomes integral to teaching 21st-century skills from critical thinking and problem solving to collaboration and information literacy in the classroom; (3) boosting Web 2.0 applications and tools as key components of student learning; (4) offering professional development in these technologies and deploying the online tools that help teachers create learning communities among themselves; and (5) requiring better balanced assessments of student work—including project-based learning enhanced by technology tools—in an age driven by NCLB-oriented testing and better use of data from the assessments to help students improve their performance.
-
Asking any leader to model effective strategies makes sense, but shouldn't the imperative of offering professional development in newer communications tools come first? Some district leader's I can see jupming into new tools and ways to communicate, but you can't expect all veteran leaders to adopt new tools without the development and support they'll need. -
I'm curious to know in how many districts does the Superintendent serve as the curriculum leader capable of making the sweeping changes to move a district towards project-based learning. I have an inkling that many superintendents find niches that make them valubale, whether it's focusing on assessment, community relations, curriculum, or something else.
-
-
The revised edition also includes a self-assessment for superintendents to evaluate how far their districts have come along the technological curve. CoSN’s CEO Keith Krueger explains that his organization’s research shows that many district leaders are behind that curve, and the new document opens with a letter:
-
-
e cautions that the large-scale changes CoSN is advocating are most likely to happen for district leaders who are not engaged in dozens of other initiatives. “Everybody wants the superintendent to be in the middle of everything,” Reeves explains. “The real acid test is whether you can execute the ‘not-to-do list,’” adding that superintendents need to resist establishing too many priorities. Each of the five areas featured in “Empowering the 21st Century Superintendent” includes a set of resources and a series of action steps for superintendents and district leadership teams. For instance, in the 21st-century skills section, leaders are urged to improve their own such skills, create a vision for integrating them into K12 instruction, audit the district’s strategic plan to see which might be missing and adjust professional development accordingly.
-
Love the pragmatism in this quote. Good acknowledgement that district superintendents are engufed in far too much at times, and thus tech-integration may not realistically happen. Good to know that the framework provided by CoSn also includes some directions for district tech teams.
-
NEA: Guide to Online Courses for High School Students - Online Learning - Online Education - 0 views