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Vicki Davis

Evernote, Dropbox, Edublog Consent form from Canada - 11 views

    Here's a sample form allowing students to use Dropbox and Evernote and Edublog services from a teacher in Canada. NOte that this includes disclosure that the site is hosted outside the country, something important for international relationships as typically websites are governed by their host country.
Patti Porto

TED is Coming To PBS - Edudemic - 14 views

    "On April 16th, PBS is going to air the first televised TED event, dubbed TED Talks Education. It'll be filmed a bit before the airing on April 4th in New York City. The first three speakers include Geoffrey Canada of the Harlem Children's Zone, Bill Gates, and Sir Ken Robinson. TED says there will be more speakers (including "dynamic teachers, speakers, and performers") announced soon. The topic of discussion? Curbing the high school dropout crisis."
David Warlick

What if Finland's great teachers taught in U.S. schools? (Not what you think) - 16 views

    Many governments are under political and economic pressure to turn around their school systems for higher rankings in the international league tables. Education reforms often promise quick fixes within one political term. Canada, South Korea, Singapore and Finland are commonly used models for the nations that hope to improve teaching and learning in their schools. In search of a silver bullet, reformers now turn their eyes on teachers, believing that if only they could attract "the best and the brightest" into the teaching profession, the quality of education would improve.
Vicki Davis

21st Century Learning. 21st Century Leadership. - Integrating Technology: My ... - 7 views

    I'm interviewing Gallit Zvi from British Columbia, Canada today on Every Classroom matters (should post in about a week) about genius hour and I was intrigued by this post on her blog about how her school "looks." While some of these points have inspired questions (they can cook for their family in lieu of copying spelling sentences, for example) others have me wishing we could do the same thing (entrepreneur fair where students have a sales idea, craft a business plan and make and sell products.) It is worth a peek inside this fascinating classroom and school which uses genius hour among other things.
Vicki Davis

Twitter Blog: Changes for Some SMS Users-Good and Bad News - 0 views

    If you are using twitter and SMS in any other country other than Canada, the US, and India, you need to read the twitter blog update on sms changes in these areas!
Vicki Davis

Whither censorship? « What Counts! - 0 views

    EXcellent reading on digital citizenship and why some parents want to block use at school.
    Very interesting ponderings from an elementary teacher in Saskatoon, Saskatchewan, Canada about the balance and issues that have caused some parents to want to block all "social" tools in school. I think she has very balanced ponderings on this and it is excellent reading.
Vicki Davis

Classtell - class websites for teachers - 0 views

    Fifteen year old programmer, Kasra Kyanzadeh, from Canada, emailed me to tell her about this website. This is another one to review. I hope that you'll share if you've used this site and what you think. With so many easy options, we should all be able to find something that suits our needs (and/or our filter.) This one costs $20 CAD a year but you can have a 90 day free trial.
    Another site for building a class website. They offer a 90 day free trial but it costs $20 CAD a year.

innovation3: In Their Own Words ~ Students Learning with Web 2.0 or Two Master Teachers... - 0 views

    Chris Harbeck and Darren Kuropatwa are mathematics teachers in Canada; Chris at Sargent Park School, a junior high school in Winnipeg and Darren at Daniel McIntyre Collegiate only a few blocks from Sargent Park. In April 2008 they brought a few of their students to Manitoba for the Pan-Canadian Interactive Literacy Forum to speak about their learning experiences in their respective math classes using Web 2.0 tools. Listen to Chris and Darren and their students speak.
Art Gelwicks

ScribbleLive: Two Guys In Canada Launch Sweet Liveblogging Platform - 0 views

    Another liveblogging tool.
Vicki Davis

Iditarod-Collaborative-Project » home - 0 views

  • Iditarod Collaborative Project.
    Elementary classrooms connecting about the Iditarod. From USA, Canada, and Lebanon. They will be re-running this project again next year.
    A project for elementary levels.
Vicki Davis

Internet safety: Share your story in the Trend Micro Internet safety video contest - 1 views

    Share your story and earn money. What's the deal? Prizes: One $10,000USD grand prize; six $500USD category prizes (three awarded to schools per category and three awarded to individuals per category). Prizes are in US Dollars or equivalent in British Pound Sterling or Canadian Dollars at contest closing date. Deadline: Upload by 11:59:59 PM US Pacific Time on April 5, 2011 Check out what time this is where you live Content: Your video must address one of three issues Being A Good Online Citizen Using A Mobile Phone Wisely Maintaining Your Privacy Online Eligibility: All residents of Canada (excluding Quebec), the UK and the US, 13 years of age and older.
Toni Olivieri-Barton - Home - 13 views

    Website from Canada with lots of art resources.
Dennis OConnor

Martin Dougiamas Keynote at Moodlemoot Canada | Some Random Thoughts - 7 views

    An important overview for any one using Moodle, especially useful for those contemplating an upgrade to 2.0 .  (I'll make the move when we have 2.1 or 2.2.)  
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
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  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
Vicki Davis

Children's math education resources for teachers | DreamBox Learning online math educat... - 1 views

    From Dreambox in my inbox: "In honor of Math Awareness Month this April, I am e-mailing you this morning to share the news that DreamBox Learning is launching DreamBox Math Classroom, a school version of the curriculum and standards based children’s math adventure game, DreamBox Learning K-2 Math. To celebrate the release, DreamBox Learning offers free access to the game for any kindergarten, first or second grade classroom in the U.S. and Canada through the end of the current school year or June 30, 2009. Teachers at accredited schools can simply visit to sign up for classroom usage. "
Gary Bertoia

---- Achievement Test Results ---- - 0 views

  • successful schools there was a decrease between 1998 and 1999 in the average class size per school, whereas the opposite was true among the other schools.
  • I hate to admit it, but I no longer see the students the way I once did—certainly not in the same exuberant light
  • its track record is unimpressive
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  • to narrow the curriculum. It inflates test scores,
  • REMEMBER: Province-wide tests are not about passing or failing students, or about comparing schools. The primary purpose of the tests it to improve students learning—to identify areas of strength and to address areas where improvement is needed
    By way of twitter and Konrad Glogowski
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