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shared by Jeff Johnson on 22 May 08
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21st Century Literacies: Tools for Reading the World - 0 views
www.noodletools.com/...literacies
21st century learning education gardner intelligence literacy reading
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In Intelligence Reframed Howard Gardner contends that "literacies, skills, and disciplines ought to be pursued as tools that allow us to enhance our understanding of important questions, topics, and themes." Today's readers become literate by learning to read the words and symbols in today's world and its antecedents. They analyze, compare, evaluate and interpret multiple representations from a variety of disciplines and subjects, including texts, photographs, artwork, and data. They learn to choose and modify their own communication based on the rhetorical situation. Point of view is created by the reader, the audience and the medium.
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shared by Carl Bogardu on 12 Apr 08
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National Archives Experience - 1 views
www.digitalvaults.org
socialstudies archives primarysources resources digitalimages libraryofcongress audio all_teachers technology history literature techintegrator 2010 curriculum
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Digital Vaults gives you and your kids a place to find raw materials that are arranged in ways that may make more sense to them. The site is set up a bit like a social network. Data is organized by tags and linked to both the tags as well as other resources. Like a social network, you can make your favorites documents / materials your "friends," search for new "friends" by using tags and create "mashups" using primary sources.
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shared by Jonathan Tepper on 12 Apr 08
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Pioneering research shows 'Google Generation' is a myth - 0 views
www.bl.uk/...pressrelease20080116.html
arts_entertainment best_practice brightideas connectingpeople curriculum digital_citizenship edu_news education humanmachine hz08 hzmeta virtualcollab
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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
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“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”,
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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.
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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.
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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.”
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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.
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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!
Notefish - Revolutionize Your Web Research - 0 views
notefish.com
bookmarking catalog data educational technology organizing research resources web 2.0 web-apps
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Zotero | Home - 0 views
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Designed by researchers for researchers. This tool will allow you to organize your research online & offline. It automatically captures data for citation in MLA, APA, & Chicago. The aspects that they are working on will be amazing in relation to collaboration with other people.
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firefox extension for compiling a complete works cited while researching on the internet. pretty nifty tool - wish it worked on other browsers as well.
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ICT in Education Assessments are Biased and Inaccurate « Educational Technolo... - 7 views
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One of the conclusions was that indeed, large reforms (e.g., “Het nieuwe leren”, or the new learning) were imposed without scientific support. Another that political prejudices, not any kind of data, were the main motivating factor in the reforms.
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The alternative, assessing educational reforms well before introduction, is a form of social engineering. Social engineering seems to always be more difficult than you think. And I think history has shown that education is no exception in this respect.
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Scientific “facts” are never appreciated unless they completely align with the preconceptions of the “stake-holders” (minus the children).
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: Does this ICT4E solution improve scores on existing tests
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The curriculum is obsessed with jargon and nomenclature, seemingly for no other purpose than to provide teachers with something to test the students on.
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If we want to test whether changes in education really improve learning, we do have other tools. They are called aptitude tests.
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shared by David Hilton on 12 Jan 10
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U.S. National Debt Clock : Real Time - 11 views
www.usdebtclock.org
debt clock deficit politics finance data curriculum history language social studies economics government civics digitalcitizenship elementary middleschool usa budget military
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Spicynodes : Home - 14 views
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Nice interactive way of displaying data. SpicyNodes is a way to visualize online information that mimics that way that people look for things in the real world. Bits of information - such as text, links, photos, and other media - are placed into "nodes," which are then linked together in an appealing interface that invites exploration. SpicyNodes can be used for everything from mind maps and content portals to organizational charts and lesson plans.
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OLPC Human Interface Guidelines/Design Fundamentals/Key Design Principles - OLPC - 0 views
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the actual behavior of the activities, the layout of the buttons and tools, and the feedback that the interface provides to the children when they interact with it
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five categories of "bad things" software can do: damaging the laptop; compromising privacy; damaging the children's data; doing bad things to other people; and impersonating the child.
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without the use of menus, pop-up boxes, passwords, etc., as these approaches are meaningless to most people.
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When children know they have a fallback plan—a way back to the current state of things—they will much more frequently go beyond their comfortable boundaries and experiment with new tools and new creative means of expression
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Towards this end, a view source key has been added to the laptop keyboards, providing them with instant access to the code that enables the activities that they use from day to day. This key will allow those interested to peel away layers of abstraction, digging deeper into the codebase as they learn.
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Executive Summary | U.S. Department of Education - 9 views
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critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.
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In all these activities, technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that in aggregate will lead to continuous improvement across our entire education system.
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Another basic assumption is the way we organize students into age-determined groups, structure separate academic disciplines, organize learning into classes of roughly equal size with all the students in a particular class receiving the same content at the same pace, and keep these groups in place all year.
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The NETP accepts that we do not have the luxury of time – we must act now and commit to fine-tuning and midcourse corrections as we go. Success will require leadership, collaboration, and investment at all levels of our education system – states, districts, schools, and the federal government – as well as partnerships with higher education institutions, private enterprises, and not-for-profit entities.
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Perhaps one of the most frightening statements in the document to a large number of school districts. Teachers quite often are able to enact a mid-course shift, and students are most always extremely flexible, but at the administration and district level change can often be glacial as such radical change could very well mean replacing the hierarchy of leadership throughout a district, shifting positions, or eliminating them, and large organizations have a tendency towards self-preservation.
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shared by Dean Mantz on 09 Mar 10
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ASCD Inservice: Tapscott on Changing Pedagogy for the Net Generation - 10 views
ascd.typepad.com/...tapscott.html
tapscott pedagogy ascd digital youth inservice 21st century learning netgeneration social networking
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Collaboration is another major hallmark of the Net Generation. However, Tapscott said, we have a tendency to squander or prohibit this strength in schools and workplaces.
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"What do we do with this collaboration-geared generation? We stick them in a cubicle, supervise them like they're Dilbert, and take away their tools (i.e., blocking sites like Facebook and Youtube)." Tapscott calls this creating a generational firewall. "It says, 'We don't get you, we don't understand your tools, and we don't trust you to use them.'"
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We can’t just throw technology in a classroom and expect good things," notes Tapscott. We need to move away from an outdated, broadcast-style of pedagogy (i.e., lecture and drilling) toward student-focused, multimodal learning, where "the teacher's no longer in the transmission of data business; she's in the customizing-learning-experiences-for-students business."
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we must consider eight norms for the Net Generation: freedom, customization, scrutiny, integrity, collaboration, entertainment, speed, and innovation.
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University World News - US: Professors and social media - 7 views
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The data suggest that 80% of professors, with little variance by age, have at least one account with either Facebook, Twitter, YouTube, Skype, LinkedIn, MySpace, Flickr, Slideshare or Google Wave. Nearly 60% kept accounts with more than one, and a quarter used at least four. A majority, 52%, said they used at least one of them as a teaching tool.
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A Call for Technology Leadership - 3 views
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Once a leader in a smaller district knows where he or she wants to go, change can happen more quickly than in a mid- or large-size district.
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Freeman, who uses a blog to communicate with students and parents, points out that her own active use of technology in the 4,200-student district has helped create a norm for others to follow.
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“The kind of learning we expect 21st-century teachers to achieve is the intersection of content pedagogy and technology,” Moran insists.
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“You can no longer take on a professional development agenda without a technology component,” Kimball argues. “We know that professional learning communities are not effective without everything—from access to student data to the tools to analyze it.”
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Freeman says. “We’re still trying to find ways to assess what we know we morally should. We know that students need to be competitive in a global environment.”
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A Call for Technology Leadership - 16 views
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(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.
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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.
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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.
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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:
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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.
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Qwiki - 10 views
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Qwiki's goal is to forever improve the way people experience information. Whether you're planning a vacation on the web, evaluating restaurants on your phone, or helping with homework in front of the family Google TV, Qwiki is working to deliver information in a format that's quintessentially human - via storytelling instead of search. We are the first to turn information into an experience. We believe that just because data is stored by machines doesn't mean it should be presented as a machine-readable list. Let's try harder.
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How test scores are used as a political prop - The Answer Sheet - The Washington Post - 7 views
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Standardized tests are necessarily narrow, thus rendering their value for informing teaching and learning extremely limited. Their validity for labeling students and evaluation teachers is just as misleading. I learned that assessment that supports teaching and learning trumps assessments that label.
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Interesting, too, that while we, as educators, are dealing with so very many new bullying issues in our schools, ultimately our testing system is just another means of labeling and classifying students, "Hey Proficient, I'm Advanced... nice to meet you. Look at Below Basic sitting over there by himself." In many cases, the testing is merely showing and telling our students how wrng they are or how much they do not know. What a self-esteem booster! And, we expect them to be lifelong-learners, independent thinkers, probem-solvers and innovators?
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High-stakes, authoritarian, and punitive environments are the antitheses of the life conditions we assert public education is essential for supporting (and unlike anything being practiced in Finland).
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Politicians have long used funding to mandate policy–often with little logic (consider the use of highway funds to force raising the drinking age to 21 under Ronald Reagan). In short, politicians often fail us because the power of the purse strings allows inexpert politicians to drive public policies regardless of the available data or the expertise of those practicing the fields impacted.