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Maggie Verster

Study on the Effective Use of Social Software to Support Student Learning & Engagement - 0 views

www.jisc.ac.uk/...socialsoftwarefinalreport.aspx

school2.0 edu_trends social-media

shared by Maggie Verster on 16 Mar 09 - Cached
  • Maggie Verster on 16 Mar 09
     
    "Our investigations have shown that social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning. Students gain transferable skills of team working, online collaboration, negotiation, and communication, individual and group reflection, and managing digital identities."
Jeff Johnson

Teaching Deeply: Making Learning Stick | Educational Paradigms - 0 views

educationalparadigms.com/?p=64

paradigms learning education Gardner teaching understanding assessment

shared by Jeff Johnson on 15 Mar 09 - Cached
  • Jeff Johnson on 15 Mar 09
     
    We've all been in the place of covering material to survive yet another day. But when we understand that we're actually setting our students up for failure by doing so, profound things happen..we care enough to fix the problem by becoming Deep Teachers (us) or, hopefully, leave the profession.
Clint Hamada

dy/dan » Blog Archive » A Framework For Using Digital Media In Math Instru... - 0 views

blog.mrmeyer.com/?p=3055

math digital media artifacts

shared by Clint Hamada on 19 Feb 09 - Cached
  • Clint Hamada on 19 Feb 09
     
    When we teach math we are helping our students establish a framework for interpreting the world. One of the worst ways I know to help them establish that framework is to print an illustration of a real-world scene in a textbook, write in only the relevant measurements, and tell the students in the text of the problem which formula or strategy to apply. This leaves a student helpless and unprepared (in the mathematical, analytical sense) should she ever encounter the world that exists outside the pages of her textbook.
Jeff Johnson

Education Sector: Research and Reports: Measuring Skills for the 21st Century - 0 views

www.educationsector.org/...research_show.htm

measuring assessment standardized tests

shared by Jeff Johnson on 12 Nov 08 - Cached
  • Jeff Johnson on 12 Nov 08
     
    When ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school's College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and administrators, but rarely show up on standardized tests, such as how to manage traffic congestion caused by population growth. "I proposed a new transportation system for the city," said one student describing his answer. "It's expensive, but it will cut pollution."
Vicki Davis

Deleting your digital past -- for good - 0 views

www.computerworld.com/...article.do

education learning Internet digitalcitizenship

shared by Vicki Davis on 18 Nov 08 - No Cached
  • But what if you don't just want something massaged, manipulated or suppressed? What if you want it gone? Is it possible for an ordinary person to get some damaging tidbit entirely erased from the Web?
  • The Communications Decency Act of 1996 gives almost total immunity to Web sites
  • another surprise dead end is the place where many people launch their erasure efforts: Google.
  • ...2 more annotations...
  • "Removing content from Google or another search engine would still leave the original content that exists on the Web," says a Google spokesman.
  • the webmaster of the page or the Internet hosting companies or ISPs hosting the content to find out their content removal policies."
  • Fred Delventhal on 18 Nov 08
     
    Can you erase your tracks online? We tried to get a few bad mentions off the Net forever. Here's how we did.
  • Vicki Davis on 12 Dec 08
     
    How to get rid of information for good - not as easy as you think. the problem is that nasty little digital footprints with your full name - even if NOT left by you can influence your life FOREVER. Good information to share. Another reason, digital citizeenship IS an issue.
Terry Elliott

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

www.edutopia.org/age-technology-will-richardson

shared by Terry Elliott on 16 Dec 08 - Cached
  • 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
      Jeff Richardson on 16 Dec 08
       
      Good reason for teaching dig citizenship
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      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
      Terry Elliott on 28 Dec 08
       
      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.
  • ...9 more annotations...
  • 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
      Terry Elliott on 28 Dec 08
       
      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
      Terry Elliott on 28 Dec 08
       
      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.
  • Jeff Richardson on 16 Dec 08
     
    Article by Wil Richardson on Collaboration
John Evans

Is Linking an Antidote to Plagiarism in Journalism? - Publishing 2.0 - 0 views

publishing2.com/...te-to-plagiarism-in-journalism

antidote plagiarism

shared by John Evans on 08 Aug 08 - Cached
  • John Evans on 08 Aug 08
     
    Publish2's Editorial Director Tammi Marcoullier reflects on her own experience with being plagiarized while blogging for The Washington Post and wonders whether placing more value on link journalism could help with the problem of plagiarism among journalists. Check it out at the Publish2 Blog.
Anne Bubnic

Water Quality Service Learning Program - 0 views

www.k12hsn.org/...25

educators bilingual curriculum environment science technology l

shared by Anne Bubnic on 27 Aug 08 - Cached
  • Anne Bubnic on 27 Aug 08
     
    The California Water Boards Water Quality Service Learning Program Web site is designed to introduce teachers to an innovative student-centered science investigation focused on California's growing problem of polluted runoff. The resources are designed to be used with students enrolled in grades 4 through 6.
Vicki Davis

Mixed Results on Paying City Students to Pass Tests - NYTimes.com - 0 views

www.nytimes.com/...20cash.html

edu_news education testing

shared by Vicki Davis on 20 Aug 08 - Cached
  • Vicki Davis on 20 Aug 08
     
    Information about paying people to pass ap tests.
  • Vicki Davis on 20 Aug 08
     
    Paying kids to pass the AP test isn't working... but those supporting it say give it time. In some ways, money is the easy answer. But money doesn't solve problems when you have a child who has low self esteem. A child who is beaten every night isn't going to want to learn more during the day for a one time incentive... they feel trapped. Although the average improved (there were more "5's") - the overall pass rate declined slightly -- but more tests were taken. I am glad that people are willing to put money into trying new things, but sometimes I think teachers are left out of the equation. If we look at brain rules, improving the family life of kids and making sure they get more sleep are two of the most beneficial things we could to improve test scores.
Vicki Davis

Siemens We Can Change The World Challenge - 0 views

www.wecanchange.com

education environment science science_teacher contest grants edu_news

shared by Vicki Davis on 16 Jan 09 - Cached
  • Vicki Davis on 16 Jan 09
     
    Middle-school students across the United States are invited to submit their solutions to environmental problems in their communities. Teams of two to three students from sixth through eighth grade working with a teacher will identify an environmental issue in their community, research the issue using scientific investigation, and create a replicable green solution using Web-based curriculum tools.
  • Vicki Davis on 16 Jan 09
     
    New contest for middle school science! Love the website!
anonymous

The Ultimate Guide to the GMAT: 100 Tips, Tools, and Resources - 0 views

www.bschool.com/...t-100-tips-tools-and-resources

education mba gmat resources college

shared by anonymous on 17 Oct 08 - Cached
  • anonymous on 17 Oct 08
     
    Preparing to take the GMAT can be a nerve-racking experience, with hours spent memorizing vocabulary and practicing math problems. You can help give yourself an advantage for doing well on the GMAT by making use of the numerous resources that are out there.
Ric Murry

Scobleizer - Tech geek blogger » Blog Archive Scoble has a productivity probl... - 0 views

scobleizer.com/...ble-has-a-productivity-problem

scobleizer

shared by Ric Murry on 30 May 08 - Cached
  • Ric Murry on 30 May 08
     
    Productivity tied to what your goals are. I use technology because of my goals...others may not have the need. Interesting article.
Marisa P

John Dewey: School and Society: Chapter 4: The Psychology of Elementary Education - 0 views

www.brocku.ca/...Dewey_1915a.html

shared by Marisa P on 16 May 08 - Cached
  • To refuse to try, to stick (97) blindly to tradition, because the search for the truth involves experimentation in the region of the unknown, is to refuse the only step which can introduce rational conviction into education.
    • Marisa P
      Marisa P on 16 May 08
       
      great quote
  • It should also be stated that practically it has not as yet been possible, in many cases, to act adequately upon the best ideas obtained, because of administrative difficulties, due to lack of funds —difficulties centering in the lack of a proper building and appliances, and in inability to pay the amounts necessary to secure the complete time of teachers in some important lines. Indeed, with the growth of the school in numbers, and in the age and maturity of pupils, it is becoming a grave question how long it is fair to the experiment to carry it on without more adequate facilities.
  • The aim, then, is not for the child to go to school as a place apart, but rather in the school so to recapitulate typical phases of his experience outside of school, as to enlarge, enrich, and gradually formulate it.
  • ...9 more annotations...
  • Since the aim is not "covering the ground," but knowledge of social processes used to secure social results, no attempt is made to go over the entire history, in chronological order, of America
  • His experiments are modes of active doing—almost as much so as his play and games. Later he tries to find out how various materials or agencies are manipulated in order to give certain results. It is thus clearly distinguished from experimentation in the scientific sense—such as is appropriate to the secondary period —where the aim is the discovery of facts and verification of principles.
  • means to ends
  • These subjects are social in a double sense. They represent the tools which society has evolved in the past as the instruments of its intellectual pursuits. They represent the keys which will unlock to the child the wealth of social capital which lies beyond the possible range of his limited individual experience. While these two points of view must always give these arts a highly important place in education, they also make it necessary that certain conditions should be observed in their introduction and use. In a wholesale and direct application of the studies no account is taken of these conditions. The chief problem at present relating to the three R's is recognition of these conditions and the adaptation of work to them.
  • 1) The need that the child shall have in his own personal (105) and vital experience a varied background of contact and acquaintance with realities, social and physical. This is necessary to prevent symbols from becoming a purely second-hand and conventional substitute for reality.
  • The need that the more ordinary, direct, and personal experience of the child shall furnish problems, motives, and interests that necessitate recourse to books for their solution, satisfaction, and pursuit. Otherwise, the child approaches the book without intellectual hunger, without alertness, without a questioning attitude, and the result is the one so deplorably common: such abject dependence upon books as weakens and cripples vigor of thought and inquiry, combined with reading for mere random stimulation of fancy, emotional indulgence, and flight from the world of reality into a make-belief land.
  • The final use of the symbols, whether in reading, calculation, or composition, is more intelligent, less mechanical; more active, less passively receptive; more an increase of power, less a mere mode of enjoyment.
  • third period of elementary education
  • the second period
anonymous

Have-A-Cow Educational Program - 0 views

www.stonyfield.com/HaveACow

cow haveacow stonyfield

shared by anonymous on 26 May 08 - Cached
  • anonymous on 26 May 08
     
    Hundreds of thousands of people have participated in this educational program since it began in 1989. Participants receive a photograph of a real cow that produces milk for Stonyfield Farm, her biography that tells about life on the farm and seasonal updates from "their" cow. By exposing people to life on a modern day farm and some of the problems farmers face, we hope to cultivate an appreciation for healthy soil and a healthy planet - the ultimate source of our sustenance.
anonymous

U Tech Tips » Blog Archive » Where are the comments? - 0 views

www.utechtips.com/?p=700

blog comments howto u web 2.0

shared by anonymous on 09 May 08 - Cached
  • anonymous on 09 May 08
     
    The conversation that has been going on around Twitter both here and here has lead to other e-mails and discussions around building networks and specifically how do you get people to comment on your blog? The problem is….you can't make people comment. What you can do is write compelling blog posts that make people want to leave comments. How do you do that….I'm not sure.
Ben W

No Books, No Problem: Teaching Without a Text | Edutopia - 0 views

www.edutopia.org/no-books-no-problem

teaching textbook curriculum bestpractices

shared by Ben W on 01 Jan 09 - Cached
  • Ben W on 01 Jan 09
     
    A HS chemistry teacher describes how he began teaching w/o a text and why he wouldn't go back.
anonymous

School AUP 2.0 | Main / HomePage browse - 0 views

landmark-project.com/...pmwiki.php

aup best_practice

shared by anonymous on 17 May 08 - Cached
  • anonymous on 17 May 08
     
    Welcome to School AUP 2.0 This is a dynamic document designed to support teachers, school media specialists, and education leaders in developing, maintaining, and enforcing policies designed to: 1. Promote the most effective, productive, and instructionally sound uses of digital, networked, and abundant information environments. 2. Provide safe digital environments for learners and to instill safe practices and habits among the learning community. This wiki site will serve as a launchpad to other documents and communities seeking to provide guidance in acceptable use policy development and also as an incubator for ideas related to issues, document structures, new problems and opportunities, and maintenance.
Emily Vickery

Friends May Be the Best Guide Through the Noise - New York Times - 0 views

www.nytimes.com/...04essay.html

educators.learning-network social networking

shared by Emily Vickery on 05 May 08 - Cached
  • The proliferating number of blogs, user-generated content services and online news sources has created a dense information jungle that no human could machete his or her way through in a lifetime, let alone in an afternoon of surreptitious procrastination at work.
  • Emily Vickery on 05 May 08
     
    FriendFeed trying to solve problem of too much digital noise
Ben W

Is it Time to Ditch the MPG Metric? : TreeHugger - 0 views

www.treehugger.com/...ditching-mpg.php

fuelefficiency gas graph math mpg science treehugger

shared by Ben W on 01 Jul 08 - Cached
  • Ben W on 01 Jul 08
     
    Describes the problem with using miles per gallon as our fuel efficiency metric for automobiles. Points out gallons per 10,000 miles provides better information to consumers.
Fran Bullington

Exploratree - Exploratree by FutureLab - 0 views

exploratree.org.uk

graphicorganizers tool tools visualization web 2.0

shared by Fran Bullington on 05 Apr 08 - Cached
  • Use our free online library of thinking guides Print them out or fill in and complete your project on the exploratree website
  • Is / is not Futurelab Scope out the boundaries of a problem or analyse a situation by clearly stating what it is and what it is not Complete reversal Futurelab Assess a problem from a different perspective or stimulate new thinking when you are stuck in a rut Compass rose Futurelab For examining a phenomenon, object or issue from a variety of perspectives
  • Vicki Davis on 05 Apr 08
     
    This fascinating tool lets you map and flowchart things.
  • Vicki Davis on 05 Apr 08
     
    Fascinating tool to map out thinking and flow charts. This is a tool that I will come back to and spend some time with. This would be great for kicking off a major project -- I want to experiment with collaborative features.
  • Jeff Richardson on 07 Apr 08
     
    really cool 2.0 tool that allows you to create thinking guides for free, file them in, etc. great for teachers and students
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