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carlos villalobos

Visible Thinking - 47 views

www.pz.harvard.edu/...VisibleThinking1.html

all_teachers pedagogy education

shared by carlos villalobos on 30 Oct 10 - Cached
  • carlos villalobos on 30 Oct 10
     
    visible thinking
Dean Mantz

And To Think » home - 0 views

andtothink.wikispaces.com

Dr.Seuss wiki collaboration writing thinking storytelling all_teachers literature language technology

shared by Dean Mantz on 02 Feb 09 - No Cached
  • Dean Mantz on 02 Feb 09
     
    Dr. Seuss collaboration wiki project "And To Think That I Saw It On My Way To School"
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
Dave Truss

It's Not About the Technology :: I was thinking… - Learning to be me. - 0 views

www.iwasthinking.ca/...its-not-about-the-technology

admin metaphor newliteracy techintegrator technology

shared by Dave Truss on 10 Oct 08 - Cached
  • Dave Truss on 10 Oct 08
     
    computers can support learners, open doors to a world of possibilities and learning opportunities and global thinking. They can provide a chance for every child to learn their own way and construct their own knowledge. They can facilitate conversations with other people and other children around the world. They can knock down the isolation of a classroom's four walls and invite in the voices, experience and passion of the entire planet.
  • Dave Truss on 10 Oct 08
     
    Great post!
Art Gelwicks

Comment on: Fluffy thinking in the edtech community…a waste of energy and time - 0 views

www.webedtech.com/...nitya-waste-of-energy-and-time

edtech edublogger implement operations planning strategy teaching

shared by Art Gelwicks on 15 Apr 08 - Cached
  • I’m not saying there isn’t a place and a time for strategic thinking, what I’m saying is that the edublogosphere is loaded to the freakin’ gills with it. How many ways can you discuss the innate digital skills of middle school students before realizing it’s worth more to talk about what works and doesn’t work with them. In this case the why is truly “academic”. We’ve twittered, blogged, bookmarked, tagged, forwarded, and flogged this horse to an amazing degree. What I don’t see is the same amount of energy in capturing what’s been done with the students, the successes and failures, in anything longer than 140 characters. If we want our teachers to learn to fish, we have to show them how to bait the hook and cast the line…not wonder if the fish are truly hungry.
  • voicethread.com used in first grade classroom so students are participating in asynchronous conversation and everyone gets to share on topic chosen by teacher. Combined with short recordings from audio enhancement classroom system help the teacher quickly post new content from class to the site.
    • Art Gelwicks
      Art Gelwicks on 17 Apr 08
       
      This is the type of practical example I'm talking about. 30,000 ft. talk is great...only if you're able to land the plane too.
  • Art Gelwicks on 15 Apr 08
     
    Annotated comments about this blog posting.
Vicki Davis

Listening to the Audience (Twitter) at Web 2.0 Expo: The Balance of Value vs Entertainment - 0 views

www.web-strategist.com/...s-off-for-web-20-expo-speakers

shared by Vicki Davis on 24 Apr 08 - Cached
  • so I acknowledged them in twitter, and let everyone know we would quickly shift to questions, so the audience could drive the agenda. We received over a dozen questions, and I hope the audience was satisfied, lots of good hard questions from many folks on the ground that are trying to solve these problems: getting management to agree, measuring roi, dealing with detractors, etc. After which, I think we won him over: “Questions made the panel: Love hearing viewpoints from people with boots on the ground”
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      This is the point, the audience (students) want the session to be relevant. They wan tto be part of it. That is WHY you should establish a backchannel. Then, the moderator of the panel should monitor the backchannel. I use a backchannel room on Chatzy. Jeremiah just used twitter. However, I agree that BACKCHANNELING is an essential best practice to a good presentation AND having a backchannel moderator. I would add that I like to also have "google jockey" dropping in links as well!
  • Now, the next panel (Greg Narain, Brian Solis, Stowe Boyd) wasn’t traditional by any sense, it was an experiment, where we crowd-sourced the agenda to the audience –they used Twitter. Greg Narain setup an application where members from the audience could message (@micromedia2) and their tweets (comments, questions, requests, answers, and sometimes jokes made at Scoble’s expense) were seen live on the screen.
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      This is a cool idea and something we may do in our NECC presentation about viral professional development.
  • he was waiting for that breakthrough insight.
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      This is an important point -- it is not just about being entertained -- people want MEAT and breakthroughs as well, especially if you're one of "those" people with a reputation for break through statements. Don't let backchannels become distracting -- keep focus and let them add to the presentation.
  • ...3 more annotations...
  • Later, I talked to the gentleman who thought the session was negative, and his reason was because he was left out, and didn’t know how to get twitter started.
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      Another good point, people feel left out when they don't know what you're doing. How about some "suggested prerequisites" or links published prior to a panel so that people will "get it??" I think the rules are changing and we are reinventing PD.
  • we can tell as people actually took the time to blog about it
  • I think our culture is being overrun by big mouths & squeaky wheels. Not everyone wants to jump into the mosh pit or finds it boring to have useful information presented in a structured format.
John Evans

Weblogg-ed » Not "The Dumbest Generation" - 0 views

weblogg-ed.com/...not-the-dumbest-generation

book generation kids learning parents skills technology tools weblogged

shared by John Evans on 05 Jun 08 - Cached
  • So with the caveat that I am only halfway through Mark Bauerline’s book The Dumbest Generation, I have some early impressions to throw out there. While I think there is some merit to this side of the debate (much like Keen’s Cult of the Amateur) what really bothers me about this book so far is, as the title suggests, this sense that our kids are at fault. Let me put it plainly: our kids are not “dumb” nor is this generation “dumb” simply because they spend a lot of time in front of television screens and computers or because they haven’t worked out for themselves how to get smarter using the Read/Write Web.
  • John Evans on 05 Jun 08
     
    So with the caveat that I am only halfway through Mark Bauerline's book The Dumbest Generation, I have some early impressions to throw out there. While I think there is some merit to this side of the debate (much like Keen's Cult of the Amateur) what really bothers me about this book so far is, as the title suggests, this sense that our kids are at fault. Let me put it plainly: our kids are not "dumb" nor is this generation "dumb" simply because they spend a lot of time in front of television screens and computers or because they haven't worked out for themselves how to get smarter using the Read/Write Web.
Kate Olson

Education Week: Smart Thinking About Educational Technology - 0 views

www.edweek.org/...31zucker_ep.h27.html

article education educationweek technology zucker

shared by Kate Olson on 05 Apr 08 - Cached
  • Kate Olson on 05 Apr 08
     
    Instead of taking sides, we should think about how to use digital tools well. The reasons for doing so are compelling
Dave Truss

Open Thinking & Digital Pedagogy » Letting Go - 0 views

educationaltechnology.ca/...829

admin digital_divide future school 2.0 students technology

shared by Dave Truss on 30 Mar 08 - Cached
Graham Perrin liked it
  • we’ve reached the point in our (disparate) cultural adaptation to computing and communication technology that the younger technical generations are so empowered they are impatient and ready to jettison institutions most of the rest of us tend to think of as essential, central, even immortal. They are ready to dump our schools.
  • It is about honesty. It is about being truthful to our students about the flaws of our educational system. It is essential that we open a dialogue with our children to help them design their educational processes. Together we can do more than simply patch the existing system, and we need to do it soon.
  • The future is in good hands
  • Dave Truss on 30 Mar 08
     
    There is a technology war coming. Actually it is already here but most of us haven't yet notice. It is a war not about technology but because of technology, a war over how we as a culture embrace technology. It is a war that threatens venerable institutions and, to a certain extent, threatens what many people think of as their very way of life.
Michael Stevenson

ITFORUM Paper 1 - 0 views

itech1.coe.uga.edu/...paper1.html

shared by Michael Stevenson on 21 Sep 08 - Cached
  • In fact, it is difficult, if not impossible, to isolate the effects of the affordances of technologies.
    • Michael Stevenson
      Michael Stevenson on 21 Sep 08
       
      Sometimes working out exactly what the affordances of technoligies are is the biggest challenge.
  • Rather than using technologies by educational communications specialists to constrain the learners' learning processes through prescribed communications and interactions, the technologies are taken away from the specialists and given to the learner to use as media for representing and expressing what they know.
    • Michael Stevenson
      Michael Stevenson on 21 Sep 08
       
      How much instructional learning is too much? Up to a point, we need it to model good use of ICT, but not to the point where the terms of that use are so constrictive as to discourage multilateral thinking around ICT use.
  • ...6 more annotations...
  • Cognitive tools actively engage learners in creation of knowledge that reflects their comprehension and conception of the information rather than focusing on the presentation of objective knowledge.
  • Constructivist models of instruction strive to create environments where learners actively participate in the environment in ways that are intended to help them construct their own knowledge, rather than having the teacher interpret the world and insure that students understand the world as they have told them.
  • Computers support reflective thinking, Norman contends, when they enable users to compose new knowledge by adding new representations, modifying old ones, and comparing the two. Those are the purposes of cognitive tools.
  • In other words, when students work WITH computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning. The results of an intellectual partnership with the computer is that the whole of learning becomes greater than the sum of its parts.
  • Learners should be responsible for recognizing and judging patterns of information and then organizing it, while the computer system should perform calculations, store, and retrieve information.
  • what to do with all of the instructional designers...
Maggie Verster

Improbable Research: Improbable Research Research that makes people LAUGH and then THINK - 0 views

improbable.com

science research

shared by Maggie Verster on 16 Nov 08 - Cached
  • Maggie Verster on 16 Nov 08
     
    Research that makes people LAUGH and then THINK
Fred Delventhal

one word. so little time. - 0 views

www.oneword.com

writing poetry language thinking literature education fun interesting

shared by Fred Delventhal on 25 Nov 08 - Cached
  • Fred Delventhal on 25 Nov 08
     
    simple. you'll see one word at the top of the following page. you have sixty seconds to write about it. as soon as you click 'go' the page will load with the cursor in place. don't think. just write.
Adrienne Michetti

ICT in Education Assessments are Biased and Inaccurate « Educational Technolo... - 7 views

edutechdebate.org/...ents-are-biased-and-inaccurate

shared by Adrienne Michetti on 25 Feb 10 - Cached
  • 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.
    • Adrienne Michetti
      Adrienne Michetti on 25 Feb 10
       
      Sadly, I think this is true of most educational reforms - ICT or not.
  • 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.
    • Adrienne Michetti
      Adrienne Michetti on 25 Feb 10
       
      an interesting argument, though I am not sure I agree.
  • Scientific “facts” are never appreciated unless they completely align with the preconceptions of the “stake-holders” (minus the children).
    • Adrienne Michetti
      Adrienne Michetti on 25 Feb 10
       
      what kind of "scientific facts" would guide ICT reform, though? what about research? studies? user testing?
  • ...3 more annotations...
  • : Does this ICT4E solution improve scores on existing tests
    • Adrienne Michetti
      Adrienne Michetti on 25 Feb 10
       
      whose tests? and what is being tested? and why do tests have to be the only metric of success?
  • The curriculum is obsessed with jargon and nomenclature, seemingly for no other purpose than to provide teachers with something to test the students on.
    • Adrienne Michetti
      Adrienne Michetti on 25 Feb 10
       
      I would probably argue that having tests which match the curriculum is a GOOD thing. However, in this case it seems that the problem is the curriculum. So reform does not always begin with the assessment, or with the ICT.
  • If we want to test whether changes in education really improve learning, we do have other tools. They are called aptitude tests.
Ruth Howard

Multiple Choice Tests: Thinking Handcuffs - 19 views

www.youblisher.com/...hoice-Tests-Thinking-Handcuffs

tests choice multiple thinking assessment learning love

shared by Ruth Howard on 28 Feb 10 - Cached
  • Ruth Howard on 28 Feb 10
     
    Yes! Yes! I' ve been there!
  • Ruth Howard on 28 Feb 10
     
    Joe Bowers misgivings on multiple choice
David Wetzel

Project Based Learning - Math Activities - 24 views

www.teachscienceandmath.com/...based-learning-math-activities

basketball critical thinking in math activities lessons problem based learning project

shared by David Wetzel on 11 Mar 10 - Cached
  • David Wetzel on 11 Mar 10
     
    Project-based learning or Problem-Based Learning (PBL) is one of the best teaching strategies for engaging students in realistic learning activities. Students are not only interested, they are also learning math in the process. Why? Because their minds are engaged, critical thinking is taking place!
Dave Truss

ELT notes: IWBs and the Fallacy of Integration - 7 views

eltnotes.blogspot.com/...nd-fallacy-of-integration.html

learning technologyintegration leadership mycomments

shared by Dave Truss on 20 Apr 10 - Cached
  • motivation and control. One seems to need the other, apparently. Keep the students motivated and you are a great teacher in control of the learning process. But we miss the point. Motivation has a short-term effect. New things will be old again. If we equal motivation with learning we will cling too much to it and direct our best efforts (and school budget) to gaining back control. A useless cycle that can lead us to consider extremely double-edged ideas like paying students to keep them learning.
  • We need autonomous, self-motivated students in love with the process of how humanity has learnt.
  • There is a underlying idea in the framing of our questions that needs unlearning. The belief that there are "levels", layers of complexity, hierarchies that we can detect and... well, control. But wait! Isn't that the very old way we want to truly change with new technologies?
  • ...9 more annotations...
  • We already know it's about shifting power. Tight teacher control is a hindrance to foster empowered students who own their learning paths. We need to be aware of the old way finding its way to surface in what we question.
  • Tech is tech no matter what it does. It's innovative in its nature.
  • We can tell by the huge resistance to it. If there is no resistance in the process, we are probably facing improvements and weighing their gains in efficiency points. Good enough, only it is not an innovation. Innovation is not about "more or better", it's about "different".
  • What is the school picture today? What does my working context look like?I see an illusion that technology is to be bought, taught, used in class and then we can expect everyone to be happy. This false assumption seems to be guiding managerial decisions. This is the same old story behind the idea of technology "integration".
  • I doubt formal courses can make people adopt informal ways of learning. Courses could change teacher behaviour and leave their mindset untouched.
  • students are not digital natives. They know very little about educational uses of the technology they have been using for entertainment purposes only. They are quite ready to resist thoughtful, time consuming uses of the same technology. Particularly if they have had no part in choosing or deciding together with the teacher how we would use it.
  • First things first. Stay out of the tug-of-war. It is not a moment to think if the school is wrong in imposing it and teachers are right in resisting it. It's probably the moment to get together and go ahead purposefully. This is short-term thinking, though. Somehow teachers need to communicate to managers that the buy-don't-ask is an unhealthy approach from now on.
  • Ideally, we should envision a future where authorities engage teachers in conversations before buying.
  • Innovative teaching practices require innovative management practices. Let's think of adoption models that rely on having one-to-one conversations with teachers, experimenting together, asking them how far they feel they need mentoring, identifying what makes teachers happy at work.
  • Dave Truss on 20 Apr 10
     
    We need autonomous, self-motivated students in love with the process of how humanity has learnt.
anonymous

Zoopz.com | Games that make you think. - 30 views

www.zoopz.com

shared by anonymous on 20 May 10 - Cached
  • anonymous on 20 May 10
     
    Zoopz.com - Games that make you think. Digital arcade and creative arts activites especially for kids.
Gaby Richard-Harrington

Working Toward Student Self-Direction and Personal Efficacy as Educational Goals - 2 views

www.ncrel.org/...lr200.htm

student learning efficacy

shared by Gaby Richard-Harrington on 23 Mar 11 - Cached
    • Gaby Richard-Harrington
      Gaby Richard-Harrington on 23 Mar 11
       
      I think that this is worth listening to. It gives a really different reason for conferences.
  • she observes student-led parent/student conferences.
    • Gaby Richard-Harrington
      Gaby Richard-Harrington on 23 Mar 11
       
      I think this is worth listening to. It gives a whole new perspective on conferences.
  • improvement of instruction and for evaluation,
  • ...14 more annotations...
  • mutually-enhancing learning process.
  • In traditional classrooms the teacher is seen as the information giver; knowledge flows only one way from teacher to student. In contrast, the methods used in a collaborative classroom emphasize shared knowledge and decision making.
  • Teachers may have a great deal of difficulty learning how to share control of instruction with students.
  • helping students make their own decisions will conflict with some teachers' learned experiences as well as their feelings about being in charge.
  • For some teachers this is a most difficult challenge
  • Similarly, students who are used to relying on teachers to give them so much structure, direction and information will have to learn to start asking themselves
  • "What can I do before I ask an adult?"
  • Some psychologists point out that fostering self-determination and personal efficacy can conflict with our goals for collaborative work (Sigel) unless we find ways to mold both goals into our instructional programs
  • self-direction can refer not only to the individual but to a group, a class of students, that decides upon goals, designs strategies and collaboratively evaluates progress on a group basis. As Vygotsky (1978) notes,
  • learning to think occurs within a social context; group speech gradually becomes internalized as personal self-talk about confronting life's difficult, complex situations.
  • Finally, personal efficacy means taking control of one's destiny
  • school restructuring and change
  • Some critics (Apple, 1979) suggest that schools help students reproduce knowledge of a dominant social, economic class, and not engage in producing for their own knowledge.
  • Further, many parents are concerned that a reorientation toward student self-direction and personal efficacy will diminish the influence of home and school and inadequately prepare students for the work force.
David Wetzel

Science Discrepant Events and Critical Thinking: Using Surprising Phenomena to Focus St... - 7 views

www.suite101.com/...s-and-critical-thinking-a66872

teach science investigations critical thinking phenomena focus students attention events

shared by David Wetzel on 31 Jul 11 - No Cached
  • David Wetzel on 31 Jul 11
     
    Sample discrepant events are used to cause contradictions in students' prior knowledge and experiences in support of their better understanding of science concepts.
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