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Constructing Modern Knowledge 2009 - 0 views

bengrey.com/...comment-page-1 education learning constructivism edu_trends
shared by Vicki Davis on 25 Jul 09 - Cached
  • Vicki Davis on 25 Jul 09
     
    Great post by Ben Grey on his participation in Constructing Modern knowledge - he hits several things including the fact that many at the conference said that computer programming should be mandatory for all students and a presenter who said that the problem with today is that too many people have a voice. My comments from Ben's blog are below. Great conversations happening here! Programming - OK, on the programming thing, here are my thoughts. In our curriculum our objective is not as much a specific LANGUAGE. One year I may use HTML with Javascript, this past year I used LSL - what I want kids to know that when they encounter programming and coding that there are certain conventions. Some are case sensitive, some are not. How do you find out how to add to what you know about programming? Do you know where to go to find prewritten code? Can you hack it to make it work to do what you want it to do? We spend about a week - two weeks but I require they know how to handcode hyperlinks and images - they are just too important. But to take 12 weeks or 6 weeks to learn a whole language - yes maybe some value - but to me the value is HOW is the language constructed or built. What are the conventions and how do I educate myself if I am interested in pursuing. What comes out of this time is kids who say either "I never want to do that" or "this is really cool, I love coding." They are doing very simplistic work (although the LSL object languages were pretty advanced) but since we don't have a full course nor time in our curriculum, I do see this as an essential part of what I teach. I'm not teaching it for the language sake but for the sake of understanding the whole body of how languages work - we talk about the different languages and what they are used for as part of Intro to Computer science and have an immersive experience. To me, this is somewhat a comprimise between leaving it out entirely or forcing everyone to take 12 weeks of it. I
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Chicago Public Schools Department of Libraries and Information Services in Se... - 0 views

blogs.cuip.net/...sledcc-poster-sessions education professionaldevelopment secondlife web3d
shared by Vicki Davis on 24 Aug 08 - Cached
  • Vicki Davis on 24 Aug 08
     
    Call for those to particpiation in the Second Life Community Convention Education
  • Vicki Davis on 24 Aug 08
     
    Those doing educational work in Second Life are invited to submit for a poster session in SL. Call for Participation in the Second Life Community Convention Education Track (SLEDcc) Poster Sessions
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What the Hashtag?! - the user-editable encyclopedia for hashtags found on Twitter - 0 views

wthashtag.com/Main_Page twitter hashtag
shared by Fred Delventhal on 10 Mar 09 - No Cached
  • Fred Delventhal on 10 Mar 09
     
    What's a hashtag? Hashtags are a community-driven convention for adding additional context and metadata to your tweets. They're like tags on Flickr, only added inline to your posts. Hashtags can be created by anyone simply by prefixing a word with a hash symbol: #myhashtag.
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AlertNow - 0 views

www.alertnow.com/01_01.html alertnow communication needs automated dialing
shared by Jeff Johnson on 02 Feb 09 - Cached
  • Jeff Johnson on 02 Feb 09
     
    AlertNow, designed specifically to address school communication needs, supplements conventional school communications and replaces outdated phone trees and automated dialing tools that require staff resources and large blocks of time to deliver messages to multiple recipients. AlertNow is the industry's only rapid communication service that displays the school phone number on caller identification devices (Caller ID) for non-emergency calls and distinguishes urgent emergency calls with a "411" caller ID display.
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Podstock 2009! | Podstock: An Education Podcasting Convention - 0 views

essdack.org/podstock Audio Podcasting Conference=Convention Professional-Development Teaching Technology-Integration
shared by Clif Mims on 18 Jan 09 - Cached
  • Clif Mims on 18 Jan 09
     
    Podstock is a brand new conference designed to bring podcast creators and those who see the real value of podcasting as creators and consumers together.
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The Bovine Bugle - 0 views

stonyfield.typepad.com/bovine blog farm stonyfield
shared by anonymous on 26 May 08 - Cached
  • anonymous on 26 May 08
     
    Welcome to The Bovine Bugle! Jonathan Gates reports from Howmars Farm in Franklin, Vermont. Howmars is a certified organic dairy farm, one of many Organic Valley/CROPP Cooperative farmer members who supply the milk that goes into making Stonyfield's yogurts and smoothies. The entire family pitches in on this third-generation farm. Jonathan and his father, Howard, converted the farm from conventional dairy farming to organic 9 years ago.
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Brain Power - Studying Young Minds, and How to Teach Them - Series - NYTimes.com - 10 views

www.nytimes.com/...21brain.html brain Math primarymath ML-K-3
shared by Dave Truss on 19 Feb 10 - Cached
Ruth Howard liked it
  • Dave Truss on 19 Feb 10
     
    *Need a free NYT account. For much of the last century, educators and many scientists believed that children could not learn math at all before the age of five, that their brains simply were not ready. But recent research has turned that assumption on its head - that, and a host of other conventional wisdom about geometry, reading, language and self-control in class.
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Gajitz - 7 views

gajitz.com Science Math Creativity
shared by Clif Mims on 16 Mar 10 - Cached
  • Clif Mims on 16 Mar 10
     
    Great Gadgets, Strange Science & Technology with a Twist "Gajitz is as much an interactive archive of innovations past, present and futuristic as it is a collection of the latest and greatest gadget designs, sensational scientific discoveries and terrific new technologies … with a twist. The primary focus of this tech publication (read: blog) is on objects, finds anddesigns that defy particular typologies, wander away from convention and are more than merely consumable objects."
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The Tell-All Generation Learns When Not To, at Least Online - NYTimes.com - 10 views

www.nytimes.com/...09privacy.html facebook socialmedia socialnetworking socialresponsibility presentation parents
shared by Dave Truss on 10 May 10 - Cached
  • Younger teenagers were not included in these studies, and they may not have the same privacy concerns. But anecdotal evidence suggests that many of them have not had enough experience to understand the downside to oversharing.
    • Dave Truss
      Dave Truss on 10 May 10
       
      This is why we need to have social networking sites at school, so that we can help teach about safety/security/privacy!
  • But in many cases, young adults are teaching one another about privacy.
  • Ms. Liu is not just policing her own behavior, but her sister’s, too. Ms. Liu sent a text message to her 17-year-old sibling warning her to take down a photo of a guy sitting on her sister’s lap. Why? Her sister wants to audition for “Glee” and Ms. Liu didn’t want the show’s producers to see it. Besides, what if her sister became a celebrity? “It conjures up an image where if you became famous anyone could pull up a picture and send it to TMZ,” Ms. Liu said. Andrew Klemperer, a 20-year-old at Georgetown University, said it was a classmate who warned him about the implications of the recent Facebook change — through a status update on (where else?) Facebook. Now he is more diligent in monitoring privacy settings and apt to warn others, too.
    • Dave Truss
      Dave Truss on 10 May 10
       
      Great examples of peers leading peers, but not the kind we usually read about when media describes social networking sites.
  • ...4 more annotations...
  • He has learned to live out loud mostly by trial and error and has come up with his own theory: concentric layers of sharing.
    • Dave Truss
      Dave Truss on 10 May 10
       
      Like my "Worlds Collide" post: http://pairadimes.davidtruss.com/google-buzz-and-george-costanza-worlds-collide/ but I still think there is too much of a perception that you can have 'private' or 'hidden' digital lives (which you can't) rather than thinking about it as being appropriate to your audience, and always "appropriate" and thoughtful about your image.
  • The conventional wisdom suggests that everyone under 30 is comfortable revealing every facet of their lives online, from their favorite pizza to most frequent sexual partners. But many members of the tell-all generation are rethinking what it means to live out loud.
  • more than half the young adults questioned had become more concerned about privacy than they were five years ago — mirroring the number of people their parent’s age or older with that worry. They are more diligent than older adults, however, in trying to protect themselves.
  • In a new study to be released this month, the Pew Internet Project has found that people in their 20s exert more control over their digital reputations than older adults, more vigorously deleting unwanted posts and limiting information about themselves.
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Digital Images of Yale's Vast Cultural Collections Now Available for Free - 11 views

opac.yale.edu/...article.aspx art photos ML-All
shared by Dave Truss on 18 May 11 - No Cached
  • Dave Truss on 18 May 11
     
    As works in these collections become digitized, the museums and libraries will make those images that are in the public domain freely accessible. In a departure from established convention, no license will be required for the transmission of the images and no limitations will be imposed on their use.
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Progressive Education - 0 views

www.alfiekohn.org/...progressive.htm progressive education alfiekohn
shared by Michael Walker on 11 Jul 09 - Cached
  • As Jim Nehring at the University of Massachusetts at Lowell observed, “Progressive schools are the legacy of a long and proud tradition of thoughtful school practice stretching back for centuries” — including hands-on learning, multiage classrooms, and mentor-apprentice relationships — while what we generally refer to as traditional schooling “is largely the result of outdated policy changes that have calcified into conventions.”
  • Progressive educators are concerned with helping children become not only good learners but also good people
  • Learning isn’t something that happens to individual children — separate selves at separate desks. Children learn with and from one another in a caring community, and that’s true of moral as well as academic learning. Interdependence counts at least as much as independence
  • ...13 more annotations...
  • Progressive schools are characterized by what I like to call a “working with” rather than a “doing to” model.
  • A sense of community and responsibility for others isn’t confined to the classroom; indeed, students are helped to locate themselves in widening circles of care that extend beyond self, beyond friends, beyond their own ethnic group, and beyond their own coun
  • “What’s the effect on students’ interest in learning, their desire to continue reading, thinking, and questioning?”
  • Alfred North Whitehead declared long ago, “A merely well-informed man is the most useless bore on God’s earth.” Facts and skills do matter, but only in a context and for a purpose. That’s why progressive education tends to be organized around problems, projects, and questions — rather than around lists of facts, skills, and separate disciplines
  • students play a vital role in helping to design the curriculum, formulate the questions, seek out (and create) answers, think through possibilities, and evaluate how successful they — and their teachers — have been
  • Each student is unique, so a single set of policies, expectations, or assignments would be as counterproductive as it was disrespectful.)
  • they design it with them
  • what distinguishes progressive education is that students must construct their own understanding of ideas.
  • A school that is culturally progressive is not necessarily educationally progressive. An institution can be steeped in lefty politics and multi-grain values; it can be committed to diversity, peace, and saving the planet — but remain strikingly traditional in its pedagogy
  • A truly impressive collection of research has demonstrated that when students are able to spend more time thinking about ideas than memorizing facts and practicing skills — and when they are invited to help direct their own learning — they are not only more likely to enjoy what they’re doing but to do it better.
  • Regardless of one’s values, in other words, this approach can be recommended purely on the basis of its effectiveness. And if your criteria are more ambitious — long-term retention of what’s been taught, the capacity to understand ideas and apply them to new kinds of problems, a desire to continue learning — the relative benefits of progressive education are even greater.[5]
  • Students in elementary and middle school did better in science when their teaching was “centered on projects in which they took a high degree of initiative.
  • For starters, they tell me, progressive education is not only less familiar but also much harder to do, and especially to do well. It asks a lot more of the students and at first can seem a burden to those who have figured out how to play the game in traditional classrooms — often succeeding by conventional standards without doing much real thinking. It’s also much more demanding of teachers, who have to know their subject matter inside and out if they want their students to “make sense of biology or literature” as opposed to “simply memoriz[ing] the frog’s anatomy or the sentence’s structure.”[12]  But progressive teachers also have to know a lot about pedagogy because no amount of content knowledge (say, expertise in science or English) can tell you how to facilitate learning. The belief that anyone who knows enough math can teach it is a corollary of the belief that learning is a process of passive absorption —a view that cognitive science has decisively debunked.
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Great Source iwrite - Students: Grammar Handbook - 0 views

www.greatsource.com/...s_grammar_hndbk.html grammar writing editing english ELA education
shared by Ted Sakshaug on 27 May 09 - Cached
  • Have questions about the mechanics, usage, grammar, and spelling rules while you're editing? View these quick videos for help with a variety of writing rules.
  • Ted Sakshaug on 27 May 09
     
    Grammar Handbook How to Edit your writing To edit your writing well, you need to understand some basic concepts about writing. Sometimes these concepts are called grammar, mechanics, or conventions. Sometimes they are called rules, but really these rules are just patterns that good writers try to follow so they clearly communicate what they want to say to readers. Anybody can be a good editor. First, you have to know what's important and then you have to reread your work carefully. Everyone-especially teachers-appreciate a writer who rereads and corrects his or her work.
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Montessori preschool boosts academic results and reduces income-based inequalit - 2 views

ukedchat.com/...montessori-academic-results montessori kindergarten nursery
shared by Martin Burrett on 31 Oct 17 - No Cached
  • Martin Burrett on 31 Oct 17
     
    "Not only do Montessori children do better overall than those in conventional preschools, but Montessori preschools help low-income children to perform as well as wealthier children Children in Montessori preschools show improved academic performance and social understanding, while enjoying their school work more, finds the first longitudinal study of Montessori education outcomes. Strikingly, children from low-income families, who typically don't perform as well at school, show similar academic performance as children from high-income families. Children with low executive function similarly benefit from Montessori preschools. The study, published in Frontiers in Psychology, suggests that well-implemented Montessori education could be a powerful way to help disadvantaged children to achieve their academic potential."
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Homework or Not? That is the (Research) Question. | District Administration Magazine - 3 views

www.districtadministration.com/...ework-or-not-research-question
shared by Brendan Murphy on 06 Mar 13 - No Cached
    • Brendan Murphy
      Brendan Murphy on 06 Mar 13
       
      Nothing at the end of this article is supported by research. It's like they looked at the research above and then went back to conventional wisdom, which in this case is wrong according to research. 
  • evaluated homework research and concluded that it does not significantly impact achievement— and can even be detrimental.
    • Brendan Murphy
      Brendan Murphy on 06 Mar 13
       
      Feeling good about yourself and spending time in a quiet place do as much good as the actual homework assignment. 
  • ...1 more annotation...
    • Brendan Murphy
      Brendan Murphy on 06 Mar 13
       
      Don't even bother reading past here. It's like they forgot the research that sparked the idea for this article and went back to what grandma used to say. 
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This is Not a Paper - 8 views

faculty.ed.uiuc.edu/...paper.1.html paper early Internet writing revising arpanet authorship history edu_trends technology professionaldevelopment
shared by Brendan Murphy on 05 Jun 10 - Cached
  • November 1995
  • survey of journal editors in education, little enthusiasm for the idea of creating electronic versions
  • changing ideas about what constitutes a publication
  • ...7 more annotations...
  • Questions immediately arise: When was this project published? When was it finished? Who deserves credit as author? Who were the reviewers and who were the audience?
  • In our view, it is not that electronic publication is a panacea or an obviously superior form of scholarly communication across the board; it is that these technologies are already upon us, they are for better or worse in increasing use, and they confront us with issues and choices we need to reflect upon.
  • On the other hand, when certain publications are only available digitally, lacking technological resources or skills will exclude certain audiences
  • Electronic publishing has provided an opportunity
  • Is it useful to have access to tens of thousands of documents, with no reliable way of culling the few dozen that one could actually have time to read?
  • As a result, current conventional notions of copyright would need to be profoundly rethought.
  • This fourth model undoes the very idea of a journal as a unidirectional avenue for dissemination of textual information
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Podstock Ning - 0 views

podstock.ning.com 2.0 Audio Podcasting Conference=Convention Teaching Technology-Integration
shared by Clif Mims on 18 Jan 09 - Cached
  • Clif Mims on 18 Jan 09
     
    This network is for educators who are interested in educational podcasting and the Podstock conference May 1st and 2nd in Wichita Kansas.
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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
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Educon 2.1 - 0 views

educon21.wikispaces.com conference=convention education future instructional-design learning reform teaching web 2.0
shared by Clif Mims on 15 Jul 08 - No Cached
  • Clif Mims on 15 Jul 08
     
    EduCon 2.1 is both a conversation and a conference. And it is not a technology conference. It is an education conference. It is, hopefully, an innovation conference where we can come together, both in person and virtually, to discuss the future of schools. Every session will be an opportunity to discuss and debate ideas -- from the very practical to the big dreams.
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