Skip to main content

Home/ educators/ Group items tagged discussions

Rss Feed Group items tagged

Patricia Cone

You Can't Stop the Rain « Educational Discourse - 10 views

  • So often when we talk about schools, students, parents and teachers, we discuss things in arm-lengths type of way. We discuss how they need to have richer and more meaningful learning experiences, how we need to provide them with the opportunities to use the technological tools in authentic learning experiences. What we don’t discuss is how schools need to be places of living not just of learning. They need to be places of community where children can experience life-lessons not just academic lessons. The story that follows is about one such event that took place at our school this past year.
  •  
    So often when we talk about schools, students, parents and teachers, we discuss things in arm-lengths type of way. We discuss how they need to have richer and more meaningful learning experiences, how we need to provide them with the opportunities to use the technological tools in authentic learning experiences. What we don't discuss is how schools need to be places of living not just of learning. They need to be places of community where children can experience life-lessons not just academic lessons. The story that follows is about one such event that took place at our school this past year.
Vicki Davis

How Teens Do Research in the Digital World - 0 views

  •  
    In a recent PEW study, National Writing Project (NWP) and Advanced Placement (AP) teachers said that "a top priority in today's classrooms should be teaching students how to 'judge the quality of online information.'"  Furthermore, teachers are concerned that students don't get past Google, Wikipedia, and YouTube into deeper (and more accurate) ways of collecting information. If you want to discuss research sources, social bookmarking is the best way to do this. We should see more classrooms using Diigo (the most superior bookmarking service, in my opinion) or Delicious as they discuss and share the documents they will use in their research papers.  I've found when topics need deeper research or when the sources of research are in dispute, that social bookmarking is the best way to facilitate those discussions. It is a powerful form of pre-writing for students. If they can begin the conversations around research articles and sources, then more accurate information will emerge in their final document. Often students don't verify the sources of information and should learn to view all online information with skepticism and a critical eye as they converse over what makes a good source. Social bookmarking is a key source of discussion, data collection, and citation in the modern classroom.
Vicki Davis

ED in '08 Blogger Summit - 0 views

  •  
    Conference for educational bloggers -- too bad it is in the waning weeks of the school year.
  •  
    Join thought leaders in education policy and national politics to discuss how the Internet is changing the discourse of education reform, and how those changes are affecting the 2008 presidential election. ED in '08 welcomes ed-bloggers and political bloggers to take part in the discussion. I'm glad the "thought leaders" in American can come, however, the timing of this conference precludes most teachers I know from even considering coming we're all in the "home stretch" and rarely are we able to leave the classroom, especially this time of year. I would hope that one day the edublogosphere would truly level us so that teachers would be included in these discussions. For, until that happens, I doubt we'll find any truly relevant change for the classroom.. just more buzzwords and "programs" that don't suit today's student. Hint: If you want reform, ask some good teachers or at least include them in the discussion. There are some big picture thinkers out there that ARE teachers in the public classroom.
Vicki Davis

Introducing discussions in Google Docs - Docs Blog - 17 views

  •  
    Some big changes with discussions on google docs that I like (except I can't figure out how to change my avatar for the discussion thread.) Watch it, however, as many email notifications for discussions are TURNED ON.
Maureen Tumenas

Online Predators and Their Victims - 1 views

  • adult offenders who meet, develop relationships with, and openly seduce underage teenagers
    • Vicki Davis
       
      This is an important point to make to parents! It is about RELATIONSHIPS not abduction, usually!
  • The publicity about online"predators" who prey on naive children using trickery and violence is largely inaccurate.
  • In the great majority of cases, victims are aware they are conversing online with adults. In the N-JOV Study, only 5% of offenders pretended to be teens when they met potential victims online. (112)
    • David Donica
       
      There tends to be a focus on the negative - no matter what percentage of the actual story is being discussed. Our news from "normal" channels follows the old "if it bleeds it leeds" mentality. The potential of the web towards "good" is highly underated - in my humble oppion
  • ...23 more annotations...
  • Offenders rarely deceive victims about their sexual interests.
  • promises of love and romance
  • 99% of victims of Internet-initiated sex crimes in the N-JOV Study were 13 to 17 years old, and none were younger than 12. 48% were 13 or 14 years old. (115)
  • My (Liz B. Davis ) Summary of Key Points (All are quotes directly from the article): Online "Predators" and Their Victims. Myths, Realities, and Implications for Prevention and Treatment. by: Janis Wolak, David Finkelhor, and Kimberly J. Mitchell - University of New Hampshire and Michele L. Ybarra - Internet Solutions for Kids, Inc.
    • Vicki Davis
       
      Remember that we may start annotating articles and extracting this information together as well.
  • it was those 15-17 years of age who were most prone to take risks involving privacy and contact with unknown people. (115)
    • Vicki Davis
       
      This tells us what we need to know about courses on digital citizenship and safety -- discuss these issues probably beginning around 11 -- before soliciation happens -- then have focused programs probably starting age 12-13 -- as with everything -- these ages tend to get lower over time -- what will happen w/ the Webkinz generation is anyone's guess.
    • Kristin Hokanson
       
      I see this more and more...as the parent of webkinz kids...in the past..you had the "don't talk to strangers" talk with them. Now the strangers are coming into our homes and at much younger ages.
    • David Donica
       
      I think we need to be aware that not all "unknown people" are wanting to commit crimes, fraud, etc. Talking to someone you don't know might be the introduction to your new best friend. The content of discussion is important. Not knowing someone, I would not give them personal information. Friendship is built over time.
    • Michelle Krill
       
      A nice way I've heard to describe this is that even though kids think they're tech savvy, they are not relationship savvy. It's this age group that doesn't recognize the complexity of relationships.
    • Vicki Davis
       
      @David - I think, however, that we should be very careful about teaching HOW to make friendships -- friend of a friend and building relationships OVER TIME is often how these things happen. Children want the romance and don't realize the "gentle" stranger they've met wants to harm them. This is a tricky one -- one of my dearest friends is Julie Lindsay who I met online. But that conversation was totally OK, as youwould guess. Teaching them about this is tricky. We'll have to think on this one AND look at the research.
  • take place in isolation and secrecy, outside of oversight by peers, family  members, and others in the youth's face-to-face social networks (115)
    • Vicki Davis
       
      Again, this reinforces my thoughts of NOT having computers in the bedroom! Period. Have family computers w/ screens viewable by everyone!
  • Most of the online child molesters described in the N-JOV Study met their victims in chatrooms. In a 2006 study, about one third of youths who received online sexual solicitation had received them in chatrooms. (116)
    • Vicki Davis
       
      Safe IM practice -- that is a key element of an online safety program.
  • Youth internet users with histories of offline sexual or physical abuse appear to be considerably more likely to receive online aggressive sexual solicitations. (117)
    • Vicki Davis
       
      At risk teenagers are at risk online AND offline!
    • Kristin Hokanson
       
      But I think they are MORE at risk now that they have new outlets...THIS is what teachers / school faculty NEED to understand!
    • Vicki Davis
       
      Yes, Kristin! -- what we saw in Florida this week tells us that -- these students have now found a new way to have life in prison! And it relates to YOutube!
  • ..Although Internet safety advocates worry that posting personal information exposes youths to online molesters, we have not found empirical evidence that supports this concern. It is interactive behaviors, such as conversing online with unknown people about sex, that more clearly create risk. (117)
    • Vicki Davis
       
      Posting personal information is NOT what puts students at risk -- interactive BEHAVIORS! Do! This is one criticism we've had of online projects. At risk behaviors from AT RISK students cause things to happen!!! Listen up!
    • Kristin Hokanson
       
      and your students are lucky that they have you to guide them. Way too many schools are not involving their students in these activities so they don't have these "appropriate" models
    • Vicki Davis
       
      Exactly, kristin -- MORE SCHOOLS have got to do this. It is a travesty that these kids are being victimized when the schools can do something about it. Completely a travesty. I hope we can all get fired up again about this topic, especially with the good research coming out now!
  • Online molesters do not appear to be stalking unsuspecting victims but rather continuing to seek youths who are susceptible to seduction. (117)
  • maintaining online blogs or journals, which are similar to social networking sites in that they often include considerable amounts of personal information and pictures, is not related to receiving aggressive sexual solicitation unless youths also interact online with unknown people. (117)
    • Vicki Davis
       
      Safety habits and teaching students how to interact safely. Learning to interact with people you KNOW in safe ways will keep our students safe. It is NOT about pulling the plug.
  • Boys constitute 25% of victims in Internet-initiated sex crimes, and virtually all of their offenders are male. (118
    • Vicki Davis
       
      Unfortunately, teaching boys to beware of men is something we have to do because that seems to be who is preying on the young boys.
  • Some gay boys turn to the internet to find answers to questions about sexuality or meet potential romantic partners, and there they may encounter adults who exploit them. (118)
  • ..child molesters are, in reality, a diverse group that cannot be accurately characterized with one-dimensional labels. (118)
  • Online child molesters are generally not pedophiles. (118)Online child molesters are rarely violent. (119)
  • Child pornography production is also an aspect of Internet-initiated sex crimes. One in five online child molesters in the N-JOV Study took sexually suggestive or explicit photographs of victims or convinced victims to take such photographs of themselves or friends. (120)
    • Vicki Davis
       
      Again -- behaviors. Teaching children not to take pictures of themselves and post them w/out parental approval is important, particularly for younger kids.
  • Youths may be more willing to talk extensively and about more intimate matters with adults online than in face-to-face environments. (121
    • Vicki Davis
       
      "If you wouldn't say it face to face, you shouldn't say it anyplace," should be our new saying to our students. (Yes, I coined it but it iwhat I will teach to my children.)
  • it may not be clear to many adolescents and adults that relationships between adults and underage adolescents are criminal. (122)
  • Simply urging parents and guardians to control, watch, or educate their children may not be effective in many situations. The adolescents who tend to be the victims of Internet-initiated sex crimes many not themselves be very receptive to the advice and supervision of parents. (122)
    • Vicki Davis
       
      The fact that the victims don't have a great relationship with their parents mean that we must have other outlets for teenagers such as with teachers, counselors, and others who are involved in these discussions!
  • We recommend educating youths frankly about the dynamics of Internet-initiated and other nonforcible sex crimes. Youths need candid, direct discussions about seduction and how some adults deliberately evoke and then exploit the compelling feelings that sexual arousal can induce. (122)
    • Vicki Davis
       
      This recommendation is VERY important!
    • Vicki Davis
       
      Yes, this is a gross mischaracterization. We are afraid of the unknown scary boogeman who isn't who we think he is, when it is the person who is up front that we must worry about. We want someone to blame instead of realizing it is the behavior of kids.
  • Youths need candid, direct discussions about seduction
    • Diane Hammond
       
      The hard part is finding comfortable places to have these discussions. Where is the best place?
    • Vicki Davis
       
      I believe that the Http://digiteen.wikispaces.com project is the best thing I've got going in my classroom with 9th graders in Qatar & Austria. We're having great conversations -- third person looking at things happening and working through what they think is a good way to do it, I believe. I truly think that everyone working with students should be educated to watch for the "signs" -- and we should also have individual programs.
    • Maureen Tumenas
       
      Is this an accurate statistic?
    • Vicki Davis
       
      We can look back at the reference in this study -- the hyperlink is at the top of the page -- I'm not sure of the sample size for this but it looks like this is what the New Jersey study found.
  •  
    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
  • ...3 more comments...
  •  
    Great article!
  •  
    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
  •  
    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
  •  
    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
  •  
    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
Vicki Davis

And the Walls Came Down: Viral Professional Development - NECC 2008 - 0 views

  •  
    Page for discussion of the viral professional development session at NECC.
  •  
    Just started the discussion for the viral pd session at NECC over at the NECC 2008 Ning -- watching some interesting discussions take place -- join in and converse. If you have a session, you're asked to create a discussion -- I hope they'll show us our tags so that we can tag and find sessions easily.
Mark Gillingham

Shared Inquiry™: An Opening Note for New Leaders - 10 views

  •  
    Many of us start with a degree of self-consciousness when we first lead discussion. We wonder whether participants will understand and respond to our focus question and whether we will understand their responses; we worry about whether we will easily think of follow-up questions and whether we will be able to keep discussion focused on the problem of meaning we have raised. Leading is not an easy task and it requires practice. But while there is no substitute for experience, there are things you can do to establish good conditions for thoughtful discussion.
Vicki Davis

Future of Education - Charting the Course of Education and Learning in a Networked World - 0 views

  •  
    From Steve Hargadon: "I've started a new community at http://www.FutureofEducation.com to providing an opportunity for those who care about education to share their voices and ideas on charting the course of education in a networked world. It's a place for thoughtful discussion on an incredibly important topic. The site will launch officially at the end of the month with the start of a weekly interview series, but I'm inviting some participation now because of an email Carol Broos (http://www.classroom20.com/profile/beatechie) sent out. Carol is one of twelve teachers who have been invited to participate in a round table discussion concerning the direction of education the new Secretary of Education Arne Duncan on Jan 21. She was sent the following questions, and is asking for feedback and ideas. You can respond either at the new http://www.FutureofEducation.com site or her wiki at http://education20.pbwiki.com/FrontPage. Here are the questions: 1. What is the one most important education issue you wish Secretary Duncan to focus on during his tenure and why? 2. How shall the tenets of the No Child Left Behind act be altered or invigorated? What are its positives? How can its negatives be improved? 3. How should the new administration respond to the nation's need for better prepared and more qualified teachers? 4.What should the new administration do to increase student engagement in mathematics, the sciences and the arts? 5. How should funding equity issues be addressed? There is also a discussion topic on what questions were not asked that might have been." This seems to be a great thing!
Vicki Davis

Tag Overload - 110 views

Just remember that we only 16 tags -- that is NOT a lot! Also -- looking at it by NOUN is important. Who is a person -- I"m an administrator so I'd be interested in this. I found that structure ...

Michael Walker

Three Ways to Increase the Quality of Students' Discussion Board Comments - 15 views

  • Generation of class norms by the students:
  • Having ownership of the norms that govern the course discussions will certainly affect the climate of collaborative learning in an online class by providing an impetus for students to post more constructive and meaningful messages
  • The employment of Grice’s maxims for self-evaluation:
  • ...3 more annotations...
  • Quantity: make your contribution as informative as is required, but not more, or less, than is required. Quality: do not say that which you believe to be false or for which you lack evidence. Relation: be relevant. Manner: avoid ambiguity and obscurity; be clear, brief, and orderly.
  • Retrospective analysis of posted responses:
  • self-critique and reflect on their performance and comment on their perceptions concerning the quality of their responses may make them revisit their learning and, more important, initiate them into rethinking about their postings to improve their talk quality.
  •  
    Study shares good, basic ideas for comments to discussion boards and blogs.
Mark Gillingham

The Great Books Foundation | Book Notes Plus - 5 views

  • Another project for the common folks that Adler shepherded was the formation of the Great Books Foundation.  The purpose of the Foundation was to produce a series of inexpensive paperback books that contained works that Adler thought were important.  Since the sets were inexpensive, everyone in a book group would be able to buy a set, and then get together to discuss the diverse selections therein.
  • Regardless of where you live, there is probably a Great Books Discussion Group nearby.  Here in Baton Rouge, Louisiana there has been a Group for over 40 years, and I have been in it, off and on, for many of those years.  When our son was in elementary school he was in a Junior Great Books Discussion Group for a while, and my wife was the leader.  You will even find Great Books Discussion Groups in prisons.  A friend of mine led a group at a state prison for a time, and said that the discussions were among the best he ever took part in.
  •  
    The Great Books Foundation is a nonprofit educational organization based in Chicago, IL. 
Vicki Davis

Blogging in the Classroom - Flat Classrooms - 1 views

  • The presenter, Konrad Glogowski, an eigth grade writing teacher, discussed his use of blogs as a "third place" for students to express themselves. The first place being students home, the second school, and the third, a sort of place where they are free to creatively express themselves. At the begining of the year, Mr. Glogowski challenged his students to "grow" a blog. He presented them a visual to assist them in planning their creation and, pretty much, allowed them the freedom to make their own product. He watched as the blogs and classroom community grew. Fellow students commented on one another's blog entries, offering advice and building fellow classmates confidence in their writing. Mr. Glogowski's role as teacher evolved into a reader of work and a partner in learning rather than an evaluator and expert of information. By the end of the year, his students had great pride in their work, bonded as a communtiy, and were better, more confident, writers. The likely hood that they would continue to work on their blogs and writing was extremely high. Mr. Glogowski's strategy and his educational philosophy towards blogging was a success.
  •  
    Excellent discussion about Blogging in the classroom from Rob Kamrowski on the Flat Classroom Ning. Rob says: "The presenter, Konrad Glogowski, an eigth grade writing teacher, discussed his use of blogs as a "third place" for students to express themselves. The first place being students home, the second school, and the third, a sort of place where they are free to creatively express themselves. At the begining of the year, Mr. Glogowski challenged his students to "grow" a blog. He presented them a visual to assist them in planning their creation and, pretty much, allowed them the freedom to make their own product. He watched as the blogs and classroom community grew. Fellow students commented on one another's blog entries, offering advice and building fellow classmates confidence in their writing. Mr. Glogowski's role as teacher evolved into a reader of work and a partner in learning rather than an evaluator and expert of information. By the end of the year, his students had great pride in their work, bonded as a communtiy, and were better, more confident, writers. The likely hood that they would continue to work on their blogs and writing was extremely high. Mr. Glogowski's strategy and his educational philosophy towards blogging was a success." This person did not attend necc, but watched Konrad present via ustream via Will Richardson's blog. Ascyhronous conferences are so important. Can we make it part of conference best practice?
  •  
    Overview of Konrad Glowgoski's presentation for necc.
Vicki Davis

What is tagging? - Flat Classrooms - 6 views

  •  
    A conversation that we're having about tagging, folksonomy and taxonomy and when to use each. This was posted as an email request on our Flat Classroom certified teacher group, however, we have as a best practice to pull out those discussion items and put them on the Ning so that everyone can benefit from the discussion when it is something others may want to read. Feel free to join in and see the conversations happening and add your thoughts.
Mark Gillingham

IRA recommends lively and critical discussions of high-quality text. - 11 views

  •  
    Collaborative discussion methods help students engage text and become better readers.
Martin Burrett

UKEdChat Session 319: Planning and Resources - 3 views

  •  
    Join the #UKEdChat discussion on Twitter at 8pm(UK) to discuss planning and teaching resources.
Vicki Davis

Teacher: One (maddening) day working with the Common Core - The Answer Sheet - The Wash... - 12 views

  •  
    The Washington Post has a quite distressing bug common remarks about Common Core exemplars. Is going too much by the common core doing to take us down to a lower common denominator than we are at already? I'm not sure but this type of article is very concerning. "Each teacher read individually through the exemplar lesson on Lincoln's speech. When we began discussing it, we all expressed the same conclusion: Most of it was too scripted. It spelled out what types of questions to ask, what types of questions not to ask, and essentially narrowed any discussion to obvious facts and ideas from the speech.
Martin Burrett

Thunks - Get Thunking - 10 views

  •  
    This site has been a wonderful source of discussion ideas in my class, especially in philosophy sessions. This site has an archive going back to 2007 of over 1,000 fabulous question that will get your class (and you) thinking and discussing. You can even submit your own brain bouncing questions to the site. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Vicki Davis

Cool Cat Teacher Blog: Join the Flat Classroom Global Book Club! #flatclass - 1 views

  •  
    It is finally here. Here are the details on our Flat Classroom global book club. (click the link for more) Every week for 10 weeks we will meet at an alternating time - 12 hours apart. (For the East Coast USA it is Sundays at 6 pm Eastern or Monday mornings at 6 am eastern)  Visit our Book club calendar to convert these times to your Time Zone. Subscribe to this calendar via Google calendar to keep up with events.This is Sunday evenings at 22:00GMT alternating with Monday mornings at 10:00GMT in our Blackboard Collaborate room https://sas.elluminate.com/m.jnlp?sid=2007066&password=M.065891D192F8072208BF5756999CE0 .   The book club is free and everyone is welcome. #flatclass Book Club Meeting Times Week and Date Time Topic of Conversation Week 1: Sunday March 11 22:00 GMT (6 pm EDT) Chapter 1 - Flattening Classrooms through Global Collaboration (p 1-17) Chapter 2 - Impact on Learning: Research in the Global Collaborative Classroom (p18-30) Week 2: Monday, March 19 10:00 GMT (6 am EDT) Chapter 3 - Step 1: Connection (p 31-61) Week 3: Sunday, March 25 22:00 GMT (6 pm EDT) Chapter 4 - Step 2: Communication (p 62-96) Week 4: Monday, April 2 10:00 GMT (6 am EDT) Chapter 5 - Step 3: Citizenship (p 97-125) Take a break. Week 5: Sunday, April 15 22:00 GMT (6 pm EDT) Chapter 6 - Step 4: Contribution and Collaboration (p 126-157) Week 6: Monday, April 23 10:00 GMT (6 am EDT) Chapter 7 - Step 5: Choice (p 158-196) Week 7: Sunday, April 29 22:00 GMT (6 pm EDT) Chapter 8 - Step 6: Creation (p197-214) Week 8: Monday, May 7 10:00 GMT (6 am EDT) Chapter 9 - Step 7: Celebration (p 215-234) Week 9: Sunday, May 13 22:00 GMT (6 pm EDT) Chapter 10 - Designing and Managing a Global Collaborative Project (p 235-267) Week 10: Monday, May 21 10:00 GMT (6 am EDT) Chapter 11 - Challenge-Based Professional Development (p 268-293) Chapter 12: Rock the World (p 293 - 304)  We're also inviting the educators featured in each chapter to be with us for the conversations about "th
Vicki Davis

Intro to the Semantic Web - YouTube - 6 views

  •  
    A video discussing the semantic web (as some call Web 3.0) - this is still being discussed, however, with personal assistants (Siri) and the ability to communicate to increasingly intelligent devices that access the web, it is likely that some of the technologies we have today are transitional technologies that are transporting us from Web 2 to Web 3 as we speak. Remember, however, that although we are moving ahead, that the characteristics of previous "webs" are still there. We can still search like we did in Web 1 and we are certainly seeing explosive growth in social media (Web 2) but Web 3 is here. I think this video is a nice explanation.
Vicki Davis

Launching an iPad 1-to-1 Program: A Primer -- THE Journal - 17 views

  •  
    A detailed discussion from the journal about launching a 1:1 ipad program beginning with leadership and cost and moving through other issues. I do wish this article had a few more links but it is a great read for those who are discussing this (like we are at my school.)
1 - 20 of 363 Next › Last »
Showing 20 items per page