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Emily Vickery

Pearson Foundation: Empowering the 21st Century Superintendent - 0 views

www.pearsonfoundation.org/pg5.4.html

educators

shared by Emily Vickery on 29 May 08 - Cached
  • In March, 2008, the Consortium for School Networking (CoSN) launched a new initiative dedicated to helping superintendents, aspiring superintendents and district leadership teams build their knowledge, skills and confidence as effective technology leaders.
John Evans

CoSN Small District Technology Leadership Wiki - CoSNWiki - 0 views

www.cosn.org/...index.php

cosn cosnwiki edtech leadership technology wiki

shared by John Evans on 07 Aug 08 - Cached
  • John Evans on 07 Aug 08
     
    The Consortium for School Networking (CoSN) is the country's premier voice for K-12 education leaders who use technology strategically to improve teaching and learning. The objective of this wiki is to provide a space for collaborative work around topics regarding effective planning for and use and implementation of technology.
Fred Delventhal

Grade Level Chart of 21st Century Literacies Lessons - 0 views

www.kn.pacbell.com/...gradelevel.html

21st century skills 21st century learning literacies lessons information_skills InformationLiteracy skills education

shared by Fred Delventhal on 26 Nov 08 - Cached
  • Fred Delventhal on 26 Nov 08
     
    Lesson Grade Level Chart Which lessons are appropriate for your students? All schools are probably teaching many of the information literacy skills found in this body of lessons. Usually, individual teachers will tackle the process of plugging the gaps in their curriculum when an issue or opportunity arises. A sixth grade teacher may see the need to review note taking, while a high school teacher needs to re-introduce Boolean operators and review Citing Sources. Eventually, schools and districts will attempt to make sure the skills covered in these lessons are integrated into the K-12 curriculum. As a teacher, you can begin by looking at the chart below to see which lessons are appropriate for the age and abilities of the students you teach.
Kathy Benson

ePals - 1 views

www.epals.com

4etits collaboration technology techintegrator

shared by Kathy Benson on 18 Apr 08 - Cached
  • Dave Truss on 18 Apr 08
     
    Welcome to the Internet's largest global community of connected classrooms! Safely connect, collaborate and learn using our leading protected email and blog solutions for schools and districts
Mark Gomez

Deal would let L.A. teachers create "pilot schools" | L.A. NOW | Los Angeles Times - 5 views

latimesblogs.latimes.com/...hers-create-pilot-schools.html

shared by Mark Gomez on 04 Dec 09 - Cached
  • Charters operate independent of direct district control and are free from some rules that govern traditional schools, including adherence to L.A. Unified’s union contracts.
    • Mark Gomez
      Mark Gomez on 04 Dec 09
       
      this line speaks to the essence of my soul as an educator... you mean we can finally stop making decisions for students driven by who makes $ off of it?
  • 10 days of release time for any teachers conducting union business, said union president A.J. Duffy. But the union didn’t win the right to an arbitration hearing for teachers who had exhausted administrative appeals for resisting a transfer to another school. Duffy said some thorny issues remained to work out, but these could be taken up in negotiations over the coming months.
    • Mark Gomez
      Mark Gomez on 04 Dec 09
       
      there are only a few teachers i knew whou would ever need to use all of those days for union business... chapter chairs specifically... but what is the concern over exhausting administrative appeals if you have helped to set up and even hire the administrators at your pilot site... or set up the rules administering you?
Darren Kuropatwa

NASSP - Shifting Ground - 14 views

www.principals.org/...sec.asp

filter IWB Admin projectbasedlearning digitalfootprint chrislehmann newliteracy

shared by Darren Kuropatwa on 06 Dec 09 - Cached
  • Moreover—and perhaps most damning—by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers’ experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Districts have spent thousands of dollars installing interactive whiteboards—which are a more powerful, more engaging chalkboard. And yes, they are a tool with some very useful functions, and yes, we have them at the Science Leadership Academy in Philadelphia, where I am principal. But let me be clear: interactive whiteboards only enable a teacher-centric style of teaching to be more engaging than it would have been with a traditional chalkboard. Much of the prepackaged educational gaming similarly makes the same mistake.
    • Dave Truss
      Dave Truss on 06 Dec 09
       
      I've just never bought into these as a good way to spend money other than perhaps in Kindergarten and Grade 1 where students can interact and engage with text and shapes in front of their peers.
    • Darren Kuropatwa
      Darren Kuropatwa on 07 Dec 09
       
      I disagree with both you and Chris here. If you use an IWB to teach in a teacher centric way then *maybe* it'll be more engaging for students than it was before the IWB but I doubt it; I think kids are smarter than that. Teachers who teach in student centred ways find IWBs amplify not just engagement with the teacher, but with each other and the content they are wrestling with; they learn more deeply because we can bring a more multifaceted perspective to bear on every issue/problem discussed in class. When the full content of the internet can be brought to bear on every classroom discussion (including my twitter and skype networks) we are able to concretely illustrate the interconnectedness of all things. We don't have to tell kids this, they see it as it happens, every day. You might be able to do something like this without an IWB but it would be a little more clunky in execution.
  • The single greatest challenge schools face is helping students make sense of the world today. Schools have gone from information scarcity to information overload. This is why classes must be inquiry driven. Merely providing content is not enough, nor is it enough to simply present students with a problem to solve. Schools must create ways for students to come together as a community to ask powerful questions and dare them to bring all of their talents to bear on real-world problems.
  • ...5 more annotations...
  • Schools can and must be empowering—what held down the progressive school movements of the past 100 years was not that the ideas were wrong, but rather that it often just took too long to create the authentic examples of learning.
  • The idea of community has changed dramatically in the past 10 years, and that idea should be reflected in classrooms.
  • Once students have worked together, the question must become, What can they create?
  • But it is not enough for educators to simply be aware of social networking; they have an obligation to teach students the difference between social networking and academic networking
  • Educators can help them understand how to paint a digital portrait of themselves online that includes the work they do in school and help them network, both locally and globally, to enrich themselves as students.
  • Dave Truss on 06 Dec 09
     
    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Darren Kuropatwa on 07 Dec 09
     
    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
Jackie Gerstein

CoSN's School District Chief Technology Officers' (CTO) Council - 7 views

www.cosn.org/framework

cosn web2 technology bestpractices

shared by Jackie Gerstein on 16 Dec 09 - Cached
  • Jackie Gerstein on 16 Dec 09
     
    Framework of Essential Skills of the K-12 CTO (V. 2.0)
  • Jackie Gerstein on 16 Dec 09
     
    Framework of Essential Skills of the K-12 CTO (V. 2.0)
Qien Kuen

So many communities … so little time. What makes a community successful? | We... - 12 views

www.ncs-tech.org/?p=4771

communities

shared by Qien Kuen on 17 Jan 10 - Cached
Ruth Howard liked it
  • All that said, great networks don’t try to be all things to all people, they know their charter / target market / participant demographic and what matters to them. Leaders aren’t appointed, they emerge organically.
  • Reading through the list, the message is clear: communities are PEOPLE!
  • Our face to face meetings were terrific, but there seemed to be an opportunity to use technology to unite the group when we were back in our districts
  • ...1 more annotation...
  • What is the problem your community is trying to solve?
Felix Gryffeth

School Suspensions Lead to Legal Challenge - NYTimes.com - 5 views

www.nytimes.com/...19suspend.html

civil rights constitutional education teachers legal legislation courts school district students pupils

shared by Felix Gryffeth on 19 Mar 10 - Cached
  • Felix Gryffeth on 19 Mar 10
     
    Racial and constitutional questions are raised in the suspension of students after a fight at their high school.
Dave Truss

Digital Citizen - thinking about Facebook, Friends and Teachers | Educational Origami - 17 views

edorigami.edublogs.org/...-facebook-friends-and-teachers

facebook mycomments chriskennedy

shared by Dave Truss on 20 Mar 10 - Cached
  • Dave Truss on 20 Mar 10
     
    From my perspective, being friends with students in an informal social medium like face book is fraught with dangers? Its like attending student parties. What do you think? *Note my comment & Chris Kennedy's!
  • Robin Cicchetti on 20 Mar 10
     
    A cross post from the original blog: As an avid Facebook user I'd have to give a big thumbs up to the consensus of the group. I, too, accepted friend requests from students and have stopped the practice. Our district developed a policy that strongly discourages teachers "friending" students on social networking platforms. This has made my life easier. When I receive friends requests I can decline and give them school policy as my reason. Students understand and it is never a big deal. It isn't just Facebook as I receive more friend requests through GoodReads. In response I am unrolling school GoodReads account for our learning commons, as well as a Facebook Group. This was we can be there for them in their network without crossing personal lines. Great discussion thread!
Michael Walker

Recommended iPod Apps (Grade Levels & Subjects) Escondido Union School District - iRead... - 22 views

spreadsheets.google.com/lv

ipod apps education

shared by Michael Walker on 06 Apr 10 - No Cached
  • Ben Rimes on 06 Apr 10
     
    Over 80 Apps for the iPod Touch sorted by their grade level, subject area, and type (resource, creative, game, etc.). Also includes a short description of the application, it's link in iTunes, and it's price.
  • Michael Walker on 21 Apr 10
     
    Grade level and subject spreadsheet showing iPod apps and cost. Nicely done!
Brendan Murphy

A Culture of School Discipline - Inside the School - 16 views

www.insidetheschool.com/...a-culture-of-school-discipline

shared by Brendan Murphy on 21 May 10 - Cached
  • Kids were disrespectful to teachers, and teachers were impatient with kids
    • Brendan Murphy
      Brendan Murphy on 21 May 10
       
      We can sometimes cause our own discipline problems.
  • how does a school get to the point that my school was at when I first arrived? In this particular case, there had been a series of administrative turnovers, so every couple of years the priorities changed. There was no adopted discipline code, so school discipline was something that was randomly applied to individual students rather than a part of the entire school culture. Teachers felt that they were not supported by administration, and some students realized that there were few in any consequences for poor behavior (the student who hit the opposing player earned the first suspension in years). Some teachers just gave up; others became angry. Still others were intimidated. Teacher absenteeism was high.
    • Brendan Murphy
      Brendan Murphy on 21 May 10
       
      We first create our own problems because we don't have an district/school wide plan or if we do it isn't being followed.
  • The school turnaround didn’t occur overnight, but at the end of two years of consistent application of the discipline plan
    • Brendan Murphy
      Brendan Murphy on 21 May 10
       
      As with all change in education it takes time and consistant application
Dennis OConnor

iNACOL - 19 views

www.onlineprogramhowto.org

web2.0 technology education k-12

shared by Dennis OConnor on 16 Jan 11 - No Cached
  • his web site, you probably already know this. The information and resources provided here have been compiled and organized to help you feel less overwhelmed.
  • About this Website This website was created as a public resource to meet a growing need for information on starting online education programs in the United States. The website is sponsored by the International Association for K-12 Online Learning (iNACOL) and was developed by a project team of experts in the K-12 online education field. Your Guide to K-12 Online Learning Starting an online program is a daunting task which often can be overwhelming. If you have come to t
  • The majority of content on this site is intended for program administrators — the people that are either investigating the possibility of creating an online learning program or have already been assigned this task. The site also contains useful information for policy makers — state legislators, staff members at the state department of education, and district administrators who wish to establish a positive policy environment for online learning.
  • ...1 more annotation...
  • This website was created as a public resource to meet a growing need for information on starting online education programs in the United States. The website is sponsored by the International Association for K-12 Online Learning (iNACOL) and was developed by a project team of experts in the K-12 online education field.
  • Dennis OConnor on 16 Jan 11
     
    Starting your own online program. Advice annd resources from iNACOL
Michael Walker

AUP with Social Media included. - 18 views

edina.k12.mn.us/...634.pdf

AUP Social Media guidelines Web 2.0

shared by Michael Walker on 01 Mar 11 - No Cached
    • Michael Walker
      Michael Walker on 01 Mar 11
       
      Guidelines for the use of Social Media in Edina.
Ruth Howard

Technology Integration Matrix - 0 views

fcit.usf.edu/matrix

Technology Integration matrix education tech_integration pedagogy edtech technologyintegration

shared by Ruth Howard on 21 Apr 09 - Cached
  • What is the history behind the tool? The Technology Integration Matrix (TIM) was developed to help guide the complex task of evaluating technology integration in the classroom. Basic technology skills and integration of technology into the curriculum go hand-in-hand to form teacher technology literacy. Encouraging the seamless use of technology in all curriculum areas and promoting technology literacy are both key NCLB:Title II-D/EETT program purposes. The Inventory for Teacher Technology Skills (ITTS) companion tool is designed to help districts evaluate teachers’ current levels of proficiency with technology and is also used as a professional development planning and needs assessment resource. The TIM is envisioned as an EETT program resource which can help support the full integration of technology in Florida schools. What is in each cell? Each cell in the matrix will have a video (or several videos) which illustrate the integration of technology in classrooms where only a few computers are available and/or classrooms where every student has access to a laptop computer.
  • Transformation  The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.
  • Active
  • ...10 more annotations...
  • Indicator: Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library.
  • Collaborative
  • Indicator: Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances.
  • Goal Directed
  • Indicator: Students use technology to construct, share, and publish knowledge to a worldwide audience.
  • Authentic
  • Indicator: By means of technology tools, students participate in outside-of-school projects and problem-solving activities that have meaning for the students and the community.
  • Constructive
  • Indicator: Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools.
  • You can download the Technology Integration Matrix for printing as a PDF.
Fabian Aguilar

Tom Vander Ark: The Role of the Private Sector in Education - 0 views

www.huffingtonpost.com/...of-the-private-s_b_277312.html

shared by Fabian Aguilar on 07 Sep 09 - Cached
  • The education sector bias (and related legal prohibitions) against investment by private companies is remarkable in contrast to other public delivery systems.
  • We don't mind if textbook publishers update versions, but hackles go up when private operators propose school management. Most of this is just disguised job protection; the rest is historical bias.
  • Mosaica and NHA are offering a service that is clearly superior to near by public schools and doing it for less money. They usually have to provide their own facility with no public funding. Yet they are prohibited from holding charters directly in most states. They find or construct a non-profit corporation which seeks a charter and then contracts with them for school management services. They run the risk of being kicked out of a school that they invested hundreds of thousands of dollars to open.
  • ...2 more annotations...
  • The $650 million Invest in Innovation Fund (i3) will soon be doled out primarily to school districts -- folks with very little ability to invest in, manage, or scale innovation. Unlike the Department of Energy, public-private partnerships are prohibited. If the US Department of Education was able to invest half of i3 in private ventures, it would be multiplied several times over by private investment (10x in some cases), it would fund scalable enterprises with the potential for national impact, and the innovation would be sustained by a business model.
  • We send our kids to privately run hospitals, we travel over privately constructed roads, and we buy power from private companies. Private sector investment and innovation should play a more important role in American education.
anonymous

Poof! 'Template writing' on FCAT shows up in 12 districts- - 0 views

www.orlandosentinel.com/...writing-071709,0,6758419.story

testing

shared by anonymous on 20 Jul 09 - Cached
  • Writing exams from 49 schools were found to have "template writing" -- instances in which students from the same school used identical or similar phrases on FCAT essays, such as "Poof! Now I'm in dragon land." The patterns were discovered when the exams were scored. Some educators blame the problem on FCAT, the state's high-stakes test, and the pressure to score well. The phrases found repeatedly seem an attempt to showcase colorful, creative writing, and they might be viewed that way if they were used by individual children. But when many youngsters in a school write the same way, the department suspects that rote memorization, rather than good writing, is at play.
  • anonymous on 20 Jul 09
     
    What have we done to education? Look what some schools are doing just to get past the state tests!
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