Skip to main content

Home/ educators/ Group items tagged educators technology Networking

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Tony Searl

NZ Interface Magazine | If you can't use technology get out of teaching! - 10 views

www.interfacemagazine.co.nz/articles.cfm

warlick interview teachers learning PD

shared by Tony Searl on 21 Oct 09 - Cached
  • Tony Searl on 21 Oct 09
     
    Is a lack of PD a barrier? Professional development is a barrier, although I think they can teach themselves much of what teachers need to be learning to be able to modernise their classrooms. The worst thing a teacher can say is: "who's going to teach me how to do that?" Teachers are teachers and should be able to teach themselves what they need to know. If they can't then they probably shouldn't be teaching. You want a teacher who can keep up. There are networks of other educators out there that can connect you with new skills. Professional development doesn't have to be something that is done to teachers - it can be just ongoing conversations they're having with other professionals that they're learning from every day.
Fred Delventhal

Cyber Safety - 0 views

www.ctap4.org/cybersafety

digital_citizenship education i-safe internetsafety onlinesafety students teachers

shared by Fred Delventhal on 04 May 08 - Cached
  • Fred Delventhal on 04 May 08
     
    Description: Information resources, workshop handouts, and games on these topics: identity safety, cyberbullying, cyber predators, piracy & plagiarism, social networks, and more from California Technology Assistance Project. Good for classroom use or parent/school board awareness programs. Subscribe to their listserv for the latest updates on events and program materials.
Jeff Johnson

Libraries and commitment (Doug Johnson's Blue Skunk Blog) - 0 views

doug-johnson.squarespace.com/...libraries-and-commitment.html

libraries library education vision learning communication resources collaboration

shared by Jeff Johnson on 21 May 09 - Cached
  • Jeff Johnson on 21 May 09
     
    Let's face it, a school where text books, classroom book collections, and the "term paper" as the only means of student communication don't need much of a library. A small popular book collection and a word-processing lab with access to Google may actually be all that such a school needs. If the librarian and technology staff are viewed as not having knowledge that is sufficiently relevant to implementing and teaching IL/IT skills, the book room can be staffed by clerks and the techs can keep the e-mail server and student information system up and running from a small hidden office until those applications are outsourced. At the same time, if a school truly decides they want all their students to graduate having mastered a sophisticated set of IL/IT skills, having learned how to solve real problems creatively, and having experienced the power of global communications and collaboration, then a lack of resources - physical plant, equipment and human expertise will truly undercut this effort. Such an undertaking will require 1:1 laptop programs, well-stocked print collections, productivity labs, a fast and powerful network, good online materials, and, of course, a crackerjack professional staff to support both staff and students. 
Suzie Nestico

Etowah County School System | Digital Citizenship - 2 views

www.ecboe.org/...browse.asp

education social media social networking teachers facebook bestpractices administrator all_teachers technology

shared by Suzie Nestico on 27 Mar 11 - No Cached
  • Suzie Nestico on 27 Mar 11
     
    Facebook Educator guidelines.  One district's recommendations to its faculty members.
Ed Webb

Building an Internet Culture - 0 views

polaris.gseis.ucla.edu/...internet-culture.html

culture internet politics development education

shared by Ed Webb on 24 Mar 09 - Cached
  • ten conclusions that might guide a country's development of a culturally appropriate Internet policy
  • Do not spend vast sums of money to buy machinery that you are going to set down on top of existing dysfunctional institutions. The Internet, for example, will not fix your schools. Perhaps the Internet can be part of a much larger and more complicated plan for fixing your schools, but simply installing an Internet connection will almost surely be a waste of money.
  • Learning how to use the Internet is primarily a matter of institutional arrangements, not technical skills
  • ...4 more annotations...
  • Build Internet civil society. Find those people in every sector of society that want to use the Internet for positive social purposes, introduce them to one another, and connect them to their counterparts in other countries around the world. Numerous organizations in other countries can help with this.
  • Conduct extensive, structured analysis of the technical and cultural environment. Include the people whose work will actually be affected. A shared analytical process will help envision how the technology will fit into the whole way of life around it, and the technology will have a greater chance of actually being used.
  • For children, practical experience in organizing complicated social events, for example theater productions, is more important than computer skills. The Internet can be a powerful tool for education if it is integrated into a coherent pedagogy. But someone who has experience with the social skills of organizing will immediately comprehend the purpose of the Internet, and will readily acquire the technical skills when the time comes
  • Machinery does not reform society, repair institutions, build social networks, or produce a democratic culture. People must do those things, and the Internet is simply one tool among many. Find talented people and give them the tools they need. When they do great things, contribute to your society's Internet culture by publicizing their ideas.
Anne Bubnic

CoSN Receives MacArthur Grant to Explore Policy and Leadership Barriers to Web 2.0 - 0 views

www.cosn.org

ad4dcss cosn elearning macarthur policy social networking web 2.0

shared by Anne Bubnic on 21 Aug 08 - Cached
  • Anne Bubnic on 21 Aug 08
     
    CoSN Receives MacArthur Grant: Exploring Policy and Leadership Barriers to Effective Use of Web 2.0 in Schools
    The $450,000 grant began July 1st and over the coming year CoSN will focus on the following key objectives:
    1.Identify findings from existing empirical research relevant to the use of new media in schools and the barriers to their adoption and scalability.
    2. Assess the awareness, understanding, and perspectives of U.S. educational leaders (superintendents, district curriculum and technology directors/CTOs) and policymaker's on the role, problems, and benefits of new media in schools within a participatory culture context.
    3. Investigate and document the organizational and policy issues that are critical obstacles for the effective deployment of new media.
    4. Develop a concise report of findings and construct an action plan for intervention.
Fabian Aguilar

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

ascd.org/...trating_the_Media_Collage.aspx

literacy multimedia 21st Century Skills

shared by Fabian Aguilar on 11 Aug 09 - Cached
  • Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
  • Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
  • The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
  • ...8 more annotations...
  • As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
  • Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
  • The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
  • The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
  • Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
  • Focus on expression first and technology second—and everything will fall into place.
Vicki Davis

Evaluate VMware Infrastructure 3 (VI3) Free for 60 Days - VMware - 0 views

www.vmware.com/...login.php

education technology

shared by Vicki Davis on 19 Nov 08 - No Cached
  • Vicki Davis on 19 Nov 08
     
    Fascinating way to create virtual servers.
  • Vicki Davis on 19 Nov 08
     
    This software lets you take one host PC server and this lets you virtualize servers. In Walton County - have 100 servers and 60 are virtual. All independent and have their own IP address and appear completely independent -- they have 6 blade servers. This does cost money. This would let me move the Accelerated Reader and Accounting system to separate "virtual servers" and if one needed to reboot, I could reboot a "virtual server" and not the physical server. This is from an expert IT - Jack Higgins, Network Analyst - Walton County schools in Atlanta, GA -- met by accident in the Atlanta airport. A lot of these bookmarks are from him!
Vicki Davis

CSTA National Secondary School Comparison of 2007 and 2005 Results - 0 views

csta.acm.org/...CSTASurvey05_07Comp.pdf

csta edu_trends education professionaldevelopment techintegrator technology trends

shared by Vicki Davis on 10 Jun 08 - No Cached
  • Vicki Davis on 10 Jun 08
     
    Current comparisons of computer science and introductory computer science courses from the Computer Science teachers Association. I find it interesting that only 33% of schools require such a course and that the #2 choice for professional development for Computer Science teachers is now online networking.
  • Vicki Davis on 10 Jun 08
     
    Interesting results comparing the last two years of computer science teachers association surveys.
Emily Vickery

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

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

educators.learning-network social networking

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

Creating Learning Networks - MindMeister Mind Map - 18 views

www.mindmeister.com/...creating-learning-networks

education resources web2.0 tools technology collaboration science interactive teaching learning Lucy Gray

shared by Dean Mantz on 23 Feb 11 - No Cached
  • Dean Mantz on 23 Feb 11
     
    Mindmap illustrating the components of creating a PLN.  Mindmeister map created/shared by Lucy Gray.
Vicki Davis

Networked Multitouch Desks: Teacher/Student Features | ICT in my Classroom - 0 views

tbarrett.edublogs.org/...titouch-desks-teacher-features

education technology tools

shared by Vicki Davis on 25 Aug 09 - Cached
  • Vicki Davis on 25 Aug 09
     
    Multitouch student desks may be closer than we think. I'm ready for them! How about you?
Mrs. Jepson

Virtual Author Visits in Your Library or Classroom - Skype An Author Network - 0 views

skypeanauthor.wetpaint.com

author education english literature skype technology

shared by Mrs. Jepson on 22 Jul 09 - Cached
  • Ted Sakshaug on 22 Jul 09
     
    The mission of the Skype an Author Network is to provide K-12 teachers and librarians a way to connect authors, books, and young readers through virtual visits.
  • Mrs. Jepson on 30 Aug 09
     
    skype with an author!
« First ‹ Previous 41 - 60 of 74 Next ›
Showing 20▼ items per page