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England Schools told to monitor pupils' web use - UKEdChat.com - 1 views
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All schools in England are being told to filter inappropriate content and teach pupils about staying safe including online harm. Plans unveiled by the Education Secretary Nicky Morgan will require all schools to put in place strengthened measures to protect children from harm online - including cyber bullying, pornography and the risk of radicalisation.
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More Self-Harm if Sense of Belonging to School is Low - @UniofHerts - 1 views
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Texas Legislators Seek to Pare Standardized Tests - NYTimes.com - 1 views
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Texas is going to cut down testing. This is a wise move for many reasons. Some states are cutting out teachers and the same time increasing spending on test taking. Such decisions harm learning no matter what test you take. ""Testing companies are in the business of making a profit, but let's not confuse their mission - their mission is to create as many tests as they can and then grade them at as little cost as possible," the chairman of the Senate Education Committee, Dan Patrick, Republican of Houston, said Tuesday at a hearing on a comprehensive education bill that would reduce the number of high-stakes tests students must pass to graduate."
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shared by Stephanie Sandifer on 17 Sep 10
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Barefoot in the Chicken Yard: A Short Commentary on Public Deaducation - 12 views
barefootinthechickenyard.blogspot.com/...ary-on-public-deaducation.html
education learning school improvement school reform policy
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Social websites harm children's brains: Chilling warning to parents from top neuroscien... - 0 views
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PBS videos for educators hit iTunes U | ijohnpederson - 1 views
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Faceless no more: Facebook admits errors | The Australian - 9 views
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Staff reacted with shock and disbelief as they learned of the defacement of tribute pages set up to honour 12-year-old Elliott Fletcher and eight-year-old Trinity Bates.
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"Are people really doing that to a tribute page for a dead child? None of us as a group of people wants to see the product that we built used like that. It's awful."
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If Facebook is subject to the traditional rules of publishing, then it is legally responsible for all the content that it hosts -- a commercially untenable position for a company of just 1000 employees for 400 million users globally.
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But in fact, there was no security breach -- the people who defaced the Bates and Fletcher tribute sites had Facebook accounts and the tribute groups or pages were left open for anyone to join or comment.
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but people who set up tribute sites do not have to wait for the website to remove objectionable material. When a person sets up either a group or fan page on Facebook, they can set controls about who is allowed to join or post content and what types of content -- such as comments, photographs or videos -- are permitted. The person running the tribute page can also delete any content they want without any need for a higher authority to intercede.
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the problem was compounded by the fact the group founder quit and the page was left without an administrator.
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"Staff reacted with shock and disbelief as they learned of the defacement of tribute pages set up to honour 12-year-old Elliott Fletcher and eight-year-old Trinity Bates." This is an important article to discuss with students as the defacement of these pages happened because the group was set up for anyone to join and without moderation. Education Education prevents hurt and harm as happened in this case. Of course, it doesn't change the fact that Facebook, even though it is a global company, seems to have a centralized communications structure.
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shared by Ginger Lewman on 06 Feb 11
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Does everyone need a college degree? Maybe not, says Harvard study. - CSMonitor.com - 9 views
www.csmonitor.com/...e-Maybe-not-says-Harvard-study
LifePractice college Careersstudies career_and_tech_ed CTE careerclusters
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"increasingly, some educators are calling for more attention to the career part of the equation - and questioning whether a traditional four-year college degree is necessarily the best path for everyone. A new report released by Harvard Wednesday states in some of the strongest terms yet that such a "college for all" emphasis may actually harm many American students - keeping them from having a smooth transition from adolescence to adulthood and a viable career. "
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Are your students falling into these 2 Web danger zones? - 17 views
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Managerialism in UK schools erodes teachers' mental health and well-being - 1 views
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"Performance targets, increased workload, curriculum changes and other bureaucratic changes are eroding teachers' professional identity and harming their mental health, a new study in Educational Review finds. The study's authors interviewed 39 teachers across England and Wales who had experienced long term absence from work due to mental health problems, and six head, deputy and assistant head teachers who had dealt with mental health problems among staff."
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Seven Ways To Reduce Teacher Workload by @guruteaching - 1 views
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""Reduce teacher workload!" can be heard up and down the country, in staffrooms and online. The truth is it's one of the simplest things that schools can do to help retain staff and maintain their wellbeing. That being said, however, some schools aren't doing all they can to remove unnecessary burdens. Those who have done so, enjoy rave reviews on Twitter and elsewhere, which of course doesn't do them any harm when it comes to recruiting and retaining excellent staff. The best staff know their worth and will inevitably leave the school earlier than they would've done if they feel that another school would trust them and let them just get on with the real job of teaching. Even the Department for Education has begun to take note of the issue, identifying some key areas where schools can reduce teacher workload."
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Guest Blog: Angry Birds: A Lesson in Formative Assessment @kathyperret - 8 views
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Sharing learning intentions – At the beginning of each “launch” the player is shown the formation of the structure and the placement of the little pigs. (I think that’s what they are.) A player can sweep back to this area of the game at any time. This gives the player the clear intentions of what needs to be accomplished in that specific level.
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Sharing and negotiating success criteria - Once an Angry Bird is launched from the slingshot, the path of the bird is clearly marked for future reference. These marking stay throughout the level. I’ve found them useful in negotiating my success, even though I have not perfected this!
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Giving feedback to pupils – When playing Angry Birds, I know right away if I did not complete a specific level. (Right now I’m stuck on Level 15.) While the wording “Level Failed” is not exactly appealing to me, it isn’t harmful. Nothing bad happens. I just have the opportunity to try again, and again, and again until the level is complete. I’ve also noticed that the other Angry Birds waiting their turn seem to be cheering on the bird that is being launched. I’ve just noticed another feature – The Mighty Eagle. He is there to help a player get out of a tricky level
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Effective questioning – I know there are many places I could go to ask effective questions in order to improve my Angry Bird skills. I’ve found online communities of like-minded individuals and groups to be extremely helpful when professional questions arise. This sense of belonging provides me a chance to ask my questions in a non-threatening environment. I’m sure there are groups formed to discuss Angry Bird strategies. Right now I have many of Angry Bird questions.
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Encouraging pupils to assess and evaluate their own and others’ work – Right now, I’m attempting to evaluate my work on Level 15. I’ve been able to successfully get the two pigs on the sides, but the one – in strong middle structure has me stumped. As an adult, I know to assess and evaluate my work on this level. I could also probably find some online tips from other players.
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I'm embarrassed to admit, but two weeks ago I didn't even know anything about Angry Birds. It looks like this addicting little game has been around for a while. I know … Where have I been? I guess I've been spending time with a less angry little bird … I'm really not the angry type! I guess I see Twitter as better use of my time and professional collaborative learning than shooting birds out of a slingshot. A casual conversations with my hairdresser a few weeks ago about the game led to a quick demonstration on her phone. Another reference came last Friday while attending a session on Instructional Coaching for principals. Some areas that Instructional Coaches can assist schools with are referred to as the Big Four: Classroom Management, Content, Instruction, and Formative Assessment. While the presenters facilitated dialogue around the topic of formative assessment the analogy was made to video gaming; and specifically Angry Birds. This piqued my curiosity.
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Online Predators and Their Victims - 1 views
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adult offenders who meet, develop relationships with, and openly seduce underage teenagers
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The publicity about online"predators" who prey on naive children using trickery and violence is largely inaccurate.
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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)
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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)
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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.
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it was those 15-17 years of age who were most prone to take risks involving privacy and contact with unknown people. (115)
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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.
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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.
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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.
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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.
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@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.
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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)
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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)
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Youth internet users with histories of offline sexual or physical abuse appear to be considerably more likely to receive online aggressive sexual solicitations. (117)
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..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)
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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!
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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
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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!
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Online molesters do not appear to be stalking unsuspecting victims but rather continuing to seek youths who are susceptible to seduction. (117)
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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)
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Boys constitute 25% of victims in Internet-initiated sex crimes, and virtually all of their offenders are male. (118
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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)
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..child molesters are, in reality, a diverse group that cannot be accurately characterized with one-dimensional labels. (118)
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Online child molesters are generally not pedophiles. (118)Online child molesters are rarely violent. (119)
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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)
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Youths may be more willing to talk extensively and about more intimate matters with adults online than in face-to-face environments. (121
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it may not be clear to many adolescents and adults that relationships between adults and underage adolescents are criminal. (122)
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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)
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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)
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Youths need candid, direct discussions about seduction
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The hard part is finding comfortable places to have these discussions. Where is the best place?
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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.
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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.
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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.
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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.
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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.
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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.
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Department for Children, Schools and Families : Byron Review - 0 views
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Published 27th March 2008 On 6th September 2007, the Prime Minister asked me to conduct an independent review looking at the risks to children from exposure to potentially harmful or inappropriate material on the internet and in video games.
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Surprising outbreak of common sense from uk govt education dept publishing report of ed.psych. Dr Tanya Byron -- I will blog more when I have read all xx pages of it.
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shared by Caroline Bucky-Beaver on 12 Nov 08
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Code of Best Practices in Fair Use for Media Literacy Education - 1 views
wwwdev.ncte.org/...fairusemedialiteracy
medialiteracy bestpractices copyright fairuse 5 principles 2008 digitalcitizenship
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Fair use is the right to use copyrighted material without permission or payment under some circumstances -- especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question -- as it does for certain narrowly defined classroom activities.
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guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
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code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations.
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Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: All media messages are constructed.Each medium has different characteristics and strengths and a unique language of construction.Media messages are produced for particular purposes.All media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
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Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
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Educators and learners in media literacy often make uses of copyrighted materials that stand far outside the marketplace, for instance, in the classroom, at a conference, or within a school-wide or district-wide festival. Such uses, especially when they occur within a restricted-access network, do enjoy certain copyright advantages.
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Law provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture.
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In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use? If the answers to these two questions are "yes," a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
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Both key questions touch on, among other things, the question of whether the use will cause excessive economic harm to the copyright owner. Courts have told us that copyright owners aren’t entitled to an absolute monopoly over transformative uses of their works.
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Another consideration underlies and influences the way in which these questions are analyzed: whether the user acted reasonably and in good faith, in light of general practice in his or her particular field.
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Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies. These practices are associated with K–12 education, higher education, and in classes given by nonprofit organizations. When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
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The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired.
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where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media. Labels on commercial media products proclaiming that they are “licensed for home [or private or educational or noncommercial] use only” do not affect in any way the educator’s ability to make fair use of the contents—in fact, such legends have no legal effect whatsoever. (If a teacher is using materials subject to a license agreement negotiated by the school or school system, however, she may bebound by the terms of that license.)
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fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
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In materials they wish to share, curriculum developers should beespecially careful to choose illustrations from copyrighted media that are necessaryto meet the educational objectives of the lesson, using only what furthers theeducational goal or purpose for which it is being made.
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Students should be able to understand and demonstrate, in a mannerappropriate to their developmental level, how their use of a copyrighted workrepurposes or transforms the original. For example, students may use copyrightedmusic for a variety of purposes, but cannot rely on fair use when their goal is simplyto establish a mood or convey an emotional tone, or when they employ popular songssimply to exploit their appeal and popularity.
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If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
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Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
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Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
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This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond
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MYTH: Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth: Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example. Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
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So if work is going to be shared widely, it is good to be able to rely on transformativeness. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.