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darkbird18 Wharry

  Home of Gibson Research Corporation  Internet Security Tools.url - 2 views

www.grc.com/intro.htm

Internet Security webs New Imported Folder Internet Information webs Bookmarks bar Imported From IE (1) SOHO Business Tools (2) Favorites New Imported Folder Internet Information webs Security

shared by darkbird18 Wharry on 02 Feb 14 - Cached
  • darkbird18 Wharry on 02 Feb 14
     
    Your use of the Internet security vulnerability profiling services on this site constitutes your FORMAL PERMISSION for us to conduct these tests and requests our transmission of Internet packets to your computer. ShieldsUP!! benignly probes the target computer at your location. Since these probings must travel from our server to your computer, you should be certain to have administrative right-of-way to conduct probative protocol tests through any and all equipment located between your computer and the Internet
  • darkbird18 Wharry on 02 Feb 14
     
    Your use of the Internet security vulnerability profiling services on this site constitutes your FORMAL PERMISSION for us to conduct these tests and requests our transmission of Internet packets to your computer. ShieldsUP!! benignly probes the target computer at your location. Since these probings must travel from our server to your computer, you should be certain to have administrative right-of-way to conduct probative protocol tests through any and all equipment located between your computer and the Internet
Vicki Davis

Resolution on the Importance of Journalism Courses and Programs in English Curricula - 1 views

www.ncte.org/...journalismincurr

education journalism newspapers research bestpractices

shared by Vicki Davis on 31 Oct 13 - Cached
  • Vicki Davis on 31 Oct 13
     
    If you need "proof" of the merit of journalism programs, look no further than the "enemy" that has been the excuse for killing many journalism programs -- test scores. Read this NCTE position paper about journalism in the curriculum which states: "It is important to note that a body of research provides data showing that students who participate in journalism programs do better on testing and college language arts courses. In Journalism Kids Do Better (Dvorak, Lain, Dickson), research shows students who take journalistic writing courses score higher on the Advanced Placement English Language and Composition exam than students who take only AP or honors English courses. They also score higher on college entrance exams such as the ACT. "We've done a number of research studies that show that high school journalism is equal to or exceeds standard English [courses], Dvorak said. "Journalism students' writing skills, their sensitivity to audience, their use of grammar, punctuation, spelling, their concern with accuracy, their use of sources -- all of these things tended to be significantly higher in their performances."" I would also argue that many students who are not reached by AP or honors courses can be highly engaged in journalistic pursuits. If you want a strong writing program, make sure you have a school newspaper. Share this with your newspaper and annual staff advisors to help reinforce the merit of journalism programs with your board of education and administrators.
Kelly Faulkner

Building an Online Presence More Important Than Ever - 15 views

www.findingdulcinea.com/...-More-Important-Than-Ever.html

digital_footprint digitalcitizenship

shared by Kelly Faulkner on 20 Sep 10 - No Cached
  • Mark Moran on 20 Sep 10
     
    Most educators - and President Obama, in his 9/14 speech - focus on avoiding negative footprints, and ignore how incredibly important it is for students to learn to build a positive digital footprint.
  • Kelly Faulkner on 21 Sep 10
     
    commentary on why high school students should purposely build an online identity
Roland O'Daniel

Strategies for online reading comprehension - 17 views

www.learnnc.org/...6958

web2.0 search comprehension reading Onlinereading literacy

shared by Roland O'Daniel on 02 Dec 10 - No Cached
  • Colorado State University offers a useful guide to reading on the web. While it is aimed at college students, much of the information is pertinent to readers of all ages and could easily be part of lessons in the classroom. The following list includes some of the CSU strategies to strengthen reading comprehension, along with my thoughts on how to incorporate them into classroom instruction: Synthesize online reading into meaningful chunks of information. In my classroom, we spend a lot of time talking about how to summarize a text by finding pertinent points and casting them in one’s own words. The same strategy can also work when synthesizing information from a web page. Use a reader’s ability to effectively scan a page, as opposed to reading every word. We often give short shrift to the ability to scan, but it is a valuable skill on may levels. Using one’s eye to sift through key words and phrases allows a reader to focus on what is important. Avoid distractions as much as necessary. Readbility is one tool that can make this possible. Advertising-blocking tools are another effective way to reduce unnecessary, and unwanted, content from a web page. At our school, we use Ad-Block Plus as a Firefox add-on to block ads. Understand the value of a hyperlink before you click the link. This means reading the destination of the link itself. It is easier if the creator of the page puts the hyperlink into context, but if that is not the case, then the reader has to make a judgment about the value, safety, and validity of the link. One important issue to bring into this discussion is the importance of analyzing top-level domains. A URL that ends in .gov, for example, was created by a government entity in the U.S. Ask students what it means for a URL to end in .edu. What about .org? .com? Is a .edu or .org domain necessarily trustworthy? Navigate a path from one page in a way that is clear and logical. This is easier said than done, since few of us create physical paths of our navigation. However, a lesson in the classroom might do just that: draw a map of the path a reader goes on an assignment that uses the web. That visualization of the tangled path might be a valuable insight for young readers.
Vicki Davis

Beth's Blog: How Nonprofits Can Use Social Media: Working Wikily: The Power of the Newb... - 0 views

beth.typepad.com/...working-wikily.html

edu_trends education geeks4 learning professionaldevelopment web 2.0

shared by Vicki Davis on 09 Aug 08 - Cached
  • Vicki Davis on 09 Aug 08
     
    This incredible post by Beth Kanter is a must read for anyone in IT or working with web 2.0 and professional development. Understanding the intrisic value of a newcomer is so important for anyone working in these feels. Newcomers have more power now than they could ever imagine. Newcomers, speak out and give your opinion. The power is in your newness and guess what, if you wait till you're an "expert" then you're just like all the other experts out there. Also, it is better to be a newcomer than a latecomer!
  • Vicki Davis on 09 Aug 08
     
    The importance of a newcomer
Vicki Davis

ASCD - 0 views

www.ascd.org/...9dee008f99653fb85516f762108a0c

shared by Vicki Davis on 28 Oct 08 - No Cached
  • first 60 seconds of your presentation is
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      How many of us emphasize the first 60 seconds of a presentation students give?
  • Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar, punctuation, or spelling—the things we spend so much time teaching and testing in our schools
  • the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.
  • ...35 more annotations...
  • Employees in the 21st century have to manage an astronomical amount of information daily.
  • There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Buidling a PLN using an RSS Reader is ESSENTIAL to managing information. THis is part of what I teach and do and so important!
  • rapidly the information is changing.
  • half-life of knowledge in the humanities is 10 years, and in math and science, it's only two or three years
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Personal learning networks and RSS readers ARE a HUGE issue here. We need to be customing portals and helping students manage information.
  • “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      How do we reward students who question teachers -- not their authority but WHAT They are teaching? Do we reward students who question? Who inquire? Who theorize? Or do we spit them out and punish them? I don't know... I'm questioning.
  • want unique products and services:
  • developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      IN a typical year, how often are your students asked to invent something from scratch?
  • The three look at one another blankly, and the student who has been doing all the speaking looks at me and shrugs.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      When teachers tell students WHY withouth making them investigate, then we are denying them a learning opportunity. STOP BEING THE SAGE ON THE STAGE!.
  • The test contains 80 multiple-choice questions related to the functions and branches of the federal government.
  • Let me tell you how to answer this one
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Drill and test is what we've made. Mindless robots is what we'll reap. What are we doing?
  • reading from her notes,
  • Each group will try to develop at least two different ways to solve this problem. After all the groups have finished, I'll randomly choose someone from each group who will write one of your proofs on the board, and I'll ask that person to explain the process your group used.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Every time I do a team project, the "random selection" is part of it. Randomly select -- classtools.net has a random name generator -- great tool - and it adds randomness to it.
  • a lesson in which students are learning a number of the seven survival skills while also mastering academic content?
  • students are given a complex, multi-step problem that is different from any they've seen in the past
  • how the group solved the problem, each student in every group is held accountable.
  • ncreasingly, there is only one curriculum: test prep. Of the hundreds of classes that I've observed in recent years, fewer than 1 in 20 were engaged in instruction designed to teach students to think instead of merely drilling for the test.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Not in my class, but in many classes - yes. I wonder how I'd teach differently if someone made me have a master "test" for my students at the end of the year. I'd be teaching to the test b/c I"m a type "A" driven to succeed kind of person. Beware what you measure lest that determine how you grow.
  • . It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
  • I have yet to talk to a recent graduate, college teacher, community leader, or business leader who said that not knowing enough academic content was a problem.
  • critical thinking, communication skills, and collaboration.
  • seven survival skills every day, at every grade level, and in every class.
  • College and Work Readiness Assessment (www.cae.org)—that measure students' analytic-reasoning, critical-thinking, problem-solving, and writing skills.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Would like to look more at this test, however, also doing massive global collaborative projects requiring higher order thinking is something that is helpful, I think.
  • 2. Collaboration and Leadership
  • 3. Agility and Adaptability
  • Today's students need to master seven survival skills to thrive in the new world of work.
  • 4. Initiative and Entrepreneurialism
  • 6. Accessing and Analyzing Information
  • 7. Curiosity and Imagination
  • I conducted research beginning with conversations with several hundred business, nonprofit, philanthropic, and education leaders. With a clearer picture of the skills young people need, I then set out to learn whether U.S. schools are teaching and testing the skills that matter most.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Background on the research done by Tony Wagner.
  • “First and foremost, I look for someone who asks good questions,” Parker responded. “We can teach them the technical stuff, but we can't teach them how to ask good questions—how to think.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      This is a great aspect of project based learning. Although when we allow students to have individual research topics, some teachers are frustrated because they cannot "can" their approach (especially tough if the class sizes are TOO LARGE,) students in this environment CAN and MUST ask individualized questions. This is TOUGH to do as the students who haven't developed critical thinking skills, whether because their parents have done their tough work for them (like writing their papers) or teachers have always given answers because they couldn't stand to see the student struggle -- sometimes tough love means the teacher DOESN'T give the child the answer -- as long as they are encouraged just enough to keep them going.
  • “I want people who can engage in good discussion—who can look me in the eye and have a give and take. All of our work is done in teams. You have to know how to work well with other
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Last Saturday, my son met Bill Curry, a football coach and player that he respects. Just before meeting him, my husband reviewed with my son how to meet people. HE told my son, "Look the man in his eyes and let him know your hand is there!" After shaking his hand, as Mr. Curry was signing my son's book, he said, "That is quite a handshake, son, someone has taught you well." Yes -- shaking hands and looking a person in the eye are important and must be taught. This is an essential thing to come from parents AND teachers -- I teach this with my juniors and seniors when we write resumes.
  • how to engage customers
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Engagi ng customers requires that a person stops thinking about their own selfish needs and looks at things through the eyes of the customer!!! The classic issue in marketing is that people think they are marketing to themselves. This happens over and over. Role playing, virtual worlds, and many other experiences can give people a chance to look at things through the eyes of others. I see this happen on the Ning of our projects all the time.
  • the world of work has changed profoundly.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Work has changed, school hasn't. In fact, I would argue that schools are more industrial age than ever with testing and manufacturing of common knowledge (which is often outdated by the time the test is given) at an all time high. Let them create!
  • Over and over, executives told me that the heart of critical thinking and problem solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won't solve today's problems.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      We give students our critical questions -- how often do we let them ask the questions.
  • I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero. You'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      If our students get eight out of 10 right, they are a low "B" student. Do we have projects where students can experiement and fail without "ruining their lives." Can they venture out and try new, risky things?
  • risk aversion
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      He says risk aversion is a problem in companies -- YES it is. Although upper management SAYS they want people willing to take risks -- from my experience in the corporate world, what they SAY and what they REWARD are two different things, just ask a wall street broker who took a risky investment and lost money.
Vicki Davis

Reflection - Horizon Project 2008 - 0 views

horizonproject2008.ning.com/...show

digital_citizenship education hz08 technology

shared by Vicki Davis on 19 May 08 - Cached
  • Vicki Davis on 19 May 08
     
    Exceptional post about why global collaborative projects are important
  • Vicki Davis on 19 May 08
     
    This student has written an exceptional post-project reflection. I hope you'll take time to read it. Here is an excerpt: "There is no doubt that this technology is dangerous. It is apparent that few people, not adults, not teenagers, truly understand how collaboration, conduct, and manners affect the internet. This project has to teach others that as well. It is necessary to know how to handle yourself on the internet. That's why Horizon Project is so important. We have to educate tomorrow's leaders how to use new technology without abusing it. The highlight of this project is the education we are giving every single person who has been a part of the Horizon Project."
Zaid Ali Alsagoff

10 Secrets to Great Teaching - 124 views

Dear Erin Freeman, Thanks for the great feedback. I knew there was something really important that I kind of missed out (with the exception of 'Laugh' at oneself, which was mentioned). And you jus...

learning teaching

started by Zaid Ali Alsagoff on 31 Jul 08 2 follow-ups, last by Zaid Ali Alsagoff on 01 Aug 08
anonymous

Diigo conversations push kids deeper - Reflections of a Techie - 21 views

teachingtechie.typepad.com/...rsations-push-kids-deeper.html

diigo-in-education

shared by anonymous on 25 Nov 09 - Cached
Ed Webb liked it
  • But I have to tell you that despite all the pain in my neck this has been, I'm LOVING Diigo.  We are annotating the blogs as we read them and then dissecting what they mean.  Now imagine my little kids (6th graders you know) trying to understand that the geochemistry of this sediment can tell scientist about the cycling of sea levels...and this cycling is important to the coastal cities survival throughout the world.  We're just at the most basic places, but they are digging through...asking me questions and pulling out info they think is relevant.I have them write summaries and email those summaries from Diigo to me each weekend.  OK...not all are great.  But most of these kids "get it" and are pretty interested in the science being conducted.  I think they are also grooving on the conversation we get from highlighting important things from the blogs and then chatting (via the annotation commenting feature) about why it's important and what are the next things we should look for.
    • anonymous
      anonymous on 25 Nov 09
       
      This is VERY good! Congratulations! I LOVE to read about teachers who are experimenting out of their comfort zone with technologies like Diigo that produce such positive results. This experiment you're doing with your kiddos is something that will change forever how they view online resources. And, it will change how they look at the web. All very positive, and all skills that will last far into their education. Yes, it is, as you say, the BEST.
Caroline Bucky-Beaver

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

shared by Caroline Bucky-Beaver on 12 Nov 08 - Cached
  • 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.
  • guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • 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.
  • ...30 more annotations...
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Code of Best Practices in Fair Use for Media Literacy Education
  • 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.
  • These principles apply to all forms of media.
  • The principles apply in institutional settings and to non-school-based programs. 
  • The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired. 
  • 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.)
  • TWO:  Employing Copyrighted Materials in Preparing Curriculum Materials
  • fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
  • PRINCIPLES
  • ONE:  Employing Copyrighted Material in Media Literacy Lessons
  • The principles are all subject to a “rule of proportionality.” 
  • THREE:  Sharing Media Literacy Curriculum Materials
  • 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.
  • FOUR:  Student Use of Copyrighted Materials in Their Own Academic and Creative Work
  • 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.
  • FIVE:  Developing Audiences for Student Work
  • 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.
  • 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.
  • 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.
  • The ethical obligation to provide proper attribution also should be examined.
  • 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
  • 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.
  • 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.
  • Caroline Bucky-Beaver on 12 Nov 08
     
    Great article outlining copyright, fair use and explaning the 5 principles of fair use in education.
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.
Martin Burrett

Tackk - Creatively Share your Message… One Tackk at a Time. - 6 views

tackk.com

webdesign website

shared by Martin Burrett on 06 Nov 12 - No Cached
  • Martin Burrett on 06 Nov 12
     
    A quick and easy way to create a media-rich website in seconds. Just edit the text, import some images and change your colour scheme. Then just share the link. You don't even need to sign in to create a page, but these will expire in 7 days. If you want to keep and edit your page a free sign up is required. It's a great way for students to make and create online. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Vicki Davis

Jim Kwik shows how memory can be trained to make learning quick and efficient | Wizard ... - 4 views

www.youtube.com/watch

education news learning all_teachers bestpractices

shared by Vicki Davis on 02 Mar 13 - No Cached
  • Vicki Davis on 02 Mar 13
     
    While I don't know anything about this "Kwik" method of learning, I do totally agree with one thing he says. IF we're going to require kids to remember, "there's no class called 'remembering.'" We teach kids what to learn but not how to learn. As I listen to this video and read Timothy Ferris' book "the 4 hour chef" I realize that we've not honed in on the art of learning as much as we need to. I'm not sure that memorizing numbers is hugely important but if we can apply this to learning other things, that would be great -- learning the 100 most used words in a new language, for example, how could we benefit if kids could quickly learn that in the first week to get started.
Vicki Davis

Create Free Interactive Timelines - Stories Displayed on Maps | myHistro - 20 views

www.myhistro.com

teaching edmodo assessment

shared by Vicki Davis on 08 Mar 13 - No Cached
  • Vicki Davis on 08 Mar 13
     
    Very interesting app if you're using Edmodo and have ipads. Here's what it will do as per the company who contacted me: "It's a versatile mapping tool for creating timelines, and an assessment platform for Edmodo users.     myHistro Extended in a nutshell.  - What makes it better than other apps out there? Its comprehensive digital archive with stories created by historians. An unique way of generating tests. Hassle free and easy grading system and evaluation of students' answers." MAny teachers are using Edmodo and Timelines are important prewriting and graphic organizing tools. I'm very fascinated to see how this works and will see if there is someone out there using it so we can link to it from my blog.  - Who's it for? Teachers. First and foremost History, Social Studies and Geography teachers. And for everyone else, who are looking for innovative ways teaching their subjects through dynamic storytelling.   - What is the coolest feature? Generating tests with a few clicks. Removing the location, time, description or/and the title from all the public stories, and forming it into tests. 
Vicki Davis

mention | Your Media Monitoring Application - 4 views

en.mention.net

education Google tumblr news social media brand management

shared by Vicki Davis on 27 Mar 13 - No Cached
  • Vicki Davis on 27 Mar 13
     
    Mention gives you 3 alerts for free. Everyone should be following mention of their name and brand names (or school name) it is important. If you want more than 3, you'll have to pay. I use Google Alerts to track flat classroom and cool cat teacher - sad Google Alerts is gone, but here's an alternative.
Vicki Davis

Are you a Thought Leader? | The Social Media Hat - 3 views

www.thesocialmediahat.com/...re-you-thought-leader-02262013

education news

shared by Vicki Davis on 26 Feb 13 - No Cached
  • Vicki Davis on 26 Feb 13
     
    I love these thoughts about being a thought leader. I think also, this could be said of leaders in schools as well. "It's important that if you want to be a Thought Leader in your industry, you take the time to develop your thoughts and publish information that will educate, entertain and engage your readers. Think about the issues you've worked through yourself in the past with your business and talk about those. Share your challenges and how you struggled to get through them, but what you did eventually to achieve success. Or, sometimes even more enlightening, share your failures, and how you're working never to experience that particular failure again. An old Afghan proverb I heard on the radio last week said, "If you think you're leading, and no one's following, you're just going for a walk.""
Vicki Davis

How To Handle A Student Who Habitually Calls Out - Smart Classroom Management - 10 views

www.smartclassroommanagement.com/...udent-who-habitually-calls-out

education news teaching all_teachers bestpractices

shared by Vicki Davis on 16 May 13 - No Cached
  • Vicki Davis on 16 May 13
     
    This is a tough one and I've had two or three this year who will call out - in a disruptive way. Sometimes it is when I'm speaking. I have one great class that causes me to struggle because of several who have a bit of a problem with knowing the appropriate time to engage (not in the middle of a question or when someone else is talking.) I encourage kids to have a pencil and paper or a tablet in  hand to jot down notes of what they want to say - sometimes they are afraid they'll forget. Other times, when it is class discussion, I use poker chips. Each student gets two. When they want to interject, they spend their chip. Every student must participate twice before anyone can have a third input. It is a daily grade and so easy to assess b/c everyone must give up their chips.  This article takes it much further and is a good one if you're struggling with this. "Namely, how do you deal with a student who, despite receiving consequence after consequence, continues to call out in class? Before we get to the solution, it's important to note that there are times during a normal school day when you may want to allow your students to respond to you or their fellow classmates without raising their hand"
Vicki Davis

Learning with 'e's: 10 characteristics of authentic learning - 12 views

steve-wheeler.blogspot.com

education news edreform authentic learning assessment edu_trends edu_news

shared by Vicki Davis on 18 May 13 - Cached
  • Vicki Davis on 18 May 13
     
    An important read as we work to reinvent schools and make sure we measure authentic learning with more authentic measures than bubble trouble. ;-)
Vicki Davis

Flat Classroom - Brandon B - 6 views

brandonb97.weebly.com/flat-classroom.html

education news passion_project passionbasedlearning

shared by Vicki Davis on 18 May 13 - No Cached
  • Vicki Davis on 18 May 13
     
    Another beautiful site and student work. Students update these and use them as they apply for scholarships. As I type this, I'm listening to this student's CD. He and his friends decided to cut a CD for his passion project. I love how this project gets students to do the things they want to do. Things that are important but don't get done move up the list when they are getting a grade - especially for your strong students. I think of the beautiful music that has been recorded on CD as part of these projects and it means a lot. I wish you can hear it, but likely they will release it soon. ;-)
Vicki Davis

Last Time for iPhone | iPhone Apps Finder - 9 views

www.iphoneappsfinder.com/...last-time-for-iphone

news apps productivity

shared by Vicki Davis on 23 Dec 12 - No Cached
  • Vicki Davis on 23 Dec 12
     
    I really like the idea of this app - it keeps up with the last time you did something (go to the doctor, change the oil, took a day off, changed your toothbrush) and reminds you when it is time to do that again. I like this as I don't want my to do list cluttered and then just forward and forward when I really need to know when the last time I did something happened so I can know how serious it would be. Even things like "when is the last time I did something kind for the janitor" or other things that are important but don't necessarily need to hit the list. Cool idea. I'm trying it.
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