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Dave Truss

The Three "E's" « Ed Tech Journeys - 0 views

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    Educators don't need to feel threatened by this because we still maintain our own ownership and accountability; but to educate the disaffected, angry, and powerless students in many of our traditional classrooms, we must open the circle of power to include the learners themselves.
Dave Truss

Two 'stuck' posts, a borrowed post with an added rant, and a few questions. | David Tru... - 0 views

  • All these tools are technological with only the potential to be pedagogical… but they aren’t designed with pedagogy in mind.
  • Am I the only one who feels like a 30 hour day would still be too short? Are there others out there who wonder what kind of commitment it will take for a teacher to be technologically savvy enough to meaningfully engage students with all these new tools? Are we focusing too much on the tools and not enough on pedagogy? Will educational structures change fast enough to provide our students with a relevant education? … and for that matter… What would an ideal education look like today?
  • In my comment above I mentioned ‘pedagogical merit’ and to be honest, I have been on a bit of a focus in that direction recently. What I really mean by that is finding the right tools and structures for the right job in order to meaningfully enhance learning and engage learners.
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  • ‘Context‘ is where you start. ‘Scaffolding‘ is the structure(s) we build in order to increase the effectiveness of the technology use. ‘Pedagogy’ is the artful things we do to enhance learning regardless of technology use.
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    'Context' is where you start. 'Scaffolding' is the structure(s) we build in order to increase the effectiveness of the technology use. 'Pedagogy' is the artful things we do to enhance learning regardless of technology use.
Dave Truss

The Pulse: Willfully Ignoring the Lessons of the Past - 0 views

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    The following video clip is a 1940s-era news-reel style report on the latest thing, "progressive education." Beware the ideas are quite radical! Schoolwork is relevant, learning-by-doing is advocated
Dave Truss

The Clever Sheep: Minimally Invasive Education - 0 views

  • Far be it for me to suggest that we abandon teaching and leave students to their own devices. Rather, let's be minimally invasive in allowing the learning to happen, but maximally invasive in ensuring that the problems we present to learners are relevant, compelling and appetizing.
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    let's be minimally invasive in allowing the learning to happen, but maximally invasive in ensuring that the problems we present to learners are relevant, compelling and appetizing.
Angela Maiers

Digital immigrants or digital natives? A discussion of digital competence… A ... - 0 views

  • Rather than a Digital Native/Digital Immigrant dichotomy, students have a wide spectrum of digital competence positively correlating to their digital exposure.
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    So if I were to make the post title into a statement it would be: Rather than a Digital Native/Digital Immigrant dichotomy, students have a wide spectrum of digital competence positively correlating to their digital exposure.
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    Excellent post, and much needed discussion on digital competencies!
Dave Truss

Wikis in the classroom: a reflection. | David Truss :: Pair-a-dimes for Your Thoughts - 0 views

  • 1. Scaffolding
  • 2. Time Line
  • 3. Experts
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  • Grades
  • The thoughtful/reflective effort it took to write this has made this one of the most powerful things I’ve done for professional development as a teacher.
  • here it is
  • Before reading the feedback, my initial impression was given in my Some Assembly Required post
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    The thoughtful/reflective effort it took to write this has made this one of the most powerful things I've done for professional development as a teacher.
Dave Truss

The New Face of Learning: The Internet Breaks School Walls Down | Edutopia - 0 views

  • I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
  • In many schools and even states, it's been, rather, a movement to block and bust: no blogs, no cell phones, no IM. We take away the powerful social technologies our kids are already using to learn and, in doing so, tell them their own tools are irrelevant. Or, instead of using the complex and challenging phenomenon of a site such as Wikipedia to teach the realities of navigating information in this new world, we prohibit its use. In fact, at this writing, the U.S. legislature is in the process of deciding whether schools and libraries should have access to any of the potential of the Read/Write Web at all. When you read this, blogs and wikis and podcasts (and much more) may be things that students (and teachers) can access and create only from off-campus.
  • I wonder whether, twenty-five or fifty years from now, when four or five billion people are connecting online, the real story of these times won't be the more global tests and transformations these technologies offered. How, as educators and learners, did we respond? Did we embrace the potentials of a connected, collaborative world and put our creative imaginations to work to reenvision our classrooms? Did we use these new tools to develop passionate, fearless, lifelong learners? Did we ourselves become those learners?
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    I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
Dave Truss

YouTube - 21st century pedagogy - 0 views

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    Need to develop a new pedagogical dna for schooling in todays world in order to break from the past
Jeff Richardson

YouTube - Learning to change - 0 views

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    Wow...amazing video addressing the need for change in current ed systems
Caroline Bucky-Beaver

Revised Bloom's Digital Taxonomy - PDF - 0 views

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    40 pages of examples of how the revised Bloom's Taxonomy applies to a variety of digital applications - Drawing 3 on page 5 is particularly good as it breaks down each level of Blooms into verbs. Example: creating = programming, filming, animating, blogging, video blogging, etc. Great stuff!
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    This PDF file has some incredible information in it. Especially liked page 5.
Dave Truss

What I Want to Talk About - Practical Theory - 0 views

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    Chris Lehmann writes a Brilliant post: "I want to tell them..." about the things he would really like to say for a presentation. Fantastic
Jocelyn Chappell

YouTube - 21st century pedagogy - 0 views

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    rich understanding "information is out there we are co-constructors of learning we are co-constructors of knowledge and the kids and the learners in that complex interrelationship we call teaching and learning will provide a rich new way of doing things."
carlos villalobos

educational-origami - home - 3 views

  • Educational Origami is a blog, and a wiki, about the integration of ICT into the classroom, this is one of the largest challenges that I feel we as teachers face. Marc Prensky coined the now popular and famous phrase "Digital natives and digital immigrants" in his two papers on digital Children. We the teachers are the immigrants and our students are the natives, brought up in a world where there has always been computers and the internet, where information is always instant and varied.I made this wiki on request from Miguel Guhlin after I blogged about matching ICT tools to traditional classroom practice and Bloom's Taxonomy.
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    Nice start for rubrics for 2.0 projects
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    Bloom's digital taxonomy with task rubrics
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    Incredible rubrics of all kinds for electronic media based upon Bloom's taxonomy.
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    Phenomenal page about integrating ICT into the classroom witha wide variety of rubrics based upon Bloom's taxonomy. You'll see blog journaling, wiki editing, threaded discussion, bookmarking rubrics, search rubrics, podcasting rubrics, audio conferencing, data analysis, and collaborative rubrics. I haven't been through all of these but would love it if we could go through them and work on them. They are in PDF format, but it would be great to share and edit them collaboratively. Very nice website.
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    Educational Origami is a blog, and a wiki, about the integration of ICT into the classroom, this is one of the largest challenges that I feel we as teachers face. Its about 21st Century Learning and 21st Century Teaching. Marc Prensky coined the now popular and famous phrase "Digital natives and digital immigrants" in his two papers on digital Children. We the teachers are the immigrants and our students are the natives, brought up in a world where there has always been computers and the internet, where information is always instant and varied. Our teaching and their learning must reflect this.
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    Educational Origami is a blog , and a wiki, about 21st Century Learning and 21st Century Teaching.
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