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Vicki Davis

We heard the President's ConnectED call-to-action, and here is our billion-dollar respo... - 1 views

blogs.technet.com/...f-u-s-students-nationwide.aspx

education news microsoft connected

shared by Vicki Davis on 04 Feb 14 - No Cached
  • Vicki Davis on 04 Feb 14
     
    Microsoft has announced an initiative as part of the ConnectED movement in the US. Here are the details: "Windows 8.1 Pro Operating System: One of the most powerful and flexible operating systems for education, it provides the ability for students and teachers to use education apps and Microsoft Office, search for information across their device and the web, and is optimized for touch, education apps, research, productivity and digital inking, critical keys to better learning outcomes. Office 365 Education Communication and Collaboration Tool: Email, sites, online and offline document editing and storage, IM, and web conferencing capabilities for all you students for free. Plus 5 copies of Office for free for more than 12 million students at qualified institutions. Partners in Learning Network Teacher Training and Resources: Partners in Learning provides educators with a network of nearly 1 million educators from 136 countries. It offers them a forum where they can share ideas, find free lesson plans to inspire classroom learning and develop professionally. Bing for Schools Ad-free search: An ad-free digital literacy platform aimed at helping students learn important digital skills based on access to a connected computing device, daily common-core aligned lesson plans, and a safe, private environment where search history will not be mined for data. Student training and resources: Microsoft IT Academy: For roughly 2,000 high-needs schools, Microsoft is providing academic institutions and their educators, students, and staff with digital curriculum and certification for fundamental technology skills. Affordable Broadband from EveryoneOn: A critical component to connected learning, Microsoft's non-profit partner EveryoneOn is offering home Internet service for as low $10 to the 36 million Americans living in low-income communities."
Ben W

Purposeful Networking | Reflection 2.0 - 0 views

googtweetblog.edublogs.org/...purposeful-networking

21st century skills networking social networking technology web 2.0

shared by Ben W on 01 Apr 08 - Cached
  • the older demographic uses networking more for professional purposes
  • Aaron describes how he’s fine with seeing the real side of prospective employees on Facebook profiles and twitterstreams because it gives him a better picture of who people are, but in our opinion and experience, networking is much more than simply posting information about yourself on various sites
  • the education profession historically has been a profession of “isolationism” despite recent efforts to establish Professional Learning Communities within schools.
  • ...1 more annotation...
  • Networking is extremely powerful for connecting educators and students to professionals outside of education - the challenge in education today is breaking down barriers and allowing students and teachers access to the sites and time in the school day and curriculum
  • Ben W on 01 Apr 08
     
    A good in-depth article arguing that purposeful networking (easily done w/ web2.0 tools) should be a skill addressed in education.
Vicki Davis

PBS Teachers | learning.now . PBS Teachers Embraces Social Networking and Bookmarking T... - 0 views

www.pbs.org/...chers_embraces_social_n_1.html

edu_newapp edu_news education social networking

shared by Vicki Davis on 13 Jul 08 - Cached
  • Vicki Davis on 13 Jul 08
     
    PBS teachersa is adding social networking and bookmarking tools. You can create a personal profile on pbs teachers connect now. This article talks about it. Still wish we'd call it educational networking or professional networking depending upon what we're doing.
  • Vicki Davis on 13 Jul 08
     
    PBS website now uses educational networking tools.
Ted Sakshaug

TechConnect - 5 views

www.techconnectk12.org

education techconnect technology IT

shared by Ted Sakshaug on 02 Jun 10 - Cached
  • Ted Sakshaug on 02 Jun 10
     
    TechConnect is a peer networking community for Education Information Technology (IT) Professionals. Members log on to exchange knowledge, ask questions, and share experiences with other Education Information Technology peers. Connect to colleagues, create interest groups, and access member-only resources. The TechConnect community is developed and focused specifically for Education Information Technology Professionals (private school as well as public school) and is only offered to those users.
David Wetzel

How to Create a Lifelong Learning Network: Continuing Education is Based on Need to Ada... - 10 views

continuingeducation.suite101.com/...te-a-lifelong-learning-network

web 2 0 tools online learning continuing education adult lifelong

shared by David Wetzel on 18 Mar 10 - Cached
  • David Wetzel on 18 Mar 10
     
    Creating a lifelong learning network is essential for adults who pursue continuing education as means to advance their professional career or improve their personal life. Regardless of the reason for continuing one's education, an adult's knowledge needs to continually grow. The changing nature of today's society demands the necessity for gaining new skills, new understandings, and new intellectual orientations throughout a person's life.
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
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.
David Wetzel

5 Top Things to Consider During Continuing Education Efforts - 8 views

www.suite101.com/...g-continuing-education-efforts

continuing education outlook future learning 5 professional network social

shared by David Wetzel on 01 Jun 10 - Cached
  • David Wetzel on 01 Jun 10
     
    How to build professional, personal, social, and lifelong learning networks is the focal point of this post.
Vicki Davis

Secret Teacher: low morale and high pressure leaves no time for inspiration | Teacher N... - 0 views

www.theguardian.com/...acher-low-morale-high-pressure

education news edreform UK all_teachers

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    These heartbreaking words from a teacher in the UK. As the world tries to improve education by the numbers, the world has forgotten kids aren't numbers. They are precious, individual and unique and deserve education systems that celebrate and encourage that. OK, teachers, it is time to man the media - you are the media now! Are you fed up yet? It might not be you right now, but if you don't speak, it will be, wherever you teach, such stories impact us all and the profession we care for so much. "As a teacher, I vowed that I would work hard to nurture my students, to make each and every student feel valued and for them to know that they have a voice, and a place in the world. However the last two years have made me feel like that insecure 14-year-old again: I have lost my confidence because of the overly-rigid current education system. We are constantly being told we are not good enough and that we are not doing enough: enough intervention, enough rigorous marking, enough sustained and rapid progress. What excited me the most about becoming a teacher was discovering the hidden talents and sparks of genius in my students. However, it breaks my heart to say this, but I feel that I no longer have time, nor am I encouraged to make these discoveries. We are so caught up with data and so many progress checks that we don't give our students the time to shine. I wonder what would happen if the greats of the world like Einstein, Gaudi, Picasso and Martin Luther King were to attend school in 2013, would they be able to cultivate their talents and thrive?"
Anne Bubnic

ASCD Inservice: "The Best Resource for Me Is Other Teachers" - 0 views

ascd.typepad.com/...-for-me-is-other-teachers.html

educators web 2.0 social networking

shared by Anne Bubnic on 23 Jul 09 - Cached
  • Anne Bubnic on 23 Jul 09
     
    Researchers asked two main questions to understand how to better support professional networking on Teachers' Domain: 1. How do teachers use social media tools in professional contexts, and for what purposes? 2. How are teachers likely to use social media tools in the near future?
Anne Bubnic

NEA - Can Tweeting Help Your Teaching? - 0 views

www.nea.org/...32641.htm

ad4dcss twitter education social networking teachers

shared by Anne Bubnic on 22 Jun 09 - Cached
  • Anne Bubnic on 22 Jun 09
     
    Before you write off Twitter as just the latest social media "fad," take a look at how some clever educators are using it to enrich their classrooms and even forge informal professional networks.
Vicki Davis

DEN Research | Discovery Education - 2 views

www.discoveryeducation.com/...research.cfm

education professionaldevelopment edu_news

shared by Vicki Davis on 13 Jul 11 - No Cached
  • Vicki Davis on 13 Jul 11
     
    Membership study of Discovery Educators network and the impact on their professional development. While I have just become someone that you CAN book through Discovery for speaking (to be on their website soon) I do learn a lot from DEN.
Vicki Davis

Vicki Davis: Educator of the Week | My Town Tutors - 1 views

www.mytowntutors.com/...cki-davis-educator-of-the-week

education news teaching aboutme tumblr

shared by Vicki Davis on 21 Oct 13 - No Cached
  • Vicki Davis on 21 Oct 13
     
    Some questions about how I engage and grow my professional learning network, why I started blogging, and some background information. Thanks to Mark at My town tutors for sharing my story.
Vicki Davis

How to set up a student newspaper | Teacher Network | Guardian Professional - 0 views

www.theguardian.com/...setting-up-student-newspaper

education news newspaper bestpractices

shared by Vicki Davis on 31 Oct 13 - No Cached
  • Vicki Davis on 31 Oct 13
     
    This is an interesting article from the Guardian's teacher network about running an independent newspaper using a Grammar school as a case study. I thought this quote is telling: "The key to the success of the newspaper is to establish a trust relationship with the students involved so that they know the boundaries of their independence and know where their responsibilities lie. The editorial team is appointed and led by the editor in chief, a student selected by an interview with me and the outgoing editor."
Martin Burrett

A Social Media Journey - 1 views

ukedchat.com/...7

social networking social media Twitter

shared by Martin Burrett on 19 Dec 16 - No Cached
  • Martin Burrett on 19 Dec 16
     
    Back in 2011 I was working in the Middle East when a colleague introduced me to Twitter as a tool for professional development and connecting with fellow educators. Prior to this I was aware of Facebook and Twitter, however I considered both as being about nothing more than apps for sharing cute cat videos and status updates. I had a Twitter account for years, however hadn't thought about how it might be a powerful tool to help me become a better educator and provide me with a wealth of new ideas and resources which I previously had not had access to. I had barely used the account beyond the initial setup...
Suzie Nestico

Using Diigo in the Classroom - Student Learning with Diigo - 42 views

sites.google.com/...using-diigo-in-the-classroom-2

diigo diigoteacher teacher teacherconsole education classroom technology learning tools research teacheraccount Web2.0 all_teachers bestpractices edu_trends digitalcitizenship techintegrator web2

shared by Suzie Nestico on 30 Jul 11 - No Cached
  • Save important websites and access them on any computer. Categorize websites by titles, notes, keyword tags, lists and groups. Search through bookmarks to quickly find desired information. Save a screenshot of a website and see how it has changed over time. Annotate websites with highlighting or virtual "sticky notes." View any annotations made by others on any website visited. Share websites with groups or the entire Diigo social network. Comment on the bookmarks of others or solicit comments to your shared bookmarks.
  • Professional Development Beyond extended student learning, Diigo can be used as a form of professional development. Diigo has several educator groups that are active in sharing and collaborating on bookmarks relevant to education. This group has almost 10,000 members. You can find over 200 other Diigo K-12 education groups here.
Claude Almansi

How Twitter will revolutionise academic research and teaching | Higher Education Networ... - 0 views

www.guardian.co.uk/...evolutionise-academia-research

Twitter education teaching social media oral written Postman guardian.co.uk

shared by Claude Almansi on 29 Sep 11 - No Cached
  • Claude Almansi on 29 Sep 11
     
    Ernesto Priego, Sept 12, 2011 "Social media is becoming increasingly important in teaching and research work but tutors must remember, it's a conversation not a lecture, says Ernesto Priego"
Sue Waters

Sarah's Musings: Starting to feel the Twitter love - 0 views

sarah-stewart.blogspot.com/...ting-to-feel-twitter-love.html

shared by Sue Waters on 26 Apr 08 - Cached
  • The parties I have been going to are those of educators who are interested in web 2.0 where I feel I have little to contribute because I am at the stage of of learning about web 2.0.
    • Sue Waters
      Sue Waters on 26 Apr 08
       
      I think that majority of my followers in twitter would feel similar to this that they are just starting out and are worried that they don't have anything to contribute. That is also the reason why many people are reluctant to comment on posts. The sense that everyone knows more than them so what do they have to offer.
  • The main reason for this lurking was that I didn't want to open my mouth and offend anyone, or waste people's time with trivialities.
    • Sue Waters
      Sue Waters on 26 Apr 08
       
      The key to Twitter is to see it as our own Personal Learning Network (PLN). Everyone has the right to use it how they want. If someone doesn't like how you use twitter than they can just go ahead and unfollow. Really it's no different from writing a blog. Similar etiquete but you are more likely to share the mundane in twitter. Twitter is also more like f2f conversations - if all you do is post links or ask for help you will never make the connections that make people want to conenct with you.
  • Nevertheless, I try to minimize my personal and social comments and keep my messages to professional topics.
  • ...1 more annotation...
    • Sue Waters
      Sue Waters on 26 Apr 08
       
      I get so many people tell me that what they love the most is this glimpse of the mundane. Same as your blog. The funny stuff that happens to you Sarah is nice to hear about.
  • Sue Waters on 26 Apr 08
     
    The key to Twitter is to see it as our own Personal Learning Network (PLN). Everyone has the right to use it how they want. If someone doesn't like how you use twitter than they can just go ahead and unfollow. Really it's no different from writing a blog. Similar etiquete but you are more likely to share the mundane in twitter. Twitter is also more like f2f conversations - if all you do is post links or ask for help you will never make the connections that make people want to conenct with you.
anonymous

What makes a brilliant teacher? | Teacher Network Blog | Guardian Professional - 2 views

www.guardian.co.uk/...tor-empathy-teaching-resources

teacher professional bestpractices elementary

shared by anonymous on 30 Dec 11 - No Cached
  • Emotional intelligence and empathy are two huge features of a T factor teacher's practice. Knowing how, when, and what to say in order to bring about conditions in which educational attachment flourishes, is an incredibly subtle yet powerful tool.
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