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Megan Black

Pixar's 22 Rules of Storytelling « Aerogramme Writers' Studio - 17 views

aerogrammestudio.com/...ixars-22-rules-of-storytelling

storytelling writing pixar advice writers rules digitalstorytelling

shared by Megan Black on 09 Mar 13 - No Cached
  • Megan Black on 09 Mar 13
     
    Great rules for Digital Storytelling and working through writer's block or with reluctant writers. 
Nik Peachey

12 Tips for training older teachers to use technology - Resources for English Language ... - 2 views

www.english.com/...der-teachers-to-use-technology

CPD teachertraining edtech pln elt

shared by Nik Peachey on 15 Nov 16 - No Cached
  • Nik Peachey on 15 Nov 16
     
    There is an assumption that persists in the educational community that more mature teachers are much more difficult and reluctant to be trained on the effective use of educational technology. To some degree, I think this assumption has been built on by the digital native vs digital immigrant myth. But as someone who has trained teachers of all ages all over the world I would say that, from my own experience, this hasn't been the case.
Deb Henkes

10 ways to change the minds of tech-reluctant staff | eSchool News - 23 views

www.eschoolnews.com/...-minds-of-tech-reluctant-staff

teacher change

shared by Deb Henkes on 09 Jan 12 - No Cached
  • Deb Henkes on 09 Jan 12
     
    We often hear about tech-savvy educators and administrators who have an array of best practices and whose love for technology is evident. But as anyone who's ever been part of a school or district knows, not all teachers and administrators are as comfortable or familiar with technology.
Tess Alfonsin

Read Kiddo Read - 23 views

www.readkiddoread.com

book**recommendations reading

shared by Tess Alfonsin on 04 Jul 10 - Cached
  • Tess Alfonsin on 04 Jul 10
     
    Developed by James Patterson, this useful site helps the reluctant reader find the next best read.
Angela Maiers

Teacher Magazine: Creating Readers: Part I - 0 views

www.teachermagazine.org/...06millermentor1.h18.html

readers reluctant

shared by Angela Maiers on 01 Jun 08 - Cached
  • Angela Maiers on 01 Jun 08
     
    Great interview w/the self proclaimed, "Book Whisperer" - can turn any reluctant reader into and excited reader! Lots of tips!
Suzie Nestico

Social Media Statistics 2011: Amazing Facts About Internet Use (VIDEO) - 13 views

www.huffingtonpost.com/...-statistics-2011_n_873116.html

edtech technology youtube trends education social social media media statistics video internet digitalcitizenship techintegrator

shared by Suzie Nestico on 09 Jun 11 - No Cached
  • Suzie Nestico on 09 Jun 11
     
    Fantastic videos with up-to-date statistics on social media. Great to use with students or faculty who may be reluctant to technology and social media.
Jeff Johnson

The Book Whisperer - 0 views

blogs.edweek.org/...book_whisperer

reading whisperer blog literacy book BookWhisperer Book_Whisperer

shared by Jeff Johnson on 31 Mar 09 - Cached
  • Maggie Verster on 31 Mar 09
     
    Getting kids to read- some inspiring post here
  • Jeff Johnson on 26 Apr 09
     
    Donalyn Miller is a 6th grade language arts and social studies teacher in Texas who is said to have a "gift": She can turn even the most reluctant (or in her words "dormant") readers into students who can't put their books down. After responding to reader questions in her popular, "Creating Readers" Ask The Mentor column, Donalyn returns to blog. She writes about how to inspire and motivate student readers, and responds to issues facing teachers and other leaders in the literacy field.
Dave Truss

The Connected Classroom: Supporting Reluctant Swimmers-or letting them drown? - 0 views

khokanson.blogspot.com/...rt-for-reluctant-swimmers.html

learningconversations techintegrator metaphor mycomments

shared by Dave Truss on 26 Jul 09 - Cached
  • I have to wonder how many folks would jump in at all if they were afraid of the water. As David Truss points out, "too many people fear drowning and never get into the pool” and that in most Teacher Ed programs the amount of technology skill they leave the program with seems to be optional... to me that's like throwing a non-swimmer into the deep end.
  • I spend a day or two, sometimes a week “teaching folks to swim.” I give them the skills and we go SLOW.
  • There has been talk in the edtech community for a long time that we need to stop talking about the tools, but I disagree. You are always going to have those non-swimmers who finally find their way to the edge of the pool. Teach them what the water feels like and support them as they develop confidence in using the tool. When I share a tool like voicethread with a teacher, they can see so many ways it can be used in the classroom. They get excited about the potentials but they don’t understand the many concepts that go into it, embedding, and sharing, and privacy, and moderating comments, are so new to them…They are excited about being at the pool's edge, but it is like being thrown into that deep end for the first time.
    • Dave Truss
      Dave Truss on 26 Jul 09
       
      So True! We do need to continue talking about the tools, but that can't be our focus, that is our line of support.
  • ...1 more annotation...
  • There was also some talk in the comments on Durff’s post that administrators must make technology a priority if we are to get teachers to "take the time" to explore new things- it is one of the things that is driving me to complete my administrative certification. Provide opportunities for teachers to see what is possible (take them to the pool), Give them the skills they need (the swim lessons). Provide support for them and swim along side the teachers. Only then will you have competent swimmers.
  • Dave Truss on 26 Jul 09
     
    There has been talk in the edtech community for a long time that we need to stop talking about the tools, but I disagree.
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.
Nick Senger

New Hampton School - Social Media Reading List - 12 views

newhampton.wikispaces.com/Social+Media+Reading+List

socialnetworking education technology socialmedia leadership administrator

shared by Nick Senger on 22 Apr 10 - Cached
  • Nick Senger on 22 Apr 10
     
    Outstanding collection of resources for introducing the benefits of using social networking in schools to reluctant educators
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.
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