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David Wetzel

Elearning Replaces the Traditional Model of Teaching and Learning - 7 views

distance-education.suite101.com/...model-of-teaching-and-learning

elearning online learning distance web 20 emerging technology management systems social open source content personal

shared by David Wetzel on 20 Apr 10 - Cached
  • David Wetzel on 20 Apr 10
     
    Emerging Web 2.0 technologies are discussed in the perspective of how elearning is evolving into a future dominated by personal learning environments.
Judy Lambert

2010 Horizon Report: The K12 Edition - 5 views

wp.nmc.org/horizon-k12-2010

technology trends education K-12

shared by Judy Lambert on 06 Jan 11 - Cached
  • Judy Lambert on 06 Jan 11
     
    Describes key trends to watch for the next 5 years in educational technology in K-12 environments
Judy Lambert

2009 Horizon Report - 2 views

wp.nmc.org/horizon2009

technology trends education college

shared by Judy Lambert on 06 Jan 11 - Cached
  • Judy Lambert on 06 Jan 11
     
    Describes key trends to watch for the next 5 years in educational technology in college environments
Judy Lambert

2009 Horizon Report: The K12 Edition - 2 views

wp.nmc.org/horizon-k12-2009

technology trends education K-12

shared by Judy Lambert on 06 Jan 11 - Cached
  • Judy Lambert on 06 Jan 11
     
    Describes key trends to watch for the next 5 years in educational technology in K-12 environments
Martin Burrett

STEM across the school - 0 views

ukedchat.com/...stem-across-school

STEM science engineering technology maths

shared by Martin Burrett on 13 Feb 19 - No Cached
  • Martin Burrett on 13 Feb 19
     
    "The importance of offering a broad curriculum within the school system cannot be over-stated, allowing students to explore a range of topics that spark their interest, and potentially inspire them to follow a career path that can have a positive impact on their lives, society and the environment. STEM activities (built around Science, Technology, Engineering and Mathematics) offer a broad range of opportunities, opening up the potential of enquiry based learning that is relevant to the world we live in. Many education systems globally place a great emphasis on a STEM curriculum for all students, no matter of age, race, gender or ability, but what STEM based activities work best in your setting, helping students see the world differently, and potentially inspiring to enter STEM careers of the future?"
Martin Burrett

Teachers make all the difference - including in virtual reality teaching - 1 views

ukedchat.com/...teachers-vr

VR technology

shared by Martin Burrett on 14 Jan 19 - No Cached
  • Martin Burrett on 14 Jan 19
     
    "In a few years from now, students in schools all over the world will receive part of their education in virtual learning environments. Wearing VR-goggles the students will be able to enter 3-dimensional, simulated places and situations that they would normally not have access to because it would be too expensive, too dangerous or physically impossible. Teaching via VR-technology is spreading widely and international studies predict that this will revolutionise the way we learn."
Terry Elliott

World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson

shared by Terry Elliott on 16 Dec 08 - Cached
  • We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
    • Jeff Richardson
      Jeff Richardson on 16 Dec 08
       
      Good reason for teaching dig citizenship
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
  • Likewise, we must make sure that others can locate and vet us.
  • ...9 more annotations...
  • technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
  • Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
  • The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
  • The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
  • Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
  • The technologies we block in their classrooms flourish in their bedrooms
  • Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Jeff Richardson on 16 Dec 08
     
    Article by Wil Richardson on Collaboration
Suzie Nestico

Jim Klein :: Weblog :: To those who would lead... - 9 views

community.saugususd.org/...1375.html

education technology K-12 21 Century Classroom 21stcentury teaching learning administrator all_teachers bestpractices edu_trends

shared by Suzie Nestico on 05 May 11 - No Cached
  • What we must never forget, no matter what circumstances are forced upon us, is that without failure, there is no success. We learn when we fail. We grow when we fall. Science is all about learning from failure, and failure is a key component of innovation, without which nothing would ever be tried. The right technology brings with it the opportunity to create environments where students have the opportunity to not just fail, but to fail gracefully, recover quickly, and move forward having learned from the experience in a non-threatening way.
    • Suzie Nestico
      Suzie Nestico on 05 May 11
       
      Seems, by far, to be one of the most powerful statements in this blog.  As educators, we need to remind our students how very important failure can be.  Not to suggest we purport failure as a good thing, but that we emphasize it as part of a growth model.
  • As is so well stated by Weston & Bain (2010), "Bransford et al (2000), Jonassen (2000, 2004, 2006, 2008), and Jonassen et al. (1999), fix the future of educational technology in cognitive tools that shape and extend human capabilities. Cognitive tools blur the unproductive distinctions that techno-critics make between computers and teaching and learning (Bullen & Janes, 2007; Hukkinen, 2008; Kommers et al., 1992; Lajoie, 2000). When technology enables, empowers, and accelerates a profession's core transactions, the distinctions between computers and professional practice evaporate.
  • For instance, when a surgeon uses an arthriscope to trim a cartilage (Johnson & Pedowitz, 2007), a structural engineer uses computer-assisted design software to simulate stresses on a bridge (Yeomans, 2009), or a sales manager uses customer-relations-management software to predict future inventory needs (Baltzen & Phillips, 2009), they do not think about technology. Each one thinks about her or his professional transaction." 
  • Suzie Nestico on 05 May 11
     
    Must read about considerations for the future directions of our schools and developing the 21st Century learner.
Vicki Davis

The Importance Of Mobile Learning In (And Out Of) The Classroom - 7 views

edudemic.com/...mobile-learning-workplace

education news edreform mlearning edu_news edu_trends

shared by Vicki Davis on 15 Apr 13 - Cached
  • Vicki Davis on 15 Apr 13
     
    This infographic is an impactful one helping school boards and IT departments understand the important of BYOD environments. In 2011 70% of the workforce between 22-34 used tablets and globally 46% of the mobile workforce has a smartphone. Using, managing, and maximizing these tools is an important part of modern life. Perhaps today's issues are helping students learn to focus, but keeping them out of school is shortsighted decision that will be looked back upon as a lack of vision... that is if you can help kids focus and help teachers encourage the use of them effectively. "Smartphones and Tablet sales will soon take over laptop and desktop computer sales: Don't stick just to books - why not let students use the technology they'll need in the future?"
Dean Mantz

epiccommunity - home - 7 views

epiccommunity.wikispaces.com

wiki community PLN collaboration education

shared by Dean Mantz on 20 Apr 12 - No Cached
  • Dean Mantz on 20 Apr 12
     
    dynamic environment for educators to collaborate, share their expertise, and have access to resources to strengthen their ability to plan, implement, and sustain technology-enabled learning initiatives.
Sandy Kendell

Proactive Approaches to address Cyberbullying and Digital Social Networking - 18 views

teachdigital.pbworks.com/safedsn

cyberbullying digital_citizenship socialnetworking

shared by Sandy Kendell on 21 Aug 10 - Cached
  • Sandy Kendell on 21 Aug 10
     
    Generally adults help young people learn to drive safely before giving them car keys and turning them loose on the streets of the world. Young people also need guidance and adult assistance to learn how to safely navigate the virtual environments of the 21st Century. Schools must be proactive, rather than merely defensive, in helping students acquire the skills of digital citizenship needed today and in the future. Simply banning read/write web tools on school networks is an inadequate response: Educators must strive to learn alongside students and parents how these technologies can be safely and powerfully used to communicate and collaborate.
Maggie Verster

From Knowledgeable to Knowledge-able: Experiments in New Media Literacy - 0 views

hosted.mediasite.com/...Viewer

socialmedia knowledge education school2.0

shared by Maggie Verster on 01 Feb 09 - Cached
  • Maggie Verster on 01 Feb 09
     
    It took tens of thousands of years for writing to emerge after speech, thousands more before the printing press was invented, and a few hundred more for the telegraph to arrive. Today, new ways of relating are constantly created and a new communication medium emerges every time someone creates a web application-a Flickr here, a Twitter there. How can we use new media to foster the kinds of communication and community we desire in education? This presentation will discuss both successful and unsuccessful attempts to integrate emerging technologies into the classroom to create a rich virtual learning environment.
Fred Delventhal

Listen to Fables, Nursery Rhymes, Fairy Tales, Folk Tales, Lullabies, and More! | Speak... - 0 views

speakaboos.com

speakaboos children literature audiobooks nurseryrhymes audio readaloud languagearts students elementary celebrities

shared by Fred Delventhal on 13 Dec 08 - Cached
  • Fred Delventhal on 13 Dec 08
     
    Speakaboos brings classic children's entertainment into a digital world. Beloved characters and treasured stories are given new life through amazing celebrity performances, beautiful illustrations, and original music. At Speakaboos, children develop literacy skills while learning about technology in a safe and fun environment.
Shaun Fletcher

CBC Radio | Quirks & Quarks - 0 views

www.cbc.ca/quirks

podcast science

shared by Shaun Fletcher on 30 Mar 08 - Cached
    • Shaun Fletcher
      Shaun Fletcher on 30 Mar 08
       
      Podcasts are also playable in google reader.
  • Podcasting!Quirks & Quarks is part of CBC Radio’s podcasting project. For more information about podcasting and the CBC programs available, go to CBC.ca’s podcasting info page.To access the Quirks podcast, right click on one of the links below, copy the URL and paste it into your podcast software application. Quirks & Quarks Podcast - show in segments podcast or if you have iTunes installed Subscribe in iTunesQuirks & Quarks Podcast - show in one file or if you have iTunes installed Subscribe in iTunes(hint - iPod users might prefer the whole show in one file)
  • Shaun Fletcher on 30 Mar 08
     
    Join host Bob McDonald each week to find out the latest in science, technology, medicine and the environment. We cover every aspect of science, from the quirks of the expanding universe to the quarks within a single atom...and everything in between.
Vicki Davis

Project SIKULI - 6 views

groups.csail.mit.edu/sikuli

education learning programming innovation edu_newapp

shared by Vicki Davis on 26 Apr 10 - Cached
  • Vicki Davis on 26 Apr 10
     
    I don't really understand all about this project out of MIT but want to learn more about it. Thi s is what they say on their site: "ikuli is a visual technology to search and automate graphical user interfaces (GUI) using images (screenshots). The first release of Sikuli contains Sikuli Script, a visual scripting API for Jython, and Sikuli IDE, an integrated development environment for writing visual scripts with screenshots easily. Sikuli Script automates anything you see on the screen without internal API's support. You can programmatically control a web page, a desktop application running on Windows/Linux/Mac OS X, or even an iphone application running in an emulator. "
Vicki Davis

Deeper Learning: Defining Twenty-First Century Literacy | Edutopia - 8 views

www.edutopia.org/...-deeper-learning-rebecca-alber

education news literacy digital_literacy 21stcenturyskills bestpractices

shared by Vicki Davis on 13 Dec 13 - No Cached
  • Vicki Davis on 13 Dec 13
     
    What is 21st century literacy and how do we help students become better communicators? Rebecca Alber says: "In today's world, being literate requires much, much more than the traditional literacy of yesterday. According to the NCTE (National Council of Teachers of English), twenty-first century readers and writers need to: Gain proficiency with tools of technology Develop relationships with others and confront and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze, and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multimedia texts Attend to the ethical responsibilities required by these complex environments"
Ted Sakshaug

Home - 0 views

facstaff.uww.edu/games

games education

shared by Ted Sakshaug on 04 Apr 08 - Cached
lolaemam liked it
  • Erin Remple on 04 Apr 08
     
    The site demonstrates the creative use of popular game shows and other familiar games to reinforce learning.
  • Ted Sakshaug on 29 Apr 09
     
    The Parade of Games web site was created to provide educators and trainers with easy-to- assemble educational games in a technology- enhanced environment to support key learning points.   The site demonstrates the creative use of popular game shows and other familiar games to reinforce learning.
Emily Vickery

The Laptops Are Coming! The Laptops Are Coming! - Volume 22 No. 4 - Summer 2008 - Rethi... - 0 views

www.rethinkingschools.org/...lapt224.shtml

educators social justice

shared by Emily Vickery on 13 Jun 08 - Cached
  • believe that social justice educators must ask ourselves and our schools: What are the ethics and power structures involved in using a technology, and how do we create a learning environment to discuss and track the impact of technology on the cognitive, social and emotional development of both students and educators.
  • Emily Vickery on 13 Jun 08
     
    Article examines the use of laptops in school.
  • Emily Vickery on 13 Jun 08
     
    Article from Rethinking Schools examines the use of laptops in school. She writes ,"I also believe it is vital to discuss ways in which people have used technology to create a more just world."
Adrienne Michetti

Comparing ICT use in education across countries | A World Bank Blog on ICT use in Educa... - 7 views

blogs.worldbank.org/...UIS-indicators

data technology development ICT Edtech techintegrator

shared by Adrienne Michetti on 26 Jan 10 - Cached
  • we still do not have reliable, globally comparable data in this area
  • basic answers to many basic questions about the use of technology in schools around the world remain largely unanswered
  • Recent World Bank technical assistance related to ICT use in education has highlighted the fact that internationally comparable data related to ICT use in education do not exist -- and that this absence is a problem
  • ...11 more annotations...
  • "It is a mistake to separate out technology infrastructure from pedagogical practices."
    • Adrienne Michetti
      Adrienne Michetti on 26 Jan 10
       
      Yes, this is true, but very difficult to measure
  • will begun to be collected in late 2010 as part of the general statistical gathering that UIS coordinates with all countries in the world.
  • At first glance, it might appear to some that, generally speaking, the more hours of recommended hours per use of computers might correlate well with how 'advanced' a country is in its use of ICTs in schools.  In fact, the opposite is often the case. 
    • Adrienne Michetti
      Adrienne Michetti on 26 Jan 10
       
      another reason why pedagogy can not be separated from the IT use. It's not enough to simply put a computer in front of a child.
  • In countries considered 'advanced' in ICT use, especially in 1-to-1 computing environments (like Uruguay, for example), laptops are (essentially) always available, but use is not officially prescribed/recommended for a specific period of time.
  • that less developed countries where ICT use in relatively new may well report that ICT use is recommended more than in more 'advanced' countries where ICTs are more mainstreamed in education.
    • Adrienne Michetti
      Adrienne Michetti on 26 Jan 10
       
      American educators, are you reading this???
  • it highlights the fact that that simple conclusions drawn from such data can be quite dangerous. 
  • That said, the building of a universal  index related to ICT use in education is especially problemmatic, given the the number of assumptions and value judgements that would need to be made about the importance or weight of individual indicators -- and that cross-national data collection in this area is still in its infancy
  • the fast changing nature of technology requires regular adaptation and change.
  • As we do so, the fact that the UIS will be collecting basic data on where things stand today in all countries in the world will greatly contribute to our collective ability to track developments and changes in this increasingly vital and strategic area of investment for governments and societies around the world. 
    • Adrienne Michetti
      Adrienne Michetti on 26 Jan 10
       
      I'm thinking the data collectors should talk to Hans Rosling.. I bet he has some ideas about how to go about this properly!
  • Adrienne Michetti on 26 Jan 10
     
    Fascinating article about upcoming data to be collected on international ICT use in education. So many challenges.
Ben Rimes

A Call for Technology Leadership - 3 views

www.districtadministration.com/viewarticle.aspx

shared by Ben Rimes on 12 Jan 11 - No Cached
  • Once a leader in a smaller district knows where he or she wants to go, change can happen more quickly than in a mid- or large-size district.
    • Ben Rimes
      Ben Rimes on 12 Jan 11
       
      I wonder what would denote a small or mid-size district. Obviously the number of enrolled students, but there's some flexibility there.
  • Freeman, who uses a blog to communicate with students and parents, points out that her own active use of technology in the 4,200-student district has helped create a norm for others to follow.
    • Ben Rimes
      Ben Rimes on 12 Jan 11
       
      Lead by example, nice.
  • “The kind of learning we expect 21st-century teachers to achieve is the intersection of content pedagogy and technology,” Moran insists.
  • ...2 more annotations...
  • “You can no longer take on a professional development agenda without a technology component,” Kimball argues. “We know that professional learning communities are not effective without everything—from access to student data to the tools to analyze it.”
  • Freeman says. “We’re still trying to find ways to assess what we know we morally should. We know that students need to be competitive in a global environment.”
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