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.
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World Without Walls: Learning Well with Others | Edutopia - 0 views
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Good reason for teaching dig citizenship -
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.
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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?
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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.
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Likewise, we must make sure that others can locate and vet us.
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Article by Wil Richardson on Collaboration
Edutopia - 0 views
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Cosand became a Twitterer about a year ago, and he now considers Twitter one of his best sources of real-time professional development. "I'm able to get information and find opportunities I wouldn't have been able to gather on my own," he says.
A Conversation with Martin Scorsese: The Importance of Visual Literacy | Edutopia - 0 views
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Visual Literacy Lessons
Caveat Viewer: A Consumer's Guide to Drug Ads | Edutopia - 0 views
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Great lessons on media literacy
Stumbling Blocks: Playing It Too Safe Will Make You Sorry | Edutopia - 0 views
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"We need to create places where teachers can take chances," Honeycutt says. “Every district needs to anoint some teachers to play with Web 2.0 tools in a safe, hypothetical environment. I call it taming the tool. Teachers need time to consider, 'Under what conditions would we allow this tool into the classroom?'"
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“We realized that students don't see these as impediments, but rather as challenges,” Canuel says. "Students find ingenious ways to go around them." Rather than fighting to stay a step ahead of tech-savvy pupils, the district emphasizes online safety and digital citizenship.
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Instruction in digital citizenship needs to start early,
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Content filters and firewalls are great for keeping kids away from pornography, as required by the Children's Internet Protection Act, or preventing them from updating their Facebook status during class. But the same filters can stop teachers from accessing cutting-edge widgets and digital materials that have enormous potential for expanding learning.
Assessment: Time to Put It in Context | Edutopia - 0 views
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The implications for instruction are clear: The teacher becomes more a manager of students' projects and learning processes than a direct instructor. Students themselves take on more of the responsibility of instructing others as they work in project-based teams.
No Books, No Problem: Teaching Without a Text | Edutopia - 0 views
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A HS chemistry teacher describes how he began teaching w/o a text and why he wouldn't go back.
Student Creators: How to Contribute to the Internet | Edutopia - 0 views
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When young people help to create content for the Internet -- when they experience being active participants, contributing to what there is online -- they are more likely to see the Internet as a resource that they understand and use effectively.
Young Minds, Fast Times: The Twenty-First-Century Digital Learner | Edutopia - 0 views
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Young Minds, Fast Times: The Twenty-First-Century Digital Learner
Tech Teacher: iPod, uPod | Edutopia - 0 views
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Anyone with a microphone and an Internet connection suddenly seems to have a podcast, and for good reason: It's very easy to produce and upload audio clips. The tools are cheap, the files are easy to share, and just about anyone can do it. Does it make sense for your classroom?
The New Face of Learning: The Internet Breaks School Walls Down | Edutopia - 0 views
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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.
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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.
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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.
Assessment for Understanding: Taking a Deeper Look - 0 views
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Performance assessements go beyond traditional tests and serve as an important teaching tool.
Synching Up with the iKid: Connecting to the Twenty-First-Century Student | Edutopia - 0 views
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Terrific writeup on 21st century students, great for sharing with administrators.
Dollars and Sense: Kids Invest in Funds -- and Their Own Future | Edutopia - 0 views
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Video: Class is given $20,000 to invest stating in Grade 6 and ending in Grade 8, profits to charity... real life entrepreneur skills are taught!
F for Assessment: Standardized Testing Fails | Edutopia - 0 views
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If enough educators -- and noneducators -- realize that there are serious flaws in the way we evaluate our schools, and that those flaws erode educational quality, there's a chance we can stop this absurdity.
Edutopia: What Works in Public Education - 0 views
Wiki Wisdom: How to Use an Online Classroom Clearinghouse | Edutopia - 0 views
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Wiki tips from Louise Maine, educator in Pennsylvania.
EAST -- A Way Forward: Tech Inspires Self-Directed Learning | Edutopia - 10 views
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The EAST program is proven to increase math and science scores although it is about technology and social action. This program which was created in Arkansas, totally blew me away as an incredibly innovative practice that could work just about anywhere. I agree in practice with much of what they are doing and had the privilege of talking to many of the organizers and founders when I was in Arkansas -- AMAZING.
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