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Darren Kuropatwa

NASSP - Shifting Ground - 14 views

www.principals.org/...sec.asp

filter IWB Admin projectbasedlearning digitalfootprint chrislehmann newliteracy

shared by Darren Kuropatwa on 06 Dec 09 - Cached
  • Moreover—and perhaps most damning—by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers’ experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Districts have spent thousands of dollars installing interactive whiteboards—which are a more powerful, more engaging chalkboard. And yes, they are a tool with some very useful functions, and yes, we have them at the Science Leadership Academy in Philadelphia, where I am principal. But let me be clear: interactive whiteboards only enable a teacher-centric style of teaching to be more engaging than it would have been with a traditional chalkboard. Much of the prepackaged educational gaming similarly makes the same mistake.
    • Dave Truss
      Dave Truss on 06 Dec 09
       
      I've just never bought into these as a good way to spend money other than perhaps in Kindergarten and Grade 1 where students can interact and engage with text and shapes in front of their peers.
    • Darren Kuropatwa
      Darren Kuropatwa on 07 Dec 09
       
      I disagree with both you and Chris here. If you use an IWB to teach in a teacher centric way then *maybe* it'll be more engaging for students than it was before the IWB but I doubt it; I think kids are smarter than that. Teachers who teach in student centred ways find IWBs amplify not just engagement with the teacher, but with each other and the content they are wrestling with; they learn more deeply because we can bring a more multifaceted perspective to bear on every issue/problem discussed in class. When the full content of the internet can be brought to bear on every classroom discussion (including my twitter and skype networks) we are able to concretely illustrate the interconnectedness of all things. We don't have to tell kids this, they see it as it happens, every day. You might be able to do something like this without an IWB but it would be a little more clunky in execution.
  • The single greatest challenge schools face is helping students make sense of the world today. Schools have gone from information scarcity to information overload. This is why classes must be inquiry driven. Merely providing content is not enough, nor is it enough to simply present students with a problem to solve. Schools must create ways for students to come together as a community to ask powerful questions and dare them to bring all of their talents to bear on real-world problems.
  • ...5 more annotations...
  • Schools can and must be empowering—what held down the progressive school movements of the past 100 years was not that the ideas were wrong, but rather that it often just took too long to create the authentic examples of learning.
  • The idea of community has changed dramatically in the past 10 years, and that idea should be reflected in classrooms.
  • Once students have worked together, the question must become, What can they create?
  • But it is not enough for educators to simply be aware of social networking; they have an obligation to teach students the difference between social networking and academic networking
  • Educators can help them understand how to paint a digital portrait of themselves online that includes the work they do in school and help them network, both locally and globally, to enrich themselves as students.
  • Dave Truss on 06 Dec 09
     
    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Darren Kuropatwa on 07 Dec 09
     
    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
Vicki Davis

Social Media Burnout (part one) | Lifelong Learning 2.0 - 16 views

lifelonglearning20.edublogs.org/...comment-page-1

education learning edublog

shared by Vicki Davis on 10 Dec 09 - Cached
  • Vicki Davis on 10 Dec 09
     
    Sometimes going off the grid is important and necessary! We must be a human being not a human doing!
Ben Rimes

Executive Summary | U.S. Department of Education - 9 views

www.ed.gov/...executive-summary

shared by Ben Rimes on 15 Mar 10 - Cached
  • regardless of background, languages, or disabilities,
  • personalized learning
  • critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.
  • ...3 more annotations...
  • In all these activities, technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that in aggregate will lead to continuous improvement across our entire education system.
  • Another basic assumption is the way we organize students into age-determined groups, structure separate academic disciplines, organize learning into classes of roughly equal size with all the students in a particular class receiving the same content at the same pace, and keep these groups in place all year.
    • Ben Rimes
      Ben Rimes on 28 Mar 10
       
      For good reason at the elementary level. It's called socialization. Students that are 2 or 3 years apart can exhibit radically different thought processes, levels of self-control, but more importantly, there are huge developmental differences socially, emotionally, and physcially.
  • The NETP accepts that we do not have the luxury of time – we must act now and commit to fine-tuning and midcourse corrections as we go. Success will require leadership, collaboration, and investment at all levels of our education system – states, districts, schools, and the federal government – as well as partnerships with higher education institutions, private enterprises, and not-for-profit entities.
    • Ben Rimes
      Ben Rimes on 28 Mar 10
       
      Perhaps one of the most frightening statements in the document to a large number of school districts. Teachers quite often are able to enact a mid-course shift, and students are most always extremely flexible, but at the administration and district level change can often be glacial as such radical change could very well mean replacing the hierarchy of leadership throughout a district, shifting positions, or eliminating them, and large organizations have a tendency towards self-preservation.
  • Vicki Davis on 15 Mar 10
     
    Current update to National Education Technology plan in the USA. Highlighted with diigo with comments.
  • Ben Rimes on 28 Mar 10
     
    Current update to National Education Technology plan in the USA. Highlighted with diigo with comments.
Anne Bubnic

Digital content replaces textbooks in pilot program - 10 views

www.techlearning.com/...28434

digital textbooks best practices

shared by Anne Bubnic on 08 Apr 10 - No Cached
  • Anne Bubnic on 08 Apr 10
     
    When Indianapolis Public Schools (IPS) administrators recently turned their attention to social studies education, they concluded that a better means of engaging and holding students' interest was needed. Textbooks alone weren't enough to keep today's digital generation, raised in a dynamic visual environment, focused on learning. Thanks to the administrators' commitment to improvement, IPS educators and students are now accessing streaming video, images and other digital media in the classroom.
Dave Truss

The Tell-All Generation Learns When Not To, at Least Online - NYTimes.com - 10 views

www.nytimes.com/...09privacy.html

facebook socialmedia socialnetworking socialresponsibility presentation parents

shared by Dave Truss on 10 May 10 - Cached
  • Younger teenagers were not included in these studies, and they may not have the same privacy concerns. But anecdotal evidence suggests that many of them have not had enough experience to understand the downside to oversharing.
    • Dave Truss
      Dave Truss on 10 May 10
       
      This is why we need to have social networking sites at school, so that we can help teach about safety/security/privacy!
  • But in many cases, young adults are teaching one another about privacy.
  • Ms. Liu is not just policing her own behavior, but her sister’s, too. Ms. Liu sent a text message to her 17-year-old sibling warning her to take down a photo of a guy sitting on her sister’s lap. Why? Her sister wants to audition for “Glee” and Ms. Liu didn’t want the show’s producers to see it. Besides, what if her sister became a celebrity? “It conjures up an image where if you became famous anyone could pull up a picture and send it to TMZ,” Ms. Liu said. Andrew Klemperer, a 20-year-old at Georgetown University, said it was a classmate who warned him about the implications of the recent Facebook change — through a status update on (where else?) Facebook. Now he is more diligent in monitoring privacy settings and apt to warn others, too.
    • Dave Truss
      Dave Truss on 10 May 10
       
      Great examples of peers leading peers, but not the kind we usually read about when media describes social networking sites.
  • ...4 more annotations...
  • He has learned to live out loud mostly by trial and error and has come up with his own theory: concentric layers of sharing.
    • Dave Truss
      Dave Truss on 10 May 10
       
      Like my "Worlds Collide" post: http://pairadimes.davidtruss.com/google-buzz-and-george-costanza-worlds-collide/ but I still think there is too much of a perception that you can have 'private' or 'hidden' digital lives (which you can't) rather than thinking about it as being appropriate to your audience, and always "appropriate" and thoughtful about your image.
  • The conventional wisdom suggests that everyone under 30 is comfortable revealing every facet of their lives online, from their favorite pizza to most frequent sexual partners. But many members of the tell-all generation are rethinking what it means to live out loud.
  • more than half the young adults questioned had become more concerned about privacy than they were five years ago — mirroring the number of people their parent’s age or older with that worry. They are more diligent than older adults, however, in trying to protect themselves.
  • In a new study to be released this month, the Pew Internet Project has found that people in their 20s exert more control over their digital reputations than older adults, more vigorously deleting unwanted posts and limiting information about themselves.
Thomas Ho

Beyond Social Networking: Building Toward Learning Communities -- THE Journal - 0 views

thejournal.com/...ward-Learning-Communities.aspx

shared by Thomas Ho on 15 Jul 09 - Cached
  • Collective intelligence
    • Thomas Ho
      Thomas Ho on 15 Jul 09
       
      This is where I am concentrating my current efforts.
Maggie Verster

A teen's view of social networking and digital citizenship (thanx @terryfreedman) - 0 views

terry-freedman.org.uk/...article_1493.php

school2.0 social-media digitalcitizenship 21st century learning

shared by Maggie Verster on 21 Apr 09 - Cached
  • Maggie Verster on 21 Apr 09
     
    There is a lot in this: how her class handled a setback created inadvertently by Google, how their teacher laid down the rules and gave tuition on internet safety right up front, how their other teachers are learning from Miller and her classmates, and a lot more.
Dennis OConnor

Code of Best Practices in Fair Use for Media Literacy Education - 4 views

www.ncte.org/...fairusemedialiteracy

copyright fairuse medialiteracy

shared by Dennis OConnor on 06 Oct 09 - Cached
  • Code of Best Practices in Fair Use for Media Literacy Education
  • Dennis OConnor on 06 Oct 09
     
    The Center for Social Media is a project of the School of Communication at the American University in Washington, D.C. The Center in conjunction with the Media Education Lab at Temple University in Philadelphia and The Program on Information Justice and Intellectual Property, a project of the Washington College of Law at the American University in Washington D.C. has developed a Code of Best Practices in Fair Use for Media Literacy Education. The National Council of Teachers of English is signatory to the document, along with various other legal and educational groups. The code was funded by The John D. and Catherine T. MacArthur Foundation and The Ford Foundation through the Future of Public Media Project. (Annotation by Larry Michaud - UW-Stout E-Learning Practicum)
Martin Burrett

Stop teaching kids how to be happy, says education expert - 1 views

ukedchat.com/...stop-happy-teaching

happy happiness research

shared by Martin Burrett on 06 Oct 18 - No Cached
  • Martin Burrett on 06 Oct 18
     
    "A leading educational psychologist is urging schools to stop thinking of wellbeing as another subject to be taught. Instead, she is urging them to create healthier schools where students naturally develop wellbeing and a love of learning. Dr. Helen Street, an Honorary Research Fellow with The University of Western Australia's Graduate School of Education, has released a new book, Contextual Wellbeing: creating positive schools from the inside out, which offers a practical framework for building a healthy, equitable social context in schools."
Martin Burrett

Why relationships - not money - are the key to improving schools - 1 views

ukedchat.com/...ionships-key-improving-schools

improvement

shared by Martin Burrett on 31 Oct 18 - No Cached
  • Martin Burrett on 31 Oct 18
     
    "Strong relationships between teachers, parents and students at schools has more impact on improving student learning than does financial support, new research shows. Social capital is the name scientists give to the network of relationships between school officials, teachers, parents and the community that builds trust and norms promoting academic achievement."
Ed Webb

The Progressive Stack and Standing for Inclusive Teaching - The Tattooed Professor - 2 views

www.thetattooedprof.com/...tanding-for-inclusive-teaching

pedagogy inclusion

shared by Ed Webb on 15 May 20 - Cached
  • There are two fundamental truths about Inclusive Pedagogy: it is an eminently desirable set of practices for teaching in higher ed, and it is an eminently difficult set of practices for teaching in higher ed
  • Put simply, the Progressive Stack is a method of ensuring that voices that are often submerged, discounted, or excluded from traditional classroom discussions get a chance to be heard
  • There are personal, cultural, learning, and social reasons people don’t speak up in class.  Students of color and women of all races, introverts, the non-conventional thinkers, those from poor previous educational backgrounds, returning or “nontraditional students,” and those from cultures where speaking out is considered rude not participatory are all likely to be silent in a class where collaboration by difference is not structured as a principle of pedagogy and organization and design.   Who loses?  Everyone.  Arguments that are smart and valuable and can change a whole conversation get lost in silence and, sometimes, shame.  When that happens, we don’t really have discussion or collaboration.  We have group think–and that is why we all lose.
  • ...10 more annotations...
  • Taking “stack” just means keeping a list of people who wish to participate—offer a question or comment—during the Q & A. Rather than anxiously waving your hand around and wondering if you’ll be called on, if you would like to participate, signal to me in some way (a gesture, a dance move, a traditional hand-in-the-air, meaningful eye contact, etc.) and I will add you to the list. However, we’re not just going to take stack, we are going to take progressive stack in an effort to foreground voices that are typically silenced in dominant culture. According to Justine and Zoë, two self-identified transwomen who were active in the movement, progressive stack means that “if you self-identify as trans, queer, a person of color, female, or as a member of any marginalized group you’re given priority on the list of people who want to speak – the stack. The most oppressed get to speak first.” As I take stack, I will also do my best to bump marginalized voices and those who haven’t yet had a chance to participate to the top.
  • As with any tool that confronts the effects of privilege and power head-on, the Progressive Stack makes some people uncomfortable
  • In a complete social and historical vacuum, level-playing-field equality is an excellent proposition. But in the actual lived world of our history, experiences, and interactions the idea of treating everyone uniformly “regardless of gender” or without “seeing color” simply strengthens already-entrenched inequalities
  • As the increasing number of targeted online harassment campaigns has shown us, once a concept or issue has traveled through the right-wing Outrage-Distortion Complex, there is little hope of reclaiming rational discussion. It’s been permanently stained. One might dismiss the frothing lamentations of white-genocide-via-classroom-pedagogy that bubble up from a subreddit, but the insidious trope of “reverse racism” has put its thumb on the scale enough to have distorted the conversation around the Progressive Stack
  • because the Progressive Stack calls attention to existing structures of inequality by replacing them with another structure entirely, it forces those of us who identify as white (and, particularly, male) to confront the ways in which we have been complicit in maintaining inequality
  • When you’re accustomed to privilege, even the suggestion of equality will feel like oppression
  • google “progressive stack.” Almost every result you get will take you to the fever swamps of right-wing Reddit and warmed-over piles of gamergate droppings. The common denominator is that “Progressive Stack” is simply anti-white “racism” dressed in fancy intellectual clothes
  • Giving up power, it turns out, is hard for some people. Especially when that power has been historically-constructed to be so pervasive as to render it unquestioned and indeed unseen in its hegemonic sway. Pierre Bourdieu calls this symbolic power: “For symbolic power is that invisible power which can be exercised only with the complicity of those who do not want to know that they are subject to it or even that they themselves exercise it”
  • It means there will be times when people who are not accustomed to their identity being a source of discomfort and exclusion will have to learn–in a managed and intentional space–what that feels like.
  • there will be friction and messiness and uncomfortable adjustments, because any education worth the name involves friction and messiness and uncomfortable adjustments
Vicki Davis

» 2011 Top 100 Tools List and Presentation finalised Learning in the Social Workplace - 8 views

www.c4lpt.co.uk/...ist-and-presentation-finalised

education edu_newapp edu_trends

shared by Vicki Davis on 16 Nov 11 - No Cached
  • Vicki Davis on 16 Nov 11
     
    Jane Hart's list of Top 100 Tools for Learning in 2011. (Hat tip Stephen Downes) This is from a survey - not just one person's opinion. Topping the list (again): Twitter. I also LOVE how this list shows the previous rankings from the prior 4 years. Youtube is #2 although still blocked in SOOOOO many places followed by Google Docs, Skype, Wordpress, Dropbox, Prezi (something I haven't gotten into yet), Moodle, Slideshare, and Glogster EDU. Take a look at the entire list on her blog post.
Mark Moran

Sites for Learning About Countries - 17 views

www.findingdulcinea.com/...-Learning-About-Countries.html

geography countries world learning social studies

shared by Mark Moran on 04 Oct 10 - No Cached
  • Mark Moran on 04 Oct 10
     
    A guide to the best 18 sites for students to write country reports, arranged by school level.
anonymous

Back to the Classroom: The Forum for Education and Democracy - 0 views

www.forumforeducation.org/...index.php

challenge engagement learning

shared by anonymous on 22 Aug 08 - Cached
  • sparking students’ intellectual curiosity by encouraging teachers to “teach to their passions”
  • Beacon’s freedom from the state Regents examinations in social studies – the result of a hard-earned waiver – allows for a thematic approach and a deep exploration unconstrained by coverage considerations.  
  • All classes will do extensive writing and revision, developing the skill of using evidence to support conclusions.  The students will engage in debates, make presentations, and have varied avenues to demonstrate what they have learned and accomplished.
  • ...2 more annotations...
  • The chance to “make a difference” in young people’s lives is what makes teaching a calling.  But working in a community of learners that prizes real intellectual development and creativity, and having a level of control over what you can do on a daily basis, is what sustains that calling.
  • Making decisions about students, teachers and schools largely on the basis of standardized test scores ultimately is detrimental to the kind of education all young people need. 
    • anonymous
      anonymous on 22 Aug 08
       
      These are the choices we make in the classroom that have lasting impacts on student attitude toward learning.
  • anonymous on 22 Aug 08
     
    The chance to "make a difference" in young people's lives is what makes teaching a calling. But working in a community of learners that prizes real intellectual development and creativity, and having a level of control over what you can do on a daily basis, is what sustains that calling.
Keith Hamon

The Strength of Weak Ties » Archive for December, 2007 - 0 views

strengthofweakties.org/?m=200712

collaboration connections learning networks social networking

shared by Keith Hamon on 04 Apr 08 - Cached
  • In a typical high school, learning communities are fragmented and isolated, if they even exist at all. It’s unlikely that any of us would label a typical high school classroom, with its characteristic five rows of six desks, limited access to information and conversation, a learning community. Very little interaction exists within the classroom, and interaction from sources outside the four walls of the classroom is generally non-existent-the classroom walls, in effect, are impermeable.
    • Keith Hamon
      Keith Hamon on 04 Apr 08
       
      This is a characteristic of hierarchical structures, which tend to be impermeable, or semipermeable, at best, and even then, the gateways are most carefully controlled and access is severely restricted.
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