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Safe - The DigitalMe Certificate in Safe Social Networking for Primary Schools - 15 views

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    "Safety Skills Safe is a new programme of practical, activities to develop primary children's skills, self-confidence and safety awareness when using social network sites. Safe brings together the FREE social network for schools, Radiowaves, with leading safety organisations Childnet International and The I in Online. "
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Building an Internet Culture - 0 views

  • ten conclusions that might guide a country's development of a culturally appropriate Internet policy
  • Do not spend vast sums of money to buy machinery that you are going to set down on top of existing dysfunctional institutions. The Internet, for example, will not fix your schools. Perhaps the Internet can be part of a much larger and more complicated plan for fixing your schools, but simply installing an Internet connection will almost surely be a waste of money.
  • Learning how to use the Internet is primarily a matter of institutional arrangements, not technical skills
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  • Build Internet civil society. Find those people in every sector of society that want to use the Internet for positive social purposes, introduce them to one another, and connect them to their counterparts in other countries around the world. Numerous organizations in other countries can help with this.
  • Conduct extensive, structured analysis of the technical and cultural environment. Include the people whose work will actually be affected. A shared analytical process will help envision how the technology will fit into the whole way of life around it, and the technology will have a greater chance of actually being used.
  • For children, practical experience in organizing complicated social events, for example theater productions, is more important than computer skills. The Internet can be a powerful tool for education if it is integrated into a coherent pedagogy. But someone who has experience with the social skills of organizing will immediately comprehend the purpose of the Internet, and will readily acquire the technical skills when the time comes
  • Machinery does not reform society, repair institutions, build social networks, or produce a democratic culture. People must do those things, and the Internet is simply one tool among many. Find talented people and give them the tools they need. When they do great things, contribute to your society's Internet culture by publicizing their ideas.
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Book: Wellbeing in the Primary Classroom by @AdrianBethune via @BloomsburyEd - 0 views

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    "In his new book, Adrian Bethune explores different angles of the life of children who are of primary-school age. For example, in a fascinating first chapter, Bethune examines our tribal roots, tapping into our pupils' primitive social instincts and their powerful effects on wellbeing and ability to learn. Citing the work of Louis Cozolino (Click here to view The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom by Louis Cozolino on Amazon UK - worthy of a read itself) a tribal classroom embodies tribal qualities including a tribal leader, cooperation, teamwork, equality, fairness, trust and strong personal relationships. Such qualities enable everyone to feel valued and a feeling of a big family, helping secure positive relationships - the role of the teacher in this relationship is to help pupils feel like they belong, which is fundamental to learning. Developing this tribal theme, Bethune the proceeds to share ideas to be implemented in the primary classroom to help cultivate such positive relationships, including the design of a team flag, greetings and endings, teaching social skills, and building humour and games into the setting."
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40 Amazing iPad Apps for the Learning Disabled | MatchACollege.com - 18 views

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    Students with learning disabilities can enhance and develop their communication skills, learn how to adapt to situations, and develop social skills. Check out this collection of iPad apps that can make a difference in the life of a learning disabled child.
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Real World Math - 0 views

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    Within this site you will find lesson ideas, examples, and downloads for mathematics that embrace active learning, constructivism, and project-based learning while remaining true to the standards. The initial focus will be for grades 5 and up, but teachers of younger students may be able to find some uses or inspiration from the site. Higher level thinking skills, such as analysis, synthesis, and creativity are encouraged as well as technology skills and social learning. The scope of this site is mathematics, but many lessons lend themselves to interdisciplinary activities also.
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How students recognise 'fake news' in digital literacy tasks - 2 views

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    "A recent study revealed students at an international school in Finland significantly outperformed U.S. students on tasks which measure digital literacy in social media and online news. The researchers suggest this may be due to the Finnish and International Baccalaureate curricula's different way of facilitating students' critical thinking skills compared to the US system and curriculum. The results of this study were published in the Journal of Research in International Education in April. Critical thinking is a 21st century skill considered essential for today's students to navigate the Information Age and for their future work life."
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Top News - Tech encourages students' social skills - 0 views

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    Tech encourages students' social skills Studies illustrate how some classroom technology can lead to student collaboration
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Study on the Effective Use of Social Software to Support Student Learning & Engagement - 0 views

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    "Our investigations have shown that social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning. Students gain transferable skills of team working, online collaboration, negotiation, and communication, individual and group reflection, and managing digital identities."
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Edutopia Webinar Series | Edutopia - 6 views

  • Social and Emotional Learning: Making a Case in an NCLB World"
  • Target audience: Educators in the elementary and secondary grades interested in evidence for the value of social and emotional learning and practical ideas for implementing it
  • Reading, writing, and arithmetic are important -- there's no doubt of that. But it takes more than those basic academic skills for students to grow into happy, successful adults.
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  • In this session, two pioneering educators and a national education leader explain why social and emotional skills deserve time and attention -- SEL has been shown to raise test scores -- and how they provide it effectively in their schools.
  • free event
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    Edutopia Webinar
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DimensionU - Educational Video Game Technology for the 21st Century Student - 15 views

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    For parents who want fun things for their students to do over the summer that will help students learn more and move forward in math and literacy skills - this is a website to check out. "Students enter the tournament by going to www.DimensionU.com/SummerChallenge. Once registered (parental permission is required) they will compete in math- and literacy-based games for a chance to win gift cards and summer-related prizes like inline skates, inflatable pools, beach volleyball sets, or tents. Five lucky players will be randomly selected to win an iPod Nano each. New this year is a social networking component that encourages students to build online "learning communities" of friends, family, community members, or even teachers - basically anyone who wants to help support the child's academic efforts during the summer. Participants who earn the highest number of social network points in each tournament round will win prizes separate from those awarded for game play performance."
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    Suggest this to parents.
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New Learners? New Educators? New Skills? - Emerging Technologies for Learning - 0 views

  • key skills required today
    • David Peter
       
      Are these the 21st century skills? While it's important to REFOCUS on literacies, it's the refocus and refinements of the literacies that enhances the 21st century skills.
  • Learning Activities
    • David Peter
       
      These are interesting, but do they REALLY work? How would you assess learning?
  • traditional activities of teachers and learners
    • David Peter
       
      A return to the Barr and Tagg "Learner Centered Paradigm"
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  • Augmented – the course takes place in a traditional classroom setting, but technology is used to enhance the learning experience
    • David Peter
       
      A different term for HYBRID learning?
  • Subject matter expert
    • David Peter
       
      Faculty member - teacher
  • Planning for and fostering interaction The prominence of social technologies has created an opportunity for educators to increase the level of learner-learner and faculty-learner dialogue. Interaction can occur around ideas, content, or simply open discussions
    • David Peter
       
      Moore spoke of learner/content interaction. Technology quickly becomes the connection between learner and everything.
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Twiducate.com - Social Networking For Schools - 14 views

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    A social networking tool specifically designed for use by teachers with their classes.
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    Teachers can create an online community for their students. "Share inspiration, ideas, reading, thoughts. Post discussions, deadlines, homework. Instrantly create surveys for students. Keep parents informed of daily projects." "Not only will twiducate.com give your students the web 2.0 skills they need, but also expand their reading, writing, thoughts and ideas beyond the classroom setting."
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    social networking for schools. Private and secure
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Books: Time to…by Penny Tassoni, via @BloomsburyEd - 0 views

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    "The series uses simple, positive language and gorgeous full-colour illustrations to teach children aged 0-5 important personal and social skills. From making friends and sharing, to eating and tidying up, this series will help explore positive behaviour with children in a fun and friendly way."
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Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

  • Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
  • Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
  • The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
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  • As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
  • Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
  • The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
  • The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
  • Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
  • Focus on expression first and technology second—and everything will fall into place.
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Purposeful Networking | Reflection 2.0 - 0 views

  • 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.
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  • 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
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    A good in-depth article arguing that purposeful networking (easily done w/ web2.0 tools) should be a skill addressed in education.
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The Fall, and Rise, of Reading - 1 views

  • During a normal week — whether in two-year or four-year colleges, in the humanities or STEM — about 20 to 40 percent of students do the reading.
  • The average college student in the United States spends six to seven hours a week on assigned reading, according to the National Survey of Student Engagement (which started tracking the statistic in 2013). Other countries report similarly low numbers. But they’re hard to compare with the supposed golden age of the mid-20th century, when students spent some 24 hours a week studying, Baron says. There were far fewer students, they were far less diverse, and their workload was less varied — “studying” meant, essentially, reading books.
  • more students are on track to being ready for college-level reading in eighth and 10th grade” — about 62 percent — “than are actually ready by the time they reach 12th grade.
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  • The scores of fourth- and eighth-graders on reading tests have climbed steadily since the 1990s, according to the National Assessment of Educational Progress. But those of 12th-graders have fallen. Just 37 percent of high-school seniors graduate with “proficiency” in reading, meaning they can read a text for both its literal and its inferential meanings.
  • While those with bachelor’s and graduate degrees maintained the highest levels of literacy overall, those groups also experienced the steepest declines. Just 31 percent of college graduates were considered proficient readers in 2003, by that test’s definition, down from 40 percent in 1992.
  • “We quickly realized that unless you actually assign a grade for the out-of-class component, students just won’t do it,”
  • “Harvard students are really not that different in terms of how they behave. They’re bright, they’re academically more gifted,” she says. But they’re also “incredibly good at figuring out how to do exactly what they need to do to get the grade. They’re incredibly strategic. And I think that’s really true of students everywhere.”
  • turns the classroom into a social-learning environment
  • “We have young people who are coming away from high school with a very sort of test-driven training — I won’t call it education — training in reading.”
  • Teaching students how to read in college feels “remedial” to many professors
  • Faculty members are trained in their disciplines. “They don’t want to be reading teachers. I don’t think it’s a lack of motivation,” says Columbia’s Doris Perin. “They don’t feel they have the training.” Nor do they want to “infantilize” students by teaching basic comprehension skills, she says.
  • Tie reading to a grade: Quizzes and assigned journals, which can determine about 20 percent of the final grade, can double or even triple reading compliance — but rote formats that seem to exist for their own sake can encourage skimming or feel punitive.“Do away with the obvious justifications for not doing the reading,” says Naomi Baron, at American U. “If you summarize everything that’s in the reading, why should students do it?”Ask students to make arguments, compare, and contrast — higher- order skills than factual recall.Using different media is fine, but maintain rigor. “You can do critical reading of anything that has essentially an academic argument in it,” says David Jolliffe, at the U. of Arkansas. Video and audio, in fact, may sometimes be better than textbooks — what he calls “predigested food.”Explicitly tie out-of-class reading to in-class instruction, going over points of confusion and connecting lessons and texts to each other.Teach reading skills. “Hundreds” of strategies exist, all of which make “explicit the processes that proficient readers use without thinking about it,” says Doris Perin, at Columbia.
  • “A lot of faculty members, myself included, are saying, If they’re not doing the reading, we can get unhappy, we can get angry,” she says. “Or we can do something about it.”
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Children gain confidence and social skills when schooled in local museum - 0 views

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    "A new report, published today by King's College London, shows the findings of four projects that for the first time in the UK placed Nursery, Key Stage 1 and Key Stage 2 children in their local museum for extended residencies. The groups undertook many of their daily lessons and activities at their local museums for a period of between two weeks and up to a full term."
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What's Wrong With the Teenage Mind? - WSJ.com - 19 views

  • Adolescence has always been troubled, but for reasons that are somewhat mysterious, puberty is now kicking in at an earlier and earlier age. A leading theory points to changes in energy balance as children eat more and move less.
  • Recent studies in the neuroscientist B.J. Casey's lab at Cornell University suggest that adolescents aren't reckless because they underestimate risks, but because they overestimate rewards—or, rather, find rewards more rewarding than adults do. The reward centers of the adolescent brain are much more active than those of either children or adults. Think about the incomparable intensity of first love, the never-to-be-recaptured glory of the high-school basketball championship. What teenagers want most of all are social rewards, especially the respect of their peers. In a recent study by the developmental psychologist Laurence Steinberg at Temple University, teenagers did a simulated high-risk driving task while they were lying in an fMRI brain-imaging machine. The reward system of their brains lighted up much more when they thought another teenager was watching what they did—and they took more risks.
  • What happens when children reach puberty earlier and adulthood later? The answer is: a good deal of teenage weirdness. Fortunately, developmental psychologists and neuroscientists are starting to explain the foundations of that weirdness.
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  • contemporary children have very little experience with the kinds of tasks that they'll have to perform as grown-ups. Children have increasingly little chance to practice even basic skills like cooking and caregiving. Contemporary adolescents and pre-adolescents often don't do much of anything except go to school. Even the paper route and the baby-sitting job have largely disappeared.
  • first with the industrial revolution and then even more dramatically with the information revolution, children have come to take on adult roles later and later. Five hundred years ago, Shakespeare knew that the emotionally intense combination of teenage sexuality and peer-induced risk could be tragic—witness "Romeo and Juliet." But, on the other hand, if not for fate, 13-year-old Juliet would have become a wife and mother within a year or two.
  • This control system depends much more on learning. It becomes increasingly effective throughout childhood and continues to develop during adolescence and adulthood, as we gain more experience. You come to make better decisions by making not-so-good decisions and then correcting them. You get to be a good planner by making plans, implementing them and seeing the results again and again. Expertise comes with experience.
  • Wide-ranging, flexible and broad learning, the kind we encourage in high-school and college, may actually be in tension with the ability to develop finely-honed, controlled, focused expertise in a particular skill, the kind of learning that once routinely took place in human societies. For most of our history, children have started their internships when they were seven, not 27
  • experience shapes the brain. People often think that if some ability is located in a particular part of the brain, that must mean that it's "hard-wired" and inflexible. But, in fact, the brain is so powerful precisely because it is so sensitive to experience. It's as true to say that our experience of controlling our impulses make the prefrontal cortex develop as it is to say that prefrontal development makes us better at controlling our impulses. Our social and cultural life shapes our biology.
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Rural Schools: They are driving students to success in Pinto,... | Get Schooled | www.a... - 2 views

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    Superintentendent of Quitman County Schools, Allen Fort, nails it with this article about being a superintendent of a rural school in Georgia. When budgets get cut by the state, rural schools hurt the most because their falling tax revenue means they get cut on both ends. Many rural schools are struggling and it is a shame what is happening in many of them. He talks about one of the biggest problems in rural schools which is a problem for all of us in an increasing way: "A rural school in way too many students' lives does play the role of in loco parentis. In these buildings, the teachers, janitors, secretaries, lunch room workers, paraprofessionals, and bus drivers help them gain knowledge and understanding of the value of an education, acquire social skills and aspire to succeed, and in many, many cases they do." You should take the time to read this past Sunday's AJC to get an understanding of the state of education in Georgia for indeed many other states have similar issues. I thought the whole piece done by the AJC had many different viewpoints - it was a great read.
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