The idea was to establish Idaho’s schools as a high-tech vanguard.
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CELT - Effective Educational Practice - 13 views
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Idaho Teachers Fight a Reliance on Computers - NYTimes.com - 8 views
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To help pay for these programs, the state may have to shift tens of millions of dollars away from salaries for teachers and administrators.
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And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers.
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OK, several comments here. 1. I have no problem with "less a lecturer." However, I do not advocate the elimination of lecture. It is one of many methods for teacher and learning. 2. The implication of the last part of the sentence is that the computer is becoming the/a teacher, delivering instruction. I do not agree with this characterization of technology. It is a tool for helping students learn, not for teaching them (with some exceptions). It extends the learners access to knowledge and skills...
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And some say they are opposed to shifting money to online classes and other teaching methods whose benefits remain unproved.
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My question here is, "Why are the requiring online classes?" If it is part of the "high-tech vangard" thing, then I don't really understand. If it is because they believe that it is more effective for learning, well, that's a complex issue that depends on so many things that have NOTHING to do with the state's legislature. If it is because students will be taking online courses in their future, and then need to learn to take online courses while in high school, then I can support that. I do not believe that it is appropriate to compare online courses to face-to-face courses. Fact is, sometime online is the only way you can access the knowledge/skills that you need. We need to be comfortable with that. But it has little to do with technology. It's learning!
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improve student learning.
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This is a phrase that irks me. I think that we should be using contemporary information and communication technologies for teaching and learning, because our prevailing information environment is networked, digital, and info-abundant. We should be using tech to make learning more relevant to our time...
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“I fought for my country,” she said. “Now I’m fighting for my kids.” Gov. C. L. Otter, known as Butch, and Tom Luna, the schools superintendent, who have championed the plan, said teachers had been misled by their union into believing the changes were a step toward replacing them with computers. Mr. Luna said the teachers’ anger was intensified by other legislation, also passed last spring, that eliminated protections for teachers with seniority and replaced it with a pay-for-performance system. Some teachers have also expressed concern that teaching positions could be eliminated and their raises reduced to help offset the cost of the technology. Mr. Luna acknowledged that many teachers in the state were conservative Republicans like him — making Idaho’s politics less black and white than in states like Wisconsin and New Jersey, where union-backed teachers have been at odds with politicians.
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The teacher does become the guide and the coach and the educator in the room helping students to move at their own pace.
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This is so far off the mark that I do not know where to begin. OK, here's what I would say. "Our children live in a time of rapid change. Therefore, they must become resourceful and relentless learners. Being a teacher in such classrooms requires an expanding array of skills and activities, among them, being resourceful and relentless learners in front of their students -- adapting to today's prevailing information environment and the information and communication technologies that work it." Probably need to find a simpler way to express this.
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The plan requires high school students to take online courses for two of their 47 graduation credits
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Mr. Luna said this would allow students to take subjects that were not otherwise available at their schools and familiarize them with learning online, something he said was increasingly common in college
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becomes the textbook for every class, the research device, the advanced math calculator, the word processor and the portal to a world of information.
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Teachers are resisting, saying that they prefer to employ technology as it suits their own teaching methods and styles. Some feel they are judged on how much they make use of technology, regardless of whether it improves learning. Some teachers in the Los Angeles public schools, for example, complain that the form that supervisors use to evaluate teachers has a check box on whether they use technology, suggesting that they must use it for its own sake.
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That is a concern shared by Ms. Rosenbaum, who teaches at Post Falls High School in this town in northern Idaho, near Coeur d’Alene. Rather than relying on technology, she seeks to engage students with questions — the Socratic method — as she did recently as she was taking her sophomore English class through “The Book Thief,” a novel about a family in Germany that hides a Jewish girl during World War II.
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This is a wonderful method for teaching and timeless. However, if the students are also backchanneling the conversation, then more of them are participating, sharing, agreeing and disagreeing, and the conversation has to potential to extend beyond the sounding of the bell. I'm not saying, this is a way of integrating technology, I'm saying that networked collaboration is a relevant way for students to be learning and will continue to learn after school is over.
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Her room mostly lacks high-tech amenities. Homework assignments are handwritten on whiteboards. Students write journal entries in spiral notebooks. On the walls are two American flags and posters paying tribute to the Marines, and on the ceiling a panel painted by a student thanks Ms. Rosenbaum for her service
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Ms. Rosenbaum did use a computer and projector to show a YouTube video of the devastation caused by bombing in World War II. She said that while technology had a role to play, her method of teaching was timeless. “I’m teaching them to think deeply, to think. A computer can’t do that.”
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She is taking some classes online as she works toward her master’s degree, and said they left her uninspired and less informed than in-person classes.
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The group will also organize training for teachers. Ms. Cook said she did worry about how teachers would be trained when some already work long hours and take second jobs to make ends meet
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For his part, Governor Otter said that putting technology into students’ hands was the only way to prepare them for the work force. Giving them easy access to a wealth of facts and resources online allows them to develop critical thinking skills, he said, which is what employers want the most.
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“There may be a lot of misinformation,” he said, “but that information, whether right or wrong, will generate critical thinking for them as they find the truth.”
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If she only has an abacus in her classroom, she’s missing the boat.
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Last year at Post Falls High School, 600 students — about half of the school — staged a lunchtime walkout to protest the new rules. Some carried signs that read: “We need teachers, not computers.” Having a new laptop “is not my favorite idea,” said Sam Hunts, a sophomore in Ms. Rosenbaum’s English class who has a blond mohawk. “I’d rather learn from a teacher.”
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Drape's Takes: On Empathy, Culture, and Barriers to Making Technology Integral to Teaching - 12 views
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"technology now serves as a critical thread that ties many of us together in learning" "until collaboration is a behavior naturally included in every educator's definition of teaching, then many of the contemporary promotions of technology in education will continue to be little more than spit in the wind."
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"technology now serves as a critical thread that ties many of us together in learning" "until collaboration is a behavior naturally included in every educator's definition of teaching, then many of the contemporary promotions of technology in education will continue to be little more than spit in the wind."
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A thick skin - Home - Doug Johnson's Blue Skunk Blog - 0 views
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Another must read motivational post for those in leadership from Doug Johnson. I love the part where he says this time of year he needs to wear iron underwear b/c everyone seems to want to take a bite out of his a*%! Criticism is so tough to deal with, especially when you feel a lone. This is something I've been taking on the chin lately at our school and sometimes it really makes me want to quit. I think it is because as connected as I am with all of these amazing educators, right now in terms of technology, I don't feel very connected with the teachers at our school, largely because my workload barely gives me time to go to the ladies room! I love this post!
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Thing 7C: RSS News! | Reflecting Pools - 0 views
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I’ve always valued problem-solving, decision-making, and higher critical thinking skills in my classes. I know that 7th graders are a bit wobbly in their emerging abstract thinking skills, but I also know that a little scaffolding and creative empowerment helps those new skills flourish! Learning how to learn and learning how to think are two of my top goals for each of my students.
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"I've always valued problem-solving, decision-making, and higher critical thinking skills in my classes. I know that 7th graders are a bit wobbly in their emerging abstract thinking skills, but I also know that a little scaffolding and creative empowerment helps those new skills flourish! Learning how to learn and learning how to think are two of my top goals for each of my students." I love this quote from Amy Dean about what she wants for her 7th grade students. Amy has a very nice blog, reflecting pools.
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ZaidLearn: Coaching Critical Thinking to Think Creatively! (Zaid Alsagoff) - 8 views
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20 Questions to Ask Students in Science Projects: Children Develop a Better Understandi... - 13 views
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Project Based Learning - Math Activities - 24 views
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Project-based learning or Problem-Based Learning (PBL) is one of the best teaching strategies for engaging students in realistic learning activities. Students are not only interested, they are also learning math in the process. Why? Because their minds are engaged, critical thinking is taking place!
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Science Discrepant Events and Critical Thinking: Using Surprising Phenomena to Focus St... - 7 views
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Google Docs, Wikis, and Tracked changes in Word: Looking at Collaborative Writing :: Ah... - 0 views
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writing is moving into the public sphere. Most writing that is published electronically is, by nature, works in progress. We post, we receive feedback (solicited or not) and we often rewrite or reconceptualize. In this way, teaching collaborative writing explicitely is crucial.
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For me, the value of collaborative writing does not lie in the product but in the process; students are challenged to think critically, negotiate tactfully and engage meaningfully in a real life skill. The learning is layered and seamless.
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when I first starting incorporating technology into my teaching repetoire, I must admit that it was the driving force of the lesson. In this way, I was trying to teach tech...which is not my area of expertise. However, when I finally figured out that I was not a tech teacher but rather someone who was using technology as a means to teach the skills and processes that have always been important to me...everything seemed so much more focussed and doable.
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...writing is moving into the public sphere. Most writing that is published electronically is, by nature, works in progress. We post, we receive feedback (solicited or not) and we often rewrite or reconceptualize. In this way, teaching collaborative writing explicitely is crucial. For me, the value of collaborative writing does not lie in the product but in the process; students are challenged to think critically, negotiate tactfully and engage meaningfully in a real life skill. The learning is layered and seamless.
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The Keyword Blog: Check the Facts! Cross Check the Facts! Lessons & Media - 6 views
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Check the Facts! Cross Check the Facts! Lessons & Media Fact checking is essential in a (mis) information rich environment.
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FactChecked.org Luckily, FactCheck.org also has a highly developed classroom section that provides in-depth lesson plans and media links. These are highly polished materials for educators seeking a way to teach critical thinking and evaluation skills to their students. The Lesson Plan Archive ( http://www.factchecked.org/LessonPlans.aspx ) will intrigue any educator looking for a way to engage students. These plans are edgy and up to date. If you've been looking for a way to teach thinking and evaluation of media.
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Mr. C's Class Blog: Tuesday's Lesson Plan - 2 views
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Code of Best Practices in Fair Use for Media Literacy Education - 1 views
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Fair use is the right to use copyrighted material without permission or payment under some circumstances -- especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question -- as it does for certain narrowly defined classroom activities.
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guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
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code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations.
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Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: All media messages are constructed.Each medium has different characteristics and strengths and a unique language of construction.Media messages are produced for particular purposes.All media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
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Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
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Educators and learners in media literacy often make uses of copyrighted materials that stand far outside the marketplace, for instance, in the classroom, at a conference, or within a school-wide or district-wide festival. Such uses, especially when they occur within a restricted-access network, do enjoy certain copyright advantages.
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Law provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture.
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In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use? If the answers to these two questions are "yes," a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
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Both key questions touch on, among other things, the question of whether the use will cause excessive economic harm to the copyright owner. Courts have told us that copyright owners aren’t entitled to an absolute monopoly over transformative uses of their works.
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Another consideration underlies and influences the way in which these questions are analyzed: whether the user acted reasonably and in good faith, in light of general practice in his or her particular field.
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Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies. These practices are associated with K–12 education, higher education, and in classes given by nonprofit organizations. When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
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The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired.
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where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media. Labels on commercial media products proclaiming that they are “licensed for home [or private or educational or noncommercial] use only” do not affect in any way the educator’s ability to make fair use of the contents—in fact, such legends have no legal effect whatsoever. (If a teacher is using materials subject to a license agreement negotiated by the school or school system, however, she may bebound by the terms of that license.)
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fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
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In materials they wish to share, curriculum developers should beespecially careful to choose illustrations from copyrighted media that are necessaryto meet the educational objectives of the lesson, using only what furthers theeducational goal or purpose for which it is being made.
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Students should be able to understand and demonstrate, in a mannerappropriate to their developmental level, how their use of a copyrighted workrepurposes or transforms the original. For example, students may use copyrightedmusic for a variety of purposes, but cannot rely on fair use when their goal is simplyto establish a mood or convey an emotional tone, or when they employ popular songssimply to exploit their appeal and popularity.
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If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
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Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
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Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
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This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond
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MYTH: Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth: Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example. Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
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So if work is going to be shared widely, it is good to be able to rely on transformativeness. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.
What Does Critical Thinking Mean ? - 13 views
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The Apple-Microsoft spat over App Store fees could shape the future of both Office and ... - 2 views
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In a huge turn of irony, at least if one considers how Bill Gates began his programming career, a spat over Office 365 coming to the ipad and Apple's desire to get 30% commissions for anyone signing up for the service if it originates on the ipad, may mean that office 365 won't come to the ipad at all. The evolution of the platform to tablet devices is critical to software companies and yet, many balk at the steep cut some like Apple take. It is interesting to watch, but there is a bigger issue here. Microsoft continues to have the best Office suite, but, as with Google Drive, many move because of a lack of ubiquity and collaborative ability driven by the walls erected by Microsoft in their traditional, but understandable proprietary system. I have to think that there are bigger issues at stake for Microsoft here. These are interesting times, to say the least, as I sit here watching Batman on my Apple TV streaming via the wifi and read this article on my ipad as I blog in the den using a bluetooth logitech keyboard.
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How Teens Do Research in the Digital World - 0 views
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In a recent PEW study, National Writing Project (NWP) and Advanced Placement (AP) teachers said that "a top priority in today's classrooms should be teaching students how to 'judge the quality of online information.'" Furthermore, teachers are concerned that students don't get past Google, Wikipedia, and YouTube into deeper (and more accurate) ways of collecting information. If you want to discuss research sources, social bookmarking is the best way to do this. We should see more classrooms using Diigo (the most superior bookmarking service, in my opinion) or Delicious as they discuss and share the documents they will use in their research papers. I've found when topics need deeper research or when the sources of research are in dispute, that social bookmarking is the best way to facilitate those discussions. It is a powerful form of pre-writing for students. If they can begin the conversations around research articles and sources, then more accurate information will emerge in their final document. Often students don't verify the sources of information and should learn to view all online information with skepticism and a critical eye as they converse over what makes a good source. Social bookmarking is a key source of discussion, data collection, and citation in the modern classroom.
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Thinking - Ithaca College Library - 0 views
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