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Technology in Schools Faces Questions on Value - NYTimes.com - 11 views

www.nytimes.com/...-faces-questions-on-value.html technology schools change critique measurement effectiveness integration
shared by Steve Ransom on 04 Sep 11 - No Cached
  • When it comes to showing results, he said, “We better put up or shut up.”
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
  • how the district was innovating.
  • ...24 more annotations...
  • district was innovating
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
  • If we know something works
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • creating an impetus to rethink education entirely
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Like teaching powerpoint is "rethinking education". Right.
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
  • engagement is a “fluffy
  • term” that can slide past critical analysis.
  • that computers can distract and not instruct.
  • guide on the side.
  • Professor Cuban at Stanford
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
  • This is big business.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
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City Brights: Howard Rheingold : 21st Century Literacies - 0 views

www.sfgate.com/...detail digital citizenship education administrator edu_trends
shared by Brenda Muench on 11 Apr 09 - Cached
  • And don't swallow the myth of the digital native. Just because your teens Facebook, IM, and Youtube, don't assume they know the rhetoric of blogging, collective knowledge gathering techniques of taggers and social bookmarkers, collaborative norms of wiki work, how to tune and feed a Twitter network, the art of multimedia argumentation - and, by far most importantly, online crap detection.
  • I teach courses today on social media issues at Stanford and Berkeley.
  • The most important critical uncertainty today is how many of us learn to use digital media and networks effectively, reasonably, credibly, collaboratively, civilly, humanely.
  • ...1 more annotation...
  • They accept "information" from "news" sources simply because they are known television news stations
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METAVERSEDLTD.COM - 0 views

www.metaversedltd.com administrator all_teachers bestpractices edublogger middleschool web2
shared by Ruth Howard on 24 Apr 09 - Cached
  • Ruth Howard on 24 Apr 09
     
    Peggy Sheehy beaut lesson ideas here, Peggy has given her students a voice in the web 2.0 site blocking debate.Her inspirational sources are linked here. Her students just won a Net Generation Education project competition with their digital story: No Future Left Behind.
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12 Habits of Highly Effective ICT-Enabled Development Initiatives | bridges.org - 0 views

www.bridges.org/12_habits education IT ICT technology techintegrator professionaldevelopment administrator edu_trends
shared by Vicki Davis on 07 Jun 09 - Cached
  • Vicki Davis on 07 Jun 09
     
    Important article for integrators and IT directors to read.
  • Vicki Davis on 07 Jun 09
     
    Excellent reading for IT Directors and Technology Integrators - I particularly like the part about doing your homework and the thorough needs assessment - this fits with excellent books like the Influencer that have researched positive change.
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This is Zimbabwe - 0 views

www.sokwanele.com/thisiszimbabwe zimbabwe africa elephants all_teachers administrator
shared by Ruth Howard on 06 Apr 09 - Cached
  • Ruth Howard on 06 Apr 09
     
    A USA company called Cape to Cairo Safari is hunting elephants in Zimbabwe's National Parks info@capetocairosafari.com, please email your strong objection, thanks.
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How to Secure Your Wireless Network - 0 views

ezinearticles.com/?How-to-Secure-Your-Wireless-Network&id=2055738 administrator all_teachers security Wi_fi
shared by Nelly Cardinale on 26 Mar 09 - Cached
  • Nelly Cardinale on 26 Mar 09
     
    Great artiicle on how to secure your own wireless network.
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Super Eco: This planet means the world to us. - 0 views

www.supereco.com ecology sustainability social network all_teachers administrator curriculum edu_trends web2
shared by Ruth Howard on 17 Apr 09 - Cached
  • Ruth Howard on 17 Apr 09
     
    Social network for sustainability.
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Gary Hamel on Managing Generation Y - the Facebook Generation - Gary Hamel's Management... - 0 views

blogs.wsj.com/...-generation-vs-the-fortune-500 hamel administrator all_teachers web2 digitalcitizenship edu_trends autonomy transparency facebook
shared by Keith Hamon on 26 Mar 09 - Cached
  • Keith Hamon on 26 Mar 09
     
    If Net kids will change business this much, how much will they change our schools?
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What Do School Tests Measure? - Room for Debate Blog - NYTimes.com - 1 views

roomfordebate.blogs.nytimes.com/...what-do-school-tests-measure nytimes all_teachers math science
shared by Fabian Aguilar on 12 Aug 09 - Cached
  • According to a New York Times analysis, New York City students have steadily improved their performance on statewide tests since Mayor Michael Bloomberg took control of the public schools seven years ago.
  • Critics say the results are proof only that it is possible to “teach to the test.” What do the results mean? Are tests a good way to prepare students for future success?
  • Tests covering what students were expected to learn (guided by an agreed-upon curriculum) serve a useful purpose — to provide evidence of student effort, of student learning, of what teachers taught, and of what teachers may have failed to teach.
  • ...18 more annotations...
  • More serious questions arise about “teaching to the test.” If the test requires students to do something academically valuable — to demonstrate comprehension of high quality reading passages at an appropriate level of complexity and difficulty for the students’ grade, for example — then, of course, “teaching to the test” is appropriate.
  • Reading is the crucial subject in the curriculum, affecting all the others, as we know.
  • An almost exclusive focus on raising test scores usually leads to teaching to the test, denies rich academic content and fails to promote the pleasure in learning, and to motivate students to take responsibility for their own learning, behavior, discipline and perseverance to succeed in school and in life.
  • Test driven, or force-fed, learning can not enrich and promote the traits necessary for life success. Indeed, it is dangerous to focus on raising test scores without reducing school drop out, crime and dependency rates, or improving the quality of the workforce and community life.
  • Students, families and groups that have been marginalized in the past are hurt most when the true purposes of education are not addressed.
  • lein. Mayor Bloomberg claims that more than two-thirds of the city’s students are now proficient readers. But, according to federal education officials, only 25 percent cleared the proficient-achievement hurdle after taking the National Assessment of Education Progress, a more reliable and secure test in 2007.
  • The major lesson is that officials in all states — from New York to Mississippi — have succumbed to heavy political pressure to somehow show progress. They lower the proficiency bar, dumb down tests and distribute curricular guides to teachers filled with study questions that mirror state exams.
  • This is why the Obama administration has nudged 47 states to come around the table to define what a proficient student truly knows.
  • Test score gains among New York City students are important because research finds that how well one performs on cognitive tests matters more to one’s life chances than ever before. Mastery of reading and math, in particular, are significant because they provide the gateway to higher learning and critical thinking.
  • First, just because students are trained to do well on a particular test doesn’t mean they’ve mastered certain skills.
  • Second, whatever the test score results, children in high poverty schools like the Promise Academy are still cut off from networks of students, and students’ parents, who can ease access to employment.
  • Reliable and valid standardized tests can be one way to measure what some students have learned. Although they may be indicators of future academic success, they don’t “prepare” students for future success.
  • Since standardized testing can accurately assess the “whole” student, low test scores can be a real indicator of student knowledge and deficiencies.
  • Many teachers at high-performing, high-poverty schools have said they use student test scores as diagnostic tools to address student weaknesses and raise achievement.
  • The bigger problem with standardized tests is their emphasis on the achievement of only minimal proficiency.
  • While it is imperative that even the least accomplished students have sufficient reading and calculating skills to become self-supporting, these are nonetheless the students with, overall, the fewest opportunities in the working world.
  • Regardless of how high or low we choose to set the proficiency bar, standardized test scores are the most objective and best way of measuring it.
  • The gap between proficiency and true comprehension would be especially wide in the case of the brightest students. These would be the ones least well-served by high-stakes testing.
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The Wired Campus - Duke Professor Uses 'Crowdsourcing' to Grade - The Chronicle of High... - 0 views

chronicle.com/...7538 Assessment grading
shared by Jerrid Kruse on 04 Aug 09 - Cached
  • Learning is more than earning an A says Cathy N. Davidson, the professor, who recently returned to teach English and interdisciplinary studies after eight years in administration. But students don't always see it that way. Vying for an A by trying to figure out what a professor wants or through the least amount of work has made the traditional grading scale superficial, she says.
  • "Do all the work, you get an A. Don't need an A? Don't have time to do all the work? No problem. You can aim for and earn a B. There will be a chart.  You do the assignment satisfactorily, you get the points.  Add up the points, there's your grade. Clearcut. No guesswork. No second-guessing 'what the prof wants.' No gaming the system," Ms. Davidson wrote Sunday in a blog post detailing her strategy on hastac.org (pronounced "haystack"), the acronym for  "humanities, arts, science, and technology-advanced collaboration.," which she co-founded.
  • It's important to teach students how to be responsible contributors to evaluations and assessment. Students are contributing and assessing each other on the Internet anyway, so why not make that a part of learning?"
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dCipher Computing - Activity Manager Pro - 0 views

www.dciphercomputing.com/...products.htm calendar administrator technology
shared by Jonathan Tepper on 18 Aug 09 - Cached
  • Jonathan Tepper on 18 Aug 09
     
    A product used by CIAS schools for athletic scheduling; Athletic Management.
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VersionTracker - 0 views

www.versiontracker.com/...article.php administrator technology_support troubleshooting techintegrator
shared by Nelly Cardinale on 13 Sep 09 - Cached
  • Nelly Cardinale on 13 Sep 09
     
    Instructions for resetting the PMU NOt PRAM in Powerbooks when Apple Firmware update goes wrong: Zapping the PRAM will not bring back your Bluetooth. You have to reset the PMU.(Power Management Unit) Mac OS X PowerBook G4 (12-inch), PowerBook G4 (12-inch DVI), PowerBook G4 (15-inch FW 800), PowerBook G4 (17-inch) and PowerBook G4 (17-inch 1.33GHz) 1. If the computer is on, turn it off. 2. Reset the power manager by simultaneously pressing and then releasing Shift-Control-Option-power on the keyboard. Do not press the fn (Function) key while using this combination of keystrokes. 3. Wait 5 seconds. 4. Press the power button to restart the computer.
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eLearn: Feature Article - 0 views

www.elearnmag.org/subpage.cfm administrator all_teachers bestpractices web2 edu_trends
shared by Jackie Gerstein on 16 Jul 09 - Cached
  • Jackie Gerstein on 16 Jul 09
     
    The World is Open for a Reason: Make that 30 Reasons!
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Cheater or Collaborator? - 0 views

www.techlearning.com/...21674 collaboration collaborator cheating ethics socialbookmarking socialnetwork professionaldevelopment digitalcitizenship administrator all_teachers bestpractices edu_trends techintegrator web2
shared by Dean Mantz on 08 Jul 09 - No Cached
  • Student A knowingly goes to Students B’s and C’s site, examines the tag for stemcellresearch, finds some new resources, and tags them into Student A's account at del.icio.us. Is this appropriate or a violation of academic integrity
  • Dean Mantz on 08 Jul 09
     
    Article by David Jakes regarding social bookmarking.
1More

KYNOU.com - 0 views

www.kynou.com/GetTutorial.aspx sqL_server VPC2007 tutorial administrator Sharepoint
shared by Nelly Cardinale on 15 Apr 09 - Cached
  • Nelly Cardinale on 15 Apr 09
     
    Excellent tutorial for running SQL server under VPC 2007 and also Sharepoint
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