This narrow U. S. test-based agenda has blocked the advance of slower long-term reforms that might have made a difference to the lives of our youth--and the culture of our country. If...
Group items matching
in title, tags, annotations or urlScare tactics, blocking sites can be bad for kids | InSecurity Complex - CNET News - 12 views
news.cnet.com/8301-27080_3-20006868-245.html
article productivity online social networking scare tactics
![](/images/link.gif)
1More
shared by Brendan Murphy on 13 Jun 10
- Cached
The Language of Reform - Bridging Differences - Education Week - 9 views
blogs.edweek.org/...deb_wants_this_cut_by.html
reform language education professionaldevelopment all_teachers
![](/images/link.gif)
4More
End of Europe's Middle Ages - The Impact of the Printing Press - 4 views
-
Printing was considered vulgar and only for the poor. Many aristocratic bibliophiles refused to disgrace their collections with the presence of a non-manuscript text. It fell to the lower classes to recognize the importance of the printing press. And they did - by the end of the fifteenth century, more than one thousand printers had printed between eight and ten million copies of more than forty thousand book titles.
-
What does this remind you of? This technology was rejected by aristocrats but picked up by the lower classes whose use of it changed the world forever. Sound familiar?
-
"Web 2.0 tools were considered vulgar and only for the students. Many school districts refused to disgrace their classroms with the presence of a blog or a wiki. It fell to the students to recognize the importance of the tools. And they did - by the end of the 2009, more than 23 million people had Facebook accounts and most students carried cell phones, yet they were blocked at school."
-
-
"Printing was considered vulgar and only for the poor. Many aristocratic bibliophiles refused to disgrace their collections with the presence of a non-manuscript text. It fell to the lower classes to recognize the importance of the printing press. And they did - by the end of the fifteenth century, more than one thousand printers had printed between eight and ten million copies of more than forty thousand book titles. "
18More
World Without Walls: Learning Well with Others | Edutopia - 0 views
-
We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
-
-
What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
-
-
Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
-
Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
-
- ...9 more annotations...
-
technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
-
All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
-
-
The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
-
Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
-
-
Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
-
The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
-
The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
-
Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
-
Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
-
I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
5More
Stumbling Blocks: Playing It Too Safe Will Make You Sorry | Edutopia - 0 views
-
"We need to create places where teachers can take chances," Honeycutt says. “Every district needs to anoint some teachers to play with Web 2.0 tools in a safe, hypothetical environment. I call it taming the tool. Teachers need time to consider, 'Under what conditions would we allow this tool into the classroom?'"
-
“We realized that students don't see these as impediments, but rather as challenges,” Canuel says. "Students find ingenious ways to go around them." Rather than fighting to stay a step ahead of tech-savvy pupils, the district emphasizes online safety and digital citizenship.
- ...1 more annotation...
-
In the still-evolving Web 2.0 era, anyone with Internet access has the power to create and publish content online and interact with content others have created.
-
Content filters and firewalls are great for keeping kids away from pornography, as required by the Children's Internet Protection Act, or preventing them from updating their Facebook status during class. But the same filters can stop teachers from accessing cutting-edge widgets and digital materials that have enormous potential for expanding learning.
Best Practices for Meeting CIPA Requirements (Doug Johnson) - 0 views
dougjohnson.squarespace.com/...meeting-cipa-requirements.html
dougwri CIPA content block firewall filtering erate e-rate dougjohnson
![](/images/link.gif)
4More
shared by Dave Truss on 15 May 08
- Cached
The New Face of Learning: The Internet Breaks School Walls Down | Edutopia - 0 views
www.edutopia.org/new-face-learning
future learningconversations pedagogy techintegrator technology web 2.0
![](/images/link.gif)
-
I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
-
In many schools and even states, it's been, rather, a movement to block and bust: no blogs, no cell phones, no IM. We take away the powerful social technologies our kids are already using to learn and, in doing so, tell them their own tools are irrelevant. Or, instead of using the complex and challenging phenomenon of a site such as Wikipedia to teach the realities of navigating information in this new world, we prohibit its use. In fact, at this writing, the U.S. legislature is in the process of deciding whether schools and libraries should have access to any of the potential of the Read/Write Web at all. When you read this, blogs and wikis and podcasts (and much more) may be things that students (and teachers) can access and create only from off-campus.
-
I wonder whether, twenty-five or fifty years from now, when four or five billion people are connecting online, the real story of these times won't be the more global tests and transformations these technologies offered. How, as educators and learners, did we respond? Did we embrace the potentials of a connected, collaborative world and put our creative imaginations to work to reenvision our classrooms? Did we use these new tools to develop passionate, fearless, lifelong learners? Did we ourselves become those learners?
-
I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
The safe use of new technologies / Thematic reports / Documents by type / Browse all by... - 5 views
1More
Every Photo Tells a Story/writing prompts/writers block - 17 views
5More
shared by Dean Mantz on 09 Mar 10
- Cached
ASCD Inservice: Tapscott on Changing Pedagogy for the Net Generation - 10 views
ascd.typepad.com/...tapscott.html
tapscott pedagogy ascd digital youth inservice 21st century learning netgeneration social networking
![](/images/link.gif)
-
Collaboration is another major hallmark of the Net Generation. However, Tapscott said, we have a tendency to squander or prohibit this strength in schools and workplaces.
-
"What do we do with this collaboration-geared generation? We stick them in a cubicle, supervise them like they're Dilbert, and take away their tools (i.e., blocking sites like Facebook and Youtube)." Tapscott calls this creating a generational firewall. "It says, 'We don't get you, we don't understand your tools, and we don't trust you to use them.'"
-
We can’t just throw technology in a classroom and expect good things," notes Tapscott. We need to move away from an outdated, broadcast-style of pedagogy (i.e., lecture and drilling) toward student-focused, multimodal learning, where "the teacher's no longer in the transmission of data business; she's in the customizing-learning-experiences-for-students business."
- ...1 more annotation...
-
we must consider eight norms for the Net Generation: freedom, customization, scrutiny, integrity, collaboration, entertainment, speed, and innovation.
32More
InformIT: The Business of Understanding > Ode to Ignorance - 1 views
-
-
the most essential prerequisite to understanding is to be able to admit when you don't understand something
- ...29 more annotations...
-
-
binary choice: I could teach about what I already knew, or I could teach about what I would like to learn
-
My expertise has always been my ignorance, my admission and acceptance of not knowing. My work comes from questions, not from answers.
-
The focus on bravado and competition in our society has helped breed into us the idea that it is impolitic, or at least impolite, to say, "I don't understand."
-
at this end of the spectrum, understanding gets increasingly personal until it is so intimate that it cannot truly be shared with others
-
-
"One of the best ways of communicating knowledge is through stories, because good stories are richly textured with details, allowing the narrative to convey a stable ground on which to build the experience."
-
Without context, information cannot exist, and the context in question must relate not only to the data's environment (where it came from, why it's being communicated, how it's arranged, etc.), but also from the context and intent of the person interpreting it.
-
-
-
education is so notoriously difficult: because one cannot count on one person's knowledge to transfer to another
-
This is what education should be about, but too often it is only focused on information—and worse, data—simply because those are the only forms that are easy to measure.
-
-
Without the opportunity, willingness, or openness to interact on a personal level, much of the power of these experiences are not made available to us.
-
Wisdom is as personal as understanding gets—intimate, in fact—and it is a difficult level for many people to reach
-
What can only be shared is the experiences that form the building blocks for wisdom, but these need to be communicated with even more understanding of the personal contexts of our audience than with information or knowledge.
-
-
we need to expose people to the processes of introspection, pattern-matching, contemplation, retrospection, and interpretation so that they will have the beginnings of the tools to create wisdom
4More
Dangerously Irrelevant: It's not 'the tests.' It's us. - 0 views
-
It's not ‘the tests.’ It's our unwillingness and/or inability to do something different, something better. It's not ‘the tests.’ It's us.
-
In my state, students don't take standardized tests until third grade, but test preparation was a major focus in K-2. Students did little but complete worksheet after worksheet in kindergarten. The block corner was gone, there was no snack time, the dress-up box was taken away, and recess was reduced to just a few minutes. My son and his classmates sat at their little tables and silently filled out worksheets for the majority of the day. Talking, laughing or getting out of your seat was frowned upon. In first grade, the timed math tests began. Shortly after students learned how to add and subtract, they were given daily math facts timed tests in order to "prepare" them for the ITBS math computation tests in third grade. Those lucky enough to pass the tests had their names posted on the winners wall in the classroom. Those who couldn't pass, were sent to the hallway to do flashcards with parent volunteers. In second grade, the timed oral reading tests began. Each week, all students were required to read aloud as fast as they could while they were timed with a stop watch. Those that could spit the words out quickly enough to meet the benchmark number were rewarded with free reading time. Those that were deemed too slow, were given practice pages to read aloud, over and over again. In third grade, they started timed writing tests. His classroom held a weekly contest to see who could write a paragraph the fastest using that week's vocabulary words. The vocabulary words were test prep for ITBS. The fastest child's paragraph was posted on the wall for all to admire. Kids learned very early on that faster meant smarter and that slower meant stupid. NCLB plays a part in the way school has been reduced to test preparation, but teachers chose to use all of these truly awful methods in the classroom. Teachers could have chosen different, more engaging, and more developmentally appropriate teaching methods, but they didn't.
14More
Legal Experts on How Murdoch's Threats May Impact "Fair Use" Doctrine | BNET Media Blog... - 2 views
-
Media industry titan Rupert Murdoch’s explicit threats this week to block Google from searching his content sites, and to sue the BBC for its use of content he says is “stolen” from his sites got me to wondering whether the head of News Corp. has, in fact, any basis in the law for launching these calculated attacks at this time and in this manner.
- ...9 more annotations...
-
Therefore Google’s caching of his content would make it free even as he’s trying to charge for it
-
So basically, Google is taking something he wants to charge for and making it free. But my question is, if he wants to charge for it, shouldn't it be bedhind some sort of firewall or is it Google's job to see which sites it is allowed to index? Aren't there certain protocols that make the Net what it is? Certain standards? Isn't one of those the open indexing or crawling of unprotected sites? I'm not sure but hoping someone will respond.
-
-
Excellent overview of Rupert Murdoch's taking on of Google and that they should not index his sites, even though he can easily opt out of indexing, that they are somehow demonetizing his work by searching since he wants to "reduce his audience to those who will pay" not "increase his audience." This is a fascinating read and case study for those following Fair Use.
2More
shared by Suzie Nestico on 04 Jul 11
- No Cached
Google Plus: Is This the Social Tool Schools Have Been Waiting For? - 15 views
www.readwriteweb.com/...google_plus_education.php
Google+ edu_news edu_trends technology education techintegrator edu_newapp all_teachers schools
![](/images/link.gif)
-
Will schools block Google+? Or will the finely-tuned privacy controls it offers trump schools', parents', and politicians' concerns?