Too many advocates rely on weak arguments, such as “students are digital natives, so we should use more technology,” as if schools should have used radio and TV more often when earlier generations grew up with those media.
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Education Week: Smart Thinking About Educational Technology - 0 views
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I have a problem with the analogy that schools in the past should have used more radio and TV comparing to now with technology. That's apples and oranges. Or at least tangarines and oranges. The majority of jobs today require the use of technology. Even cashiers at Walmart! Not so for radios and TV in the past. We're not using technology because our kids are growing up with that media. We're using technology because our kids are growing up REQUIRING that media.
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Education Report: Comparing International Systems - 0 views
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shared by Jeff Johnson on 22 May 08
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21st Century Literacies: Tools for Reading the World - 0 views
www.noodletools.com/...literacies
21st century learning education gardner intelligence literacy reading
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In Intelligence Reframed Howard Gardner contends that "literacies, skills, and disciplines ought to be pursued as tools that allow us to enhance our understanding of important questions, topics, and themes." Today's readers become literate by learning to read the words and symbols in today's world and its antecedents. They analyze, compare, evaluate and interpret multiple representations from a variety of disciplines and subjects, including texts, photographs, artwork, and data. They learn to choose and modify their own communication based on the rhetorical situation. Point of view is created by the reader, the audience and the medium.
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Technology Integration Matrix - 0 views
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The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.
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Technology integration matrix from Florida. This amazing resource was picked up from Lucy Gray. Really amazing.
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Considers: Levels of Technology Integration into the Curriculum -compared to- Characteristics of the Learning Environment.
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ITFORUM Paper 1 - 0 views
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In fact, it is difficult, if not impossible, to isolate the effects of the affordances of technologies.
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Rather than using technologies by educational communications specialists to constrain the learners' learning processes through prescribed communications and interactions, the technologies are taken away from the specialists and given to the learner to use as media for representing and expressing what they know.
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Cognitive tools actively engage learners in creation of knowledge that reflects their comprehension and conception of the information rather than focusing on the presentation of objective knowledge.
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Constructivist models of instruction strive to create environments where learners actively participate in the environment in ways that are intended to help them construct their own knowledge, rather than having the teacher interpret the world and insure that students understand the world as they have told them.
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Computers support reflective thinking, Norman contends, when they enable users to compose new knowledge by adding new representations, modifying old ones, and comparing the two. Those are the purposes of cognitive tools.
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In other words, when students work WITH computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning. The results of an intellectual partnership with the computer is that the whole of learning becomes greater than the sum of its parts.
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Learners should be responsible for recognizing and judging patterns of information and then organizing it, while the computer system should perform calculations, store, and retrieve information.
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3D Projector - 3D Ready - 3D DLP - Classroom Projector - Education Projector - School -... - 7 views
SpeEdChange: Answering questions with questions... - 0 views
speedchange.blogspot.com/...-questions-with-questions.html
states nations comparative government politics
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shared by Dennis OConnor on 14 Aug 09
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Internet Search Challenge: Adults Do Better - 0 views
internetsearchchallenge.blogspot.com/...adults-do-better.html
21cif website evaluation investigative searching moodle
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Need proof that adults search and evaluate better than youth? These charts show how students in middle school and high school compare to teachers and librarians. The assessment is the pretest from a course we call "Investigative Searching 20/10."
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To date, 449 middle schoolers, 414 high schoolers and 28 adults have taken the 10-item pretest that measures the ability to find critical information and evaluate its credibility. There are several differences that really stand out.
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Are these the results you would expect? Do you think they are artificially low or about right? That's hard to say without seeing the pretest. Without disclosing specific items (in case you want to take the test), the 10 items focus on skills that have been described in previous posts, requiring the application of appropriate techniques to find the author of articles, the name of the publisher, the date of publication, other instances of the content on the Internet and references to web pages.
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Half an Hour: An Operating System for the Mind - 0 views
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The reason I pose these questions in particular is that, while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.When you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.
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And what we discover when we think about it this way is that it's not simple whether or not we need facts that is important, but also, what format the facts are in that is equally important, if not more important.
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They constitute the processes and capacities that make it possible for people to navigate a fact-filled landscape, a way to see, understand and acquire those facts in such a way as to be relevant and useful, and in the end, to be self-contained and autonomous agents capable of making their own decisions and directing their own lives, rather than people who need to learn ever larger piles of 'facts' in order to do even the most basic tasks.
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What we have learned - what we are understanding, uniquely, in the 21st century - is that the nature of facts is very different from anything we thought before:
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Today - surely we've seen enough evidence of this! - if you simply follow the rules, do what you're told, do your job and stay out of trouble, you will be led to ruin.
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And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.
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while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct root into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.\n\nWhen you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.\n\nI used the phrase "it's direct programming" deliberately. This is an analogy we can wrap our minds around. We can think of direct instruction as being similar to direct programming. It is, effectively, a mechanism of putting content into a learner's mind as effectively and efficiently as possible, so that when the time comes later (as it will) that the learner needs to use that fact, it is instantly and easily accessible.
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shared by Patrick Green on 03 Jun 09
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Welcome | Teaching Copyright - 0 views
www.teachingcopyright.org
copyright education creativecommons fair_use curriculum teaching all_teachers digitalcitizenship
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komal julka liked it
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There's a lot of misinformation out there about legal rights and responsibilities in the digital era. This is especially disconcerting when it comes to information being shared with youth. Kids and teens are bombarded with messages from a myriad of sources that using new technology is high-risk behavior. Downloading music is compared to stealing a bicycle - even though many downloads are lawful. Making videos using short clips from other sources is treated as probably illegal - even though many such videos are also lawful.
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Does the Brain Like E-Books? - Room for Debate Blog - NYTimes.com - 0 views
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Still, people read more slowly on screen, by as much as 20-30 percent. Fifteen or 20 years ago, electronic reading also impaired comprehension compared to paper, but those differences have faded in recent studies.
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displays have vastly improved since then, and now with high resolution monitors reading speed is no different than reading from paper.
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More and more, studies are showing how adept young people are at multitasking. But the extent to which they can deeply engage with the online material is a question for further research.
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Still Learning: Next Installment on Diigo - 7 views
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Our work started out well. We read in class a section of Antigone, and that night, they annotated spots where they saw characters developing moral dilemmas (these dilemmas are our entry point into the play -- we will eventually write compare/contrast essays on modern moral dilemmas and what we can learn from ancient dilemmas -- more on that later!). Here is an example of one of their comment threads (with their typos and all!) on this quote from Antigone to Ismene, "Yes, I'll do my duty to my brother -- / and your as well, if you're not prepared to. / I won't be caught betraying him.
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This is only one example of many where they read each other's ideas and built their own thoughts on them. I was thrilled. We started class the next day just skimming the play -- I asked them to notice who had a moral dilemma so far just by looking at where the annotations were. They could SEE that every character so far had some kind of dilemma. We were on a roll ...
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Best College Scholarships and Grants. Compare, reviews & ratings. - 3 views
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How to Land Your Kid in Therapy - Magazine - The Atlantic - 11 views
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Meanwhile, rates of anxiety and depression have also risen in tandem with self-esteem. Why is this? “Narcissists are happy when they’re younger, because they’re the center of the universe,” Twenge explains. “Their parents act like their servants, shuttling them to any activity they choose and catering to their every desire. Parents are constantly telling their children how special and talented they are. This gives them an inflated view of their specialness compared to other human beings. Instead of feeling good about themselves, they feel better than everyone else.” In early adulthood, this becomes a big problem. “People who feel like they’re unusually special end up alienating those around them,” Twenge says. “They don’t know how to work on teams as well or deal with limits. They get into the workplace and expect to be stimulated all the time, because their worlds were so structured with activities. They don’t like being told by a boss that their work might need improvement, and they feel insecure if they don’t get a constant stream of praise. They grew up in a culture where everyone gets a trophy just for participating, which is ludicrous and makes no sense when you apply it to actual sports games or work performance. Who would watch an NBA game with no winners or losers? Should everyone get paid the same amount, or get promoted, when some people have superior performance? They grew up in a bubble, so they get out into the real world and they start to feel lost and helpless. Kids who always have problems solved for them believe that they don’t know how to solve problems. And they’re right—they don’t.”
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I asked Wendy Mogel if this gentler approach really creates kids who are less self-involved, less “Me Generation.” No, she said. Just the opposite: parents who protect their kids from accurate feedback teach them that they deserve special treatment. “A principal at an elementary school told me that a parent asked a teacher not to use red pens for corrections,” she said, “because the parent felt it was upsetting to kids when they see so much red on the page. This is the kind of self-absorption we’re seeing, in the name of our children’s self-esteem.”
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research shows that much better predictors of life fulfillment and success are perseverance, resiliency, and reality-testing
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Jane told me that because parents are so sensitive to how every interaction is processed, sometimes she feels like she’s walking on eggshells while trying to do her job. If, for instance, a couple of kids are doing something they’re not supposed to—name-calling, climbing on a table, throwing sand—her instinct would be to say “Hey, knock it off, you two!” But, she says, she’d be fired for saying that, because you have to go talk with the kids, find out what they were feeling, explain what else they could do with that feeling other than call somebody a “poopy face” or put sand in somebody’s hair, and then help them mutually come up with a solution. “We try to be so correct in our language and our discipline that we forget the true message we’re trying to send—which is, don’t name-call and don’t throw the sand!” she said. “But by the time we’re done ‘talking it through,’ the kids don’t want to play anymore, a rote apology is made, and they’ll do it again five minutes later, because they kind of got a pass. ‘Knock it off’ works every time, because they already know why it’s wrong, and the message is concise and clear. But to keep my job, I have to go and explore their feelings.”
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“The ideology of our time is that choice is good and more choice is better,” he said. “But we’ve found that’s not true.”
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Kids feel safer and less anxious with fewer choices, Schwartz says; fewer options help them to commit to some things and let go of others, a skill they’ll need later in life.
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Most parents tell kids, ‘You can do anything you want, you can quit any time, you can try this other thing if you’re not 100 percent satisfied with the other.’ It’s no wonder they live their lives that way as adults, too.” He sees this in students who graduate from Swarthmore. “They can’t bear the thought that saying yes to one interest or opportunity means saying no to everything else, so they spend years hoping that the perfect answer will emerge. What they don’t understand is that they’re looking for the perfect answer when they should be looking for the good-enough answer.”
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what parents are creating with all this choice are anxious and entitled kids whom she describes as “handicapped royalty.”
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When I was my son’s age, I didn’t routinely get to choose my menu, or where to go on weekends—and the friends I asked say they didn’t, either. There was some negotiation, but not a lot, and we were content with that. We didn’t expect so much choice, so it didn’t bother us not to have it until we were older, when we were ready to handle the responsibility it requires. But today, Twenge says, “we treat our kids like adults when they’re children, and we infantilize them when they’re 18 years old.”
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Recovering from the Need to Achieve - HBS Working Knowledge - 2 views
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DeLong believes the tendency to be a high-need-for-achievement type is embedded in the DNA, an addiction that spans across socioeconomic groups. Instead of experiencing happiness or well-being, HNAPs seek "relief in the accomplishment of tasks." Moving immediately to the next task on the list, they never savor accomplishments for long, he says. This creates a vicious cycle marked by a feeling of little or no real sense of purpose and a "flatness"—in career and in life. They often go through patches of life without creating or enhancing meaningful relationships, and even lack strength to deal with life's failures.
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I realize that most hard-driving managers and executives have been socialized to believe they cannot admit vulnerability to themselves or others. I would urge you to get past this misconception and realize that such admissions will enhance your productivity and career. So, consider: Do you regret any significant decisions you've made about your career? If you had to do it over again, would you do it differently? Have there been times when you treated your people unfairly? When you failed to listen and learn and instead directed and dictated? Do you feel you've been working at peak capacity in recent years? If not, why not? Are you unwilling to admit your mistakes to your direct reports? To your bosses? To your colleagues? Have you asked anyone for help recently? Have you admitted you didn't know something and needed to learn it? Have you asked for coaching? If you were to be completely honest with your boss and knew that there would be no negative repercussions, what secret fear or anxiety would you admit to him? Do you believe that you're in the right job, in the right group, and in the right organization? Or do you feel there's a mismatch between where you are now and what you want to accomplish
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Letting go—or flying without a net—is a big part of DeLong's prescription. He calls for the reader to stop and reflect with self-awareness; let go of the past; create a vision or specific goal with an agenda; seek support through mentors and a network; don't blink (or fall back on old behaviors); and take action that makes you vulnerable.
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shared by Ed Webb on 19 Oct 20
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Literacy Levels Among College Students | Faculty Focus - 0 views
www.facultyfocus.com/...-levels-among-college-students
literacy US USA education students reading study
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While we’d like to think that our students are prepared for the challenging content we assign, collegiate students are still developing as readers and we need to help them in this process.
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Looking at the average literacy levels for students enrolled in two- and four-year institutions, the authors report that while college students on average score significantly higher than the general adult population in all three literacy types, the average score would be characterized at the intermediate literacy level.
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some important findings for those institutions of higher education whose missions include working with first-generation college students or with international students. Students whose parents are college graduates score significantly higher across all literacy types than those students whose parents did not attend any post-secondary education. Foreign-born students score significantly lower across every literacy type than their US-born peers.
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researchers did not find significantly different literacy levels when comparing students at public vs. private institutions or at selective vs. nonselective institutions. While the findings may be a little disheartening, the report shows that ALL institutions of higher education need to be aware of their students’ literacy levels.