some perceptions of classroom bias would decline, and students would benefit more from exposure to opposing viewpoints, if colleges did more to teach argumentation and debate skills.
Teaching undergraduates such skills "can help them deal with ideological questions in the classroom and elsewhere in a civil way, and in a way that can discriminate between when professors are expressing a bias and when they are expressing a perspective that they may, or may not, actually be advocating,"
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Intel® Education Initiative: K-12 Teaching Tools - 0 views
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Free tools and resources for educators support collaborative student-centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyze complex information, and solve problems.
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UDL Guidelines | National Center On Universal Design for Learning - 0 views
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Great website on Universal Design for Learning with a lot of great information.
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Karooba - Play Trivia - Promote Fun-based Learning - Share Knowledge - Earn Prizes > Home - 0 views
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Got an email from this group - would love to hear from those who have played Karooba -- here is the information they sent me: "The Karooba site includes the following features: * One the largest collections of education-based (over 100,000) trivia questions * Educational games that allow you to: o Challenge friends around the world in one-on-one trivia games o Join a tournament on education based topics or set up a tournament of friends or classmates o Try your luck in a new Find-it game o Create your own quizzes and see how others score on your test * State-of-the-art avatar tool (Karoobatar) - create your near real life or cartoon characters * A real time communications tool (Karoobacator) - Instant message with your friends without the risk of foul language. Karooba was created and is maintained by a computer consulting firm based in Minnesota. The firm's staff, which is mostly comprised of parents with school-age kids, is very concerned (like most parents are these days) about what their children view on the Internet. With this in mind, Karooba was designed to be a 'safe haven' where kids can go to play online, as well as learn…and more importantly one that parents (and teachers) can trust. "
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shared by David Wetzel on 16 Mar 10
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Science Newsletter Project: Creating Newsletters to Demonstrate Science Concept Underst... - 5 views
teachertipstraining.suite101.com/...ting_and_technology_in_science
science projects writing in newsletters education technology
shared by David Wetzel on 16 Mar 10
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One strategy for teaching science concepts is through the use of student developed newsletters. This approach involves students in the learning process as they research information, write articles, and present these articles in an individual or class newsletter format. This newsletter project helps students improve their writing skills as they learn how to write in science.
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Reading and Learning - 0 views
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"Reading and learning seem to go together, but a shift in reading habits is changing the way we consume information and changing our relationship with a book. Should schools embrace this change, or celebrate a traditional model of reading and paper books? How are books being used in today's classrooms, and how could they be used better? What are the reading habits of teachers and how do educators use books to improve their teaching?"
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Many Complaints of Faculty Bias Stem From Students' Poor Communicating, Study Finds - F... - 4 views
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The study's findings, however, were criticized as ideologically biased themselves by Peter W. Wood, president of the National Association of Scholars, a group that has frequently accused colleges of liberal or leftist indoctrination. The article summarizing the study, Mr. Wood said on Friday, "seems to me to have a flavor of 'blaming the victim,'" and appears "intended to marginalize the complaints of students who have encountered bias in the classroom."
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Students need to learn how to argue as a workplace skill. If they understood this as a key workplace strategy that will affect their ability to advance they may be more willing to pay attention. They are there-- regardless of what we may believe-- to get jobs at the end. Discussion and dealing with disputes or differences is key to professional advancement
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It's one thing to be closed to students' arguments or to insist on conformity with a prof's views. It is another altogether when students do not know how to argue their own points, especially points that are not political. At some point, isn't it the case that the prof does know even a little bit more about their subjects than their students?
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Several studies (post 1998) seem to indicate that the capacity to understand and engage in logical argumentation has diminished (at least in the 'Western' world). These studies seem to have encouraged the state education boards (committees) of several states to entertain making a "critical thinking" or "Introductory logic" course part of the required core.
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I have found Susan Wolcott's teaching materials, which are informed by research by K.S. Kitchener and P. M. King, to be the most helpful in addressing student accusations of bias. I had long been puzzled by why my colleagues in philosophy are so often accused of bias when, in my own observation of their teaching, they take care to keep their own views of a philosophical topic hidden from students. Indeed, they spend a great deal of time playing devil's advocate and championing the philosophical position that is getting the least airtime in class discussion, readily switching sides if another perspective begins to be neglected. Wolcott's developmental analysis, which explains how students arrive at college as "confused fact finders" and often get stuck in learning critical thinking skills at the "biased jumper" stage, helps me to understand how students attribute bias to professors when the students lack skills to maneuver around arguments. The most helpful part of Wolcott's analysis is her suggestion that, if one gives students an assignment that is more than one level above their current abilities in critical thinking, they will completely ignore the assignment task. This failing is particularly visible when students are asked to compare strengths/weaknesses in two arguments but instead write essays in which they juxtrapose two arguments and ignore the task of forging comparisons. In Wolcott's workbooks (available by request on her website), she describes assignments that are specifically designed to help students build a scaffolding for critical thinking so that, over four years, they can actually leave the "biased jumper" stage and move on to more advanced levels of critical thinking. One need not be a slavish adherent to the developmental theory behind Wolcott's work to find her practical suggestions extremely helpful in the classroom. Her chart on stages of critical thinking is the first link below; her website is the second link. http://www.wolcottlynch.com/Do... http://www.wolcottlynch.com/Ed...
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The classroom and campus are not divorced from the polarized language in the greater society wherein people are entrenched in their own views and arguments become heated, hateful, and accusatory. The focus of this study on political bias is not helpful under the circumstances. The greater argument is that students need to be taught how to argue effectively, with facts, logic and reasoning not just in the classroom but beyond.
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What happened to the 'Sage on the Stage' as the 'provacatuer-in-chief'? Some of my best classroom experiences came from faculty that prompted critical thinking and discussion by speaking from all sides of an issue. They were sufficiently informed to deflate weak arguments from students with probing questions. They also defended an issue from every side with factual information. In the best instances, I truly did not know the personal position of a faculty member. It was more important to them to fully and fairly cover an issue than it was to espouse a personal preference. That spoke volumes to me about the love of learning, critical examination of strongly held personal beliefs, and assertive but fair-minded discourse. Do those faculty still exist?
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The study suggests that those faculty do exist and in fact are numerous, but that students' ever-diminishing skills in critical thinking and argumentation lead them to misunderstand the questioning, challenging Socratic dialogue and "devil's advocate" work of the professor as simple bias.
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When I was teaching controversial subjects the advice from the Administration was, "Teach the debate." Its pretty hard to "teach the debate" without actually having some of those debates. When students "checked out" during those debates I always wondered if they were the ones who were going to report on their teaching evaluations that, "the professor was biased." Of course when the student intellectually "checks out," i.e., remains quiet, only says what they think I want to hear, etc., they are not doing A work in the class. This reinforces their view that "the professor is biased."
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Effects of Technology on Classrooms and Students - 0 views
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Students clearly take pride in being able to use the same computer-based tools employed by professionals. As one teacher expressed it, "Students gain a sense of empowerment from learning to control the computer and to use it in ways they associate with the real world." Technology is valued within our culture. It is something that costs money and that bestows the power to add value. By giving students technology tools, we are implicitly giving weight to their school activities. Students are very sensitive to this message that they, and their work, are important.
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Many of my disadvantaged students respond the most positively to using the computer activities. This could be because they see technology as valuable.
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When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information.
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This makes the learning much more interesting for each student. It makes the learning a very personal experience even though all the students are doing similar tasks at their computers. Some teachers think a computer activity is impersonal but my experience shows the opposite.
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When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast.
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www.simplescience.net - 1 views
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The idea of SIMPLE SCIENCE is to have informative music video presentations for use in the primary school classroom. They are designed to be used as part of a lesson to reinforce learning objectives and scientific concepts and also as a useful revision tool for the SAT exams. They work particularly well on a large whiteboard but can also be viewed on the computer screen and TV. -
The idea of SIMPLE SCIENCE is to have informative music video presentations for use in the primary school classroom. They are designed to be used as part of a lesson to reinforce learning objectives and scientific concepts and also as a useful revision tool for the SAT exams. They work particularly well on a large whiteboard but can also be viewed on the computer screen and TV.
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Blogging in the Classroom - Flat Classrooms - 1 views
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The presenter, Konrad Glogowski, an eigth grade writing teacher, discussed his use of blogs as a "third place" for students to express themselves. The first place being students home, the second school, and the third, a sort of place where they are free to creatively express themselves. At the begining of the year, Mr. Glogowski challenged his students to "grow" a blog. He presented them a visual to assist them in planning their creation and, pretty much, allowed them the freedom to make their own product. He watched as the blogs and classroom community grew. Fellow students commented on one another's blog entries, offering advice and building fellow classmates confidence in their writing. Mr. Glogowski's role as teacher evolved into a reader of work and a partner in learning rather than an evaluator and expert of information. By the end of the year, his students had great pride in their work, bonded as a communtiy, and were better, more confident, writers. The likely hood that they would continue to work on their blogs and writing was extremely high. Mr. Glogowski's strategy and his educational philosophy towards blogging was a success.
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Excellent discussion about Blogging in the classroom from Rob Kamrowski on the Flat Classroom Ning. Rob says: "The presenter, Konrad Glogowski, an eigth grade writing teacher, discussed his use of blogs as a "third place" for students to express themselves. The first place being students home, the second school, and the third, a sort of place where they are free to creatively express themselves. At the begining of the year, Mr. Glogowski challenged his students to "grow" a blog. He presented them a visual to assist them in planning their creation and, pretty much, allowed them the freedom to make their own product. He watched as the blogs and classroom community grew. Fellow students commented on one another's blog entries, offering advice and building fellow classmates confidence in their writing. Mr. Glogowski's role as teacher evolved into a reader of work and a partner in learning rather than an evaluator and expert of information. By the end of the year, his students had great pride in their work, bonded as a communtiy, and were better, more confident, writers. The likely hood that they would continue to work on their blogs and writing was extremely high. Mr. Glogowski's strategy and his educational philosophy towards blogging was a success." This person did not attend necc, but watched Konrad present via ustream via Will Richardson's blog. Ascyhronous conferences are so important. Can we make it part of conference best practice?
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Context and the Calendar: An Introduction to Chronofencing - 11 views
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Chronofencing is the principle of delivering contextually important information at the right time. It is like geofencing (triggers of contextual information at a location) but perhaps more useful. Learn to understand this term as it has important implications in education. For example, students can have triggers before leaving school reminding them what books to take home - or reminders of what to take to school - these time based reminders could be combined with location as with the iphone reminders.
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shared by Vicki Davis on 01 Nov 08
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Building your pLN has never been easier - 0 views
www.rwidgets.co.uk/doku.php
education information web2.0 rss all_teachers techintegrator web2 librarian
shared by Vicki Davis on 01 Nov 08
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This website is designed to show you how to use widgets / gadgets / plugins in your work to get access to information quickly and effectively.
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Organizations are starting to get things together to create widgets to help academicians, authors, and others to build a very powerful PLN (personal learning network) with their igoogle or netvibes. They seem to prefer Netvibes for a couple of reasons - and I maintain an account on both, although I startup on igoogle. There are Bespoke repository service widgets and repository information widgets. They even have a page to see what these widgets do (also in this post.) Every modern student (and professor and teacher) should understand how to build a PLN.
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Differentiated Instruction (CAST) - 0 views
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Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Classroom teaching is a blend of whole-class, group and individual instruction. Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms.
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Personalized Online Electronic Text Services (POETS) - 7 views
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The POETS Society is an informal gathering of people who are interested in exploring ways of using information technology for learning and communicating with other people. We have focused on electronic text;
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shared by Vicki Davis on 13 Dec 13
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Deeper Learning: Defining Twenty-First Century Literacy | Edutopia - 8 views
www.edutopia.org/...-deeper-learning-rebecca-alber
education news literacy digital_literacy 21stcenturyskills bestpractices
shared by Vicki Davis on 13 Dec 13
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What is 21st century literacy and how do we help students become better communicators? Rebecca Alber says: "In today's world, being literate requires much, much more than the traditional literacy of yesterday. According to the NCTE (National Council of Teachers of English), twenty-first century readers and writers need to: Gain proficiency with tools of technology Develop relationships with others and confront and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze, and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multimedia texts Attend to the ethical responsibilities required by these complex environments"
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Online Predators and Their Victims - 1 views
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adult offenders who meet, develop relationships with, and openly seduce underage teenagers
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This is an important point to make to parents! It is about RELATIONSHIPS not abduction, usually!
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The publicity about online"predators" who prey on naive children using trickery and violence is largely inaccurate.
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In the great majority of cases, victims are aware they are conversing online with adults. In the N-JOV Study, only 5% of offenders pretended to be teens when they met potential victims online. (112)
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There tends to be a focus on the negative - no matter what percentage of the actual story is being discussed. Our news from "normal" channels follows the old "if it bleeds it leeds" mentality. The potential of the web towards "good" is highly underated - in my humble oppion
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Offenders rarely deceive victims about their sexual interests.
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promises of love and romance
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99% of victims of Internet-initiated sex crimes in the N-JOV Study were 13 to 17 years old, and none were younger than 12. 48% were 13 or 14 years old. (115)
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My (Liz B. Davis ) Summary of Key Points (All are quotes directly from the article): Online "Predators" and Their Victims. Myths, Realities, and Implications for Prevention and Treatment. by: Janis Wolak, David Finkelhor, and Kimberly J. Mitchell - University of New Hampshire and Michele L. Ybarra - Internet Solutions for Kids, Inc.
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Remember that we may start annotating articles and extracting this information together as well.
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it was those 15-17 years of age who were most prone to take risks involving privacy and contact with unknown people. (115)
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This tells us what we need to know about courses on digital citizenship and safety -- discuss these issues probably beginning around 11 -- before soliciation happens -- then have focused programs probably starting age 12-13 -- as with everything -- these ages tend to get lower over time -- what will happen w/ the Webkinz generation is anyone's guess.
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I see this more and more...as the parent of webkinz kids...in the past..you had the "don't talk to strangers" talk with them. Now the strangers are coming into our homes and at much younger ages. -
I think we need to be aware that not all "unknown people" are wanting to commit crimes, fraud, etc. Talking to someone you don't know might be the introduction to your new best friend. The content of discussion is important. Not knowing someone, I would not give them personal information. Friendship is built over time.
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A nice way I've heard to describe this is that even though kids think they're tech savvy, they are not relationship savvy. It's this age group that doesn't recognize the complexity of relationships. -
@David - I think, however, that we should be very careful about teaching HOW to make friendships -- friend of a friend and building relationships OVER TIME is often how these things happen. Children want the romance and don't realize the "gentle" stranger they've met wants to harm them. This is a tricky one -- one of my dearest friends is Julie Lindsay who I met online. But that conversation was totally OK, as youwould guess. Teaching them about this is tricky. We'll have to think on this one AND look at the research.
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take place in isolation and secrecy, outside of oversight by peers, family members, and others in the youth's face-to-face social networks (115)
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Again, this reinforces my thoughts of NOT having computers in the bedroom! Period. Have family computers w/ screens viewable by everyone!
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Most of the online child molesters described in the N-JOV Study met their victims in chatrooms. In a 2006 study, about one third of youths who received online sexual solicitation had received them in chatrooms. (116)
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Youth internet users with histories of offline sexual or physical abuse appear to be considerably more likely to receive online aggressive sexual solicitations. (117)
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But I think they are MORE at risk now that they have new outlets...THIS is what teachers / school faculty NEED to understand!
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Yes, Kristin! -- what we saw in Florida this week tells us that -- these students have now found a new way to have life in prison! And it relates to YOutube!
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..Although Internet safety advocates worry that posting personal information exposes youths to online molesters, we have not found empirical evidence that supports this concern. It is interactive behaviors, such as conversing online with unknown people about sex, that more clearly create risk. (117)
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Posting personal information is NOT what puts students at risk -- interactive BEHAVIORS! Do! This is one criticism we've had of online projects. At risk behaviors from AT RISK students cause things to happen!!! Listen up!
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and your students are lucky that they have you to guide them. Way too many schools are not involving their students in these activities so they don't have these "appropriate" models
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Exactly, kristin -- MORE SCHOOLS have got to do this. It is a travesty that these kids are being victimized when the schools can do something about it. Completely a travesty. I hope we can all get fired up again about this topic, especially with the good research coming out now!
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Online molesters do not appear to be stalking unsuspecting victims but rather continuing to seek youths who are susceptible to seduction. (117)
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maintaining online blogs or journals, which are similar to social networking sites in that they often include considerable amounts of personal information and pictures, is not related to receiving aggressive sexual solicitation unless youths also interact online with unknown people. (117)
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Safety habits and teaching students how to interact safely. Learning to interact with people you KNOW in safe ways will keep our students safe. It is NOT about pulling the plug.
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Boys constitute 25% of victims in Internet-initiated sex crimes, and virtually all of their offenders are male. (118
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Unfortunately, teaching boys to beware of men is something we have to do because that seems to be who is preying on the young boys.
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Some gay boys turn to the internet to find answers to questions about sexuality or meet potential romantic partners, and there they may encounter adults who exploit them. (118)
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..child molesters are, in reality, a diverse group that cannot be accurately characterized with one-dimensional labels. (118)
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Online child molesters are generally not pedophiles. (118)Online child molesters are rarely violent. (119)
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Child pornography production is also an aspect of Internet-initiated sex crimes. One in five online child molesters in the N-JOV Study took sexually suggestive or explicit photographs of victims or convinced victims to take such photographs of themselves or friends. (120)
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Again -- behaviors. Teaching children not to take pictures of themselves and post them w/out parental approval is important, particularly for younger kids.
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Youths may be more willing to talk extensively and about more intimate matters with adults online than in face-to-face environments. (121
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"If you wouldn't say it face to face, you shouldn't say it anyplace," should be our new saying to our students. (Yes, I coined it but it iwhat I will teach to my children.)
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it may not be clear to many adolescents and adults that relationships between adults and underage adolescents are criminal. (122)
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Simply urging parents and guardians to control, watch, or educate their children may not be effective in many situations. The adolescents who tend to be the victims of Internet-initiated sex crimes many not themselves be very receptive to the advice and supervision of parents. (122)
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The fact that the victims don't have a great relationship with their parents mean that we must have other outlets for teenagers such as with teachers, counselors, and others who are involved in these discussions!
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We recommend educating youths frankly about the dynamics of Internet-initiated and other nonforcible sex crimes. Youths need candid, direct discussions about seduction and how some adults deliberately evoke and then exploit the compelling feelings that sexual arousal can induce. (122)
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Yes, this is a gross mischaracterization. We are afraid of the unknown scary boogeman who isn't who we think he is, when it is the person who is up front that we must worry about. We want someone to blame instead of realizing it is the behavior of kids.
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Youths need candid, direct discussions about seduction
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The hard part is finding comfortable places to have these discussions. Where is the best place? -
I believe that the Http://digiteen.wikispaces.com project is the best thing I've got going in my classroom with 9th graders in Qatar & Austria. We're having great conversations -- third person looking at things happening and working through what they think is a good way to do it, I believe. I truly think that everyone working with students should be educated to watch for the "signs" -- and we should also have individual programs.
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We can look back at the reference in this study -- the hyperlink is at the top of the page -- I'm not sure of the sample size for this but it looks like this is what the New Jersey study found.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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shared by Vicki Davis on 16 Mar 09
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YouTube - Broadcast Yourself. - 0 views
www.youtube.com/...community_guidelines
education youtube learning video digitalstorytelling edu_trends digitalcitizenship administrator
shared by Vicki Davis on 16 Mar 09
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YouTube is not for pornography or sexually explicit content. If this describes your video, even if it's a video of yourself, don't post it on YouTube. Also, be advised that we work closely with law enforcement and we report child exploitation. Please read our Safety Tips and stay safe on YouTube. Don't post videos showing bad stuff like animal abuse, drug abuse, under-age drinking and smoking, or bomb making. Graphic or gratuitous violence is not allowed. If your video shows someone being physically hurt, attacked, or humiliated, don't post it. YouTube is not a shock site. Don't post gross-out videos of accidents, dead bodies or similar things intended to shock or disgust.
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Only upload videos that you made or that you are authorized to use.
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revealing other people’s personal information,
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Many people have not read the Youtube Community Guidelines. You should report any videos that break these rules to youtube - everyone should have a youtube account and be able to do this. Today, a student had a bad video linked to hers -- I had to go to another place to report the other video but you can do this! Guidelines: "Don't Cross the Line Here are some common-sense rules that will help you steer clear of trouble: * YouTube is not for pornography or sexually explicit content. If this describes your video, even if it's a video of yourself, don't post it on YouTube. Also, be advised that we work closely with law enforcement and we report child exploitation. Please read our Safety Tips and stay safe on YouTube. * Don't post videos showing bad stuff like animal abuse, drug abuse, under-age drinking and smoking, or bomb making. * Graphic or gratuitous violence is not allowed. If your video shows someone being physically hurt, attacked, or humiliated, don't post it. * YouTube is not a shock site. Don't post gross-out videos of accidents, dead bodies or similar things intended to shock or disgust. * Respect copyright. Only upload videos that you made or that you are authorized to use. This means don't upload videos you didn't make, or use content in your videos that someone else owns the copyright to, such as music tracks, snippets of copyrighted programs, or videos made by other users, without necessary authorizations. Read our Copyright Tips for more information. * We encourage free speech and defend everyone's right to express unpopular points of view. But we don't permit hate speech (speech which attacks or demeans a group based on race or ethnic origin, religion, disability, gender, age, veteran status, and sexual orientation/gender identity). * Things like predatory behavior, stalking, threats, harassment, intimidation, invading privacy, revealing other people's personal information, and inciting others to commit violent act
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S.O.S. for Information Literacy - 0 views
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S.O.S. for Information Literacy is a dynamic web-based multimedia resource that includes lesson plans, handouts, presentations, videos and other resources to enhance the teaching of information literacy.
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Moving from Consumer to Producer of Information | The Thinking Stick - 9 views
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Information Fluency: Online Class: Investigate and Evaluate Digital Materials - 0 views
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On Demand Classes help you meet the needs of your students. You know the need for 21st Century Information Fluency Skills has never been higher You also know you’re understaffed and overbooked Start the new school year with a customized online training experience that will teach your students critical reading skills as they learn to search and evaluate Internet resources. Our multimedia enhanced, interactive course is suited for students from middle school through adult.
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If you are reading this note, you are tuned to the need for 21st century skills. See if our work can help your work! ~ Dennis@21cif.com
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We combine performance evaluation with a series mastery quizzes to lock in the essential concepts delivered by the tutorials. As an educator you'll have access to performance evaluation and mastery quiz data. You'll have an online record of each student's performance that can be downloaded for data analysis.