To refuse to try, to stick
(97) blindly to tradition, because the search for the truth
involves experimentation in the region of the unknown, is to
refuse the only step which can introduce rational conviction into
education.
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John Dewey: School and Society: Chapter 4: The Psychology of Elementary Education - 0 views
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It should also be stated that practically it has not as yet been possible, in many cases, to act adequately upon the best ideas obtained, because of administrative difficulties, due to lack of funds —difficulties centering in the lack of a proper building and appliances, and in inability to pay the amounts necessary to secure the complete time of teachers in some important lines. Indeed, with the growth of the school in numbers, and in the age and maturity of pupils, it is becoming a grave question how long it is fair to the experiment to carry it on without more adequate facilities.
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The aim, then, is not for the child to go to school as a place apart, but rather in the school so to recapitulate typical phases of his experience outside of school, as to enlarge, enrich, and gradually formulate it.
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Since the aim is not "covering the ground," but knowledge of social processes used to secure social results, no attempt is made to go over the entire history, in chronological order, of America
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His experiments are modes of active doing—almost as much so as his play and games. Later he tries to find out how various materials or agencies are manipulated in order to give certain results. It is thus clearly distinguished from experimentation in the scientific sense—such as is appropriate to the secondary period —where the aim is the discovery of facts and verification of principles.
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means to ends
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These subjects are social in a double sense. They represent the tools which society has evolved in the past as the instruments of its intellectual pursuits. They represent the keys which will unlock to the child the wealth of social capital which lies beyond the possible range of his limited individual experience. While these two points of view must always give these arts a highly important place in education, they also make it necessary that certain conditions should be observed in their introduction and use. In a wholesale and direct application of the studies no account is taken of these conditions. The chief problem at present relating to the three R's is recognition of these conditions and the adaptation of work to them.
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1) The need that the child shall have in his own personal (105) and vital experience a varied background of contact and acquaintance with realities, social and physical. This is necessary to prevent symbols from becoming a purely second-hand and conventional substitute for reality.
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The need that the more ordinary, direct, and personal experience of the child shall furnish problems, motives, and interests that necessitate recourse to books for their solution, satisfaction, and pursuit. Otherwise, the child approaches the book without intellectual hunger, without alertness, without a questioning attitude, and the result is the one so deplorably common: such abject dependence upon books as weakens and cripples vigor of thought and inquiry, combined with reading for mere random stimulation of fancy, emotional indulgence, and flight from the world of reality into a make-belief land.
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The final use of the symbols, whether in reading, calculation, or composition, is more intelligent, less mechanical; more active, less passively receptive; more an increase of power, less a mere mode of enjoyment.
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third period of elementary education
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the second period
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No videoconference to Williamsburg - I'm sad » Moving at the Speed of Creativity - 0 views
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but we’ll do so from our church, away from school, and we will not involve any Edmond PS students in the videoconference to comply with the directive from the district technology director. I did not realize the district forbids any parents or students from using any type of personal computer and outside Internet connection device (like my cell network data card) to provide an interactive learning opportunity for students. Now I know.
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Yet another district technology director giving the rest of us a bad name. Good grief....justify yourself without using the paranoid buzzphrase, "To Protect the Children!" -
Why are we afraid to confront district technology personnel and administrators over knee-jerk tragic decisions like this?
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Education Week's Digital Directions: Building Gaming Into Science Education - 0 views
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"I've had teachers tell me,” says Eklund, “that after they introduced the game to their students, the classroom went completely silent because all of the kids were just reading." "You just don't get that kind of engagement and involvement with the story" with a textbook, he says.
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Is this because of the visual appeal or the storyline? I can see this happening, but does silence mean high levels of engagement? -
Assuming that they are not sleeping I think it does mean engagement, but engagement does not equal education. It depends on the content as well.
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A report written by researchers about The River City Project for a 2006 conference concluded "that students learned biology content, that students and teachers were highly engaged, that student attendance improved, that disruptive behavior dropped, that students were building 21st-century skills in virtual communication and expression, and importantly, that using this type of technology in the classroom can facilitate good inquiry learning."
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Is this limited to only the River City Project alone though? How does it promote more inquiry, problem and project-based learning in other content?
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"I'm in a unique situation where there's a computer at every lab table," he says, pointing out that many teachers do not have that ratio of students to computers.
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when the games don't work properly, but most teachers don’t have that level of technical skill, she points out.
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"There are little things you need to know," she says, to keep the games running smoothly. "[Otherwise], it's not going to work in the classroom, and teachers aren't going to use it."
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"If [the game] doesn't have a focus or clear reason for what they're doing, it really doesn't work," says Pokrzywinski. Adapting games to the curriculum is possible, she says, but it takes time—something many teachers don't have.
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The Laptops Are Coming! The Laptops Are Coming! - Volume 22 No. 4 - Summer 2008 - Rethi... - 0 views
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believe that social justice educators must ask ourselves and our schools: What are the ethics and power structures involved in using a technology, and how do we create a learning environment to discuss and track the impact of technology on the cognitive, social and emotional development of both students and educators.
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Article from Rethinking Schools examines the use of laptops in school. She writes ,"I also believe it is vital to discuss ways in which people have used technology to create a more just world."
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HotChalk - Connecting Teachers, Students, and Parents - 0 views
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Messaging Shakespeare | Classroom Examples | - 0 views
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Brown's class was discussing some of the whaling calculations in Moby Dick. When one student asked a question involving a complex computation, three students quickly pulled out their cell phones and did the math. Brown was surprised to learn that most cell phones have a built-in calculator. She was even more surprised at how literate her students were with the many functions included in their phones. She took a quick poll and found that all her students either had a cell phone or easy access to one. In fact, students became genuinely engaged in a class discussion about phone features. This got Brown thinking about how she might incorporate this technology into learning activities.
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Brown noticed that many students used text messaging to communicate, and considered how she might use cell phones in summarizing and analyzing text to help her students better understand Richard III. Effective summarizing is one of the most powerful skills students can cultivate. It provides students with tools for identifying the most important aspects of what they are learning, especially when teachers use a frame of reference (Marzano, Pickering, & Pollock, 2001). Summarizing helps students identify critical information. Research shows gains in reading comprehension when students learn how to incorporate isummary framesi (series of questions designed to highlight critical passages) as a tool for summarizing (Meyer & Freedle, 1984). When students use this strategy, they are better able to understand what they are reading, identify key information, and provide a summary that helps them retain the information (Armbruster, Anderson, & Ostertag, 1987).
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To manage the learning project, Brown asked a tech-savvy colleague to help her build a simple weblog. Once it was set up, it took Brown and her students 10 minutes in the school's computer lab to learn how to post entries. The weblog was intentionally basic. The only entries were selected passages from text of Richard III and Brown's six narrative-framing questions. Her questions deliberately focused students' attention on key passages. If students could understand these passages well enough to summarize them, Brown knew that their comprehension of the play would increase.
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Text messaging is a real-world example of summarizing—to communicate information in a few words the user must identify key ideas. Brown saw that she could use a technique students had already mastered, within the context of literature study.
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Brown told students to use their phones or e-mail to send text messages to fellow group members of their responses to the first six questions of the narrative frame. Once this was completed, groups met to discuss the seventh question, regarding the resolution for each section of the text. Brown told them to post this group answer on the weblog.
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ThinkQuest - 0 views
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Opportunity for teachers to become involved in a global collaborative project by being a judge. Definitely a best practice to review. -
This fascinating project needs judges (oh and horizon still does too!) -- hat tip to David Warlick for this link. The student web site entries are due in tomorrow (April 2) for the 2008 competition, and ThinkQuest needs people to judge these entries. To be a judge, you must be employed as a teacher or have a minimum of five years experience in the field of education; be proficient in the English language; and be able to, and have the time to evaluate and score websites based on the provided criteria.
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shared by Ruth Howard on 20 Feb 10
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HP Invents a Central Nervous System for the Earth | Inhabitat - 4 views
www.inhabitat.com/...l-nervous-system-for-the-earth
all_teachers administrator digitalcitizenship science math technology middleschool elementary edu_news
shared by Ruth Howard on 20 Feb 10
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HP has just unveiled an incredibly ambitious project to create a “Central Nervous System for the Earth” (CeNSE) composed of billions of super sensitive, cheap, and tough sensors. The project involves distributing these sensors throughout the world and using them to gather data that could be used to detect everything from infrastructure collapse to environmental pollutants to climate change and impending earthquakes. From there, the “Internet of Things” and smarter cities are right around the corner.HP is currently developing its first sensor to be deployed, which is an accelerometer 1,000 times more sensitive than those used in the Wii or the iPhone – it’s capable of detecting motion and vibrations as subtle as a heartbeat. The company also has plans to use nanomaterials to create chemical and biological sensors that are 100 million times more sensitive than current models. Their overall goal is to use advances in sensitivity and nanotech to shrink the size of these devices so that they are small enough to clip onto a mobile telephone.Once HP has created an array of sensors, the next step is distributing them and making sense of all the data they generate. That’s no easy task, granted that a network of one million sensors running 24 hours a day would create 20 petabytes of data in just six months. HP is taking all that number crunching to task however, and will be harnessing its in-house networking expertise, consulting, and data storage technologies for the project.The creation of a global sensor system would be an incredible breakthrough – it could make our cities more efficient, save lives, and enable us to better understand, track, and combat climate change. As HP Labs senior researcher Peter Hartwell has stated, “If we’re going to save the planet, we’ve got to monitor it“.+ CeNSEVia Fast CompanyLead photo by Margie Wylie Comments RSS Comments RSS digg_url = 'http://www.inhabitat.com/2010/02/18/hp-invents-a-central-nervous-system-for-the-earth/'; digg_title = 'HP Invents a Central Nervous System for the Earth'; digg_skin = 'compact'; email this tweetmeme_url = "http://www.inhabitat.com/2010/02/18/hp-invents-a-central-nervous-system-for-the-earth/"; tweetmeme_style = "compact"; facebook this Related Posts
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shared by yc c on 04 Mar 10
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Illuminations: Dynamic Paper - 20 views
illuminations.nctm.org/ActivityDetail.aspx
generator pdf online tool grid geometry print_resource mathematics
shared by yc c on 04 Mar 10
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Need a pentagonal pyramid that's six inches tall? Or a number line that goes from ‑18 to 32 by 5's? Or a set of pattern blocks where all shapes have one-inch sides? You can create all those things and more with the Dynamic Paper tool. Place the images you want, then export it as a PDF activity sheet for your students or as a JPEG image for use in other applications or on the web. Instructions This applet allows you to create the following: Nets – two-dimensional outlines of three-dimensional shapes, including regular polyhedra, prisms, pyramids, cylinders and cones Graph Paper – coordinate graphs, polar coordinates, logarithmic graph paper Number Lines – including positive and negative coordinates Number Grids – hundreds boards and the like Tessellations – tiling patterns involving triangles, quadrilaterals, and hexagons Shapes – pattern blocks, attribute blocks, and color tiles Spinners – up to 16 sectors, with adjustable sizes
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AJET 19(1) Boyle (2003) - design principles for authoring dynamic, reusable learning ob... - 1 views
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delineate a coherent framework for the authoring of re-purposable learning objects
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significant changes in the creation of learning objects
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nternational work directed at developing learning object standards
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a learning object is defined as any entity, digital or non-digital, that may be used for learning, education or training. IEEE
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ork on metadata and learning object packaging
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cohesion
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ke any learning object and provide a 'wrapper' around this object
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learning object is thus 'packaged' in a standard container format
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learning objects must be developed with potential reuse, and especially repurposing in mind. The principal aim of this paper is to explore and delineate principles underlying authoring for reuse and repurposing.
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taxonomy
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This mapping suggests that each learning object should be based on one learning objective or clear learning goal.
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The principle of cohesion, however, indicates that there should be a separate learning object for each type of loop. An immediate advantage is that the tutor can select the order in which these learning objects are combined. A tutor dealing with experienced student may wish to deal with these in sequence; another tutor with a different group of students may intersperse these learning objects with object dealing with other features of the language.
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This would, then, make them easier to edit and manipulate in the future. I can follow this article.
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the principle of 'de-coupling', or more accurately minimised coupling.
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unit (software module/learning object) should have minimal bindings to other units.
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independently of the other (
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Right - and the goal is complete independence so as to be able to manipulate and change later.
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The learning object should, as far as possible, be free standing.
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YES! Can we please apply this to items as simple as Word documents and HTML? It would make things so much easier. This also reminds me of good pedagogical design principles BEFORE we had digital learning -- the same should be true for worksheets, handouts, textbooks, etc. It needs to be able to be changed.
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adaptation
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The challenge is to maintain this richness in a system composed of reusable components.
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We must face the challenge of creating learning objects that are cohesive, decoupled and pedagogically rich. This design challenge is associated with the issue of 'repurposability' as we might expect rich learning objects to provide further options for adaptation by local tutors.
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Yes, yes, and yes. We need to think beyond our own immediate purposes.
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n the Java language
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quite honestly, I would have preferred a non-computer programming example. These principles apply to all technology design, not just programming. Something more accessible would have made this paper stronger.
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The project involves intervention in syllabus development, the social organisation of learning and the introduction of new eLearning materials. The eLearning resources are being based on the authoring of rich, reusable learning objects. This development provides the focus for the present discussion.
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The learning objects are being developed both to meet immediate pedagogical needs and to serve this larger goal. This produces extra pressure initially. However, it provides the potential to divide the eventual task among a number of contributing partners, exploiting considerable advantages of scale.
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A key challenge for the project is to resolve the tensions in a creative and productive way.
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Basically, you have to take it all apart and put it back together again. This is fundamental to learning a new way to design anything, really.
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A compound object consists of two or more independent learning objects that are linked to create the compound.
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A further important feature is that each simple component object can be reused independently.
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They thus provide a basis for pedagogical richness that fully exploits the opportunities offered by the technology.
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manage the bindings between one object and others
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they should be able to reconfigure this to shape their own compound object.
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This is so crucial. Each educator must be able to restructure it, use to his/her advantage within context.
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main types of binding: navigational bindings through URLs and non-URL based content bindings. This design pattern deals with the issue of URL based bindings.
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we must have a design mechanism for managing these bindings.
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learning object consists of a core and zero or more expansions. A default object is presented with the core with certain expansions added. These expansions aim to provide added pedagogical value to help in attaining the learning objective.
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the relationship between learning objects and the syllabus, course or other higher organising structure in which they are delivered.
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the syllabus navigation structure operates at a different layer of organisation for the learning object resources
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. These syllabi objects operate at a different layer from that of main content objects
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The key message is the need to establish distinct layers of organisation in eLearning
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The central challenge is to design for reuse and repurposing.
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painful reading with the example of Java - but the point remains that all learning objects should be managed and designed with the purpose of being able to use them in the future in ways that are dynamic and reusable. This means de-coupling them and ensuring they are made of distinct pedagogical units.
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Building a Better Teacher - NYTimes.com - 7 views
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There was no shortage of prescriptions at the time for how to cure the poor performance that plagued so many American schools. Proponents of No Child Left Behind saw standardized testing as a solution. President Bush also championed a billion-dollar program to encourage schools to adopt reading curriculums with an emphasis on phonics. Others argued for smaller classes or more parental involvement or more state financing.
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This record encouraged a belief in some people that good teaching must be purely instinctive, a kind of magic performed by born superstars.
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TakingITGlobal - Inspire. Inform. Involve. - 11 views
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We enable a collaborative learning community which provides youth with access to global opportunities, cross-cultural connections and meaningful participation in decision-making. What We Offer: Global online social network and hub for civic participationContent & tools for educators to facilitate rich, interactive learning experiencesOutreach & Collaboration tools for events, networks, campaigns, and causesResearch, development, and sharing of best practices on youth engagementFacilitated learning experiences through workshops, webinars, and e-courses
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shared by David Wetzel on 20 May 10
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Understanding Scientific Inquiry: Inquiry Involves the Use of Critical Thinking to Unde... - 9 views
scientificresearchmethods.suite101.com/...scientific_inquiry_what_is_it
scientific inquiry critical thinking science investigations experimental design teaching home school strategies
shared by David Wetzel on 20 May 10
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Scientific inquiry causes students to use higher order thinking skills and learn science from a minds-on approach. Inquiry's foundation originates with John Dewey. In Dewey's book Democracy in Education (1916), he indicates that education begins with the curiosity of learners.
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shared by Dave Truss on 31 May 10
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What Makes a Great Teacher? - Magazine - The Atlantic - 27 views
www.theatlantic.com/...2
success TeacherEvaluation studentteacher good2great teaching teachingstrategies
shared by Dave Truss on 31 May 10
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Great teachers, he concluded, constantly reevaluate what they are doing. Superstar teachers had four other tendencies in common: they avidly recruited students and their families into the process; they maintained focus, ensuring that everything they did contributed to student learning; they planned exhaustively and purposefully—for the next day or the year ahead—by working backward from the desired outcome; and they worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls.
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one way that great teachers ensure that kids are learning is to frequently check for understanding: Are the kids—all of the kids—following what you are saying? Asking “Does anyone have any questions?” does not work, and it’s a classic rookie mistake. Students are not always the best judges of their own learning. They might understand a line read aloud from a Shakespeare play, but have no idea what happened in the last act.
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Mr. Taylor follows a very basic lesson plan often referred to by educators as “I do, we do, you do.” He does a problem on the board. Then the whole class does another one the same way. Then all the kids do a problem on their own.
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“We see routines so strong that they run virtually without any involvement from the teacher. In fact, for many highly effective teachers, the measure of a well-executed routine is that it continues in the teacher’s absence.”
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On the front wall, Mr. Taylor has posted different hand signals—if you need to go to the bathroom, you raise a closed hand. To ask or answer a question, you raise an open hand. “This way, I have the information before I even call on you,”
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Before they leave, all the kids fill out an “exit slip,” which is usually in the form of a problem—one more chance for Mr. Taylor to see how they, and he, are doing.
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I make it my business to call the parents—and not just for bad things.”
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Great teachers, he concluded, constantly reevaluate what they are doing. Superstar teachers had four other tendencies in common: they avidly recruited students and their families into the process; they maintained focus, ensuring that everything they did contributed to student learning; they planned exhaustively and purposefully-for the next day or the year ahead-by working backward from the desired outcome; and they worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls.
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YouTube - "The Internet Symphony" Global Mash Up - 0 views
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TakingITGlobal - Inspire. Inform. Involve. - 0 views
High School History Student Network - 8 views
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A chat with Stephen Downes on OER - Creative Commons - 3 views
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My mission is to make it so that every person around the world has full access to educational opportunities and equal opportunity to make the most of their lives. Open educational resources are an important part of that because, of course, access to open materials enables all of that
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In order to learn, we have to be active. You have to do things; we have to create things. So learning, whether it occurs in the classroom, in a formal situation or informal situation, it involves not only accessing, but remaking, remixing, repurposing, and rewriting learning resources; the creation of learning resources; the redistribution of them.
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apophenia: spectacle at Web2.0 Expo... from my perspective - 11 views
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about the implications of turning the backchannel into part of the frontchannel
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I received word from the organizers that I was not going to have my laptop on stage with me.
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only learned about the Twitter feed shortly before my talk. I didn't know whether or not it was filtered. I also didn't get to see the talks by the previous speakers so I didn't know anything about what was going up on the screen.
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I counted for the time when I could get off stage.
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Had I known about the Twitter stream, I would've given a more pop-y talk that would've bored anyone who has heard me speak before and provided maybe 3-4 nuggets of information for folks to chew on. It would've been funny and quotable but it wouldn't have been content-wise memorable.
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But why why why spend thousands of dollars to publicly objectify women just because you can? This is the part that makes me angry.
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I don't mind being critiqued. I think that being a public figure automatically involves that.
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I blogged on this yesterday, but this is a post to read and share with college level and higher who are following Web 2.0 and specifically the use of backchannels.