Technology has enabled inexpensive reproduction of a wide variety of media, which has in turn radically transformed the structures of a number of industries.
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shared by Stephanie Sandifer on 07 Jul 10
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Jodi Beggs: How Video Will Likely Create Rather Than Kill the Classroom "Star" - 5 views
www.huffingtonpost.com/...-will-likely-cre_b_636114.html
online learning virtual school education technology edtech elearning
shared by Stephanie Sandifer on 07 Jul 10
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It's hard to dispute the hypothesis that the higher instructor quality would likely overcome the modest benefits of face-to-face instruction, and I would be willing to bet that this form of virtual instruction would come as a welcome change for those students taught by instructors who are teaching merely to fulfill university requirements, are using courses to push their own agendas, or just plain don't speak English
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The traditional model of education is not altogether different from the old-time theater or concert model. On the up side, customers enjoy a live experience where they can potentially interact with the performer or instructor. On the down side, this model is limited in its scalability (especially where simply increasing venue or classroom size is not reasonable) and thus more expensive than its virtual counterpart. Given the skyrocketing cost of college education, the potential appeal of virtual instruction is becoming quite significant.
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Virtual instruction has the potential not only to give a large number of students access to top instructors at lower cost but also to provide the incentives to attract and retain top teaching talent in the first place.
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Virtual instruction has the potential not only to give a large number of students access to top instructors at lower cost but also to provide the incentives to attract and retain top teaching talent in the first place.
Implications for Modeling and Reasoning from Common Core State Standards for ... - 3 views
Why I Blog: A Principal's 13 reasons | Connected Principals - 11 views
The Power of Literature Circles in the Classroom | Edutopia - 13 views
www.edutopia.org/...-and-reasons-why-elena-aguilar
literature lit-circles edutopia education reading learning
shared by Dean Mantz on 01 Dec 10
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21 Things That Will Become Obsolete in Education by 2020 - THE DAILY RIFF - Be Smarter.... - 36 views
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we don't need kids to 'go to school' more; we need them to 'learn' more
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"Within the decade, it will either become the norm to teach this course (high school Algebra I) in middle school or we'll have finally woken up to the fact that there's no reason to give algebra weight over statistics and IT in high school for non-math majors (and they will have all taken it in middle school anyway)." - Shelley Blake-Plock -
RT @ransomtech: A good discussion starter: "21 Things That Will Become Obsolete in Education by 2020" http://bit.ly/dTqAxj
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In Obama's Election, a Textbook Case of History in the Making for Students This Fall - ... - 0 views
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An article about how textbook publishers are rushing to include Obama's election in their latest books -
One could use this article as yet another reason to show that purchasing textbooks, especially for a subject such as this, is a practice that SHOULD disappear in the near future. When you have access to ALL the world's information as well as commentary on that information, AND as well as the ability to share it electronically and contribute to the commentary, there really just is NOT a need to purchase those books anymore. Or am I completely wrong?
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Schools tap '21st-century skills' (csmonitor.com) - 0 views
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Those are some of the capabilities known as "21st-century skills" - what everyone from CEOs to President-elect Obama says that today's students need for their fast-changing future. In a knowledge economy, the reasoning goes, the ability to articulate and solve problems, to generate original ideas, and to work collaboratively across cultural boundaries is growing exponentially in importance. The challenge for schools is to find ways to shift from traditional rote learning and teach these skills, while still doing due diligence to the three R's. The good news about 21st-century skills, advocates say, is that they can be integrated into core subjects.
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World Without Walls: Learning Well with Others | Edutopia - 0 views
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We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
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What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
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Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
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Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
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Likewise, we must make sure that others can locate and vet us.
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technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
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All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
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The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
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Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
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Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
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The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
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The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
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Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
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The technologies we block in their classrooms flourish in their bedrooms
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Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
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I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
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ASCD - 0 views
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first 60 seconds of your presentation is
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How many of us emphasize the first 60 seconds of a presentation students give?
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Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar, punctuation, or spelling—the things we spend so much time teaching and testing in our schools
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the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.
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Employees in the 21st century have to manage an astronomical amount of information daily.
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There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
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Buidling a PLN using an RSS Reader is ESSENTIAL to managing information. THis is part of what I teach and do and so important!
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rapidly the information is changing.
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half-life of knowledge in the humanities is 10 years, and in math and science, it's only two or three years
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Personal learning networks and RSS readers ARE a HUGE issue here. We need to be customing portals and helping students manage information.
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“People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”
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How do we reward students who question teachers -- not their authority but WHAT They are teaching? Do we reward students who question? Who inquire? Who theorize? Or do we spit them out and punish them? I don't know... I'm questioning.
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want unique products and services:
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developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.
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IN a typical year, how often are your students asked to invent something from scratch?
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The three look at one another blankly, and the student who has been doing all the speaking looks at me and shrugs.
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When teachers tell students WHY withouth making them investigate, then we are denying them a learning opportunity. STOP BEING THE SAGE ON THE STAGE!.
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The test contains 80 multiple-choice questions related to the functions and branches of the federal government.
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Let me tell you how to answer this one
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Drill and test is what we've made. Mindless robots is what we'll reap. What are we doing?
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reading from her notes,
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Each group will try to develop at least two different ways to solve this problem. After all the groups have finished, I'll randomly choose someone from each group who will write one of your proofs on the board, and I'll ask that person to explain the process your group used.”
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Every time I do a team project, the "random selection" is part of it. Randomly select -- classtools.net has a random name generator -- great tool - and it adds randomness to it.
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a lesson in which students are learning a number of the seven survival skills while also mastering academic content?
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students are given a complex, multi-step problem that is different from any they've seen in the past
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how the group solved the problem, each student in every group is held accountable.
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ncreasingly, there is only one curriculum: test prep. Of the hundreds of classes that I've observed in recent years, fewer than 1 in 20 were engaged in instruction designed to teach students to think instead of merely drilling for the test.
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Not in my class, but in many classes - yes. I wonder how I'd teach differently if someone made me have a master "test" for my students at the end of the year. I'd be teaching to the test b/c I"m a type "A" driven to succeed kind of person. Beware what you measure lest that determine how you grow.
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. It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
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I have yet to talk to a recent graduate, college teacher, community leader, or business leader who said that not knowing enough academic content was a problem.
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critical thinking, communication skills, and collaboration.
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seven survival skills every day, at every grade level, and in every class.
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College and Work Readiness Assessment (www.cae.org)—that measure students' analytic-reasoning, critical-thinking, problem-solving, and writing skills.
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Would like to look more at this test, however, also doing massive global collaborative projects requiring higher order thinking is something that is helpful, I think.
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2. Collaboration and Leadership
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3. Agility and Adaptability
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Today's students need to master seven survival skills to thrive in the new world of work.
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4. Initiative and Entrepreneurialism
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6. Accessing and Analyzing Information
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7. Curiosity and Imagination
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I conducted research beginning with conversations with several hundred business, nonprofit, philanthropic, and education leaders. With a clearer picture of the skills young people need, I then set out to learn whether U.S. schools are teaching and testing the skills that matter most.
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“First and foremost, I look for someone who asks good questions,” Parker responded. “We can teach them the technical stuff, but we can't teach them how to ask good questions—how to think.”
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This is a great aspect of project based learning. Although when we allow students to have individual research topics, some teachers are frustrated because they cannot "can" their approach (especially tough if the class sizes are TOO LARGE,) students in this environment CAN and MUST ask individualized questions. This is TOUGH to do as the students who haven't developed critical thinking skills, whether because their parents have done their tough work for them (like writing their papers) or teachers have always given answers because they couldn't stand to see the student struggle -- sometimes tough love means the teacher DOESN'T give the child the answer -- as long as they are encouraged just enough to keep them going.
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“I want people who can engage in good discussion—who can look me in the eye and have a give and take. All of our work is done in teams. You have to know how to work well with other
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Last Saturday, my son met Bill Curry, a football coach and player that he respects. Just before meeting him, my husband reviewed with my son how to meet people. HE told my son, "Look the man in his eyes and let him know your hand is there!" After shaking his hand, as Mr. Curry was signing my son's book, he said, "That is quite a handshake, son, someone has taught you well." Yes -- shaking hands and looking a person in the eye are important and must be taught. This is an essential thing to come from parents AND teachers -- I teach this with my juniors and seniors when we write resumes.
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how to engage customers
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Engagi ng customers requires that a person stops thinking about their own selfish needs and looks at things through the eyes of the customer!!! The classic issue in marketing is that people think they are marketing to themselves. This happens over and over. Role playing, virtual worlds, and many other experiences can give people a chance to look at things through the eyes of others. I see this happen on the Ning of our projects all the time.
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the world of work has changed profoundly.
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Work has changed, school hasn't. In fact, I would argue that schools are more industrial age than ever with testing and manufacturing of common knowledge (which is often outdated by the time the test is given) at an all time high. Let them create!
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Over and over, executives told me that the heart of critical thinking and problem solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won't solve today's problems.”
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We give students our critical questions -- how often do we let them ask the questions.
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I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero. You'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying.
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If our students get eight out of 10 right, they are a low "B" student. Do we have projects where students can experiement and fail without "ruining their lives." Can they venture out and try new, risky things?
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risk aversion
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He says risk aversion is a problem in companies -- YES it is. Although upper management SAYS they want people willing to take risks -- from my experience in the corporate world, what they SAY and what they REWARD are two different things, just ask a wall street broker who took a risky investment and lost money.
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AAUP: Free Higher Education - 0 views
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Deeper loan debt means more profits for the financial sector, particularly suppliers of student loans. Executives of SLM Corporation, the giant student loan company known as Sallie Mae, have said that the rising costs of education will swell its bottom line for some time to come. Sallie Mae, as a quasi-federal agency, was supposed to make money available so that college would be affordable. But under the Clinton administration, Sallie Mae became a private corporation, and it is profiting.
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This state of affairs is unacceptable and an affront to any reasonable notion of a fair and democratic society. We believe that the appropriate response is to articulate, and mobilize in support of, a clear vision of how a fair and just society should provide access to higher education. We propose that all academically qualified students who desire an education should be able to get one—without constraint by cost or the need to amass crippling debt
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The comment that became a post | Do U C What I C - 0 views
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it’s lonely outside the box
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for the most part, we are all just trying to soak it up and learn from each other.
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I don’t think you can take anything here in this world of virtual connections too seriously, or you’ll lose sight of the real reason we are all out here doing this.
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Another reflection from a blogger -- I love this quote, "It's lonely outside the box!" It has been very insightful to share information on how people of all types feel about the edublogosphere.
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Raising expectations « Educational Discourse - 0 views
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Oh, one more thing. We need to expand our options for students who aren’t ready to be in school. There are a number of students who, for whatever reason, just are not ready to be in school, at least, school as it is now conceived. If there isn’t going to be changes to school structures, then there needs to be some type of option for those students who don’t want to be in school. They find it stupid, a waste of time, irrelevant….. making the life of those around them much more miserable than it needs to be, especially during the teenage years when things aren’t always that hot to begin with. In some way, these students need our most creative thinking and problem solving.
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Now, I'm not going to give a list of "standards". We all know we've enough of those! Instead, I'm going to look at what students might need to do well as they leave school. From here, you can decide the expectations you have for these.
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Listening to the Audience (Twitter) at Web 2.0 Expo: The Balance of Value vs Entertainment - 0 views
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so I acknowledged them in twitter, and let everyone know we would quickly shift to questions, so the audience could drive the agenda. We received over a dozen questions, and I hope the audience was satisfied, lots of good hard questions from many folks on the ground that are trying to solve these problems: getting management to agree, measuring roi, dealing with detractors, etc. After which, I think we won him over: “Questions made the panel: Love hearing viewpoints from people with boots on the ground”
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This is the point, the audience (students) want the session to be relevant. They wan tto be part of it. That is WHY you should establish a backchannel. Then, the moderator of the panel should monitor the backchannel. I use a backchannel room on Chatzy. Jeremiah just used twitter. However, I agree that BACKCHANNELING is an essential best practice to a good presentation AND having a backchannel moderator. I would add that I like to also have "google jockey" dropping in links as well!
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Now, the next panel (Greg Narain, Brian Solis, Stowe Boyd) wasn’t traditional by any sense, it was an experiment, where we crowd-sourced the agenda to the audience –they used Twitter. Greg Narain setup an application where members from the audience could message (@micromedia2) and their tweets (comments, questions, requests, answers, and sometimes jokes made at Scoble’s expense) were seen live on the screen.
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This is a cool idea and something we may do in our NECC presentation about viral professional development.
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he was waiting for that breakthrough insight.
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This is an important point -- it is not just about being entertained -- people want MEAT and breakthroughs as well, especially if you're one of "those" people with a reputation for break through statements. Don't let backchannels become distracting -- keep focus and let them add to the presentation.
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Later, I talked to the gentleman who thought the session was negative, and his reason was because he was left out, and didn’t know how to get twitter started.
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Another good point, people feel left out when they don't know what you're doing. How about some "suggested prerequisites" or links published prior to a panel so that people will "get it??" I think the rules are changing and we are reinventing PD.
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we can tell as people actually took the time to blog about it
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I think our culture is being overrun by big mouths & squeaky wheels. Not everyone wants to jump into the mosh pit or finds it boring to have useful information presented in a structured format.
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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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Is Google Making Us Stupid? - 0 views
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What the Internet is doing to our brains
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A new e-mail message, for instance, may announce its arrival as we’re glancing over the latest headlines at a newspaper’s site. The result is to scatter our attention and diffuse our concentration.
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Some might call this multitasking... but "good" multitasking needs to be purposeful. Those who can filter those attention scattering and diffusing interuptions just may be getting smarter.
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Most of the proprietors of the commercial Internet have a financial stake in collecting the crumbs of data we leave behind as we flit from link to link—the more crumbs, the better. The last thing these companies want is to encourage leisurely reading or slow, concentrated thought. It’s in their economic interest to drive us to distraction.
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All the more reason to educate students on social media literacy with a purpose.
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He couldn’t foresee the many ways that writing and reading would serve to spread information, spur fresh ideas, and expand human knowledge (if not wisdom).
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And because they would be able to “receive a quantity of information without proper instruction,” they would “be thought very knowledgeable when they are for the most part quite ignorant.”
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Nothing's different here. In fact, I might argue that it is even more important that we have "proper instruction".
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They would be “filled with the conceit of wisdom instead of real wisdom.”
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emotionlessness that characterizes the human figures in the film, who go about their business with an almost robotic efficiency. Their thoughts and actions feel scripted, as if they’re following the steps of an algorithm.
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Is this where education/teaching is headed if it does not embrace technology for the freedom it offers learners?
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Argument Mapping Tutorials - 22 views
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Comparing ICT use in education across countries | A World Bank Blog on ICT use in Educa... - 7 views
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we still do not have reliable, globally comparable data in this area
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basic answers to many basic questions about the use of technology in schools around the world remain largely unanswered
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Recent World Bank technical assistance related to ICT use in education has highlighted the fact that internationally comparable data related to ICT use in education do not exist -- and that this absence is a problem
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"It is a mistake to separate out technology infrastructure from pedagogical practices."
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will begun to be collected in late 2010 as part of the general statistical gathering that UIS coordinates with all countries in the world.
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At first glance, it might appear to some that, generally speaking, the more hours of recommended hours per use of computers might correlate well with how 'advanced' a country is in its use of ICTs in schools. In fact, the opposite is often the case.
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another reason why pedagogy can not be separated from the IT use. It's not enough to simply put a computer in front of a child.
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In countries considered 'advanced' in ICT use, especially in 1-to-1 computing environments (like Uruguay, for example), laptops are (essentially) always available, but use is not officially prescribed/recommended for a specific period of time.
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that less developed countries where ICT use in relatively new may well report that ICT use is recommended more than in more 'advanced' countries where ICTs are more mainstreamed in education.
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it highlights the fact that that simple conclusions drawn from such data can be quite dangerous.
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That said, the building of a universal index related to ICT use in education is especially problemmatic, given the the number of assumptions and value judgements that would need to be made about the importance or weight of individual indicators -- and that cross-national data collection in this area is still in its infancy
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the fast changing nature of technology requires regular adaptation and change.
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As we do so, the fact that the UIS will be collecting basic data on where things stand today in all countries in the world will greatly contribute to our collective ability to track developments and changes in this increasingly vital and strategic area of investment for governments and societies around the world.
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I'm thinking the data collectors should talk to Hans Rosling.. I bet he has some ideas about how to go about this properly!
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Fascinating article about upcoming data to be collected on international ICT use in education. So many challenges.
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Executive Summary | U.S. Department of Education - 9 views
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regardless of background, languages, or disabilities,
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personalized learning
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critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.
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In all these activities, technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that in aggregate will lead to continuous improvement across our entire education system.
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Another basic assumption is the way we organize students into age-determined groups, structure separate academic disciplines, organize learning into classes of roughly equal size with all the students in a particular class receiving the same content at the same pace, and keep these groups in place all year.
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For good reason at the elementary level. It's called socialization. Students that are 2 or 3 years apart can exhibit radically different thought processes, levels of self-control, but more importantly, there are huge developmental differences socially, emotionally, and physcially.
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The NETP accepts that we do not have the luxury of time – we must act now and commit to fine-tuning and midcourse corrections as we go. Success will require leadership, collaboration, and investment at all levels of our education system – states, districts, schools, and the federal government – as well as partnerships with higher education institutions, private enterprises, and not-for-profit entities.
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Perhaps one of the most frightening statements in the document to a large number of school districts. Teachers quite often are able to enact a mid-course shift, and students are most always extremely flexible, but at the administration and district level change can often be glacial as such radical change could very well mean replacing the hierarchy of leadership throughout a district, shifting positions, or eliminating them, and large organizations have a tendency towards self-preservation.
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Current update to National Education Technology plan in the USA. Highlighted with diigo with comments.
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Current update to National Education Technology plan in the USA. Highlighted with diigo with comments.