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Claude Almansi

College-Made Device Helps Visually Impaired Students See and Take Notes - Wired Campus - The Chronicle of Higher Education - 0 views

    "August 1, 2011, 5:51 pm By Rachel Wiseman College students with very poor vision have had to struggle to see a blackboard and take notes-basic tasks that can hold some back. Now a team of four students from Arizona State University has designed a system, called Note-Taker, that couples a tablet PC and a video camera, and could be a major advance over the small eyeglass-mounted telescopes that many students have had to rely on. It recently won second place in Microsoft's Imagine Cup technology competition. (...) The result was Note-Taker, which connects a tablet PC (a laptop with a screen you can write on) to a high-resolution video camera. Screen commands get the camera to pan and zoom. The video footage, along with audio, can be played in real time on the tablet and are also saved for later reference. Alongside the video is a space for typed or handwritten notes, which students can jot down using a stylus. That should be helpful in math and science courses, says Mr. Hayden, where students need to copy down graphs, charts, and symbols not readily available on a keyboard. (...) But no tool can replace institutional support, says Chris S. Danielsen, director of public relations for the [NFB]. "The university is always going to have to make sure that whatever technology it uses is accessible to blind and low-vision students," he says. (Arizona State U. has gotten in hot water in the past in just this area.) (...) This entry was posted in Gadgets."
Ed Webb

Literacy Levels Among College Students | Faculty Focus - 0 views

  • While we’d like to think that our students are prepared for the challenging content we assign, collegiate students are still developing as readers and we need to help them in this process.
  • Looking at the average literacy levels for students enrolled in two- and four-year institutions, the authors report that while college students on average score significantly higher than the general adult population in all three literacy types, the average score would be characterized at the intermediate literacy level.
  • some important findings for those institutions of higher education whose missions include working with first-generation college students or with international students. students whose parents are college graduates score significantly higher across all literacy types than those students whose parents did not attend any post-secondary education. Foreign-born students score significantly lower across every literacy type than their US-born peers.
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  • researchers did not find significantly different literacy levels when comparing students at public vs. private institutions or at selective vs. nonselective institutions. While the findings may be a little disheartening, the report shows that ALL institutions of higher education need to be aware of their students’ literacy levels.
Ed Webb

The Fall, and Rise, of Reading - 1 views

  • During a normal week — whether in two-year or four-year colleges, in the humanities or STEM — about 20 to 40 percent of students do the reading.
  • The average college student in the United States spends six to seven hours a week on assigned reading, according to the National Survey of student Engagement (which started tracking the statistic in 2013). Other countries report similarly low numbers. But they’re hard to compare with the supposed golden age of the mid-20th century, when students spent some 24 hours a week studying, Baron says. There were far fewer students, they were far less diverse, and their workload was less varied — “studying” meant, essentially, reading books.
  • more students are on track to being ready for college-level reading in eighth and 10th grade” — about 62 percent — “than are actually ready by the time they reach 12th grade.
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  • The scores of fourth- and eighth-graders on reading tests have climbed steadily since the 1990s, according to the National Assessment of Educational Progress. But those of 12th-graders have fallen. Just 37 percent of high-school seniors graduate with “proficiency” in reading, meaning they can read a text for both its literal and its inferential meanings.
  • While those with bachelor’s and graduate degrees maintained the highest levels of literacy overall, those groups also experienced the steepest declines. Just 31 percent of college graduates were considered proficient readers in 2003, by that test’s definition, down from 40 percent in 1992.
  • “We quickly realized that unless you actually assign a grade for the out-of-class component, students just won’t do it,”
  • “Harvard students are really not that different in terms of how they behave. They’re bright, they’re academically more gifted,” she says. But they’re also “incredibly good at figuring out how to do exactly what they need to do to get the grade. They’re incredibly strategic. And I think that’s really true of students everywhere.”
  • turns the classroom into a social-learning environment
  • “We have young people who are coming away from high school with a very sort of test-driven training — I won’t call it education — training in reading.”
  • Teaching students how to read in college feels “remedial” to many professors
  • Faculty members are trained in their disciplines. “They don’t want to be reading teachers. I don’t think it’s a lack of motivation,” says Columbia’s Doris Perin. “They don’t feel they have the training.” Nor do they want to “infantilize” students by teaching basic comprehension skills, she says.
  • Tie reading to a grade: Quizzes and assigned journals, which can determine about 20 percent of the final grade, can double or even triple reading compliance — but rote formats that seem to exist for their own sake can encourage skimming or feel punitive.“Do away with the obvious justifications for not doing the reading,” says Naomi Baron, at American U. “If you summarize everything that’s in the reading, why should students do it?”Ask students to make arguments, compare, and contrast — higher- order skills than factual recall.Using different media is fine, but maintain rigor. “You can do critical reading of anything that has essentially an academic argument in it,” says David Jolliffe, at the U. of Arkansas. Video and audio, in fact, may sometimes be better than textbooks — what he calls “predigested food.”Explicitly tie out-of-class reading to in-class instruction, going over points of confusion and connecting lessons and texts to each other.Teach reading skills. “Hundreds” of strategies exist, all of which make “explicit the processes that proficient readers use without thinking about it,” says Doris Perin, at Columbia.
  • “A lot of faculty members, myself included, are saying, If they’re not doing the reading, we can get unhappy, we can get angry,” she says. “Or we can do something about it.”
Brian C. Smith

eSchoolNews - Students want more use of gaming technology - 0 views

    • Brian C. Smith
      Is it only the test scores? I worry about the actual translation of math skills to real world problems rather than having students do well on a test or beat their friends for bragging rights.
  • Nearly two-thirds of middle and high school students said “let me use my own laptop, cell phone, or other mobile device at school.”
  • While 53 percent of middle and high school students are excited about using mobile devices to help them learn, only 15 percent of school leaders support this idea. Also, fewer than half as many parents as students see a place for online learning in the 21st century school.
    • Brian C. Smith
      With a gap of 38% between students and admins you'd think the administrators might actually approach students, the most untapped resource in the school community, about how they might see the use of mobile devices to help or enhance thier learning and communication.
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  • And even fewer teachers, parents, and school leaders want students to have access to eMail and instant-messaging accounts from school.
  • Keeping school leaders well informed is the first step toward helping to bridge this disconnect
    • Brian C. Smith
      There are many, many timely and effective ways for school leaders to stay informed themselves. Why are they not taking advantage of these? Let's teach them to fish.
  • Hopefully, the results of this survey will reach them. If school leaders become more familiar with student views,
    • Brian C. Smith
      Suggestion: Listen and talk (sparingly) to the students in your schools, get to know them. One of the best strategies for learning I ever learned was to "know your students well". Listen to the students in your schools and you will learn a lot.
  • his vision for the ultimate school is one where the teachers and the principal actively seek and regularly include the ideas of students in discussions and planning for all aspects of education—not just technology.
    • Brian C. Smith
Gaby Richard-Harrington

Working Toward Student Self-Direction and Personal Efficacy as Educational Goals - 2 views

    • Gaby Richard-Harrington
      I think that this is worth listening to. It gives a really different reason for conferences.
  • she observes student-led parent/student conferences.
    • Gaby Richard-Harrington
      I think this is worth listening to. It gives a whole new perspective on conferences.
  • improvement of instruction and for evaluation,
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  • mutually-enhancing learning process.
  • In traditional classrooms the teacher is seen as the information giver; knowledge flows only one way from teacher to student. In contrast, the methods used in a collaborative classroom emphasize shared knowledge and decision making.
  • Teachers may have a great deal of difficulty learning how to share control of instruction with students.
  • helping students make their own decisions will conflict with some teachers' learned experiences as well as their feelings about being in charge.
  • For some teachers this is a most difficult challenge
  • Similarly, students who are used to relying on teachers to give them so much structure, direction and information will have to learn to start asking themselves
  • "What can I do before I ask an adult?"
  • Some psychologists point out that fostering self-determination and personal efficacy can conflict with our goals for collaborative work (Sigel) unless we find ways to mold both goals into our instructional programs
  • self-direction can refer not only to the individual but to a group, a class of students, that decides upon goals, designs strategies and collaboratively evaluates progress on a group basis. As Vygotsky (1978) notes,
  • learning to think occurs within a social context; group speech gradually becomes internalized as personal self-talk about confronting life's difficult, complex situations.
  • Finally, personal efficacy means taking control of one's destiny
  • school restructuring and change
  • Some critics (Apple, 1979) suggest that schools help students reproduce knowledge of a dominant social, economic class, and not engage in producing for their own knowledge.
  • Further, many parents are concerned that a reorientation toward student self-direction and personal efficacy will diminish the influence of home and school and inadequately prepare students for the work force.
Anne Bubnic

Goals for K-12 Science Education - 0 views

    So what is it that we want students to gain from a k-12 science education? What are the goals we should constantly work to promote in students? Considering that rote memorization of scientific ideas leads to little understanding, I have identified ten goals for students that focus on life learning skills, and other traits that will be valuable to them in the future, no matter their career choice. Each goal below is accompanied by more specific explanations of what I might see students doing who meet that goal. I hope whatever your goals are for your students, you have thought about them extensively. We all want great things for our students, but if we do not have well articulated goals, our efforts will not be focused.
Dave Truss

Diigo in Writing Class « What Else? 1DR - 0 views

  • Here a student simply highlights the information she needs to review later in her document (wiki, MS Word, presentation, etc.) in order to analyze the information for her needs.
  • By gathering the information needed, the student is able to synthesize the ideas into his/her own connections
    • Dave Truss
      Check out the link.
  • By saving the information to a Diigo group, students can connect with each other and share the important ideas for discussion or writing later:
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  • In addition, after students write online (Google Docs, Wikis), the teacher can “Diigo” feedback. What was well done in the writing? What still needs improvement? This fifth grade student read the first annotation about the need to add examples.
  • Through individual or collaborative Diigo annotations, students connect to facts in ways that allow comprehension and connections that deepen their understanding.  Through Diigo annotations for feedback, students easily understand what aspects of their writing need improvement. Diigo is our friend in the writing classroom.
    Here a student simply highlights the information she needs to review later in her document (wiki, MS Word, presentation, etc.) in order to analyze the information for her needs. ...Through individual or collaborative Diigo annotations, students connect to facts in ways that allow comprehension and connections that deepen their understanding. Through Diigo annotations for feedback, students easily understand what aspects of their writing need improvement. Diigo is our friend in the writing classroom.
Vicki Davis

Teaching Students to Dig Deeper | Edutopia - 15 views

    You can help them think deeper but it takes time and sharpening the saw. Great article. "A common occurrence in classrooms is that the teacher, when he or she sees the students struggle mightily to "think out of the box" will precipitously step in and give the students the answers, or throw the deeper learning activity out all together, thinking that the students aren't ready for it. What these students and the teachers need is to be patient, practice and build those mental muscles over time. One thing that helps teachers and students is a better understanding the nature of the advanced thinking tools."
Vicki Davis

Students: We Need Your Help with the Quest2Matter - Choose 2 Matter - 2 views

    Some of my students are signing up to join the Quest2matter as part of their passion projects. Here's a link to the website and the signup. If your child wants to make a difference in the world, you may want to mention this as something they want to do. Very exciting. "The Quest2Matter is a five-week, student-focused initiative that seeks to inspire students to tackle problems that break their heart. This is an unprecedented opportunity to unlock the potential of students to think entrepreneurially and innovatively and use modern tools to solve problems that break their heart. To learn more about the Quest2Matter, read this post. We are looking to recruit 225 students, and teachers to help facilitate them for our DREAM TEAM! They will be helping us launch the Quest2Matter and its parent movement, Choose2Matter. See the general information and qualifications below, followed by the specific duties of each team. At the very bottom of this post, you'll find a link to the sign-up form."
Sue Ann Miller

Writing Reviser by  SAS® Curriculum Pathways® - 6 views

    Check out this free writing adviser that students can use to get instant feedback on their writing. students can type in the tool itself or upload a document. Awesome formative tool. students are allowed to focus on their purpose and audience, essay structure, and use of written language (sentence economy, variety, power, and clarity). You will see your students learning to ask questions experienced writers ask automatically. As a result, you'll see your students express themselves with greater precision and power. Best of all it is free. You will need an account set up to use this amazing tool, and then you can also enroll your students.
Vicki Davis

Hacking Your Classroom: Getting Around Blocks & Bans - 0 views

    Dawn Casey-Rowe hits a tough topic that is the number one complaint that teachers have. I had her on my show not too long a go and she speaks from a tough situation with lots of blocks and bans but gets it done anyway. If your complaint is blocks and bans, then take time to read this post to focus on what you CAN do. Dawn is offering a set of PD blog posts that you'll want to dig into. "This week, we're going to discuss the white elephant in the room. Tech frustration. Many teachers struggle to bring students the type of tech experience they would like because of systemic blocks and bans, or worse, feel embarrassed as students have more access to tech than teachers do. This is the issue that brought me to the tech world myself. students continually asked the hard questions about why they couldn't utilize technology such as smartphones, laptops, and tablets, and why phones were confiscated when students were using them for educational purposes. I wanted to improve my classroom experience and give my students more, but budget was a concern. Tech access is a problem in many schools. There are legitimate reasons-the desire of administrators to protect students from the darker side of the internet, fear of the unknown, lack of wireless capacity and budget difficulties which cause insufficient numbers of computers or the inability to upgrade existing tech. Some educational leaders have overcome these hurdles, but others are still working to get to that space."
Vicki Davis

Mobile Study: Tablets Make a Difference in Teaching and Learning -- THE Journal - 1 views

    Two studies were released in an attempt to "quantify the benefits of mobile technology in education and the infrastructure needed..." In these students students had tablets and Internet access at home and at school. Of course, I'm not sure that it is tablet computers that give benefits, Internet access, cloud computing, or a combination, but I'm sure these studies will be touted by many far and wide. Of course, remember if they had strapped the tablets to the kid''s back and hadn't used them - they would have had lower scores. All improvement is all in how technology is being USED to teach. "The studies put Android tablets in the hands of students and their teachers in two schools - eighth-graders at Stone Middle School in Fairfax County Public Schools and fifth-graders at Falconer Elementary School in Chicago Public Schools - and provided wireless access to the students both in school and away from school. (The devices were HTC Evo tablets.) Researchers then followed the students' activities over the course of a year, with the aim of evaluating "how access to these devices for communication with teachers and classmates increases comfort with technology, extends the learning day, and allows students to develop digital citizenship skills within a safe and secure learning environment.""
Ruth Howard

Artists in the Classroom - 11 views

    Love this dialogue- quote I feel like part of my job as an artist and educator (and specifically the combination of the two) is: - To be a prodder and poker of conventional thought. - To be a student advocate. - To think about what schools are for, really, in the long run; Is their purpose to prepare students for the way the world is now? To prepare students for the way the world will be? To prepare students for the way the world should be? To prepare students to change the world? To teach students how to follow rules? To teach students how to meaningfully break the rules? To teach students how to re-write the rules? To teach students about what interests them as individuals? To teach students about what we (the teachers) think should interest them? To teach students how to take tests? To teach students how to teach themselves. etc……To do all of these things at the same time?
yc c

pdf document - 8 views

    Critics of wikis as research sources often point to the potential for students to stumble across inaccurate content as a fatal flaw that make wikis almost worthless. "How can we promote wikis in our classrooms," the argument goes, "if you can't trust what's posted there? I don't want my students exposed to learning tools that are just plain wrong!" Teachers using wikis successfully in their classrooms, however, embrace inaccurate content posted on classroom wikis as a teachable moment because they know that succeeding as consumers of information in the 21st Century requires students to develop a healthy skepticism of any content posted online. In a world where content is constantly changing and publishing is easy for anyone, researchers simply cannot assume that digital sources-wikis, blogs, websites, online videos-are accurate and up-to-date. Wikis give teachers built in opportunities to teach lessons about the reliability of online content to students. Errors-which are inevitable in student projects-can be spotlighted and corrected, and students can be introduced to strategies for identifying content worth trusting.
Vicki Davis

At STEM Early College High School, students earn top test grades | STEMwire - 3 views

    I'm recording another episode of "Every Classroom matters" interviewing some of the teachers and organizers in the Chicago Early STEM college movement. As I researched for this show, I found this report out of North Carolina reporting an increase in test scores. A county here in Georgia is also implementing Early college stem as well. STEM is something every school needs (listen to the earlier show I recorded w/ Kevin Jarrett) but this is an interesting approach. "Just two years after it opened, a North Carolina high school has found that teaching students the principles of STEM can boost test scores and keep learners engaged. That's prompting the school to ask, "If we can do it, why can't other schools do it, too?" The school has a mouthful of a name: the Wake NC State University STEM Early College High School. It has attracted many students to its Raleigh campus - first generation-college students, minorities, and students from poor backgrounds - who are underrepresented in STEM fields. But in 2012, students did far better than average on the state's standardized exams, with more than 95 percent passing."
Ed Webb

An unseen disadvantage : The focus on independence at American universities can undermine the academic performance of first-generation college students, Assistant Professor Nicole Stephens finds - Kellogg School of Management - 5 views

  • For middle-class students, college is “the ultimate symbol of independence” and also allows students to “distinguish themselves from their parents and realize their individual potential.” By contrast, students from working-class backgrounds are likely to have been socialized with different “rules of the game” —rules that emphasize interdependence with others (i.e., being part of a community).
  • “Many students from working-class families are influenced by limited financial resources and lack an economic safety net, and thus must rely on family and friends for support. Thus, these students’ expectations for college center around interdependent motives such as working together, connecting to others, and giving back,” said Stephens. “Given the largely independent college culture and the ways in which students’ social class backgrounds shape their motives for attending college, we questioned whether universities provide students from these different backgrounds with an equal chance of success.”
  • Admissions materials and university mission statements could be revised to reflect the importance of interdependent norms  In the classroom, professors could emphasize the importance of collaboration, require more group work, and seek to develop ongoing relationships with their students. Universities could provide students with more structured opportunities that encourage ongoing connections with peers and faculty.
Tess Alfonsin

Remind 101 - 6 views

    Looking for a safe way to text your students/athletes/club members or parents? allows you to instantly message a class of students or their parents from your computer. Teachers never see students' phone numbers and students never see theirs. It's easy. Set up a class Give your students the randomly generated number to join by text message. Once in your class, you can message the group and even schedule messages for later.
Vicki Davis

Make Your Images Interactive - ThingLink - 5 views

    Thinklink has made some upgrades for teachers. There is an improved student sign up, the ability to organize students by class. You can create image "channels" and interactive albums and you can have a more safe way to find images and use them. I recorded a session on my podcast this week about UDL and Beth Ritter-Guth highly recommends Thinglink to use with students.
Vicki Davis

Education - Choice - grownupdigital - 0 views

    Great reflection of a student on education!
    This student has done a marvelous speech on Education and giving choices to student. My favorite quote from Andrew ( a student from New Zealand) -- "A closed book test is simply not a realistic situation in the modern world." I'm not putting this on my blog as an embedded video because I would love for you to respond on NetGen where all educators are welcome to join in with students to discuss how education should evolve. This is an excellent video, and as you can see with my comments, there are a few points I take up with Andrew -- it is one of those -- you've gotta listen to this student kinda videos. He makes some great points speaking out for his generation. He says that when he asks his parents to help him and they say "I don't know how to do this" it tells him that it is not something that will be used and thus is unimportant! Hmmm.
Sylvia Martinez

Sharing Student Voice at Conferences - 0 views

    tips and research about how to prepare students for conference presentations. how it connects to student voice. how to get the most out of the experience for students. special notes about "student panels"
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