Group items tagged

PRINT BOOKS: We joined book clubs. DIGITAL BOOKS: We discuss them in booklogs.

PRINT BOOKS: We find them in libraries, bookstores and bookmobiles. DIGITAL BOOKS: For people who own personal computers, e-readers, smartphones, iPads and other tablets, there's 2 4/7 access to libraries and bookstores for purchasing, borrowing and downloading material.

PRINT BOOKS: Scribble notes in the margins. DIGITAL BOOKS: We use Kindle's Public Notes virtual annotation application.

Every student needs one-on-one access to computers and other mobile technology in classrooms.Every teacher needs professional development in the effective use of digital tools for teaching and learning, including the use of digital tools to promote writing.All schools and districts need a comprehensive information technology policy to ensure that the necessary infrastructure, technical support and resources are available for teaching and learning.

In an age of digital transparency, school leaders  have a digital footprint and shadow whether they want one or not. While some school leaders may hang on to the delusion that, “If I don’t post anything online, then I can control my digital footprint.” Or, “If I avoid online technology as much as possible, then I can hide.” But reality says something entirely different. Even if school leaders aren’t engaged in online activities they are leaving a digital footprint.

Transparency is the new norm, and effective digital school leaders will master the art of being transparent in their new digital leadership role.

For a school leader to think they live two separate lives in these domains is to deny reality. Digital school leaders are keenly aware that their digital reputation is as important as their offline one.

I am currently collaborating with two of our English teachers to co-design and co-teach research and content creation for digital research projects.   Susan Lester (10th Honors World American Literature/Composition) and I began our project about three weeks ago (read more in this blog post), and I’ll be working with John Bradford (11th Honors American Literature/Composition) as of Tuesday for the next month or so on his twist on the project (more details coming soon).  In both of our collaborative projects, we felt our students were not quite ready  in terms of skill sets or prior learning experiences to completely open up the possibilities for a digital research “paper” or project although students do have creative latitude in choosing and designing their multigenre elements that will be integrated into the wiki based “text”; students also have the option to integrate multimedia into each section of their wikified “papers”.

the three of us  felt torn in wanting to open up the options and not setting up students for utter frustration (to the point many would completely shut down) in terms of combining two advanced skill sets (new research skills and content are being introduced);

he unique thing about this position was that he would only accept interest in the position through a post on Twitter, and that he would look solely at a candidate’s digital footprints and not at any paper resume.

Vala was looking for candidates to have a minimum Klout score above 60, a minimum Kred influence score of 725, a Kred outreach of at least eight, and more than 1,000 active Twitter followers in order to be considered.

or a month, it was a time to establish new connections, even with some of the other candidates themselves, as we waited for opportunities to interview with the company. We began to grow and learn from each other. The process was amazing. I was able to see their passion and they could see mine. By looking at what these candidates did for a current job and to see times of the day and days of the week that they were devoting to posting and sharing online digitally, I started to get a sense of who everyone was and what their passions were and what their work ethic was like. I got a chance to know candidates well before I even knew who they really were.

We are aware of how much we don't know: that we have yet to explore the full pedagogical potential of learning online, of how it can change the ways we teach, the ways we learn, and the ways we connect.  

As we begin to experiment with how novel technologies might change learning and teaching, powerful forces threaten to neuter or constrain technology, propping up outdated educational practices rather than unfolding transformative ones.

All too often, during such wrenching transitions, the voice of the learner gets muffled.

1- Create and edit  digital audio

2- Use Social bookmarking to share resources with and between learners

3- Use blogs and wikis to create online platforms for students

You market, and your students share, books using social networking tools like Shelfari, Good Reads, or LibraryThing.

Your students blog or tweet or network in some way about what they are reading

You review and promote books in your own blogs and wikis and other websites. (Also Reading2.0 and BookLeads Wiki for book promotion ideas)

Digital games for learning academic skills change depending on each student’s ability and course of action. Such games provide personalized feedback in real time—something a traditional classroom often doesn’t offer.

“The technology and the research have evolved to the point where we can actually have a sense of the impact games are having on learning,”

“One of the things we can do for these kids,” he says, “is to give them exposure to different contexts that they would never otherwise encounter.”

But something like the concept of plagiarism has not changed.

But I don’t think that youth today are somehow more prone to plagiarism than their parents and grandparents, no, just as I don’t think they are somehow “dumber” or less interested in reading or many of the other myths about youth in a digital era.

Few of the handouts we analyzed—18%—defined plagiarism, discussed it as a form of academic fraud, and/or explained ways of avoiding it.

students to learn "whenever and wherever"

He said the government would support an open content market containing a variety of learning materials, aimed at keeping up quality while keeping down costs.

They were best at evaluating information on the internet, assessing its credibility and navigating web pages.