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Shabbi Luthra

Technology and Innovation 2025 - 0 views

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    If you are interested in learning about future trends and forces of change, this is one of the must-read reports. The report comes from Toffler Associates - this is Alvin and Heidi Toffler's company. They wrote Future Shock about 40 years ago. The book noted ideas that are being bandied about today by trend-watchers, and the Tofflers identified these trends a generation back. I think I still have a copy of the book I read eons back. I don't know whether a kindle edition is available. It's a must-read for anyone interested in understanding trends.
Blair Peterson

Technology helps make language click for students - The Denver Post - 0 views

  • Experts figure that kids today read and write even more than previous generations. And they do so in a broader and more complex environment — though not always in academic ways.
  • Roberts wields every tool available to lift students toward "new literacies," the confluence of language and technology that's evolving as fast as researchers can study it.
  • as 21st-century literacies blend with traditional skills.
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  • "I'm not going to say it's a good thing or a bad thing," says Elizabeth Kleinfeld, assistant professor of English at Metropolitan State College of Denver. "But it's a thing for sure, and we have to deal with it in our classrooms, in our workplaces and in our relationships."
  • Her research indicates that students have a troubling tendency not to read deeply, though she's quick to add that there's no evidence that previous generations fared any better.
  • Mastering the technical aspects of multimedia tools is essential.
  • Perhaps most important, the breadth of information that flows from Internet search engines requires that students cultivate a discerning eye.
  • "I think there should be very much a conscious, strategic moving back and forth between rapid locating (of information) and deep reading."
  • "The Internet offers incredible opportunities to build high-level, deep thinkers if we provide the instruction that's needed."
  • New literacies aren't about displacing mainstream standards
  • "If you choose to see (new literacies) as dumbing down, you're going to see lots of evidence of that," Knobel says. "But if you choose to see it as something new and opening up all sorts of opportunities for young people to really think about media, how truth itself is often up for grabs, then there are all sorts of ways of understanding it."
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    This is a good article on today's reading habits.
Blair Peterson

The Age of the Image | Stephen Apkon; Foreword by Martin Scorsese | Macmillan - 2 views

  • he rules that define effective visual storytelling—much like the rules that define written language—do in fact exist, and Stephen Apkon has long experience in deploying them, teaching them, and witnessing their power in the classroom and beyond.
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    One of the most interesting books on the subject that I've come across in a long time. The whole book is a great read, but the chapter called "Teaching a New Generation" should be required reading for every teacher.
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    This text may be good for our Language and Literature students or our film students. I think that I'm going to have to read it this summer.
Blair Peterson

Inspired, selfish, or both? | Connected Principals - 1 views

  • Why are principals spending time blogging when that time could be better devoted to doing other things in their schools?  Are administrators blogging because they find true value in the practice, or because they’re trying to make a name for themselves? Where do administrators find the time to do this?
  • I enjoy blogging about educational issues. It helps me reflect on my practice. If I read a book, a blog post, or a tweet, writing about the ideas shared helps me make connections with my own work and that of our students and teachers.
  • I maintain the staff blog to provide updates about school happenings and share links/ideas I find in my online reading. I’m trying to connect my teachers with those ideas and model how I use social media to enhance my practice.
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  • A commitment to blogging or tweeting honestly requires you to take a really careful look at how you are spending your time, setting priorities for what you want to achieve for your school, deciding if blogging as a reflective practice will help enhance learning for your teachers, students, and self, and then make a plan to get it done.
  • I blog because it helps me reflect on my practice. I choose to share the benefits of social media with others because if they can find one effective use of the tools to help their own professional growth and/or that of their schools, then I have helped to make a difference.
  • If wanting to reflect so I can better my practice, and reading to learn more so I can strengthen my ability to serve students is self-indulgent, then add another scoop of ice cream to that dish. And don’t forget the cherry on top!
  • It is strange that it’s even a topic of conversation, as you explained. I have learned a great deal since I began tweeting and reading others blogs, and it’s free! The use of social media to grow professionally can revolutionize the craft of education as long as we are fnot ighting amongst ourselves about who should or shouldn’t blog, tweet, or otherwise.
Blair Peterson

Educational Leadership:Reading to Learn:Can't Get Kids to Read? Make It Social - 3 views

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    From ASCD Educational Leadership:Reading to Learn. Help students get into the reading by sharing text highlights and notes.
Blair Peterson

Education Week Teacher Professional Development Sourcebook: Change Agent - 0 views

  • There's no one teaching them about the nuances involved in creating a positive online footprint.
  • if you’re not transparent or findable in that way—I can’t learn with you.
  • “Without sharing, there is no education.”
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  • I would definitely share my own thoughts, my own experiences, and my own reflections on how the environment of learning is changin
  • I would be very transparent in my online learning activity and try to show people in the school that it’s OK, that it has value. I think it’s very hard to be a leader around these types of changes without modeling them.
  • students should be able to create, navigate, and grow their own personal learning networks in safe, effective, and ethical ways.
  • And now we’re moving into what they call a “lifelong learning” model—which is to say that learning is much more fluid and much more independent, self-directed, and informal. That concept—that we can learn in profound new ways outside the classroom setting—poses huge challenges to traditional structures of schools, because that’s not what they were built for.
  • So, I think we need to focus more on developing the learning process—looking at how kids collaborate with others on a problem, how they exercise their critical thinking skills, how they handle failure, and how they create. We have to be willing to put kids—and assess kids—in situations and contexts where they’re really solving problems and we’re looking not so much at the answer but the process by which they try to solve those problems. Because those are the types of skills they’re going to need when they leave us, when they go to college or wherever else. At least I think so. And I don’t think I’m alone in that.
  • I almost defy you to find me anyone who consciously teaches kids reading and writing in linked environments. Yet we know kids are in those environments and sometimes doing some wonderfully creative things. And we know they’ll need to read and write online. You know what I’m saying? But educators would read Nicholas Carr’s book, and their response would be to ban hypertext. It just doesn’t make sense.
  • “Why do you blog?” That’s what we need. We need people who are willing to really think critically about what they’re doing. I’m not an advocate of using tools just for the sake of using tools. I think all too often you see teachers using a blog, but nothing really changes in terms of their instruction, because they don’t really understand what a blog is, what possibilities it presents. They know the how-to, but they don’t know the why-to. I’d look for teachers who are constantly asking why. Why are we doing this? What’s the real value of this? How are our kids growing in connection with this? How are our kids learning better? And I definitely would want learners. I would look for learners more than I would look for teachers per se.
  • And I think we have to move to a more inquiry-based, problem-solving curriculum, because
  • it’s not about content as much anymore. It’s not about knowing this particular fact as much as it is about what you can do with it. What can you do with what you understand about chemistry? What can you do with what you’ve learned about writing?
  • What does it look like? Kids need to be working on solving real problems that mean something to them. The goal should be preparing kids to be entrepreneurs, problem-solvers who think critically and who’ve worked with people from around the world. Their assessments should be all about the products they produced, the movements they’ve created, the participatory nature of their education rather than this sort of spit-back-the-right-answer model we currently have. I mean, that just doesn’t make sense anymore.
Blair Peterson

Figment: Write yourself in. - 0 views

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    Website where anyone can submit pieces of writing for people to read.
Shabbi Luthra

Manifesto for 21st century school librarians - 1 views

  • 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)
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  • You know that searching various areas of the Web requires a variety of search tools. You are the information expert in your building. You are the search expert in your building. You share an every growing and shifting array of search tools that reach into blogs and wikis and Twitter and images and media and scholarly content.
  • You open your students to evolving strategies for collecting and evaluating information. You teach about tags, and hashtags, and feeds, and real-time searches and sources, as well as the traditional database approaches you learned way back in library school.
  • You work with learners to exploit push information technologies like RSS feeds and tags and saved databases and search engine searches relevant to their information needs.
  • You know that communication is the end-product of research and you teach learners how to communicate and participate creatively and engagingly. You consider new interactive and engaging communication tools for student projects. ● Include and collaborate with your learners. You let them in. You fill your physical and virtual space with student work, student contributions—their video productions, their original music, their art.
  • Know and celebrate that students can now publish their written work digitally. (See these pathfinders: Digital Publishing, Digital Storytelling)
  • Your collection–on- and offline–includes student work. You use digital publishing tools to help students share and celebrate their written and artistic work.
  • You welcome and host telecommunications events and group gathering for planning and research and social networking.
  • You realize you will often have to partner and teach in classroom teachers’ classrooms. One-to-one classrooms change your teaching logistics. You teach virtually. You are available across the school via email and chat.
Blair Peterson

The new way we read: 10 ways digital books are changing our literary lives - The Denver... - 0 views

  • 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.
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  • But they could be. Imagine looking up the notes that previous students leave in e-textbooks. Or seeing Jon Stewart's comments in the margins of Sarah Palin's latest tome.
  • PRINT BOOKS: Write to a favorite author, hope for a response by mail. DIGITAL BOOKS: Visit a favorite author's Facebook page to send a message and a friend request; follow that author's Twitter feed.
  • PRINT BOOKS: Collect an author's autograph at a bookstore reading. DIGITAL BOOKS:Use Autography, which debuts next month. It's a software program that allows writers to autograph an e-book using an iPad.
  • PRINT BOOKS: Want to publish a book? You'll need a proposal, an agent, an editor, a publisher and a marketing department DIGITAL BOOKS: Want to publish a book? There's an app for that, and authors can be quite successful. Amanda Hocking, JA Konrath and Karen McQuestion all are authors as famous for their aggressive self-promotion as for their books. However, self-publishing isn't always a good thing.
  • PRINT BOOKS: Donate used books to charity, sell them to a secondhand bookstore. DIGITAL BOOKS: "Used books" don't exist.
  • PRINT BOOKS:Swap books with friends. DIGITAL BOOKS: Until recently, the options were mostly limited to loaning your e-reader (and the books on it) to friends, or resorting to pirated files. Amazon's Lendle allows users to share certain (not all) Kindle titles for 14 days, similar to the way libraries arrange e-book loans.
  • PRINT BOOKS: Find an unfamiliar word in a book? Get a dictionary, look up the meaning. DIGITAL BOOKS:Use your e-reader to highlight the word and click on it, and the definition will display at the bottom of the page.
  • PRINT BOOKS:Collecting rare books, including first editions and antiquarian books. DIGITAL BOOKS:There's no equivalent so far.
Blair Peterson

http://www.maa.org/devlin/LockhartsLament.pdf - 0 views

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    Interesting read on math instruction. Like to hear what others think.
Blair Peterson

: Researching What for Why? - 1 views

  • Researching What for Why? I enjoy research. I spend much of my time reading it. I also often find myself in sustained and vigorous conversations with colleagues from some of the leading research institutions from around the world...and it's time that I value very much. Indeed, the Foundation maintains a register of some of the leading research around 1-to-1 on our site....however, I am also sick and tried of the unrelenting practice of political leaders and educational policy makers who continually seek to justify inaction and limit the scope for innovation in the name of research. One only has to review the mountains of literature around the most effective ways to teach reading and the efficacy of small classes to conclude that too much educational research is based on loose assumptions, inappropriate methodologies, a blatant lack of rigor and ideological bias. Too often the funding base for educational research creates preconceptions about the outcomes, real or perceived, and the volume of research that swamps the education market seems to be more related to tenure or the attraction for doctoral topics, than a genuine need. It really is about time we took stock of the situation. For more than three decades we have seen an increasing stream of research that has targeted our use of technology in schools. What purpose has much of it served, other than to often significantly distract educators from continuing to develop innovative practice, and seek new ways to enga
  • How can we support innovative teachers taking risks, if every move is covered by a researcher measuring outcomes?
  • Why don't we start by working on the culture of our schools, and encourage those that are seeking to create a culture of innovation. Why don't we start thinking carefully about what it really means to support risk-taking in our schools; it seems the only risks people are interested in are about the evils of the net and beyond...how about we support our educational leaders who are creating new agendas for learning within their schools and seeking to genuinely leverage technology within an immersive environment to truly create worthwhile, authentic learning opportunities.
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    Bruce Dixon slams research and says that it stifles innovation. 
Blair Peterson

Seth Godin & Tom Peters on blogging. - YouTube - 2 views

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    Seth Godin makes a very good case for having a blog. Even if no one reads it.
Blair Peterson

We are not Waiting for Superman, We are Empowering Superheroes | Startl - 1 views

  • Assumption 1: The future of education is about learning not schooling.   
  • Assumption 2: Technology is not an end in itself but a means to an end, and that end is better learning.  
  • Assumption 3: The power of technology to advance learning depends on context of use. 
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  • Aspiration 1: We want to be disruptive in our work. 
  • Aspiration 2: We see our work as taking place on the edges.
  • Aspiration 3: We want to work with thinkers and doers, makers and movers beyond the “usual suspects.”
    • Blair Peterson
       
      Scroll down to the section on Assumptions and Aspirations
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    Blog post on the new documentary that is coming up in the US. The commentary on the documentary is OK, but the Assumptions" and "Aspirations" are worth the read.
Blair Peterson

YouTube - The Future of the Book. - 0 views

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    Introduction to Nelson. Shows informational layers, ongoing discussions, check reliability of sources, current discussions and perspectives. Coupland - another digital book program. Alice - interactive reading experience. 
Blair Peterson

Growing Up Digital, Wired for Distraction - NYTimes.com - 0 views

    • Blair Peterson
       
      Key point for educators to consider when working with students. Helping them work toward a balanced life.
    • Blair Peterson
       
      Here he is focused and engrossed in something that he loves. What's the difference between this and his summer reading assignment?
  • “I click and something happens,” he says, explaining that, by comparison, reading a book or doing homework is less exciting. “I guess it goes back to the immediate gratification thing.”
Blair Peterson

Revisiting Technology Predictions for 2020 - 0 views

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    Larry Cuban is good to read because he questions the use of technology in teaching and learning in a thoughtful way.
Colleen Broderick

Bringing Teachers Onboard with Tech -- THE Journal - 1 views

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    A provocative read that places emphasis on the importance of a collaborative culture and student learning "It's wonderful to work with a staff for whom the dominant mode of communication is, rather than the complaints a vocal minority may be inflicting on the group, a celebration of exploring what's possible. Where I've seen this happen, the leadership communicates openly, finds time for teachers to work together, and can trust the staff to expect much of themselves."
Blair Peterson

Rethink Books Gives Us A Glimpse At Social Books (Video Demo) - 0 views

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    This software allows you to share highlights, sticky notes, comments on a book with friends and others who are reading the book.
smenegh Meneghini

The Knowledge Building Paradigm - 6 views

  • Computers and the attendant technology can no longer be considered desirable adjuncts to education. Instead, they have to be regarded as essential—as thinking prosthetics (Johnson 2001) or mind tools (Jonassen 1996). But, like any other tool, thinking prosthetics must be used properly to be effective
  • The sociocultural perspective focuses on the manner in which human intelligence is augmented by artifacts designed to facilitate cognition. Our intelligence is distributed over the tools we use (diSessa 2000; Hutchins 1995). The old saying, "To a man with a hammer, every problem looks like a nail" is very true
    • smenegh Meneghini
       
      This is a quite interesting perspective.
    • Derrel Fincher
       
      It's similar to activity theory, which arose from the idea that artifacts help mediate our interactions (activity) with our surroundings.
  • Pierre Lévy (1998) notes that one of the principal characteristics of the knowledge age, in which the Net Generation is growing up, is virtualization, a process in which "[an] event is detached from a specific time and place, becomes public, undergoes heterogenesis"
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  • many businesses are now finding that the pace of change demanded by the global economy and facilitated by various technologies is requiring them to rethink how they are organized. Many are restructuring themselves as learning organizations—organizations in which new learning and innovation are the engines that drive the company.
    • smenegh Meneghini
       
      How do you think that should impact formal education?
  • Knowledge Forum is, of course, not the only online learning environment available. Others of note include FirstClass, WebCT, and Blackboard. Palloff and Pratt (2001) note that, whatever online environment is used, "attention needs to be paid to developing a sense of community in the group of participants in order for the learning process to be successful"
    • smenegh Meneghini
       
      How can we develop a sense of community in those knowledge-building groups?
  • How does it work? In practice, the teacher presents students with a problem of understanding relevant to the real world. It could be a question such as What is the nature of light? or What makes a society a civilization? The focus here is to make student ideas, rather than predetermined activities or units of knowledge, the center of the classroom work. The next step is to get the students to generate ideas about the topic and write notes about their ideas in the Knowledge Forum (KF) database, an online environment with metacognitive enhancements to support the growth of the knowledge-building process. In generating these ideas, the students form work groups around similar interests and topics they wish to explore. These groups are  self-organized and dynamic; the teacher does not select the members, and members can join or leave as they choose. Idea generation can take place during these group sessions, during which all students are given the chance to express their ideas, or in individual notes posted directly to the KF database. While in a typical classroom setting ideas or comments generated in discussion are usually lost, the KF database preserves these ephemeral resources so that students can return to them for comment and reflection. Students are then encouraged to read the notes of other students and soon find that there are differing schools of opinion about the problem. The teacher's job is to ensure that students remain on task and work towards the solution of the problem under study by reading each other's notes and contributing new information or theories to the database
    • smenegh Meneghini
       
      What types of teacher moderation strategies this type of collaborative group work requires?
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    A couple of key quotes: * The statement that the computer is "part of my brain" should resonate with everyone involved in education today. * How does it work? In practice, the teacher presents students with a problem of understanding relevant to the real world. It could be a question such as What is the nature of light? or What makes a society a civilization? The focus here is to make student ideas, rather than predetermined activities or units of knowledge, the center of the classroom work.
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    Thanks for your comments Derrel .. almost real time ...
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