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Devon Dickau

Google Instant search feeds our real-time addiction - CNN.com - 0 views

www.cnn.com/...index.html

technology education Google search instant knowledge predictive customized

shared by Devon Dickau on 12 Sep 10 - No Cached
  • By providing results before a query is complete and removing the need to hit the "enter" key, Google claims users will save two to five seconds per search
    • Devon Dickau
      Devon Dickau on 12 Sep 10
       
      Two to five seconds to hit Enter?  In a society obsessed with saving time, even mere seconds are perceived as valuable.
  • Web connections have become significantly faster over time
  • Web connections have become significantly faster over time
  • ...5 more annotations...
  • quick status updates
    • Devon Dickau
      Devon Dickau on 12 Sep 10
       
      Are the speed and brevity of these messages bypassing the potential exploration of a certain topic area in-depth, or is very topic only superficial?
  • many social sites now use our social connections to recommend content to us without the need to seek it out
    • Devon Dickau
      Devon Dickau on 12 Sep 10
       
      Search engines do the work for us.  We don't even need to know how to find the information ourselves these days.
  • What's more, this feature enables truly personalized discovery by taking into account your search history, location and other factors -- Google is essentially emulating social networks by trying to predict what we're looking for without the need to submit a fully-formed search
  • The next step of search is doing this automatically. When I walk down the street, I want my smartphone to be doing searches constantly: 'Did you know ... ?' 'Did you know ... ?' 'Did you know ... ?' 'Did you know ... ?
    • Devon Dickau
      Devon Dickau on 12 Sep 10
       
      Constant delivery of knowledge.
    • Devon Dickau
      Devon Dickau on 12 Sep 10
       
      In thinking about evolving technology in terms of both formal and informal education, I question whether or not constant and immediate access to information is improving or harming individual knowledge.  By this I mean that because we can so easily search for something online, what motivation is there to actually know anything.  If we have Wikipedia on our phones, and know HOW to find it, can't we just spend 30 seconds finding the page and "know" something for topic of conversation, or a test?  What is the point, then, or learning, of retaining knowledge?  I feel that this may be a problem in coming generations.  What knowledge will our students actually feel they need to retain? I took solace in the fact that at least we have to learn and teach HOW to find the information, but with new technologies like predictive and instant searching, it almost seems like that is a skill that will soon become unneeded as well.  We might as well just be physically plugged in to the Internet with access to all information simultaneously. Thoughts from the group?
Katherine Tarulli

Is SpongeBob SquarePants Bad for Children? - NYTimes.com - 1 views

well.blogs.nytimes.com/...b-squarepants-bad-for-children

children technology learning attention problem solving ADHD development

shared by Katherine Tarulli on 14 Sep 11 - No Cached
  • Katherine Tarulli on 14 Sep 11
     
    A recent study about fast-paced television programs and children's development finds that attention, problem solving and other skills under the umbrella of "executive function" are harmed by watching some shows.
Chris McEnroe

How to Rescue Education Reform - NYTimes.com - 2 views

www.nytimes.com/...o-rescue-education-reform.html

shared by Chris McEnroe on 06 Dec 11 - No Cached
  • No Child Left Behind also let states use statistical gimmicks to report performance
  • ” federal financing should be conditioned on truth in advertisin
  • To shed light on equity and cost-effectiveness, states should be required to report school- and district-level spending; the resources students receive should be disclosed, not only their achievement.
  • ...5 more annotations...
  • efforts to reduce inequities have too often led to onerous and counterproductive micromanagement.
  • it comes to brain science, language acquisition or the impact of computer-assisted tutoring, federal financing for reliable research is essential. 
  • , competitive federal grants that support innovation while providing political cover for school boards, union leaders and others to throw off anachronistic routines.
  • , dictates from Congress turn into gobbledygook as they travel from the Education Department to state education agencies and then to local school districts
  • it’s not surprising that well-intentioned demands for “bold” federal action on school improvement have a history of misfiring. They stifle problem-solving, encourage bureaucratic blame avoidance and often do more harm than good.
  • Chris McEnroe on 06 Dec 11
     
    The headline promises more than the article delivers. It mainly identifies the limited effectiveness that the federal government can have. There are no specific "how to's" here and no mention of technology whatsoever, perhaps because that would be too specific a focus for the scope of the article. These are prominent figures in a prominent publication having a conversation that could have taken place in 1980. How do we change that? The absence of real civic engagement on issues about education is the missing link in education reform. I wonder if we can organize public discourse on the internet more effectively to have formal impact on civic activism and administration.
Chris Dede

18 and Under - Texting, Surfing, Studying? - NYTimes.com - 0 views

www.nytimes.com/...13klas.html

texting mass media technology kids harm risk research

shared by Chris Dede on 14 Oct 09 - Cached
  • Chris Dede on 14 Oct 09
     
    What are effects of media on kids?
Niko Cunningham

Point counterpoint of altruism in society - 0 views

www.sciencedaily.com/...091012230456.htm

learning education social altruism

shared by Niko Cunningham on 15 Oct 09 - Cached
  • Niko Cunningham on 15 Oct 09
     
    Culture is more important than genes in developing potentially self-harming altruistic behavior.. But wait - this paper says the opposite (and throws religiousness in for good measure). Let the academic debate continue! http://www.sciencedaily.com/releases/2007/04/070405170133.htm
anonymous

Tweens, Teens, and Internet Safety - 1 views

safely.yahoo.com/...survey

shared by anonymous on 19 Oct 11 - No Cached
  • anonymous on 19 Oct 11
     
    This recent survey shows that tweens and teens may be more concerned with their internet safety than adults may think, but more education is needed.
  • Jennifer Lavalle on 20 Oct 11
     
    This is what I'm saying :-) We tend to do a decent job at making sure children are being safe online...but more is definitely needed. Parents and teachers are concerned with making sure that what happens on the web stays safe and healthy - valid concerns, but instead of thinking about the harms, what if we shifted our thinking more about the potential benefits? Media education shouldn't be preventative, it should be pro-active!
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