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Carmel McIntyre

Web 2.0 Tools and the Evolving Pedagogy of Teacher Education - Google Drive - 0 views

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    This paper discusses the significant impact of digital technology in teacher education, and the necessity of having teacher educators model effective strategies for integration of digital technology. The author describes an initiative started in the California education system, called The Digital Flexbook, "The term flexbook refers to the free, nonlinear, highly customizable and easy-to-use nature of open source textbooks (Fletcher, 2010)." Benefits such as collaboration among school districts, interactive classrooms, and increased teacher creativity were observed. Barriers such as lack of funds, lack of student access to technology at home, and lack of PD for teachers were also observed. Further benefits such as the ability to accurately reflect a community, the presence of a collaborative space to construct knowledge in innovative ways, showing multiple perspectives, promoting higher order thinking, and democratising knowledge. The author lists Web2.0 tools such as "...video sharing sites, wikis, blogs, podcasts, and social networking sites like Twitter (Richardson, 2006a), all of which move students from consumers of information to editors of information. Research and experience show the need to infuse the TPCK model into teacher education, thus allowing students to become generators of knowledge and contributors to the Internet. One more big benefit of such constructivist pedagogy is allows for teachers and students to become more critical of the … intersection of race, gender, and socio-economic status on the writing of history, and integrated a model for how technology can and should be used in the classroom.
Jane Roy

Mobile Learning: At the Tipping Point - 1 views

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    In this article, Dr. Teresa Franklin, discusses the importance of being mobile in today's society and how technology is shaping our beliefs and the way we learn. By using mobile devices our learning is not limited by the time of day or our current location. If and when we want to communicate with others or research information about a topic, we can. Today, the importance of being mobile has gotten to the point that it has become an "epidemic". Throughout the article, Franklin, defines many concepts. To ensure common understanding by all readers she explains the following terms: mobile learning, mobile devices (including, highly mobile devices, very mobile devices, and mobile devices) learners, social networks, apps, and the tipping point. In addition, Franklin, explains what it means to be a mobile user and why it is important in today's society.  The article focuses on three complexities that need to be considered when using mobile devices in an educational setting. The first complexity looks at the area of pedagogy and how it relates to the use of technology. Next, Franklin writes about the need for institutions to have the correct infrastructure in place to support these devices. The third complexity she explains is the challenge that schools have to create effective ways to communicate when using mobile devices. Franklin thinks a practical, collaborative approach with incremental steps is the key when creating a mobile delivery model. Lastly, the author looks at the role of the teacher and the concerns that technology creates for staff and students. She believes educators need to shift from traditional teaching practices to incorporate more relevant skills that will create positive citizens and prepare them for the ever changing workplace. In saying this, Franklin understands that there will be
Laura Beal

Educational Leadership:Technology-Rich Learning:Students First, Not Stuff - 3 views

  • the place where kids came to get information, where, at the end of the day, we were responsible for disseminating the knowledge, we assessed whether our students got it, and we stamped it "an education."
    • Laura Beal
       
      Challenge for I/S teachers: many trained as content experts, pedagogy 2nd.  How do we help with this shift in thinking? 
  • Resistance, as they say, is futile.
  • ...6 more annotations...
  • 21st century literacies as including "proficiency with the tools of technology," an ability to "manage, analyze, and synthesize multiple streams of simultaneous information," an ability to "design and share information for global communities to meet a variety of purposes," and more.
  • attention literacy
  • the ability to exert some degree of mental control over our use of technology rather than simply being distracted by it—for users to be productive. P
  • r transmedia literacy, which includes networking and performance skills that take advantage of this connected, audience-rich moment.
  • if we're not "proficient with the tools of technology," how can we make sound decisions about the technologies that will support this kind of literacy development in our students?
  • power to create our own education in any number of ways
Laura Beal

A Brief History of Knowledge Building | Scardamalia | Canadian Journal of Learning and ... - 0 views

    • Laura Beal
       
      ARGH! I cannot highlight in this format; this is my favourite tool in Diigo. Will have to use notes throughout instead.
    • Laura Beal
       
      Constructivism vs. knowledge building. Knowledge building as variation of constructivism. Inconsistent use of the term (no clear definition).
    • Laura Beal
       
      "constructivism that recognizes all  kinds of intellectual products as human constructions: theories, algorithms, proofs, designs, plans, analogies, and on and on." (pg 4). This really jives with my thinking: I have concluded (over time and much learning, observation) that EVERYTHING is a construct. I firmly believe in nurture over nature as a determinant in so many aspects of human development. 
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