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Christine Marsden

Computers in the Classroom: Agents of Change - 0 views

www.papert.org/...ComputersInClassroom.html

shared by Christine Marsden on 28 Jan 14 - Cached
  • Within four years a pencil and a pad of paper will be placed in every single classroom of the country so that every child, rich or poor, will have access to the new knowledge technology. Meantime the educational psychologists stand by to measure the impact of pencils on learning.
  • In fact what I now understand that the Foobarian educators would actually do is not reject the pencil but appropriate it by finding trivial uses of the pencil that could be carried out within their meager resources and that would require minimal change in their old ways of doing things.
  • And the success of students like Bill in these environments shows that just as all children -- and not only those who "have a head for French" -- learn French if they live to France, so, too, all children learn mathematics if they meet it in a context that is more alive than the ordinary curriculum.
  • ...4 more annotations...
  • The differences between Bill's learning experience and what schools offer in the form of a few hours a week in a "computer lab" could fill many pages. Here I focus on just one: The computer lab fits into the structure of school by making "computer literacy" one more subject with its curriculum and its time slots while Bill's learning cut across all these structures. He had access to computers and other technologies all the time, whenever he needed them
  • Computers seem expensive because schools put them in the same budget category as pencils. The actual cost of production of a net-based computer powerful enough to support deep change in learning would certainly be less than $500 (and I believe that with a national effort we could bring it down to $200), and its expected lifetime would exceed five years. An annual cost of $100 per year is about 1.5 percent of direct expenditure on public schooling. Taking indirect costs and the social cost of educational failures into account, it is less than 1 percent.
  • We are already beginning to hear stories about the influence in classrooms of children whose access to home computers and to a home learning culture has given them a high level not only of computer expertise but also of sophistication in seeking knowledge and standards in what constitutes a serious intellectual project
  • It is 100 years since John Dewey began arguing for the kind of change that would move schools away from authoritarian classrooms with abstract notions to environments in which learning is achieved through experimentation, practice and exposure to the real world. I, for one, believe the computer makes Dewey's vision far more accessible epistemologically. It also makes it politically more likely to happen, for where Dewey had nothing but philosophical arguments, the present day movement for change has an army of agents. The ultimate pressure for the change will be child power.
  • Christine Marsden on 28 Jan 14
     
    Computers in the Classroom: Agents of Change By Seymour Papert This article appeared in The Washington Post Education Review Sunday, October 27, 1996 Seymour concluded that computers do not contribute to better learning. The computer lab fits into the structure of school by making "computer literacy" one more subject with its curriculum and its time slots. It's about access to computers and other technologies all the time, whenever needed. He has a new book, The Connected Family, He develops the idea that the computers that will be the pivotal force for change will be those outside the control of schools and outside the schools' tendency to force new ideas into old ways. He talks about the influence in classrooms of children whose access to home computers and to a home learning culture has given them a high level not only of computer expertise but also of sophistication in seeking knowledge and standards in what constitutes a serious intellectual project. The number of these children will grow exponentially in the next few years. Their pressure on schools will become irresistible.
Cindy Brown-Leigh

The Machine is Us/ing Us (Final Version) - YouTube - 1 views

www.youtube.com/watch

web2.0 youtube

shared by Cindy Brown-Leigh on 27 Jan 14 - Cached
  • Cindy Brown-Leigh on 27 Jan 14
     
    Video: The machine is using us. This video is a visual timeline that explains how the use of technology has changed since 1996. It demonstrates the difference between HTML which was designed to define the structure of a web document. When people were first creating websites, they had to understand and imput the computer code that supported the website, you had to be knowledgeable beyond what everyday users (such as myself) saw on the screen. Form and content were dependent on each other. Today, xml or digital text is used so the data can be formatted without having to know complicated code. It lets users create blogs and websites and edit wikipedia without having to understand the process behind their creations. This has made information much more accessible and changes the way people use and interact with "facts" and stories and any type of information we can think of. In other words, Web 2.0, which is really what this video is about, has redefined how we use our machines and it has become inextricably linked with the sharing of information in our world.
Susan Hersey

Rethinking Learning in the Digital Age by Mitchel Resnick - 0 views

llk.media.mit.edu/...mres-wef.pdf

shared by Susan Hersey on 09 Feb 14 - No Cached
  • Susan Hersey on 09 Feb 14
     
    In the article, "Rethinking Learning in the Digital Age", Mitchel Resnick compares digital media with the creative interactive aspects of fingerpaint rather than the passive absorption of television. Like Eleanor Duckworth's article, "Helping Students Get to Where Ideas Can Find Them" he states, " that learning is an active process... people don't get ideas; they make them". To do this, he says we need to rethink how people learn with new technologies to take advantage of what these technologies can offer that older technologies could not. Learners need opportunities to become fluent with these new technology tools so that they can construct and create with them. He speaks about Computer Clubhouses as places that offer learners mentors to support them in a project based learning environment focused on the learner's interests. The creative process is the structure that uses new technology tools to actualize a significant creation. The Computer Clubhouse approach has clear connections to the two-fold approach mentioned in Duckworth 's article as well. Resnick recognizes that everything evolves; even new technologies are changing more to reflect the users of them and the purposes for them. The programable bricks sold as MindStorms is an example. He continues with stating the need to reform education with cross-curricular subject integration, grouping students by project interest rather than by age, changing the segmentation of the school day into longer blocks of time for deeper learning, as well as learning becoming not just a daylong but a lifelong experience. He concludes with the need for education to be teaching learners to be creative, innovative, and entrepreneurial with strategies and new evolving technological tools to discover the knowledge they need to create what they imagine.
Kendra Spira

Mobile learning at the tipping point - 2 views

www.tojet.net/...10427.pdf

mobile technology digital citizenship

shared by Kendra Spira on 08 Feb 14 - No Cached
  • Kendra Spira on 09 Feb 14
     
    This article covers a wide variety of issues surrounding mobile technologies in the classroom and delves into how mobile technologies will affect society as a whole. It discusses how and why educators are gradualists at heart and why many are hesitant/resistant to introducing mobile technologies in the classroom. It also discusses how mobile technology is unstoppable and is changing the learner. "Our current educational system is obsolete and we as educators will become obsolete if we do not realize that we must embrace the changes that are upon us in how, where and why students learn." "Learners through the use of mobile learning, blended learning, and e-textbooks in socially-based, un-tethered, and digitally rich learning are being educated without us as the TEACHER." The article discusses how our job as educators is to Enable, Engage, and Empower students and defines some responsibilities for us as educators around developing the "rules" around how and when students, and therefore society, uses mobile technology. An interesting discussion of how digital citizenship is impacted by mobile technology is also contained. Interestingly enough the article also acknowledges the burdens and issues that mobile technology is placing directly on teachers both financially and with respect to their workload. Overall a thorough overview of the impact of mobile technology on the future of education. Having issues with annotations in diigo so I annotated it in Google Read & Write.
Cindy Brown-Leigh

CITE Journal Article - If we didn't have the schools we have today... - 0 views

www.citejournal.org/...article1.htm

education technology change

shared by Cindy Brown-Leigh on 27 Jan 14 - Cached
  • Cindy Brown-Leigh on 27 Jan 14
     
    Article: If We Didn't have the schools we have today, would we create the schools we have today? Although a bit dated with references to CD Roms etc. (circa 2000), this article is talking about the difference between how we prepare our educators and the actual way students learn in a globally aware and connected world. We continue to base our public school system on the industrial age model where teachers are expected to know information, then parcel it out to students in a conscripted and linear manner. This article argues that today's learners have gone so far beyond this model, it's incredible that schools exist in the same way as they did for the last century. If engineers or doctors still operated the same way they did 100 years ago, they would have no credibility. Why then, do schools systems insist on continuing with the status quo. If we had the chance (if we weren't paid by provincial governments) would we still create the school system we have today or would we completely overhaul it? There is a place in Canada that is trying to do just that. My daughter has been looking into applying at Quest University, a private university in Squamish, BC where the educators don't call themselves professors, they have no defined departments, and the students have significant input into the curriculum. They work on a block system where students immerse themselves in one subject entirely for a month, then move on to another subject. They may take language for September, biology for October, then calculus for November etc. This creates the opportunity to immerse themselves in a discipline and develop a much deeper level of understanding. The similarities between Quest's mandate and this article is interesting. The author states "everyone becomes a learner in a Networked Learning Community, and the distinctions between students and teachers fade away." There are three dimensions to a networked learning community and today we only use the first one. Teacher.
Amanda Berry

Educational Blogging (EDUCAUSE Review) | EDUCAUSE.edu - 2 views

www.educause.edu/...educational-blogging

blog blogging classroom education

shared by Amanda Berry on 28 Jan 14 - No Cached
  • "virtual extension of the classroom."
  • support tool to promote reflective analysis and the emergence of a learning community that goes beyond the school walls."
  • the events of September 11 brought home to me the immediacy of blogging.
  • ...24 more annotations...
  • ‘logs’ all the other webpages she finds interesting.
  • Personal journals, or online diaries,
  • Blog now refers to a Web journal that comments on the news—often by criticizing the media and usually in rudely clever tones—with links to stories that back up the commentary with evidence."
  • Blog posts are short, informal, sometimes controversial, and sometimes deeply personal, no matter what topic they approach."
  • Though consisting of regular (and often dated) updates, the blog adds to the form of the diary by incorporating the best features of hypertext: the capacity to link to new and useful resources. But a blog is also characterized by its reflection of a personal style, and this style may be reflected in either the writing or the selection of links passed along to readers. Blogs are, in their purest form, the core of what has come to be called personal publishing.
  • First, teachers use blogs to replace the standard class Web page
  • instructors begin to link to Internet items that relate to their course
  • Third, blogs are used to organize in-class discussions
  • The student who usually talks very loud in the classroom and the student who is very timid have the same writing space to voice their opinion. It puts students in a situation of equity."
  • Fourth, some instructors are using blogs to organize class seminars and to provide summaries of readings.
  • "group blogs"
  • fifth, students may be asked to write their own blogs as part of their course grade.
  • Blogging software breaks down into two major categories: hosting services and installed applications.
  • (http://www.blogger.com),
  • (http://www.livejournal.com),
  • weblogs break down barriers. They allow ideas to be based on merit, rather than origin, and ideas that are of quality filter across the Internet, "viral-like across the blogosphere." Blogs allow readers to hear the day-to-day thoughts of presidential candidates, software company executives, and magazine writers, who all, in turn, hear opinions of people they would never otherwise hear.3
  • writing weblogs is not for everybody.
  • It merely means that you participate in a different way.
  • What happens when a free-flowing medium such as blogging interacts with the more restrictive domains of the educational system? What happens when the necessary rules and boundaries of the system are imposed on students who are writing blogs, when grades are assigned in order to get students to write at all, and when posts are monitored to ensure that they don’t say the wrong things?
  • No matter how much we want to spout off about the wonders of audience and readership, students who are asked to blog are blogging for an audience of one, the teacher."
  • unconstrained
  • "great value in terms of developing all sorts of critical thinking skills, writing skills and information literacy among other things. We teach exposition and research and some other types of analytical writing already, I know. Blogging, however, offers students a chance to a) reflect on what they are writing and thinking as they write and think it, b) carry on writing about a topic over a sustained period of time, maybe a lifetime, and c) engage readers and audience in a sustained conversation that then leads to further writing and thinking.
  • As soon as these activities are put into the context of school, focused on topics the students are unlikely to care about much, they automatically lose a level of authenticity and engagement. These disengaged students (non-writers and writers alike) won’t get the main benefits of true reflective learning no matter how good the instruction and tools are."
  • Blogging is about, first, reading. But more important, it is about reading what is of interest to you: your culture, your community, your ideas. And it is about engaging with the content and with the authors of what you have read—reflecting, criticizing, questioning, reacting. If a student has nothing to blog about, it is not because he or she has nothing to write about or has a boring life. It is because the student has not yet stretched out to the larger world, has not yet learned to meaningfully engage in a community. For blogging in education to be a success, this first must be embraced and encouraged.
  • Amanda Berry on 28 Jan 14
     
    While slightly outdated, the article provides many crucial thinking points for educators who are interested in initiating a blog in their classroom(s). Educational Blogging is meant to be a "virtual extension of the classroom", but is most effective when students are allowed to read and write about what interests them. This article argues that when students are assigned a topic to discuss, with a main audience (the teacher), that they become disengaged, and their blogging becomes less authentic. Questions worth considering about blogging include: "What happens when a free-flowing medium such as blogging interacts with the more restrictive domains of the educational system? What happens when the necessary rules and boundaries of the system are imposed on students who are writing blogs, when grades are assigned in order to get students to write at all, and when posts are monitored to ensure that they don't say the wrong things?" Some suggestions for blogging software/tools are made in this article, but might not be relevant anymore. However, the point that blogging can develop critical thinking, writing, and reading skills, remains pertinent.
  • Brenda Sherry on 30 Jan 14
     
    Crazy that it could be outdated but that's how fast things change! Stephen Downes is one of the first ever bloggers!! and he is from Moncton NB and the National Research Council of Canada. He and George Siemens created the concept of Connectivism and created the first MOOC ever! (Massively Open Online Course) He is one famous Canadian dude in the tech world!
Rebecca Mottin

7 habits of highly effective tech teachers - 0 views

elearninginfographics.com/ational-technology-infographic

technology iicti digital

shared by Rebecca Mottin on 02 Mar 14 - No Cached
  • Rebecca Mottin on 02 Mar 14
     
    A good visual demonstrating some similar characteristics of teachers who use technology including starting with the WHY, being adaptable and willing to embrace change.
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