Skip to main content

Home/ IICTI-Winter14/ Group items tagged social

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Amanda Berry

Web 2.0 Tools and Teacher Education - 1 views

www.citejournal.org/...v11i2currentpractice1.pdf

TPCK web 2.0 voicethread wiki social media blogs podcasts digital flexbook

shared by Amanda Berry on 28 Jan 14 - No Cached
  • Amanda Berry on 28 Jan 14
     
    This article is a PDF, and for some reason Diigo wouldn't let me highlight as I read. So here I am posting some of the main points: -Web 2.0 technology can be seen as "an ongoing transition of the World Wide Web from a collection of static websites to a full-fledged computing platform serving Web applications to end users. This includes applications such as wikis, blogs, podcasts, and social networking. -Example: A wiki is a Web 2.0 application that can be defined as a collaborative Web space where users can add and edit content to be published on the Internet. -Students do not have to be passive recipients of information but can become equal partners in the learning process as they collaborate and create knowledge in a social manner -mention of TPCK - content, pedagogy, and technology. There are also concrete examples of TPCK being implemented with students! Good to read (starting on Pg 228)! The examples revolve around the students creating their own Digital Flexbook, which are free, nonlinear, highly customizable and easy-to-use nature of open source textbooks. -Creation process happened along five distinct phases: awareness, analysis, collection, design, and reflection. Each of these phases was unique to the process but did not occur in isolation.
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 "Our current educational system is obsolete and we as educators will become obsolete if we do not realize that we must embrace the changes that are upon us in how, where and why students learn."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.
anonymous

Different approach to learning yields compassionate results - 0 views

www.essentialkids.com.au/...te-results-20131218-2zkmz.html

inquiry based learning

shared by anonymous on 18 Jan 14 - No Cached
  • anonymous on 18 Jan 14
     
    Great article, really makes you think
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.
Christine Marsden

Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 0 views

chronicle.com/...128789

shared by Christine Marsden on 28 Jan 14 - No Cached
  • science of attention
  • When the tape stopped, the philosopher asked how many people had counted at least a dozen basketball tosses. Hands went up all over. He then asked who had counted 13, 14, and congratulated those who'd scored the perfect 15. Then he asked, "And who saw the gorilla?"
  • I raised my hand and was surprised to discover I was the only person at my table and one of only three or four in the large room to do so
  • ...24 more annotations...
  • Attention blindness is the fundamental structuring principle of the brain, and I believe that it presents us with a tremendous opportunity
  • Fortunately, given the interactive nature of most of our lives in the digital age, we have the tools to harness our different forms of attention and take advantage of them.
  • our ability to pinpoint a problem and solve it, an achievement honed in all those years in school and beyond—may be exactly what limits us
  • Multitasking is the ideal mode of the 21st century, not just because of information overload but also because our digital age was structured without anything like a central node broadcasting one stream of information that we pay attention to at a given moment. On the Internet, everything links to everything, and all of it is available all the time.
  • The 20th century taught us that completing one task before starting another one was the route to success. Everything about 20th-century education, like the 20th-century workplace, has been designed to reinforce our attention to regular, systematic tasks that we take to completion
  • When we gave a free iPod to every member of the entering first-year class, there were no conditions. We simply asked students to dream up learning applications for this cool little white device with the adorable earbuds, and we invited them to pitch their ideas to the faculty.
  • Pod experiment
  • In the iPod experiment, we were crowdsourcing educational innovation for a digital age. Crowdsourced thinking is very different from "credentialing," or relying on top-down expertise. If anything, crowdsourcing is suspicious of expertise, because the more expert we are, the more likely we are to be limited in what we conceive to be the problem, let alone the answer.
  • So we relented and said any student could have a free iPod—just so long as she persuaded a professor to require one for a course and came up with a learning app in that course. Does that sound sneaky? Far be it from me to say that we planned it.
  • Working together, and often alongside their professors, they came up with far more learning apps for their iPods than anyone—even at Apple—had dreamed possible
  • Almost instantly, students figured out that they could record lectures on their iPods and listen at their leisure.
  • Students who had grown up connected digitally gravitated to ways that the iPod could be used for collective learning. They turned iPods into social media and networked their learning in ways we did not anticipate.
  • iPod experiment back into the classroom. I decided to offer a new course called "This Is Your Brain on the Internet," a title that pays homage to Daniel J. Levitin's inspiring book This Is Your Brain on Music (Dutton, 2006)
  • his class was structured to be peer-led, with student interest and student research driving the design. "Participatory learning" is one term used to describe how we can learn together from one another's skills. "Cognitive surplus" is another used in the digital world for that "more than the sum of the parts" form of collaborative thinking that happens when groups think together online.
  • "collaboration by difference." Collaboration by difference is an antidote to attention blindness.
  • I had the students each contribute a new entry or amend an existing entry on Wikipedia, or find another public forum where they could contribute to public discourse
  • But it got me thinking: What if bad writing is a product of the form of writing required in college—the term paper—and not necessarily intrinsic to a student's natural writing style or thought process?
  • Research indicates that, at every age level, people take their writing more seriously when it will be evaluated by peers than when it is to be judged by teachers. Online blogs directed at peers exhibit fewer typographical and factual errors, less plagiarism, and generally better, more elegant and persuasive prose than classroom assignments by the same writers
  • They pointed out that I had used entirely conventional methods for testing and evaluating their work. We had talked as a class about the new modes of assessment on the Internet—like public commenting on products and services and leaderboards (peer evaluations adapted from sports sites)—
  • crucial part of our brain on the Internet
  • I also liked the idea of students' each having a turn at being the one giving the grades. That's not a role most students experience, even though every study of learning shows that you learn best by teaching someone else
  • and mine was simply to extend the concept of peer leadership to grading
  • That says to me that we don't believe people can learn unless they are forced to, unless they know it will "count on the test."
  • If you give people the means to self-publish—whether it's a photo from their iPhone or a blog—they do so. They seem to love learning and sharing what they know with others
  • Christine Marsden on 28 Jan 14
     
    Collaborative Learning for the Digital Age By Cathy Davidson Cathy talks about attention blindness, and that it's the fundamental structuring principle of the brain, she believes that it presents us with a tremendous opportunity. Her take is different from that of many neuroscientists. Multitasking is the ideal mode of the 21st century, not just because of information overload but also because the digital age was structured without anything like a central node broadcasting one stream of information that we pay attention to at a given moment. On the Internet, everything links to everything, and all of it is available all the time. Research indicates that, at every age level, people take their writing more seriously when it will be evaluated by peers than when it is to be judged by teachers. Online blogs directed at peers exhibit fewer typographical and factual errors, less plagiarism, and generally better, more elegant and persuasive prose than classroom assignments by the same writers.
  • Christine Marsden on 28 Jan 14
     
    Sorry guys...didn't realize the annotations were posted too!...quite a lot!
1 - 5 of 5
Showing 20▼ items per page