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Contents contributed and discussions participated by beth gourley

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"Social Media is Here to Stay... Now What?" - 0 views

  • Social media is the latest buzzword
  • Web2.0 means different things to different people
  • For users, Web2.0 was all about reorganizing web-based practices around Friends
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  • Web2.0 was about the perpetual beta
  • showcases the ways in which some tools are used differently by different groups.
  • ACT ONE : NETWORK EFFECTS
  • Friendster was designed as to be an online dating site.
  • MySpace aimed to attract all of those being ejected from Friendster
  • Facebook had launched as a Harvard-only site before expanding to other elite institutions
  • And only in 2006, did they open to all.
  • in the 2006-2007 school year, a split amongst American teens occurred
  • college-bound kids from wealthier or upwardly mobile backgrounds flocked to Facebook
  • urban or less economically privileged backgrounds rejected the transition and opted to stay with MySpace
  • At this stage, over 35% of American adults have a profile on a social network site
  • the single most important factor in determining whether or not a person will adopt one of these sites is whether or not it is the place where their friends hangout.
  • do you know anything about the cluster dynamics of the users
  • all fine and well if everyone can get access to the same platform, but when that's not the case, new problems emerge.
  • ACT TWO : YOUTH VS. ADULTS
  • typically labeled social networkING sites were never really about networking for most users. They were about socializing inside of pre-existing networks.
  • For American teenagers, social network sites became a social hangout space, not unlike the malls
  • Adults, far more than teens, are using Facebook for its intended purpose as a social utility. For example, it is a tool for communicating with the past.
  • dynamic more visible than in the recent "25 Things" phenomena.
  • Adults are crafting them to show-off to people from the past and connect the dots between different audiences as a way of coping with the awkwardness of collapsed contexts.
  • Twitter is all the rage, but are kids using it? For the most part, no.
  • many are leveraging Twitter to be part of a broad dialogue
  • We design social media for an intended audience but aren't always prepared for network effects or the different use cases that emerge when people decide to repurpose their technology.
  • Search changes the landscape, making information available at our fingertips
  • you are probably even aware of how inaccurate the public portrait of risk is
  • ACT THREE : RESHAPING PUBLICS
  • I want to discuss five properties of social media and three dynamics. These are the crux of what makes the phenomena we're seeing so different from unmediated phenomena.
  • 1. Persistence.
  • The bits-wise nature of social media means that a great deal of content produced through social media is persistent by default.
  • You can copy and paste a conversation from one medium to another, adding to the persistent nature of it
  • 2. Replicability.
  • much easier to alter what's been said than to confirm that it's an accurate portrayal of the original conversation.
  • 3. Searchability.
  • The key lesson from the rise of social media for you is that a great deal of software is best built as a coordinated dance between you and the users.
  • 4. Scalability.
  • Conversations that were intended for just a friend or two might spiral out of control and scale to the entire school
  • 5. (de)locatability.
  • This paradox means that we are simultaneously more and less connected to physical space.
  • Those five properties are intertwined, but their implications have to do with the ways in which they alter social dynamics.
  • 1. Invisible Audiences.
  • lurkers who are present at the moment
  • One of the key challenges is learning how to adapt to an environment in which these properties and dynamics play a key role. This is a systems problem.
  • having to present ourselves and communicate without fully understanding the potential or actual audience
  • 2. Collapsed Contexts
  • Social media brings all of these contexts crashing into one another and it's often difficult to figure out what's appropriate, let alone what can be understood.
  • 3. Blurring of Public and Private
  • As we are already starting to see, this creates all new questions about context and privacy, about our relationship to space and to the people around us.
  • visitors who access our content at a later date or in a different environment
  • Social media is not new. M
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    Important summary of how social media works for youth and adults, and how five properties and three dynamics have a systematic affect that we all must deal with.
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Educational Leadership:Data: Now What?:What Research Says About / Collaborative Inquiry - 0 views

  • What Research Says About / Collaborative Inquiry
  • systematic, collaborative work will increase student learning
  • In their study of nine high schools, Ingram, Louis, and Schroeder (2004) report that teachers are more likely to collect and use data systematically when working as a group. When working by themselves, teachers tend to rely on anecdotes and intuition.
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  • Student work products or individual teachers' formative assessments are more relevant to instructional practices than standardized test scores
  • leadership and norms that support collaboration and data use
  • sufficient chunks of time to meet, training in inquiry skills, protocols to guide data collection and discussion, and a skilled facilitator to keep the agenda focused
  • Collaborative inquiry is among the most promising strategies for strengthening teaching and learning. At the same time, it may be one of the most difficult to implement.
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    Teachers can make better use of data when they work together than when they go it alone. But creating the conditions for such collaboration is a tall order.
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Learning From Mistakes Only Works After Age 12, Study Suggests - 0 views

  • Eight-year-olds learn primarily from positive feedback ('
  • Twelve-year-olds are better able to process negative feedback, and use it to learn from their mistakes.  Adults do the same, but more efficiently. 
  • In children of eight and nine, these areas of the brain react strongly to positive feedback and scarcely respond at all to negative feedback. 
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  • Children learn the whole time, so this new knowledge can have major consequences for people wanting to teach children: how can you best relay instructions to eight- and twelve-year-olds?' ’
  • Learning from mistakes is more complex than carrying on in the same way as before. You have to ask yourself what precisely went wrong and how it was possible.
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    8 year-olds learn primarily from positive feedback.
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Dog | Article | World Book Student - 0 views

  • animal that has lived with people as a pet
  • serve people in other roles a
    • beth gourley
       
      such as what?
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About Becta - Becta report shows benefits of Web 2.0 in the classroom - Becta - 0 views

  • research also found that over half of teachers surveyed believe that Web 2.0 resources should be used more often in the classroom
  • main concerns involved a lack of time to familiarise themselves with the technology and worries about managing the use of the internet in class
  • young learners are prolific users of Web 2.0 technologies in their leisure time
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  • Web 2.0 in the classroom was limited.
  • 2,600 students
  • eachers are frequent users of technology too, with 93% of teachers surveyed using search engines regularly and 70% using the internet for work purposes. In their personal time, 45% had used social networking at some point, 29% had blogged and nearly a third had uploaded a video that they’d shot.
  • earners were prolific users of technology they were not necessarily sophisticated users.
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    Becta report recommended that teachers should be encouraged to help learners to develop more sophisticated use of Web 2.0 technology and to give them the skills to navigate this space.
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    Focus for ATL workshop
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Flowgram | 21st Century Information Literacy Skills - updated - 0 views

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    A selection of 42 different websites that spark a conversation on information literacy using flowgram for the presentation
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techaid » home - 0 views

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    It would be terrific if sraff could add links that are helpful. I have tried updating the Apple Aid page with links from internal emails sent.
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IWBs in the Secondary: Where is the Interaction? - 0 views

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    Good presentation on how not to use the IWB, but where are some good examples of using it effectively
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Google Sites the Next Sharepoint? Maybe Not....Why Google Apps Could Lose the Enterpris... - 0 views

  • These remarks are solely my opinion alone, but it's likely they're influenced by my previous experience as a MCSE-certified systems administrator!
    • beth gourley
       
      this also gives perspective of his comments
    • beth gourley
       
      perhaps hammers the point that this is not the option we want??
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Langwitches » What Makes the WhiteBoard Interactive ? - 0 views

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    Opens discusion on how to use whiteboards for more than "finger-as-mouse"
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YouTube - An anthropological introduction to YouTube - 0 views

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    long video (55min) but good recap of the "anthropology of youtube" You might be familiar with his other videos: the machine is using us a vision of students today
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The librarian edge: The actual, not the virtual - or the love (ideally) inherent in cla... - 0 views

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    The video @ http://www.smith.edu/commencement/2008/index.php is truly worth a watch. A good staff kickoff!
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Smart Technologies whiteboard software now requires product keys for installa... - 0 views

  • I’ve noticed some teachers can become quite adamant about the superiority they perceive for either the Smart and Promethean electronic whiteboard. These conversations can be quite similar to the “Mac or PC” arguments which flare up from time time time.
  • It is still rare, however, to find a teacher with extensive experience using more than one whiteboard platform, however.
  • Whatever electronic whiteboard platform you think is better (eInstruction is also a big player too, of course) it’s impossible to ignore the HUGE sums of money schools continue to spend on these devices.
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  • Unfortunately, IMHO, electronic whiteboards are not a technology which inherently encourages pedagogic shifts in instructional practices
  • whiteboards continue to be used in very teacher-directed, didactic learning settings
  • I’d like to see all our schools proactively plan and implement sustainable one-to-one laptop learning initiatives.
  • I am quite tired of seeing so many teachers continue to persist in 19th century styles of teaching using 21st century tools.
  • As Marco Torres says, if teachers are still just asking kids to read pages 1 - 20 and answer questions 1 - 10 from the textbook, but now doing it with a flashy electronic whiteboard instead of a chalkboard or overhead projector, technology dollars have just been WASTED.
  • Smartboards are fun to use and often represent “low hanging fruit” for school board members as well as administrators who want to find visible ways to show the public “we support technology use in our schools” but at the same time minimize the potentially disruptive impact of those technologies on the traditional teaching and learning paradigm.
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    In summary, Wesley states that Smartboard is now requiring installation keys. Previously they had not and it was one reason why folks opted for Smartboard over Promethian. There are rumors that Promethian may not require serial numbers for Promethian downloads, but it does not seem to be the case for the author. He further goes on to say...
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Viddler.com - Those Wacky Kids - Uploaded by mpesce - 0 views

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    Thought you all might be interested in this-(about 45mins long). Could be a nice kickoff with staff on where we are going or want to go with technology. Keynote from "The Digital Education Revolution", Adelaide, Monday 2 June 2008. All about kids, hyperconnectivity, and the gap between how the kids communicate today and how we try to educate them in the classroom. Those Wacky Kids http://www.viddler.com/explore/mpesce/videos/14/ The text for "Those Wacky Kids" is also available at http://blog.futurestreetconsulting.com/?p=56 His key end points are-- as educators we need to help learners Focus and How to Control hyperconnectivity focus while incorporating hyperconnectivity Use the laptop ethically and responsibly (not as a loaded weapon) (as in teachers) have mastery in a domain of IT SHARe to increase our effectiveness They (students) have the tools but we have the wisdom BTW-has anyone used Viddler before?
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Special Reports - eSN Special Report: Virtual Desktops - 0 views

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    pdf download provides a list of motivators and examples from several schools how they are using virtual desktops
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School AUP 2.0 | Main / HomePage browse - 0 views

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    Guidance for acceptable use policies
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Interview: The State of Wikis in Education - 0 views

  • Open Source: MediaWiki (powers Wikipedia), MoinMoin, Twiki - requires local installation, free, often preferred by advanced users
    • beth gourley
       
      looking for options--have this fear wikspaces will be blocked sooner or later
  • school libraries)
    • beth gourley
       
      J Valenza's use of wikispaces for pathfinders @ http://www.sdst.org/shs/library/pathmenu.html is a good example. A great example of using wikipaint in education is Welker wikinomics at http://welkerswikinomics.com/
  • Open Source: MediaWiki (powers Wikipedia), MoinMoin, Twiki - requires local installation, free, often preferred by advanced users
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    Good overview of wikis in education
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How to Save the World - 0 views

  • Achieve collective results that the participants would be incapable of accomplishing working alone
  • a team is an interdependent group, which suggests that collaborative groups are teams,
  • It all comes down to what you are trying to accomplish
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    Nice chart for the requirements of collaboration.
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Macworld | Preview's hidden powers - 0 views

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    Another explanation of how Preview works--8 features annotation, delete, rearrange, merge, crop/resize, masking, adjust color, print multiple images per page, add keywords
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In Leopard, Preview is a superstar | Chron.com - Houston Chronicle - 0 views

  • First, Mac OS X allows you to create a PDF document from any program that supports printing. Choose Print from the File menu, click the PDF button in the Print dialogue and choose Save as PDF from the pop-up menu.
  • Second
  • Mac OS X includes an application called Preview that opens and displays PDF files faster
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  • many new and useful features
  • easy to reorder pages in a PDF documen
  • The Mark Up icon provides a drop-down menu with highlighting, strike-through and underlining tools, all fantastic for editing text.
  • choose Customize Toolbar from the View menu.
  • Annotate icon's drop-down menu lets you add colored ovals, rectangles, lines, notes and hyperlinks to PDF
  • Choose Sidebar from the View menu, then click and drag any page to its new location.
  • Preview can capture, display and save a picture
  • Choose Grab Selection, Grab Window or Grab Timed Screen from the File menu.
  • Preview can now open, edit, and save many types of image files including TIFF, GIF, JPEG and Photoshop files.
  • Click the What's New in Preview link in Preview Help to learn more.
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    good overview of preview feature.
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