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J Black

Webinar Recap: Brian Solis Presents Social Media and Education | Tech Academy - 0 views

  • Educators and students must both learn to participate in the social media realm, but participate in a way that is smart, educational and valuable. Since we are educating them on effective communication, we must be prepared to use social media tools inside of the classroom to get this point across. From personal conversations with other educators using social media, and chats with #SMCEDU, its clear that social media integration is not widely accepted or practiced across the USA. Its something Social Media Club- EDU aims to help facilitate through guidelines, training workshops, best practices and policy.
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    "Educators and students must both learn to participate in the social media realm, but participate in a way that is smart, educational and valuable. Since we are educating them on effective communication, we must be prepared to use social media tools inside of the classroom to get this point across. From personal conversations with other educators using social media, and chats with #SMCEDU, its clear that social media integration is not widely accepted or practiced across the USA. Its something Social Media Club- EDU aims to help facilitate through guidelines, training workshops, best practices and policy."
J Black

Driving Change: Selling SharePoint and Social Media Inside the Enterprise - ReadWriteWeb - 0 views

  • balk at the technology because they have no desire to share their knowledge for the benefit of the organization. These individuals tend to equate their knowledge with job security; therefore, they feel nervous about sharing out of fear that they wouldn't be needed any more.
  • "Look for agnostics, ignore atheists."
  • busy workers will not respond to buzzwords like "wiki," "blog," and "community."
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  • The point here is to take collaborative technology and apply it to processes that are routine and can be easily completed.
  • My personal experience has been that most people don't care what tool they are using, just as long as its easy, or easier then the way they had to do it before if that makes sense. And that most people don't want to change the way that they're doing things currently, even if its obviously easier, because currently = comfortable and change = scary.
  • knowledge management is about the people and their attitudes; it is about cooperation.
  • Writing a lot and reading a lot feels natural to us, but to many people it is a chore - so we end up being our wiki's sole active user.
  • You are not selling a tool. You are trying to help people work in a smarter and more efficient way.
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    Though this article is written for the business sector, there are many great parallels with how we experience social media's acceptance in the educational realm. The suggestions that are given are readily applied to our setting, as well. In the enterprise, many employees think blogs are merely websites on which people talk about their cat or their latest meal. Many don't know the differences between and advantages of such tools as message boards, blogs, and wikis. They have heard of these terms in passing, but the demands of their day-to-day jobs have prevented them from recognizing the distinct benefits of each tool. Solution: It is useless to advocate for social media tools in a vacuum. Unless you're describing a solution to a practical problem, busy workers will not respond to buzzwords like "wiki," "blog," and "community." Your client usually has about a 30-second attention span in which you can sell a social media tool. An aide in my arsenal has been the excellent videos by Lee Lefever at Common Craft. Lee visually explains social media concepts "In Plain English." Common Craft videos quickly explain complex and sometimes unfamiliar technologies in a few minutes, sans the buzzwords, hype, and sensationalism. Problem: Cynical Clients Who Don't Want to Share Information Unfortunately, some potential SharePoint users balk at the technology because they have no desire to share their knowledge for the benefit of the organization. These individuals tend to equate their knowledge with job security; therefore, they feel nervous about sharing out of fear that they wouldn't be needed any more.
J Black

The 21st Century Centurion: 21st Century Questions - 0 views

  • The report extended literacy to “Five New Basics” - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to “understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies."That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
    • J Black
       
      I had never really considered this before...how computer science has been totally left out of the equaltion....why is that? Cost of really delivering this would be enormous -- think how much money the districts would have to pour into the school systems.
  • On June 29, 1996, the U. S. Department of Education released Getting America's Students Ready for the 21st Century; Meeting the Technology Literacy Challenge, A Report to the Nation on Technology and Education. Recognizing the rapid changes in workplace needs and the vast challenges facing education, the Technology Literacy Challenge launched programs in the states that focused on a vision of the 21st century where all students are “technologically literate.” Four goals, relating primarily to technology skills, were advanced that focused specifically on: 1.) Training and support for teachers; 2.) Acquisition of multimedia computers in classrooms; 3.) Connection to the Internet for every classroom; and 4.) Acquiring effective software and online learning resources integral to teaching the school's curriculum.
    • J Black
       
      we are really stuck here....the training and support -- the acquisition of hardware, connectivity etc.
  • Our profession is failing miserably to respond to twenty-six years of policy, programs and even statutory requirements designed to improve the ability of students to perform and contribute in a high performance workplace. Our students are losing while we are debating.
    • J Black
       
      This is really, really well said here...bravo
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  • In 2007, The Report of the NEW Commission on the Skills of the American Workforce: Tough Choices or Tough Times made our nation hyperaware that "World market professionals are available in a wide range of fields for a fraction of what U.S. professionals charge." Guess what? While U.S. educators stuck learned heads in the sand, the world's citizens gained 21st century skills! Tough Choices spares no hard truth: "Our young adults score at “mediocre” levels on the best international measure of performance." Do you think it is an accident that the word "mediocre" is used? Let's see, I believe we saw it w-a-a-a-y back in 1983 when A Nation At Risk warned of a "tide of mediocrity." Tough Choices asks the hard question: "Will the world’s employers pick U.S. graduates when workers in Asia will work for much less? Then the question is answered. Our graduates will be chosen for global work "only if the U.S. worker can compete academically, exceed in creativity, learn quickly, and demonstrate a capacity to innovate." There they are
    • J Black
       
      This is exactly what dawns on students when they realize what globalization means for them..the incredibly stiff competition that it is posed to bring about.
  • “Learning is what most adults will do for a living in the 21st century."
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    The report extended literacy to "Five New Basics" - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to "understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies." That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
J Black

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

  • New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and moving images in addition to text.
  • New media coalesce into a collage. Being literate also means being able to integrate emerging new media forms into a single narrative or "media collage," such as a Web page, blog, or digital story.
  • New media are largely participatory, social media. Digital literacy requires that students have command of the media collage within the context of a social Web, often referred to as Web 2.0. The social Web provides venues for individual and collaborative narrative construction and publication through blogs and such services as MySpace, Google Docs, and YouTube. As student participation goes public, the pressure to produce high-quality work increases.
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  • Historically, new media first appear to the vast majority of us in read-only form because they are controlled by a relatively few technicians, developers, and distributors who can understand or afford them. The rest of us only evolve into writers once the new media tools become easy to use, affordable, and widely available, whether these tools are cheap pencils and paper or inexpensive digital tools and shareware.
  • Thus, a new dimension of literacy is now in play—namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively.
  • n the mid 1960s, Marshall McLuhan explained that conventional literacy caused us to trade an ear for an eye, and in so doing, trade the social context of the oral tradition for the private point of view of reading and writing. To him, television was the first step in our "retribalization," providing a common social experience that could serve as the basis for dialogue in the global village.2  However, television told someone else's story, not ours. It was not until Web 2.0 that we had the tools to come full circle and produce and consume social narrative in equal measure. Much of the emerging nature of literacy is a result of inexpensive, widely available, flexible Web 2.0 tools that enable anyone, regardless of technical skill, to play some part in reinventing literacy.
  • What is new is that the tools of literacy, as well as their effects, are now a topic of literacy itself.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • The fluent will lead, the literate will follow, and the rest will get left behind.
  • They need to be the guide on the side rather than the technician magician.
J Black

Web 2.0 Tools - Web 2.0 That Works: Marzano & Web 2.0 - 0 views

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    Web 2.0 Tools From Web 2.0 That Works: Marzano & Web 2.0 Jump to: navigation, search Master List of Web 2.0 Tools "Y" Under each category indicates that this tool can be used with this strategy. "Free +" Indicates that the tool is free at the basic level, but that more advanced versions are available at a cost. Category Key: SD = Identifying Similarities and Differences CL = Cooperative Learning SNT = Summarizing and Note-Taking ER = Reinforcing Effort and Providing Recognition HP = Homework and Practice NR = Nonlinguistic Representation OF = Setting Objectives and Providing Feedback HYP = Generating and Testing Hypotheses QCO = Questions, Cues, and Advance Organizers Tool Link Desc Cost SD CL SNT ER HP NR OF HYP QCO Notes Ajax13 [[1]] Online Graphic Editor Free Y Y Y Y Y Y Y Requires Firefox 1.5 (or higher) Browser Backpack [[2]] Online Personal Organizer Free + Y Y Y Y Y Y Y Basecamp [[3]] Online Project Collaboration Free + Y Y Y Y Y Y Y Y Blogger [[4]] Blog Hosting Website Free Y Y Y Y Y Y bubbl.us [[5]] Online Brainstorming Free Y Y Y Y del.icio.us [[6]] Online Social Bookmarks Free Y Y Y Y Diigo [[7]] Online Social Annotation Free Y Y Y Y Y Y EditGrid [[8]] Online Spreadsheets Free + Y Y Y Y Y Integrates with Facebook and iPhone EduBlogs [[9]] Blog Hosting Website Free Y Y Y Y Y Y Exploratree [[10]] Online Graphic Organizer Free Y Y Y Y Y Y Interactive, pre-made graphic organizers that can be edited online Flickr [[11]] Photo Hosting Website Free + Y Y Y Y Part of Zoho Suite of Online Apps Gliffy [[12]] Online Diagramming Software Free + Y Y Y Google Documents [[13]] Online Word Processor Free Y Y Y Y Y Y Also contains Spreadsheets & Presentations Google Earth [[14]] Dynamic Global Geographic App Free Y Y Downloads to computer Google Maps [[15]] Online Ma
Donna Hebert

edmodo | Browser Not Supported - 0 views

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    This micro-blogging social network resembles Twitter and Plurk, but is supposed to be more appropriate for educational use.
J Black

Top Education Blogs - 0 views

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    A customized search created by Marshall Kirkpatrick to demonstrate how to use social media to get the "best of". This customized google search helps you narrow in on edubloggers out there.
Michael Wacker

Welcome to NBC Learn - 1 views

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    NBC News Archives on Demand K-12 Edition Bring the World into Your Classroom! NBC News Archives on Demand (K-12) is a collection of NBC News videos, primary source documents, images, and resources specifically designed for use in the K-12 classroom. * Thousands of searchable and downloadable videos (1930s to Today) * Video content aligned to State Standards * Current Events updated regularly * Sciences, Social Studies, Language Arts, Health and Business * Personalized playlists for teachers and students * Revolutionary flippable media player
J Black

Designing for Civil Society: Not getting it may be a worldview thing - 0 views

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    When people are unenthusiastic about social media and other Web 2.0 stuff it is tempting to be a bit sneery and say they don't "get it". Who can fail to see the benefits of publishing without publishers, and organising without organisations? The tools may take a little getting used to, but surely they are worth trying in pursuit of a better world? Maybe for you, but not necessarily for them. It could be people do get it and don't like what they see, because your world view isn't theirs. If they say We can't do that - and they mustn't do it either, it may be a reflection of organisational culture - or something deeper about the way thing work.
Donna Hebert

Gifted Education 2.0 - 0 views

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    A social network for teachers of gifted and talented students
Donna Hebert

iCue > Welcome - 0 views

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    This looks like a great resource for social studies teachers.
J Black

Blogging Continues To Grow Amongst Teens, With Girls Leading The Way : The Blog Herald - 0 views

  • One of them was an extension of previously known data, as in 2004 19% of teens were engaged in blogging, whereas now that number is up to 28%.
    • J Black
       
      overall percentage combining boys and girls
  • 35% of all online teenage girls were blogging compared to 20% of online teenage boys
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    A recent Pew Internet Internet Poll (pdf) conducted via interviews amongst over 900 parent-child pairs in the United States had some interesting findings when it comes to social media usage and content generation. One of them was an extension of previously known data, as in 2004 19% of teens were engaged in blogging, whereas now that number is up to 28%.
J Black

Missouri District Starts Twittering - 0 views

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    Lee's Summit R-7 (MO) School District is atwitter over Twitter. A trial period had been proposed through the summer, but after more than a dozen people found the district on the social networking site, officials decided to launch the initiative immediately. Posts are usually about recent awards or links to the district site. It will not be used to announce school closings or other district emergencies.
J Black

The Three-E Strategy for Overcoming Resistance to Technological Change (EDUCAUSE Quarte... - 0 views

  • According to a 2007 Pew/Internet study,1 49 percent of Americans only occasionally use information and communication technology. Of the remaining 51 percent, only 8 percent are what Pew calls omnivores, “deep users of the participatory Web and mobile applications.”
  • According to a 2007 Pew/Internet study,1 49 percent of Americans only occasionally use information and communication technology. Of the remaining 51 percent, only 8 percent are what Pew calls omnivores, “deep users of the participatory Web and mobile applications.”
  • Shaping user behavior is a “soft” problem that has more to do with psychological and social barriers to technology adoption. Academia has its own cultural mores, which often conflict with experimenting with new ways of doing things. Gardner Campbell put it nicely last year when he wrote, “For an academic to risk ‘failure’ is often synonymous with ‘looking stupid in front of someone’.”2 The safe option for most users is to avoid trying something as risky as new technology.
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  • Shaping user behavior is a “soft” problem that has more to do with psychological and social barriers to technology adoption. Academia has its own cultural mores, which often conflict with experimenting with new ways of doing things. Gardner Campbell put it nicely last year when he wrote, “For an academic to risk ‘failure’ is often synonymous with ‘looking stupid in front of someone’.”2 The safe option for most users is to avoid trying something as risky as new technology.
  • The first instinct is thus to graft technology onto preexisting modes of behavior.
  • First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This “Three-E Strategy,” if applied properly, has been at the core of every successful technology adoption throughout history.
  • The first instinct is thus to graft technology onto preexisting modes of behavior.
  • First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This “Three-E Strategy,” if applied properly, has been at the core of every successful technology adoption throughout history.
  • Technology must be easy and intuitive to use for the majority of the user audience—or they won’t use it.
  • Complexity, however, remains a potent obstacle to realizing the goal of making technology easy. Omnivores (the top 8 percent of users) revel in complexity. Consider for a moment how much time some people spend creating clothes for their avatars in Second Life or the intricacies of gameplay in World of Warcraft. This complexity gives the expert users a type of power, but is also a turnoff for the majority of potential users.
  • Web 2.0 and open source present another interesting solution to this problem. The user community quickly abandons those applications they consider too complicated.
  • any new technology must become essential to users
  • Finally, we have to show them how the enhanced communication made possible through technologies such as Web 2.0 will enhance their efficiency, productivity, and ability to teach and learn.
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    First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This "Three-E Strategy," if applied properly, has been at the core of every successful technology adoption throughout history.
J Black

Educational Leadership:Literacy 2.0:The World at Our Fingertips - 0 views

  • Teaching students to contribute and collaborate online in ways that are both safe and appropriate requires instruction and modeling, not simply crossing our fingers and hoping for the best when they go home and do it on their own.
  • "Now more than ever, students need teachers who can help them sort through choices, apply technology well, and tell their stories clearly and with humanity."
  • Among our authors' guidelines for promoting the skills crucial to using social media well: Value reading and writing more than ever; Blend digital, art, oral, and written literacies; and Teach students to search, evaluate, summarize, interpret, and think and write clearly.
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  • As a result, the way we communicate, read, write, listen, persuade, learn from others, and accomplish community actions is changing. Or, as someone said when we were planning this issue of Educational Leadership, "Literacy—it's not just learning to read a book anymore."
J Black

Where's the Innovation? | always learning - 0 views

  • Tom refers to this as the “Red Queen Effect” after a scene in Alice’s Adventures Through the Looking Glass, where Alice is shocked to be standing in the same place after running quite fast for an extended period of time and the Red Queen explains, “if you want to get somewhere else, you must run at least twice as fast as that.”
  • nother Hong Kong presenter, Stephen Heppell, was also careful to emphasize that the biggest challenge today is the pace of change: exponential. With this rapid pace of change there is no time for the “staircase mentality” (pilot, review etc).
  • what are we mistakenly not valuing now?
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  • Tom explained that innovation falls squarely in quadrant 2 of Steven Covey’s matrix: it’s “Important”, but “Not Urgent”. For example, we absolutely have to have a new math/science/reading/social studies program. The teachers can’t teach without one, so picking a new one is going to fall in quadrant 1, and ultimately, innovation gets put off until tomorrow. However, innovation has an urgency all its own and those that don’t place innovation as a priority will find themselves displaced.
  • his is a good example of the difficulty people face in conceptually realizing the advantages of bold innovation: we naturally assume that slow steady progress will be best (as we are taught from an early age, when the tortoise wins the race).
  • The time for innovation is now, as Stephen described (and Marco Torres’ slide below emphasizes), “learning is at a crossroads:” we’re looking at a choice between productivity and new approaches, those new approaches being: student portfolios; making huge leaps in our model of education, not tiny steps forward; working to produce ingenious, engaged, inspired, surprising, collegiate students; and developing learning experiences that are open-ended, project-focused, multidisciplinary.
  • I can’t remember who said this first but, “technology is just an amplifier” - technology doesn’t change the quality of teaching or learning, it will only amplify it, either in a positive or negative way. What we need to be looking at is changing our approaches to learning, not modifying our curriculum to a “newer” version of what we’ve already had for the past 20 years.
  • bsolutely fabulous. This is great stuff. I just wrote a post on Thursday arguing that the “learning management system” paradigm prevents innovation and change. If we don’t break out of it, we’re destined to get out-innovated, as you suggest.
  • I came across a great quote from Frank Tibolt this morning: “We should be taught not to wait for inspiration to start a thing. Action always generates inspiration. Inspiration seldom generates action.”
  • “The best way to predict the future is to invent it.” - Alan Kay
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    Tom explained that innovation falls squarely in quadrant 2 of Steven Covey's matrix: it's "Important", but "Not Urgent".
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