Skip to main content

Home/ K20 Innovative Learning Institute/ Group items tagged publishing

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Lisa Luse

Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views

www.ascd.org/...prints-in-the-Digital-Age.aspx

shared by Lisa Luse on 08 Nov 11 - Cached
  • Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.
    • Lisa Luse
      Lisa Luse on 08 Nov 11
       
      How cool is this - we are all publishers now.
  • This may be the first large technological shift in history that's being driven by children.
  • we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
  • ...8 more annotations...
  • these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.
  • Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.
    • Lisa Luse
      Lisa Luse on 08 Nov 11
       
      How, how, how?  
  • So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks; it may take the form of ruminations on life in a blog, photos of the latest family picnic on Flickr, or discussion notes students post to a classroom wiki for others to read and contribute to.
  • online network literacies firsthand
  • What we say today in our blogs and videos will persist long into the future and not simply end up in the paper recycling bin when we clean out our desks at the end of the year. What we say is copyable; others can take it, use it, or change it with ease, making our ability to edit content and comprehend the ethical use of the content we read even more crucial. The things we create are searchable to an extent never before imagined and will be viewed by all sorts of audiences, both intended and unintended.
  • These new realities demand that we prepare students to be educated, sophisticated owners of online spaces. Although Laura is able to connect, does she understand, as researcher Stephen Downes (2005) suggests, that her network must be diverse, that she must actively seek dissenting voices who might push her thinking in ways that the "echo chamber" of kindred thinkers might not? Is she doing the work of finding new voices to include in the conversation? Is she able to make astute decisions about the people with whom she interacts, keeping herself safe from those who might mean her harm? Is she learning balance in her use of technology, or is she falling into the common pattern of spending hours at the keyboard, losing herself in the network? This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.
    • Lisa Luse
      Lisa Luse on 08 Nov 11
       
      It's like having a month to learn a whole new language and then be expected to teach the intricacies of it to native speakers.
  • We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation.
  • But to do all that, we educators must first own these technologies and be able to take advantage of these networked learning spaces. In this way, we can fully prepare students not just to be Googled well, but to be findable in good ways by people who share their passions for learning and who may well end up being lifelong teachers, mentors, or friends.
1 - 1 of 1
Showing 20▼ items per page