Group items tagged

"My 7th grade advisory students together with Ms. Arcenas' group has been discussing the impact of Google Glass, mainly because I have been bringing my Google Glasses to class and am sharing my experience with the students. As a grade level, we have been exploring Digital Citizenship and the impact wearable technology has, is and will have on our perception, definition and lives as Digital Citizens. Students jotted down their initial feelings about the Pros and Cons of Google Glass technology in a collaborative spreadsheet. Invading people's privacy (surprisingly!), cheating and becoming distracted or lazy was a major concern to many students."

"I am continuing to document using Google Glass at Schools. What are some ways we can use Google Glass in schools to document learning, reflections, practices and just life at schools?"

"Via Kim Cofino on Google Buzz, I found the Google SearchStories Video Creator. I see some great possibilities in the classroom for it. * Pre-reading activities * Book summaries * Introduction /background knowledge * Discussion starters"

"All of our classrooms at MJGDS have their own blog. Several grade levels are piloting individual student portfolios based on a blogging platform. * How do you keep up with all this information? * How do you filter and organize it? * How can you avoid having to go back to blogs to check if the owner has updated with a new post? You can download this How-To-Guide for Subscribing via RSS & Google Reader to Classroom Blogs as a pdf."

"Teachers are worried that students simply "google" answers to a homework assignment or "copy and paste" entire paragraphs for research papers from the Internet. They are right. Nowadays, it is very easy, fast AND accessible to find answers. So, what do we do? * Do we punish students and fail them if they found the right answer online? * Do we spend our time and energy checking if they did not plagiarize by simply copying from another website into their papers? * Do we use services such as Plagiarism Checker or Turn It In to catch students? John Sowash, The Electric Educator, writes about Google-Proof Questioning"

"The Around the World with 80 Schools project has grown tremendously over the last year. It has grown so fast that it was becoming very time consuming to manually enter contact information for a group email list, invited participants manually to a wiki, add their location on a Google Map, and maintain a Google form/spreadsheet with the participants' contact information. I knew that it was time to move to another platform that would make connecting and creating a networked community easier and automated. With that goal in mind, I immediately turned to a creating a Ning."

"No! You can't just take it! No! You can't take it, because you found it on Google! No! You can't just right click>save>use, just because you can! No! You can't just pretend that you created it! No! You can't make money off my work that I shared FREELY under certain conditions! No! You can't just take it…even in the name of education! No! You can't just take it… even if AND ESPECIALLY BECAUSE you are a teacher!"

"My Middle School is using blogger (part of Google) as a platform for our students' blogfolios. The blogfolio (term coined by Andrea Hernandez) is part blog and part digital portfolio. Students not only showcase their best work, but document their learning journey. A blogfolio shows student work at a particular moment in time (due to its chronological nature) with a reflective component to show evidence of growth and learning over time."

"It is the responsibility of all educators to model good digital citizenship for their students. Especially when it comes to copyright, plagiarism and intellectual property. The waters are murky. Not being familiar with online digital rights and responsibilities (hey, teachers did not grow up with the Internet being around), educators are wading through uncharted waters (hey, I did not know that I could not just google an image to use. If someone puts it up online it is free for the taking). That does not mean they can close their eyes and pretend life is the same or that the same rules apply to online versus offline use of copyrighted material with their students."

"Mark Engstrom. 8th grade Geography teacher and Assistant Principal at Graded- The American School of São Paulo, has redesigned his entire course. Students move through the modules of this blended learning course on Geography at their own pace. They build out content knowledge using a Personalized Map (through google maps) and the content delivered through this Digital Learning Farm method will be curated so that they can build out multiple pins on their map. This content is then used as content knowledge to increase their understanding of the region. He wanted to experiment with a different type of note taking to add to students' documentation of gaining subject specific content knowledge."

"Another glimpse into the classroom! Previous video clips: Socratic Seminar & Backchanneling, Visible Thinking Routine: Chalk Talk, Mystery Skype Call, Collaborate & Curate In the spirit of opening up classroom walls and creating a ripple effect of teaching and learning by sharing ideas, methods, action research and modern literacy upgrades, here is another video clip. You are watching a 7th grade Humanities classroom, led by their teacher David Jorgensen at Graded-The American School of São Paulo. The students are reading The Giver, by Lois Lowry and have been annotating their thoughts as they are reading individual chapters in a Google Doc chart/table, labeled: Observations Inferences Rituals Questions/ Predictions"

" #BLC14 Building Learning Communities: Sharing My Notes July 20, 2014 - Conferences, Featured Carousel, Sketchnoting - no comments Alan November's Building Learning Communities in Boston is one of my favorite conference. The sheer stimulation to my thinking and creativity, the networking with so many brilliant minds, the sharing of successes and failure and meeting so many new interesting educators is unparallelled. I am sharing my notes in the spirit of enticing readers to dig further into the thoughts and material shared by keynoters and presenters. Show your information literacy by researching the #BLC14 Hashtag, scouting the presenters' individual blogs, Twitter and slideshare accounts, explore some of the links, or using keywords from my sketchnotes (ex. "participatory culture", "making learning visible", "Digital Dualism", etc.) to google further information."

"Every once in a while I visit the Microsoft Office Clipart Gallery. I just realized that they have redesigned the page. It is suddenly titled "Find Images Where you Need Them" and is divided into three sections: Using the Newest Office on Your Desktop, Using Office Web App, Using Bing to get Images. It is the last section that caught my attention. Bing is a search engine, just like Google . You can read the following step-by-step directions to find images with Bing Search"

"No lesson, no event and no learning should stand alone. We connect what we learn with our experiences of the past and store newly acquired skills, facts and experience to be retrieved in the future. Previously, I wrote about framing a field trip with Google Earth. I try to make the case of the importance to allowing students to learn to make connections, to not just expose them to a learning experience without pre-knowledge activation and reflection "to put things in perspective" to follow."

"When you are multilingual, you are used to the fact that news is being reported differently (from another point of view/perspective) in different countries. Before the Internet, you only knew this, when you were traveling between countries, spoke to friends or relatives on the phone, or were able to get you hands on old media (newspapers or magazines). Since the advent of the Internet and World Wide Web, we are finally able to connect to information and web sites without having to cross any geographic borders or time zones."

"As an extension to my first blog post "Add a Global Perspective to your Google Search", I wanted to add a video that was inspired by last week's keynote presentation by Alan November at CMI 2011."

"Geography should an integral part of EVERY subject area. It is a vital 21st Century skill to be able to connect and collaborate with people from around the world. The study of Geography is a springboard to Global Awareness."