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Doris Reeves-Lipscomb

http://successfulaging.milkeninstitute.org/bcsa.taf?page=videos&vid=10 - 0 views

successfulaging.milkeninstitute.org/bcsa.taf

multimedia research aging cities videos Milken

shared by Doris Reeves-Lipscomb on 02 Aug 12 - No Cached
  • Doris Reeves-Lipscomb on 02 Aug 12
     
    Very nice site by the Milken Institute (changing the world in innovative ways) featuring bite-size multimedia appetizers of its Best Cities for Successful Aging research.
Doris Reeves-Lipscomb

4 Multimedia Learning Principles that will Improve Your Slides | SlideShare Blog - 0 views

blog.slideshare.net/...-that-will-improve-your-slides

presentation Mitchell slideshare blog

shared by Doris Reeves-Lipscomb on 10 Jun 13 - No Cached
  • Doris Reeves-Lipscomb on 10 Jun 13
     
    Excellent post by Olivia Mitchell, 2.3.09, offering tips and links to other excellent presentations on presentations.
Lisa Levinson

The NCTE Definition of 21st Century Literacies - 0 views

www.ncte.org/...21stcentdefinition

womenslearningstudio WLStudio literacy 21stCenturySkills ncte technology education literacies standards

shared by Lisa Levinson on 24 Jun 15 - Cached
  • Lisa Levinson on 24 Jun 15
     
    "Updated February 2013 Adopted by the NCTE Executive Committee, February 15, 2008  Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups. Active, successful participants in this 21st century global society must be able to Develop proficiency and fluency with the tools of technology; Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought; Design and share information for global communities to meet a variety of purposes; Manage, analyze, and synthesize multiple streams of simultaneous information; Create, critique, analyze, and evaluate multimedia texts; Attend to the ethical responsibilities required by these complex environments."
Doris Reeves-Lipscomb

Feminism for the 99 Percent - Progressive.org - 0 views

progressive.org/...t-with-keeanga-yamahtta-taylor

Progressive Jaffe feminism women work childcare womenslearningstudio

shared by Doris Reeves-Lipscomb on 05 Apr 17 - No Cached
  • Doris Reeves-Lipscomb on 05 Apr 17
     
    article by Sarah Haffee--interview with Keeanga-Yamahtta Taylor on issues for women that must be addressed-glass ceilings for women in politics and corporate America. what about access to health care, reproductive health care, child care, living wage jobs? March 1, 2017
Doris Reeves-Lipscomb

Choosing the Right Digital Learning Device - Education Week - 0 views

www.edweek.org/...t-digital-learning-device.html

adult_education digital_technology literacy digital_learning womenslearningstudio

shared by Doris Reeves-Lipscomb on 29 Jun 15 - No Cached
  • mix of iPads and tablets with detachable keyboards.
  • HP EliteBook Revolve 810 G3, a laptop-tablet hybrid
  • Some K-12 systems are moving away from iPads and on to Chromebooks. And many elementary schools use Kindles and tablets made by Samsung and Android rather than Apple iPads.
  • ...4 more annotations...
  • consuming content to creating it. They multitask more and increasingly use the Internet to research information.
  • Chromebooks offered immediate access to cloud-based documents and other work; plus, all staff members and students starting in grade 4 operate within the Google ecosystem, which is more compatible with Chromebooks.
  • powerful enough to run multiple applications and support software that can run more complex multimedia applications.
  • high school students ideally need a range of proficiency in non-keyboard input devices and keyboard-input devices to teach word processing, data analysis, presentation software skills, and business-based social-media use. All those skills are essential for basic technical problem-solving and critical thinking in the digital age.
  • Doris Reeves-Lipscomb on 29 Jun 15
     
    Has important considerations for choosing right digital devices based on purpose and nature of work to be done--Robin L. Flanigan, EdWeek, June 11, 2015.
Doris Reeves-Lipscomb

Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 0 views

www.edweek.org/...h-is-not-transforming-how.html

EdTech education technology Edweek teach online_learning womenslearningstudio

shared by Doris Reeves-Lipscomb on 24 Jun 15 - No Cached
  • teachers are far more likely to use technology to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning. Case study after case study describe a common pattern inside schools: A handful of "early adopters" embrace innovative uses of new technology, while their colleagues make incremental or no changes to what they already do.
  • numerous culprits
  • Washington-based International Society for Technology in Education
  • ...12 more annotations...
  • project-based unit on social-justice movements
  • Their goal: Produce independent research papers on topics of their choice, then collaboratively develop a multimedia presentation of their findings with classmates researching the same issue.
  • cloud-based tool called Google Slides
  • prepare written text (61 percent of respondents reported that their students did so "sometimes" or "often") conduct Internet research (66 percent), or learn/practice basic skills (69 percent).
  • "job-embedded" professional development
  • "most teachers [at the school] had adapted an innovation to fit their customary practices."
  • "second order" obstacles.
  • expanding teachers' knowledge of new instructional practices that will allow them to select and use the right technology, in the right way, with the right students, for the right purpose.
  • eachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized.
  • "We're telling teachers that the key thing that is important is that students in your classroom achieve, and we're defining achievement by how they do on [standardized] tests," she said. "That's not going to change behavior."
  • Far more rare were teachers who reported that their students sometimes or often used technology to conduct experiments (25 percent), create art or music (25 percent), design and produce a product (13 percent), or contribute to a blog or wiki (9 percent.)
  • "The smarter districts use those teachers to teach other teachers how to integrate tech into their lessons,"
  • Doris Reeves-Lipscomb on 24 Jun 15
     
    Great article on why more progress in the classroom isn't happening with student-centered uses of technology. June 10, 2015 Edweek, quotes Larry Cuban.
Doris Reeves-Lipscomb

The Path to Happy Employment, Contact by Contact on LinkedIn - NYTimes.com - 1 views

www.nytimes.com/...ct-by-contact-on-linkedin.html

nytimes NYT LinkedIn review tips EncoreTampaBay womenslearningstudio

shared by Doris Reeves-Lipscomb on 01 May 15 - No Cached
  • It is, essentially, the networking breakfast moved into a virtual world, and available virtually to the entire world.
  • First, the basics: LinkedIn allows users to create a compelling text-and-multimedia narrative of their life and work.
  • Doris Reeves-Lipscomb on 01 May 15
     
    Really good article on how to use LinkedIn well, December 4, 2013, in NYT, Personal Tech column
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