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danielle spencer

Horizon Report 2009 - 3 views

www.nmc.org/...2009-Horizon-Report.pdf

2009 research

shared by danielle spencer on 24 Oct 10 - Cached
  • danielle spencer on 25 Oct 10
     
    The skills involved in writing and research have changed from those required even a few years ago. Institutions need to adapt to current student needs and identify new learning models that are engaging to younger generations.
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  • danielle spencer on 25 Oct 10
  • danielle spencer on 25 Oct 10
     
    This is transformative: cloud computing transforms once-expensive resources like disk storage and processing cycles into a readily available, cheap commodity
  • danielle spencer on 25 Oct 10
     
    The emergence of cloud-based applications is causing a shift in the way we think about how we use software and store our files. Because they live on the network, applications in the cloud make it easy to share documents, collaboratively edit, and effectively manage versions.
  • danielle spencer on 25 Oct 10
     
    Everything on the Earth's surface has a location that can be expressed with just two coordinates.
  • danielle spencer on 25 Oct 10
     
    Increasing globalization continues to affect the way we work, collaborate, and communicate. Visualization tools are making information more meaningful and insights more intuitive.
  • danielle spencer on 25 Oct 10
     
    a personal web - that explicitly supports one's social, professional, learning and other activities via highly personalized windows to the networked world.
  • danielle spencer on 25 Oct 10
     
    Personal web (PLN) This transformation is gaining momentum. Blogging sites such as WordPress.com and EduBlogs, as well as tools like Twitter, Facebook, YouTube, and Flickr have become mainstream
  • danielle spencer on 25 Oct 10
     
    is that eventually it might be able to help people solve very difficult problems by presenting connections between apparently unrelated concepts, individuals, events, or things - connections that it would take many people many years to perceive, but that could become obvious through the kinds of associations made possible by semantic-aware applications.
  • danielle spencer on 25 Oct 10
     
    social/semantic web: Semantic-aware tools to help visualize relationships among concepts and ideas are just beginning to emerge, including mashups that not only plot data on graphs or maps, but also emphasize and illustrate conceptual links. For instance, WorldMapper (http:// www.worldmapper.org/)
danielle spencer

netp.pdf (application/pdf Object) - 0 views

www2.ed.gov/...netp.pdf

application plan technology

shared by danielle spencer on 09 Mar 10 - No Cached
  • danielle spencer on 09 Mar 10
     
    p.13 goal 3.0 teaching
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  • danielle spencer on 09 Mar 10
     
    p.26- a model of learning
  • danielle spencer on 09 Mar 10
     
    p.29 Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, 21st century competencies and expertise such as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.
  • danielle spencer on 09 Mar 10
     
    p.41 Goal: Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. eg`s on p42 about online assessmentsédata
  • danielle spencer on 09 Mar 10
     
    p.29 we need adaptive learning skills that blend content knowledge with the ability to learn new things. This requires developing deep understanding within specific domains and the ability to make connections that cut across domains p.29today. We also need to know how to use the same technology in learning that professionals in various disciplines do.Professionals routinely use web resources and participatory technology such as wikis, blogs, and user-generated content for the research, collaboration, and communication demanded in their jobs.
  • danielle spencer on 09 Mar 10
     
    p.39Reaching Our Goal All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. To meet this goal, we recommend the following actions: 1.1 Recommendation: Revise, create, and adopt standards and learning objectives for all content areas that reflect 21st century expertise and the power of technology to improve learning. p.391.2 Recommendation: Develop and adopt learning resources that use technology to embody design principles from the learning sciences. p.391.3 Recommendation: Develop and adopt learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere.
  • danielle spencer on 09 Mar 10
     
    p.59: connected teaching-personal learning networks
  • danielle spencer on 09 Mar 10
     
    p.90 5.5 Recommendation: Design, implement, and evaluate technology-powered programs and interventions to ensure that students progress through our K-16 education system and emerge prepared for the workplace and citizenship.
danielle spencer

Teaching in a Participatory Digital World | CEA - 2 views

www.cea-ace.ca/...ng-participatory-digital-world

teaching digital inquiry today's_learners

shared by danielle spencer on 28 Dec 10 - No Cached
  • to participatory social, academic, and political Web 2.0 environments with a new vocabulary and new temporal and spatial interactions.
  • new user-centric information infrastructure that emphasizes creative participation over presentation; encourages focused conversation and short briefs written in less technical, public vernacular; and facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of situated understanding that emerges from action not passivity
  • for changed mindsets about schooling, teaching, learning, and assessment.
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  • how they work with disciplinary knowledge, how they design for learning and assessment, and how they embrace technology.
  • the active, engaged, and collaborative teaching and learning relationships made possible by new educational technologies.
  • inquiry and technology opens the door to powerful new teaching and assessment practices that result in documented benefits for learners
  • If work is now about networking, question-posing, critical assessment of information and media, collaborative team work, and creating new knowledge and ideas, then today’s students require opportunities to develop the competencies they need for expert adult performance in digitally rich and net-connected school spaces.
  • The most powerful thing teachers do to engage students is to design engaging, meaningful, and authentic work and technology-enhanced learning experiences.
  • teachers have a greater effect on students’ learning outcomes than the schools they attend
  • only active participation in knowledge construction allows for deeper conceptual understanding of disciplinary concepts and increased motivation for learning
  • The thoughtful design of meaningful online learning experiences matters; teachers who design for peer collaboration and individual reflection on learning cultivate stronger learning outcomes.
  • evolution of Web 2.0 is blurring the line between producers and consumers of content and shifting attention from access to information to access to other people, and online experiences and virtual communities like Second Life are allowing people with common interests to meet, share ideas, and collaborate in innovative ways.
  • it is socially constructed and shared.
  • it is an active, situated, and engaged process of making meaning, interpretation, and developing deep understanding.
  • it supports deep and engaged learning, simultaneous articulation, creation, and reflection in participatory social networks and dynamic ecosystems.
  • teachers need continuous professional support while they learn to design rich, authentic learning tasks and support the evolving needs of their students.
  • he Galileo Network
  • teachers learn how to design and teach in a digital world by using rich online tools and resources; by collaboratively developing rich tasks and student inquiry projects; by actively accessing, evaluating, and developing online educational content and learning experiences; and by participating in online forums within IO to discuss student engagement, the design of great tasks, authentic assessment, and uncovering the curriculum.
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