Teachers who must hide their online activity because of nonexistent social media
guidelines risk losing their jobs and reputations. A better approach is to
collaboratively develop a policy that is acceptable to administrators, school
board members, teachers and parents allowing for involvement in the global
conversation in which many are contributing.
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Podcast323: R U In My Space? Y Have A Social Media Policy Guideline? (NECC09 ... - 0 views
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Edudemic | Social Media & Schools | Scoop.it - 1 views
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9 Tips for Enriching Your Presentations With Social Media - 1 views
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"Pioneer presenters are using social media to engage their audience and extend the reach of their ideas. Twitter, Facebook, and numerous custom online tools allow presenters to create a backchannel for their audience's ideas and feedback. This two-way engagement can enrich the audience's understanding as well as the presenter's effectiveness."
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Magazine - Is Google Making Us Stupid? - The Atlantic - 10 views
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By Nicholas Carr
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Nicholas Carr also wrote The Shallows an entire book about the effect the Internet is having on our brains - I highly recommend it. http://www.theshallowsbook.com/
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I can relate. I have the Google application on my phone which I use almost daily to check something such as a bus schedule, movie time, game score, etc.
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I am the same way on my phone. On car rides, dinner, you name it with my wife and one of us will say, "I wonder..." and the phones are out and we're finding answers. Sometimes I want to just wonder though...
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I would be interested to see a study done like this in the United States. In my one undergraduate class on politics and media we talked about "info snacking" which is the idea that people look for small bits of information at a time instead of reading the entire article. This is exactly what Carr is talking about here.
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I agree Charles. However I would suggest that I think that people will have to develop a way to info. snack and be able to do conventional reading too. It seems as though there is something lost when all you are able to do is skim and scan.
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The other thing that I wonder quite a bit about this entire article is does "info snacking" stem from the internet or does it stem from being a generation that was raised on frequent tv, video, video games, and the internet altogether. It would seem to me that those other factors would have to have something to do with it as well.
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Let's also not forget the constant stream of data to our mobile device(s) as well when thinking about that. Should this make us better, not worse, at multi-tasking.
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ity,” hopping from one source to another and rarely returning to any source they’d already visited. Th
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that provide access to journal articles, e-books, and other sources of written information. They found that people using the sites exhibited “a form of skimming activ
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As part of the five-year research program, the scholars examined computer logs documenting the behavior of visitors to two popular research sites, one operated by the British Library and one by a U.K. educational co
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This is the point I read until I got distracted. The ads on the side are distracting to me, and I also needed to get going because of the time.
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I am finding the sticky notes to be distracting. I keep skipping from the article to the notes.
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That is a very good point. I personally find it easier to read articles on paper instead of the computer screen because there are less distractions.
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My mind would
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What a good analogy. Before when you swam and simmered in the information and had to take time to digest, now we can just move from one thing to another quickly.
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Do you feel that this style allows for anything further than "In one ear, out the other"? How do you best capture the features of the web?
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It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
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“We are not only what we read,” says Maryanne Wolf, a developmental psychologist at Tufts University and the author of Proust and the Squid: The Story and Science of the Reading Brain. “We are how we read.”
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Nietzsche’s friends, a composer
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Nietzsche’s prose “changed from arguments to aphorisms, from thoughts to puns, from rhetoric to telegram style.”
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The advantages of having immediate access to such an incredibly rich store of information are many, and they’ve been widely described and duly applauded. “The perfect recall of silicon memory,” Wired’s Clive Thompson has written , “can be an enormous boon to thinking.” But that boon comes at a price. As the media theorist Marshall McLuhan pointed out in the 1960s, media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought. And what the Net seems to be doing is chipping away my capacity for concentration and contemplation.
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Thanks to the ubiquity of text on the Internet, not to mention the popularity of text-messaging on cell phones, we may well be reading more today than we did in the 1970s or 1980s, when television was our medium of choice. But it’s a different kind of reading, and behind it lies a different kind of thinking—perhaps even a new sense of the self.
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Carr's argument is that although we are perhaps reading more than ever...due to text messaging, social media sites, etc we are not taking the time to really delve into what we read and contemplate. Moreover, this premise seems plausible to a degree, as it seems generally that much of what is sent through social media may be trival or meaningless information.
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The human brain is almost infinitely malleable. People used to think that our mental meshwork, the dense connections formed among the 100 billion or so neurons inside our skulls, was largely fixed by the time we reached adulthood. But brain researchers have discovered that that’s not the case.
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Although I didn't read it (how appropriate - LOL = ) ) Carr's book on "The Shallows" alludes to this concept...in that our brains may in fact be coming re-wired, due to the common every day distractions that cause us to lose focus on thought-provoking topics. His argument is that the collective human attention span is becoming reduced, essentially due to our environment of perpetual distraction- spawned by the internet.
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With the approval of Midvale’s owners, he recruited a group of factory hands, set them to work on various metalworking machines, and recorded and timed their every movement as well as the operations of the machines. By breaking down every job into a sequence of small, discrete steps and then testing different ways of performing each one, Taylor created a set of precise instructions—an “algorithm,” we might say today—for how each worker should work. Midvale’s employees grumbled about the strict new regime, claiming that it turned them into little more than automatons, but the factory’s productivity soared.
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The idea that our minds should operate as high-speed data-processing machines is not only built into the workings of the Internet, it is the network’s reigning business model as well. The faster we surf across the Web—the more links we click and pages we view—the more opportunities Google and other companies gain to collect information about us and to feed us advertisements. Most of the proprietors of the commercial Internet have a financial stake in collecting the crumbs of data we leave behind as we flit from link to link—the more crumbs, the better. The last thing these companies want is to encourage leisurely reading or slow, concentrated thought. It’s in their economic interest to drive us to distraction
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I believe this segment is akin to "data mining" where companies look at human tendancies to advertise and create greater opportunities to feature their products by the locations (physically or virtually) of their prospective customers, clients or buyers. This idea (data mining) is relatively new to me, but there is no doubt that it will be a prevalent part of marketing in the future. During the reading of this article I received 5 text messages (responded to 2), but was disciplined enough not to check my email until I was finished. What portion of today's younger generation is disciplined enough to stay on task...until an assignment is completed?!?
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r use of the Net will be different from those woven by our reading of books and other printed works.
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I never really thought about this. Our brains are adapting to the net earlier than ever before now thanks to web tools that are being implemented earlier in the classroom. I do not remember using computers on an active basis to at least fourth grade, and I know they are starting much earlier with them.
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tual technologies is reflected in the changing metaphors we use to explain ourselves to ourselves. When the mechanical clock arrived, people began thinking of their brains as operating “like clockwork.” Today, in the age of software, we have come to think of them as operating “like computers.
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al of Gutenberg’s printing press, in the 15th century, set off another round of teeth gnashing. The Italian humanist Hieronimo Squarciafico worried that the easy availability of books would lead to intellectua
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The world would be so different without all of the great technology advances. I think back to when I had my first cell phone and it became easier to stay connected with my friends through phone calls, and now with smart phones we can be connected to the world at all times. Some people may fear change, but I think it is good to embrace it.
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Overall, I do not think Google is making us stupid. I think it is our society as a whole has become so fast paced, and we need information quicker so online resources are the first thing we go to. I think as long educators keep students focused on analyzing and deep thought, we won't let Google or other web tools make our society less intelligent.
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The idea of not being able to sustain attention to a lengthy article or book makes me think about how difficult it is more and more kids to sustain attention to tasks in class. It seems to get worse as the years go by and I feel like more and more kids are being diagnosed with ADD. Perhaps that type of attending "problem" is going to be the norm.
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I find this to be very true in the computer age as well. It is so easy to type something and change it multiple times now. I wonder if we actually give as much thought to what we are typing as we once did when changing a line meant getting a new piece of paper and starting over causing minutes or hours of extra work rather than seconds.
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I would agree with this statement. I feel that as I have gone through my education, I was taught all of the skills to read and analyze appropriately. Now that I have mastered those skills, I am only expected to recall information. If I can gather the information in a quicker/more efficent way, I will use it. But am I really learning?
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Mental Health Break: Social Media Addiction - All Tech Considered - Technology News And... - 0 views
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Connectivism: A Learning Theory for the Digital Age - 4 views
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Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
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The life of knowledge was measured in decades.
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Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
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A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations
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Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
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Constructivism suggests that learners create knowledge as they attempt to understand their experiences
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Decision-making is itself a learning process.
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Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
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Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
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Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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"Editor's Note: This is a milestone article that deserves careful study. Connectivism should not be con fused with constructivism. George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age."
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Education Week: Filtering Fixes - 0 views
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Instead of blocking the many exit ramps and side routes on the information superhighway, they have decided that educating students and teachers on how to navigate the Internet’s vast resources responsibly, safely, and productively—and setting clear rules and expectations for doing so—is the best way to head off online collisions.
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“We are known in our district for technology, so I don’t see how you can teach kids 21st-century values if you’re not teaching them digital citizenship and appropriate ways of sharing and using everything that’s available on the Web,” said Shawn Nutting, the technology director for the Trussville district. “How can you, in 2009, not use the Internet for everything? It blows me away that all these schools block things out” that are valuable.
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While schools are required by federal and state laws to block pornography and other content that poses a danger to minors, Internet-filtering software often prevents students from accessing information on legitimate topics that tend to get caught in the censoring process: think breast cancer, sexuality, or even innocuous keywords that sound like blocked terms. One teacher who commented on one of Mr. Fryer’s blog posts, for example, complained that a search for biographical information on a person named Thacker was caught by his school’s Internet filter because the prohibited term “hacker” is included within the spelling of the word.
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The K-2 school provides e-mail addresses to each of its 880 students and maintains accounts on the Facebook and Twitter networking sites. Children can also interact with peers in other schools and across the country through protected wiki spaces and blogs the school has set up.
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“Rather than saying this is a scary tool and something bad could happen, instead we believe it’s an incredible tool that connects you with the entire world out there. ... [L]et’s show you the best way to use it.”
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As Trussville students move through the grades and encounter more-complex educational content and expectations, their Internet access is incrementally expanded.
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In 2001, the Children’s Internet Protection Act instituted new requirements for schools to establish policies and safeguards for Internet use as a condition of receiving federal E-rate funding. Many districts have responded by restricting any potentially troublesome sites. But many educators and media specialists complain that the filters are set too broadly and cannot discriminate between good and bad content. Drawing the line between what material is acceptable and what’s not is a local decision that has to take into account each district’s comfort level with using Internet content
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The American Civil Liberties Union sued Tennesee’s Knox County and Nashville school districts on behalf of several students and a school librarian for blocking Internet sites related to gay and lesbian issues. While the districts’ filtering software prohibited students from accessing sites that provided information and resources on the subject, it did not block sites run by organizations that promoted the controversial view that homosexuals can be “rehabilitated” and become heterosexuals. Last month, a federal court dismissed the lawsuit after school officials agreed to unblock the sites.
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Students are using personal technology tools more readily to study subject matter, collaborate with classmates, and complete assignments than they were several years ago, but they are generally asked to “power down” at school and abandon the electronic resources they rely on for learning outside of class, the survey found. Administrators generally cite safety issues and concerns that students will misuse such tools to dawdle, cheat, or view inappropriate content in school as reasons for not offering more open online access to students. ("Students See Schools Inhibiting Their Use of New Technologies,", April 1, 2009.)
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A report commissioned by the NSBA found that social networking can be beneficial to students, and urged school board members to “find ways to harness the educational value” of so-called Web 2.0 tools, such as setting up chat rooms or online journals that allow students to collaborate on their classwork. The 2007 report also told school boards to re-evaluate policies that ban or tightly restrict the use of the Internet or social-networking sites.
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Federal Requirements for Schools on Internet Safety The Children’s Internet Protection Act, or CIPA, is a federal law intended to block access to offensive Web content on school and library computers. Under CIPA, schools and libraries that receive funding through the federal E-rate program for Internet access must: • Have an Internet-safety policy and technology-protection measures in place. The policy must include measures to block or filter Internet access to obscene photos, child pornography, and other images that can be harmful to minors; • Educate minors about appropriate and inappropriate online behavior, including activities like cyberbullying and social networking; • Adopt and enforce a policy to monitor online activities of minors; and • Adopt and implement policies related to Internet use by minors that address access to inappropriate online materials, student safety and privacy issues, and the hacking of unauthorized sites. Source: Federal Communications Commission
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“We believe that you can’t have goals about kids’ collaborating globally and then block their ability to do that,” said Becky Fisher, the Virginia district’s technology coordinator.
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ISTE | NETS for Students 2007 - 0 views
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Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.
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Does this sound familiar? Collaboration? Which group read that in the Horizon Report?
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Project teams sounds like something I would love to be a part of, and my students to be a part of!
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@Jim- Yes, this does sound familiar. I served on a tech steering committee this spring and that is how I learned of these standards. Not sure the school board knows of them though.
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I think letter C is fascinating - until yesterday, I hadn't thought about students communicating with other students around the WORLD.
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Before I had this class I didn't think Distance Learning was important, but when asked if I thought the district should get a set up for our elementary school, I said yes, since why say no! I hope we get it now because I will be able to use it with the knowledge I am gaining this week. Very cool!
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Should they be allowed to text each other during class? That's communication, using one of their favorite formats!
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This is particularly apt for middle school students who are very, very social! They love working in groups and do a better job of holding each other accountable than I do!
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a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities
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Do YOU know that NETS-S for your students? Is ANYONE in your school addressing these?
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Do YOU know that NETS-S for your students? Is ANYONE in your school addressing these?
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Do YOU know that NETS-S for your students? Is ANYONE in your school addressing these?
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Do YOU know that NETS-S for your students? Is ANYONE in your school addressing these?
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Do YOU know that NETS-S for your students? Is ANYONE in your school addressing these?
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Do YOU know that NETS-S for your students? Is ANYONE in your school addressing these?
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Do YOU know that NETS-S for your students? Is ANYONE in your school addressing these?
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Infographic: Social Media Statistics For 2012 | Digital Buzz Blog - 0 views
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EduDemic » Every Teacher's Must-Have Guide To Facebook - 1 views
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"You can't swing a stick in social media without hitting something on Facebook. Same goes for education. You can't talk about how technology is revolutionizing education without mentioning Facebook. It's a simple service to figure out but what about once you become a regular user? If you're a teacher, you would be well served by spending 3 minutes to read through this must-have guide. "
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The Committed Sardine - blog - 0 views
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Chris Sherman, president of Searchwise, said Google, Yahoo, Microsoft's Bing, and newcomer WolframAlpha are the four main search engines that benefit researchers.
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Social media, I think it's a fad. I think it will not have lasting value as a search medium. I think that there's a lot of focus on searching Facebook and searching Twitter and things like that. I just don't see it. I see lots and lots of problems with that," he said.
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Social media, I think it's a fad. I think it will not have lasting value as a search medium. I think that there's a lot of focus on searching Facebook and searching Twitter and things like that. I just don't see it. I see lots and lots of problems with that," he said.
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Chris Sherman, president of Searchwise, said Google, Yahoo, Microsoft's Bing, and newcomer WolframAlpha are the four main search engines that benefit researchers.
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Chris Sherman, president of Searchwise, said Google, Yahoo, Microsoft's Bing, and newcomer WolframAlpha are the four main search engines that benefit researchers.
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Education Update:Reading the Blueprint:Dawn of the New Literacies - 0 views
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desultory
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the U.S. Department of Education's Office of Educational Technology has upped the technology ante with the release of its National Education Technology Plan in Spring 2010.
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The plan states, "The challenge for our education system is to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students' daily lives and the reality of their futures."
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21st century concept of authorship
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teachers need to guide students to be critical readers "who can evaluate online information for credibility, timeliness, accuracy, and even hidden agendas,"
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The new generation, sometimes dubbed "screenagers," does much more with technology outside school. Through social networking sites and wireless gizmos, kids are reading; texting; connecting socially; and making their own digital creations, from music mashups to backyard, YouTube-ready videos.
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