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L Butler

Four Pillars of Technology Integration | nashworld - 0 views

nashworld.edublogs.org/...lars-of-technology-integration

web2.0 blog education

shared by L Butler on 10 Aug 09 - Cached
  • Think transformation of the way teaching and learning is done in your district, as opposed to integration into it as it exists.
    • L Butler
      L Butler on 10 Aug 09
       
      The success comes when new lessons are created creatively utilizing the technology. It feels awkward when technology is just tacked on to an old lesson - just so there is technology.
  • Learn what they learn.
    • L Butler
      L Butler on 10 Aug 09
       
      Unless people learn / play with the technology, they can not possibly understand the potential power in the classroom.
  • don’t filter the very usefulness out of the web
    • L Butler
      L Butler on 10 Aug 09
       
      Love the wording of this ... sadly it is so true
  • ...7 more annotations...
  • The fourth pillar of “instructional model” is more than a quick soundbyte allows.  I see three levels of this notion with increasing value as follows:  1) You have thought about and encouraged good instructional practices in your building/district.  2) You have a well-articulated plan for effective instructional practice that is building or districtwide.  3)  You have a true learner-centered instructional model in place in grades K-12 that credits the constructivist nature of human learning.
  • At this point, the vast majority of school systems are behind the curve in this area.  Being this far behind might just have one distinct advantage.  If there is no way to see any of the individual trees in a forest, you are likely going to be forced to start your mission with a whole-forest view to begin with. 
  • You don’t need a flashlight.  It’s not that dark in there anymore.  Trust that there are others who have proceeded down this path before you, and they have learned many important lessons.  Collaborate.  Learn from their successes and failures.  Do not go it alone. 
  • Ask yourself: what can we do with these new tools available today that we couldn’t do before?  If we could remake our curriculum any way we wanted, how would we do it? 
  • All systems need what I will call an “innovation engine.”  Whatever the system, whatever the setup, schools and school systems need pockets of sponsored innovation.
  • Soon after access is all around you, it doesn’t even feel like “technology,” it just feels like the way things are done.  This is a good thing, for when technology becomes invisible, we can finally focus on the value added from new uses of these tools. 
  • So where does all of this leave you?  How many of these pillars have been already constructed around you?  What have you done to help in that construction? 
  • L Butler on 10 Aug 09
     
    Interesting blog which addresses technology integration from the perspectives of all the parties involved - admins, technology coaches, teachers, students, etc. Worth the reading.
Michelle Krill

ISTE Learning - 0 views

istelearning.org

iste professionaldevelopment pd nets community

shared by Michelle Krill on 27 Jun 10 - Cached
  • anonymous on 27 Jun 10
     
    ISTE Learning is an anytime, anywhere online community for professional development where educators can sample free concepts, buy cool resources and exchange creative ideas. This space provides relevant learning experiences in multiple formats to strengthen the teaching experience and grow digital literacy.
  • Michelle Krill on 30 Jun 10
     
    "What Is ISTE Learning? ISTE Learning is an anytime, anywhere online community for professional development where educators can sample free concepts, buy cool resources and exchange creative ideas. This space provides relevant learning experiences in multiple formats to strengthen the teaching experience and grow digital literacy. ISTE Learning's Mission The mission of ISTE Learning is to provide robust leadership, learning and teaching opportunities that are grounded in the NETS to support educators in effectively implementing technology into their learning environments."
Lucy Chubb

We can't let educators off the hook | Dangerously Irrelevant - 2 views

dangerouslyirrelevant.org/...et-educators-off-the-hook.html

shared by Lucy Chubb on 03 Oct 10 - No Cached
    • anonymous
      anonymous on 03 Oct 10
       
      What do you think? Is ignorance of the tools of the web excusable? Should we let them off the hook?
    • anonymous
      anonymous on 03 Oct 10
       
      Oh, and read down through the comments, as well. The discussion continues there.
    • Martin Meier
      Martin Meier on 22 Oct 10
       
      "...if you're not doing what needs to be done, then you should get out of the way to make room for someone who will." This statement assumes everyone who uses digital technology "know what needs to be done." After viewing many videos during our class I believe there is a direction we should be going in, but nobody really 'knows' what needs to be done. Just like every politician and irrate blogger seems to have the answer. The "get with us or get out of the way" statments concern me the most. If a student doesn't subscribe to what we're teaching do we then shuffle them off to alternate school? No, we try something different whether it's Web 2.0 or something else. It's what we call the 'art' of teaching. Whether we're teaching students or educators, as long as we're willing to try something new, not just jump on the bandwagon, then our students will learn to adjust and be flexible also.
    • Mary Richards
      Mary Richards on 23 Oct 10
       
      Lurkers are good - if everyone is talking than no one is listening.
    • Kati Hoover
      Kati Hoover on 23 Oct 10
       
      I don't think we can let educators off the hook. I feel like some just ignore where the world is going and feel save and comfortable in what they know. Well, who isn't. We don't become better teachers, friends, parents, or people by keeping things to same. You have to change and adapt in order to be successful. We aren't just teaching students. We are preparing the future generation. Those students will become all of things we are and we know - if we don't prepare them for what their world WILL look like, what are we doing? Are we even doing our job? We must be held accountable.
    • Sandra Benedict
      Sandra Benedict on 23 Oct 10
       
      No, we should not allow colleges who train our teachers off the hook either. We need to support and train teachers in these various tools. We also need to make sure they have the hardware was well as our kids. All too often these authors think everyone including kids have access to computers/internet 24/7. Some of our teachers do not have this access in their homes.
    • Lucy Chubb
      Lucy Chubb on 23 Oct 10
       
      information shared to the faculty helps counter the "blue pill"
    • Lucy Chubb
      Lucy Chubb on 23 Oct 10
       
      That is my favorite paragraph!
    • Lauren Hummel
      Lauren Hummel on 23 Oct 10
       
      I also like this paragraph. The idea of life-long learnining has to embrace change. I understand that adapting is difficult because it requires teachers to constantly reconstruct their teaching. However, I agree that this needs to take place in order for education to effectively meet the needs of students.
  • ...4 more annotations...
  • If you’re a teacher / administrator / librarian / education professor that somehow ‘doesn’t even realize [yet] that there’s a decision to be made,’ should you even be working in a school or university? Don’t our children and our school systems need and deserve someone who’s in a different place than you are?
  • It’s about our students: our children and our youth who deserve at the end of their schooling experience to be prepared for the world in which they’re going to live and work and think and play and be. That’s the obligation of each and every one of us. No educator gets to disown this.
    • Lucy Chubb
      Lucy Chubb on 23 Oct 10
       
      Taking responsibility for your learning--we expect it from our students, why not our faculty?
    • Lucy Chubb
      Lucy Chubb on 23 Oct 10
       
      I'm very glad that I am able to discuss and add input to help create change.
  • anonymous on 03 Oct 10
     
    "If you're a teacher / administrator / librarian / education professor that somehow 'doesn't even realize [yet] that there's a decision to be made,' should you even be working in a school or university? Don't our children and our school systems need and deserve someone who's in a different place than you are? It's one thing to still be a learner; heck, we're all learners with this technology stuff. It's another to opt out or not even recognize the choice. If we look at what our kids need, shouldn't we replace you with someone else? "
  • anonymous on 03 Oct 10
     
    What do you think of this post? Look for the sticky note and let's discuss it.
Michelle Krill

Connectivism: A Learning Theory for the Digital Age - 4 views

www.itdl.org/...article01.htm

Connectivism learningtheory

shared by Michelle Krill on 02 Aug 12 - Cached
  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Denise Nichols
      Denise Nichols on 02 Aug 12
       
      What are some of the new theories?  What research will they be based upon?
  • The life of knowledge was measured in decades.
    • Denise Nichols
      Denise Nichols on 02 Aug 12
       
      Our concept of knowledge had definitely changed in this digital age of Google.
  • ...11 more annotations...
  • Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
    • Denise Nichols
      Denise Nichols on 02 Aug 12
       
      Conrad Wolfram speaks to this idea in his TED talk about teaching real math with computers.  He states that students spend 80% of their time on calculating rather than applying math to real world problems to learn math concepts.
  • 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
  • Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
    • Denise Nichols
      Denise Nichols on 02 Aug 12
       
      This is one of the most important skills we can give our students in the digital age.  An intelligent person may not know the information but they know where to find the information.
    • Neil Groft
      Neil Groft on 02 Aug 12
       
      Crazy to think how fast the world is changing.
    • Thomas Larkin
      Thomas Larkin on 02 Aug 12
       
      This point was in the Wolfram Talk too
  • Constructivism suggests that learners create knowledge as they attempt to understand their experiences
  • Decision-making is itself a learning process.
    • Deb Sowers
      Deb Sowers on 02 Aug 12
       
      ...and do we (teachers AND parents) really teach this with our kids? ...or facilitate??
  • 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.
    • Rich Smith
      Rich Smith on 02 Aug 12
       
      I love this point
  • 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).”
    • Denise Nichols
      Denise Nichols on 02 Aug 12
       
      This is how social media expands our knowledge.  
  • Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
    • Deb Sowers
      Deb Sowers on 02 Aug 12
       
      Great summary statement
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
  • Michelle Krill on 02 Aug 12
     
    "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."
mary heuer

Blogging helps encourage teen writing | Top News | eSchoolNews.com - 9 views

www.eschoolnews.com/...g-helps-encourage-teen-writing

shared by mary heuer on 07 Jul 10 - Cached
  • Blogging is helping many teens become more prolific writers.
    • Michelle Krill
      Michelle Krill on 09 Jul 10
       
      Wow! What a statement!
    • janae kauffman
      janae kauffman on 09 Jul 10
       
      I know!
  • it and revise their writing on a computer, the report says. Nearly six in 10 students (57 percent) say they edit and revise more frequently when they write using a computer. Teens who use a computer in their non-school writing believe computers have a greater impact on the amount of writing they produce than on the overall quality of their writing. Yet, there is a great deal of ambiguity with respect to the impact of computers in each of these areas. Among teens who use computers in their non-school writing, four in 10 say computers help them do more writing, and a similar number believe they would write the same amount whether they used computers or not. In comparison, only three in 10 teens who write on computers for non-school purposes at least occasionally believe computers help them do better writing–and twice as many (63 percent) say computers make no difference in the quality of their writing. Parents are more likely than teens to believe that internet-based writing (such as eMail and instant messaging) affects writing skills overall, though both groups are split on whether electronic communications help or hurt. Nonetheless, 73 percent of teens and 40 percent of parents believe internet writing makes no difference either way. Most students (82 percent) believe that additional instruction and focus on writing in school would help improve their writing even further–and more than three-quarters of those surveyed (78 percent) think it would help their writing if their teachers used computer-based writing tools such as games, multimedia, or writing software programs or web sites during class. The telephone-based survey of 700 U.S. residents ages 12 to 17 and their parents was conducted last year from Sept. 19 to Nov. 16 and has a margin of error of plus or minus 5 percentage points. Link: "Writing, Technology, and Teens" survey var a2a_config = a2a_config || {}; a2a_config.linkname="Blogging helps encourage teen writing"; a2a_config.linkurl="http://www.eschoolnews.com/2008/04/30/blogging-helps-encourage-teen-writing/"; Comments are closed <script language=JavaScript src="http://rotator.adjuggler.com/servlet/ajrotator/173768/0/vj?z=eschool&dim=173789&pos=6&abr=$scriptiniframe"></script><noscript><a href="http://rotator.adjuggler.com/servlet/ajrotator/173768/0/cc?z=eschool&pos=6"><img src="http://rotator.adjuggler.com/servlet/ajrotator/173768/0/vc?z=eschool&dim=173789&pos=6&abr=$imginiframe" width="300" height="250" border="0"></a></noscript> Recent Stories with Comments Kentucky offers cloud-based software to 700,000 school usersNo access for bad guysU.S. court weighs school discipline for lewd web postsParent video protesting state budget cuts goes viralEditorial: Threats to innovation <SCRIPT language='JavaScript1.1' SRC="http://ad.doubleclick.net/adj/N5621.125531.9553987353421/B3794502.5;abr=!ie;sz=300x250;click=;ord=996778?"> </SCRIPT> <NOSCRIPT> <A HREF="http://ad.doubleclick.net/jump/N5621.125531.9553987353421/B3794502.5;abr=!ie4;abr=!ie5;sz=300x250;ord=996778?"> <IMG SRC="http://ad.doubleclick.net/ad/N5621.125531.9553987353421/B3794502.5;abr=!ie4;abr=!ie5;sz=300x250;ord=996778?" BORDER=0 WIDTH=300 HEIGHT=250 ALT="Click Here"></A> </NOSCRIPT> Educator Resource Centers Computing in the Cloud How technology can help with language instruction Communication and Collaboration for More Effective School Management Expert Blog: Security Insights Boost Student Achievement with Connected Teaching Private: Testing ERC Page Solving key IT challenges with virtualization Online Learning: One Pathway to Success Re-imagining Education One-to-one computing: The last piece of the puzzle Recent Entries Customers question tech industry’s takeover spree New rules bring online piracy fight to U.S. campuses Judge orders school newspaper to delete stories Ed-tech grant program aims to boost college readiness Lawmakers tra
  • Michelle Krill on 07 Jul 10
     
    "Survey reveals that student bloggers are more prolific and appreciate the value of writing more than their peers"
  • mary heuer on 09 Jul 10
     
    I am trying to get rid of this but cannot delete because it has been annotated by others....that's what I get for playing around ...
anonymous

Education Week: Filtering Fixes - 0 views

www.edweek.org/...02filter_ep.h29.html

shared by anonymous on 15 Sep 09 - Cached
  • 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.
    • anonymous
      anonymous on 15 Sep 09
       
      This is nothing new, but it seems this is one of the VERY few districts that puts its filter where its mouth is.
  • “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.
  • 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.
  • ...10 more annotations...
  • 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.
    • anonymous
      anonymous on 15 Sep 09
       
      We find it hard to even imagine this, don't we?
    • anonymous
      anonymous on 15 Sep 09
       
      the entire approach to filtering is based on this sentence, isn't it?
  • “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.”
  • As Trussville students move through the grades and encounter more-complex educational content and expectations, their Internet access is incrementally expanded.
  • 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
  • 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.
    • anonymous
      anonymous on 15 Sep 09
       
      Hmmm - a lawsuit? And the Assistant Sec of Education didn't understand what I meant when I suggested that lawsuits control decisions and guide curriculum.
  • 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.)
  • 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.
    • anonymous
      anonymous on 15 Sep 09
       
      YES!! What do you think?
  • 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
    • anonymous
      anonymous on 15 Sep 09
       
      This is the Act that schools cite when giving reasons for blocking what they do. Can you justify it from this? Granted, it's not the coplete law, but they sure do use this to justify everything.
  • “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.
    • anonymous
      anonymous on 15 Sep 09
       
      Hear! Hear!
L Butler

Handbook of Emerging Technologies for Learning - 0 views

ltc.umanitoba.ca/...ging_Technologies_for_Learning

web2.0 techtips

shared by L Butler on 10 Aug 09 - Cached
  • Evaluating the effectiveness of technology use in teaching and learning brings to mind Albert Einstein’s statement: "Not everything that can be counted counts, and not everything that counts can be counted". When we begin to consider the impact and effectiveness of technology in the teaching and learning process, obvious questions arise: "How do we measure effectiveness? Is it time spent in a classroom? Is it a function of test scores? Is it about learning? Or understanding?"
    • L Butler
      L Butler on 10 Aug 09
       
      I hope it is not based on the function of a test score ... but sadly that is often the direction of education.
  • L Butler on 10 Aug 09
     
    Emerging Technologies for Learning. Good resource.
Melissa Wilson

Magazine - Is Google Making Us Stupid? - The Atlantic - 10 views

www.theatlantic.com/...6868

shared by Melissa Wilson on 13 Jun 12 - No Cached
  • By Nicholas Carr
    • L Butler
      L Butler on 13 Jun 12
       
      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/
    • Charles Black
      Charles Black on 14 Jun 12
       
      I know that we used online sources mainly for my Bachelor Senior Thesis compared to going through stacks of books and papers in the library. Google has made research a lot quicker for all of us.
    • Charles Black
      Charles Black on 14 Jun 12
       
      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.
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      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...
  • ...47 more annotations...
    • Charles Black
      Charles Black on 14 Jun 12
       
      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.
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      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. 
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      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. 
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      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. 
  • ity,” hopping from one source to another and rarely returning to any source they’d already visited. Th
  • sortium
  • 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
  • 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
    • Charles Black
      Charles Black on 14 Jun 12
       
      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.
    • Melissa Wilson
      Melissa Wilson on 20 Jun 12
       
      I am finding the sticky notes to be distracting. I keep skipping from the article to the notes.
    • Charles Black
      Charles Black on 20 Jun 12
       
      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.
  • My mind would
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      My mind wandered off here, because of the picture to the side. 'I was thinking I wonder if this is the author?' and then I saw the caption and thought, "I wonder what those words are?"
  • Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      A friend of mine and I are going to soon put this to the test by reading the Infinite Jest, which is a very long read if you are unfamiliar with the book. I anticipate it being a difficult task. I wonder if it would have been less difficult before the net.
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      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. 
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      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?
  • 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.
  • “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.”
  • Nietzsche’s friends, a composer
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      Wagner, I believe. 
  • Nietzsche’s prose “changed from arguments to aphorisms, from thoughts to puns, from rhetoric to telegram style.”
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      I wonder if Nietzsche would think of the Internet as Good or Evil, or even if he would consider it being part of the Overman. 
  • 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.
    • jan Minnich
      jan Minnich on 19 Jun 12
       
      This segment pretty much summarizes that Carr believes that we are losing our ability to sustain deep cognitive thought. He acknowledges the tremendous benefit of the internet, but cautions that it might be coming at a price...that we have yet to fully realize.
  • 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.
    • jan Minnich
      jan Minnich on 19 Jun 12
       
      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.
  • 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.
    • jan Minnich
      jan Minnich on 19 Jun 12
       
      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.
  • 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.
    • jan Minnich
      jan Minnich on 19 Jun 12
       
      I enjoyed learning of this story. Personally, i'm always looking for ways to be more highly efficient when I observe human systems or partake in a job or task sequence. Taylor obviously laid much of the ground work for "industrial efficiency."
  • 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
    • jan Minnich
      jan Minnich on 19 Jun 12
       
      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?!?
    • Melissa Wilson
      Melissa Wilson on 20 Jun 12
       
      This paragraph lost my attention.
    • Melissa Wilson
      Melissa Wilson on 20 Jun 12
       
      If adults are noticing a change in reading attitude, what about children who have grown up with the internet?
  • We can expect as well that the circuits woven by ou
  • r use of the Net will be different from those woven by our reading of books and other printed works.
    • Charles Black
      Charles Black on 20 Jun 12
       
      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.
    • Charles Black
      Charles Black on 20 Jun 12
       
      It is much easier to type things out because of time and speed. I think this could be a good and bad thing. I don't remember the last time I wrote out by hand a letter or something long.
  • 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.
  • 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
  • manist H
  • laziness, making men “less studious” and weakening their minds.
    • Charles Black
      Charles Black on 20 Jun 12
       
      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.
    • Charles Black
      Charles Black on 20 Jun 12
       
      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. 
    • Jenn Wilson
      Jenn Wilson on 20 Jun 12
       
      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.
    • Jenn Wilson
      Jenn Wilson on 20 Jun 12
       
      This is the point where I scrolled down to see how much further I have to read and thought "I don't think I can make it!"
    • Jenn Wilson
      Jenn Wilson on 20 Jun 12
       
      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.
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      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?
  • The deep reading that used to come naturally has become a struggle.
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      The question is, what skill do we focus our teaching on? Locating and accessing, or not being able to cover as much information but analyzing it further?
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      I find myself struggling to make it all the way through a longer blog post or video file. I need quicker gratification. Books are quickly sliding out of the picture
  • I’m just seeking convenience, but because the way I THINK has change
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      The skimming strategy gives students the false sense that they are really reading. Actually, they are just finding the words that they know in a story and piece the parts they understand together.
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      At this point in the reading, I have found myself loosing focus on the article
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      Even when I have full intentions, I find myself bookmarking more pages and never end up actually going back and exploring them.
  • Reading, explains Wolf, is not an instinctive skill for human beings
    • Melissa Wilson
      Melissa Wilson on 20 Jun 12
       
      Interesting, I didn't realize that reading wasn't a natural skill. Does that explain why some people have so much trouble becoming good readers.
    • Melissa Wilson
      Melissa Wilson on 20 Jun 12
       
      The internet has certainly taken over my life. When the internet goes down at school I find myself thinking, "Now how am I going to teach."
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      Although it is a different language, I am intrigued that the Chinese process of reading follows a different neural path than the English language
    • Melissa Wilson
      Melissa Wilson on 21 Jun 12
       
      This sounds very similar to the grumbling I hear from teachers when they complain that standardized tests are taking all of the creativity out of teaching. Interesting that the complaints started so long ago.
Lou Sheehan

A Fistful of Challenges for Ed Tech -- THE Journal - 0 views

thejournal.com/...of-Challenges-for-Ed-Tech.aspx

edtech

shared by Lou Sheehan on 09 Jun 11 - No Cached
  • But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
    • anonymous
      anonymous on 09 Jun 11
       
      How accuarte do you think this statement is? What is your reaction to it?
    • Stacy Kreitzer
      Stacy Kreitzer on 07 Jul 11
       
      Not by choice. Lack of professional development and planning time.
    • DC Wilson
      DC Wilson on 07 Jul 11
       
      I don't work in K-12 schools, but from what I've heard and read, it sounds accurate. This is something that college programs should be addressing to prepare future teachers as well as offering continuing ed courses for current teachers. Districts should be able to allocate resources to support this effort.
    • Gail Rebuck
      Gail Rebuck on 07 Jul 11
       
      When a person has a drive to do something, they generally find a way. Although there may be other obstacles, there is truth to this statement.
    • anonymous
      anonymous on 07 Jul 11
       
      Time for training and planning is the most important factor.
    • Lou Sheehan
      Lou Sheehan on 07 Jul 11
       
      How many hours a day do they suggest a teacher prepare and be trained?
  • "The challenge is due to the fact that despite the widespread agreement on its importance, training in digital literacy skills and techniques is rare in teacher education and school district professional development programs," the report said.
    • anonymous
      anonymous on 09 Jun 11
       
      And, I would add, that the training is designed to teach the skills and not the pedagogy for using those skills in class. Teachers still see this as an aside to their job of teaching the content for the purpose of scoring high on the tests.
  • The third critical challenge cited by the authors was the failure of both technology and teaching practices to meet demands for differentiated, personalized learning.
    • anonymous
      anonymous on 09 Jun 11
       
      And shouldn't that be an easy thing to do?
  • anonymous on 09 Jun 11
     
    But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
  • ...3 more comments...
  • Stacy Kreitzer on 07 Jul 11
     
    But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
  • DC Wilson on 07 Jul 11
     
    But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
  • Gail Rebuck on 07 Jul 11
     
    But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
  • anonymous on 07 Jul 11
     
    But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
  • Lou Sheehan on 07 Jul 11
     
    But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
Mrs Huber

Netvibes (682) - 0 views

www.netvibes.com

digitalage students

shared by Mrs Huber on 24 Jul 09 - Cached
  • A term like web 2.0 begets the notion that there will imminently be a 3.0, 4.0, and beyond.  The convention serves those within a specific group much more than it does those who need to understand the concept the most.  The term serves as a layer- an immediately unnecessary layer at that.  The convention allows those inside the realm of understanding to point to those outside and express how much the outsiders need the insiders in order to understand and be enlightened.  I’d rather we just all moved forward together in a way that makes sense and promotes progress rather than bifurcates.
    • Mr. R Riter
      Mr. R Riter on 27 Jul 09
       
      We need to call it something, don't we? Web 2.0 does imply that a 2.1 or 3.0 is coming, but perhaps we need to think of it in another way. Let's say that Web 2.0 was a typo. Maybe the coiner of the term meant Web 2,0 and didn't finish the complete term. It could really be Web 2,000 for the millenium, and now we can use it for the next 1000 years(or 991). Just a thought!!
  • netbooks in hand in the next few months. There seems to be a growing commitment here to put technology in the hands of kids (instead of spending huge sums on stuff that students can’t use outside of the classroom) and to thinking about
  • The most noticeable observation I can make is the comparison of experiences from last year’s NECC to this year’s.  Last year was my first, and it was quite honestly an incredibly overwhelming experience.  I felt rather detached and fatigued as I flew out of San Antonio, and I can directly attribute that to how disconnected I was to this community.  I hadn’t yet started my blog, I was only faintly invested in Twitter, and I knew a total of about five people at the conference.  How a year can change everything.
  • ...3 more annotations...
  • Popular crustaceans like lobster, crabs and prawns owe their success to a unique colour control system, according to a new genetic study.
  • Programming -OK, on the programming thing, here are my thoughts.In our curriculum our objective is not as much a specific LANGUAGE. One year I may use HTML with Javascript, this past year I used LSL — what I want kids to know that when they encounter programming and coding that there are certain conventions. Some are case sensitive, some are not. How do you find out how to add to what you know about programming? Do you know where to go to find prewritten code? Can you hack it to make it work to do what you want it to do?We spend about a week – two weeks but I require they know how to handcode hyperlinks and images – they are just too important.But to take 12 weeks or 6 weeks to learn a whole language – yes maybe some value – but to me the value is HOW is the language constructed or built. What are the conventions and how do I educate myself if I am interested in pursuing. What comes out of this time is kids who say either “I never want to do that” or “this is really cool, I love coding.”They are doing very simplistic work (although the LSL object languages were pretty advanced) but since we don’t have a full course nor time in our curriculum, I do see this as an essential part of what I teach.I’m not teaching it for the language sake but for the sake of understanding the whole body of how languages work – we talk about the different languages and what they are used for as part of Intro to Computer science and have an immersive experience.To me, this is somewhat a comprimise between leaving it out entirely or forcing everyone to take 12 weeks of it. I just don’t know where 12 weeks would go in the curriculum.
  • It’s a step backward. A 1:1 classroom done at least fairly well becomes a an intense learning environment. Students are engaged, empowered, active learners instead of sitting learning to be taught. It is an active process a far greater amount of the time (and this is one area I need to improve, is getting that and letting that happen more) and the feel of the classroom changes. People that visit pick up on that. It changes from a 1:1 laptop classroom into a learning environment that uses laptops and other tools to leverage learning.
  • david ellis on 27 Jul 09
     
    a tech teacher discusses the benefits of teaching a program language.
Mrs Huber

ISTE | NETS for Teachers 2008 - 0 views

www.iste.org/...NETS_for_Teachers_2008.htm

Standards teachers

shared by Mrs Huber on 22 Jun 09 - Cached
  • Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
    • anonymous
      anonymous on 22 Jun 09
       
      How many of your teachers are capable of doing this? Do you honestly feel that it's important that they do this, or is it sufficient to focus on NCLB?
    • Mrs Huber
      Mrs Huber on 23 Jun 09
       
      I am hoping I become proficient enough in some of these "new" technology ideas that I can host after school learning sessions for teachers who want to also explore these items. Of course, there will be no pay for it. LOL
    • Vicki Barr
      Vicki Barr on 23 Jun 09
       
      Some of our teachers are capable of this. I think it is important that teachers try - the teachers that are willing to make mistakes in front of the students - learn more - and the students help (and they enjoy helping!)
    • Scott Brewer
      Scott Brewer on 23 Jun 09
       
      My question is how does this fit into NCLB? Can we legislatively work to blend the two?!
    • Emma Clouser
      Emma Clouser on 23 Jun 09
       
      We really can't ignore NCLB at this point, so I think the question is how do teachers mesh the two together?
    • Mary Richards
      Mary Richards on 23 Jun 09
       
      Communication with parents via e-mail is so much easier than trying to connect on the phone, but it can become overwhelming sometimes. I spend a great deal of time composing and revising e-mails to parents, careful of what I put in writing.
    • Beth Hartranft
      Beth Hartranft on 23 Jun 09
       
      TIME - we need time to do this!
    • anonymous
      anonymous on 23 Jun 09
       
      Probably not all the teachers; however, to prepare our children for the world we should all be putting our efforts toward these goals.
    • Mrs Huber
      Mrs Huber on 23 Jun 09
       
      @Beth- I totally agree!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
    • Amy Soule
      Amy Soule on 23 Jun 09
       
      I tried to get a teacher to collaborate on having the students write persuasive book reviews to be posted online (either or Moodle, or Destiny, or whatever), and was told we could certainly do that, AFTER the PSSA tests were over. That's where the focus is! We need to use the techology to teach the basics!
    • Mrs Huber
      Mrs Huber on 23 Jun 09
       
      @Amy- I agree..the question is HOW to do it?
  • develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
    • L Butler
      L Butler on 23 Jun 09
       
      This is a powerful tool ... but as a teacher you have to be able to give up some of the control. The spontanous learning opportunities involving technology are enriching. My 6th graders especially ask lots of cultural questions, and we look them up online together or we find an expert to ask.
  • Mrs Huber on 23 Jun 09
     
    NETS for Teachers
  • ...5 more comments...
  • Vicki Barr on 23 Jun 09
     
    NETS for Teachers
  • Scott Brewer on 23 Jun 09
     
    NETS for Teachers
  • Emma Clouser on 23 Jun 09
     
    NETS for Teachers
  • Mary Richards on 23 Jun 09
     
    NETS for Teachers
  • Beth Hartranft on 23 Jun 09
     
    NETS for Teachers
  • anonymous on 23 Jun 09
     
    NETS for Teachers
  • Amy Soule on 23 Jun 09
     
    NETS for Teachers
Charles Black

The Center for Teaching History with Technology - 1 views

thwt.org/

shared by Charles Black on 19 Jul 12 - Cached
  • Charles Black on 19 Jul 12
     
    The Center for Teaching History with Technology is a great tool that uses resources that we have worked with in this course including Google Docs, Wikis, blogs, and more. The Social Studies resources include games, activities, plans, and mores. While I am not an educator, I think it is important to implement these types of tools in the classroom.
Melissa Wilson

Flipped: Trends, Tips, Tools, and Myths | Adventures with Technology - 0 views

lgb06.wordpress.com/...flipped

shared by Melissa Wilson on 29 Jul 12 - No Cached
    • Ryan Donnelly
      Ryan Donnelly on 29 Jul 12
       
      I am also very curious about the flipped model for my classroom to an extent. It feels hard to trust that my kiddos/parents will practice their rote knowledge, ex. math facts, outside of school when you sometimes don't see homework come back all year from individual students.  I have heard some interesting fixes to this, such as, having students perform the homework while you and the class do a fun activating activity such as a game, etc. This could work... but the question remains; what about kids that have no support at home, need help, and you can't give it to them because you are busy activating the thinking of 20+ other students?  This is also a problem with the current model of education as it stands, those students that don't receive supports at home need more attention, we are only one person, and can't make up for all the lost attention/time at home the way we'd like to. So how can you leverage the technology to help those kids and give them more supports? 
  • They did say that the students connect better when it is their own teacher. You would miss that connection if you just found videos from other people.
    • Ryan Donnelly
      Ryan Donnelly on 29 Jul 12
       
      Finding videos of other teachers doing your flipped lesson would feel impersonal, tend to alienate those students that are already weary of being connected in school, and most likely just have irrelevant material included amongst the important content. You can't tell a student, "Oh just ignore minute 2:30 to 2:45, they went out on a confusing tanget for a minute" because of their personality/teaching style. You NEED to have your own tangents/teaching style. It's what connects your students to you!
  • Perfection will just result in frustration
    • Matthew Rogers
      Matthew Rogers on 31 Jul 12
       
      If you are looking to use this material consistently with universal results, is it worth it to have the videos up to snuff?
  • ...1 more annotation...
    • Melissa Wilson
      Melissa Wilson on 01 Aug 12
       
      Would be interesting to give this a try with the 8th grade science teacher I work with. Seems like such a perfect fit for science. Do students need to prove that they watched the videos?
anonymous

A Fistful of Challenges for Ed Tech -- THE Journal - 2 views

thejournal.com/...of-Challenges-for-Ed-Tech.aspx

edtech

shared by anonymous on 09 Jun 11 - No Cached
  • In the fourth slot was nothing short of the "fundamental structure of the K-12 education establishment," specifically, as the authors described it, "resistance to any profound change in practice."
    • anonymous
      anonymous on 09 Jun 11
       
      What do you think of that statement?
  • The lack of congruence between what students are learning outside of school and what they're being taught in the classroom is causing a disconnect in educational practices.
    • anonymous
      anonymous on 09 Jun 11
       
      Hasn't this ALWAYS been the case? What makes it different now?
  • The existence of a wealth of online tools and communications tools is allowing teachers to "to revisit our roles as educators."
    • anonymous
      anonymous on 09 Jun 11
       
      Yes, it makes it easy to revisit their roles, but DO they?
  • ...5 more annotations...
  • "As IT support becomes more and more decentralized, the technologies we use are increasingly based not on school servers, but in the cloud,
    • anonymous
      anonymous on 09 Jun 11
       
      But what if they can't afford or choose not to ensure adequate bandwidth?
  • "The digital divide, once seen as a factor of wealth, is now seen as a factor of education
    • anonymous
      anonymous on 09 Jun 11
       
      Powerful statement, no?
  • Digital literacy will also play an increasing role in career advancement, according to the report.
    • anonymous
      anonymous on 09 Jun 11
       
      But wait - I thought the kids were supposed to be Digital Natives and come to us digitally literate. No?
  • The ways we design learning experiences must reflect the growing importance of innovation and creativity as professional skills."
    • anonymous
      anonymous on 09 Jun 11
       
      I think it's interesting that the students themselves resist this kind of learning. Care to guess why?
  • "It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students," according to the report. "Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching."
  • anonymous on 09 Jun 11
     
    In the fourth slot was nothing short of the "fundamental structure of the K-12 education establishment," specifically, as the authors described it, "resistance to any profound change in practice."
anonymous

Weblogg-ed » If Every Student Had a Computer - 0 views

weblogg-ed.com/...f-every-student-had-a-computer

education weblogg

shared by anonymous on 25 Jul 09 - Cached
  • 120 or so teachers from Victoria who are part of a pilot where all of their students will have netbooks in hand in the next few months. There seems to be a growing commitment here to put technology in the hands of kids (instead of spending huge sums on stuff that students can’t use outside of the classroom) and to thinking about how practice and pedagogy changes when that happens. T
    • Mrs Huber
      Mrs Huber on 25 Jul 09
       
      America......are you listening??????????????????????????
    • anonymous
      anonymous on 25 Jul 09
       
      Of course, there's more to this story, isn't there? Once you purchase the equipment (not cheap) there is also the need to make sure that your network can handle it. If not, nobody will use the laptops - at least not to the extent that they COULD be used. And then, the idea of suggesting that districts increae their budgets so that the program could be sustained, is a tough sell. Yet, the alternative is to remain stuck in the 20th century mentality and approach to teaching and learning.
  • E5 (pdf) that I’ll be giving some more attention to on the plane ride home but that at first blush has some interesting language that focuses more on learning than teaching.
    • Mrs Huber
      Mrs Huber on 25 Jul 09
       
      I want to check this out.
  • It’s not just about if every student had a computer; it’s about if every teacher had a computer as well. (As opposed to if every teacher had a whiteboard.) Imagine if our students were being taught in systems where technology was just a natural part of the way we created and constructed and connected and learned, that it was how we do our business. S
    • Mrs Huber
      Mrs Huber on 25 Jul 09
       
      I hope this comes before I retire!
  • ...1 more annotation...
  • powerful potential in a world where every student AND every teacher has a computer and access to the sum of human knowledge we’re building online.
    • Mrs Huber
      Mrs Huber on 25 Jul 09
       
      WOW!
  • Mrs Huber on 25 Jul 09
     
    What i f every kid had access to a computer in school every day?
  • anonymous on 25 Jul 09
     
    What i f every kid had access to a computer in school every day?
anonymous

Educational Leadership:Teaching for the 21st Century:What Would Socrates Say? - 0 views

www.ascd.org/..._Would_Socrates_Say%C2%A2.aspx

shared by anonymous on 07 Sep 09 - Cached
  • The noted philosopher once said, "I know nothing except the fact of my ignorance." My fear is that instead of knowing nothing except the fact of our own ignorance, we will know everything except the fact of our own ignorance. Google has given us the world at our fingertips, but speed and ubiquity are not the same as actually knowing something.
    • anonymous
      anonymous on 07 Sep 09
       
      What an interesting difference this turn of phrase creates, isn't it?
  • Socrates believed that we learn best by asking essential questions and testing tentative answers against reason and fact in a continual and virtuous circle of honest debate. We need to approach the contemporary knowledge explosion and the technologies propelling this new enlightenment in just that manner. Otherwise, the great knowledge and communication tsunami of the 21st century may drown us in a sea of trivia instead of lifting us up on a rising tide of possibility and promise.
    • anonymous
      anonymous on 07 Sep 09
       
      I'd love to hear your thoughts on this paragraph
  • A child born today could live into the 22nd century. It's difficult to imagine all that could transpire between now and then. One thing does seem apparent: Technical fixes to our outdated educational system are likely to be inadequate. We need to adapt to a rapidly changing world.
  • ...13 more annotations...
  • Every day we are exposed to huge amounts of information, disinformation, and just plain nonsense. The ability to distinguish fact from factoid, reality from fiction, and truth from lies is not a "nice to have" but a "must have" in a world flooded with so much propaganda and spin.
    • anonymous
      anonymous on 07 Sep 09
       
      Would we not ALL agre on this? What argument can you think of that might contradict this? If this is true, then what should change?
  • For example, for many years, the dominant U.S. culture described the settling of the American West as a natural extension of manifest destiny, in which people of European descent were "destined" to occupy the lands of the indigenous people. This idea was, and for some still is, one of our most enduring and dangerous collective fabrications because it glosses over human rights and skirts the issue of responsibility. Without critical reflection, we will continually fall victim to such notions.
    • anonymous
      anonymous on 07 Sep 09
       
      I think schools talk about the Manifest destiny idea early on. It's too bad that it's not revisited when kids are older and can reflect on that idea more.
  • A second element of the 21st century mind that we must cultivate is the willingness to abandon supernatural explanations for naturally occurring events.
    • anonymous
      anonymous on 07 Sep 09
       
      What do you think?
  • The third element of the 21st century mind must be the recognition and acceptance of our shared evolutionary collective intelligence.
    • anonymous
      anonymous on 07 Sep 09
       
      The mere fact that you're reading this supports the idea of colective intelligence, doesn't it?
  • To solve the 21st century's challenges, we will need an education system that doesn't focus on memorization, but rather on promoting those metacognitive skills that enable us to monitor our own learning and make changes in our approach if we perceive that our learning is not going well.
    • anonymous
      anonymous on 07 Sep 09
       
      TONS of people say this. Yet, the state and federal governments continue to push standardized tests. The world needs problem solvers but our educational system produces kids who are either good at memorizing or who aren't good at memorizing. Agree? Disagree?
  • Metacognition is a fancy word for a higher-order learning process that most of us use every day to solve thousands of problems and challenges.
  • We are at the threshold of a worldwide revolution in learning. Just as the Berlin Wall fell in 1989, the wall of conventional schooling is collapsing before our eyes. A new electronic learning environment is replacing the linear, text-bound culture of conventional schools. This will be the proving ground of the 21st century mind.
    • anonymous
      anonymous on 07 Sep 09
       
      "Mr Tech Director, tear down that (filter) wall."
  • We will cease to think of technology as something that has its own identity, but rather as an extension of our minds, in much the same way that books extend our minds without a lot of fanfare. According to Huff and Saxberg, immersive technologies—such as multitouch displays; telepresence (an immersive meeting experience that offers high video and audio clarity); 3-D environments; collaborative filtering (which can produce recommendations by comparing the similarity between your preferences and those of other people); natural language processing; intelligent software; and simulations—will transform teaching and learning by 2025.
    • anonymous
      anonymous on 07 Sep 09
       
      We're SAYING that now, but kids and teachers still lack the skills to make it a reality. Until kids have a friendly way of organizing and accessing the resoures they find (Diigo?) they cannnot be at this point. Agree? Disagree?
  • So imagine that a group of teachers and middle school students decides to tackle the question, What is justice? Young adolescents' discovery of injustice in the world is a crucial moment in their development. If adults offer only self-serving answers to this question, students can become cynical or despairing. But if adults treat the problem of injustice truthfully and openly, hope can emerge and grow strong over time. As part of their discussion, let's say that the teachers and students have cocreated a middle school earth science curriculum titled Water for the World. This curriculum would be a blend of classroom, community, and online activities. Several nongovernmental organizations—such as Waterkeeper, the Earth Institute at Columbia University, and Water for People—might support the curriculum, which would meet national and state standards and include lessons, activities, games, quizzes, student-created portfolios, and learning benchmarks.
  • The goal of the curriculum would be to enable students from around the world to work together to address the water crisis in a concrete way. Students might help bore a freshwater well, propose a low-cost way of preventing groundwater pollution, or develop a local water treatment technique. Students and teachers would collaborate by talking with one another through Skype and posting research findings using collaborative filtering. Students would create simulations and games and use multitouch displays to demonstrate step-by-step how their projects would proceed. A student-created Web site would include a blog; a virtual reference room; a teachers' corner; a virtual living room where learners communicate with one another in all languages through natural language processing; and 3-D images of wells being bored in Africa, Mexico, and Texas. In a classroom like this, something educationally revolutionary would happen: Students and adults would connect in a global, purposeful conversation that would make the world a better place. We would pry the Socratic dialogue from the hands of the past and lift it into the future to serve the hopes and dreams of all students everywhere.
  • There has never been a time in human history when the opportunity to create universally accessible knowledge has been more of a reality. And there has never been a time when education has meant more in terms of human survival and happiness.
    • anonymous
      anonymous on 07 Sep 09
       
      Woud you agree?
  • To start, we must overhaul and redesign the current school system. We face this great transition with both hands tied behind our collective backs if we continue to pour money, time, and effort into an outdated system of education. Mass education belongs in the era of massive armies, massive industrial complexes, and massive attempts at social control. We have lost much talent since the 19th century by enforcing stifling education routines in the name of efficiency. Current high school dropout rates clearly indicate that our standardized testing regime and outdated curriculums are wasting the potential of our youth.
    • anonymous
      anonymous on 07 Sep 09
       
      I like this. What do YOU think?
  • If we stop thinking of schools as buildings and start thinking of learning as occurring in many different places, we will free ourselves from the conventional education model that still dominates our thinking.
Michelle Krill

Using SAMR to Teach Above the Line - Getting Smart by Susan Oxnevad - 1:1 program, Appl... - 0 views

gettingsmart.com/...g-samr-to-teach-above-the-line

samr

shared by Michelle Krill on 22 Jun 15 - No Cached
  • use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading
N Butler

Lesson Plan, Lesson Plans For K-12 Teachers - 0 views

www.teach-nology.com/...lesson_plans

lessonplans resources technology teaching Lesson Lesson_plans Plans

shared by N Butler on 23 Jul 09 - Cached
  • N Butler on 23 Jul 09
     
    Great place for lesson plans, handouts etc
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