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Michelle Krill

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

  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Denise Nichols
       
      What are some of the new theories?  What research will they be based upon?
  • The life of knowledge was measured in decades.
    • Denise Nichols
       
      Our concept of knowledge had definitely changed in this digital age of Google.
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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.
    • Denise Nichols
       
      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
       
      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
       
      Crazy to think how fast the world is changing.
    • Thomas Larkin
       
      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
       
      ...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
       
      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
       
      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
       
      Great summary statement
  • 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."
Michelle Krill

ISTE Learning - 0 views

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    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.
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    "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."
anonymous

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

  • 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
       
      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
       
      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.
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  • 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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      "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
       
      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
       
      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
       
      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

H.E.A.T. Framework - 1 views

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    "In a digitally-charged learning environment, the key is to turn up the H.E.A.T. on student learning. H.E.A.T. is an acronym that is synonymous with digital-age learning (i.e., 21st Century Skills) and represents Student Output in terms of student: Higher order thinking, Engaged learning, Authentic connections, and Technology use."
Michelle Krill

Learn how to play an instrument online | Webware - CNET - 0 views

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    If you're trying to learn how to play an instrument, you might be thinking about hiring a local tutor. After all, it's the way it has always been done. But you might be surprised to learn that the Web is a great place to learn how to play that instrument.
Michelle Krill

Learn It In 5 - Home - 1 views

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    "At Learn it in 5, you'll learn what is Web 2.0, and strategies for using Web 2.0 technology in the digital classroom - all in 5 minutes or less. Learn it in 5 is a powerful library of how-to videos, produced by technology teachers, for the purpose of helping teachers and students create classroom strategies for today's 21st century's digital classroom. These step-by-step how-to videos walk teachers through Web 2.0 technology, demonstrating how to use Web 2.0 applications like blogs, social networks, podcasts, interactive videos, wikis, slidesharing and much more."
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    thanks- added to bookmarks and following on Twitter
anonymous

10 Sites to Learn Something New in 10 Minutes a Day - 2 views

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    Not all of these sites will be open to you at school, but I thought it was an interesting collection of sites where you can quickly learn something new each day. Granted, it may not always be something you WANT to learn, but there y' have it. :)
anonymous

Study Finds That Online Education Beats the Classroom - Bits Blog - NYTimes.com - 0 views

  • Some of it was in K-12 settings, but most of the comparative studies were done in colleges and adult continuing-education programs of various kinds, from medical training to the military.
    • anonymous
       
      I think that this fact is VERY important if one is going to draw a conclusion for K12, dont you?
  • “The study’s major significance lies in demonstrating that online learning today is not just better than nothing — it actually tends to be better than conventional instruction,”
    • anonymous
       
      I would agree, as long as we're talking about colleges and adult learners, but I don't think we can naturally draw the same conclusion for k12 where the learners are less intrinsically motivated.
  • But the report does suggest that online education could be set to expand sharply over the next few years, as evidence mounts of its value.
    • anonymous
       
      Is your district ready for this?
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  • The real promise of online education, experts say, is providing learning experiences that are more tailored to individual students than is possible in classrooms. That enables more “learning by doing,” which many students find more engaging and useful.
    • anonymous
       
      Yes, if there's enough time to 'cover' all the material that you must, in order to be ready for the PSSA tests.
  • “People are correct when they say online education will take things out the classroom. But they are wrong, I think, when they assume it will make learning an independent, personal activity. Learning has to occur in a community.
    • anonymous
       
      Really? Well, if that's true, THEN can we get the social learning tools like Diigo, unblocked in school? Or, must schools ignore the evidence and continue plodding along in isolation?
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    I would agree that for colleges and adult learners it might be, but I'm not convinced that the same holds true for K12.
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    How is YOUR district prepared to handle this?
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    Learning has to occur in a community, eh? If that's true, THEN can we get twitter, skype, Flickr, youtube, Diigo, etc unblocked so we can take advantage of that community?
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    VERY significant, don't you think?
anonymous

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 0 views

    • anonymous
       
      This will come as a shck to a lot of folks, eh? Not new?
  • But in fact, the skills students need in the 21st century are not new.
    • anonymous
       
      Not new, eh? Then what's all the fuss? Read on.
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills.
    • anonymous
       
      Ah! So THAT's the difference. Yes, I would agree. You?
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  • This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.
    • anonymous
       
      I like this paragraph. We need only be more deliberate with our intent to focus on these skils. It's not a complete overhaul, then. I think schools would be more likely to accept this perspective, don't you?
  • To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
    • anonymous
       
      Some folks even go so far as to say that we don't have to teach the times tables any more. I cringe when I hear that.
  • What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
    • anonymous
       
      Do you agree with his three points? Is his missing any?
  • Why would misunderstanding the relationship of skills and knowledge lead to trouble? If you believe that skills and knowledge are separate, you are likely to draw two incorrect conclusions. First, because content is readily available in many locations but thinking skills reside in the learner's brain, it would seem clear that if we must choose between them, skills are essential, whereas content is merely desirable. Second, if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
    • anonymous
       
      I like this, too. Having a firm grip on basic knowledge (times tables, for example) is a MUST for the higher order ideas we're after.
  • Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
    • anonymous
       
      Hear Hear!
  • Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods (Shapson, Wright, Eason, & Fitzgerald, 1980). Again, these are not new issues. John Goodlad (1984) reported the same finding in his landmark study published more than 20 years ago.
    • anonymous
       
      This is important, I believe, if we're to promote these ideas.
  • Why don't teachers use the methods that they believe are most effective? Even advocates of student-centered methods acknowledge that these methods pose classroom management problems for teachers. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
  • Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
    • anonymous
       
      TIME! And RE-training. Where is this truly modeled? It's VERY difficult to teach in a model that yo've never experienced either as a teacher or a student.
  • Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
L Butler

Four Pillars of Technology Integration | nashworld - 0 views

  • Think transformation of the way teaching and learning is done in your district, as opposed to integration into it as it exists.
    • L Butler
       
      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
       
      Unless people learn / play with the technology, they can not possibly understand the potential power in the classroom.
  • 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.
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  • don’t filter the very usefulness out of the web
    • L Butler
       
      Love the wording of this ... sadly it is so true
  • 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? 
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    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

What Can You Expect When Moving Learning to the Web? [guest post] | Dangerous... - 1 views

  • Here’s why: according to John Hattie’s table of effect sizes, a vast body of educational research indicates that “Feedback” is the instructional technique that has the #1 biggest impact on student learning.
    • Michelle Krill
       
      Visible Learning
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    "There is power when you shift learning to the Web. "
N Butler

Mission to Learn - Know Better. Live Better. - 0 views

  • If you are like me, you know from practical experience that your memory doesn’t tend to function as well when you are sleep-deprived
  • The bottom line: Sleep is important; get enough of it if you want to make sure your memory is functioning properly.
  • standard 7-8
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  • but there seems to be a reasonable body of evidence suggesting that physical fitness and cognitive fitness are linked
  • least 30 minute
  • stress is known to have an impact on cognitive function, and this includes memory
  • For starters, stress can interfere with sleep, which we have already identified as important to memory. But stress also impacts the brain more directly in both positive and negative ways.
  • So what are some approaches to managing stress? Getting enough sleep and exercising regularly are an excellent starting point
  • Ten Openers: (WE-ALL-LEARN) 1. Web Searching in the World of e-Books 2. E-Learning and Blended Learning 3. Availability of Open Source and Free Software 4. Leveraged Resources and OpenCourseWare 5. Learning Object Repositories and Portals 6. Learner Participation in Open Information Communities 7. Electronic Collaboration 8. Alternate Reality Learning 9. Real-Time Mobility and Portability 10. Networks of Personalized Learning
    • N Butler
       
      This is a great way to think of Web 2.0 tools
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    sleep is important..
L Butler

Handbook of Emerging Technologies for Learning - 0 views

  • 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
       
      I hope it is not based on the function of a test score ... but sadly that is often the direction of education.
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    Emerging Technologies for Learning. Good resource.
Michelle Krill

Buck Institute for Education | Project Based Learning - 0 views

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    "n Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and..."
Michelle Krill

Mobile Learning - A Timeline | Mobile Learning Blog - 0 views

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    " it is clear that the technology overlap that has happened in this last decade has given the needed impetus to escalating the potential of mobile learning. This convergence of mobile information and enabling technologies has significantly impacted the way users interact with information on a daily and immediate basis."
anonymous

Free Online Learning at GCFLearnFree.org - 1 views

    • anonymous
       
      I learned something new today.
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    Learn how to use any of MANY applications, from Office to Photoshop, etc. OUTSTANDING!! Basic skills on tons of apps
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    Check this out!
Mrs Huber

Netvibes (682) - 0 views

  • 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
       
      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.
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  • 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.
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    a tech teacher discusses the benefits of teaching a program language.
Ryan Donnelly

eduTecherTV - YouTube - 0 views

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    "eduTecherTV is a show that focuses on educational technology and web-based tools that can make learning an even more fun and dynamic experience" This is a youtube channel that I stumbleupon (no, not the app) that seems very relavant to our LTMS 600 course. The video show seems to show new and useful ways to use web 2.0 tools to create a dynamic learning experience for students. Cool stuff!
Michelle Krill

Perk Up Your Projects with Web 2.0 - home - 0 views

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    Navigate through the different elements to learn how you can re-invent your teaching and your students' learning with the use of a few engaging, motivating, and fun resources.
Jenn Wilson

How Digital Learning is Boosting Achievement | Getting Smart by %author_name% | %tag% - 0 views

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    "There are hundreds of solid pieces of evidence about digital learning."
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