The millions of stimulus dollars to be spent on modernizing classrooms won't transform learning if students can't participate in the online forums that are reshaping the economy, journalism, government and society. If government has any helpful role to play in making school Web surfing safer, it should fund the development of online safety curricula and research into effective supervision software and strategies. Requiring more filtering would throw more resources at a failed approach. Another emerging and misguided strategy is requiring certain Web sites, such as social networks, to use age verification software; evading these new obstacles won't be much harder than evading filters.
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Marzano Center - Teacher and Leadership Evaluation - 0 views
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Instructional Strategies Online - 0 views
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Liked the way this site organizes 5 core tactical approaches for instruction. Can help one visualize and identify the approach that he/she may take to achieve learning objectives. Instructional methods are used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson.
Web Search Strategies | Common Craft - 0 views
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K12 Online Conference 2008 | Week in the Classroom"Wiki Collaboration Across the Curric... - 1 views
AdLit.org: Adolescent Literacy - Classroom Strategies - 0 views
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shared by Denise Nichols on 23 Sep 12
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Learn It In 5 - Students demo wiki and Diigo use in classroom - 5 views
learnitin5.com/iki-and-Diigo-use-in-classroom
diigo classroom teacher resources edutech wikis bookmarks web2.0 techtips video wiki
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Deb Sowers liked it
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Great resource for teaching students how to use the tools. Students would rather watch a video instead of listen to the teacher talk, and why not watch a video created by another student?
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WOW! You could get lost in this site rather quickly. I'm often looking for "activating strategies" and usually discoverystreaming is my "go to" source for video clips. Now this site will be another resource for me to use!
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Agree with Rich why not use other students to explain how to use the tool. I only think of the endless possibilities you could use to collaborate on different readings or assignments using the tool.
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Share My Lesson - Free K-12 Resources By Teachers, For Teachers - 0 views
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This seems to be a tremendous collaborative resource where one can gain feedback from others on his/her own lesson approaches....as well as gather instructional ideas from other educators within any particular subject/grade level. Seems to be a broad and expansive warehousing location for ideas/lessons/strategies.
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How the Flipped Classroom Is Radically Transforming Learning - THE DAILY RIFF - Be Smar... - 0 views
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Magazine - Is Google Making Us Stupid? - The Atlantic - 10 views
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By Nicholas Carr
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Nicholas Carr also wrote The Shallows an entire book about the effect the Internet is having on our brains - I highly recommend it. http://www.theshallowsbook.com/
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I can relate. I have the Google application on my phone which I use almost daily to check something such as a bus schedule, movie time, game score, etc.
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I am the same way on my phone. On car rides, dinner, you name it with my wife and one of us will say, "I wonder..." and the phones are out and we're finding answers. Sometimes I want to just wonder though...
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I would be interested to see a study done like this in the United States. In my one undergraduate class on politics and media we talked about "info snacking" which is the idea that people look for small bits of information at a time instead of reading the entire article. This is exactly what Carr is talking about here.
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I agree Charles. However I would suggest that I think that people will have to develop a way to info. snack and be able to do conventional reading too. It seems as though there is something lost when all you are able to do is skim and scan.
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The other thing that I wonder quite a bit about this entire article is does "info snacking" stem from the internet or does it stem from being a generation that was raised on frequent tv, video, video games, and the internet altogether. It would seem to me that those other factors would have to have something to do with it as well.
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Let's also not forget the constant stream of data to our mobile device(s) as well when thinking about that. Should this make us better, not worse, at multi-tasking.
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ity,” hopping from one source to another and rarely returning to any source they’d already visited. Th
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that provide access to journal articles, e-books, and other sources of written information. They found that people using the sites exhibited “a form of skimming activ
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As part of the five-year research program, the scholars examined computer logs documenting the behavior of visitors to two popular research sites, one operated by the British Library and one by a U.K. educational co
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This is the point I read until I got distracted. The ads on the side are distracting to me, and I also needed to get going because of the time.
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I am finding the sticky notes to be distracting. I keep skipping from the article to the notes.
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That is a very good point. I personally find it easier to read articles on paper instead of the computer screen because there are less distractions.
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My mind would
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What a good analogy. Before when you swam and simmered in the information and had to take time to digest, now we can just move from one thing to another quickly.
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Do you feel that this style allows for anything further than "In one ear, out the other"? How do you best capture the features of the web?
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It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
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“We are not only what we read,” says Maryanne Wolf, a developmental psychologist at Tufts University and the author of Proust and the Squid: The Story and Science of the Reading Brain. “We are how we read.”
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Nietzsche’s friends, a composer
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Nietzsche’s prose “changed from arguments to aphorisms, from thoughts to puns, from rhetoric to telegram style.”
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The advantages of having immediate access to such an incredibly rich store of information are many, and they’ve been widely described and duly applauded. “The perfect recall of silicon memory,” Wired’s Clive Thompson has written , “can be an enormous boon to thinking.” But that boon comes at a price. As the media theorist Marshall McLuhan pointed out in the 1960s, media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought. And what the Net seems to be doing is chipping away my capacity for concentration and contemplation.
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Thanks to the ubiquity of text on the Internet, not to mention the popularity of text-messaging on cell phones, we may well be reading more today than we did in the 1970s or 1980s, when television was our medium of choice. But it’s a different kind of reading, and behind it lies a different kind of thinking—perhaps even a new sense of the self.
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Carr's argument is that although we are perhaps reading more than ever...due to text messaging, social media sites, etc we are not taking the time to really delve into what we read and contemplate. Moreover, this premise seems plausible to a degree, as it seems generally that much of what is sent through social media may be trival or meaningless information.
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The human brain is almost infinitely malleable. People used to think that our mental meshwork, the dense connections formed among the 100 billion or so neurons inside our skulls, was largely fixed by the time we reached adulthood. But brain researchers have discovered that that’s not the case.
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Although I didn't read it (how appropriate - LOL = ) ) Carr's book on "The Shallows" alludes to this concept...in that our brains may in fact be coming re-wired, due to the common every day distractions that cause us to lose focus on thought-provoking topics. His argument is that the collective human attention span is becoming reduced, essentially due to our environment of perpetual distraction- spawned by the internet.
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With the approval of Midvale’s owners, he recruited a group of factory hands, set them to work on various metalworking machines, and recorded and timed their every movement as well as the operations of the machines. By breaking down every job into a sequence of small, discrete steps and then testing different ways of performing each one, Taylor created a set of precise instructions—an “algorithm,” we might say today—for how each worker should work. Midvale’s employees grumbled about the strict new regime, claiming that it turned them into little more than automatons, but the factory’s productivity soared.
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The idea that our minds should operate as high-speed data-processing machines is not only built into the workings of the Internet, it is the network’s reigning business model as well. The faster we surf across the Web—the more links we click and pages we view—the more opportunities Google and other companies gain to collect information about us and to feed us advertisements. Most of the proprietors of the commercial Internet have a financial stake in collecting the crumbs of data we leave behind as we flit from link to link—the more crumbs, the better. The last thing these companies want is to encourage leisurely reading or slow, concentrated thought. It’s in their economic interest to drive us to distraction
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I believe this segment is akin to "data mining" where companies look at human tendancies to advertise and create greater opportunities to feature their products by the locations (physically or virtually) of their prospective customers, clients or buyers. This idea (data mining) is relatively new to me, but there is no doubt that it will be a prevalent part of marketing in the future. During the reading of this article I received 5 text messages (responded to 2), but was disciplined enough not to check my email until I was finished. What portion of today's younger generation is disciplined enough to stay on task...until an assignment is completed?!?
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r use of the Net will be different from those woven by our reading of books and other printed works.
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I never really thought about this. Our brains are adapting to the net earlier than ever before now thanks to web tools that are being implemented earlier in the classroom. I do not remember using computers on an active basis to at least fourth grade, and I know they are starting much earlier with them.
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tual technologies is reflected in the changing metaphors we use to explain ourselves to ourselves. When the mechanical clock arrived, people began thinking of their brains as operating “like clockwork.” Today, in the age of software, we have come to think of them as operating “like computers.
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al of Gutenberg’s printing press, in the 15th century, set off another round of teeth gnashing. The Italian humanist Hieronimo Squarciafico worried that the easy availability of books would lead to intellectua
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The world would be so different without all of the great technology advances. I think back to when I had my first cell phone and it became easier to stay connected with my friends through phone calls, and now with smart phones we can be connected to the world at all times. Some people may fear change, but I think it is good to embrace it.
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Overall, I do not think Google is making us stupid. I think it is our society as a whole has become so fast paced, and we need information quicker so online resources are the first thing we go to. I think as long educators keep students focused on analyzing and deep thought, we won't let Google or other web tools make our society less intelligent.
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The idea of not being able to sustain attention to a lengthy article or book makes me think about how difficult it is more and more kids to sustain attention to tasks in class. It seems to get worse as the years go by and I feel like more and more kids are being diagnosed with ADD. Perhaps that type of attending "problem" is going to be the norm.
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I find this to be very true in the computer age as well. It is so easy to type something and change it multiple times now. I wonder if we actually give as much thought to what we are typing as we once did when changing a line meant getting a new piece of paper and starting over causing minutes or hours of extra work rather than seconds.
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I would agree with this statement. I feel that as I have gone through my education, I was taught all of the skills to read and analyze appropriately. Now that I have mastered those skills, I am only expected to recall information. If I can gather the information in a quicker/more efficent way, I will use it. But am I really learning?
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Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 0 views
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But in fact, the skills students need in the 21st century are not new.
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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.
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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.
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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.
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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.
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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.
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Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
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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.
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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.
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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.
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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.
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Justin Reich - Better Strategies Needed for School Internet Access - washingtonpost.com - 0 views
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Just how effective are filters at protecting children? Not very, according to this article. So, why are they in place again?????
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It just goes to show that the technology has prevailed once again! If these types of filters are not working, an alternative would be to teach "Safe Surfing" to students and educate them on how to use the internet ethically, responsibly, and safely.
Teaching and Learning Resource | Teaching and Learning Support | Victorian Essential Le... - 0 views
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Main Articles: 'Being Wired or Being Tired: 10 Ways to Cope with Information Overload',... - 0 views
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Ten Techniques to Manage the Overload
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Information overload is not a new concept, believe it or not. As far back as the sixteenth century people were complaining about the wide range of information they had to consume in order to contribute to society.