Group items tagged

A cyberbullying 'epidemic' has hit our shores and threatens to contaminate our children through emails, chatrooms, blogs, mobile phones and social networking sites. The Bullies are nasty, highly contagious viruses that lurk in cyberspace, infecting young cyber citizens with unacceptable online behaviours. And unfortunately, something seemingly innocent such as forwarding an unpleasant email to someone can cause instant contamination. But help is at hand. SchoolAid, in partnership with the Vodafone Foundation, has launched a national campaign that identifies and personifies the different types of cyberbullying behaviours, and in particular, bystander behaviour, to raise awareness of this crucial issue, while encouraging open discussion among children and adults alike.

Managing Classroom Behaviour', the second in the series of research digests prepared for registered teachers and the Victorian Institute of Teaching by the Australian Council for Educational Research

Surely there must be some impact all of this technology is having on our brains and behaviours as even mere males become more competent at multi-tasking their technological devices.

Some behaviour management strategies.

"Students understand the power of social media but are they making good decisions about what to post online? How can we, as educators, help them understand not just the immediacy of their posts but also the permanence of online communications? Learning is becoming more digital and educators at all levels should be instrumental in building students' understanding about how their online presence impacts both their personal and future professional lives. Educators are also instrumental in helping students develop lifelong habits to create and maintain a positive online identity. You can look to the 2015 ISTE White Paper, Building and Keeping a Positive Digital Identity, to help kids be more intentional in what they post online. This paper applies ISTE standards to the idea of building and maintaining a positive online identity. It poses five questions adults can use to kick-start meaningful conversations about online behaviour and identity."

indpendent escort service dubai // independent escort agency in dubai // independent model escort in dubai // independent escort in dubai //

i wonder if anyone actually reads anymore? plenty of evidence in these 100 articles why innovation based on CoPs, edupreneurs, outputs, valuing behaviour change we want to see and student centred GBL pull learning not course inputs, packaged content, event based TPL, 2005 ala 2nd life, push teaching and traditional boring LMS use will see some projects fly and others crash and burn. Also reinforces why fundamentally old thinking will fail if you just put lipstick on the e-pig and call it innovative.

The purpose of this Policy is to set standards of behaviour for the use of Social Media that are consistent with the broader values and expectations of the Ivanhoe community.

"Digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities. Digital literacies encompasses a range of other capabilities represented here in a seven elements model"

"The eSmart Digital Licence is designed to assist parents and carers to discuss smart, safe and responsible online behaviour with their children. Through a stylised, game-like, online program, topics ranging from cyberbullying to sexting will be addressed to evaluate comprehension and corresponding actions."

"According to Churches on his wiki Edorigami, "Bloom's Revised Taxonomy describes many traditional classroom practices, behaviours and actions, but does not account for the new processes and actions associated with Web 2.0 technologies …" This means the revised Digital Taxonomy verbs listed below are applicable to you facilitating technology use in the modern classrooms. We hope you find this infographic of Bloom's Digital Taxonomy verbs useful in your classroom practices. Please feel free to share it with colleagues you feel may benefit from having a list of taxonomy verbs!"

"The eSmart Schools model provides a rigorous, evidence-based framework for schools to implement whole-school culture and behaviour change relevant to the smart, safe and responsible use of communications technology. "

"Little is known about Wikipedia contributors' information behaviour and from where and how the information in the encyclopaedia originated...... Understanding the information source use of contributors helps us to understand how new Wikipedia articles emerge, how edits are motivated, where the information actually comes from and more generally, what kind of information may be expected to be found in Wikipedia. "

"Connect.ed is an innovative, self-paced cybersafety education program offered by the Australian Communications and Media Authority (ACMA) as part of Cybersmart. Connect.ed provides teachers with the flexibility of a self paced environment to learn about current online behaviours of students, potential risks involved in these activities, a teacher's and school's duty of care and the appropriate tools, resources and strategies to help students to have safe and positive experiences online."

70:20:10 is simply a reference model or framework that is being used by organisations re-focus their efforts and resources towards where most real learning actually happens, through experiences, practice, conversations and reflection in the context of the workplace, not in classrooms. Anyone trying to 'prove' that the percentages fall exactly this way is not only wasting their time, but clearly doesn't 'get it' or understand the vagaries of Human Behaviour research.

Developed by the Australian Communications and Media Authority's Cybersmart program, Tagged is recommended for use with students aged 14 and over. Tagged is supported by lesson plans and compelling character reflection interviews. It explores themes of personal and peer safety and responsibility that are crucial to maintaining positive online behaviours and digital reputation into adulthood.

"Policy makers and researchers have long focused on trying to combat 'disengaged' behaviours, rather than on understanding and promoting engagement among students. This focus only captures part of the issue - engagement is a complex cognitive process, including a student's psychological investment in their own learning and personal learning strategies.1 The internal nature of much engagement means that it is difficult to define and measure. As such, it has been hard for researchers and policy makers to determine which solutions can aid engagement and the impact student engagement can have on learning outcomes."

 Embedded in the very weave of the organisation, culture is the most difficult aspect of an organisation to change and the hardest form of change to sustain 'That's because transforming a culture requires influencing people's deepest beliefs and most habitual behaviours' (Rogers, Meehan & Tanne 2006 p5). Rogers et al indicate that as little as 10% of all organisations that set out to develop a high performing culture achieve their goal.

There are particular behaviours and a mindset that accompanies effective reflective practice. Understanding and applying these allows us to become reflective practitioners.

n practical terms, any change effort that does not consider the culture into which it is introduced is unlikely to succeed. The worst-case scenario is that the change effort is resisted to such a degree that it is never truly implemented. In many cases, however, the change effort fails to produce the sort of results initially imagined despite the efforts of all involved to adopt the change. Although the new behaviours are adopted, something goes wrong, and it isn't always that the new idea itself is to be blamed. - Maybe it's culture?

"Isn't that a human paradox? While conflict can irritate, it can also beckon. While conflict can bring out the worst in people, it can also bring out the extraordinary. While conflict can make us resist, it can also expand our understanding. While conflict can divide, it can also unite. As participants discussed ideas and practiced on examples of conflict from their work, here is what I observed:"