Praxis Commons

There is a need to develop a broader view of knowledge to deal with the way in which new digital trends influence the underlying conditions for schools, teaching and subjects. This theoretical article will therefore examine whether a broader view of knowledge, digital literacy and assessment forms can generate new ways of adapted education within Knowledge Promotion Reform and the digitised school.

How do you experience class differently because of your race, ethnic group, religion, gender, age, or other identity? What class dynamics do you notice within your identity groups?

Proprietary software vendors often try to finesse the open source access promise by offering small customizable ports of entry into their code, usually as application program interfaces or APIs. Like software escrow promises, this is a short-term solution to our long-term problems in curation of our valuable materials within our repositories.

As Ontario's learning object repository, the Ontario Educational Resource Bank (OERB) currently offers a growing number of online resources to teachers and students, from Kindergarten to Grade 12, at no cost. There are thousands of teacher-shared resources, including lesson plans, activities, maps, and interactive multimedia objects

JConnell discusses "imaginative range of curriculum 'types' that encompasses the formal, informal and hidden curricula, but adds a few more beside"

Presentation for the 2007 K12 Online Conference. Full title: Initiating and Sustaining Conversations: Assessment and Evaluation in the Age of Networked Learning.

Ms. Leonard put the video on the Internet in December 2007. Word quickly spread among teachers, who recommended it to one another as a brief, provocative way of drawing students into a dialogue about how buying a cellphone or jeans could contribute to environmental devastation.

The key point here is that we're talking not about a generation but about a level of understanding, and that understanding can be achieved, in my opinion, by anyone with an open mind, some imagination and access to the web, regardless of age or background.

we have compiled a list of 35 sites that feature intelligent videos.

Scripted approaches to writing and all teaching and learning create students who are conditioned to become pliant, to do as they are told. But these same students have little to no experience thinking for themselves or experiencing the consequences of being free people.

Prof. David Levy of the Information School of the University of Washington delivers his keynote address, "Head, Heart, and Hand: Cultivating the Contemplative in Higher Education" at the April 2009 conference of the Association for Contemplative Mind in Higher Education at Amherst College.

presented at the Personal Democracy Forum 2009. The real presentation also includes 15 minutes of mashed up YouTube videos - basically a shortened but updated version of An Anthropological Introduction to YouTube

"Any high school student who has a Facebook page will tell you MySpace users are more likely to be barely educated and obnoxious… like Peet's is more cultured than Starbucks and jazz is more cultured than bubblegum pop. And Macs are more cultured than PCs."

The proliferation of parents and teachers trawling the pages of Facebook trying to poke old schoolfriends and lovers, and traversing the outer reaches of MySpace is causing an adolescent exodus from the social networking sites, according to research from the media regulator Ofcom.

do we want to raise a generation of kids who have the tech savvy of an Iranian dissident, or the ham-fisted incompetence of the government those dissidents are running circles around?

Ideas, morals, and values do not exist somewhere outside the body, ready to be examined and put to use. Instead, they exist quite literally inside the brain-and they take physical shape there.

It's all about shared intimacy that is of no value to a third-party ear who doesn't know the person babbling.

School is tests and credits and notetaking and meeting standards. Learning, on the other hand, is 'getting it'. It's the conceptual breakthrough that permits the student to understand it then move on to something else. Learning doesn't care about workbooks or long checklists.

School was the big thing for a long time. School is tests and credits and notetaking and meeting standards. Learning, on the other hand, is 'getting it'. It's the conceptual breakthrough that permits the student to understand it then move on to something else. Learning doesn't care about workbooks or long checklists.

In Games of Empire, Nick Dyer-Witheford and Greig de Peuter offer a radical political critique of such video games and virtual environments as Second Life, World of Warcraft, and Grand Theft Auto, analyzing them as the exemplary media of Empire, the twenty-first-century hypercapitalist complex theorized by Michael Hardt and Antonio Negri. The authors trace the ascent of virtual gaming, assess its impact on creators and players alike, and delineate the relationships between games and reality, body and avatar, screen and street.

I've always thought it was miserable that we take the supposed best and brightest in society, charge them up to $60,000 a year in fees, then put them to work for four years on producing busywork that no one - not them, not their profs, not other scholars - actually wants to read.