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anonymous

Education Needs a Digital-Age Upgrade - NYTimes.com - 0 views

opinionator.blogs.nytimes.com/...on-needs-a-digital-age-upgrade

education digital literacy digital pedagogy

shared by anonymous on 08 Aug 11 - No Cached
  • Simply put, we can’t keep preparing students for a world that doesn’t exist.
  • we are blinding ourselves to the world as it is. And then we’re punishing students for our blindness.
  • Teachers and professors regularly ask students to write papers. Semester after semester, year after year, “papers” are styled as the highest form of writing. And semester after semester, teachers and professors are freshly appalled when they turn up terrible.
  • ...6 more annotations...
    • anonymous
      anonymous on 09 Aug 11
       
      Echoes a thought I had recently: What if the reason student writing seems so problematic isn't that we don't ask them to write enough, but that we ask them to write too much?
  • Ms. Davidson herself was appalled not long ago when her students at Duke, who produced witty and incisive blogs for their peers, turned in disgraceful, unpublishable term papers. But instead of simply carping about students with colleagues in the great faculty-lounge tradition, Ms. Davidson questioned the whole form of the research paper. “What if bad writing is a product of the form of writing required in school — the term paper — and not necessarily intrinsic to a student’s natural writing style or thought process?” She adds: “What if ‘research paper’ is a category that invites, even requires, linguistic and syntactic gobbledygook?”
  • “Online blogs directed at peers exhibit fewer typographical and factual errors, less plagiarism, and generally better, more elegant and persuasive prose than classroom assignments by the same writers.”
  • Even academically reticent students publish work prolifically, subject it to critique and improve it on the Internet.
    • anonymous
      anonymous on 09 Aug 11
       
      For an example, look up the fan fiction movement.
  • A classroom suited to today’s students should deemphasize solitary piecework. It should facilitate the kind of collaboration that helps individuals compensate for their blindnesses, instead of cultivating them.
  • The new classroom should teach the huge array of complex skills that come under the heading of digital literacy. And it should make students accountable on the Web
anonymous

SXSW 2011: The internet is over | Technology | The Guardian - 0 views

www.guardian.co.uk/...sxsw-2011-internet-online

digital literacy technology and society ubiquitous computing

shared by anonymous on 22 Mar 11 - No Cached
  • Rather – and this is a technological point, but also a philosophical one – they herald the final disappearance of the boundary between "life online" and "real life", between the physical and the virtual.
  • days of "the internet" as an identifiably separate thing may be behind us.
anonymous

Social media savvy: the universities and academics leading the way | Higher Education N... - 0 views

www.guardian.co.uk/...t-practice-in-higher-education

digital literacy social media academics education

shared by anonymous on 01 Feb 12 - No Cached
  • David White makes the distinction between people who choose to integrate online activity into their working life to a high degree (digital residents), and people who choose to use technology for selective, short-term activities and then log off (digital visitors).
  • digital technologies can enhance three core areas of academic practice: accessing, searching and sifting information; communicating with others; and building peer-to-peer networks.
anonymous

Technology and Teaching Writing | Inside Higher Ed - 1 views

www.insidehighered.com/...ng_technology_to_teach_writing

digital literacy teaching writing teaching with technology composition pedagogy

shared by anonymous on 25 Jul 11 - No Cached
  • online writing environments do not magically produce better student writing — or better teaching practices — but can allow for practice with different composing and teaching skills, which can lead to better writing, teaching, and administering depending on the form (for example awareness of audio, visual, and design considerations).
  • One of the biggest pedagogical effects this approach has had on my teaching is to allow my classroom to become, more than ever, a real artistic writing studio
  • But this is where the ubiquitous collaborative pedagogy espoused and practiced by writing teachers everywhere helps. Since so much of what we do in my writing classes involves students helping students — as well as themselves — take more responsibility for each other’s writing processes,
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