Teaching History in the Digital Age - 1 views
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Peter Sun on 24 Sep 13eBook ... very short read. Chapters 2 (Finding) and 3 (Analyzing) may be useful for our work.
If you can Google it, it isn’t a good assignment.
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Multiple Choice = Google | My Wired Life - 0 views
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a history professor at Oberlin College
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He said that they often need to reteach students how to read and study history when they arrive at Oberlin.
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"This Tweet shifted my world: If you can Google it, it isn't a good assignment." http://t.co/Rq0A8CytBR by @crossons
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Read the short blog post, follow some of the links, and most importantly, try to find 50 minutes to watch the Will Richardson video - from his ISTE presentation. All of this reinforces my belief (our belief) that the library should be at the CENTER of a school's academic purpose. Teachers should be sending students to this place of inquiry, research, collaboration, and creative problem-solving. This belief should drive our library re-design and it's program.
Information Abundance and Its Implications for Education | User Generated Education - 3 views
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I have re-framed information overload from being discussed as a cautionary consequence of the technology age to us living in a time of information abundance. I think we are living in one of the most exciting times in the history of humankind. We are living in a world of information abundance, surplus, and access
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I think we are living in one of the most exciting times in the history of humankind. We are living in a world of information abundance, surplus, and access
CCSC_SocialStudies_gr9-12w.pdf - 0 views
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Maryland Common Core Standards for Writing in History/Social Studies
The Citation Project - 0 views
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Debbie Abilock referred to data from this site in one of her presentations. I think it could be a good resource for History and English departments. The Citation Project is a multi-institution research project responding to educators' concerns about plagiarism and the teaching of writing. Although much has been written on this topic and many have expressed concerns, little empirical data is available to describe what students are actually doing with their sources.
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