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shared by thebda on 16 Oct 12 - No Cached

Digital media supplies information, but it also shapes the process of thought. 
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My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles.
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Literary figures are openly admitting that they cannot engage in sustained critical reading, in a sense, they can no longer read for a purpose
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we should be moving towards, “a carefully employed pedagogy aimed at furthering students digital literacy, just as earlier, process-based composition emerged as a dominant pedagogical model”
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being wary of public writing in the classroom.  He suggests that if not implemented properly, this public writing can have far reaching consequences.
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“Before students can engage in the new participatory culture, they must be able to read and write
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this intentional move towards brevity and away from sustained critical reading/writing is sure to negatively impact the future of our students, thereby impacting the future of our country. 
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shared by thebda on 06 Mar 13 - No Cached

Technological change is not additive; it is ecological, which means, it changes everything. —Neil Postman
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If we see technology simply as additive, our questions will be about the technology
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it's about addressing the new needs of modern learners in entirely new ways
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the ecological shifts we need to make: What do we mean by learning? What does it mean to be literate in a networked, connected world? What does it mean to be educated? What do students need to know and be able to do to be successful in their futures? Educators must lead inclusive conversations in their communities around such questions to better inform decisions about technology and change.
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productive learning is the learning process which engenders and reinforces wanting to learn more
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wanting to learn more" suggests a transfer of power over learning from teacher to student—it implies that students discover the curriculum rather than have it delivered to them. It suggests that real learning that sticks—as opposed to learning that disappears once the test is over—is about allowing students to pursue their interests in the context of the curriculum
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with those changes comes a change in the role of the teacher. Teachers must be colearners with kids,
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shared by seth_mitchell on 10 Feb 12 - No Cached

Every day at BCLUW is Digital Learning Day. Technology is not viewed as a separate entity needing a specific time to be etched into the classroom for use, in fact it reminds me a lot of the dichotomy between reading and writing; technology infused curriculum is the norm here, a natural part of pedagogy and student learning. 
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shared by thebda on 15 Nov 13 - No Cached

shared by seth_mitchell on 06 Aug 12 - No Cached

workshops should begin and end by having people think and write about their learning goals. Workshops and series should be named after learning goals rather than tools.
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involves introducing tools not by the unconscionably boring "click-along-with-the-presenter" method, but by giving participants a logical series of steps to perform and having them figure out how to do them through play, exploration, peer and facilitator support.
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professional development plans ultimately need to build towards creating environments where teachers are coaching, guiding, supporting and inspiring one another.
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Outside consultants and technology coaches can provide a boost, but really sustained change happens when teachers are teaching each other.
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It's not about technology, it about learning. It's not about tools, it's about goals. It's not about new gizmos, it's about enduring pedagogy.
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