Skip to main content

Home/ Team A / Week 2 : Pro-Tech!/ Group items tagged public

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Laidy Zabala-Jordan

NYSED::OCE:Educational Television & Public Broadcasting:Continuing Education - 1 views

www.oce.nysed.gov/...cont_ed.htm

television public education

shared by Laidy Zabala-Jordan on 15 May 14 - No Cached
  • New York State’s Public Broadcasting stations are committed to lifelong learning.  Adult Education programming provided by the stations offers adults the opportunity to earn a high school equivalency diploma, develop literacy skills, focus on career skills, or learn English as a second language. Follow these links to find out about adult education series, as well as tele-tutoring and outreach from your public television station.
Lucifina (Megan) Svedlund

Using Technology as a Learning Tool, Not Just the Cool New Thing | EDUCAUSE.edu - 0 views

www.educause.edu/...g-tool-not-just-cool-new-thing

technology education literacy digital literacy improves

shared by Lucifina (Megan) Svedlund on 15 May 14 - No Cached
  • Distance education—through Internet and video courses—helps those who have to work a job and go to school at the same time better schedule their learning opportunities.
  • the Net Generation should learn better through Internet courses because they have been surrounded by computers all their lives and know how to use the technology already.
  • Lucifina (Megan) Svedlund on 15 May 14
     
    Technology as a learning tool, not just as the latest and greatest shiny new toy.
Laidy Zabala-Jordan

World Television Day 2012 | LIVE-PRODUCTION.TV - 0 views

www.live-production.tv/...world-television-day-2012.html

world television technology learning improves increase education

shared by Laidy Zabala-Jordan on 14 May 14 - No Cached
  • Evelyn Ode, 21/11/2012) This year, for the first time, European commercial broadcasters and television sales houses from public and private sectors take the opportunity of World Television Day, declared by the United Nations in 1996, to reflect on the values of television as a medium, including its multiple social roles.advertisementegta and ACT highlight the role of TV in communicating on key transnational issues, its relevance to the world economy and its contribution to social and cultural development through testimonials and first-hand accounts on a website set up especially for this occasion. Neelie Kroes, Vice-President of the European Commission, invited to comment on this occasion, said: “Television is still the way to reach the most citizens and talk to them – and with them – about how the EU affects their lives.”
Laidy Zabala-Jordan

Are You a Digital Native or a Digital Immigrant? - Big Design Events - 2 views

bigdesignevents.com/...-native-or-a-digital-immigrant

digital immigrant digital native

shared by Laidy Zabala-Jordan on 13 May 14 - No Cached
  • Are You a Digital Native or a Digital Immigrant?
  • A growing body of research on digital natives is started to emerge. A digital native can be defined as a person who was born after the introduction of digital technology. Digital Natives use online services like Facebook, YouTube, Hulu, and Twitter on various digital technologies, such as smart phones or a tablet device. Digital Natives have blended their online life with their offline life.
  • Researchers use the term digital immigrant to classify people born before the introduction of digital technology. For Digital Immigrants, the popular technology for them was radio, television, newspapers, books, and magazines. Digital Immigrants are adapting to the digital technology introduced during their life time. Ironically, some Digital Immigrants created the digital technology used by Digital Natives.
  • ...10 more annotations...
  • Different Types of Digital Immigrants If you are a Digital Immigrant, it does not mean you are automatically technically inept. You can actually be very technically astute.  Digital Immigrants will have to deal with Digital Natives, as illustrated below by Rupert Murdoch.
  • Not all Digital Immigrants fit into a single category. Current research classifies Digital Immigrants into three categories: Avoiders. This group does not adapt to new technology quickly, if ever. For example, my father-in-law still gets the newspaper, orders cigars through the mail, and uses the USPS to deliver letters to his friends. He is happy with his life.
  • Reluctant Adopters. This group is aware of new technology and adopts to it at a slow pace. In many respects, I fall into this group. For example, I still have a second generation phone. It took me 10 years to finally get a DVR, even though I knew it would change how I watch television as soon as I saw it. I am happy with my life.
  • Eager Adopters. This group enthusiastically adapts to new technology. They embrace it. For example, Jeremy Johnson, one of the organizers of the Big Design Conference, falls into this group. He seems to be plugged into every device, network, tech trend, and so on. Jeremy personifies an Eager Adopter. Jeremy is happy with his life, too.
  • Digitial Immigrants can never become Digital Natives because they were not born after the introduction of digital technology.  Eager Adopters, however, are clearly the class Digital Immigrants that can relate more closely to most Digital Natives.
  • In the same way that Digital Immigrants can be classified into three distinct groups, some interesting research from Dr. Ofer Zur (a Digital Immigrant) and Azzia Zur (a Digital Native) classifies Digital Natives into three sub-categories: Avoiders. This group consists of people, who are born during the digital age, and do not desire new technology. They are not enamored with Facebook, Twitter, Netflix, or Hulu. For example, I know a 14-year old, who prefers to paint portraits. She owns an iPad, only because her school books are on it. She only watches public television.  She sings in the church choir.  She is very happy.
  • Minimalists. This group is aware that digital technology is a part of their daily life. They choose to interact with only the most interesting things to them personally. For example, I know a young person who does not have a Twitter account and avoids Facebook. She is not a gamer.  She sends emails and downloads books to her Kindle.
  • Enthusiastic Participants. This group is the largest group of Digital Natives. Like their Digital Immigrant cousins the Eager Adopters, Enthusiastic Participants embrace and use all forms of digital technology. This group prefers texting and tweeting over sending out email blasts. They are aware of the latest technology, trends, and tools. Their online and offline lives are blending together.
  •  Digital Immigrants are the parents, teachers, and managers of Digital Natives.
  • For designers, you want a diversity of viewpoints when you build your products. Consider recruiting Eager Adopters, Reluctant Adopters, Minimalists, and Avoiders for market research and usability testing purposes. The different viewpoints give you insights into what motivates these groups. The “tipping point” for any product occurs when Reluctant Adopters and Minimalists want your product. Their diverse insight is crucial to your design research and product success.
Laidy Zabala-Jordan

Education Update:Leveraging Technology to Improve Literacy:Leveraging Technology to Imp... - 0 views

www.ascd.org/...ology-to-Improve-Literacy.aspx

technology education improves increase digital literacy

shared by Laidy Zabala-Jordan on 14 May 14 - No Cached
  • Technology is changing literacy, claim Web 2.0 advocates, university researchers, edgy librarians, pundits of the blogosphere, and the media. The visual is ascendant, text is secondary—and linearity? Forget about it. Web surfers flip from one information wave to another, gathering and synthesizing. Beginning, middle, and end are up for grabs.
  • In the classroom, some educators are attempting to harness the power of technology to increase literacy rates for struggling students, but does using technology really make a difference? An initial assessment of the research on the current generation of technology used to aid literacy yields interesting, if somewhat lackluster, results.
  • According to Kamil, however, that's not necessarily a bad thing: "The important aspect, from my perspective, is that these were classroom programs that replaced about 10 percent of instructional time. What that means is that since there was no difference, the software programs were as good as the teacher." Such findings, Kamil explains, could signify a shift from teachers using technology as merely a supplement to using it as the means of instruction.
  • ...13 more annotations...
  • Now, Kamil notes, newer and better technology is coming out all the time to make the option of classroom technology even stronger, especially for struggling readers and writers. He points to advances in speech recognition technology, such as Carnegie Mellon University and the University of Pittsburgh's research-based Reading Tutor project or programs such as Pearson's Quick Reads, as examples of tools that can improve students' reading fluency.
  • Despite the lack of data showing that technology has a tremendous effect in the classroom, teachers have found that using technology may help address students' specific learning needs. Charles MacArthur, a special education professor at the University of Delaware, explains that students who have learning disabilities, including dyslexia, typically need help with transcription processes to produce text, spell, and punctuate correctly. However, any students having trouble with writing fluency can benefit from teachers integrating technology into the classroom. And sometimes tried-and-true technology works the best.
  • "The only tool that has enough research behind it is plain, old word processing," MacArthur says. "Students with writing difficulties are able to produce a text that looks good, and they can go back and fix things without introducing new mistakes."
  • Carol Greig, a former technology coach, won the International Reading Association's 2008 Presidential Award for Reading and Technology for her Reading Buddies program, which uses MP3 players to increase the literacy skills of beginning readers
  • Greig tested the group of students every two weeks on pre-reading and early reading skills, such as naming letters, phonemic awareness, and ease of decoding nonsense words accurately. After six weeks of using Reading Buddies, Greig says, "We saw kids who had been operating at the 10th and 20th percentiles moving up to the 40th and 50th percentiles." At the end of the 10-week pilot, Grieg says, "[Students] were at or above the test's benchmark."
  • auditory processing problems or dyslexia, schools are using various computer technologies to make students more aware of the sounds of words when others speak or when students themselves read aloud.
  • At Howard Elementary, teachers also use technology to assess students' individual comprehension and written work.
  • The Reading Buddies program
  • Pointing to the school's use of the FastForWord Language and FastForWord Literacy programs, Egli explains that computer technology can slow down a word's "sound signature" so that students become more aware of the phonemes that make up that word. For example, students who reverse the "b" and the "d" may do so because of auditory problems distinguishing those two phonemes, which are extremely brief compared to a typical vowel sound. To help retrain the brain to note the distinction between the two sounds, teachers highlight the differences by slowing down and amplifying the sounds slightly. Students then focus on them through computer activities. Typically, it takes many repetitions of the exercises to retrain the brain.
  • The technology "builds those auditory and language skills" of students, allowing them, generally, to be more receptive to learning because typically 80 percent of the instructional day relies on auditory information
  • "They're better able to make use of classroom instruction because they can understand the language of the instructor better,"
  • Recently, the Bridges Academy also started using Reading Assistant, a program that uses speech recognition technology to help students improve their reading fluency.
  • using technology alone is not the answer to improving literacy, but the tools help teachers move students toward their individual learning goals. "Using some of the technologies we have now, we can do some things that many of us hoped to achieve for a lot of our special-needs kids—but at a much more efficient rate
Laidy Zabala-Jordan

Teenagers' Internet Socializing Not a Bad Thing - NYTimes.com - 0 views

www.nytimes.com/...20internet.html

teenagers internet

shared by Laidy Zabala-Jordan on 15 May 14 - No Cached
  • Good news for worried parents: All those hours their teenagers spend socializing on the Internet are not a bad thing, according to a new study by the MacArthur Foundation.
  • “It may look as though kids are wasting a lot of time hanging out with new media, whether it’s on MySpace or sending instant messages,” said Mizuko Ito, lead researcher on the study, “Living and Learning With New Media.” “But their participation is giving them the technological skills and literacy they need to succeed in the contemporary world. They’re learning how to get along with others, how to manage a public identity, how to create a home page.”
  • “It certainly rings true that new media are inextricably woven into young people’s lives,” said Vicki Rideout, vice president of the Kaiser Family Foundation and director of its program for the study of media and health. “Ethnographic studies like this are good at describing how young people fit social media into their lives. What they can’t do is document effects. This highlights the need for larger, nationally representative studies.”
  • ...5 more annotations...
  • The study, part of a $50 million project on digital and media learning, used several teams of researchers to interview more than 800 young people and their parents and to observe teenagers online for more than 5,000 hours. Because of the adult sense that socializing on the Internet is a waste of time, the study said, teenagers reported many rules and restrictions on their electronic hanging out, but most found ways to work around such barriers that let them stay in touch with their friends steadily throughout the day.
  • Teenagers also use new media to explore new romantic relationships, through interactions casual enough to ensure no loss of face if the other party is not interested.
  • While online socializing is ubiquitous, many young people move on to a period of tinkering and exploration, as they look for information online, customize games or experiment with digital media production, the study found.
  • What the study calls “geeking out” is the most intense Internet use, in which young people delve deeply into a particular area of interest, often through a connection to an online interest group.
  • “New media allow for a degree of freedom and autonomy for youth that is less apparent in a classroom setting,” the study said. “Youth respect one another’s authority online, and they are often more motivated to learn from peers than from adults.”
1 - 6 of 6
Showing 20▼ items per page