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Brenda Wohlfeil

Is Google Making Us Stupid? - Nicholas Carr - The Atlantic - 8 views

www.theatlantic.com/...306868

google technology reading

shared by Brenda Wohlfeil on 17 Mar 14 - No Cached
  • My mind isn’t going—so far as I can tell—but it’s changing. I’m not thinking the way I used to think. I can feel it most strongly when I’m reading. Immersing myself in a book or a lengthy article used to be easy. My mind would get caught up in the narrative or the turns of the argument, and I’d spend hours strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration often starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I’m always dragging my wayward brain back to the text. The deep reading that used to come naturally has become a struggle.
    • eeverett3
      eeverett3 on 17 Mar 14
       
      The first question this article raises in my mind is...are other people feeling like this? that books and long articles are becoming too difficult to read?
    • Jose Escobedo
      Jose Escobedo on 18 Mar 14
       
      When I am sent off to training and I know I will have limited connectivity, my laptop stays in my bag. I use this time to read articles which I print out or just simply read a book. If I have connectivity, my concentration to simply read articles or a textbook would be lost because I want to get to other class assignments or simply surf the net. To me its just a mind over matter.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 22 Mar 14
       
      After reading/working on the computer for long periods of time, I noticed I get jittery.  I was concerned about it, so I searched the internet for answers.  I came across Linda Stone's video and website.  She has studied attention, health and technology.  In the video she talks about continuous partial attention, which is a form of multi-tasking.  Ms. Stone's research has shown that we have become hyper alert to scan for every possible input and opportunity.  In another words, we don't want to miss anything.  And this puts us in an artificial state of constant crisis.  Amongst many physical changes from this artificial state, including jitteriness, our minds find it hard to focus. (Linda Stone-May I Have Your Attention Please?, http://internoobs.wonderhowto.com/inspiration/linda-stone-may-have-your-attention-please-0128197/) So I have to wonder, is it that we just don't have the patience for reading long books, or are we in an artificial state of constant crisis that makes it impossible for us to focus?
    • eeverett3
      eeverett3 on 24 Mar 14
       
      I actually have a student this year who cannot use the computer at all because it causes seizures for her! Scary!
    • Olivia Basham
      Olivia Basham on 31 Mar 14
       
      This particular quote reminds me of an Aristotle quote: "We are what we constantly do, excellence isn't an act then, but a habit." It seems that Mr Carr is mistaking habits for permanent brain changes.
  • And what the Net seems to be doing is chipping away my capacity for concentration and contemplation. My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.
    • eeverett3
      eeverett3 on 17 Mar 14
       
      I really like this analogy of finding information online. I often feel like this and in my library, I see students seraching so rapidly that I wonder if their research is effective.
    • Araceli Gracia
      Araceli Gracia on 17 Mar 14
       
      I know that I am guilty of telling my children to "Google It" when I don't know something right away. It is quick way of getting answers to what we are not sure about. But how else would students get their information. Unless they have a set of encyclopedias, it would prove difficult to search. Long articles are more tedious to read than difficult I think. Its a matter of time that doesn't allow for reading so they are just being glanced at rather than being fully understood.
    • Merrill Redfern
      Merrill Redfern on 18 Mar 14
       
      The analogy provides an excellent mental picture of what searching online looks like in the 21st century. This analogy also reminds me of times in my library, while locating a book for a student, by the time I have tracked down the book a student can't absolutely live without they have already changed their minds on what they are interested in. Amazes me on how fast students can "switch gears," which is what (among other things) the Internet searching is creating in our student population.
    • Eric Folks
      Eric Folks on 18 Mar 14
       
      I've got mixed feelings on this. It seems counterintuitive that we should take advantage of the resources we have at hand, be it Google or some mobile device, and that we should teach our kids to do the same. How many technologies and advances in the past have changed the way we find, process, and share information? Each was met with resistance and criticism and also a bit of excitement, but eventually, they came to be seen as valuable tools for learning. While I think the same can be said of modern technologies, I do have some reservations about the concentration and scale of control companies like Google, Amazon, Facebook and the like have over society's day to day interactions. "Big data" and the way it's being used should give everyone pause, as they really boil down to refining the manipulation process. If we spent as much time teaching digital literacy and critical thinking (helping young to old be more aware of forms of manipulation, propaganda, and logical fallacies), I would be more likely to say (with some checks and balances and oversight), it's ok for these companies to provide us with goods and services specific to our needs and wants. The problem is we are witnessing both the growth of big data and the growth of technology dependence at the same time. Is technology becoming the modern day "opiate of the masses?" It just may be... More and more parents are using technology to babysit their children, enough so that pediatricians are pointing out the writing on the wall: this overuse of technology is excacerbating ADD, ADHD, childhood obeisity, and more: http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html Personally, I have my kids complete a technology challenge every day before they're able to get on technology for gaming and entertainment (which we are now limiting to 1 hour). Most of these technology challenges involve them using technology as a creation tool, and I've got to say, it's working!
    • Stephen Simon
      Stephen Simon on 21 Mar 14
       
      The Net does chip away at your capacity for concentration, contemplation, and criticial thinking because we let it. The information on the Net is only that; you still have to decide if what you are reading can how water. I think it is important to approach search engines, like Google, by learning to structure a query followed by what storehouses of data we know to have veracity.
    • Don Martin
      Don Martin on 25 Mar 14
       
      It may well be that the problems we are seeing as being created by the internet and the accessibility of information are actually caused by us as instructors and not by the medium itself. As instructors it is our job to find appropriate resources and appropriate uses for the information that is so readily available today. Through the use of Web 2.0 Technologies we need to find ways to create depth of information by inspiring our students to dig deeper and helping them in the development of their critical thinking skills.
    • Olivia Basham
      Olivia Basham on 31 Mar 14
       
      While I love Mr. Carr's use of metaphor (scuba vs jet ski) this kind of argument via analogy is fallacious at best. You know what else challenges concentration and contemplation? Sports. They are just the same kind of rapid-fire informational experiences as "surfing the net" can be. No one would challenge the value of sports to a child's mind (or an adults for that matter) because it brings it's own skills and rewards. I think we confuse the situation when we try to compare un-like things.
  • It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
    • eeverett3
      eeverett3 on 17 Mar 14
       
      I wonder if reading habits are changing and if this is good or bad...how will it affect students and educators?
    • Araceli Gracia
      Araceli Gracia on 17 Mar 14
       
      In the article, it mentions how texting has made it more important about being efficient and immediate which then weakens our capacity for reading. This stood out to me because this past weekend I went to help my mother send a text message. My mother does not text, she believes in the old fashion ways of speaking with people. So my 10 year old said he would help her create the text. Of course my mother wants to put capital letters, punctuation, and proper grammar. He was telling her, you don't have to do that, just put in "u" for "you". She was so shocked that he was telling her that, she was like no I have to have my name with a capital letter.
    • Merrill Redfern
      Merrill Redfern on 18 Mar 14
       
      In my experience, many students are obtaining just enough information to get by and not digging deeper into a subject where it could be meaningful. The internet provides the perfect forum for this. The "grab and go" mentality. Some would argue the amount of time placed on educators is a determining factor for teachers to "power browse" information. I believe there is some truth to that but above all, the internet has significantly changed the way we search, think, communicate, teach, plan and recall information.
    • Eric Folks
      Eric Folks on 18 Mar 14
       
      I see power browsing and recreational reading as two different activities...when I want to relax, I read (digital or print makes no difference as long as the device is light and I can adjust the brightness). When I want to stay on the cutting edge of my chosen profession, I power browse and experiement.
    • Don Martin
      Don Martin on 21 Mar 14
       
      It seems to me that the real problem may be related to something deeper. We have been told for so long by so many that we need to be good "multitaskers" that we have spent a great deal of time and energy on trying to do just that. Recent studies show that humans don't really multitask on any effective level and that when we do try to multitask our work and thought processes suffer for it. Here is a good article from Time Magazine about multitasking and its negative effects: http://content.time.com/time/magazine/article/0,9171,1174696-1,00.html
    • eeverett3
      eeverett3 on 21 Mar 14
       
      That is a great article,Don! I am glad to see that what I am yelling at my teens all the time is backed up by research! "When people try to perform two or more related tasks either at the same time or alternating rapidly between them, errors go way up, and it takes far longer--often double the time or more--to get the jobs done than if they were done sequentially, says David E. Meyer, director of the Brain, Cognition and Action Laboratory at the University of Michigan: "The toll in terms of slowdown is extremely large--amazingly so." I worry about the multitasking all the time...has anyone seen the tv show "Brain Games"? I think that really illustrates the hazards of multitasking....
    • Stephen Simon
      Stephen Simon on 21 Mar 14
       
      I now have better understanding of the long view of cognition and how technology impacts it. Socrates opposition to the printed word was no different than a parent restricting internet access for their children; the capacity to properly learn the learning tool, left to its own device, is largely lost.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 22 Mar 14
       
      I find myself mostly power browsing on the Internet, but I find it is difficult to do much more because of the back lighting.  The back lighting easily tires my eyes. For long articles that I need to digest, I prefer printing them out to read.   Here is an article on computer vision syndrome: http://www.webmd.com/eye-health/computer-vision-syndrome Possibly future screen technology might alleviate eye fatigue. Eizo is a company that is already working on creating screens to help with eye fatigue.  Here is their latest product: http://www.eizo.com/global/library/basics/eyestrain/
    • Olivia Basham
      Olivia Basham on 31 Mar 14
       
      Brenda, thank you for sharing this! Eye strain and visual fatigue are really big problems for me and other persons with dyslexia.
  • eeverett3 on 17 Mar 14
     
    Here is an article that discusses the use of current technology and how it may affect the brain.
  • ...5 more comments...
  • eeverett3 on 17 Mar 14
     
    I hope that everyone had a great Spring Break! Here is the article that I would like to discuss in Diigo that week. :) EE
  • lbanuelos on 17 Mar 14
     
    The article makes several points. Technology has changed how we think and measure our abilities. For example, as a computer technician, I always tell clients that I can solve their issues even if I haven't the slightest idea how to do. I just hope that someone else around the world has posted the solution on the internet. Thank you Google. So if the internet wasn't available I don't think I would feel as confident doing my job everyday.
  • Araceli Gracia on 20 Mar 14
     
    Luis, I have used You Tube so many times when trying to learn how to do something. I have even used it for this course when I need that extra tutorial. For example, if Stephen had not been kind enough to post a video on how to install Java on Screenr, I would have struggled so much more. Technology comes with the good and the bad. My older son learned to play the piano from the internet while my other son just wants to watch videos. So like everything in my life, there has to be a happy medium.
  • Don Martin on 21 Mar 14
     
    I'm inclined to believe that the problem is not with the technology but with how we adapt to it. In the past the rate of technology development has given us time to assimilate it, analyze it, and employ it. The problem with computers, the internet and all the associated electronic technology is that by the time we figure out what it is and what it is good for it's already changed. Given time we will figure out how to deal with the speed of change but in the meantime it means some struggle on our part as humans and as instructors in determining what is of value and what is not, what that value is, and how do I use it to my benefit and the benefit of my students?
  • Stephen Simon on 21 Mar 14
     
    Here is an article that discusses the use of current technology and how it may affect the brain.
  • lbanuelos on 24 Mar 14
     
    Araceli, I too use YouTube for learning how to do stuff. Just last week, I needed how to embed videos into a webpage for another project. Sure enough there was a video posted on how to do that. I believe that technology affects both the learner and the teacher. Instructors expect that students use these tools and have the ability to learn how to implement.
  • lbanuelos on 24 Mar 14
     
    Google puts tremendous amounts of data at our fingertips. This data needs to be interpreted. This is a important skill that must me taught to students. Not everything posted on the net is correct. I think this teaches students to be more critical of they read.
juancalvarez

A Web 2.0 Class: Students Learn 21st Century Skills, Collaboration, and Digital Citizen... - 9 views

www.edutopia.org/...laboration-digital-citizenship

web2.0 collaboration digital_citizenship technology education

shared by juancalvarez on 16 Jul 15 - No Cached
  • The students in all three of these classes have never met in person; however, they have all connected via Skype and their class blogs. They have also had many professionals come and speak to them via Skype.
    • juancalvarez
      juancalvarez on 16 Jul 15
       
      Using Skype to bring professionals to the classroom allows for important connections and knowledge. Do you think that companies would allow their employees to Skype and give speeches about their field?
  • "You have to adapt to the world around you or progress can never happen. That is the ultimate goal of education, right? Progress. Continuous progress."
    • juancalvarez
      juancalvarez on 16 Jul 15
       
      Adaptation is what humans have done since inventing the first tool, since inventing the wheel. We pass that knowledge to the next generation who in time develop better ways to adapt to their environment.
  • Principal Patrick Larkin comments, "I am amazed at how little the students actually know about connecting with others for educational purposes. They use social networking solely for socializing. It has been great to see the lightbulb start to go on in regards to them seeing these tools as a resource."
    • juancalvarez
      juancalvarez on 16 Jul 15
       
      It is a fact that most students use communication tools just for social interaction and not for educational purposes. Most students, even 4 year olds, will know how to turn on the phone, tablet or iPad and go through the steps to play the games they like or type something to someone, but that doesn't mean that the media is being used for education or that the user is tech savvy. What do you think?
  • asuarez1 on 16 Jul 15
     
    I agree that because a student knows how to play games on a tablet, does not mean that he/she knows how to use it at a learning tool. Using Skype or other tools to integrate technology into the learning process is taking it to another level. It is great that students are learning how to collaborate with others for something more than socializing. Safety is such a big issue for me, but in the classroom, we can use these connectivity capabilities in order to expand the learning. Although many teachers fear this, it is great when one person is not the entire knowledge base in the classroom. Lets show our students how to search safely, and how to integrate the knowledge into their lives and give it purpose!
  • ...9 more comments...
  • bhanak on 16 Jul 15
     
    I think that providing a "flat classroom" gives the learners of the 21st century a better outlook of what the internet and "connecting" looks like outside of social purposes. This helps set the students up for more success as the move into higher education and into their careers. Having these skills will be extremely beneficial for the students in the future. Skype for learn purposes has come a long way in the past years. Similar to virtual field trips, a presenter through Skype is bringing opportunities to students that is cost effective and influential for students. I think companies are more willing to allow their employee to visit through Skype than in person. It also allows the ability to meet with others that are not in the immediate area to connect.
  • juancalvarez on 16 Jul 15
     
    Ana Suarez: You are totally right, safety is the most important. In fact, at the beginning of the year what I say to my new students' parents is, before learning, safety first. I thought that the best way to ensure that students stay on task is for them to record their Skype educational interactions. Skype doesn't have a tool to record, but there are software like SuperTintin Skype Recorder that is used by many people. Download.com is a rating website I have known for almost 20 years, and they rate it with 4 stars. http://download.cnet.com/SuperTintin-Skype-Recorder/3000-2150_4-10656468.html This is the direct link to it http://www.supertintin.com/ It is true that teachers fear not being the knowledge center, but I think this is because students value more a teacher when they see him/her as someone they can look for explanations, solutions, and knowledge. Still, we have to evolve and let the students interact and discover the world too.
  • juancalvarez on 16 Jul 15
     
    Brandy Hanak: You are right, these tools will be very important for the students' to identify and learn that they can be used for professional purposes and not just for socializing. You mention a very important point. Skype allows students to connect with people that are far and could be impossible for them to come. The cost for a face to face presentation is so high that most companies do not invest in it. Being able to present at a distant opens doors to benefit everyone.
  • summerloeffler on 17 Jul 15
     
    I was thinking about all the various uses of video web 2.0 technologies that is used for e-learning. While I recognize that Skype is an excellent way for students to "interact" and learn together- I am aware that Skype doesn't allow more than 10 students to meet at once. I recognize that this article was written in 2010 and I know that there is a great improvement and more video web 2.0 tech/apps out there that allows for virtual collaborative learning beyond a one-to-one interaction. We have Blackboard Collaborate, Fuze Meeting, appear.in, Google HangOut, and many more that does give more of a "classroom" feel. Incidental learning is also very important (students to get more than just one opinion, but comments, backgrounds, reactions from rest of their peers.) Hmm. just my thoughts :)
  • juanrubenromero on 17 Jul 15
     
    Skype would definitely be a great way to get professionals to "come" and talk to students. I don't see why employers would have a problem with this, they already allow employees to attend the in person career days. This would be a great idea for those employers that are not in the area. I can see this being a great tool for science and technology, to get professionals from the fields to give workshops to students. This is one of things I tell my students. They may know how to use their devices for socializing or gaming, but they have no idea how to use them for educational purposes. With how technologically advanced we are, you'd think students would know how to use their resources. The biggest downfall of students not knowing how to use their technology as an educational resource, tells me that they do now know how to use it to problem solve. I think this is where our focus needs to be with our students. Ensuring that the technology we use in our classroom is not something just for fun, but a tool that we are going to teach to them to use to problem solve. And problem solving can mean finding answers, collaborating, communicating, etc. I like what they talk about at the end of the article about digital citizenship. It is obvious that students are not aware of how to behave and the consequences of their posts on social media. I tell them once you post it on the net it is out there forever. Not only that but with the rise of Snapchat, teachers are becoming targets of video capture and without notice a video of them is up on social media. Students definitely need a course in high school relating to digital citizenship. Great article!
  • juancalvarez on 17 Jul 15
     
    Summer, I think you right, there are other collaborative learning applications that have been developed but we also have to consider that we don't always need the capabilities of a BB and sometimes teams just need to talk. Skype is a technology that can be used in any electronic device with not to many computer resources. Students' home computers or phone does not always have the applications to run some programs or the internet connection. I have found Skype to be really easy and most people know it. It is just one more application to consider. Plus, we need media specialist that can show and teach the new resources.
  • juancalvarez on 17 Jul 15
     
    Juan, as you say, we have to teach our students to use technology to find solutions, collaborate and have better communication. Students need to learn to use technology to become better at what they like to do.
  • candacejames07 on 17 Jul 15
     
    When I read the through comments you posted Juan about this article I was reminded of this article from Dr. Corbeil's blog. http://edtc.blogspot.com/2015/06/does-not-compute-millennials-arent-tech.html. The article talks about how students use technology all the time, but lack problem solving skills and completing educational based task using technology. Skype is great tool and can be used to reach people that specialist in many different fields including writers, scientist, and business people. We have to embrace technology and learn how to help our students use the social networking to benefit their education and develop problem solving skills.
  • Marie Evans on 18 Jul 15
     
    With today's technology this is a great instructional opportunity! Research shows and teachers know that students learn best from each other! Getting another perspective from a different area of the country/world provides extended learning opportunities that are boundless!
  • bradlampton on 18 Jul 15
     
    This makes perfect sense. This is how students communicate. This is how global multinationals communicate albeit with a business platform like Share point. Learning is supposed to be relevant and authentic. One way to achieve this is by giving students real world tools to accomplish learning objectives and promote collaboration. Share point provides Web 2.0 tools for wikis, blogs, and discussion threads.
  • Joanna Villarreal on 19 Jul 15
     
    Juan, great article. Just because a student, or anyone for that matter, is able to turn on devices doesn't make him/her "tech savy." I agree with Ms. Evans on how students learn best from each other. Take for instance this weeks Diggo assignment. We have to read and comment on classmates posts. Well, I admit sometimes the article it makes even more sense after reading the feedback in the comment section of the article or my classmates comments here on Diggo.
Stephen Simon

How Collaborative Learning Leads to Student Success | Edutopia - 8 views

www.edutopia.org/borative-learning-college-prep

shared by Stephen Simon on 14 Apr 14 - No Cached
  • "What our collaborative learning style empowers and enables is a student's resilience -- how do you look to your neighbor as a resource, how do you test your own theories, how do you understand if you're on the right track or the wrong track?"
  • But now it's clear to her why allowing her students to learn in this way is so powerful. "They're learning more than just math," she says. "They're learning to be more proactive; they're learning how to depend on their peers. When they go off to college, they already know how to work with people and draw out their strengths."
    • lbanuelos
      lbanuelos on 20 Apr 14
       
      When students engage in peer learning, the build self esteem and a sense of responsibility. http://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html
    • Stephen Simon
      Stephen Simon on 01 May 14
       
      Being more proactive enhances how we move forward with advancements in every discipline. College Prep forces students to learn to depend on each other in times of need and stress. Leaving the nest is an experience that everyone who goes away for college encounters. The more at ease you feel when join a new group in a new setting just lubricates the learning environment.
    • Don Martin
      Don Martin on 04 May 14
       
      I like the statement that students are learning more than math. What are they learning? They are learning life skills that cross the content area boundaries. Skills such as critical thinking which are so important in problem solving, creativity and general success can only be learned through collaborative learning. It is not possible to learn to depend on peers or to learn teamwork without working with others in a collaborative environment. In order to be proactive you have to be able to see the possibilities before they occur, this can't be done without interacting with a complex environment that involves others. You cannot predict in a system you have no familiarity with. Collaboration is a key scaffolding tool in the effort to constantly expand understanding and performance.
  • In math, for instance, the teachers prompt the students to ask each other their questions before asking the teacher, so that students learn to rely on their own collective wisdom.
    • lbanuelos
      lbanuelos on 20 Apr 14
       
      Peer learning is a mutual experience where student make equal contributions. Learning is also less formal. It may start in the classroom but can continue through social media.
    • Stephen Simon
      Stephen Simon on 01 May 14
       
      It's now OK to ask your classmate for help. This is a great idea and really fosters two things: learning and socialization. When certain tasks are intentionally harder, it nudges the student to explore if their classmates are having the same situation: a shared learning experience. This is an awesome approach to what can be both tedious and difficult in nature. This particular paradigm to math will foster metacognition in the individual learner.
  • lbanuelos on 14 Apr 14
     
    With the onset of many Web 2.0 tools we can all agree that collaboration is easier that ever before. As a student in high school I remember doing poorly in one of my Spanish classes so my teacher sat me next to another student that was doing much better. Together all three of us formed a partnership that ultimately helped me pass that class. Back then I never really understood why it was easier for me to learn with the help of my peer. How can we as educators encourage collaboration in the classroom? http://www.smu.edu/~/media/Site/Simmons/CCCD/Peer%20Teaching%20in%20Math.ashx
  • ...10 more comments...
  • eeverett3 on 14 Apr 14
     
    After the sticker shock of the private high school costs, I was able to focus on the many ways they are using collabortion! What I enjoy in collaborative efforts is watching the students justify their answers/opinions. That is going to serve them well in future jobs.
  • Jeff Blackman on 14 Apr 14
     
    I think the tools we will be showcasing in this class could be one way. I didn't realize there were so many of these types of tools out there and I'm looking forward to hearing about more. It can be overwhelming, though. So, I'd pick one or two to focus on and get my students going on those.
  • Araceli Gracia on 14 Apr 14
     
    Luis, I think teachers and administration would encourage more collaboration, but since everything is so data driven, they are weary of what that would do to their numbers especially in the upper grades. I like the idea of collaboration because like your article mentioned students do not all have to agree and they are able to challenge each others ideas. The opportunity to work with others gives everyone a chance to learn from one another, however there could be students who do not like being part of a group. My younger son sometimes does get frustrated when in a group, since he is just one of those who likes to work alone. http://www.districtadministration.com/article/benefits-teacher-collaboration
  • Brenda Wohlfeil on 17 Apr 14
     
    As a math teacher, I love having my students collaborate. However, I found that just throwing a group of students together and hoping for the best does not work. I found an article called "So Collaborative Learning Tips and Strategies for Teachers" that summarizes a lot of what I have learned in to have successful collaborate learning. Check it out, it is one that you might like to bookmark for future reference. http://www.teachthought.com/learning/20-collaborative-learning-tips-and-strategies/
  • Brenda Wohlfeil on 17 Apr 14
     
    Elizabeth, I had to laugh at your mentioning the sticker shock! I was thinking I must be in the wrong private school. Although my private school is in Texas, the Archdiocese of San Antonio decided to incorporate the instructional shifts of Common Core, especially the mathematical practices. I find that collaboration is strongly needed in satisfying these practices. Collaborating is essential in make sense of problems and persevere in solving them. (MP.1) and constructing viable arguments and critiquing the reasoning of others. (MP.3) One of my favorite activities is to put a challenging problem on the board and have the students collaborate in groups to solve it. Then the groups debate between themselves as to the correct answers. We have many lively discussions. http://www.corestandards.org/Math/Practice/
  • Don Martin on 20 Apr 14
     
    For me the best thing about collaboration is that it all fits well with the things that I feel work best in the classroom. I am a big proponent of scaffolding in the zone of proximal development. Problem based learning (PBL) and task centered learning (TCL) are two of my favorite scaffolding tools. Many of the web 2.0 tools we have seen this semester are excellent tools to help develop PBL and TCL experiences. The collaborative nature of many of the Web 2.0 tools lends itself well to learners helping learners and I think this is the best method of learning that we can foster in our classrooms whether they are online or face to face. Collaboration is great but it needs structure and guidance in order to be effective and have long lasting results.
  • Eric Folks on 20 Apr 14
     
    I'd say I'm going to play devil's advocate here and argue what I don't really believe, but I'll be honest: I'm on the fence about collaborative learning. I know in this day and age disparaging collaborative learning is like arguing for ObamaCare in Texas, especially with Social Media and sharing tools everywhere - many, many of which I use and advocate - but working in a group sometimes frustrates the snot out of me, and I'm not alone. http://www.wcer.wisc.edu/archive/cl1/cl/story/middlecc/TSCMD.htm#speed Some people like to just get the work done on their own, at their own speed, without all the trials and tribulations of working in a group. Here it is, Sunday night, and my son and I are waiting to hear back on a video presentation due tomorrow for his 8th grade English class. Obviously they're done with their Staar test and have more time and flexibility than they did a couple months ago, but the teacher has instructed them to work together collaboratively on a video version of a book they read...completely outside of class. So having worked through the challenges of scheduling a shooting time for the raw clips, and the challenges of everyone voicing different ideas on what to shoot, how to shoot, how to operate and so on, we finally got all the raw footage put together Friday afternoon. I keep saying "we" because for some reason my wife didn't want my 13 year old son going over to someone's house and recording themselves shooting BB guns !? Anyway, we specifically agreed and confirmed with one kid, who volunteered to do the editing and put the video together, that we wouldn't wait till Monday to see it for the first time. I send him the footage clips in the form of a Dropbox link Friday evening. At 12:15 AM last night he says he just got them and will hopefully get the video to us sometime today (even though the sent email below showed he rec'd the email Friday). Same old small group story. I know there are times when we need to collaborate in the real w
  • Jose Escobedo on 20 Apr 14
     
    Eric, I feel your pain. I have to say I remember those days when my kids brought group projects and were always waiting for the group to meet during the weekend. Like always dad had to help on Sunday night. Of course the main excuse they got from their peers was the lack of transportation. Luis made a good point when he mentioned the availability of Web 2.0 tools. With all these real time collaboration tools it should be easier for my youngest daughter once she gets to Middle School and HS.
  • Brenda Wohlfeil on 20 Apr 14
     
    Eric, I also feel your pain. My daughter ends up doing most of the work on collaborative projects. But I think with the tips in the link I left and teachers giving students time to work on projects in class, a lot of this pain we go through could be alleviated.
  • Don Martin on 26 Apr 14
     
    Eric, I believe the fault is not in the concept of collaborative learning but in the design of the collaborative project. How can there be a fault in any learning tool or style that works? When we look at anything we do or use in the classroom if that system fails it is usually a design flaw as a result of the creator. Power Point is a great example, I don't claim to be a power user of Power Point but I know what the system is capable of and I know when I have seen a really bad presentation. Collaboration is no different, it takes a great deal of thought and effort on the part of the instructor to create a successful collaborative exercise that can be used to scaffold a class or subject effectively. I think that if you went back and looked at the design of the project you could probably identify ways to make it better and make it work. If you do that you should send feedback to your child's teacher, let them know what the problem was for your child and give them feedback on how to fix it. Remember, teachers are learners too!
  • Eric Folks on 26 Apr 14
     
    Don, I train 240 teachers and even more para professionals and staff on an ongoing basis. I get that they are learner too. My point was not that any and all collaborative learning models are flawed; it was that it's proponents seem to go unchallenged and in practice, many times anything deemed or labeled "collaborative" is considered good teaching. I believe collaborative learning has its place, but I also believe individual learning does as well. If the project is collaborative, there must be clearly delineated roles and rubrics, and "group" grades must be coupled with grades that target individual contributions. Google Docs and Murally are just two tools of many I share with teachers to more accurately determine who has done what and when.
  • Stephen Simon on 01 May 14
     
    "How Collaborative Learning Leads to Student Success"
Stephen Simon

Grades are in: Digital learning gets more state attention | District Administration Mag... - 9 views

www.districtadministration.com/...ning-gets-more-state-attention

shared by Stephen Simon on 20 Apr 14 - No Cached
  • Texas
    • Stephen Simon
      Stephen Simon on 01 May 14
       
      Well we are finally improving and making progress. Now if we could just get healthcare to the rest of the uninsured children in our great state.
  • Eric Folks on 20 Apr 14
     
    Grades Are In: Digital Learning Gets More State Attention Does Texas deserve a "B" when it comes to enabling the 10 Elements of High-Quality Digital Learning?
  • ...10 more comments...
  • Eric Folks on 25 Apr 14
     
    How far is your district from enabling customized learning? I interpret this as true differentiation, and for most teachers, without technology integration it remains an elusive goal beyond modified assessments for those with IEPs. A basic prerequisitie of customized learning I believe, is that there are multiple ways the teacher provides for learning the same content...this way if students don't get it the first time, they can go to another explanation that might be more likely "to click."
  • Eric Folks on 25 Apr 14
     
    10 Elements of High-Quality Digital Learning 1. Student eligibility: All students are digital learners. 2. Student access: All students have access to high-quality digital content and online courses. 3. Personalized learning: All students can customize their education using digital content through an approved provider. 4. Advancement: Students progress based on demonstrated competency. 5. Quality content: Digital content, instructional materials, and online and blended learning courses are high quality. 6. Quality instruction: Digital instruction is high quality. 7. Quality choices: All students have access to multiple high-quality providers. 8. Assessment and accountability: Student learning is the metric for evaluating the quality of content and instruction. 9. Funding: Funding creates incentives for performance, options and innovation. 10. Delivery: Infrastructure supports digital learning.
  • Brenda Wohlfeil on 25 Apr 14
     
    Interesting that many of the states' grades went up because of state regulation changes. It is no surprise to me that Utah is a front runner. I have always admired and appreciate their education website. The resources for teachers and parents, in my opinion, is the best, bar none. Utah Education Network: http://www.uen.org
  • Don Martin on 26 Apr 14
     
    I was at a conference with a member of the Texas Higher Education Coordinating Board (THECB) yesterday and we talked about technology in the classroom. He is the head of the classroom technology development group at THECB and he is not convinced that we are using technology appropriately and that there might be a rush to use technology either to be the first to introduce something or just to ride the wave. I've said this before about other topics, the problem is not the technology, the problem is we don't know what to do with it yet or what we can do with it. There is always a learning curve for anything new, however, the learning curve for educational technology may be the steepest curve we have ever met as human beings. In fact if the curve gets any steeper it will be a vertical line rocketing towards the heavens! It is very difficult to climb a vertical face. So what do we do about it? I think we as instructors have to determine what our needs are in the classroom, investigate tools that can address those needs and finally focus on mastering those tools and not worry about all the other things going on around us. That is not to say that we should become static or satisfied with our approach, in fact we need to be lifetime learners. In any endeavor it is possible to become overwhelmed with information. We have all seen at one time or another the student with the deer in the headlights look because they have become overwhelmed and lost in the content. I think that many of our peers are in the same position with education technology. As a result it becomes necessary for us to help them sort through the web of Web 2.0 If we help them find 2 or 3 tools they can effectively use for collaboration and they can master that is enough in the beginning. Let's then help them identify 2 or 3 tools that can help them make better and more engaging presentations, once they have mastered those we can move on. Human's are extraordinarily adaptable but we also are easily overwhelmed
  • Araceli Gracia on 26 Apr 14
     
    Our school is a large open campus that the biggest problem is having enough bandwidth. We only have so many ports which makes our internet slow at times. The issue of cost is the reason that they will not invest in any more throughout our campus. Not sure about the price of this investment but if they want technology to be used in the classroom this has to be taken care of first. Don, When I first started this class, I have to say I was one of those deer in headlights type of student. I am not going for my MTT like most of the students in this course, so it was an eye opener to know that I really did not know much about technology as I thought. Although I have learned so much in this class, I think that introducing teachers to a few Web 2.0 tools at a time, and letting teachers explore there potential in the classroom is something that inexperienced users would appreciate.
  • Eric Folks on 28 Apr 14
     
    Araceli, We too have been tackling the issue of ports and infrastructure in general. Fortunately, we have a very supportive superintendent and school board, and they have been very frugal leading up to this point...much of the investment dollars driving our infrastructure improvements have come from our fund balance. We're at the point where we're piloting class sets for Biology next year and a 5th grade 1:1 at one campus using IMA funds, but honestly we're all holding our breath, wondering if we have the infrastructure necessary for these efforts to be successful, at least on the technology side. This summer technology will be making lots of changes to our network, and that always makes us nervous. Last August they moved us from roaming profiles to folder redirect, and come August staff development (and Sept for that matter) we had lots of improvising to do as most users would only see partial profile loads due to the network configuration at the time. This meant users could sometimes see their drives but not access them (permission errors are so frustrating!), or they couldn't see their network drives at all. As it turned out, this really helped drive teacher and student adoption of Google Drive for file management, so in that respect it worked out. I agree with you and Don and many others, teachers need to be eased into new technology tools one or two at a time, and we as instructional (technology?) leaders need to make a compelling case for why the advantages outweigh the time investment for learning new tools.
  • lbanuelos on 28 Apr 14
     
    Our school districts are just beginning to implement newer forms of technology aimed at providing students a richer learning experience. I am certain that bandwidth will be a concern since currently we use the internet for email and submitting paperwork. Do I agree that to do for the say of doing is not the right approach with new technology. Our approach must be strategic and well thought out.
  • eeverett3 on 28 Apr 14
     
    Nice to see that Texas is as high as the "B" category...and another mention of the texas VLE that allows students to take/make up high school credits online!
  • Jose Escobedo on 29 Apr 14
     
    Is funding a major factor why some school districts don't rush in implementing new technology in schools? I am amazed how some Asian countries had no technology in schools 20 years ago and now it is a different world.
  • Stephen Simon on 01 May 14
     
    I think that it will be a slow process to bring personalized, adaptive learning to the classroom. The article is intriguing in that it brings to light the deficiencies in the public schools of America. This is a sad commentary on the institutional legacy tempered by political decisiveness impacting every individual in the country who has received an American education. Rather than investing in the future knowledgebase of our young minds, we waste our precious resources on the military industrial machine. I ponder the thought of what will happen next when we have the entire nation wired with high-speed internet access. I consider it a given that every child today has a cell phone or access to one. It is but a small transition from there to a smartphone with complete access to social media, search engines, email, and instant messaging; in short, a completely connected computer. How will the upcoming generation use this technology?
  • Brenda Wohlfeil on 01 May 14
     
    I can't agree more with all of you that stated the infrastructure as being a big problem. My school bought 50 iPads only to have the infrastructure support no more than 10 at a time. What a waste! I have met with other private schools, and in every case, lack of a good infrastructure was the major obstacle. Jose, here is a link to an article on technology education in South Korea. One of the things that stuck out for me was the access that students have after school hours. http://edutechassociates.net/2012/05/14/what-can-we-learn-from-south-korea/
  • Merrill Redfern on 05 May 14
     
    Our school is also going through some technology updates/changes this summer. Currently we have several classrooms that are either having trouble keeping a connection or not making a connection at all. I always see a first grade class sitting in the hallway working with their Ipads because the connection in their classroom is non-existent. From what I understand, we have plenty of bandwidth but not enough ports to support it. We have recently bought 25 Ipads. I am eager to know if our infrastructure will support them all plus the ones we currently have. http://www.edweek.org/ew/issues/technology-in-education/
Don Martin

Collaborative Problem Based Learning in a VLE - 4 views

www.youtube.com/watch

education technology classroom teaching computer Web2.0

shared by Don Martin on 27 Mar 14 - No Cached
  • Don Martin on 27 Mar 14
     
    Critical thinking skills are among the most important and most difficult skills to develop for student success. Here's an example of how Web 2.0, VLE and PBL come together in a singularity. How could this use of technology benefit your students?
  • ...4 more comments...
  • eeverett3 on 30 Mar 14
     
    The main advantage to this virtual learning experience seems to.be the ability to collaborate! As the author states, access and records are also advantages...but for grade school students, access can still be very limited!
  • Don Martin on 31 Mar 14
     
    I agree that access for grade school students can be limited and probably should be limited. But consider the possibilities if we use this technology in the classroom in collaborative efforts where we connect with other classes studying the same information. What might happen if we were able to connect students from one classroom with students in another classroom in different part of the country or even another country? We could potentially create VLE experiences where the access was limited to those participating in the learning experience and incorporate problem based learning across the internet. What would a class like that look like? What could we expect for outcomes? Is it possible that we might be surprised by the results?
  • Olivia Basham on 31 Mar 14
     
    Don, I think that classroom would look like what most teachers dream that their classroom COULD be. However, the courses that need it most: core classes, especially STEM classes, already have overloaded curriculums due to state testing. Until some of those extensive requirements let up, I don't see many teachers (except maybe honors and AP level) being willing to give class time to these kinds of learning experiences, which are often time consuming and unrelated (at least directly anyway) to testing. Sigh...
  • Merrill Redfern on 06 Apr 14
     
    I think a limited version of a VLE could be an effective tool for grade level GT students. GT students regularly search for new ways to gain more knowledge and in addition, teachers are searching for effective ways to keep those students engaged. VLE would be a positive solution for this. I can image the knowledge they could gain from other students around the country. Students could use their new found knowledge in their required projects and presentations.
  • Brenda Wohlfeil on 06 Apr 14
     
    With all that I am learning in my UTB classes this year, I assigned a PrBL lesson to my students and had them collaborate in class, Edmodo and Google Docs. I presented a Three Acts math problem from Dan Meyer (http://blog.mrmeyer.com) to the students in class. I also posted it to Edmodo. Then I allowed the students class time to work on the problem. I also added information that they requested on Edmodo. The students then used Edmodo and Google presentation to further collaborate on their work and presentation. Finally, each group presented their presentation to the class. This was a great solution to a problem we have been having at school - absenteeism. Student who were absent, were still able to participate in the group project from home. I think blended classes are a must for the future. However, until all students have adequate internet access at home, it will be a slow process.
  • lbanuelos on 07 Apr 14
     
    I agree Don that using VLE and web 2.0 technologies as tools for collaboration among geographically separated learning environments is an exciting idea. Giving learners the opportunity to collaborate with other students from around the world provides a richer learning experience than the typical brick and mortar classroom.
Benjamin Caulder

Jane McGonigal: Gaming can make a better world | Talk Video | TED.com - 7 views

www.ted.com/...transcript

technology teaching Web2.0 gamification education

shared by Benjamin Caulder on 12 Jun 14 - No Cached
  • So, the first thing is whenever you show up in one of these online games, especially in World of Warcraft, there are lots and lots of different characters who are willing to trust you with a world-saving mission, right away.
    • vasquezgonzalezv
      vasquezgonzalezv on 12 Jun 14
       
      Why do you think this is?  Is it your experience that everyone you work with is ready to trust your expertise and help you?  Why would it be any different in gaming?
    • Benjamin Caulder
      Benjamin Caulder on 14 Jun 14
       
      It is a team mentality... team athletes have a goal and they know that they cannot get alone. Whatever they do to help their teamate get better gets them closer to their goal. It is exactly the same. I was an avid WoW player from 2005 to 2009 and I saw it daily.
  • Malcolm Gladwell's new book "Outliers." So, you would have heard of his theory of success, the 10,000 hour theory of success. It's based on this great cognitive science research that if we can master 10,000 hours of effortful study
    • vasquezgonzalezv
      vasquezgonzalezv on 12 Jun 14
       
      Do you have any skill in your life that you have had 10,000 hours of practice in?  Do you feel you've achieved a level of mastery in it?  Why or why not?
    • Benjamin Caulder
      Benjamin Caulder on 14 Jun 14
       
      1. Gaming (haha) in that 1 game, I was a virtuoso. 2. Communicating. I am a pretty good communicator. 3. Driving. I am an excellent driver.
    • Benjamin Caulder
      Benjamin Caulder on 14 Jun 14
       
      Personally, I think the 10,000 hour is a generality for typical person. But we are all A Typical is something. My mom also has 10000 hours + driving but her eyesight is terrible. She is not an excellent driver. It follows the Mastery Learning model: Anyone can master anything is given enough time. Time is a variable, thus 10000 to one is 50000 to another.
  • we will be virtuosos at it.
  • ...8 more annotations...
  • And gamers are willing to work hard all the time, if they're given the right work.
  • If we want to solve problems like hunger, poverty, climate change, global conflict, obesity, I believe that we need to aspire to play games online for at least 21 billion hours a week, by the end of the next decade.
    • vasquezgonzalezv
      vasquezgonzalezv on 12 Jun 14
       
      Do you believe there can be an actual transfer of "game skills" to "real world" living?
    • Benjamin Caulder
      Benjamin Caulder on 14 Jun 14
       
      Yes, her book outlines it (Reality is Broken). Fear of failure is not real in games, we just reset. We try different avenues to find unthought of solutions. The game just has to address a real world problem.
    • Benjamin Caulder
      Benjamin Caulder on 14 Jun 14
       
      I met her at ISTE 2013 in San Antonio. I bought her book Reality is Broken and got her to sign it. I had a question I wanted an answer to... where did she find the diminishing returns (I wanted to ask her this because it would establish my cred. as a gamer (world of warcraft) and because gaming caused a lot of problem in my life and marriage). Her Keynote there was about this very subject... the real world problems gaming solves. Her answer to me was 21 hours a week... per person. Wow!!! She advocates up to 3 hours per day of gaming. The social change required for this is nearly unmeasurable.
    • vasquezgonzalezv
      vasquezgonzalezv on 17 Jun 14
       
      Ben, can you expound on that a little more? I'm not sure I got the 21hrs/wk part.
  • But I also mean good as in motivated to do something that matters, inspired to collaborate and to cooperate
    • Benjamin Caulder
      Benjamin Caulder on 14 Jun 14
       
      Does anyone else see this in their students. Card games a very popular in my school. A kid takes out a deck and they have no trouble find playing partners (collaboration). I give them an assignment, group work, and not so much...
    • vasquezgonzalezv
      vasquezgonzalezv on 17 Jun 14
       
      Games aren't work. I've also seen kids turn up their nose at a game that attempts to gamify a topic or subject. They want more fantasy.
  • And then we get all this positive feedback. You guys have heard of leveling up and plus-one strength, and plus-one intelligence. We don't get that kind of constant feedback in real life. When I get off this stage I'm not going to have plus-one speaking, and plus-one crazy idea, plus-20 crazy idea. I don't get that feedback in real life.
  • So, consider this really interesting statistic; it was recently published by a researcher at Carnegie Mellon University: The average young person today in a country with a strong gamer culture will have spent 10,000 hours playing online games by the age of 21. Now 10,000 hours is a really interesting number for two reasons. First of all, for children in the United States 10,080 hours is the exact amount of time you will spend in school from fifth grade to high school graduation if you have perfect attendance.
    • Benjamin Caulder
      Benjamin Caulder on 14 Jun 14
       
      and which did they enjoy more?
  • vasquezgonzalezv on 12 Jun 14
     
    Gamification in education is a hot topic right now.  This is the transcript of a recent TEDtalk.
morgantucker

A Computational Knowledge Engine- What is that Anyways? - 5 views

www.wolframalpha.com

education technology classroom teaching web2.0

shared by morgantucker on 25 Jul 14 - Cached
  • morgantucker on 25 Jul 14
     
    If you thought that a search engine could be helpful to learning, just wait until you give Wolfram Alpha a try. Look at the examples and then put it to the test. How do you see this being beneficial in education?
  • dbrookpark on 27 Jul 14
     
    This search engine is awesome and I could see it being used in hs and college classes or just by learners looking to learn. I found the Examples by Topic page to be helpful on how to use the search engine. http://www.wolframalpha.com/examples/ The one thing that I worry a bit about is that students could use it to solve problems without ever knowing how the problems were solved. Brook
  • morgantucker on 30 Jul 14
     
    Yes- Brook. You are not the only one with this concern. There is a place in learning for showing basic problems and learning the basics of a new concept (in which this could be used to solve) but I am also a strong believer that on a regular basis, we need to be giving our students problems where the answers cannot be easy searched. Such as tweeting a picture of a popcorn container before the movie starts and asking them to create an equation involving volume. This checks for understanding at a higher level, forces them to generalize the knowledge and then provides them the opportunity to teach.
juanrubenromero

Will Virtual Reality Stake Its Claim in K-12 Classrooms? | EdTech Magazine - 5 views

www.edtechmagazine.com/...take-its-claim-k-12-classrooms

education technology VirtualWorlds VirtualEnvironments classroom

shared by juanrubenromero on 16 Jul 15 - No Cached
myraguz liked it
    • juanrubenromero
      juanrubenromero on 16 Jul 15
       
      This is a very interesting statement about the uses of online virtual environments.  Could using online virtual environments be the direction K-12 schools take when assigning projects? How could a virtual environment be used to replace current projects or assignments in your curriculum?
  • The building of the immersive environment was a transformative teaching and learning experience, says Aaron E. Walsh, iED’s founding director. “As we used to build dioramas in school, when you’re building something like this, you’re putting down neural pathways in the brain,” he says. “You can remember what you’re learning much better.”
    • juanrubenromero
      juanrubenromero on 16 Jul 15
       
      If virtual worlds are being used by employers, shouldn't we be incorporating this technology into our K-12 instruction? At the high school level, we are always being told to teach to ensure that students will be college and workforce ready. By not incorporating the technology that employers use, are we doing a disservices to our students? 
  • ...7 more annotations...
    • juanrubenromero
      juanrubenromero on 16 Jul 15
       
      We all know that in education we are often limited by the set budget. However this section makes an excellent point! Virtual reality headsets can be purchased for a high price, but alternatives are also available, which I found quite interesting and surprisingly simply, i.e. Google Cardboard which uses a smartphone for virtual reality. here is the link for further information on Google Cardboard... its literally cardboard! https://www.google.com/get/cardboard/get-cardboard/ Watch this youtube video of a classroom using Google Cardboard
  • iED provides VR headsets to students that cost about $18 each, he says. Constructed of foam and cardboard, the student-built headsets use a smartphone to run graphics.
  • Companies such as Caterpillar, General Motors and Ford have used VR technology in the workplace to train their staffs
  • In addition, evolving apps and tools such as Google Cardboard and Microsoft HoloLens mean there are plenty of developers and educational technologists thinking about VR and how to best use the technology — within and outside of the classroom.
    • juanrubenromero
      juanrubenromero on 16 Jul 15
       
      I completely agree, with today's technology centered students, we as educators need to adapt to our learners. Excellent point about students already being ready to think in 3D. What changes have you had to make in order to meet students technology needs?
  • Today’s students are more tech-savvy than students of just a few years ago, White notes. They grow up using tablets to play games such as Minecraft and not only are prepared to use VR but also are already able to think in 3D
  • Will Virtual Reality Stake Its Claim in K–12 Classrooms?
  • asuarez1 on 16 Jul 15
     
    I think that virtual reality is already being used in the classroom. I have already had a class where we had a virtual classroom. We met to get to know the platform and explore the possibilities. We found out that there are even businesses using these virtual reality spaces to conduct meetings and advertise among other users. Although right now I think it is so time consuming to show students how to use this AND the risk of open platforms will not allow the use of it readily, I do think that it will be used soon. Technology develops so quickly and needs assessments happen just as fast. Once there is a need for a tool, someone usually develops it. We need a safe environment for students to use and I think it is in the works.
  • ...6 more comments...
  • juancalvarez on 16 Jul 15
     
    1. I do not think that VR can be used in all grade levels. I think that Pre-k to 4th grade (+/-) would need to first learn about technology in general and then they could understand a virtual world, plus they need to understand their real world first. VR could provide a visit to a Zoo or any other field trip that is currently impossible. We could take the students to visit other cultures or animal habitats. 2. I think that VR should be incorporated in High School for the students to learn the technology and be able to use it. 3. Well, maybe 3% of the companies are using VR because of the health concerns. The following article describes why so many developers are going slow in creating new VR devices and the problems they have with people throwing up. The "nightmare scenario", as they call it, has to be solved before the technology can really be sold or used for education. This article is from March 2015. http://www.nytimes.com/2015/03/05/technology/solution-to-nausea-puts-virtual-reality-closer-to-market.html?_r=0 The video you provide is amazing! I hope the developers can fix all the problems and can be an available technology soon. 4. I have had to research what apps are good for my students and try to find apps that do not have links that take them out, which has been a huge problem because once they are out, they click here and there and sometimes find things they shouldn't see. Most apps have their section for more information about the developer, but once they click there and go to the app store, and click here and there, they find other things. 5. Eventually VR will take its claim and there will be hundreds of VR schools and courses.
  • juanrubenromero on 17 Jul 15
     
    Ana Suarez, I agree with you about the time and open platform issues with virtual reality environments. I too have taken a course that explores virtual environments, but I am not sure how common it is for K-12 schools to use a virtual world. Maybe virtual worlds may not be a good fit for all levels, but I think benefit can come at the high school level.
  • juanrubenromero on 17 Jul 15
     
    Juan Alvarez, you make a great point, this technology may not be ideal for all grade levels. With this technology they may need to roll it out with higher level and work down to work out the issues, so lower level grades can make a smooth transition into the technology if possible. You make an excellent point, many may not consider. Some people are sensitive to the 3D nature of virtual worlds, and this can be an issue when trying to provide instruction. This might be a difficult thing to solve as it deals with the individual perception. Virtual worlds definitely need to be refined to make it more safe with a focus on closed platform. Like you said, students are going to wander once they are out in the world, we need to be able to control how their wandering just like we do in class. I definitely think that virtual worlds will begin to incorporate themselves in school curriculums. During my exploration of Second Life, I met with the owner of a the NOVA campus science world and he mentioned how the nursing program at the college was going to begin simulated practicals using Second Life.
  • Marie Evans on 18 Jul 15
     
    Most K-12 has not embraced virtual reality in the classroom. There are many great learning opportunities such as the CSI lab for science. It is yet another engaging tool to add to the K-12 arsenal of learning experiences.
  • jfaguilar on 18 Jul 15
     
    I believe exposing our students to virtual worlds is beneficial for them understanding and learning at the same time. I remember an anecdote from one class that introduced the Alamo in San Antonio using SecondLife software. My students liked this trip and learned a lot. We saved time and money and were able to have students "travel" and see places that they may not be able to see in real life due to everyday expenses, obstacles, etc.
  • bradlampton on 18 Jul 15
     
    This was a great article to read and well informative. In my opinion, The vision of Project Tomorrow is ensure that today's students are well prepared to be tomorrow's innovators, leaders and engaged citizens of the world. Also, I believe that by supporting the innovative uses of science, math and technology resources in our K-12 schools and communities, students will develop the critical thinking, problem solving and creativity skills needed to compete and thrive in the 21st century.
  • juanrubenromero on 20 Jul 15
     
    Javier, thats a great way use virtual environments. Second Life definitely allows teachers to explore various sites around the world for students to get experience of what certain structures looks like. Not only that, but I know with SL the sites can be loaded with information and interactive educational activities.
  • juanrubenromero on 20 Jul 15
     
    Brad, rolling out the use of virtual environment with a STEM focus might be a good start to then mainstream its use into other subjects. I talked to the owner of the NOVA campus on Second Life and he mentioned that a lot of high schools that are able to use SL on campus use it in courses for building and scripting. This technology can offer a lot to courses in the math and sciences.
Brenda Wohlfeil

Virtual Schools Provide the Power of Choice - FamilyEducation.com - 6 views

school.familyeducation.com/...38763.html

schools homeschool choice

shared by Brenda Wohlfeil on 07 Apr 14 - No Cached
  • Virtual schools provide parents and children, from Oregon to New York and across the globe to Russia and other countries, with access to world-class curricula, myriad teachers, and support, just about anytime and anyplace. Most importantly, virtual schools provide the power of choice.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 07 Apr 14
       
      As a prior home school mom, access to curricula at anytime and anyplace was very important.  I needed a curricula that I could take with me to hours of piano lessons and family trips across America. I home schooled my children year-long and took advantage of the many learning opportunities that occurred throughout the year.  Our curricula needed to be flexible and portable.
    • eeverett3
      eeverett3 on 07 Apr 14
       
      Even understanding the flexibility of online classes, I had not thought about how effective this would be for someone who travels ALL the time! The best part of this article is how virtual learning takes advantage of all the online bonuses that a traditional teacher does not have time to look for!
    • Araceli Gracia
      Araceli Gracia on 09 Apr 14
       
      Brenda, My youngest son, who is a 5th grader, always said he wanted to be home schooled, and if I could have, I would have. Giving him the opportunity to "visit" around the world and go at his own pace would suit his personality better. He has never been a big fan of school and it is not the teachers, because he likes them. I feel it is the structure of it all. If he was in a virtual school that provided the flexibility of online classes and learning, he would probably be a happier student. http://www.ehow.com/list_5965288_advantages-virtual-school.html
    • Don Martin
      Don Martin on 09 Apr 14
       
      Araceli, I think it is still possible for your son to be in a virtual school so long as he has the resources and motivation to do it. The virtual schools are not quite the same as home schooling, they are more like the distance learning programs here at UTB. They have dedicated instructors with state approved curricula and a wide variety of choices in classes, instructors and educational experiences (including field trips). If I had this option when I still had children at home I might have considered this option. Our youngest daughter was never really connected to anything in school except for extra-curricular activities. She was "bored" with it and this offers opportunities and experiences that might have been beneficial to her.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 11 Apr 14
       
      Araceli and Don, Some virtual programs are self-paced. For example, my daughter took classes from Texas Tech ISD for high school. They were all self-paced classes She could start a new class whenever she wanted, and she had a good amount of time to complete each classes. Extensions were also granted with an extra fee, of course. http://www.depts.ttu.edu/uc/k-12/ In a homeschool, parents are really facilitators, especially as the kids get older. (I can't imagine ever giving my kids a lecture. They would have just tuned me out completely. :) Most of my kids learning came from project based learning, although at the time I didn't know there was a name for it.) Homeschool kids take classes at co-ops, on the internet, through distant-learning, using a box curriculum, or using a curriculum parents put together. The parent facilitates the learning by providing the tools needed for the kids to learn and the expectations. It is amazing how these kids learn.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 07 Apr 14
       
      Deciding which method best serves their child's unique needs and talents is key here.  Children learn in so many different ways.  If virtual classes focus on only reading passages and answering questions, they will fall short of reaching so many children.  How can virtual classrooms cater to the needs and talents of so many children?
  • ...3 more annotations...
  • Families facing educational choices need to research all options thoroughly. They must examine their educational priorities in order to determine which features best support their goals. Most importantly, they must decide which method best serves their child's unique needs and talents.
  • Are Virtual Schools a Type of Homeschooling? The answer to this question depends on the virtual school. While most of the learning happens in the home with virtual schools, many of them are public schools without doors. Students who register with a public virtual school are counted as public-school students, not homeschoolers, in their state. These public virtual schools collect ADA (average daily attendance), just like the neighborhood brick-and-mortar school. They offer a standards-based curriculum; require attendance keeping, frequent assessments, and progress reports; and comply with mandated state testing.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 07 Apr 14
       
      Take a look at this website for just a short list of online classes for home school familieshttp://a2zhomeschooling.com/home_school_programs/online_homeschooling_programs/
    • Merrill Redfern
      Merrill Redfern on 08 Apr 14
       
      I'm impressed with the diverse list of classes available to home school families seen on this website. Also, an interest-based curricula for students is an awesome way, I think, to help ensure student engagement. Some of the "fun/creative" courses for students in traditional public schools, at least in the elementary level where I teach, are in the form of clubs or additional after school programs. The flexible schedule of online classes leaves room for the management of a more stress-free existence as long as online classes are appropriate for the family. I found this article (or something similar to it) back when I was considering home schooling our daughter. #3 and #6 were our obstacles from moving forward into homeschooling. http://homeschooling.about.com/od/gettingstarted/a/homeschool4you.htm
    • Don Martin
      Don Martin on 09 Apr 14
       
      In the allied health education setting at the college level we are moving more and more towards an integrated curriculum. Soon that approach will be bleeding down into the high school allied health programs. The model originally comes from the integrated approaches now being employed at many medical schools and nursing programs across the country. This might be a form of "interest based currcicula". If a student has an interest in a particular area then wouldn't it make sense to approach the areas they don't have as much interest in but still have need for through their area of interest? We are now offering Developmental Reading, Developmental Writing, and Developmental Math courses in a format that approaches those areas using information and examples from the allied health arena. Students read articles and writings related to allied health, they write papers on allied health subjects and they do math problems (pre-algebra and algebra) with information related to allied health concepts. I think we will see a greater degree of this in the virtual school system as we look for new and innovative ways to connect with students that just don't thrive in the traditional setting or don't have access to the kinds of content they are interested in because their school can't offer it due to lack of funds or the size of the school.
  • Eric Folks on 11 Apr 14
     
    As much as I like the idea of teaching from home, I do hesitate to jump on board with virtual schools, especially after reading stories like this: http://blogs.edweek.org/teachers/living-in-dialogue/2014/01/15_months_in_virtual_charter_h.html I think a blended approach with both face to face (for experiments and activities that have to be hands on) and online (for PBL and the potential for students to own their learning more, possible with objective based goal setting and self paced facilitated approach) would be ideal. Honestly, if I had a chance to teach my teachers virtually, and home school my kids using an online virtual curriculum to help provide structure (while working in much PBL and experiential learning), I'd be all over it!
  • ...2 more comments...
  • Olivia Basham on 13 Apr 14
     
    Eric, I had a friend who worked for K12 and when she started and was so excited to follow her experience as I imagined it would be an excellent way to reach students and I imagined that perhaps one day I could follow her. As her year unfolded and she shared what it was like for her, I quickly lost interest (at least in that particular school). She had much the same experience described in the article, except her principal was even more abusive than what was described. She was overloaded, had almost constant meetings, did 15-16 ARDs and 504 meetings a weeks (she she was one of few certified teachers, she received the majority of these students who enrolled) and felt impotent to actually help the students she was trying to teach. Worst of all she took a 40% pay cut to do it. No thanks. Nobody becomes a teacher to get rich, but I can't imagine feeling like my students were being under served while also just barely getting by financially.
  • Don Martin on 13 Apr 14
     
    Eric and Olivia, I don't believe that this type of problem is unique to the virtual school environment. Abusive administrators, overloaded instructional staff and feelings of helplessness unfortunately are more common than they should be at any level and in every format. The solution is to identify the strengths and weaknesses of virtual schools, emphasize the strengths, find ways to minimize the weaknesses and subject the process to a continuous Quality Enhancement Plan (QEP). QEP, if properly developed and employed can lead to the same type of success in a virtual learning environment as is seen in a face-to-face setting. In fact there are many instances in which the quality of the online education is as good or better than what the students are getting in the face-to-face setting. The potential benefits of VLE and virtual schools should not be overlooked or simply discarded because there may be some issues. Progress is made by doing, evaluating, planning, doing again and evaluating to start the cycle over. VLE has not been around long enough for us to have had the opportunity to work out all the bugs. Look at how long we have been practicing face-to-face education and the improvements that we continue to make today in the way we deliver education in that arena, not to mention the continuous research aimed at understanding how to make it even better. Perhaps a blended approach at first is best, it gives us an opportunity to explore the potential of VLE while developing the standards, guidelines and techniques necessary to make it a successful learning experience while using the support of the familiar face-to-face environment. However, it is my opinion that this approach should be used to help us develop the best possible VLE experience for the future. Not as a replacement for face-to-face learning (I believe there will be a place for that for many years to come) but as an effective alternative for those who would benefit from it.
  • Brenda Wohlfeil on 14 Apr 14
     
    I agree with Don. I think from a teacher's perspective, possibly Dr. Butler can give us some insight as to the validity of the problems stated by this teacher with regards to VLE in general.
  • lbanuelos on 14 Apr 14
     
    I too believe that a hybrid approach to instruction is the best way. Although virtual schools sounds like the way of the future, like all new technology it may not be simply for everyone. http://neatoday.org/2012/07/25/virtual-schools-not-passing-the-test/
Stephen Simon

My Students Don't Know How to Have a Conversation - Paul Barnwell - The Atlantic - 8 views

www.theatlantic.com/...360993

shared by Stephen Simon on 22 Apr 14 - No Cached
  • Turkle wrote, “Face-to-face conversation unfolds slowly. It teaches patience. When we communicate on our digital devices, we learn different habits … we start to expect faster answers. To get these, we ask one another simpler questions. We dumb down our communications, even on the most important matters.” 
    • Stephen Simon
      Stephen Simon on 01 May 14
       
      Dumbing down online conversations has become the norm. To me personally, I believe that it a cautionary approach to communication since the impersonal tweet or IM is too often misinterpreted. What follows is usually personal offense since there are no other cues to communication when you are online. Therefore we dumb down our communications. Even just having a voice conversation is better than posting anyday.
  • Jeff Blackman on 22 Apr 14
     
    I thought this made a really good point about the way students are using technology and how we as educators need to be mindful of the way we allow it's use. How can we effectively combine all of these incredible technology tools with a good dose of humanity?
  • ...6 more comments...
  • eeverett3 on 23 Apr 14
     
    It would be very nice if our students learn to make eye contact with each other as well...:) I cannot tell you how many times a day, students stand at my desk waiting for me to read their minds as they converse on cell phones and listen to their earbuds...I am supposed to assume they would like to use a computer and sign them in. I like to just wait them out...and I frequently say, "Words are your friends! Use them to ask for what you want!"
  • Araceli Gracia on 23 Apr 14
     
    I went to check my 18 year old son's cell phone usage and in one month he had 3143!! What do he and his friends text about is beyond me. Texting to him is so second nature, that he could with out a doubt do it without even looking at the keys. However, even with all his texting, he can hold a conversation. I feel this has to do with experiences that he has had in his life. It also helps that he is not shy. In the elementary level this not a big issue because they all love to talk not only to each other but to their teacher. I like the idea of having students use their phones to record themselves speaking, debating, etc... This is probably a good trial and error for anyone having to do any type of public speaking. http://www.huffingtonpost.com/2012/06/03/text-messaging-texting-conversation_n_1566408.html
  • Jose Escobedo on 24 Apr 14
     
    "Muzzle Memory" is what my daughter developed with her cell phone when I was trying to hold a decent conversation. Every time we had a conversation, she had to pick up her smart phone to check or send a text message. Her actions were not due to a rebellious attitude but to her muzzle memory. It's part of their life and I constantly see it here at my workplace. Many can't live without looking at their phone throughout the day even in meetings. I have to constantly call out people who are on their phone while the meeting is in progress. I find it hilarious when people get grumpy since their phone is nowhere near them for motivational support.
  • Jeff Blackman on 25 Apr 14
     
    Thanks for the comments! So, what do you all think would be some ways to engage learners using both technology and human interaction? I like the way it is handled in classes I've taken through the EdTech program. I like using the technology to learn but I also like the fact that we get together 'live" and are able to interact with the instructors and each other.
  • Brenda Wohlfeil on 25 Apr 14
     
    Although texting may not teach our students how to converse well, there is a lot of technology out there that promotes the skills of a good conversationalist. Below is a link which the author talks shows how technology is helping in kindergarten. Jeff, I think there are many opportunities. For example, using Collaborate, Skype or Google Hangout with students to collaborate or giving feed back. http://smartblogs.com/education/2014/04/10/using-technology-to-enrich-kindergarten-conversations/
  • Don Martin on 04 May 14
     
    I have said it before but I think it is worth saying here again. I don't think the technology or even the format of the technology is the problem. the problem is our understanding or misundertanding of how the technology can and should be used. We have always had some form of short and to the point communication whether it was a bulletin board, an announcement or a short phone message. Short messaging and quick messaging have indeed become more prevalent but that does not mean that internet technologies can't be used to promote communication. We need to recalibrate ourselves and begin studying how best to use technology in promoting communication which in turn promotes collaboration and cooperation. It may well turn out that the communication of the future looks fundamentally different from what we have seen in the past but it doesn't mean it will somehow be inferior. In fact, if we consider just the ability to communicate information and respond to immediate concerns the communications system we have evolved (or maybe revolutionized is a better word) into today is in fact far superior to what we had available to us only 10 years ago. Often times we see something as a problem or an issue because it is not what we are used to or accept as the norm when in fact what we should be doing is looking for the opportunity that has just presented to us. I believe that as a society we are in one of those pivotal moments of paradigm shift. This is one of those periods where people will look back from the future and call it the "Age of ????" What they choose to call it will depend on their perception is of how well we handled the moment and how well we adapted to the new situation. Think back to the the bronze age and the revolution that metal working brought to mankind. Compare today to the age of steam or the industrial age. I believe the comparison is warranted and that in fact this may be a more important time in human development than some of those earlier "ages".
  • Merrill Redfern on 05 May 14
     
    At the beginning of the year, I was surprised how many devices we took up in my elementary school. We have a box in the school office designated for devices. The students, as young as 2nd grade, check them in in the morning when they come to school and check them out as the school day ends. Many of those students are still learning social skills so I can understand how devices given to children that young and used freely, can influence their social skills. On the other hand, devices are great to use in education if used properly.
  • Merrill Redfern on 05 May 14
     
    Jeff, That is a good question. What are some ways to engage learners using both technology and human interaction? The first thing that comes to my mind is the reflection process. For example, students can gain and collect their information using a device and reflect on their findings with one another through human interaction. Maybe give it a "contest" theme and allow them to "one up" each other with their information. Of course, the expectations would be adjusted per grade level but this would provide an opportunity to use a device AND talk to each other. Two things kiddos, especially little ones, already love to do :).
Lauren Simpson

Districts Learn Lessons on 1-to-1 From Others' Missteps - Education Week - 8 views

www.edweek.org/...s-on-1-to-1-from-watching.html

Technology Education Pedagogy

shared by Lauren Simpson on 15 Jul 15 - No Cached
Gladys Suarez liked it
  • "I wanted to observe and study what went wrong [in other districts] and why."
    • Lauren Simpson
      Lauren Simpson on 15 Jul 15
       
      This is a first! I find that many of those in power in education often like to jump headfirst into something then try to troubleshoot problems along the way. I applaud Mr. Carvalho.
  • In fall 2013, districts across the country were running into trouble implementing ambitious 1-to-1 computing initiatives:
    • Lauren Simpson
      Lauren Simpson on 15 Jul 15
       
      Before reading further, what do you think went wrong in so many districts with the 1-to-1 roll outs?
  • The initiative remains shelved.
    • Lauren Simpson
      Lauren Simpson on 15 Jul 15
       
      What else could this money have been used for??
  • ...3 more annotations...
  • Still, Ms. Diaz acknowledged that the school system didn't get as much teacher participation in workshops as expected, since teachers were being asked to attend on their own time.
    • Lauren Simpson
      Lauren Simpson on 15 Jul 15
       
      I find this too be all too common, districts often try to implement new tech or just new resources and want teachers to attend on their own time. This is a systemic problem across education, I know that as a teacher I value my personal time away from school, and when I am asked to attend a training on my own time and money, I get a slight bit perturbed.
  • "It's not about the devices,"
    • Lauren Simpson
      Lauren Simpson on 15 Jul 15
       
      This is the hardest thing for new teachers to understand, in my opinion. I feel that they see having or not having a particular device is going to make or break the students' learning. It really isn't about the device, the device just helps enrich and expand an already good lesson base.
  • Districts Learn Lessons on 1-to-1 From Others' Missteps
    • Lauren Simpson
      Lauren Simpson on 15 Jul 15
       
      If you were the head/lead of a committee bringing 1-to-1 to your campus/district, what advantages could you provide to motivate/persuade people to get on board?
    • Lauren Simpson
      Lauren Simpson on 16 Jul 15
       
      If you were the head/lead of a committee bringing 1-to-1 to your campus/district, what advantages could you provide to motivate/persuade people to get on board?
  • Lauren Simpson on 15 Jul 15
     
    My questions are a little out of order, not sure what happened with the annotator. Just read thru my comments/annotations and answer in one reply. Thanks! -Lauren
  • ...5 more comments...
  • juanrubenromero on 16 Jul 15
     
    Sticky #1: I think the best way to get someone on board is to show results. I would do research into how other districts that have implemented a similar program have improved their students learning. Also look at the steps taken by districts that had a successful implementation, and how far or close our district is to being able to do the same. Sticky #3: They probably didn't have an effective implementation plan. It's easier said than done. It could be teacher training on the how to use devices or how to incorporate them into their curriculum. I think that's something that districts need to focus on, is the education of teachers on the technology and continual monitoring and assistance. Sticky #4: They probably should have invested in ensuring that wireless coverage would be good enough to carry out online lessons before moving on to actually implementing the technology. More research could have gone into lessons that were aligned into the state standards. Sticky #5: I think that teacher training is very important to the survival of technology programs. School districts need to realize this and invest in providing professional development for its teachers. My school district is very good at providing professional development opportunities, unless it's very outrageous, our requests for professional developments get approved. Sticky #6: I wouldn't say that this thinking is exclusive to new teachers. I think in general some teachers will hear of a new technology that is all the rage and must have it because without it they will never catch up to other districts. I agree with you its not about the device, its about how its going to be used to enhance the lesson.
  • candacejames07 on 17 Jul 15
     
    This article was a perfect read for me right now. We are in the beginning phases of a 1 to 1 program in our school using iPads. I keep trying to tell the other teachers and admins that getting apps and devices are the easy parts of design model, but what are we going to do with apps and devices, is the hard part? I like how the article says to focus on one subject and give teachers trainings that are organized and well focused. As the instructional technology coach for our campus I have my work cut out for me and getting teachers trained. I can't wait to help these teachers understand how use the iPads to facilitate problem solving and higher level thinking skills.
  • Gladys Suarez on 18 Jul 15
     
    Mr. Carvalho gets a thumbs up! Usually those in power just jump right in! It is great that he wanted to check out what went wrong in other districts first.
  • Marie Evans on 18 Jul 15
     
    1 to 1 needs to be more grade/need specific. We cannot use a PENCIL for all activities at all grade levels in all schools. We need to keep this concept in mind as we move to implement innovations. AND we need a plan that is shared with all stakeholders BEFORE we even decide on which device(s) to purchase! Then we need a training and implementation plan to assist teachers, students and administrators!!! Hmmmm.
  • Lauren Simpson on 18 Jul 15
     
    Candace you are so right! Finding what you will use is easy, but the challenging portion is using it effectively to transform learning. Mrs. Evans I agree plans need to be shared with everyone, because often times when the plans aren't shared there is less buy in to the program.
  • asuarez1 on 19 Jul 15
     
    Would a committee work in these cases? Perhaps having a sampling of everyone involved would help in this situation! Then professional development is essential!
  • Lauren Simpson on 19 Jul 15
     
    A committee would work, but only if the committee truly represented the population accurately (sorry I so sounded like a math teacher there). I think it is an idea worth exploring, maybe on a smaller scale first.
Don Martin

Will Web 2.0 Technology Send Copyrights the Way of the Dinosaur? - 4 views

www.unimelb.edu.au/...wikisblogsweb2blue.pdf

education technology teaching Web2.0 copyrights fair use creative

shared by Don Martin on 27 Mar 14 - No Cached
  • Don Martin on 27 Mar 14
     
    Interesting that an article about Web 2.0 Technologies that suggests that copyrights might be going the way of the dinosaur will not allow you to capture or highlight using a tool like Diigo.
  • ...10 more comments...
  • Don Martin on 27 Mar 14
     
    Consider this statement from the article above: "The internet has made it cheaper and easier for authors and other creators to create material and make it widely available to a global audience. Critics of copyright law maintain that since it is cheaper and easier to produce a book, film, song or image, copyright protection is no longer necessary to protect and encourage creativity. They believe that by freely allowing a person to reproduce or adapt an existing work, creativity will flourish. This dichotomy is at the heart of the relationship between web 2.0 technologies and copyright. The nature of web 2.0 makes it easy for anyone to create an original work, to adapt or reproduce an existing work. Many of these creators have little knowledge or regard for copyright law. As a result many users are infringing copyright. Again, critics of copyright law argue that the law has been slow to adapt to how people are using copyright material and that the law should be changed to reflect this." Have copyrights outlived their usefulness? Why or why not?
  • Araceli Gracia on 28 Mar 14
     
    Don, That site was very informative about all the issues of copyright. Before this class, I never realized how serious an issue copyright laws are and how easily they can and have been broken. The one item that stood out to me was "Using Material Created by Other People." It says those people who join your social network (for me it would be Facebook) and use pictures, videos, etc. have limited provisions. So all those pictures and memes need to be copyright? Something to think about and be wary of next time I share a picture/meme and I do not know who created them. Should those images be attributed or not shared at all. http://www.nyccounsel.com/business-blogs-websites/who-owns-photos-and-videos-posted-on-facebook-or-twitter/
  • Jose Escobedo on 30 Mar 14
     
    I don't have Instagram or Twitter and I rarely uppload any pictures to my Facebook account. I wonder who is worse the NSA or these social networks.
  • eeverett3 on 30 Mar 14
     
    Web 2.0 certainly adds to copyright confusion! Especially when people are sharing lists of links that contain so much information, however, it is always the researcher's responsibility to find and credit the originL source!
  • Brenda Wohlfeil on 30 Mar 14
     
    Araceli, the article that you posted was quite interesting. I never paid attention to the terms of social media websites like Facebook. It is scary to think that anything (i.e., picture, movie) a person posts to the website now becomes the property of Facebook and they can do anything with it as owner. Yikes!
  • Araceli Gracia on 30 Mar 14
     
    Brenda, It is super scary. I have lots of my friends who are no longer on this social media. I now have it in the back of my mind, if and when I do post pictures, do I really want Facebook owning that image. Something that makes you go hmm?
  • Don Martin on 31 Mar 14
     
    The social media site doesn't "own" the content, what you are agreeing to is a license for them to use the content. The ownership stays with the creator. I find the contention by some that copyrights are no longer a valid way to handle content to be more troubling than Facebook or Twitter's licensing agreement. Just stay away from posting things to Twitter and Facebook or other social media site that you don't want other to have control over and your problem is solved. However, if we give in to the idea that copyright laws are outdated and that since it no longer is cost prohibitive to produce content we should just give up copyrights then we have a new and different issue. What happens to print, music, art, video and other media once it has been produced without copyright laws? Is there a better way to define copyrights that would be more in line with how content is shared and distributed today? Should we just bring an end to copyrights? Should we go the other way and try to rigidly enforce copyright law? Is that even possible in the social media world we live in?
  • lbanuelos on 31 Mar 14
     
    Don, I found the site quite informative. Copyright on the web has become a complicated issue. As Araceli stated, websites can use what you post on the their sites. But what if what is posted infringes on a third party's rights. Could the owners of the website also be held liable. I know that people upload songs to Youtube. Is simply giving credit enough to avoid litigation? What if the author does not want their song upload on Youtube.
  • Eric Folks on 31 Mar 14
     
    I have noticed when I upload videos to YouTube that it scans for copyrighted music and flags those videos. I uploaded a student created video that had a song off the Pirates of the Caribbean soundtrack in the background. YouTube immediately noticed it and prompted me to investigate, concede, or remove the video. With too many violations your YouTube account can be suspended or revoked. As impressive as it is that YouTube can scan all the content that is uploaded to it on a second by second basis, I've got to agree, managing copyright law is a bit of a nightmare in this day and age of social media. Facebook, G+, Twitter (and others) all want us to share, and often. But our culture reinforces this sense of immediacy and urgency that seems inextricably tied to online activity...how do we balance the two. I think it's clear we have a long way to go in this area.
  • Olivia Basham on 31 Mar 14
     
    Ibanuelos, very few artists don't want their music uploaded onto YouTube. That's how they make money now. For instance: If I make an educational video that used a third party song, YouTube gives me a chance to acknowledge any third party content that it flags (and it always catches it). Then, any ad money that comes from my video goes directly to that third party (all of it even though I added my own content) because their content has the preceding copyright. This is how Psy made his money. Every parody video that was uploaded to YouTube that contained his song had ads placed before it that paid him. He made 7 million in a year. "Giving credit" isn't how it works, YouTube's algorithms get the artist paid (and embeds a link where the song can be downloaded with another payment to the author). Now it's a different problem for movies...
  • Don Martin on 03 Apr 14
     
    Olivia and Ibanuelos make good points here even though they are on opposite sides. How do we protect those that do not want their songs uploaded on YouTube? Clearly as Olivia concedes there must be at least a "few artists" that don't want their music uploaded. It seems that most are probably happy with the licensing arrangement that YouTube has in place. The question remains though is copyrighting an archaic system that has not kept up with the innovations of technology? It is clearly very easy to get around a copyright and use the material in almost any way you choose with little or no consequences in the vast majority of cases. Would removing copyright restrictions on content produced using Web 2.0 Technology foster creativity?
  • Jeff Blackman on 04 Apr 14
     
    Have copyrights outlived their usefulness? Given all the exploring and talking we have done this semester on copyright, I would have to say "no". Artists and creators should have some form of protection. Now, does copyright law need to be looked at and revised to apply to all of the stuff that is out there now? Yes, I think so. The problem is, our media landscape changes faster than anyone can come up with a standard.
emrodriguez

USING TECHNOLOGY TO PERSONALIZE LEARNING IN MATH EDUCATION - 5 views

www.seenmagazine.us/...earning-in-math-education.aspx

Technology education math learning computer web2.0

shared by emrodriguez on 28 Feb 15 - No Cached
  • Challenge One One of the most common challenges math teachers face is having a classroom full of students with varying levels of comprehension
  • Solution A:
  • Solution B
  • ...16 more annotations...
  • Challenge Two Another common challenge facing teachers, especially given the pressures of high stakes testing and large class sizes, is keeping track of each student’s areas for growth. Once again, when leveraged appropriately, math technology can support targeted and personalized instruction by enhancing a teacher’s ability to keep track of student achievement data.
  • Solution A:
  • Solution B:
  • Challenge Three The final challenge we are going to explore is absent students and teachers. When a student is absent it is very difficult to find the time to catch them up on the material they have missed. Leveraging math education technology in this instance is ideal.
  • Solution A:
  • Solution B:
    • emrodriguez
      emrodriguez on 28 Feb 15
       
      I have to agree with the fact that there will always be varying levels of comprehension and teachers must find ways to reach all students. Technology can be used to split the classroom so that those students who are behind can self pace. Technology can also be used to keep students active for those who are advancing quickly.
    • emrodriguez
      emrodriguez on 28 Feb 15
       
      Another challenge that teachers face is keeping track of each student's individual progress. Software programs can keep track of each student's progress so that the teacher can review. With this information, teachers can intervene and help students with the particular part of math they're falling behind on.
    • emrodriguez
      emrodriguez on 28 Feb 15
       
      Since it is almost for sure that either students or teachers will be absent, technology can be implemented to help instruction on these particular days. Tech can be set up so that students know what to review for the day when the teacher is out. If students are absent, the teacher can use technology to send the material through email or web 2.0 services so that students don't fall behind.
  • Solution B:
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  • emrodriguez on 28 Feb 15
     
    This article is about using technology in the classroom to supplement instruction in the field of mathematics. It describes common challenges that math teachers face and solutions that can be taken to resolve these problems using technology.
  • ...3 more comments...
  • emrodriguez on 28 Feb 15
     
    This is a great article about implementing technology into a math classroom to resolve the common challenges of these particular educators. From a student's perspective, I wish these tactics would've been around when I was taking math classes.
  • Rosalyn Martinez on 04 Mar 15
     
    Great work, Emmanuel! I truly enjoyed the article. It was nice to read that there are easy solutions to 3 of the most challenges educators face daily. I liked the idea offered in Solution A to Challenge #1 - split the class into 2 groups. One meets with the teacher for direct instruction while the other group works on math activities on a device. It was also nice to know that there is software out there to keep track of data for the teacher. More importantly, I was pleased to read that there are technology programs available to students/ teachers who are absent. These programs help students learn lessons they have missed so long as they have internet access. The programs also help teachers when they are absent. Students are familiar with the programs and can use them and continue to learn when the teacher is out.
  • emrodriguez on 08 Mar 15
     
    Thanks, Rosalyn! I enjoyed the article as well. I like how all of the problems are realistic while the solutions are simplistic. I would have never thought to have students that are behind to watch math videos to catch up while the others receive direct instruction. I too thought it was convenient to have software available for students to work on when teachers are absent. Most days that teachers are absent, students lose on instruction. By having this technology in place, students could use the technology to catch up while the teacher is out or use the day to get ahead on lessons. Thanks for the response, Rosalyn.
  • tvisco on 15 Mar 15
     
    Great article - and not just for math teachers. It really spells out the three basic teaching challenges of modern classrooms. I like that that article values teaching kids how to learn independently as a skill in and of itself. I have a teacher friend who explained to me that when she used the term "independent learning" with her 7th graders they didn't know what she was talking about until she explained it to them. They were also confused by the idea of following their own interests in learning when given the chance rather than being told what to learn. They're getting it now and some, especially in her accelerated classes, love doing it!
  • emrodriguez on 15 Mar 15
     
    @ Tammy Visco. I too enjoy the aspect that students get the opportunity get the chance to learn independently whether the teacher is out or they are working on computer modules. I think the ability to learn independently is a great asset to have because it builds upon your motivation and will to want to learn without having someone tell you learn. It's similar to our educational technology degree because we are given the necessary guidance to do what we have to and we take it from there. While the article does use a math classroom as reference, I believe that the principles are universal. If a teacher is out, students can work on modules. If particular students are falling behind, they can work on modules to catch up. Just a great article and I'm glad I came across it.
Olivia Basham

Social Networking in Schools - 4 views

www.huffingtonpost.com/...tworking-schools_n_840911.html

education technology classroom teaching computer Web2.0 bullying

shared by Olivia Basham on 08 Apr 14 - No Cached
  • Olivia Basham on 08 Apr 14
     
    No one doubts the value of online collaboration to students and the classroom. However, there is much controversy and debate about how and if social networking is appropriate for the classroom and beyond. Fears about sexual predators and bullying have made educators ask if perhaps the benefits don't outweigh the risk.
  • ...11 more comments...
  • Araceli Gracia on 09 Apr 14
     
    Olivia, I can understand how there would be concerns about online predators and bullying but I think that this is something that could be monitored in a control environment. I realize the situation may not always be ideal but your article explains all the good that can come of online collaboration, such as a decrease in students being absent. Students are already using I pads, kindles, laptops, etc... for other activities, why not encourage that use for something positive that will motivate them in the classroom. I http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/
  • Merrill Redfern on 11 Apr 14
     
    I have a book club that consists of 10 4th grade students. We communicate mostly through Kidblog. We do meet once a week however, the kids love posting on their blog outside of the school's four walls. I love that they are discussing book club topics outside of the classroom. They feel empowered when they have the opportunity to make decisions such as, what avatar to create and how they want their individual blog to appear. I've made our blog a very controlled environment in that it is set as private and password protected, just the members have access. In addition, posts must be approved by me before they go out in our blog world (which consists of the 11 of us, plus our principal). Other than the introduction to Kidblog, I began with an author study by providing links to author interviews via a YouTube channel for the students. We have embedded Google forms in our blog for a quick assessment. Overall, it has been successful and the students are excited and remain engaged with our activities.
  • Merrill Redfern on 11 Apr 14
  • Eric Folks on 11 Apr 14
     
    We've come along way as a district. Into thousand 10 when I arrived teacher to not have the ability to create a folder on the desktop. They have access to basically all sites, Facebook, Twitter, YouTube...and many of them are even active on these sites, uploading and sharing resources with other teachers and students. Here is a link to the guidelines we've established for use of YouTube and Facebook: https://docs.google.com/document/d/1BMXrouaj67SFh-BISriU24a59c9mk8-K-9K9qeEEW4E/pub Still, the communication is primarily one-way: teachers disseminate information to their students through social media, but do not collaborate with students in real time, nor do they encourage students to collaborate with each other using social media. That may come down the road. For now, I'm happy we have continued to move away from the top-down control model to the empower the end user and give them the benefit of doubt...we don't want our students leaving a walled garden environment to fall on their face in the real world, where their aren't heavy-handed content filters in place. We need to wean them off being told what to do and educate them to make good decisions. With that in mind we moved in 2012 from an Acceptable Use Policy to a Responsible Use Policy. Here's what the student version looked like (https://www.dropbox.com/s/iwqu8kf9qmvlmuu/2012-2013%20Student%20RUP.pdf) and here's the teacher version (http://www.lampasas.k12.tx.us/files/filesystem/responsible%20use%20policy-employee.pdf). We considered opening up G+ to students as it's part of our GAFE suite of services, but tech tells me if we do, students, even younger ones, will be able to communicate with users outside our sub domain / walled garden. Thoughts? Have you found this to be true in your district? We are also looking at Office 365 and Sharepoint in terms of a training ground for safe student social networking....we will see what it can do in the coming weeks. For now, most of our teachers are comfortable using
  • Olivia Basham on 13 Apr 14
     
    Araceli, I agree that the benefits DO outweigh the risks especially when controls are put into place and certain systems are used. I try to stick to closed systems, but recently I have been hosting all my courses' book discussions via GoodReads.com, which is open. I teach high school students though, so I feel like I have an opportunity to teach intelligent internet use. For example, not only forbidding students from using actual pictures of themselves and never posting their age or location, but also teaching them why those are bad ideas through digital citizenship lessons. I honestly don't know how I would handle social networking with younger students, but I suspect I would stick only to closed systems.
  • Olivia Basham on 13 Apr 14
     
    Eric, Our district has recently decided to open up G+ to our students with good results so far. Because the students are still behind the school district Google web-mail (which provides them a kind-of "dummy" email that can't send or receive messages) their online visibility is very limited and no personal information is shared (as none exists other than their names). However, the program has just launched and many parents have expressed discomfort, especially with elementary and jr. high students. I'm taking a wait and see attitude as far as making any judgements.
  • lbanuelos on 14 Apr 14
     
    With the onset of Web 2.0 tools, collaboration between students and teachers is easier than ever before. I agree with Araceli that the risks far outweigh the risks. With apps like slideshare, slidebomb, google drive, and dropbox, students are encourage to provide feedback to fellow students with leads to increase confidence. http://www.edutopia.org/stw-collaborative-learning-college-prep
  • Jeff Blackman on 14 Apr 14
     
    As a parent, it would have to be REALLY controlled and closed for me to let my kids use it. I am appalled at some of the things I see kids posting on Facebook and other social media. Obviously, as someone in the EdTech program, I am seeing a lot of awesome ways to use technology. So, while not dead set against social media in the classroom, I would need to know what safeguards were in place and I would still be watching like a hawk.
  • Brenda Wohlfeil on 17 Apr 14
     
    We have banned social networking in school except using Edmodo, which the teachers can monitor. Our school has problems with social networking without even having it in the school! Parents feel it is the school's issue because problems are occurring between students, even though it is occurring outside of school. In my honest opinion, parents need to be better educated about social networking and take responsibility for their own children. As a parent of a child who did not use social media well, I know it is tough to restrict internet/website usage. But it is possible and needed.
  • Don Martin on 20 Apr 14
     
    Olivia, I don't see any reason that we couldn't incorporate the use of social media within the closed classroom environment. There must be many opportunities for collaboration, communication and scaffolding using social media in a controlled and safe environment. There are also many social networking sites that are designed specifically with kids in mind. Among them are: 1. Scuttlepad (2010) Age 7+ Social network with training wheels is safe but limited. 2. Togetherville (2010) Age 7+ Kids' social site connects to parents' Facebook friends. 3. WhatsWhat.me (2011) Age7+ Tween social network with top-notch safety features. 4. YourSphere (2009) Age 9+ Kid-only social network promises to block dangerous adults. 5. Franktown Rocks (2009) Age 10+ Music and social networking combine in safe, cool hangout. 6. GiantHello (2010) Age 10+ Facebook-lite gets a lot right, but watch out for games. 7. GirlSense (2009) Age 10+ Safe, creative community for tween fashionistas. 8. Sweety High (2010) Age 11+ Fun, closed social network for girls is strong on privacy. 9. Imbee (2011) Age 10+ Safer social networking if parents stay involved. With proper guidance and parental involvement I don't see any reason that we can't take advantage of the opportunities that social networking could provide.
  • eeverett3 on 21 Apr 14
     
    I think that one of the main reasons that student interest and engagement increases with the use of social media tools is that these tools are familiar and easy for the students to use...it is not only teachers that are intimidated by new tools! :)
  • Araceli Gracia on 21 Apr 14
     
    Thank you Don for your list of websites. That is awesome!!
  • Stephen Simon on 22 Apr 14
     
    My perception of social media in school is that it is essential to the process of development. That it is beyond the understanding of current educators should come as no surprise; one needs a point of reference in order understand the magnitude of such technological developments. Don made an excellent point concerning proper guidance and parental involvement; the latter representing the tired and overworked. Consider that many of our fellow classmates push themselves in these Master's classes at a cost to their personal lives. Social-ability is essential to our family core values and from it comes the capacity of the new generation to take the torch to the next.
noramedrano

Best content in technology in education PK-20 | Diigo - Groups - 11 views

www.edutopia.org/...nternet-research-cathy-knutson

education technology classroom teaching computer google

shared by noramedrano on 11 Jun 14 - No Cached
  • Preventing Summer Slide: Why Not Try Internet Research?
    • noramedrano
      noramedrano on 11 Jun 14
       
      How can you use the internet to avoid pitfalls for students during summer?
    • hillaryparrish
      hillaryparrish on 11 Jun 14
       
      This is difficult to answer as a teacher. Unless a student is in a program that requires them to do certain projects over the summer, we can encourage, we can show them the way, but ultimately the student or the parents are in charge once students leave for the summer. As the article mentioned, research is a good way to avoid pitfalls. In the summer, it is up to the student to be self motivated or up to the parent to motivate them in some way. I like the idea of research during the summer because not only are they answering questions they may have had, but they are also reading. Children really need to keep reading during the summer. I love the idea of having students create the map. I realize that this lesson is about the internet, but I would strongly suggest having the student map the trip on both Google Maps and a real map. What if the internet goes down? You never know. Both skills are good skills.
    • noramedrano
      noramedrano on 13 Jun 14
       
      Hillary, I agree. We should always have plan B, and allowing the child to use both ways to map a trip will not hurt them. I believe that parents like you say are the ones to motivate the student once they leave school. In the district that I work at, we are having a summer slide program. It is a little different because instead of researching they read book and test (AR). They are using the Internet to test because they are able to do it form home. I like this idea of summer slide programs.
  • Does this website answer my specific question? How do a variety of websites answer the same question? (We are comparing and contrasting without the Venn diagram!) Are all web resources equal and accurate, and if not, how can I tell?
    • noramedrano
      noramedrano on 11 Jun 14
       
      The highlighted area is important because when we research anything on the web it is important to follow these search results.
    • hillaryparrish
      hillaryparrish on 11 Jun 14
       
      I agree. These questions as well as others such as, "When was the last time this website was updated?" help a person know whether the site is real or not. This makes me think of the first time I came across a story by the site, The Onion. I kept thinking how it looked legitimate, but did not sound legitimate. This probably makes me sound pretty unintelligent, but many students believe whatever they read on the internet. There needs to be a thought process that students go through that helps them compare and contrast the different aspects of the site to a real site, and these questions help them do that. It is great learning experience, and would be an excellent activity for the summer.
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Nora, This reminds me of the AllState commerical with the girl waiting outside for a guy who she met on the Internet. She tells the AllState guy about some other insuracne company and adds, It is on the Interneet so it must be true." Her date walks up and is very very unappealing and definitely not a French model. Our students believe if it is on TV or the Internet then it is the truth. That is why commericals has such a huge impact on our students. As for the Internet, ther should be a much needed simply way for students to really check the creditability of a source. Wow sounds like a new apps to me.
    • noramedrano
      noramedrano on 13 Jun 14
       
      Hillary, YES!!!! (caps because I agree 100%) Students at times are gullible and they will believe anything they read online and what people say. It is important to teach children that another importance or safety of online researching is how reliable the source is. That is a great idea that I had not thought about.
    • noramedrano
      noramedrano on 13 Jun 14
       
      Lucretia, I have seen this commercial and it is funny. Commercials are powerful because they make a child want the product and ask their parents. The greatness of commercials. are we on to something here?
  • ...4 more annotations...
  • How to Engage Children in Research at Home
    • noramedrano
      noramedrano on 11 Jun 14
       
      The following are some examples on how parents can engage students via internet usage. 
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      When I was researching trying to find an article for this discussion, I ran across an article that had 7 apps for summer adventures for kids. The article had apps from birding guides to how to tie knots and some pretty cool stuff inbetween. Check out the website http://www.edutopia.org/blog/ipad-apps-for-outdoor-adventures-monica-burns
  • The ability for children to ask and answer their own questions is one of the most fundamental learning objectives for life. This informal research, with children seeking to answer their own questions, is engaging, motivating and empowering. A cyclic pattern of research is established -- curiosity leading to research and back again to curiosity and follow-up questions.
    • noramedrano
      noramedrano on 11 Jun 14
       
      Children are not always engaged and are usually only interested in what they are curious about. Why not allow that curiosity to turn into research. Allowing the students to use the internet is fun and they will be learning at the same time. 
    • hillaryparrish
      hillaryparrish on 11 Jun 14
       
      Children are definitely curious. I find that my own children ask me so many questions that I do not know the answer to. I am constantly saying, "Google it." At first, they were scared to use the computer to Google anything. However, once they realized that you type it in and it will give you answer. Sometimes the answer is what you are looking for and sometimes it is not, they were ok. It is funny when they are looking something up and I hear, "Mom, this doesn't make any sense for what I am asking." It is a learning moment that maybe you cannot type it into the computer exactly how you would speak it. I agree that allowing students to use the computer is fun and they are learning. Students are empowered when they can answer their own questions and contribute to conversations. Last year, I had one student that had listened to countless Ted Talks. As a result, he could discuss topics that many other students had never heard of.
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Nora, It is true that the Internet brings information right to us in a flash. The hard part about that is getting our students to take that information and apply it to the particular problem they are trying to solve or simply retaining the information they have Goggled. That is where good teachers come in. For most of our students using the computer, Smartphone or tablet is as second nature as walking, but to getting them to incorporate that tool into critcal thinking, solving problems and engagement has to be done by well trained and dedicted teachers.
  • noramedrano on 11 Jun 14
     
    This article will allow parents to be aware of activities to engage students during summer time in order not to fall into pitfalls.
dbrookpark

A GeekyMomma's Blog: Share Students With ClassDojo - 3 views

www.leekolbert.com/...e-students-with-classdojo.html

blog students education Technology classroom management teaching web2.0

shared by dbrookpark on 27 Jul 14 - No Cached
  • teachers can now collaborate to improve student skills and behaviors and students build important skills across all of their classes and grade levels
    • dbrookpark
      dbrookpark on 27 Jul 14
       
      I highlighted the parts of these two green sentences because they are the positive consequences of these improvements to ClassDojo.
  • Students will benefit greatly, too, as it becomes possible to track and reflect on their development across all classes, and even grade levels.&nbsp;
    • dbrookpark
      dbrookpark on 27 Jul 14
       
      I highlighted this sentence because we are all in it for our students and these changes will benefit them too. Do you agree? Why or why not?
  • Shared Students enables teachers in the same school to share students across different classes and view their student reports. Individual students can now move between different teachers and classes, but still build on their progress over time. This makes ClassDojo much more feasible for older grades, allowing teachers to better understand how their students are performing in other classes very quickly. Indeed, the company says this has been middle school and high school teachers’ greatest request
    • dbrookpark
      dbrookpark on 28 Jul 14
       
      The possibility of tracking a student's behavior over more then one year is interesting to me. Although I wonder if this could lead to a teacher singling out a student for bad behavior because of his or her past. Similar to when teachers from one grade to the next talk about a student coming up. What do you think about this?
    • Jose Davila
      Jose Davila on 29 Jul 14
       
      The sharing of information among students in different classes can be appealing. However, the teacher would need to be very cautious because posting certain comments and etc... might turn to be a negative impact instead of being a helpful tool among students. Moreover, communication among students is a great and positive tool that if handled properly it will definitely benefit the student with his or her assignment. The results will be amazing with having constant communication and helping each other.
    • morgantucker
      morgantucker on 30 Jul 14
       
      What a thought!- Have the students engaged and on their best behavior all day...haha. It sounds so obvious but sometimes the obvious can escape us as educators due to the fact that we wear so many hats on any given day. Our teachers really like ClassDojo. I will be sharing this with them. It takes something that they already understand and makes it even more powerful. Thanks for sharing this.
    • ksspurgin
      ksspurgin on 30 Jul 14
       
      Our secondary school is organized into instructional teams by grade levels instead of content area departments. For example, the 6th-8th grade teachers are all on the same team and we meet regularly to discuss student learning and progress. Something such as this feature in Dojo could give us some very valuable information for our discussions on how to better serve our students.
  • dbrookpark on 27 Jul 14
     
    A blog on the new additions to ClassDojo that will encourage collaboration among teachers who share the same students.
  • dbrookpark on 27 Jul 14
     
    After reading the blog post on the new features of ClassDojo what do you think about these new features and how do you think they will be received by the teachers in your school? This video, http://youtu.be/Yg8NSW3sz_Y has a teacher using ClassDojo in his classroom to manage behavior. Some of the comments are very interesting and there is a lively discussion if it is just a fancy sticker system. What do you think?
  • textraveller on 28 Jul 14
     
    The idea of sharing information about students between classes is appealing. I can think of several times throughout the last year where, if I had better access to instant communication between teachers it would have benefited several individual students. Some of the drawbacks I can foresee is teachers inadvertently writing comments about students that they think are private but turn out to be public (but that's just a user-error problem). I also see it possibly getting gossipy about students which is always a problem. But the core idea seems to be a good one. Communication is usually a good thing. - C Hilgeman
Lucretia Human

5 Tips to Help Teachers Who Struggle with Technology | Edutopia - 17 views

www.edutopia.org/...ling-with-technology-josh-work

technology classroom struggle teachers

shared by Lucretia Human on 09 Jun 14 - No Cached
    • Lucretia Human
      Lucretia Human on 09 Jun 14
       
      As the gap formed by the use of technology and those resistant to its use widens, so does the feelings of separation, loneliness, frustration and sometimes superiority among faculty. What has been your experience dealing with faculty, who has undergone these types of emotions when confronted with the use of technology in the classroom?
    • hillaryparrish
      hillaryparrish on 10 Jun 14
       
      First, I will say I am the Business teacher, so I have no responsibilities to any teachers in my district regarding technology. Second, I will say that I love helping people, so if I know how to help someone, I will! My perception on this is going to be really skewed. I will give you some background, and I will try to keep it short. In Oct. 2012, our entire server for the entire school crashed. It had not been backed up since May 2012. Many people lost everything; many people lost a lot of things. It was bad. The IT Coordinator (we only have one) for our district pretty much did nothing all of the 2012-2013 school year. They fired him in July 2013. In August 2013 (one week before school started), my classroom was in shambles (the high school computer lab) as a result of a remodel and they hired a new IT Coordinator. 2013-2014 has been better. However, we still have multiple teachers without teacher computers or student computers in their classrooms. That is the short story. So, teachers come to me with all types of emotions. Although I have nothing to do with IT, I am the computer teacher. Until December 2013, our internet worked about 60% of the time. Frustration about technology was an understatement. No one wants to learn new technology, they just want to be able to take roll. It is getting better though. If I were to imagine what it would be like if everything would have been normal with bumps in the road rather than catastrophes over the last two years, this is what I would say. Mr./Mrs./Miss Teacher, I would be glad to come in early or stay late to work with you to help you with that new technology that you would like to learn. Or, if I were in charge of instructional technology, I would like to have built in times to do PD. There is a larger, neighboring district that has students go in one hour late once a week so teachers can do PD. I think this would work nicely.
    • noramedrano
      noramedrano on 11 Jun 14
       
      I am a reading teacher, and like Hillary, I have no responsibilities teaching teachers about technology. All teachers in my campus know how to use a computer, add attachments, send emails, schedule meeting through outlook email since we are assigned a computer at the beginning of the year. Teachers throughout the school year send, receive emails and attachments. Now we do use Google Docs (per grade level) to keep information on one centralized location, yet not trained on it. I am willing to help, and have helped many teachers that had never been exposed to Google Docs. I give them a quick run through and make sure they understand how to create, add, edit, and view data on a Google Doc. Teachers are very thankful when I assist them with this because they feel frustrated that they need to use the Google Doc but have not been taught or given a PD on it.
    • Benjamin Caulder
      Benjamin Caulder on 11 Jun 14
       
      I am in a 1:1 school and despite this, there are several teachers who do not regularly use all the tools available to them. I don't know of any who refuse to use any technology, but some refuse to use the tablet they were issued; others refuse to use our LMS (Moodle); and still others refuse to use any Web 2.0 tools. I know of one who would not since she was so close to retiring, she didn't want to invest in re-learning what she already did. In her particular case, the LMS and the Web 2.0 tools were presented as nothing more than fancy pencils. As they were presented (I know since they were presented to me the exact same way) they did not deepen the learning or provide a way to authenticate the learning. Why should she change when the students didn't benefit (as far as she was taught). So what I see is that the education of the teacher can NOT be secondary or tertiary. It must be the primary goal of the Instructional Tech. Dept. to guide all teachers to the greatest benefit of the kiddos, which means that in must make the learning deeper and more relevant to their actual lives.
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Hillary, First sorry to hear about your year 2012-2013. I think that most schools and districts do not realize the importance of having many IT available. I know if my any of the technology at school goes down, we are pretty much up a creek without a paddle. Fortunately, I teach in higher ed and there a many people that keep our campus technology updated and running smoothly. If it happens to goes down for some reason, they spring into action, as if they were the Justice League out to crash the bad guy. However with all the great IT people on campus, we till have so many instructors who do not come to PD dealing with the use of technology in the classroom.
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Ben, I understand that the one teacher close to retiring did not want to re-learn what she already did, however she should have looked at as an opportunity to grow personally. We do not retire to die! We retire to feel less pressure, to do something else, and to not get up at 5:30 in the morning (however most older people still do), but we do not retire to stop learning. I agree wholeheartedly that it is the main job of the IT Dept of any school to make sure that the teachers know what the heck they are doing with technology because only the students suffer in the end.
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Nora, You are right it is not your job to train the teachers how to use Google Docs. It is very sweet of you to do that because you understand the value of doing it for the students. I would be very frustrated and angry if they school I taught at expected me to use technology or programs that I was not familiar with without offering training! I can really see why some teachers are resistant. Like Ben pointed out if the tools are presented as "fancy pencils" and not shown how they can change students lives for the better, then teacher actually have a right to frustrated.
    • Benjamin Caulder
      Benjamin Caulder on 14 Jun 14
       
      Lu, I hear you. But there is so much more in the world than Technology... just saying. I know this teacher is going off to learn about more tangible things (Art, travel...). Anyway, that was an aside. I was writing from that teacher's perspective, which was that the new information did not add anything to what she was already doing. The pencil accomplished just as much as the Web 2.0 tool. It wasn't the fault of the tool, but how it was presented to her (this I know since I was presented the same thing the same way). Anyway, my point, ultimately, is that technology should be used for the sake of using it, but to provide more in a way that pencil and paper can not. There is a teacher in my school who uses Aurasma in many of her lessons. Aurasma provides a perspective the students cannot get from a book so it deepens the lesson.
    • Lucretia Human
      Lucretia Human on 17 Jun 14
       
      For all of you out there that might not be familiar with Aurasma, like me, check out this demo video. http://youtu.be/GBKy-hSedg8
    • crystallee530
      crystallee530 on 23 Jun 14
       
      Over half of the staff at my school have been working there for over 15 years. With the recent change in administration there came a new demand for technology integration. There were teachers that were on board with this change and were willing to try to adapt and then there were a few that were not willing to adapt and complained along the way. Some of the technology challenged teachers had frustration written all over their faces anytime technology was mentioned. The best method for easing their concerns was a private tutorial lesson.
    • Lucretia Human
      Lucretia Human on 09 Jun 14
       
      How would answer this question, if faced with it from one of your faculty?
    • hillaryparrish
      hillaryparrish on 10 Jun 14
       
      I think I would say, "Try it, you may find that it is more efficient. If you decide after a week/two weeks/etc. that it does not work for you, then go back to the old way. You might find that it is good for the students, so you will find that it is also rewarding to you."
    • noramedrano
      noramedrano on 11 Jun 14
       
      Everything deserves a try. Don't stay with the what if???? Technology is overwhelming and could be intimidating but there is not thing you cannot over come. Give technology a try, if you have any questions I would be glad to help you.
    • Lucretia Human
      Lucretia Human on 09 Jun 14
       
      These are really great questions. We have all struggled at times with technology and we have all help others who were struggling. Provide some other tips that this article did not mention that you have used either when being helped or helping others.
    • hillaryparrish
      hillaryparrish on 10 Jun 14
       
      When I have to learn a new technology, I think that online sources are my best friend. As a Business teacher, I am constantly needing to teach new software. There is no way that I could have learned every software I would have ever needed to teach in college! New software is constantly coming out on the market. So, I sit down with the software and Google, and I figure it out. Of course, most specifically YouTube can be a great source. Also, you can use LinkedIn. Look to see who has been endorsed for the technology you need to learn, and contact them to see if they will help you! More than likely they will.
    • noramedrano
      noramedrano on 11 Jun 14
       
      Google is my best friend!!! Anytime I have questions I seek Google's help. I try the tips or suggestions given through Google's search, if they work great, but if they don't work, I try to visit the software or item's website to find out more information. I also tend to visit youtube since I am a visual person, I like to see step-by-step on how it is done, worked, or put together. This has really helped me up to now in both aspects, while being helped by others and helping others.
    • vasquezgonzalezv
      vasquezgonzalezv on 12 Jun 14
       
      Exactly:  Google and YouTube.  In fact, I was having some issues with Diigo (Diigolet, I'm on a Mac) and googled my problem.  A couple of clicks later, problem solved, and now I have the experience with this particular issue added to my tech knowledge for the future.
  • ...7 more annotations...
  • As schools around the globe begin to embed the use of technology in their learning environments, these teachers can be left feeling frustrated and marginalized by the new tools they are required to use but do not understand.
  • "Why would I try this when I've been doing just fine without it all these years?"
  • Are there any tips that you have for helping teachers in your school who struggle with technology? If you're a teacher still trying to master technology, how have others helped you?
    • Benjamin Caulder
      Benjamin Caulder on 11 Jun 14
       
      This is interesting and I am trying to figure out why this was their initial focus. Mind mapping is, of course, essential to students mvoing the random bit of info from the biological computer to something more tangible, like an essay. But it seems an odd place to start for teachers who can't "create a powerpoint". The general point of this bullet is a great place to start, tech team, but it seems such a weird place to set their focus. Not sure where I would start, if I were in their shoes, but I wish they had explained that point more.
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Ben, Excellent observation! I don't know why they would start there either. I would probably start with the basics and make sure everyone knew how they work and then start branching out to Mind maps and other such tools. Thanks for catching that.
  • While I'm talking about PD, all educators know that extra time for PD is scarce throughout the day. I've had amazing administrators that carved out dedicated time for tech PD
    • Benjamin Caulder
      Benjamin Caulder on 11 Jun 14
       
      This cannot be over looked, though it seems it is the first of the "changes" tossed out. "We can't change the schedule". "We can't sacrifice XYZ". My school has 1 advisory period a day, no study hall and only 6 minutes between bells. They advocate bell to bell instruction (work time included). All this leaves no real time for PLC or PD within school hours. What do your schools do and how did they accomplish it?
    • vasquezgonzalezv
      vasquezgonzalezv on 12 Jun 14
       
      My district uses early release days for PD.  (Students get early release; teachers get a catered lunch and a relaxed environment training.  I have to say, I really enjoy it, and if I were making the decisions about how to do this, it's probably what I'd do.  They also offer after school trainings on technology, but they are having a difficult time getting teachers to participate.  
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Food always works to draw people into almost everything. Do you have to go longer in the school year to accommodate for the early releases?
  • We focused primarily on mind mapping ideas and helping teachers slowly introduce technology into their classes.
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Ben, Like I said before I teach in Higher Ed so our policies are somewhat different, but mainly here is how it goes: if it is not mandatory instructors are not going. When it is mandatory it is done when students are not in school, the day before they come back, the day after they leave etc..
  • Lucretia Human on 09 Jun 14
     
    Tips to help us as Ed Techs help those not so tech savvy teachers
  • ...1 more comment...
  • Lucretia Human on 09 Jun 14
     
    Great ideas to help teachers use technology in their classrooms!
  • kdauphiney on 22 Jun 14
     
    Many veteran teachers that have been in the classroom long before widespread technology are slow to embrace a method of teaching that they were never taught in their preparation as teachers. I think because the archaic way of instruction relied heavily on effort from the learner to "sit and get" rather than effort from the teacher to "flex and adapt" to the learner. Once they see education as a ever changing spectrum that has no definite end, only then can they embraced that teacher training does not start and stop with the college classes that comprise one's degree and certificate.
  • rcepeda610 on 06 Jul 14
     
    In my very recent experiences, technology is fun, quick but not so easy at first. I must say it is very time consuming and a bit overwhelming when the gremlins, like Dr. Butler likes to call them, are up to no good. It can be very frustrating if you can't upload, download, convert a file, etc. I am very excited to all the exposure I have had in the past few weeks. The tools we have seen in the course are pretty cool and most importantly I think once I am able to navigate through them with ease, the students will be excited to see and use them in the classroom.
asuarez1

Online Test-Takers Feel Anti-Cheating Software's Uneasy Glare - The New York Times - 11 views

www.nytimes.com/...ng-softwares-uneasy-glare.html

shared by asuarez1 on 16 Jul 15 - No Cached
Gladys Suarez liked it
    • asuarez1
      asuarez1 on 16 Jul 15
       
      What do you think of the use of web-based services like 'Proctortrack' to monitor remote students during tests? Is there a better way to discourage (or minimize) cheating in online courses? Can using this kind of software be justified?
  • raised questions about where to draw the line, and whether the new systems are fair and accurate.
  • I felt it was sort of excessive,
  • ...4 more annotations...
  • a new anti-cheating technology.
  • t requires students to sit upright and remain directly in front of their webcams at all times,
  • Changes in lighting can flag your test for a violation,” the guidelines say.
  • You don’t know what new norms are going to be established for what privacy is.”
  • bhanak on 16 Jul 15
     
    I think this particular tool Proctortrack is excessive. I understand that an online program limits the ability to watch students but I think the program that rates your integrity based on looks, lighting and body moves is too much. I could see the stress of this effecting the outcome of a test. Through the article there were other systems that were discussed that seem to be a bit more fair to both the student and the instructor. As an online student I would be comfortable with the accountability piece but with some limits. I do think as a university they have the right and decision to make on if they put something in place to prevent cheating and what that could be. I know with an increase in online learning that there does need to be something in place to keep students honest.
  • ...11 more comments...
  • juanrubenromero on 17 Jul 15
     
    I think that some sort of monitoring is needed, however, Proctortrack seems a bit excessive. I personally have never had to use a service like this. I do have colleagues that have been monitored during online testing through a webcam, they had to show the room was empty by moving the webcam, and their eyes couldn't stray from the screen. That was just over webcam, no monitoring software was used like Proctortrack. I also think it depends on the course and the professor. I definitely see the need to monitor what someone is looking at and accessing during an online exam, and feel that it is necessary to monitor. I don't know if their is another fair way to monitor online testing. Any one taking an online test without monitoring can easily have access to the internet to search for answers, notes, or even have someone else taking the exam for them. I think a software is needed to monitor otherwise how would you hold a person accountable? We can rely on the persons word, but not everyone is truthful. It is definitely justifiable. Online programs are trying to maintain the integrity of the course and program. By monitoring cheating they are discouraging it and catching any that are cheating. Just like in person testing, we are monitoring students taking the test to ensure they do not cheat. In person, we the teachers are the software monitoring student activity, online test also need a monitor.
  • asuarez1 on 17 Jul 15
     
    bhanak> I agree. Some modifications are fine, but it is excessive. Showing the entire room before the test does not mean that someone can not walk it. Nothing is guaranteed 100% and overdoing it doesn't make it better. It would make me very nervous to not be able to move or I would get "flagged." Then, as the teacher of the course, I would worry that the results of the test would get negative effect! I get nervous during tests without all of that, so imagine what would happen with that camera on?
  • asuarez1 on 17 Jul 15
     
    Juan> I agree with you! How did your colleague feel about being monitored?
  • asuarez1 on 17 Jul 15
     
    https://www.youtube.com/watch?v=GQLdprp2P0Q The link above is a news report about these Anti-cheating software programs. How do you think our program at UT is avoiding this issue all together? What can your online program do to verify student learning and not have to worry about students cheating on a test?
  • juancalvarez on 17 Jul 15
     
    It is very controversial, because universities want to ensure that their graduates do have what it is needed for the job market in order to have a better reputation. In the other hand, having someone view the inside of your home could be a security problem, especially if they have your address. In addition, some test take hours, and you need to go to the bathroom, scratch your foot, or stretch. All test centers are aware that the people taking test do this without cheating. My solutions would be to have test centers. A place where you can pay to go and use one of their computers to do the test. Of course, how many students want to pay extra fees or services? One way to ensure that the person taking the test doesn't cheat (at some degree) is by using the software they mentioned that it won't allow the person to open browsers or applications while during the test, but I would add that at any moment the person taking the test could receive a verification code in their phone. This way, you verify that the person is at the place they are saying they are. This would work because in online courses, usually you don't have classmates living close by.
  • Marie Evans on 18 Jul 15
     
    Online learning is driving the need for project based learning rather than testing as an assessment. If it is important to assess skills such as math, perhaps thinking about using a tool such as collaborate to interact with students and having students produce work in session (like going up to the chalkboard and working out a problem) may provide a better solution than a boxed quiz requiring supervision!
  • Lauren Simpson on 18 Jul 15
     
    I have taken courses online where I had to be "watched" by someone, and felt extremely nervous because someone I did not know was in a sense spying on me. I know that online programs are trying to ensure that their programs are remaining rigorous and that students are being held accountable for the material, but I also don't think that this has to be done with exams. In our program most of the course have a PBL model, like Mrs. Evans has discussed, and I find that to be much more realistic for how you will function in the workplace. I think this is a fundamental question of how educators assess students. Does a quiz/exam really assess a student's knowledge accurately?
  • asuarez1 on 18 Jul 15
     
    Juan, it is my opinion that test centers defeat the purpose of online learning. I believe that the degree I am getting proves what I have learned more through the products! It is direct proof of my learning to show that I am capable to think critically and create a product that proves my knowledge. There is no way to cheat on that and it is reliable. I remember clearly in high school that students who had a great memory to retrieve information would do fantastic on tests but this did not mean that they learned, could analyze, and apply the material they learned. As teachers, it is this critical thinking that we want our learners to leave with and I think we need to start moving away from "teaching to the test." What do you think?
  • bradlampton on 18 Jul 15
     
    Personally I feel that this is a great idea even though it goes in to the privacy life of the test takers. As a fully integrated multi factor bio-metrics behavioral application, Proctor-track provides automated remote proctoring for distance learners taking tests online. This combined solution fulfills the Department of Education's federal mandated standards for identity verification and authentication requirements for distributing Title IV funds. Proctor-track replicates the security of traditional testing centers, while giving students the flexibility to take proctored tests online, anytime, anywhere on demand, with the ease of automation and complete scale ability.
  • asuarez1 on 18 Jul 15
     
    Lauren, as you said, PBL and models like it take the learning and apply it. What could be better than that. Besides, isn't that what we want from our learners? I do not think that a quiz or test adequately proves that a student has learned. Here is a great article about "teaching to the test." It talks about test taking skills not being bad independently, however it talks about the importance of alignment. How do you think PBL aligns with the standards we teach and how can it be better than a test? http://www.greatschools.org/gk/articles/teaching-to-the-test/
  • jfaguilar on 19 Jul 15
     
    I believe now with so much digital technology around us, it has made it easier to retrieve answers for those tests or questions. If students rely on this technology, they essentially "cheat" themselves out of their own education. I do strongly believe that students need to understand the consequences of their actions. As educators, we are responsible to engage them in their learning to understand what they are learning and that cheating is never an alternative.
  • myraguz on 19 Jul 15
     
    I believe the use of this web-based service to be invading privacy and unreliable. Schools that offer online courses cannot always rely on technology to asses if a student is cheating. Just as Mr. Carlton stated, if you are going to offer online learning, you need to find ways to ensure the integrity of the course including test taking. There are other web-based services that offer checking for plagiarism. There are definitely other ways to discourage cheating in online courses. All my online instructors have been doing a great job in informing of the consequences for cheating. The use of that type of software cannot be justified specially when the student feels uncomfortable.
  • Joanna Villarreal on 19 Jul 15
     
    Hi Ana, very interesting article. Being new to online courses, I have to say this is the first I hear of such software or services. I see how it may be justified, but to a certain degree. This particular software is quite excessive I must say. Ms. Choa (first student mentioned in the article) was given the option paying for the software, which she was against (and I would be too if I found myself in that situation) or paying proctor fees. I see how Juan's suggestion of having a testing center available would be another solution for that particular case. You asked if there is a better way to discourage (or minimize) cheating in online courses? It was also stated in the article how other software are being used to prevent students from opening apps or browsers during online exams. I think that would be a better method of monitoring/preventing cheating rather than having Proctotrack labeling/flagging me as a cheater for my poor posture.
Fred Kaplan

Dan Meyer: Math class needs a makeover | Video on TED.com - 1 views

www.ted.com/..._math_curriculum_makeover.html

math video pedagogy learning

shared by Fred Kaplan on 22 Nov 10 - Cached
  • Fred Kaplan on 22 Nov 10
     
    Great video on how to decompose a 'traditional' math problem and get the students to have buy-in and take their time in formulating a solution.
Maria Ing

Mixing it Up with Mangahigh: Using Games to Differentiate Instruction | Edutopia - 8 views

www.edutopia.org/...te-instruction-kristof-mueller

instruction differentiation games web2.0

shared by Maria Ing on 22 Jul 14 - No Cached
  • Tip #1: Pre-Assessment - Know What Your Students Know and Can Do
  • While the students are playing, I will note which ones are struggling with the prior knowledge, and which ones quickly master it and are ready to move on. Using my notes and Mangahigh's teacher reports, I'm ready to plan lessons that precisely target the needs of the majority of students. I can also plan interventions for those who need them, and challenges for those who are ready.
    • Maria Ing
      Maria Ing on 22 Jul 14
       
      Pre-Assessments are great tools to help identify strong and weak areas for students. Do you feel that online games could better assess student abilities and allow for more differentiated instruction than a paper and pencil pre-test or a "KWL" chart? Please explain your answer.
    • textraveller
      textraveller on 28 Jul 14
       
      Of course the answer isn't going to be back and white, but my answer would is "Maybe." Online games definitely address the issue of student motivation more effectively than KWL charts. I find KWL charts get old really quickly for students, just like anything you do over and over. So as teachers we try to switch it up, add variety, etc. An effectively designed online game could be a great change of pace. It seems like there would be a learning curve for the teacher as well, though. The teacher would have to get used to being able to quickly assess student progress on the screen. Depending on the game, that may or may not be possible. - C Hilgeman
    • ksspurgin
      ksspurgin on 30 Jul 14
       
      Does anyone else ever feel like pre-assessment (I mean the kind that really gives you valuable data), takes more time than you have to give it? I always feel pressured by the amount of content that must be covered before the STAAR test. Pre-assessments and differentiating instruction are things I do but I don't think I do them all that well simply due to a lack of time. This online game might be a helpful tool and yes, I do believe it would probably give more accurate information than a KWL chart. With the KWL charts students share too much information with each other.
    • Maria Ing
      Maria Ing on 03 Aug 14
       
      Thank you C. Hilgeman, I think you make a good point. No matter what you do, if you do it over and over, it gets boring. I think even if they played the same games repeatedly they would get bored. If the program that they are talking about in this article allows for a variety of games and continues to challenge, then maybe it would prevent the mundaneness of doing the same thing all the time. ksspurgin, I think the pre-assessment does take a lot of time. I know that I don't give one because in order to cover all my material required by testing I really need to start my material on the second day of class. That leaves no time for pre-assessment. I think if I had an electronic pre-assessment like the game, it would be much easier because it could process the data for me versus me having to take time to do it when I needed to be preparing materials for the six weeks.
  • Tip #2: Formative Assessment - Know Your Curriculum
  • ...5 more annotations...
  • Prodigi quiz engine satisfies my hunger for data, allowing me to collect data during class, as well as review it later through reports and a gradebook. And by circulating during class, I can support students with targeted feedback. After class, I can check their high scores and the amount of time spent on task, and see which math problems were causing the most confusion -- which helps me plan better lessons in future.
    • Maria Ing
      Maria Ing on 22 Jul 14
       
      Formative assessment allows teacher to informally "test" students on their understanding of concepts. It also allows for the identification of misconceptions or misunderstandings. Please share a formative assessment strategy you are familiar with. Do you think that using a educational game such as the one in the article would be more, less or have the same benefit to the teacher and students as "traditional" formative assessments?
  • Tip #3: Goldilocks Principle - Find the Sweet Spot
  • When students are in the Goldilocks zone, the game keeps them there, progressing at just the right pace to keep them challenged and engaged.
    • Maria Ing
      Maria Ing on 22 Jul 14
       
      I love this term, "Goldilocks zone" to describe what they call the "sweet spot." It is a challenge in every class to find this pace for each student. I always seem to have some students who breeze through the material, which makes me feel it may not have been challenging enough. On the same token, I have students in the same class that are struggling and expressing that I am going to fast. I think if I could have a educational game that challenged each student at their proficiency level and allowed me to be sure each of them got the attention and support they needed to obtain the knowledge needed, I would be ecstatic!
  • In my classroom, the difficult goal of differentiated instruction is made easier by games and data. While a new generation of classroom tools, like Mangahigh's games and adaptive quiz technology, give me both of these ingredients in one place, it's all about how the teacher uses games and data to effectively differentiate instruction.
    • Maria Ing
      Maria Ing on 22 Jul 14
       
      Differentiated instruction is not a new term, it has been around awhile. I think most teachers still struggle with differentiating instruction enough to reach all levels of learners in their classrooms. I hope that as technology progresses and becomes more readily available, especially in the educational realm, it will be a problem that won't be so difficult to solve.
    • Maria Ing
      Maria Ing on 22 Jul 14
       
      Watch this video about using online math games to differentiate instruction.  Educators in K-12 are expected to vary instruction based on a students needs and abilities.  What are some ways that you have successfully differentiated instruction in your classroom?  If you are not a teacher, give an idea of how you think instruction could be differentiated.  
  • mrigal on 27 Jul 14
     
    Many digital natives, which are today's students, play video games. They are many supporting facts that video games can enhance student learning. Of course the learning will depend on the design of the game. As the video shows, video games can be designed by the teacher that is linked towards learning goals. To add, video games can be a strategic which may be challenging to the mind - increasing mind power and learning.
  • Maria Ing on 03 Aug 14
     
    I fully agree, games are only as useful as much as they connect to the content that we are trying to teach. If the game is designed well, students can learn a lot from it because it caused repetitive practice of concepts.
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