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Katie Day

Singapore- Kampong Lorong Buangkok (Part 1 of 3) - YouTube - 0 views

www.youtube.com/watch

singapore videos history documentaries

shared by Katie Day on 10 Mar 11 - No Cached
  • Katie Day on 10 Mar 11
     
    "This is part 1 of 3 of a 23 min short documentary on the last rural village, or 'kampong', in Singapore - Kampong Lorong Buangkok. This documentary is a product of love, sweat, and mosquito bites, created by a group of final-year students from NTU's School of Communication & Information. All rights reserved by Retrospect Pictures. Feel free to drop us a message for inquiries on usage!"
Katie Day

TED-ED - Brain Trust - 1 views

education.ted.com

ted education ideas

shared by Katie Day on 28 May 11 - No Cached
  • Katie Day on 28 May 11
     
    The TED-Ed Brain Trust is a private forum created to shape and accelerate TED's push into the realm of Education. The aim of this community is to assemble a new archive of remarkable TED-ED videos, each designed to catalyze learning around the globe. Unlike TEDTalks, TED-ED videos are less than ten minutes long and may assume a variety of different formats. They may be identified or created by any member of the TED-ED Brain Trust. To become a member of this Trust, please apply here.
Keri-Lee Beasley

TAGGED - YouTube - 0 views

www.youtube.com/watch

tagged youtube cybersafety cyberbullying internet_safety internetsafety digitalcitizenship digitalfootprint digitalliteracy technology

shared by Keri-Lee Beasley on 23 Sep 11 - No Cached
  • Keri-Lee Beasley on 23 Sep 11
     
    An 18 min vid about the ethical obligations of going online from the Australian Communications & Media Authority. Includes bullying, sexting, filmed fights & police action.
Louise Phinney

How will iPad picture books affect young reader's literacy? | The Digital Media Diet - 0 views

digital-storytime.com/wp

iPad literacy

shared by Louise Phinney on 02 Oct 11 - No Cached
  • Louise Phinney on 02 Oct 11
     
    This post is part of a community effort to discuss literacy issues this week through "Share a Story - Shape a Future" . It's sponsored by a group of "blogging librarians, teachers, parents, illustrators, authors, and literacy passionistas," and represents "a collaborative venue to share ideas and celebrate everything reading has to offer our kids."
Katie Day

Code of Best Practices in Fair Use for Media Literacy Education - 1 views

www.mediaeducationlab.com/...deofBestPracticesinFairUse.pdf

fair_use media_literacy information_literacy teaching

shared by Katie Day on 07 Sep 11 - No Cached
  • Katie Day on 07 Sep 11
     
    from the Center for Social Media at American University's School of Communication
Louise Phinney

Gamestar Mechanic - 0 views

gamestarmechanic.com/...what_is_gamestar

technology

shared by Louise Phinney on 08 Sep 11 - No Cached
  • Louise Phinney on 08 Sep 11
     
    might be useful for older students: Gamestar Mechanic is a game and online community that teaches kids how to design their own games. Designing games builds Systems Thinking, 21st Century Skills, Creative Problem Solving, Art and Aesthetics, Writing and Storytelling, and creates a motivation for STEM learning.
Miles Beasley

The Ultimate Guide To Using Twitter In Education - Edudemic - 1 views

edudemic.com/...twitter-in-education

shared by Miles Beasley on 13 Sep 11 - No Cached
  • Miles Beasley on 13 Sep 11
     
    "witter seems to be here to stay. As one of the most popular ways for teachers, students, and the general public to communicate, it's becoming a must-have tool in almost every teacher's toolbox. However, numerous recent studies have shown that education in general has been slow to adopt social media."
Louise Phinney

Digital Kindergarten - 6 views

digitalkindergarten.blogspot.com

shared by Louise Phinney on 17 Sep 11 - No Cached
  • Louise Phinney on 17 Sep 11
     
    Facebook and family communication
Louise Phinney

eSchool News » Ten skills every student should learn » Print - 1 views

www.eschoolnews.com/...print

skills students

shared by Louise Phinney on 11 Sep 11 - No Cached
  • Louise Phinney on 11 Sep 11
     
    1) read 2) type 3) write 4) communicate effectively, with respect 5) Question 6) be resourceful 7) be accountable 8) know how to learn 9) think critically 10) be happy
Katie Day

U W C S E A EAST rocks. - 0 views

www.facebook.com/...155955437793825

facebook uwcsea_east students social_media

shared by Katie Day on 18 Apr 11 - No Cached
  • Katie Day on 18 Apr 11
     
    Facebook Community Organization by grade 6 students
Jeffrey Plaman

http://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_AERA2012_CT.pdf - 0 views

web.media.mit.edu/...rennan_Resnick_AERA2012_CT.pdf

scratch programming computational thinking computer science theory

shared by Jeffrey Plaman on 25 Mar 14 - No Cached
  • Jeffrey Plaman on 25 Mar 14
     
    Computational thinking is a phrase that has received considerable attention over the past several years - but there is little agreement about what computational thinking encompasses, and even less agreement about strategies for assessing the development of computational thinking in young people. We are interested in the ways that design-based learning activities - in particular, programming interactive media - support the development of computational thinking in young people. Over the past several years, we have developed a computational thinking framework that emerged from our studies of the activities of interactive media designers. Our context is Scratch - a programming environment that enables young people to create their own interactive stories, games, and simulations, and then share those creations in an online community with other young programmers from around the world. The first part of the paper describes the key dimensions of our computational thinking framework: computational concepts (the concepts designers engage with as they program, such as iteration, parallelism, etc.), computational practices (the practices designers develop as they engage with the concepts, such as debugging projects or remixing others' work), and computational perspectives (the perspectives designers form about the world around them and about themselves). The second part of the paper describes our evolving approach to assessing these dimensions, including project portfolio analysis, artifact-based interviews, and design scenarios. We end with a set of suggestions for assessing the learning that takes place when young people engage in programming.
Jeffrey Plaman

Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views

www.ascd.org/...prints-in-the-Digital-Age.aspx

digitalfootprint reputation willrichardson ascd google

shared by Jeffrey Plaman on 10 Feb 12 - Cached
  • these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.
    • Jeffrey Plaman
      Jeffrey Plaman on 10 Feb 12
       
      This is the BIG shift in the way we see our jobs as educators. How much push do you do each day VS how much do students pull if from you? How can we help them want to pull, know where to pull from, etc? How does what we do in class day in and day out change if we believe that THIS is the way we need to be heading?
  • Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.
    • Jeffrey Plaman
      Jeffrey Plaman on 10 Feb 12
       
      What are we modeling for our students?
  • makes us findable by others who share our passions or interests
  • ...1 more annotation...
  • Get Started!Here are five ideas that will help you begin building your own personal learning network.
    • Jeffrey Plaman
      Jeffrey Plaman on 10 Feb 12
       
      Great ideas on how to get started
  • Jeffrey Plaman on 10 Feb 12
     
    "In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks."
  • Jeffrey Plaman on 10 Feb 12
     
    "In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks."
Louise Phinney

Selling your old iPad? Here's what you can expect to get - 1 views

content.usatoday.com/...1

selling ipad

shared by Louise Phinney on 12 Mar 12 - No Cached
  • Louise Phinney on 12 Mar 12
     
    Interesting info if anyone is thinking of selling their old ipad
Keri-Lee Beasley

Re-envisioning Writing for a Networked Age: A Few Moments with Elyse Eidman-Aadahl | DM... - 1 views

dmlcentral.net/...ew-moments-elyse-eidman-aadahl

writing digital writers workshop online technology literacy

shared by Keri-Lee Beasley on 23 Mar 12 - No Cached
  • To write still means to make something. Writers are makers.
  • much of the power of writing is that it takes thought and externalizes it
  • whether we are writing on a digital platform or in our spiral notebooks. There is a core to writing that is still about creating and sharing knowledge
  • ...20 more annotations...
  • some components that have hugely changed, mainly the issues of what we can create and how it circulates.
  • teacher who acted as the sole reader of our material.
  • The internet and 21st century tools have opened up the possibility for one individual to not only produce the text but also to design it, circulate it, and manage publicity
  • very young or beginning writers can actually participate in all of those processes
  • we think of digital writing as writing that is not only created using digital tools, but is also typically created in or for a networked environment and meant to be interacted with on a screen.
  • We need to be able to make that part of our understanding of the new normal of writing -- not an additional piece -- but the new normal.
  • As computers become increasingly networked, teachers could see the potential for the read/write web, for writing as a way to participate in online communities, to hyperlink vast amounts of information connected to a text, and to interact and even collaborate directly with others to create something
  • being a writer yourself and participating in digital environments alongside the youth you work with, you are able to observe patterns and experience the new in such a way that you could be part of remaking knowledge in the field of composition. The writing revolution is not done and we can be right in the middle of it.
  • it's all about an inquiry stance and creating learning experiences where students can do the same because the "textbook" is all around us in the reading and writing going on in the world
  • participating as a digital writer and deeply reflecting upon your work by looking for patterns and understanding what shifts are being required of you
  • shift from being the person who hands out formulas for writing success to the person who stands shoulder-to-shoulder with the students to understand what happens when we write for real in world.
  • build the platforms for publishing and circulation of student work
  • It’s vital for teachers and curriculum developers to start with the assumption that every young person not only can become a participant in the public internet, but will become a participant and likely already is a participant.
  • youth are going to have to manage their online identity. How they present and represent their identities and manage the multiple footprints they leave on the web are going to be key things for students to understand.
  • develop a sense of responsibility around what they put out there
  • sense of power and authority
  • making, creating, and collaborating about real work that matters to them
  • tools are not the issue
  • They allow us to do new things and expand our capacity to make things, yet deep, consistent issues remain at the center: what am I saying? Is what I have to say warranted? Have I been accurate and credible? Have I crafted something that my reader and my audience can take in? Am I listening to response and looking at my drafts iteration by iteration?
  • it’s so important to slow oneself down and to take one’s text quite seriously.
  • Keri-Lee Beasley on 23 Mar 12
     
    "A learning environment expert and education advocate, Elyse is dedicated to improving the teaching of writing by helping educators understand the changing nature of the discipline in a digital age."
Katie Day

Danah Boyd - Cracking Teenagers' Online Codes - NYTimes.com - 1 views

www.nytimes.com/...ng-teenagers-online-codes.html

digital_literacy teenagers

shared by Katie Day on 25 Jan 12 - No Cached
  • By focusing on a range of issues — sexual predation, teenage suicide, bullying, sexting, drug and alcohol abuse, sexual trafficking — Dr. Boyd has shown, often to the dismay of those in the tech community who believe that the Internet is the ultimate equalizer, that issues of race, class and gender persist in the virtual world just as in the real world. The children in families characterized by alcohol and drug abuse, financial stress, divorce and sexual abuse reveal their struggles online just as they do off. “She was the first to say that the teenagers at risk off line are the same ones who are at risk online,” said Alice Marwick, a postdoctoral researcher at Microsoft who works closely with Dr. Boyd. “It’s not that the Internet is doing something bad to these kids, it’s that these bad things are in kids’ lives and the Internet is just a component of that.” Most broadly, with troubled teenagers and model youth alike, adolescent online behavior is a reflection of what teenagers’ social lives have always been: friendship, gossip, flirting, transgressing and keeping it all — good and bad — from parents.
Jeffrey Plaman

Home | Department of Broadband, Communications and the Digital Economy - 0 views

www.dbcde.gov.au/easyguide

digitalcitizenship online safety

shared by Jeffrey Plaman on 13 Jan 12 - No Cached
  • Jeffrey Plaman on 13 Jan 12
     
    Nice resource on "socialising online" from the Australian govt.
Jeffrey Plaman

GROUPS - Facebook for Educators - 2 views

facebookforeducators.org/groups

groups facebook educators socialnetworking

shared by Jeffrey Plaman on 09 Mar 12 - No Cached
  • Jeffrey Plaman on 09 Mar 12
     
    This is a nice resource if you're considering setting up a Facebook Group to communicate with students or parents.
Jeffrey Plaman

Pixar's 22 Rules of Storytelling--Visualized | Co.Create | creativity + culture + commerce - 1 views

www.fastcocreate.com/...les-of-storytelling-visualized

tweet story storytelling visual

shared by Jeffrey Plaman on 27 Nov 13 - No Cached
  • Sean McHugh on 27 Nov 13
     
    A while back, now-former Pixar storyboard artist Emma Coats tweeted a series of pearls of narrative wisdom she had gleaned from working at the studio. This list of 22 rules of storytelling was widely embraced as it was applicable to any writer or anyone who was in the business of communicating (which is pretty much everyone, including software developers). And much of its advice (e.g. "You gotta keep in mind what's interesting to you as an audience, not what's fun to do as a writer. They can be very different") is still as applicable as ever. Thanks to the efforts of one fan, though, the rules may now become even more eminently shareable.
  • Jeffrey Plaman on 29 Nov 13
     
    Pixar's 22 Rules of Storytelling--Visualized By @joeberkowitz http://t.co/4rapIbGYav via @FastCoCreate
  • Jeffrey Plaman on 29 Nov 13
     
    Pixar's 22 Rules of Storytelling--Visualized By @joeberkowitz http://t.co/4rapIbGYav via @FastCoCreate
Sean McHugh

How a Radical New Teaching Method Could Unleash a Generation of Geniuses | WIRED - 1 views

www.wired.com/...all

education motivation teaching method professional_development technology TEL

shared by Sean McHugh on 24 Sep 14 - No Cached
  • he had happened on an emerging educational philosophy, one that applies the logic of the digital age to the classroom. That logic is inexorable: Access to a world of infinite information has changed how we communicate, process information, and think.
  • In 1970 the top three skills required by the Fortune 500 were the three Rs: reading, writing, and arithmetic. In 1999 the top three skills in demand were teamwork, problem-solving, and interpersonal skills. We need schools that are developing these skills.”
  • That’s why a new breed of educators, inspired by everything from the Internet to evolutionary psychology, neuroscience, and AI, are inventing radical new ways for children to learn, grow, and thrive. To them, knowledge isn’t a commodity that’s delivered from teacher to student but something that emerges from the students’ own curiosity-fueled exploration. Teachers provide prompts, not answers, and then they step aside so students can teach themselves and one another. They are creating ways for children to discover their passion—and uncovering a generation of geniuses in the process.
  • ...6 more annotations...
  • “So,” Juárez Correa said, “what do you want to learn?”
  • human cognitive machinery is fundamentally incompatible with conventional schooling. Gray points out that young children, motivated by curiosity and playfulness, teach themselves a tremendous amount about the world. And yet when they reach school age, we supplant that innate drive to learn with an imposed curriculum.
  • inland pared the country’s elementary math curriculum from about 25 pages to four, reduced the school day by an hour, and focused on independence and active learning. By 2003, Finnish students had climbed from the lower rungs of international performance rankings to first place among developed nations.
  • n Finland, teachers underwent years of training to learn how to orchestrate this new style of learning; he was winging it. He began experimenting with different ways of posing open-ended questions on subjects ranging from the volume of cubes to multiplying fractions.
  • Juárez Correa had mixed feelings about the test. His students had succeeded because he had employed a new teaching method, one better suited to the way children learn. It was a model that emphasized group work, competition, creativity, and a student-led environment. So it was ironic that the kids had distinguished themselves because of a conventional multiple-choice test. “These exams are like limits for the teachers,” he says. “They test what you know, not what you can do, and I am more interested in what my students can do.”
  • They do it by emphasizing student-led learning and collaboration
  • Sean McHugh on 24 Sep 14
     
    In 1970 the top three skills required by the Fortune 500 were the three Rs: reading, writing, and arithmetic. In 1999 the top three skills in demand were teamwork, problem-solving, and interpersonal skills. We need schools that are developing these skills." That's why a new breed of educators, inspired by everything from the Internet to evolutionary psychology, neuroscience, and AI, are inventing radical new ways for children to learn, grow, and thrive. To them, knowledge isn't a commodity that's delivered from teacher to student but something that emerges from the students' own curiosity-fueled exploration. Teachers provide prompts, not answers, and then they step aside so students can teach themselves and one another. They are creating ways for children to discover their passion-and uncovering a generation of geniuses in the process.
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