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Adrienne Michetti

http://collegeready.gatesfoundation.org/sites/default/files/Early%20Progress%20on%20Per... - 0 views

collegeready.gatesfoundation.org/...0-%20Executive%20Summary_0.pdf

BlendedLearning

shared by Adrienne Michetti on 17 Apr 15 - No Cached
  • Adrienne Michetti on 17 Apr 15
     
    More recent research on Blended Learning in K-12 environments
Katie Day

Sugata Mitra: The child-driven education | Video on TED.com - 0 views

www.ted.com/...he_child_driven_education.html

education ted technology learning children

shared by Katie Day on 13 Sep 10 - No Cached
  • Education scientist Sugata Mitra tackles one of the greatest problems of education -- the best teachers and schools don't exist where they're needed most. In a series of real-life experiments from New Delhi to South Africa to Italy, he gave kids self-supervised access to the web and saw results that could revolutionize how we think about teaching.
  • Katie Day on 13 Sep 10
     
    Sugata Mitra's second TED talk (2010) in which he talks about how far he has taken his experiment.... children teaching children technology.... SOLEs (Self-Organizing Learning Environments)
Katie Day

Johan Rockstrom: Let the environment guide our development | Video on TED.com - 0 views

www.ted.com/...ent_guide_our_development.html

environment ted_talks earth future global_warming

shared by Katie Day on 13 Sep 10 - Cached
  • Katie Day on 13 Sep 10
     
    "Human growth has strained the Earth's resources, but as Johan Rockstrom reminds us, our advances also give us the science to recognize this and change behavior. His research has found nine "planetary boundaries" that can guide us in protecting our planet's many overlapping ecosystems."
Katie Day

ChatsEast Posterous -- Chatsworth East blog by Tyler Sherwood - 0 views

chatseast.posterous.com

blogs singapore international_schools technology mac teachers

shared by Katie Day on 17 Sep 10 - No Cached
  • This site will be used primarily to document our development with iPads, iPod Touches and 1-1 implementation in our school.
  • Katie Day on 17 Sep 10
     
    re his school embarking on a Mac environment for teaching and learning - started Sept. 2010
Katie Day

Education Week Teacher Professional Development Sourcebook: Change Agent - 0 views

www.edweek.org/...01richardson.h04.html

teaching 21stcenturylearning

shared by Katie Day on 17 Oct 10 - No Cached
  • You’ve written that too many teachers are “un-Googleable.” What do you mean by that and why does it matter? What I mean is that too few teachers have a visible presence on the Web. The primary reason this matters is that the kids in our classrooms are going to be Googled—they're going to be searched for on the Web—over and over again. That's just the reality of their lives, right? So they need models. They need to have adults who know what it means to have a strong and appropriate search portfolio—I call it the “G-portfolio.” But right now—and this is my ongoing refrain—there’s no one teaching them how to learn and share with these technologies. There's no one teaching them about the nuances involved in creating a positive online footprint. It's all about what not to do instead of what they should be doing. The second thing is that, if you want to be part of an extended learning network or community, you have to be findable. And you have to participate in some way. The people I learn from on a day-to-day basis are Googleable. They’re findable, they have a presence, they’re participating, they’re transparent. That’s what makes them a part of my learning network. If you’re not out there—if you’re not transparent or findable in that way—I can’t learn with you.
  • Why do you think many teachers are not out there on the Web? I think it’s a huge culture shift. Education by and large has been a very closed type of profession. “Just let me close my doors and teach”—you hear that refrain all the time. I’ve had people come up to me after presentations and say, “Well, I’m not putting my stuff up on the Web because I don’t want anyone to take it and use it.” And I say, “But that’s the whole point.” I love what David Wiley, an instructional technology professor at Brigham Young University, says: “Without sharing, there is no education.” And it’s true.
  • What could a school administrator do to help teachers make that shift? Say you were a principal? What would you do? Well, first of all, I would be absolutely the best model that I could be. I would definitely share my own thoughts, my own experiences, and my own reflections on how the environment of learning is changing. I would be very transparent in my online learning activity and try to show people in the school that it’s OK, that it has value. I think it’s very hard to be a leader around these types of changes without modeling them.
  • ...6 more annotations...
  • Secondly, I would try to build a school culture where sharing is just a normal part of what we do and where we understand the relevance of this global exchange of ideas and information to what we do in the classroom.
  • There’s a great book called Rethinking Education in an Era of Technology by Allan Collins and Richard Halverson. For me, these guys absolutely peg it. They talk about how we went from a kind of apprenticeship model of education in the early 19th century to a more industrialized, everybody-does-the-same-thing model in the 20th century. And now we’re moving into what they call a “lifelong learning” model—which is to say that learning is much more fluid and much more independent, self-directed, and informal. That concept—that we can learn in profound new ways outside the classroom setting—poses huge challenges to traditional structures of schools, because that’s not what they were built for.
  • What we have to do is build a professional culture that says, “Look, you guys are learners, and we’re going to help you learn. We’re going to help you figure out your own learning path and practice.” It’s like the old “give a man a fish” saying. You know, we’re giving away a lot of fish right now, but we’re not teaching anybody how to fish.
  • If you were a principal, in order to foster network literacy as you envision it, what kind of professional development would you provide to teachers? I think that teachers need to have a very fundamental understanding of what these digital interactions look like, and the only way that you can do that is to pretty much immerse them in these types of learning environments over the long term. You can’t workshop it. That’s really been the basis of our work with Powerful Learning Practice: Traditional PD just isn’t going to work. It’s got to be long-term, job-embedded. So, if I’m a principal, I would definitely be thinking about how I could get my teachers into online learning communities, into these online networks. And again, from a leadership standpoint, I’d better be there first—or, if not first, at least be able to model it and talk about it.
  • But the other thing is, if you want to have workshops, well, that’s fine, go ahead and schedule a blogging workshop, but then the prerequisite for the workshop should be to learn how to blog. Then, when you come to the workshop, we’ll talk about what blogging means rather than just how to do it.
  • If you were starting a school right now that you hoped embodied these qualities, what traits would you look for in teachers? Well, certainly I would make sure they were Googleable. I would want to see that they have a presence online, that they are participating in these spaces, and, obviously, that they are doing so appropriately. Also, I’d want to know that they have some understanding of how technology is changing teaching and learning and the possibilities that are out there. I would also look for people who aren’t asking how, but instead are asking why. I don’t want people who say, “How do you blog?” I want people who are ready to explore the question of, “Why do you blog?” That’s what we need. We need people who are willing to really think critically about what they’re doing.
deb gordon

Worldometers - real time world statistics - 0 views

www.worldometers.info

mathematics science inquiry statistics world data reference

shared by deb gordon on 30 Nov 10 - Cached
  • Katie Day on 30 Nov 10
     
    Shows ticking numbers of Current World Population, Births this year, Births today, Deaths this year, Deaths today, Net population growth....
  • deb gordon on 17 Nov 12
     
    Live world statistics on population, government and economics, society and media, environment, food, water, energy and health.
Katie Day

When The Water Ends: Africa's Climate Conflicts by : Yale Environment 360 - 0 views

e360.yale.edu/...feature.msp

water g3_water videos global_concerns

shared by Katie Day on 05 Dec 10 - No Cached
  • “When the Water Ends,” a 16-minute video produced by Yale Environment 360 in collaboration with MediaStorm, tells the story of this conflict and of the increasingly dire drought conditions facing parts of East Africa. To report this video, Evan Abramson, a 32-year-old photographer and videographer, spent two months in the region early this year, living among the herding communities. He returned with a tale that many climate scientists say will be increasingly common in the 21st century and beyond — how worsening drought in parts of Africa, the Middle East, and elsewhere will pit group against group, nation against nation. As one UN official told Abramson, the clashes between Kenyan and Ethiopian pastoralists represent “some of the world’s first climate-change conflicts.”
  • But the story recounted in “When the Water Ends” is not only about climate change. It’s also about how deforestation and land degradation — due in large part to population pressures — are exacting a toll on impoverished farmers and nomads as the earth grows ever more barren.
  • The video focuses on four groups of pastoralists — the Turkana of Kenya and the Dassanech, Nyangatom, and Mursi of Ethiopia — who are among the more than two dozen tribes whose lives and culture depend on the waters of the Omo River and the body of water into which it flows, Lake Turkana.
Katie Day

Actually Going to Class? How 20th-Century. - Technology - The Chronicle of Higher Educa... - 0 views

chronicle.com/...126519

education teaching future college classrooms technology

shared by Katie Day on 06 Mar 11 - No Cached
  • Katie Day on 06 Mar 11
     
    Interesting to think how this relates to primary and secondary education.... not just tertiary..... "In an era when students can easily grab material online, including lectures by gifted speakers in every field, a learning environment that avoids courses completely-or seriously reshapes them-might produce a very effective new form of college. That was the provocative notion posed here recently by Randy Bass, executive director of Georgetown University's Center for New Designs in Learning and Scholarship, during the annual meeting of the Educause Learning Initiative. He pointed out that much of what students rate as the most valuable part of their learning experience at college these days takes place outside the traditional classroom, citing data from the National Survey of Student Engagement, an annual study based at Indiana University at Bloomington. Four of the eight "high-impact" learning activities identified by survey participants required no classroom time at all: internships, study-abroad programs, senior thesis or other "capstone" projects, or the mundane-sounding "undergraduate research," meaning working with faculty members on original research, much as graduate students do."
Katie Day

Giving children the power to be scientists - 1 views

www.eurekalert.org/...uon-gct030911.php

teaching science software free download research primary_school

shared by Katie Day on 15 Mar 11 - No Cached
  • Katie Day on 15 Mar 11
     
    "Children who are taught how to think and act like scientists develop a clearer understanding of the subject, a study has shown. The research project led by The University of Nottingham and The Open University has shown that school children who took the lead in investigating science topics of interest to them gained an understanding of good scientific practice. The study shows that this method of 'personal inquiry' could be used to help children develop the skills needed to weigh up misinformation in the media, understand the impact of science and technology on everyday life and help them to make better personal decisions on issues including diet, health and their own effect on the environment. The three-year project involved providing pupils aged 11 to 14 at Hadden Park High School in Bilborough, Nottingham, and Oakgrove School in Milton Keynes with a new computer toolkit named nQuire, now available as a free download for teachers and schools. Running on both desktop PCs and handheld notebook-style devices, the software is a high-tech twist on the traditional lesson plan - guiding the pupils through devising and planning scientific experiments, collecting and analysing data and discussing the results."  Software is free to download
Louise Phinney

Moods on Twitter Follow Biological Rhythms, Study Finds - NYTimes.com - 0 views

www.nytimes.com/...30twitter.html

Twitter study

shared by Louise Phinney on 02 Oct 11 - No Cached
  • Louise Phinney on 02 Oct 11
     
    The new analysis suggests that our moods are driven in part by a shared underlying biological rhythm that transcends culture and environment.
Keri-Lee Beasley

Serious Games - Mike Farley - Teacher Portfolio - 1 views

mikefarley.weebly.com/serious-games.html

g5 g3 games technology socialstudies gamesbased learning action service pyp resources

shared by Keri-Lee Beasley on 01 Sep 11 - No Cached
  • Keri-Lee Beasley on 01 Sep 11
     
    Mike Farley has created a fantastic resource for teachers of social studies here. Under the headings: Energy, Environment, Global Poverty, Global Conflict, Migration & Civic Action, he has provided links to 'serious games', together with downloadable worksheets that aim to help students get the most out of the game.
  • Keri-Lee Beasley on 01 Sep 11
     
    You HAVE to check out this website! It would be great for our G5 unit Through the Eyes of a Child, and Energy, the G3 unit on Migration, G6 on Natural Disasters - and that's just a start...
Keri-Lee Beasley

Free Technology for Teachers: 7 Ways to Avoid Inbox Overload When Collecting Assignments - 1 views

www.freetech4teachers.com/...avoid-inbox-overload-when.html

teachers collecting assignments ideas 1:1 technology howto

shared by Keri-Lee Beasley on 07 Sep 11 - No Cached
  • Keri-Lee Beasley on 07 Sep 11
     
    Awesome ideas for collecting assignments from kids in 1:1 environments. Love the dropbox extension - drop it on me.
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.
Louise Phinney

Human Footprint | National Geographic Channel - 3 views

channel.nationalgeographic.com/...consumption-interactive.html

environment science interactive conservation

shared by Louise Phinney on 22 Apr 12 - Cached
  • Louise Phinney on 22 Apr 12
     
    when you eat an egg you are not just eating an egg
Jeffrey Plaman

ElectroCity - 0 views

www.electrocity.co.nz

game learning environment science simulation energy

shared by Jeffrey Plaman on 23 Feb 12 - Cached
  • Jeffrey Plaman on 23 Feb 12
     
    This is a game focused on development and energy resources.
Jeffrey Plaman

Teamie in Action - YouTube - 0 views

www.youtube.com/watch

uwcsea_east technology online site vle

shared by Jeffrey Plaman on 02 Mar 12 - No Cached
  • Jeffrey Plaman on 02 Mar 12
     
    Social-style online learning environment. Do you like this?
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.
Keri-Lee Beasley

Beyond 'turn it off': How to advise families on media use - 0 views

aapnews.aappublications.org/...54.full

digital_citizenship screentime parents parenting

shared by Keri-Lee Beasley on 06 Oct 15 - No Cached
Sean McHugh liked it
  • scientific research and policy statements lag behind the pace of digital innovation
  • The 2011 AAP policy statement Media Use by Children Younger Than Two Years was drafted prior to the first generation iPad and explosion of apps aimed at young children.
  • Media is just another environment. Children do the same things they have always done, only virtually
  • ...8 more annotations...
  • In a world where “screen time” is becoming simply “time,” our policies must evolve or become obsolete.
  • Role modeling is critical. Limit your own media use
  • The more media engender live interactions, the more educational value they may hold
  • The quality of content is more important than the platform or time spent with media. Prioritize how your child spends his time rather than just setting a timer
  • An interactive product requires more than “pushing and swiping” to teach
  • Play a video game with your kids
  • co-viewing is essential
  • Tech use, like all other activities, should have reasonable limits
  • Sean McHugh on 06 Oct 15
     
    In a world where "screen time" is becoming simply "time," our policies must evolve or become obsolete. 
  • Keri-Lee Beasley on 09 Oct 15
     
    New look at screentime from American Association of Paediatrics - finally.
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