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.
How Should Reading Be Taught in a Digital Era? - Education Week - 1 views
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"With the many enhancements to mobile devices, multimedia websites, e-books, interactive graphics, and social media, there's no question that the nature of reading has changed during the past decade. But has the way reading is taught in elementary schools changed as well? And what should teachers be doing to get students ready for the realities of modern reading?"
Actually Going to Class? How 20th-Century. - Technology - The Chronicle of Higher Educa... - 0 views
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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."
Will the Real Digital Native Please Stand UP - 0 views
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The problem with Prensky's assumption is that it's based on age--on the idea that, because you were born in a certain era, you must be a certain way. Of course, we know that's not true. Even among your 20-somethings, there are students who are very tech-savvy and those who are not. The term is a generalization, and the reality is much more nuanced."
Education Week Teacher Professional Development Sourcebook: Change Agent - 0 views
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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.
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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.
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