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Katie Day

Myths and Legends from E2BN - 0 views

myths.e2bn.org/index.php

storytelling myths digitalstorytelling legends uk

shared by Katie Day on 03 Nov 10 - Cached
  • Katie Day on 03 Nov 10
     
    "Welcome to Myths and Legends. This site is for pupils, teachers and all those who enjoy stories and storytelling. The British Isles is rich in myths, folktales and legends. Almost every city, town and village in Britain has its own special story, be it a Celtic legend, Dark Age mystery, strange happening or fable."
Louise Phinney

Create your own Myths or Legends - 0 views

myths.e2bn.org/create

digitalstorytelling myths legends literacy

shared by Louise Phinney on 17 Mar 11 - Cached
  • Louise Phinney on 17 Mar 11
     
    program to create myths and legends, has background and characters but you can also upload your own.
Sean McHugh

There's one key difference between kids who excel at math and those who don't - Quartz - 1 views

qz.com/...cel-at-math-and-those-who-dont

mathematics

shared by Sean McHugh on 08 Mar 15 - No Cached
  • Sean McHugh on 08 Mar 15
     
    The truth is, you probably are a math person, and by thinking otherwise, you are possibly hamstringing your own career. Worse, you may be helping to perpetuate a pernicious myth that is harming underprivileged children-the myth of inborn genetic math ability.
Katie Day

The Politics of Children's Literature: What's Wrong with the Rosa Parks Myth - Zinn Edu... - 3 views

zinnedproject.org/596

childrens_lit politics history black_americans 1960s

shared by Katie Day on 25 Jul 12 - No Cached
  • Katie Day on 25 Jul 12
     
    A critical analysis that challenges the myths in children's books about Rosa Parks and the Montgomery Bus Boycott.
Keri-Lee Beasley

Online Sexual Predators - Myths… and Facts » Psychology In Action - 0 views

www.psychologyinaction.org/...xual-predators-myths-and-facts

technology parents risk online myths internetsafety internet_safety cybersafety gensafe predators article

shared by Keri-Lee Beasley on 05 Oct 11 - No Cached
  • The bottom line is that the highest risk correlate for getting together with an adult offline, who was first met online, for the purposes of sexual activity, has nothing to do with going online.  The best predictor appears to be how the child acts offline; any child exhibiting psychosocial problems at home or in the classroom is a much better candidate for this kind of problem than someone who spends many hours on the Internet, but otherwise seems to be a happy well-adjusted child.  The old advice to “know your child” turns out to be true.
  • Keri-Lee Beasley on 05 Oct 11
     
    "The bottom line is that the highest risk correlate for getting together with an adult offline, who was first met online, for the purposes of sexual activity, has nothing to do with going online.  The best predictor appears to be how the child acts offline; any child exhibiting psychosocial problems at home or in the classroom is a much better candidate for this kind of problem than someone who spends many hours on the Internet, but otherwise seems to be a happy well-adjusted child."
Keri-Lee Beasley

The Myth of Online Predators - The Daily Beast - 0 views

www.thedailybeast.com/...-myth-of-online-predators.html

myths online predators internetsafety internet_safety cybersafety technology article

shared by Keri-Lee Beasley on 05 Oct 11 - No Cached
  • Keri-Lee Beasley on 05 Oct 11
     
    "Is letting your kids go online the same as dropping them off at the Vince Lombardi Rest Stop in fishnet stockings at 3 a.m.?"
Sean McHugh

Open University research explodes myth of 'digital native' - 0 views

agent4change.net/...des-myth-of-digital-naive.html

education digital_natives Prensky age divide research technology

shared by Sean McHugh on 16 Mar 13 - No Cached
  • here are clear differences between older people and younger in their use of technology, there’s no evidence of a clear break between two separate populations.
  • So Prensky was right the first time – there really is digital native generation? No, certainly not – and that’s what’s important about this study. It shows that while those differences exist, they are not lined up on each side of any kind of well-defined discontinuity. The change is gradual, age group to age group. The researchers regard their results as confirming those who have doubted the existence of a coherent ‘net generation’. “We found no evidence for any discontinuity in technology use around the age of 30 as would be predicted by the Net Generation and Digital Natives hypothesis," says the report. What the reseachers do find interesting and worthy of further study is the correlation – which is independent of age -- between attitudes to technology and approaches to studying. In short, students who more readily use technology for their studies are more likely than others to be deeply engaged with their work. “Those students who had more positive attitudes to technology were more likely to adopt a deep approach to studying, more likely to adopt a strategic approach to studying and less likely to adopt a surface approach to studying.”
  • Sean McHugh on 16 Mar 13
     
    So Prensky was right the first time - there really is digital native generation? No, certainly not - and that's what's important about this study. It shows that while those differences exist, they are not lined up on each side of any kind of well-defined discontinuity. The change is gradual, age group to age group. The researchers regard their results as confirming those who have doubted the existence of a coherent 'net generation'. "We found no evidence for any discontinuity in technology use around the age of 30 as would be predicted by the Net Generation and Digital Natives hypothesis," says the report. What the reseachers do find interesting and worthy of further study is the correlation - which is independent of age -- between attitudes to technology and approaches to studying. In short, students who more readily use technology for their studies are more likely than others to be deeply engaged with their work. "Those students who had more positive attitudes to technology were more likely to adopt a deep approach to studying, more likely to adopt a strategic approach to studying and less likely to adopt a surface approach to studying."
Keri-Lee Beasley

Six myths about keeping kids safe online on Shine - 0 views

shine.yahoo.com/...eping-kids-safe-online-2451066

online internetsafety internet_safety digitalcitizenship digitalfootprint digitalliteracy cybersafety technology

shared by Keri-Lee Beasley on 05 Oct 11 - No Cached
  • Try not to get caught up in all the hype that can surround the online world and focus instead on what really matters.
  • Keri-Lee Beasley on 05 Oct 11
     
    "Try not to get caught up in all the hype that can surround the online world and focus instead on what really matters"
Louise Phinney

Bachelor Of Science » 100 Best YouTube Videos for Science Teachers - 1 views

www.bachelorofscience.com/be-videos-for-science-teachers

Videos YouTube science

shared by Louise Phinney on 02 May 11 - Cached
  • Louise Phinney on 02 May 11
     
    Youtube videos for science (not including Myth Busters)
Keri-Lee Beasley

Cognitive Benefits of Playing Video Games | Psychology Today - 2 views

www.psychologytoday.com/...e-benefits-playing-video-games

gaming technology games benefits

shared by Keri-Lee Beasley on 23 Feb 15 - No Cached
  • Keri-Lee Beasley on 01 Mar 15
     
    If you are a parent who has been limiting your child's computer play because of the claims you have read of harmful effects, the research summarized here and in my previous posts on video gaming might give you pause.  The bulk of the research suggests that the claims about negative effects of video gaming are largely myths and the positive effects are real.  As children know in their bones, the kinds of mental skills that video games help to develop are among the skills that are increasingly important in today's world.
Keri-Lee Beasley

Technology in Education | American Federation of Teachers - 1 views

www.aft.org/...ruyckere-kirschner-and-hulshof

learning collaboration technology education professional_development

shared by Keri-Lee Beasley on 18 Mar 16 - No Cached
  • Keri-Lee Beasley on 18 Mar 16
     
    "we will focus in this article on five specific myths and present the research findings that dispel them."
Sean McHugh

The Scientific Case For Teaching Cursive Handwriting to Your Kids Is Weaker Than You Think - 2 views

nautil.us/...ting-and-other-education-myths

teaching handwriting research

shared by Sean McHugh on 01 Oct 16 - No Cached
  • here is ample evidence that writing by hand aids cognition in ways that typing does not: It’s well worth teaching. And I confess I’m old-fashioned enough to think that, regardless of proven cognitive benefits, a good handwriting style is an important and valuable skill, not only when your laptop batteries run out but as an expression of personality and character.
  • if they have the time and inclination.
    • Sean McHugh
      Sean McHugh on 01 Oct 16
       
      But should we be dedicating swathes of curriculum time towards this? Surely not.
  • what teachers “know” about how children learn is sometimes more a product of the culture in which they’re immersed than a result of research and data.
    • Sean McHugh
      Sean McHugh on 01 Oct 16
       
      Never were truer words written.
  • ...20 more annotations...
  • What does research say on these issues? It has consistently failed to find any real advantage of cursive over other forms of handwriting
  • our real understanding of how children respond to different writing styles is surprisingly patchy and woefully inadequate
  • Evidence supports teaching both formats of handwriting and then letting each student choose which works best for him or her
    • Sean McHugh
      Sean McHugh on 01 Oct 16
       
      Shouldn't we include touch typing here as well?
  • So was cursive faster than manuscript? No, it was slower. But fastest of all was a personalized mixture of cursive and manuscript developed spontaneously by pupils around the fourth to fifth grade
  • They had apparently imbibed manuscript style from their reading experience (it more closely resembles print), even without being taught it explicitly
  • While pupils writing in cursive were slower on average, their handwriting was also typically more legible than that of pupils taught only manuscript. But the mixed style allowed for greater speed with barely any deficit in legibility.
  • The grip that cursive has on teaching is sustained by folklore and prejudice
  • for typical children, there’s some reason to think manuscript has advantages
  • freeing up cognitive resources that are otherwise devoted to the challenge of simply making the more elaborate cursive forms on paper will leave children more articulate and accurate in what they write
    • Sean McHugh
      Sean McHugh on 01 Oct 16
       
      Likewise if they can touch-type instead of wrestling with ascenders and descenders...
  • the difference in appearance between cursive and manuscript could inhibit the acquisition of reading skills, making it harder for children to transfer skills between learning to read and learning to write because they simply don’t see cursive in books.
  • There’s good evidence, both behavioral and neurological, that a “haptic” (touch-related) sense of letter shapes can aid early reading skills, indicating a cognitive interaction between motor production and visual recognition of letters. That’s one reason, incidentally, why it’s valuable to train children to write by hand at all, not just to use a keyboard.
  • even if being taught both styles might have some advantages, it’s not clear that those cognitive resources and classroom hours couldn’t be better deployed in other ways.
    • Sean McHugh
      Sean McHugh on 01 Oct 16
       
      In other ways... the time it takes for kids to learn cursive, spread over years, compared to the relatively short time it takes to master touch-typing being a case in point.
  • that cursive is still taught primarily because of parental demand and tradition, rather than because there is any scientific basis for its superiority in learning
  • inertia and preconceptions seem to distort perception and policy at the expense of the scientific evidence
  • How much else in education is determined by what’s “right,” rather than what’s supported by evidence?
  • Beliefs about cursive are something of a hydra: You cut off one head, and another sprouts. These beliefs propagate through both the popular and the scientific literature, in a strange mixture of uncritical reporting and outright invention, which depends on myths often impossible to track to a reliable source.
  • the reasons to reject cursive handwriting as a formal part of the curriculum far outweigh the reasons to keep it.
  • This must surely lead us to wonder how much else in education is determined by a belief in what is “right,” unsupported by evidence.
  • it’s often the case that the very lack of hard, objective evidence about an issue, especially in the social sciences, encourages a reliance on dogma instead
  • There needs to be wider examination of the extent to which evidence informs education. Do we heed it enough? Or is what children learn determined more by precedent and cultural or institutional norms?
  • Sean McHugh on 01 Oct 16
     
    There needs to be wider examination of the extent to which evidence informs education. Do we heed it enough? Or is what children learn determined more by precedent and cultural or institutional norms?
Katie Day

Attention, and Other 21st-Century Social Media Literacies (EDUCAUSE Review) | EDUCAUSE ... - 0 views

www.educause.edu/...213922

teaching attention howard_rheingold social_media literacy

shared by Katie Day on 18 Oct 10 - No Cached
  • Howard Rheingold (howard@rheingold.com) is the author of Tools For Thought, The Virtual Community, Smart Mobs, and other books and is currently lecturer at the University of California, Berkeley, and Stanford University.
  • I focus on five social media literacies: Attention Participation Collaboration Network awareness Critical consumption
  • lthough I consider attention to be fundamental to all the other literacies, the one that links together all the others, and although it is the one I will spend the most time discussing in this article, none of these literacies live in isolation.
  • ...6 more annotations...
  • Multitasking, or "continuous partial attention" as Linda Stone has called another form of attention-splitting, or "hyper attention" as N. Katherine Hayles has called another contemporary variant,2 are not necessarily bad alternatives to focused attention. It depends on what is happening in our own external and internal worlds at the moment.
  • As students become more aware of how they are directing their attention, I begin to emphasize the idea of using blogs and wikis as a means of connecting with their public voice and beginning to act with others in mind. Just because many students today are very good at learning and using online applications and at connecting and participating with friends and classmates via social media, that does not necessarily mean that they understand the implications of their participation within a much larger public.
  • ut how to participate in a way that's valuable to others as well as to yourself, I agree with Yochai Benkler, Henry Jenkins, and others that participating, even if it's no good and nobody cares, gives one a different sense of being in the world. When you participate, you become an active citizen rather than simply a passive consumer of what is sold to you, what is taught to you, and what your government wants you to believe. Simply participating is a start. (Note that I am not guaranteeing that having a sense of agency compels people to perform only true, good, and beautiful actions.)
  • I don't believe in the myth of the digital natives who are magically empowered and fluent in the use of social media simply because they carry laptops, they're never far from their phones, they're gamers, and they know how to use technologies. We are seeing a change in their participation in society—yet this does not mean that they automatically understand the rhetorics of participation, something that is particularly important for citizens.
  • Critical consumption, or what Ernest Hemingway called "crap detection," is the literacy of trying to figure out what and who is trustworthy—and what and who is not trustworthy—online. If you find people, whether you know them or not, who you can trust to be an authority on something or another, add them to your personal network. Consult them personally, consult what they've written, and consult their opinion about the subject.
  • Finally, crap detection takes us back, full circle, to the literacy of attention. When I assign my students to set up an RSS reader or a Twitter account, they panic. They ask how they are supposed to keep up with the overwhelming flood of information. I explain that social media is not a queue; it's a flow. An e-mail inbox is a queue, because we have to deal with each message in one way or another, even if we simply delete them. But no one can catch up on all 5,000 or so unread feeds in their RSS reader; no one can go back through all of the hundreds (or thousands) of tweets that were posted overnight. Using Twitter, one has to ask: "Do I pay attention to this? Do I click through? Do I open a tab and check it out later today? Do I bookmark it because I might be interested in the future?" We have to learn to sample the flow, and doing so involves knowing how to focus our attention.
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