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Keri-Lee Beasley

Handwriting Just Doesn't Matter - The New York Times - 2 views

www.nytimes.com/...riting-just-doesnt-matter.html

handwriting typing technology literacy history uwcsea_east

shared by Keri-Lee Beasley on 22 Aug 16 - No Cached
Sean McHugh liked it
  • Perhaps, instead of proving that handwriting is superior to typing, it proves we need better note-taking pedagogy.
  • Many students now achieve typing automaticity — the ability to type without looking at the keys — at younger and younger ages, often by the fourth grade. This allows them to focus on higher-order concerns, such as rhetorical structure and word choice.
  • Some also argue that learning cursive teaches fine motor skills. And yet so did many other subjects that are arguably more useful, such as cooking, sewing and carpentry, and few are demanding the reintroduction of those classes
  • ...6 more annotations...
  • Most students and adults write far more in a given day than they did just 10 or 20 years ago, choosing to write to one another over social media or text message instead of talking on the phone or visiting.
  • Because they achieve automaticity quicker on the keyboard, today’s third graders may well become better writers as handwriting takes up less of their education. Keyboards are a boon to students with fine motor learning disabilities, as well as students with poor handwriting, who are graded lower than those who write neatly, regardless of the content of their expressions. This is known as the “handwriting effect,” proved by Steve Graham at Arizona State, who found that “when teachers are asked to rate multiple versions of the same paper differing only in legibility, neatly written versions of the paper are assigned higher marks for overall quality of writing than are versions with poorer penmanship.” Typing levels the playing field.
  • In fact, the changes imposed by the digital age may be good for writers and writing.
  • The more one writes, the better a writer one becomes
  • The kids will be all right.
  • There will be no loss to our children’s intelligence. The cultural values we project onto handwriting will alter as we do, as they have for the past 6,000 years.
  • Keri-Lee Beasley on 22 Aug 16
     
    "Perhaps, instead of proving that handwriting is superior to typing, it proves we need better note-taking pedagogy."
Louise Phinney

showmystreet.com - fast & easy street viewing - 1 views

showmystreet.com

maps streetview googlemaps showmystreet

shared by Louise Phinney on 02 Jun 12 - No Cached
  • Louise Phinney on 02 Jun 12
     
    Uses google maps to look up an address. type in an address slowly letter by letter, space by space, and watch each time where it takes you.  When typing an address, type in the number, followed by the street, suburb, state, country. could be used for young children.
Louise Phinney

Interactives . The Rock Cycle . Introduction - 1 views

www.learner.org/...index.html

science rocks geology rockcycle Interactive

shared by Louise Phinney on 18 Jul 12 - Cached
  • Louise Phinney on 18 Jul 12
     
    Discover rock secrets through these activities. Create a rock collection as you learn about the three main types of rock, find out how to tell the different rock types apart, and see how rocks change from one type into another!
Keri-Lee Beasley

Typing for Kids Software 2011 | Best Kids Typing Software | Keyboarding for Kids - TopT... - 1 views

typing-for-kids-software-review.toptenreviews.com

keyboarding typing software review technology

shared by Keri-Lee Beasley on 10 Oct 11 - Cached
  • Keri-Lee Beasley on 10 Oct 11
     
    Reviews of typing/keyboarding software for kids
Keri-Lee Beasley

Z-Type - 0 views

www.phoboslab.org/ztype

game typing keyboarding technology games

shared by Keri-Lee Beasley on 11 Jan 11 - No Cached
  • Keri-Lee Beasley on 11 Jan 11
     
    Great typing game using html 5. Have a go! would suit grade 2-3 up.
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
  • 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...
  • for typical children, there’s some reason to think manuscript has advantages
  • 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

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.
Keri-Lee Beasley

The 21st Century Classroom - Keyboarding - 1 views

ictprofessionaldevelopment.wikispaces.com/Keyboarding

keyboarding typing resources technology

shared by Keri-Lee Beasley on 13 Mar 11 - No Cached
  • Keri-Lee Beasley on 13 Mar 11
     
    A wiki with resources for teachers looking at typing from a young age.
  • Keri-Lee Beasley on 13 Mar 11
     
    I think it's underestimating kids a bit, but a good starting place for sure.
Keri-Lee Beasley

http://www.bigbrownbear.co.uk/keyboard3d/learntotype.swf - 1 views

www.bigbrownbear.co.uk/...learntotype.swf

keyboard typing keyboarding technology games

shared by Keri-Lee Beasley on 31 Oct 11 - No Cached
  • Keri-Lee Beasley on 31 Oct 11
     
    Learn to type game with nice, clean interface
Louise Phinney

10 Ways To Start Using Skype In The Classroom - Edudemic - 1 views

edudemic.com/...t-using-skype-in-the-classroom

skype classroom

shared by Louise Phinney on 07 Mar 13 - No Cached
  • Louise Phinney on 07 Mar 13
     
    "Skype, despite a few flaws like dropped calls and all that, is like having something out of The Jetsons in your classroom right now. In other words, video calls are now possible and even free for most types of calls. Between Skype and Google+ Hangouts, there's a lot of exciting connections being made every day over video"
Louise Phinney

Printing Press - 1 views

www.readwritethink.org/...Printing_Press

printing writing

shared by Louise Phinney on 06 Mar 13 - No Cached
  • Louise Phinney on 06 Mar 13
     
    Here's a handy site that helps students publish three types of documents - a poster, a brochure or a newspaper.  Read Write Think's site is easy to use with an intuitive interface but its real power comes in the fact that students can save incomplete work!  The site lets a user save in a proprietary .RWT format on a usb stick or saved to a network space.  When your next class begins, that same file can be opened so it can be completed and shared as a .PDF
Louise Phinney

Bringing "Traditional" Essay Writing into the Digital World | NWP Digital Is - 0 views

digitalis.nwp.org/2738

writing essay digital google docs

shared by Louise Phinney on 11 May 12 - No Cached
  • Louise Phinney on 11 May 12
     
    The question of how to use technology in the classroom can often divide a school. Some teachers will embrace what's available to them, designing innovative multimedia projects which use all the gadgets at hand. Others, perhaps as a reaction to the first group, will resolve to do things the way they've always done, at best sending students to the computer lab to type up a final paper. Technology is present, but it's tokenized. The digital divide continues to thrive, not just across geographic and socio-economic boundaries, but from one classroom to the next.
Louise Phinney

ePortfolios and GoogleApps - ePortfolios with GoogleApps - 2 views

sites.google.com/...try-eportfolios-and-googleapps

eportfolios

shared by Louise Phinney on 13 Mar 12 - Cached
  • Louise Phinney on 13 Mar 12
     
    ePortfolios have multiple purposes and audiences, all requiring different types of tools Interesting graphic half way down
Louise Phinney

GraphWords.com - Visualize 'friend' word - 1 views

graphwords.com/word

word

shared by Louise Phinney on 19 Mar 12 - No Cached
  • Louise Phinney on 19 Mar 12
     
    Interesting visual tool - you type in a word, it generates / finds words from the thesaurus and creates a mind map
Louise Phinney

The Importance of Cooperative Learning | Edudemic - 0 views

edudemic.com/...cooperative-learning

importance cooperative learning

shared by Louise Phinney on 07 Dec 11 - No Cached
  • Louise Phinney on 07 Dec 11
     
    Cooperative learning requires positive independence which boosts atmosphere of trust among students and helps them accomplish the task in result oriented and timely manner. The team will suffer if one of the students does not manage to do his/her part. The next important factor is that this type of learning encourages face to face interaction. Students must challenge and compromise one another. Team members must periodically identify the changes to achieve better results in their work.
Ted Cowan

Draw on any webpage. Share thoughts. Move ideas. - Markup - 0 views

markup.io

markup collaboration tools web2.0 technology

shared by Ted Cowan on 04 Feb 12 - No Cached
  • Ted Cowan on 04 Feb 12
     
    Draw and type text on a web page, then save and share with anyone
  • David Star on 08 Feb 12
     
    Wow. That's pretty cool and a great tool. Will definitely use this in class. Thanks!
Adrienne Michetti

Blended Learning to Address the Five Moments of Need Infographic - e-Learning Infographics - 0 views

elearninginfographics.com/-five-moments-need-infographic

BlendedLearning infographic learning ideas

shared by Adrienne Michetti on 27 May 15 - No Cached
  • Adrienne Michetti on 27 May 15
     
    Ideas for using technology for different types of learning, here called "moments of need." 
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