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Katie Day

Types of Poetry - 0 views

www.types-of-poetry.org.uk

poetry

shared by Katie Day on 24 Nov 10 - Cached
Keri-Lee Beasley

Google Zeitgeist 2010 - 1 views

www.google.com/...zeitgeist2010

google zeitgeist 2010 search trends technology

shared by Keri-Lee Beasley on 13 Dec 10 - No Cached
  • Keri-Lee Beasley on 13 Dec 10
     
    " Based on the aggregation of billions of search queries people typed into Google this year, Zeitgeist captures the spirit of 2010. "
Katie Day

TouchstoneWishList - 0 views

teachers.mpcsd.org/...TouchstoneWishList.html

mentor_texts literacy childrens_lit teaching

shared by Katie Day on 09 Jan 11 - Cached
  • Katie Day on 09 Jan 11
     
    "Books, especially picture books, are the best source of examples when developing curriculum for writing. Many mini lessons can be garnered from text... the authors become Co-Teachers! The books listed below are "Touchstone Texts," and provide clear and masterful examples of different types and styles of writing . "
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
Keri-Lee Beasley

The Epic BYOD Toolbox | Edutopia - 1 views

www.edutopia.org/...pic-byod-toolchest-vicki-davis

technology BYOD apps workflow iPad

shared by Keri-Lee Beasley on 21 Sep 17 - No Cached
  • Keri-Lee Beasley on 21 Sep 17
     
    Great list of apps organised by type of use
Keri-Lee Beasley

Lost Type Co-op | Browse Fonts - StumbleUpon - 0 views

www.stumbleupon.com/...browse

fonts visual_literacy

shared by Keri-Lee Beasley on 05 Oct 12 - No Cached
  • Keri-Lee Beasley on 05 Oct 12
     
    Download some beautiful fonts here. Pay whatever you want, even if this is $0
David Caleb

Reading photographs - 1 views

www.learnnc.org/677

photographs visual literacy literacy photography

shared by David Caleb on 03 Nov 16 - Cached
  • Photographs have tremendous power to communicate information. But they also have tremendous power to communicate misinformation, especially if we’re not careful how we read them. Reading photographs presents a unique set of challenges. Students can learn to use questions to decode, evaluate, and respond to photographic images.
  • What happened just before this moment, or just after it?
  • The photograph of a crowd of jubilant Iraqis toppling the statue of Saddam Hussein in Baghdad on April 9, 2003, is one of the most common images of the recent war in Iraq. A closeup shot shows a crowd of primarily Iraqis toppling the statue. A wide shot of the same scene would have revealed that the crowd in the square was made up of primarily US forces and journalists.
  • ...20 more annotations...
  • One type of photography in which setting is very important is travel photography.
  • Using landmarks, monuments, or famous natural elements in a photograph is a core technique for evoking a sense of place.
  • The photographer selects the focal point not only by focusing the camera but also through other techniques.
  • shutter speed to bring only one element into focus immediately elevates that to the most important part of the image.
  • one element in the photograph is strongly backlit, it may seem to glow and thus draw the viewer’s attention.
  • What is the photographer’s thought process as she composes, frames, shoots and selects an image? Listen as photographer Lisa Maizlish narrates the decisions she made in photographing the students featured on the PBS reality show American High.
  • viewers have to decide how to interpret a photograph’s context
  • information about the people, events, setting, and so on are made explicit by the photographer — there are distinct visual clues that tell us who the people are, what they are doing, and where and when the photograph was taken.
  • implicit — implied but not clearly communicated by the photographer, or left to be inferred by the viewer.
  • identities of the people
  • unclear
  • their purpose may be unknown
  • time and place may be difficult or impossible to discern.
  • simple "W" questions can be open to debate.
  • Viewers may not even realize that they are making those assumptions
  • Just as successful written communication requires that the writer and reader speak the same language, successful visual communication requires that the photographer and viewer share a common "visual language" of signs, clues, and assumptions.
  • Were your assumptions correct? Can you always trust your first instinct? (And even having read the caption, how much do we really know about these girls and their lives?)
  • a different culture might ask why this round brown object is
  • we have to be careful that we have enough cultural background in common with the photographer to correctly interpret what we see.
  • The photograph by itself tells us very little about what’s going on; we probably could have invented any number of captions, and you’d have believed us!
  • Keri-Lee Beasley on 03 Nov 16
     
    Reading images - lots of good strategies here
  • David Caleb on 07 Nov 16
     
    Reading photos
Miles Beasley

Their Past Your Future - Learning Resources > Search Results - 0 views

www.theirpast-yourfuture.org.uk/server.php

singapore wwii fall_of_singapore humanities history

shared by Miles Beasley on 19 Apr 12 - No Cached
  • Miles Beasley on 19 Apr 12
     
    Imperial War Museum
Keri-Lee Beasley

Type Connection - 0 views

www.typeconnection.com/index.php

typography fonts design typeface technology creativity inspiration

shared by Keri-Lee Beasley on 22 Nov 13 - No Cached
  • Keri-Lee Beasley on 22 Nov 13
     
    Typographic Dating Game - learn how to match fonts with different strategies. Beautiful design and informative too! 
Katie Day

Scientific American: 60-Second Earth - 0 views

www.scientificamerican.com/...podcasts.cfm

science podcast news

shared by Katie Day on 17 Nov 10 - No Cached
  • Katie Day on 17 Nov 10
     
    regular Scientific American feature of 60-second podcasts (text provided) on different scientific issues
Jeffrey Plaman

Matching learning spaces to physical and online spaces. - 0 views

blog.edmodo.com/...-to-physical-and-online-spaces

learning spaces online laptop classroom management

shared by Jeffrey Plaman on 15 Oct 11 - No Cached
  • Jeffrey Plaman on 15 Oct 11
     
    I like this post for two reasons. 1) it reinforces the idea that different physical arrangements in our room are possible (and necessary) to promote different types of learning Cave, Watering Hole, and Campfire. 2) it also gets me thinking about these different experiences on line and how we can employ the same concept in the virtual world.
David Caleb

How to Misuse Technology & Kill 21st Century Thinking - Teaching, Learning, & Education... - 2 views

medium.com/...and-how-to-fix-it-ac892dc86488

teaching learning technology education

shared by David Caleb on 19 Nov 14 - No Cached
  • Computer use became routine. New programs were introduced to us weekly, with one request: play with it until you master it.
  • By January of 2007, he had an army of eight year olds who could type sixty words per minute, throw together PowerPoint presentations on environmental issues in a matter of hours, and analyze iPhone unveiling videos like they were nothing
  • Show them that the computer placed in their hands is a tool for communication, collaboration, and creativity. And, most importantly, sit back and watch what students can do when they are left to explore.
David Caleb

Children benefit from the right sort of screen time - life - 26 March 2014 - New Scientist - 2 views

www.newscientist.com/...right-sort-of-screen-time.html

screentime technology

shared by David Caleb on 25 Nov 14 - No Cached
Sean McHugh liked it
    • David Caleb
      David Caleb on 25 Nov 14
       
      Great quote - no effect on those that played video games.
  • When you separate the different types of screen out, the effects start to vary.
  • "It doesn't say anything about what you're using that time for."
  • ...18 more annotations...
  • For instance, a recent longitudinal study of 11,000 British children found that those who watched TV for 3 hours or more a day at age 5 had a small increase in behavioural problems two years later compared with those who watched for under an hour. But they found no effects at all for those who played computer games.
  • Passively watching TV is not the same as learning to read on a touchscreen, which is not the same as killing monsters on a console
  • First of all, lumping all screens into one category is not helpful. "Screen time is a really enticing measure because it's simple – it's usually described as the number of hours a day using screen-based technology. But it's completely meaningless,"
  • "The best research suggests that the content children view is the best predictor of cognitive effects,"
  • But they found no effects at all for those who played computer games.
  • "Children will learn from what they watch, whether that means learning letters and numbers, slapstick humour or aggressive behaviour,
  • The study found that all the children enjoy reading more when they look at stories using books and a touchscreen compared to just books.
  • children who watch age-appropriate, educational TV programmes often do better on tests of school readiness.
  • rise in BMI
  • hard to tease apart whether screen time actually causes the effects or whether they are linked in some other way
  • "It is impossible to determine with certainty that TV is causing obesity, and it is likely that other factors are involved in the complex problem of childhood obesity,
  • Her own studies have shown that children who struggle to learn using books often made more progress with iPads.
  • research in schools also found that iPads made children more cooperative and helped quieter kids to speak up
  • children receive immediate feedback
  • But they found no effects at all for those who played computer games
  • What is becoming clear is that it's not the technologies themselves we should be worried out but how they are used and how people interact with them
  • A lot of it is common sense. Don't unthinkingly hand over your device. There are educational apps whose benefits are backed up by research, says Flewitt.
  • Five hours sitting in front of the TV is not the same as 5 hours of some TV, a couple of hours playing on Dance Dance Revolution or some other kind of active game, followed by a Skype session with a grandparent.
Keri-Lee Beasley

Design of Conference Spaces - 0 views

www.facebook.com/...913468062045190

design environment spaces educhangemakers

shared by Keri-Lee Beasley on 17 Nov 15 - No Cached
  • Keri-Lee Beasley on 17 Nov 15
     
    Love this design - I would like to learn in an environment like this!
Sean McHugh

Screen Time? How about Creativity Time? - Mitchel Resnick - Medium - 1 views

medium.com/...ut-creativity-time-928528c0214

screen time time kindergarten early childhood screen creativity

shared by Sean McHugh on 22 Jan 18 - No Cached
  • Too often, designers of educational materials and activities simply add a thin layer of technology and gaming over antiquated curriculum and pedagogy
    • Sean McHugh
      Sean McHugh on 22 Jan 18
       
      I think because the designers of these apps are not educators and are therefore assuming that they often traditional education they experienced is the norm or at the very least is still a desirable outcome for the kids that they are designing their Apps for.
  • But I’m also sure that some students found it very discouraging and disempowering. And the activity put an emphasis on questions that can be answered quickly with right and wrong answers — certainly not the type of questions that I would prioritize in a classroom.
  • In many cases, the skeptics apply very different standards to new technologies than to “old” technologies. They worry about the antisocial impact of a child spending hours working on a computer, while they don’t have any concerns about a child spending the same time reading a book. They worry that children interacting with computers don’t spend enough time outside, but they don’t voice similar concerns about children playing musical instruments. I’m not suggesting that there are no reasons for concern. I’m just asking for more consistency.
  • ...3 more annotations...
  • For kids growing up today, laptops and mobile phones aren’t high-tech tools — they’re everyday tools, just like crayons and watercolors.
  • Of course there’s a problem if children spend all their time interacting with screens — just as there would be a problem if they spent all their time playing the violin or reading books or playing sports. Spending all your time on any one thing is problematic. But the most important issue with screen time is not quantity but quality. There are many ways of interacting with screens; it doesn’t make sense to treat them all the same
  • Rather than trying to minimize screen time, I think parents and teachers should try to maximize creative time. The focus shouldn’t be on which technologies children are using, but rather what children are doing with them
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