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Benjamin Jörissen

Harvard Education Letter September/October 2008: Teaching 21st Century Skills - 0 views

www.edletter.org/...index.shtml

schule2.0 curriculum 21stCenturySkills medialiteracy

shared by Benjamin Jörissen on 21 Oct 08 - Cached
  • As 2014 approaches—the deadline for all students to be proficient on state tests—academics, educators, business groups, and policymakers are finding common ground in a movement to bring “21st century skills” to the classroom, prompting state agencies and district leaders across the country to rewrite curriculum standards and even to contemplate big changes to existing state testing systems.
  • Some of these skills have always been important but are now taking on another meaning—like collaboration
  • Benjamin Jörissen on 21 Oct 08
     
    September/October 2008 Teaching 21st Century Skills What does it look like in practice? by Nancy Walser Call it a quiet revolution. As 2014 approaches-the deadline for all students to be proficient on state tests-academics, educators, business groups, and policymakers are finding common ground in a movement to bring "21st century skills" to the classroom, prompting state agencies and district leaders across the country to rewrite curriculum standards and even to contemplate big changes to existing state testing systems. What are 21st century skills, who's pushing them, and what does 21st century teaching look like in practice? Although definitions vary, most lists of 21st century skills include those needed to make the best use of rapidly changing technologies; the so-called "soft skills" that computers can't provide, like creativity; and those considered vital to working and living in an increasingly complex, rapidly changing global society (see "Skills for a New Century," p. 2). "Some of these skills have always been important but are now taking on another meaning-like collaboration. Now you have to be able to collaborate across the globe with someone you might never meet," explains Christopher Dede, a Harvard professor who sits on the Massachusetts 21st Century Skills Task Force. "Some are unique to the 21st century. It's only relatively recently, for example, that you could get two million hits on an [Internet] search and have to filter down to five that you want."
Benjamin Jörissen

BMBF: Medienwelten von Jugendlichen für Bildungsprozesse nutzen - 0 views

www.bmbf.de/2392.php

news schule2.0 bildung

shared by Benjamin Jörissen on 17 Nov 08 - Cached
  • Jugendliche aus bildungsfernen Milieus lassen sich durch gezielte Medienarbeit ansprechen. Das ist das Ergebnis einer Studie vom Institut für Medienpädagogik in Forschung und Praxis (JFF), die das Bundesbildungsministerium in Auftrag gegeben hat.
Benjamin Jörissen

In-class laptop use sparks backlash, possibly lower grades - Ars Technica - 0 views

arstechnica.com/...may-be-sparking-a-backlash.ars

schule2.0

shared by Benjamin Jörissen on 17 Mar 09 - Cached
  • Recent studies of the educational value of in-class computer use, however, are suggesting that it's difficult for these programs to improve classroom performance, and there are some signs that a backlash may be brewing.
  • The 1:1 laptop programs do seem to help with the students' ability to use the technology they're exposed to, and a variety of studies show what might be an unexpected benefit: improved writing skills.
  • Distractions on campus
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  • Outside of these areas, however, the benefits of 1:1 laptop availability are mixed. Different studies have found changes in math and science test performance that were inconsistent. In general, the authors argue, the benefits of laptops come in cases where the larger educational program has been redesigned to incorporate their unique capabilities,
  • unless the use of laptops is focused on providing a relevant portion of the lesson plan, they'll (obviously) wind up being irrelevant at best, and a distraction at worst
  • Of course, given their popularity with college students, laptops are showing up in classrooms where they have nothing to do with lesson plans at all.
  • That's the theory. The reality is that everything from IM chats to online shopping excursions take place over the in-class ether, distracting everyone involved:
  • What's to be done?
  • Our own Jacqui Cheng suggests a variation on this: make all laptop users sit in the back, so that they only distract each other, and let them figure out whether their grades are suffering on their own.
Benjamin Jörissen

SUNY Oswego - Editorial: The Components of Authentic Learning (Journal of Authentic Lea... - 0 views

www.oswego.edu/...editorial_rule.html

authenticlearning learning e-learning2.0 schule2.0

shared by Benjamin Jörissen on 22 Dec 08 - Cached
  • "authentic learning" is relatively recent, the idea of learning in contexts that promote real-life applications of knowledge
  • learning in contexts that promote real-life applications of knowledge
  • Approaches that focus on such authentic tasks include project-based learning, the case method, problem-based learning, cognitive apprenticeship (Collins, Brown, & Newman, 1989), situated learning, constructive learning environments (Jonassen, 1999), collaborative problem solving (Nelson, 1999), and goal-based scenarios (Schank, Berman, & MacPerson, 1999).
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  • Renzulli, Gentry, and Reis (2004) identified four criteria
  • investigate a real-life problem
  • problem needed to be open-ended
  • devise solutions that change people's actions, beliefs, or attitudes
  • targeted a real audience beyond the classroom
  • Callison and Lamb (2004)
  • authentic learning occurred at the intersection of workplace information problems, personal information needs, and academic information problems or tasks
  • Authentic Learning Involves Problems Rooted in the Real World
  • Authentic Learning through Inquiry and Thinking Skills
  • Authentic Learning Occurs through Discourse among a Community of Learners
  • Learners are Empowered through Authentic Learning
Benjamin Jörissen

e-Start Web Area - 0 views

www.estart-net.org/index.php

DigitalLiteracy schule2.0 e-start

shared by Benjamin Jörissen on 18 Dec 08 - Cached
  • How are pupils and teachers encouraged and motivated to relate to digital culture and use digital technology?
  • main incentives usually offered with respect to digital technology use are concerned with life after schooling and the promise of a future career in the workplace. The ineffectiveness of such incentives is clearly evidenced in the “lifestyle choices” of many children
  • the role of both face to face (friends, relatives, family, peers, neighbors, memberships to groups, etc) and remote (online help facilities, helplines, etc) social and resource networks needs to be recognized (Selwyn, 2004). Social networks may represent a significant determinant in the process within which different pupils and teachers, as members of diverse communities and collectivities, identify a “use” for digital technology in their daily and leisure lives, develop an interest towards this use, establish an initial and later a meaningful engagement with digital tools and contents and sustain this interest and engagement throughout time by expanding their skills and knowledge.
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  • Essentially then, pupils’ and teachers’ membership to different social communities, which may be considered as sources of advice and agents of socialization into differentiated forms of culture, is an influential aspect of digital literacy development.
  • Could the school as a significant socialization and enculturation agent address effectively factors related to issues of relevance and social networks and empower pupils and teachers to participate in digital practice, not only as consumers of digital dominant culture but also as producers and communicators of their own culture?”
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