ASCD Express 5.18 - Cell Phones Allow Anytime Learning - 0 views
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She is currently writing a book tentatively titled Cases for Using Students' Cell Phones in Education: A Practical Guide to Using Cell Phones in K–12 Schools, which looks at 11 U.S. and 5 international case studies of teachers integrating students' own cell phones into instruction.
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One of Larry Cuban's (Teachers and Machines, Oversold and Underused) theories about why ed technology often fails in schools is that we use this top-down approach where administrators or tech coordinators introduce the technologies to the teachers, and they in turn try to introduce and teach it to the students. It's a very foreign concept for the students, as well as the teachers. And often what happens is maybe a handful of teachers end up using this very expensive technology, and students don't have any access to it outside of school. Cuban recommends a much more bottom-up approach to ed technology. Rather than making specialized software and hardware just for school learning, students and society introduce the technologies that schools should be integrating into learning.
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People who know the history of ed technology know that it hasn't been that successful, long-term, with sustaining learning because it's often attached to a tool that students don't have access to outside of school.
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Academic Evolution: Academia must divest from Intellectual Apartheid - 0 views
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Academia must divest from Intellectual Apartheid
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I mean academia’s policy that enforces an unnecessary and counterproductive intellectual divide. What intellectual divide? It is that gaping chasm between two opposing models of disseminating knowledge: toll access and open access.
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lack of access to technology (dubbed the "digital divide") seriously handicaps half the world's population. That is a giant problem but one being gradually ameliorated by mobile telephony and economic forces.
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Student Campus Technology Trends: 2001 Versus 2006 (EDUCAUSE Quarterly) | EDUCAUSE CONNECT - 0 views
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The percentage of students bringing cell phones with text messaging increased by almost 40 percent from 2002 to 2006. This stands out as the top technology (other than computers) brought to campus by students.
Bill: Handy - 0 views
The FWK Licensing Model at iterating toward openness - 0 views
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If we want to improve learning ~today~, we have to meet learners where they are ~today~. And today and for the foreseeable future the overwhelming majority of learners will be going to schools and universities where their teachers will adopt textbooks based on things like the name recognition of the author(s), the quality of the textbook, supporting instructional materials like test item banks and PPT notes, and the availability (and marketing!) of review copies.
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having said that, there are some additional, very practical benefits of an open textbook for the faculty member who has to make the adoption decision. For example, when the license and the technology allow the faculty member to remove chapters from the book, change the order of chapters in the book, or even edit chapters in the book directly (e.g., adding locally relevant examples) BEFORE her/his students ever see the books online or in print, this gives the faculty member much greater control over the instructional experience. Most faculty members couldn’t care less about “open” for openness sake, but give them greater control over the instructional experience, and suddenly openness is translated into a concrete benefit - a difference beyond “openness for openness sake.”
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The Plus in our CC By-NC-SA Plus will indeed be More Permissions - it will grant blanket permissions for anyone and everyone to make Commercial Use of FWK-published textbook materials in the context of the FWK Marketplace. The Marketplace will be an area of the FWK site where people can post and sell their own study guides, audio chapters, flash cards, videos, case studies, and other study materials related to FWK textbooks at whatever price they set (of course, they can alternately choose to openly license the things they put in the Marketplace, too). The Marketplace will be an “eBay for study materials,” and like eBay when somone sells material through the Marketplace, a small portion of the sale will come back to FWK and be shared with the textbook author whose work has been derived from or augmented by the new material.
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Washington State U wiki - 0 views
50 Ways to Use Twitter in the College Classroom | Online Colleges - 0 views
Foreign Language Faculty in the Age of Web 2.0 (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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graduate students interested in becoming acquainted with relevant instructional technologies have a limited number of options. Few graduate programs include such training as a part of the curriculum. As a matter of fact, pedagogy itself often represents a negligible fraction of graduate program requirements. The University of Minnesota offers excellent training through its summer institutes,4 but access is an issue. Most IT departments offer training sessions on how to use the university course management system, build a web page, or create a PowerPoint presentation, but technical training is not enough.
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Today, language centers are the only campus units where such a wide range of expertise can easily be found.
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The role of language technologists goes beyond teaching what a blog is and how to set up a browser to display Japanese characters. It includes sorting through novel technologies, evaluating their instructional potential, researching current educational uses, and sharing findings with educators. The most promising applications available today were not designed for instructional use and do not come with an instruction manual. To use them in the classroom requires the ability to redirect their intended purpose and, more importantly, to think through possible consequences of doing so.
The Fischbowl: We Can Do This. We Should Do It. - 0 views
Career U. - Making College 'Relevant' - NYTimes.com - 0 views
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Dr. Coleman says she had an “aha” moment five years ago, when the director of admissions was describing the incoming class and noted that 10 percent — some 600 students — had started a business in high school.
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“We believe that we do our best for students when we give them tools to be analytical, to be able to gather information and to determine the validity of that information themselves, particularly in this world where people don’t filter for you anymore,” Dr. Coleman says.
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There’s evidence, though, that employers also don’t want students specializing too soon. The Association of American Colleges and Universities recently asked employers who hire at least 25 percent of their workforce from two- or four-year colleges what they want institutions to teach. The answers did not suggest a narrow focus. Instead, 89 percent said they wanted more emphasis on “the ability to effectively communicate orally and in writing,” 81 percent asked for better “critical thinking and analytical reasoning skills” and 70 percent were looking for “the ability to innovate and be creative.”
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Open, Online University Courses-Special Guest: Alec Couros - Classroom 2.0 LIVE! - 0 views
DIY U - 1 views
UC Cybercampus?: Forum | KQED Public Media for Northern CA - 0 views
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As the University of California regents meet this week to grapple with the system's ongoing fiscal crisis, a proposal to create a degree-granting "cybercampus" is attracting attention. Proponents argue that an online campus could raise funds and increase access for underserved communities. But some faculty members fear the plan could undermine educational quality for little financial return.
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