Read this link to a blog post, to understand the difference between digital literacy and fluency
http://www.socialens.com/blog/2011/02/05/the-difference-between-digital-literacy-and-digital-fluency/
Literacy and fluency* have to do with our ability to use a technology to achieve a desired outcome in a situation using the technologies that are available to us. This applies to our ability to use a hammer, nails and wood to build the house that we intend to build:
..and it applies to our ability to use digital technologies to have the intended positive effect on people and situations:
Note that a literate person is perfectly capable of using the tools. They know how to use them and what to do with them, but the outcome is less likely to match their intention. It is not until that person reaches a level of fluency, however, that they are comfortable with when to use the tools to achieve the desired outcome, and even why the tools they are using are likely to have the desired outcome at all.
*For the sake of simplicity, we have boiled all of this down to three levels of skill, and have given them what we think are easy-to-understand names. Other words for these two levels are transactional (literacy) and transformational (fluency). For those of you who are looking for deeper explanations of the things that a person goes through in learning such things, you may want to look at the Dreyfus model of skill acquisition, and the conscious competence model (origin unclear).
Educause article on levels of digital literacy ... Read...
http://www.educause.edu/ero/article/attention-and-other-21st-century-social-media-literacies
Sunday, February 17, 2013
New trends in higher learning
Key trends in higher level learning from NMC report... Via Edudemic...
http://edudemic.com/2013/02/6-technologies-that-will-change-higher-education/
Key Trends – 2013
Openness — concepts like open content, open data, and open resources, along with notions of transparency and easy access to data and information — is becoming a value.
Massively open online courses are being widely explored as alternatives and supplements to traditional university courses.
The workforce demands skills from college graduates that are more often acquired from informal learning experiences than in universities.
There is an increasing interest in using new sources of data for personalizing the learning experience and for performance measurement.
The role of educators continues to change due to the vast resources that are accessible to students via the Internet.
NMC Report
http://www.nmc.org/publications/2013-horizon-report-higher-ed
http://edudemic.com/2013/02/6-technologies-that-will-change-higher-education/
Key Trends – 2013
Openness — concepts like open content, open data, and open resources, along with notions of transparency and easy access to data and information — is becoming a value.
Massively open online courses are being widely explored as alternatives and supplements to traditional university courses.
The workforce demands skills from college graduates that are more often acquired from informal learning experiences than in universities.
There is an increasing interest in using new sources of data for personalizing the learning experience and for performance measurement.
The role of educators continues to change due to the vast resources that are accessible to students via the Internet.
NMC Report
http://www.nmc.org/publications/2013-horizon-report-higher-ed
Social media and student learning
How social media can help students - all info from edudemic
http://edudemic.com/wp-content/uploads/2013/02/social-media.png
A lot of criticism has been leveled at social media and the effect it has on the way students process and retain information, as well as how distracting it can be.
However, social media offers plenty of opportunities for learning and interactivity, and if you take a moment to think about it, it’s not too hard to see how students benefit from using social media. As younger generations use such technology in the classroom, they remake the educational landscape.
Students are experiencing the world through more than just books and assignments; they are learning and adapting to the world using a relatively new form of communication. In a world where connections are important, graduates are coming into the workplace with a lot to offer.
But what exactly are they learning? Read on to find out.
Connections
Social media networks are designed for the purpose of communal connections. Today’s students are accessing Facebook, Twitter and even Instagram to connect and share with those around them. One of the most interesting things about social media is that users can interact and engage with each other solely through a Web presence, perhaps never even meeting in person.
Web engagement
Whether they are sharing personal pictures, links to other sites or even commenting on someone’s post, students engage, stretching beyond social interaction purposes alone. Students use social media day in and day out to interact with their peers and even teachers about class-related subjects. In a world where online engagement is important for businesses, these students are becoming experts at developing a sense of Internet presence. Not only do they know how to interact with others on the internet, they know how to use basic and even complex functions in order to do so.
Knowledge
Social media users share among themselves day in and day out, giving and receiving information at rapid speeds. This information is more than funny cat videos; they share views and opinions; tips, tricks, and even DIY projects; and, among students, helpful information for classes. Their ability to assess, analyze, retain and share information is skyrocketing and they often don’t even realize they’re developing these skills. Only people born before the Internet was invented are likely to understand the magnitude of this new style of communication.
Social Media Marketing
The advent and dominance of social media has created a new breed of marketing, which has required professionals to build and further the field. As social media users join the workforce, they bring their skills to their careers. Social media prepares young workers to become great marketers. It has become essential for major businesses to include a social media marketing strategy and students today are the people filling these positions.
While older generations might not completely understand or agree with the amount of social media activity by today’s student population, they will quickly benefit from it. As technology advances, so does the way the world works with it. Members of the young workforce are keeping up to speed with many forms of social media. Once you get a proper social media marketing strategy locked in, you’ll be grateful for the recent graduate you’ve hired to carry out the details.
http://edudemic.com/wp-content/uploads/2013/02/social-media.png
A lot of criticism has been leveled at social media and the effect it has on the way students process and retain information, as well as how distracting it can be.
However, social media offers plenty of opportunities for learning and interactivity, and if you take a moment to think about it, it’s not too hard to see how students benefit from using social media. As younger generations use such technology in the classroom, they remake the educational landscape.
Students are experiencing the world through more than just books and assignments; they are learning and adapting to the world using a relatively new form of communication. In a world where connections are important, graduates are coming into the workplace with a lot to offer.
But what exactly are they learning? Read on to find out.
Connections
Social media networks are designed for the purpose of communal connections. Today’s students are accessing Facebook, Twitter and even Instagram to connect and share with those around them. One of the most interesting things about social media is that users can interact and engage with each other solely through a Web presence, perhaps never even meeting in person.
Web engagement
Whether they are sharing personal pictures, links to other sites or even commenting on someone’s post, students engage, stretching beyond social interaction purposes alone. Students use social media day in and day out to interact with their peers and even teachers about class-related subjects. In a world where online engagement is important for businesses, these students are becoming experts at developing a sense of Internet presence. Not only do they know how to interact with others on the internet, they know how to use basic and even complex functions in order to do so.
Knowledge
Social media users share among themselves day in and day out, giving and receiving information at rapid speeds. This information is more than funny cat videos; they share views and opinions; tips, tricks, and even DIY projects; and, among students, helpful information for classes. Their ability to assess, analyze, retain and share information is skyrocketing and they often don’t even realize they’re developing these skills. Only people born before the Internet was invented are likely to understand the magnitude of this new style of communication.
Social Media Marketing
The advent and dominance of social media has created a new breed of marketing, which has required professionals to build and further the field. As social media users join the workforce, they bring their skills to their careers. Social media prepares young workers to become great marketers. It has become essential for major businesses to include a social media marketing strategy and students today are the people filling these positions.
While older generations might not completely understand or agree with the amount of social media activity by today’s student population, they will quickly benefit from it. As technology advances, so does the way the world works with it. Members of the young workforce are keeping up to speed with many forms of social media. Once you get a proper social media marketing strategy locked in, you’ll be grateful for the recent graduate you’ve hired to carry out the details.
Social media and student learning
How social media can help students - all info from edudemic
http://edudemic.com/wp-content/uploads/2013/02/social-media.png
A lot of criticism has been leveled at social media and the effect it has on the way students process and retain information, as well as how distracting it can be.
However, social media offers plenty of opportunities for learning and interactivity, and if you take a moment to think about it, it’s not too hard to see how students benefit from using social media. As younger generations use such technology in the classroom, they remake the educational landscape.
Students are experiencing the world through more than just books and assignments; they are learning and adapting to the world using a relatively new form of communication. In a world where connections are important, graduates are coming into the workplace with a lot to offer.
But what exactly are they learning? Read on to find out.
Connections
Social media networks are designed for the purpose of communal connections. Today’s students are accessing Facebook, Twitter and even Instagram to connect and share with those around them. One of the most interesting things about social media is that users can interact and engage with each other solely through a Web presence, perhaps never even meeting in person.
Web engagement
Whether they are sharing personal pictures, links to other sites or even commenting on someone’s post, students engage, stretching beyond social interaction purposes alone. Students use social media day in and day out to interact with their peers and even teachers about class-related subjects. In a world where online engagement is important for businesses, these students are becoming experts at developing a sense of Internet presence. Not only do they know how to interact with others on the internet, they know how to use basic and even complex functions in order to do so.
Knowledge
Social media users share among themselves day in and day out, giving and receiving information at rapid speeds. This information is more than funny cat videos; they share views and opinions; tips, tricks, and even DIY projects; and, among students, helpful information for classes. Their ability to assess, analyze, retain and share information is skyrocketing and they often don’t even realize they’re developing these skills. Only people born before the Internet was invented are likely to understand the magnitude of this new style of communication.
Social Media Marketing
The advent and dominance of social media has created a new breed of marketing, which has required professionals to build and further the field. As social media users join the workforce, they bring their skills to their careers. Social media prepares young workers to become great marketers. It has become essential for major businesses to include a social media marketing strategy and students today are the people filling these positions.
While older generations might not completely understand or agree with the amount of social media activity by today’s student population, they will quickly benefit from it. As technology advances, so does the way the world works with it. Members of the young workforce are keeping up to speed with many forms of social media. Once you get a proper social media marketing strategy locked in, you’ll be grateful for the recent graduate you’ve hired to carry out the details.
http://edudemic.com/wp-content/uploads/2013/02/social-media.png
A lot of criticism has been leveled at social media and the effect it has on the way students process and retain information, as well as how distracting it can be.
However, social media offers plenty of opportunities for learning and interactivity, and if you take a moment to think about it, it’s not too hard to see how students benefit from using social media. As younger generations use such technology in the classroom, they remake the educational landscape.
Students are experiencing the world through more than just books and assignments; they are learning and adapting to the world using a relatively new form of communication. In a world where connections are important, graduates are coming into the workplace with a lot to offer.
But what exactly are they learning? Read on to find out.
Connections
Social media networks are designed for the purpose of communal connections. Today’s students are accessing Facebook, Twitter and even Instagram to connect and share with those around them. One of the most interesting things about social media is that users can interact and engage with each other solely through a Web presence, perhaps never even meeting in person.
Web engagement
Whether they are sharing personal pictures, links to other sites or even commenting on someone’s post, students engage, stretching beyond social interaction purposes alone. Students use social media day in and day out to interact with their peers and even teachers about class-related subjects. In a world where online engagement is important for businesses, these students are becoming experts at developing a sense of Internet presence. Not only do they know how to interact with others on the internet, they know how to use basic and even complex functions in order to do so.
Knowledge
Social media users share among themselves day in and day out, giving and receiving information at rapid speeds. This information is more than funny cat videos; they share views and opinions; tips, tricks, and even DIY projects; and, among students, helpful information for classes. Their ability to assess, analyze, retain and share information is skyrocketing and they often don’t even realize they’re developing these skills. Only people born before the Internet was invented are likely to understand the magnitude of this new style of communication.
Social Media Marketing
The advent and dominance of social media has created a new breed of marketing, which has required professionals to build and further the field. As social media users join the workforce, they bring their skills to their careers. Social media prepares young workers to become great marketers. It has become essential for major businesses to include a social media marketing strategy and students today are the people filling these positions.
While older generations might not completely understand or agree with the amount of social media activity by today’s student population, they will quickly benefit from it. As technology advances, so does the way the world works with it. Members of the young workforce are keeping up to speed with many forms of social media. Once you get a proper social media marketing strategy locked in, you’ll be grateful for the recent graduate you’ve hired to carry out the details.
Tuesday, February 12, 2013
Personalized Learning & Gamification
I hate video games. I find them to be a huge time waster and it seems like they do nothing to improve skills or learning. Although I am far from being alone in sharing this view, I know that I am not correct! Actually, "Gamification" has place in education, and it's something that many of us "old school" teachers need to learn how to embrace. This does not mean, stop teaching, stop interacting "face to face" start gaming because it will make kids smarter... (we all have seen enough evidence to prove that this isn't true!!) But if selected games are chosen and they are used in addition to practices which are already implemented in the classroom, then they have a place! As a teacher have you ever been able to give instant feedback to learning to each and every student in one lesson? Well that's what games can offer. Instant feedback, instant reinforcement as to whether or not the strategy that a person is taking is correct or not. Plus games allow for failure. Oooooohhhhh.... did I say failure!?!? Yes, but it's not the end of the world if a person fails at a game.... it's a lesson that the user doesn't get the information being taught.
In spite of my hate for video games, last year I used a FREE site for Math Video games. On this site, I could set up my class list, choose specific skills that reinforced concepts which we were exploring, plus introduced new concepts for the next unit - and 85% of my class loved it. There were a few kids who detested gaming, but gave it a shot. Did it improve results? I think it did. Do I have the data to back it?? I would need to employ gaming for more than one year to test the results. Did the games follow curriculum outcomes? Most of them, I chose them based on a data bank of skills, and referenced the Sask Math Curriculum. Did it engage students and get them "practicing" math at home, until their parents "kicked" them to bed? Yep! Did it teach collaboration once in a while? Yep, particularly because once in a while we would engage in a "Fai - To" or "Math Battle" against another school, and we needed to garner enough points to win. Did it highlight student skills and allow for students to shine? Yep. Many of my quiet students who would never speak in class, would work hard to win points for our class, and soon became known as "Math Ninjas".
So even though I hate video games, I think that there is room for them as part of a teacher's repetoire of practices to improve learning.
So I guess all I am saying is... Give Video games a chance... in the right context that is!!
Here are some video game links which I have used for Math...
www.mangahigh.com - FREE!
http://labyrinth.thinkport.org/www/ - FREE!
www.mathletics.com - NOT FREE!
Other games... (There are tons that I have used, but these ones really grabbed my attention...)
Gamestar Mechanic - Learn how to create video games!! Free registration and 1st game, then there's a cost.
Against All Odds - United Nations game, allows user to feel what it's like to be a refugee.
http://www.playagainstallodds.com/
MTV's - Darfur is Dying
http://www.darfurisdying.com/
http://gamestarmechanic.com/
http://www.brainpop.com/educators/community/games/
MIT's Learning Edge Platform Wars - yes from MIT!
https://mitsloan.mit.edu/LearningEdge/simulations/platform-wars/Pages/default.aspx
RESOURCES AND REFERENCES TO BACK UP WHAT I'VE SAID...
Mindshift - "Can Games Be Effective in Schools?"
http://blogs.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/
Mindshift - "Where do Educational Games Come From?"
http://blogs.kqed.org/mindshift/2012/09/where-do-educational-games-come-from/
Institute of Play - Games and Learning
http://www.instituteofplay.org/about/context/
http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html
Infographic on Personalized Learning
http://www.tomorrow.org/speakup/pdfs/Infographic_PersonalizedLearning2012.pdf
Teach With Portals - Learning With Technology (Many subjects explored with lesson plans, Wiki, Blog... Very tech influenced.)
http://www.teachwithportals.com/
*Check out Language Arts Lesson- "How can a video game be a story?"
Ted Talk -
In spite of my hate for video games, last year I used a FREE site for Math Video games. On this site, I could set up my class list, choose specific skills that reinforced concepts which we were exploring, plus introduced new concepts for the next unit - and 85% of my class loved it. There were a few kids who detested gaming, but gave it a shot. Did it improve results? I think it did. Do I have the data to back it?? I would need to employ gaming for more than one year to test the results. Did the games follow curriculum outcomes? Most of them, I chose them based on a data bank of skills, and referenced the Sask Math Curriculum. Did it engage students and get them "practicing" math at home, until their parents "kicked" them to bed? Yep! Did it teach collaboration once in a while? Yep, particularly because once in a while we would engage in a "Fai - To" or "Math Battle" against another school, and we needed to garner enough points to win. Did it highlight student skills and allow for students to shine? Yep. Many of my quiet students who would never speak in class, would work hard to win points for our class, and soon became known as "Math Ninjas".
Quality Learning Games Can Provide Skills for the following...
• motivate and provide goals
• encourage participation
• foster creative, interactive problem-solving
• strengthen critical and systems thinking
• pose adaptive challenges
• spark inquiry
• motivate and provide goals
• encourage participation
• foster creative, interactive problem-solving
• strengthen critical and systems thinking
• pose adaptive challenges
• spark inquiry
So even though I hate video games, I think that there is room for them as part of a teacher's repetoire of practices to improve learning.
So I guess all I am saying is... Give Video games a chance... in the right context that is!!
Here are some video game links which I have used for Math...
www.mangahigh.com - FREE!
http://labyrinth.thinkport.org/www/ - FREE!
www.mathletics.com - NOT FREE!
Other games... (There are tons that I have used, but these ones really grabbed my attention...)
Gamestar Mechanic - Learn how to create video games!! Free registration and 1st game, then there's a cost.
Against All Odds - United Nations game, allows user to feel what it's like to be a refugee.
http://www.playagainstallodds.com/
MTV's - Darfur is Dying
http://www.darfurisdying.com/
http://gamestarmechanic.com/
http://www.brainpop.com/educators/community/games/
MIT's Learning Edge Platform Wars - yes from MIT!
https://mitsloan.mit.edu/LearningEdge/simulations/platform-wars/Pages/default.aspx
RESOURCES AND REFERENCES TO BACK UP WHAT I'VE SAID...
Mindshift - "Can Games Be Effective in Schools?"
http://blogs.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/
Mindshift - "Where do Educational Games Come From?"
http://blogs.kqed.org/mindshift/2012/09/where-do-educational-games-come-from/
Institute of Play - Games and Learning
http://www.instituteofplay.org/about/context/
Tomorrow.org - "Mapping a Personalized Learning Journey - K-12 Students and Parents Connect the Dots with Digital Learning"
http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html
Infographic on Personalized Learning
http://www.tomorrow.org/speakup/pdfs/Infographic_PersonalizedLearning2012.pdf
Teach With Portals - Learning With Technology (Many subjects explored with lesson plans, Wiki, Blog... Very tech influenced.)
http://www.teachwithportals.com/
*Check out Language Arts Lesson- "How can a video game be a story?"
Ted Talk -
Monday, February 11, 2013
Primary teachers freeby
No tech related but a good freeby for reading!
http://www.wordway.us.com/
Literacy centres ideas...
http://primaryparadise.blogspot.ca/2013/02/literacy-centers.html?m=1
http://www.wordway.us.com/
Literacy centres ideas...
http://primaryparadise.blogspot.ca/2013/02/literacy-centers.html?m=1
Sunday, February 10, 2013
Guide to Skype in the Classroom
Check out this very comprehensive site on Skype in the classroom
http://theedublogger.com/2011/04/03/the-complete-educators-guide-to-using-skype-effectively-in-the-classroom/
http://theedublogger.com/2011/04/03/the-complete-educators-guide-to-using-skype-effectively-in-the-classroom/
Happy Valentine's Day!
Click on the word, "Valentine" to get a big Valentine's Day hug from a real cutie!
The Digital Native - Myth or Reality
Are kids naturally able to use technology better than adults due to their "Techno Immersion"? Yes there is no denying that students know how to use technology, but do they know how to create in a variety of ways with it? Can they solve problems and use it to engage in critical thought? Are they thinking about the best tool for the job? This is our role as educators... help students find the best tool for learning... and sometimes it's not with technology! Yes, you read it here!!
Engage students with technology, not drown them in it!
The following videos and articles are from my Graduate Studies class, and are actually quite interesting ;-) Check them out if you are inclined....
I love the video below because of the emphasis that technology is only used when it fits the lesson or the achievable outcomes.... Not technology for the sake of using technology.
Project Based Learning video from British Columbia... Really shows what PBL looks like incorporating a Blended learning perspective.
Article from Educause, "Engage Me or Enrage Me: What Today's Learners Demand"
http://net.educause.edu/ir/library/pdf/ERM0553.pdf
Digital Natives: Fact or Fiction??
http://oupeltglobalblog.com/2011/01/20/digital-natives-fact-or-fiction/
Are You a Digital Native or Digital Immigrant?
http://bigdesignevents.com/2011/08/are-you-a-digital-native-or-a-digital-immigrant/
The Digital Native - Myth and Reality
https://comminfo.rutgers.edu/~tefko/Courses/Zadar/Readings/Selwyn%20dig%20natives,%20Aslib%20Proceedings%202009.pdf
Digital Natives - 10 Years After
http://jolt.merlot.org/vol7no4/koutropoulos_1211.pdf
If you wish to share or have any comments... Feel free to comment on this post... It might even give me some insights for my homework!! ;-) Remember it's important to collaborate...
Engage students with technology, not drown them in it!
The following videos and articles are from my Graduate Studies class, and are actually quite interesting ;-) Check them out if you are inclined....
I love the video below because of the emphasis that technology is only used when it fits the lesson or the achievable outcomes.... Not technology for the sake of using technology.
Project Based Learning video from British Columbia... Really shows what PBL looks like incorporating a Blended learning perspective.
Article from Educause, "Engage Me or Enrage Me: What Today's Learners Demand"
http://net.educause.edu/ir/library/pdf/ERM0553.pdf
Digital Natives: Fact or Fiction??
http://oupeltglobalblog.com/2011/01/20/digital-natives-fact-or-fiction/
Are You a Digital Native or Digital Immigrant?
http://bigdesignevents.com/2011/08/are-you-a-digital-native-or-a-digital-immigrant/
The Digital Native - Myth and Reality
https://comminfo.rutgers.edu/~tefko/Courses/Zadar/Readings/Selwyn%20dig%20natives,%20Aslib%20Proceedings%202009.pdf
Digital Natives - 10 Years After
http://jolt.merlot.org/vol7no4/koutropoulos_1211.pdf
If you wish to share or have any comments... Feel free to comment on this post... It might even give me some insights for my homework!! ;-) Remember it's important to collaborate...
Friday, February 8, 2013
OER site I love
Go to OER Commons - amazing stuff all free of course!
Lots of free courses!!
Http://www.oercommons.org/
Lots of free courses!!
Http://www.oercommons.org/
Thursday, February 7, 2013
Back channel for learning
Check out tech guru of free stuff on line, Richard Byrnes! He explains using Poll everywhere and Back channels or sites like Wall wisher to assess students for learning in the classroom... See what they know informally rather than judging by stares or quizzical looks!
Love, love, love this application of tech in a way to assess and improve learning!!!!
www.freetech4teachers.com/2013/01/a-teachers-guide-to-classroom.html?m=1
Love, love, love this application of tech in a way to assess and improve learning!!!!
www.freetech4teachers.com/2013/01/a-teachers-guide-to-classroom.html?m=1
Wednesday, February 6, 2013
OERs
In my class we are learning about Open Educational Resources... A great concept which is all about taking resources and making them free and accessible on-line, thereby bringing resources and educational opportunities to the world. It's funny, I always thought I was somewhat "Tech-Savvy", now I know that I am definitely not!!
Here's the introduction to Open Educational Resources... the history (short version) and basic philosophy...
http://academicpub.sharedbook.com/serve/ac/tmmix/greenhouse/
Basic philosophy of OERs - GIVE EVERYONE THE OPPORTUNITY TO LEARN.
They are about collaborating and sharing....
BASIC PRINCIPLES...
Redistribute - People share copies with others
Remix- People combine resources to create new content
Revise - People translate or change the work; people can modify and adapt
Reuse - People are allowed to freely use all or part of the unaltered, verbatim work
OERs are about teaching, learning and researching - accessible to everyone.... Knowledge as a public good. Knowledge as a public good. Everyone has the right to be educated, yet not everyone has the access to school.
Here's a good introductory video, "Why Open Education Matters" created by Flat World Knowledge.
http://youtu.be/bLxJGx4ESWE
Here's a video that was a TED talk from 2006, with Richard Baraniuk on Open Source Learning which are closely linked to OERs...This new emergence of on-line sharing of free resources could really help our world. Of course there are barriers such as language, cultural contextual differences and cultural teaching styles... but it's a beginning. Most OERs if implemented well allow teachers to reuse or remix ideas, basically adapt to the needs of the culture or context.
http://youtu.be/RRymi-lFHpE
The job you have today may not exist in 5, 10, 20 years from now. So how will you prepare and adapt for this change? This is where the possibilities of OERs can really make a difference, not just from a global equity perspective, or to ease the cost of higher level learning, but for everyone who might be looking at changing positions or jobs in the future. How can we adapt and be able to afford to go to school continuously? Does it have to have a cost?
See the video below, "Education Without Limits: Why Open Education Matters" with Mitchell Levy, College Open Textbooks Co-Director... really reinforces this mindset or mindshift...
Other organizations that support the OER and Open Source Learning
http://20mm.org/
Twenty Million Minds Foundation - This organization founded by Dr. Gary Michelson was created to provide the use of comprehensive, digital, higher education textbook library to help reduce the costs of textbooks. His website has the following mission... (see info direct from their website below).
OERs - Is this the way of the future in Higher level education??
Are on-line classes the future of higher education? Dean Florez, the President and CEO of 20 Million Minds Foundation and former state senator explains.
See link: http://www.nbclosangeles.com/on-air/as-seen-on/188510251.html
Here's a blog on latest news from the Twenty Millions Minds Foundation... Check out the videos on the blog (many are TED talks... Really cool!)
http://www.20mm.org/News-Conference-Dean-Florez-of-20-Million-Minds-Foundation/News-58.html
Want to sign up for OERs? It's a fairly new OER site (it doesn't have many resources - yet)
Doug Belshaw on TED talks on Open Source Learning and Digital Literacy
"Why Open is Important" video on open educational resources at the University level. He explains how OERs can provide opportunities and mechanisms for students and faculty to embrace the concept because it can improve the world by sharing knowledge. If the cost to produce something is $0, then the price of it should be $0...( Still trying to get my head around the price of planning documents to be shared.)
Dr. Paul Courant, Dean of University of Michigan Libraries, discusses why the concept of Open is important within academia.
Visit open.umich.edu/about to learn more.
http://youtu.be/XtUsffmHH0o
OERs at U of MICHIGAN - "It's all about collaboration and sharing"
Collaboration worldwide - Student's perspective video
http://youtu.be/dVkZL8fYxr8
Check out OER sites...
Creative commons http://creativecommons.org/
http://www.20mm.org/News-Conference-Dean-Florez-of-20-Million-Minds-Foundation/News-58.html
Here's the introduction to Open Educational Resources... the history (short version) and basic philosophy...
Basic philosophy of OERs - GIVE EVERYONE THE OPPORTUNITY TO LEARN.
They are about collaborating and sharing....
BASIC PRINCIPLES...
Redistribute - People share copies with others
Remix- People combine resources to create new content
Revise - People translate or change the work; people can modify and adapt
Reuse - People are allowed to freely use all or part of the unaltered, verbatim work
OERs are about teaching, learning and researching - accessible to everyone.... Knowledge as a public good. Knowledge as a public good. Everyone has the right to be educated, yet not everyone has the access to school.
Here's a good introductory video, "Why Open Education Matters" created by Flat World Knowledge.
http://youtu.be/bLxJGx4ESWE
Here's a video that was a TED talk from 2006, with Richard Baraniuk on Open Source Learning which are closely linked to OERs...This new emergence of on-line sharing of free resources could really help our world. Of course there are barriers such as language, cultural contextual differences and cultural teaching styles... but it's a beginning. Most OERs if implemented well allow teachers to reuse or remix ideas, basically adapt to the needs of the culture or context.
http://youtu.be/RRymi-lFHpE
The job you have today may not exist in 5, 10, 20 years from now. So how will you prepare and adapt for this change? This is where the possibilities of OERs can really make a difference, not just from a global equity perspective, or to ease the cost of higher level learning, but for everyone who might be looking at changing positions or jobs in the future. How can we adapt and be able to afford to go to school continuously? Does it have to have a cost?
See the video below, "Education Without Limits: Why Open Education Matters" with Mitchell Levy, College Open Textbooks Co-Director... really reinforces this mindset or mindshift...
Video published on Jun 5, 2012 with Creative Commons (creativecommons.org)
Other organizations that support the OER and Open Source Learning
http://20mm.org/
Twenty Million Minds Foundation - This organization founded by Dr. Gary Michelson was created to provide the use of comprehensive, digital, higher education textbook library to help reduce the costs of textbooks. His website has the following mission... (see info direct from their website below).
OERs - Is this the way of the future in Higher level education??
Are on-line classes the future of higher education? Dean Florez, the President and CEO of 20 Million Minds Foundation and former state senator explains.
See link: http://www.nbclosangeles.com/on-air/as-seen-on/188510251.html
Here's a blog on latest news from the Twenty Millions Minds Foundation... Check out the videos on the blog (many are TED talks... Really cool!)
http://www.20mm.org/News-Conference-Dean-Florez-of-20-Million-Minds-Foundation/News-58.html
Want to sign up for OERs? It's a fairly new OER site (it doesn't have many resources - yet)
http://academicpub.sharedbook.com/serve/ac/tmmix/greenhouse/
"Why Open is Important" video on open educational resources at the University level. He explains how OERs can provide opportunities and mechanisms for students and faculty to embrace the concept because it can improve the world by sharing knowledge. If the cost to produce something is $0, then the price of it should be $0...( Still trying to get my head around the price of planning documents to be shared.)
Dr. Paul Courant, Dean of University of Michigan Libraries, discusses why the concept of Open is important within academia.
Visit open.umich.edu/about to learn more.
http://youtu.be/XtUsffmHH0o
OERs at U of MICHIGAN - "It's all about collaboration and sharing"
Collaboration worldwide - Student's perspective video
http://youtu.be/dVkZL8fYxr8
Check out OER sites...
Creative commons http://creativecommons.org/
http://www.20mm.org/News-Conference-Dean-Florez-of-20-Million-Minds-Foundation/News-58.html
Powerful TED talk
Ooooooh I LOVE TED Talks. So many interesting perspectives on true reality. Maybe TLC should pick up TED Talks rather than shows about pageant toddlers or housewives who-have-too-much-money-and-too-little-education-or-class....
Anyways the TED talk that captured my attention recently was the "Reimagining Learning" by Richard Culatta.
or check out his video on Games used for Education and his research.
On the Innovative Learning site it states...
Games are powerful platforms for learning. They provide a highly motivating environment with lots of opportunity for repetition and feedback. In addition they give learners opportunities to make choices and embrace failure as an opportunity to improve.
Innovative Learning - Research and sites for Games
http://www.innovativelearning.com/
Anyways the TED talk that captured my attention recently was the "Reimagining Learning" by Richard Culatta.
or check out his video on Games used for Education and his research.
On the Innovative Learning site it states...
Games are powerful platforms for learning. They provide a highly motivating environment with lots of opportunity for repetition and feedback. In addition they give learners opportunities to make choices and embrace failure as an opportunity to improve.
Innovative Learning - Research and sites for Games
http://www.innovativelearning.com/
Big Ideas and Understanding by Design
Maybe you have heard of Grant Wiggins? Maybe not?? He is an advocate and creator of the "Backward Planning" model. Hmmmm... Sound familiar now??
If not, well he is the one who created the "Understanding by Design" framework. Here is a bit about it straight from his blog, just so I don't need to summarize it!
You will note that there is stuff to sell on the site, but I think that these books seem pretty worthwhile. Anyways... off to purchase a book or two, or find out if our library has them... ;-)
Understanding by Design® (UbD™) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD™ works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.
Be sure to also check out his Big Idea posts...
Big Ideas Blog Posts by Grant Wiggins...
http://www.authenticeducation.org/ae_bigideas/index.lasso
If not, well he is the one who created the "Understanding by Design" framework. Here is a bit about it straight from his blog, just so I don't need to summarize it!
You will note that there is stuff to sell on the site, but I think that these books seem pretty worthwhile. Anyways... off to purchase a book or two, or find out if our library has them... ;-)
Understanding by Design® (UbD™) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD™ works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.
- A primary goal of education should be the development and deepening of student understanding.
- Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding.
- Effective curriculum development reflects a three-stage design process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent.
- Student and school performance gains are achieved through regular reviews of results (achievement data and student work) followed by targeted adjustments to curriculum and instruction. Teachers become most effective when they seek feedback from students and their peers and use that feedback to adjust approaches to design and teaching.
- Teachers, schools, and districts benefit by "working smarter" through the collaborative design, sharing, and peer review of units of study.
Be sure to also check out his Big Idea posts...
Big Ideas Blog Posts by Grant Wiggins...
http://www.authenticeducation.org/ae_bigideas/index.lasso
Explore +4
My husband recently showed me a new math classroom organization strategy and it's known as the "Explore +4". After viewing the video I was blown away... So much in fact, I want to try this format asap! The video highlights a first year teacher, Aaron Warner, who implemented the strategy with some of his own twists, namely the integration of technology. Although I see that it would take considerable effort to organize, once the structures are in place - it would run itself... Well, with lots of teacher planning!
One other thing, as you watch video, take a look at the long range plans for math planning, how the front white board is organized, bulletin board "I can..." affirmation statements. Pretty cool!
Here's the video, brought to you by my husband and his team of consultants...http://rpsconnected.rbe.sk.ca/
Take the time to watch it... I'm sooo impressed with the work that has been done here, as well as a little jealous! ;-)
Grant Wiggins - Big Ideas... Listen to his podcast...
http://www.authenticeducation.org/ae_bigideas/article.lasso?artId=133
One other thing, as you watch video, take a look at the long range plans for math planning, how the front white board is organized, bulletin board "I can..." affirmation statements. Pretty cool!
Here's the video, brought to you by my husband and his team of consultants...http://rpsconnected.rbe.sk.ca/
Take the time to watch it... I'm sooo impressed with the work that has been done here, as well as a little jealous! ;-)
Grant Wiggins - Big Ideas... Listen to his podcast...
http://www.authenticeducation.org/ae_bigideas/article.lasso?artId=133
Thursday, January 31, 2013
Schooling the world
I recently got this link via Classroom 2.0 to a very thought-provoking video, "Schooling
the World" produced by Carol Black. The video is free until February 12th... See the password.
The film is at https://vimeo.com/32012579 (password is STW2013), and looks at the often-devastating impacts of Western-style schooling in the developing world, particularly in Northern India.
In "Occupy Your Brain," Carol states, "[a]s our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us? To what end?"
the World" produced by Carol Black. The video is free until February 12th... See the password.
The film is at https://vimeo.com/32012579 (password is STW2013), and looks at the often-devastating impacts of Western-style schooling in the developing world, particularly in Northern India.
In "Occupy Your Brain," Carol states, "[a]s our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us? To what end?"
Tuesday, January 22, 2013
ETMOOC
Want to take a free on-line class and learn more about how to integrate technology in the classroom... or move beyond Digital Literacy to Digital Fluency??
Visit the ETMOOC session http://etmooc.org/, register... it's FREE!
For s "lite version" follow the posts shared on Twitter by participants...
#etmooc
Visit the ETMOOC session http://etmooc.org/, register... it's FREE!
For s "lite version" follow the posts shared on Twitter by participants...
#etmooc
Friday, January 18, 2013
Blended learning infograph
Blended learning infograph
http://www.livebinders.com/play/play?id=510125
http://www.livebinders.com/play/play?id=510125
MOOCS
So what's a MOOC? How about a learning opportunity for everyone!!! It stands for Massive Open Online Community.
http://suewaters.com/2013/01/18/learning-through-blogging-as-part-of-a-connectivist-mooc/
http://suewaters.com/2013/01/18/learning-through-blogging-as-part-of-a-connectivist-mooc/
Digital portfolios
What to create digital portfolios with students via the iPad!?
http://edudemic.com/2013/01/create-digital-portfolios/
http://edudemic.com/2013/01/create-digital-portfolios/
Getting smart blog
Now this blog is a definite go to for "techie focused" topics .... I will definitely check out regularly!!! Just a 2 minute scan and there were 4 articles I wanted to read! If you are aware of what's coming our way in digital learning, check this out!!
http://gettingsmart.com/cms/
http://gettingsmart.com/cms/
Flipping the staff mtg
Need more input for PD's? Want to try flipping the weekly staff mtg to try more resource sharing, more professional collaboration?? See the following link to a blog on how to flip your staff meeting.
I love this idea, especially because teachers are always so short on time. Check it out!!
http://www.teachthought.com/trends/flipped-classroom-trends/7-steps-to-flipped-professional-development/
I love this idea, especially because teachers are always so short on time. Check it out!!
http://www.teachthought.com/trends/flipped-classroom-trends/7-steps-to-flipped-professional-development/
Thursday, January 17, 2013
iPads and engagement
iPads vs textbooks - which improves engagement?? http://www.educause.edu/ero/article/technology-enhancement-tools-undergraduate-biology-course
Monday, January 14, 2013
On the road to online learning
The 1 mile Roadmap to Online Learning - Infographic http://elearningindustry.com/subjects/general/item/441-the-1-mile-roadmap-to-online-learning-infographic
Wednesday, December 19, 2012
Educate the heart
Education is more than academic studies... Video from Sir Ken...
http://vimeo.com/channels/staffpicks/54303086
http://vimeo.com/channels/staffpicks/54303086
Monday, December 17, 2012
For all you nerds out there
Need girl
http://justnerdgirlproblems.tumblr.com/tagged/justnerdgirlproblems/page/10
http://justnerdgirlproblems.tumblr.com/tagged/justnerdgirlproblems/page/10
Friday, December 14, 2012
Tragedy
I can't even describe how I feel after hearing the news today. The tragedy in Connecticut is shocking, and quite frankly makes me feel sick. I can't imagine what those parents and community members are going through. I don't have any words, I just have prayers for those families.
My heart just hurts.
My heart just hurts.
More teacher podcasts...
http://podcast.teachercast.net/teachercast-podcast-54-ipads-iphones-and-apple-tvs-in-the-classroom/
How to implement BYOD...
How to implement BYOD...
Thursday, December 13, 2012
For Twitheads
Love Twitter??? Lots of ways to use it in the classroom!!
https://tle.wisc.edu/solutions/engagement/50-ways-use-twitter-classroom
https://tle.wisc.edu/solutions/engagement/50-ways-use-twitter-classroom
Internet4classrooms
Internet 4 classrooms - k-12 resources , websites and prof learning
http://internet4classrooms.com/
http://internet4classrooms.com/
Wednesday, December 12, 2012
More Tech to Try
Need more tech ideas to try?? Why not... Edtech is like Jello, there's always room for ----! If you are willing to dive in, see the info at the link below...
http://syded.wordpress.com/2012/11/18/integrate-that-technology-into-your-classroom/
http://syded.wordpress.com/2012/11/18/integrate-that-technology-into-your-classroom/
10 things students should know about their on- line profile
So who cares what you do on-line, right?? Oops! Wrong attitude! You might not care now....but wait til later!
Read the interesting article below taken from:
http://www.teachhub.com/10-things-your-students-should-know-about-their-digital-footprints
10 Things Your Students Should Know About Their Digital Footprints
By: Digital Media in the Classroom
Building a digital legacy is an issue I believe doesn’t garner enough attention in our personal and professional lives. In fact, some of the heaviest users of online tools and social media, are our young students, who are growing up as a generation of visual learners and visual attention seekers. This is in fact the Facebook and YouTube generation, and the reality is that many teens are unconcerned about the dangers of sharing personal information online.
A highly respected education advocate, Kevin Honeycutt, once asked me if any of us from our generation (GenX and before), had ever made a mistake in puberty. He then asked if our mistakes are “Googleable.”
The reality is that our mistakes from puberty are not “Googleable”. But our students’ mistakes are. “They’re on the record you see, ” Kevin continued, “so if they’re gonna do it (live online) anyway, I think it behooves us as educators to help our students shape and build a positive legacy.”
With that in mind, I have developed some important facts and opinions that our students should be completely aware of as they live in their digital world, creating digital footprints along the way.
1.) College admissions and employers do read your online profiles and they do make decisions based upon information they find out about you online. In fact, college’s will make decisions based upon many forms of questionable involvement. Scott Cornwell, College and Career Adviser at Ladue Horton Watkins High School in St. Louis, Missouri said, “I had a case where a parent sent an email to a college suggesting they look at the Facebook page of a student who was applying to the same school as her daughter. The Facebook page showed the other student at a party with alcohol. The mother's goal was to get rid of some of the competition her daughter would have at this selective school. In the end, both the student at the party and the daughter of the mother were rejected (the first in part because of the Facebook page, the second because the college was concerned about dealing with such a manipulative mother for four years).
2. ) As illustrated in the example above, educators and parents do see, read, and hear about your online escapades, even though you go to great lengths to hide them from us. There have been many times I wish I hadn’t stumbled upon a student Twitter or Facebook post, but I have. These experiences, which included foul language,cyberbullying, and basic immaturity, have only reinforced to me that digital citizenship needs to be taught in our schools as early as possible.
3.) Educate yourself on the basics. What does Digital Citizenship mean to you? What should it mean? These are important lessons that students can research on their own. However, wouldn’t it be fantastic to offer some of this education in our schools as well?
4.) Create a profile that says simple, non-specific details about yourself, but that is still identifiably you. Ultimately, we are all personally responsible for our digital reputation, but many of our students, and quite frankly many adults, don’t know how to accomplish this important task.
5.) Create separate accounts so you can consistently remain positive in public online spaces. If you have already developed a full identity online, you don’t necessarily need to “scrub it clean”, but it would make sense to create a professional identity, and limit the amount of personal information you share publicly. Increase your privacy settings on all of your personal information, and publicly share all the wonderful things you are contributing to the world.
6.) Learn from others. Find teenagers, professionals, or reputation resources who are doing things the right way and model your online presence in a similar manner. Read the survey’s that have been conducted and make informative decisions on what personal material is appropriate to share publicly, and what is not.
7.) Keep private information private. Have you heard the saying the “Internet is forever?” You may think you can easily hit delete, and what you sent goes away. But it truly doesn’t. Be aware and learn why the Internet is permanent.
8.) The Golden Rule. Never has this rule applied more than to how you speak to others online. What are you truly accomplishing by saying things behind the veil of a computer screen, that you would never say to someone in person? Treat others as you would like to be treated. Simply put, if you don’t have something nice to say, don’t say anything at all. Remember, you can’t truly delete when you SEND.
9.) Don’t be afraid to make a mistake, but be mindful that being careless, too open, too trusting, and realize spending too much time on the Internet, has real consequences.
10.) Build your own positive image and brand yourself in a great way. Say “iAm” to the world. I created a wonderful lesson for my class by asking them who they are as people, not as students. I then asked them to create a short video to show me who they are. It was a great success and I learned a lot about my students in a very positive way.
Read the interesting article below taken from:
http://www.teachhub.com/10-things-your-students-should-know-about-their-digital-footprints
10 Things Your Students Should Know About Their Digital Footprints
By: Digital Media in the Classroom
Building a digital legacy is an issue I believe doesn’t garner enough attention in our personal and professional lives. In fact, some of the heaviest users of online tools and social media, are our young students, who are growing up as a generation of visual learners and visual attention seekers. This is in fact the Facebook and YouTube generation, and the reality is that many teens are unconcerned about the dangers of sharing personal information online.
A highly respected education advocate, Kevin Honeycutt, once asked me if any of us from our generation (GenX and before), had ever made a mistake in puberty. He then asked if our mistakes are “Googleable.”
The reality is that our mistakes from puberty are not “Googleable”. But our students’ mistakes are. “They’re on the record you see, ” Kevin continued, “so if they’re gonna do it (live online) anyway, I think it behooves us as educators to help our students shape and build a positive legacy.”
With that in mind, I have developed some important facts and opinions that our students should be completely aware of as they live in their digital world, creating digital footprints along the way.
1.) College admissions and employers do read your online profiles and they do make decisions based upon information they find out about you online. In fact, college’s will make decisions based upon many forms of questionable involvement. Scott Cornwell, College and Career Adviser at Ladue Horton Watkins High School in St. Louis, Missouri said, “I had a case where a parent sent an email to a college suggesting they look at the Facebook page of a student who was applying to the same school as her daughter. The Facebook page showed the other student at a party with alcohol. The mother's goal was to get rid of some of the competition her daughter would have at this selective school. In the end, both the student at the party and the daughter of the mother were rejected (the first in part because of the Facebook page, the second because the college was concerned about dealing with such a manipulative mother for four years).
2. ) As illustrated in the example above, educators and parents do see, read, and hear about your online escapades, even though you go to great lengths to hide them from us. There have been many times I wish I hadn’t stumbled upon a student Twitter or Facebook post, but I have. These experiences, which included foul language,cyberbullying, and basic immaturity, have only reinforced to me that digital citizenship needs to be taught in our schools as early as possible.
3.) Educate yourself on the basics. What does Digital Citizenship mean to you? What should it mean? These are important lessons that students can research on their own. However, wouldn’t it be fantastic to offer some of this education in our schools as well?
4.) Create a profile that says simple, non-specific details about yourself, but that is still identifiably you. Ultimately, we are all personally responsible for our digital reputation, but many of our students, and quite frankly many adults, don’t know how to accomplish this important task.
5.) Create separate accounts so you can consistently remain positive in public online spaces. If you have already developed a full identity online, you don’t necessarily need to “scrub it clean”, but it would make sense to create a professional identity, and limit the amount of personal information you share publicly. Increase your privacy settings on all of your personal information, and publicly share all the wonderful things you are contributing to the world.
6.) Learn from others. Find teenagers, professionals, or reputation resources who are doing things the right way and model your online presence in a similar manner. Read the survey’s that have been conducted and make informative decisions on what personal material is appropriate to share publicly, and what is not.
7.) Keep private information private. Have you heard the saying the “Internet is forever?” You may think you can easily hit delete, and what you sent goes away. But it truly doesn’t. Be aware and learn why the Internet is permanent.
8.) The Golden Rule. Never has this rule applied more than to how you speak to others online. What are you truly accomplishing by saying things behind the veil of a computer screen, that you would never say to someone in person? Treat others as you would like to be treated. Simply put, if you don’t have something nice to say, don’t say anything at all. Remember, you can’t truly delete when you SEND.
9.) Don’t be afraid to make a mistake, but be mindful that being careless, too open, too trusting, and realize spending too much time on the Internet, has real consequences.
10.) Build your own positive image and brand yourself in a great way. Say “iAm” to the world. I created a wonderful lesson for my class by asking them who they are as people, not as students. I then asked them to create a short video to show me who they are. It was a great success and I learned a lot about my students in a very positive way.
What does digital citizenship mean to you
Reference: http://www.microsoft.com/security/resources/digital-citizenship.aspx
What does digital citizenship mean to you?
Digital citizenship is usually defined as the "norms of behavior with regard to technology use." It encompasses digital literacy, ethics, etiquette, online safety, norms, rights, culture and more. Microsoft recognizes that good digital citizenship, when you use computers, gaming consoles, or mobile devices, promotes a safer online environment for all.
The visual whitepaper, "Fostering Digital Citizenship," discusses why digital citizenship matters and outlines the education young people need as they explore, learn, and essentially "grow-up" online. This paper also addresses the three types of risks you might encounter in online activities: Content, Contact, and Conduct.
Managing your online behavior and monitoring your reputation are important elements of good digital citizenship. Microsoft recently surveyed teen and parental attitudes, awareness of, and behaviors toward managing their online reputations.
Teens share considerably more information online than their parents and, as a result, expose themselves to more risk; they also feel more in control of their online reputations.
Teens believe the benefits of sharing information online outweigh the risks, with the exception of sharing a physical location.
Teens and parents worry about different things. Teens are most concerned about getting into college (57%), landing a job (52%,) and being embarrassed (42%). Parents worry about fraud (54%), being embarrassed (51%,) and career (43%).
The encouraging results suggest that American parents and teens are actively managing their online reputations—and with an eye toward good digital citizenship.
Below are resources to help you learn more about digital citizenship and protect your online reputation:
Policy background: Digital Citizenship (PDF) http://download.microsoft.com/download/4/F/5/4F551930-CB22-43EC-A054-5E6270AAD2D7/Digital_Citizenship_backgrounder.pdf
Digital Citizenship: Testimonials from the Experts (PDF)
Own Your Space – An Online Reputation That Counts: A Guide for Teens supplemental chapter (PDF)
For educators: Top Tips for Secondary Schools (PDF)
Fact sheet: Take Charge of Your Online Reputation (PDF)
What does digital citizenship mean to you?
Digital citizenship is usually defined as the "norms of behavior with regard to technology use." It encompasses digital literacy, ethics, etiquette, online safety, norms, rights, culture and more. Microsoft recognizes that good digital citizenship, when you use computers, gaming consoles, or mobile devices, promotes a safer online environment for all.
The visual whitepaper, "Fostering Digital Citizenship," discusses why digital citizenship matters and outlines the education young people need as they explore, learn, and essentially "grow-up" online. This paper also addresses the three types of risks you might encounter in online activities: Content, Contact, and Conduct.
Managing your online behavior and monitoring your reputation are important elements of good digital citizenship. Microsoft recently surveyed teen and parental attitudes, awareness of, and behaviors toward managing their online reputations.
Teens share considerably more information online than their parents and, as a result, expose themselves to more risk; they also feel more in control of their online reputations.
Teens believe the benefits of sharing information online outweigh the risks, with the exception of sharing a physical location.
Teens and parents worry about different things. Teens are most concerned about getting into college (57%), landing a job (52%,) and being embarrassed (42%). Parents worry about fraud (54%), being embarrassed (51%,) and career (43%).
The encouraging results suggest that American parents and teens are actively managing their online reputations—and with an eye toward good digital citizenship.
Below are resources to help you learn more about digital citizenship and protect your online reputation:
Policy background: Digital Citizenship (PDF) http://download.microsoft.com/download/4/F/5/4F551930-CB22-43EC-A054-5E6270AAD2D7/Digital_Citizenship_backgrounder.pdf
Digital Citizenship: Testimonials from the Experts (PDF)
Own Your Space – An Online Reputation That Counts: A Guide for Teens supplemental chapter (PDF)
For educators: Top Tips for Secondary Schools (PDF)
Fact sheet: Take Charge of Your Online Reputation (PDF)
Tips for the disorganized student
Tips taken from the following blog, Teacher's Hub http://www.teachhub.com/8-foolproof-ways-help-disorganized-student
A disorganized student is often described as forgetful and messy. They have a hard time keeping track of their materials and using their time efficiently. These students tend to have messy desks and repeatedly forget their homework. The simplest of tasks can baffle a disorganized student. This lack of organizational skills can be easily fixed by providing students with a few strategies to keep them on track.
Use the following tips to help disorganized students become organized and learn how to manage their responsibilities.
Set up and Stick to a Routine
Establishing a daily routine will help disorganized students feel less frustrated and give them a sense of structure. Provide students with a class schedule that they can reference throughout the day. Place this schedule in their take home folder, tape it onto their desk, and post it in the classroom. If you make it accessible, then this will lessen the student's confusion of what it expected of them.
Clean Out the Clutter
Disorganized students tend to have very messy desks. They will never voluntarily choose to clean them out, so it is up to you to set aside time each day or week for them to do so. Show them specific ways of how to keep their desks tidy. For example, throw away old assignments and materials you no longer use, place small items such as pencils and scissors in a container, etc. Doing so will give them the skills they need to maintain an organized life, and manage their responsibilities.
This tip goes hand-in-hand with enlisting support from the parents. Require that homework goes home each night, and is signed and returned to school every day. This will ensure that students are staying on track, and will encourage students to be responsible for their belongings.
Enlist Help From Parents
Parent-teacher communication is essential when you are dealing with a student who has no organizational skills. Keep parents in the loop daily or weekly by notifying them on their child's progress. Having parental support will show the student that you mean business, and you are working together as a team to help them become self-sufficient.
Create a Checklist
Clearly define expectations by creating a checklist. This is truly the best tool to help students visually see what they need to accomplish and stay on track. Show students how to prioritize their list and check tasks off as they complete them.
Use Memory Aids
Memory aids are a great way to help disorganized students remember their tasks and class materials. Provide students with aids such as sticky notes, rubber bands and timers. Have them tape checklists and class schedules to their folders and desks. Teach students acronyms such as CATS (C=Carry, A= Assignment, T=to, S=School) or PANTS (P=Parent, A=Assignment, N=Notebook, T=Textbook, S=School) to help them remember what to bring to school.
Use the Buddy System
Enlist the help of a classmate to remind the disorganized student of important tasks and student expectations. Pair the student up with a responsible student that you can trust, to help them out when you are busy or absent.
Label and Color Code Everything
The best way to keep students organized is to label and color-code all of their materials. Students who have a lack of organizational skills may feel overwhelmed when their materials are all over the place. Having specific colors for each subject will help students find assignments quickly and effortlessly.
All of these ideas can help transform your disorganized student into an organized one. These strategies will give students the tools and skills they need to manage their obligations and lead an organized life.
next
Read Other K12 Education News
Best Back to School Deals for Teachers
Top 20 Teacher Jokes
December Bulletin Board Bonanza
A disorganized student is often described as forgetful and messy. They have a hard time keeping track of their materials and using their time efficiently. These students tend to have messy desks and repeatedly forget their homework. The simplest of tasks can baffle a disorganized student. This lack of organizational skills can be easily fixed by providing students with a few strategies to keep them on track.
Use the following tips to help disorganized students become organized and learn how to manage their responsibilities.
Set up and Stick to a Routine
Establishing a daily routine will help disorganized students feel less frustrated and give them a sense of structure. Provide students with a class schedule that they can reference throughout the day. Place this schedule in their take home folder, tape it onto their desk, and post it in the classroom. If you make it accessible, then this will lessen the student's confusion of what it expected of them.
Clean Out the Clutter
Disorganized students tend to have very messy desks. They will never voluntarily choose to clean them out, so it is up to you to set aside time each day or week for them to do so. Show them specific ways of how to keep their desks tidy. For example, throw away old assignments and materials you no longer use, place small items such as pencils and scissors in a container, etc. Doing so will give them the skills they need to maintain an organized life, and manage their responsibilities.
This tip goes hand-in-hand with enlisting support from the parents. Require that homework goes home each night, and is signed and returned to school every day. This will ensure that students are staying on track, and will encourage students to be responsible for their belongings.
Enlist Help From Parents
Parent-teacher communication is essential when you are dealing with a student who has no organizational skills. Keep parents in the loop daily or weekly by notifying them on their child's progress. Having parental support will show the student that you mean business, and you are working together as a team to help them become self-sufficient.
Create a Checklist
Clearly define expectations by creating a checklist. This is truly the best tool to help students visually see what they need to accomplish and stay on track. Show students how to prioritize their list and check tasks off as they complete them.
Use Memory Aids
Memory aids are a great way to help disorganized students remember their tasks and class materials. Provide students with aids such as sticky notes, rubber bands and timers. Have them tape checklists and class schedules to their folders and desks. Teach students acronyms such as CATS (C=Carry, A= Assignment, T=to, S=School) or PANTS (P=Parent, A=Assignment, N=Notebook, T=Textbook, S=School) to help them remember what to bring to school.
Use the Buddy System
Enlist the help of a classmate to remind the disorganized student of important tasks and student expectations. Pair the student up with a responsible student that you can trust, to help them out when you are busy or absent.
Label and Color Code Everything
The best way to keep students organized is to label and color-code all of their materials. Students who have a lack of organizational skills may feel overwhelmed when their materials are all over the place. Having specific colors for each subject will help students find assignments quickly and effortlessly.
All of these ideas can help transform your disorganized student into an organized one. These strategies will give students the tools and skills they need to manage their obligations and lead an organized life.
next
Read Other K12 Education News
Best Back to School Deals for Teachers
Top 20 Teacher Jokes
December Bulletin Board Bonanza
The importance of teacher blogging
Tired of justifying that blogging is a good thing??? Sometimes I feel that way... Read the blog post from teacher hub, reasons to blog are all there!
Now what will I blog about??
http://www.teachhub.com/importance-teacher-bloggers
Now what will I blog about??
http://www.teachhub.com/importance-teacher-bloggers
Edcamps the "unconference"
So what's an edcamp, other than a really nerdy event I would probably like to attend?? Edcamps are "un-conferences" in which teachers come together to create their own professional development and to learn from one another.
Sounds awesome? Well I think it does! Read up on it ... Go to the following link...
http://www.teachhub.com/pd-your-peers-exploring-edcamp-lisa-dabbs
Sounds awesome? Well I think it does! Read up on it ... Go to the following link...
http://www.teachhub.com/pd-your-peers-exploring-edcamp-lisa-dabbs
Edchat radio
Now I can even listen to topics that interest educators.... I'm really getting teacher-nerdy now!!!
http://www.bamradionetwork.com/index.php?option=com_content&view=category&layout=blog&id=86&Itemid=249
http://www.bamradionetwork.com/index.php?option=com_content&view=category&layout=blog&id=86&Itemid=249
Tuesday, December 11, 2012
ASCD tech tips
Just check out this link for tips from ASCD.... basically lots of links and tech tips, maybe handy for some.
https://sites.google.com/site/amescsdtech/tttopics/googledocs
https://sites.google.com/site/amescsdtech/tttopics/googledocs
Grappling's Exploration of BYOD
http://www.bjpconsulting.com/files/MAPPSpectrum.pdf
Basically check out Grappling's PDF to see how to fully use BYOD in the classroom. There are 3 levels that are explored varying from Tech Literacy uses to Adapting uses to Transforming Uses.... This document explores technological use with hierarchial levels of understanding. Three areas are described Technology Focus, Instructional Focus and Technology Use.
The first level, Tech Literacy is basically using the technology for the sake of using the technology. Basically, the tech use has not gone beyond the "bells and whistles" phase in it's integration. For example, using an on-line interactive "presentation poster" like Glogster, for the sake of using Glogster, not because it's the best way to present a project.
In the second level, Adapting uses, the focus is using programs for drill and practice or for games that fit into what you are currently studying. It may also be using word to type a document, rather than writing it. An example of this would be practicing math drills with Khan Academy, Manga High or Mathletics.
Finally in the third level, students use the technology to collaborate and extend their understanding. The technology is more of a tool that is found to fit the purpose of the activity. For example, using blogs, like kidblog, to compose Reader's Responses because it allows peers the chance to collaborate and give feedback, plus it allows for sharing in an authentic way with peers as the audience. Another example would include using Google Docs to collaborate for a group assignment or Wallwisher.
Just to clarify, I believe that classrooms have to operate at all of these levels at different times. If you are just learning how to use an on-line form of software, you might just do a small project, with the main objective being learning how to use the software. Once students have attained a level of mastery, then they are ready to use the software when it is best suited for different projects. There is of course logical times when a student would be in the Adapting phase, sometimes, drill and practice is just what's required to practice basic math concepts and it does have it's place in learning concepts better. And we all know it's not a central focus of the curriculum. When students have been exposed to a variety of forms of technology in the classroom and have had a chance to use these forms on a regular basis, and not just as an activity for that particular lesson or unit, then they can move into the transformative phase. Honestly, with our students being the "Digital Natives" we will probably find as teachers, they can help guide and teach us... as the "Digital Tourists".
Anyways, read the post previous to this one from Scoop it! It's far more engaging and explores the Grappling document more effectively.
Basically check out Grappling's PDF to see how to fully use BYOD in the classroom. There are 3 levels that are explored varying from Tech Literacy uses to Adapting uses to Transforming Uses.... This document explores technological use with hierarchial levels of understanding. Three areas are described Technology Focus, Instructional Focus and Technology Use.
The first level, Tech Literacy is basically using the technology for the sake of using the technology. Basically, the tech use has not gone beyond the "bells and whistles" phase in it's integration. For example, using an on-line interactive "presentation poster" like Glogster, for the sake of using Glogster, not because it's the best way to present a project.
In the second level, Adapting uses, the focus is using programs for drill and practice or for games that fit into what you are currently studying. It may also be using word to type a document, rather than writing it. An example of this would be practicing math drills with Khan Academy, Manga High or Mathletics.
Finally in the third level, students use the technology to collaborate and extend their understanding. The technology is more of a tool that is found to fit the purpose of the activity. For example, using blogs, like kidblog, to compose Reader's Responses because it allows peers the chance to collaborate and give feedback, plus it allows for sharing in an authentic way with peers as the audience. Another example would include using Google Docs to collaborate for a group assignment or Wallwisher.
Just to clarify, I believe that classrooms have to operate at all of these levels at different times. If you are just learning how to use an on-line form of software, you might just do a small project, with the main objective being learning how to use the software. Once students have attained a level of mastery, then they are ready to use the software when it is best suited for different projects. There is of course logical times when a student would be in the Adapting phase, sometimes, drill and practice is just what's required to practice basic math concepts and it does have it's place in learning concepts better. And we all know it's not a central focus of the curriculum. When students have been exposed to a variety of forms of technology in the classroom and have had a chance to use these forms on a regular basis, and not just as an activity for that particular lesson or unit, then they can move into the transformative phase. Honestly, with our students being the "Digital Natives" we will probably find as teachers, they can help guide and teach us... as the "Digital Tourists".
Anyways, read the post previous to this one from Scoop it! It's far more engaging and explores the Grappling document more effectively.
Levels of use of BYOD or BYOT
all info from...
Levels of Use in BYOT – Transforming Learning Experiences
When students are encouraged to bring their own technology to school, this initiative has the potential to empower students and teachers in their learning experiences. We now have BYOT being implemented in all 35 schools in my district, and it is still gradually spreading from classroom to classroom. 
We have noticed varying levels of use of the technology devices that the students are bringing to school, yet our goal is to achieve the optimal potential of BYOT to impact student learning. To describe the use of instructional technology in our classrooms, we use Bernajean Porter’s Grappling’s Technology and Learning Spectrum to differentiate between Literacy, Adapting, and Transforming uses of technology. In fact, this spectrum has been incorporated into the classroom observation of our teachers to help focus on areas of strength and potential areas for future growth.
We have noticed varying levels of use of the technology devices that the students are bringing to school, yet our goal is to achieve the optimal potential of BYOT to impact student learning. To describe the use of instructional technology in our classrooms, we use Bernajean Porter’s Grappling’s Technology and Learning Spectrum to differentiate between Literacy, Adapting, and Transforming uses of technology. In fact, this spectrum has been incorporated into the classroom observation of our teachers to help focus on areas of strength and potential areas for future growth.
Here are some ways that this spectrum can translate into instructional activities of the BYOT classroom as well as some suggestions for encouraging higher levels of use.
Literacy Uses
Bernajean Porter describes Literacy Uses of technology as the focus on the technology itself rather than on the curriculum. When the students first bring their own technology into the classroom, they have to learn how to connect them to the districts wireless network. They are excited about the apps and capabilities of their devices, and they are eager to share and discuss them with each other. The students often have to help each other with using the technology within the infrastructure of the school district. This is part of the process of encouraging BYOT in the classroom, and the amount of time that it takes to progress through this level of use varies based on the experiences and abilities of the students. In my observations, I have seen this level of use quickly pass, and then the students look for some direction about new uses for their technology tools. The students are often not used to learning with their own devices. They may have used them for playing games, texting, and consuming content, but they need their teachers to facilitate some educational and productive uses.
A classroom can get stuck in the literacy level when BYOT is relegated to one day of the week or when it is seen as something extra to be used as a diversion or a reward in the classroom. To help BYOT progress to the next level of use, the teacher needs to brainstorm with the students how their devices can assist their learning on a regular basis in the classroom.
Adapting Uses
When students begin to use their technology tools to do the same types of assignments they completed without BYOT, then they are engaged in Adapting Uses of their devices. Some examples of adapting BYOT to the classroom can include the following: entering assignments on the calendar of a smartphone instead of writing them on an agenda; taking notes during a lecture with an app; using a word processor to complete writing assignments; making use of the calculator on a cell phone to finish a math worksheet; and researching facts on a topic. When a student logs into a website to play games with the sole purpose of improving their basic skills in grammar and math or even to watch instructional videos on a topic, they are also using their technology on the adapting level.
In typical 1 to 1 programs where every student has been provided with the same device, classrooms can easily get stuck in the adapting uses of technology. Instead of reading from a paper textbook, the students are sometimes given the assignment to read the digital textbook and then to enter their answers to questions at the end of the chapter on the device. Another example of an adapting use is when the teacher directs all of the students to complete the same project using the same software, and the end products all end up being basically the same. BYOT can help to encourage higher levels of use because assignments have to be more open-ended to account for the students’ differing devices. To move to the next level of use, the teacher has to provide flexibility for student choices and to be willing to learn alongside the students.
Transforming Uses
As teachers begin to empower students with the Transforming Uses of their technology devices, the tools seem to disappear in the classroom, and the focus becomes centered on the construction of new meanings. The teacher’s job shifts from teaching about technology or directing instruction into a more facilitative role of learning. The most important ability a teacher needs to possess in this BYOT classroom is knowing how to ask the right questions to help students collaborate in inquiry, to decide on the right tools, and to create original products that show what they have learned. The process of learning in this environment is as important as the end product, and the technology that is used is essential to the ultimate outcome of the learning experience. In addition to being consumers of content, the students now become producers of information to be presented in exciting new ways.
An example of a transforming use of technology in a high school classroom that I observed was that after reading Shakespeare’s Othello, the teacher had the students watch the modern movie adaptation. This would just be an adapting use of the technology; however, the experience became transforming as the students watched the movie and participated in a back channel discussion on their devices. They compared the movie to the original play via Skype. The teacher actively monitored the thread of the discussion on his own laptop and promoted further in-depth dialogue in the online chat by commenting and asking thought-provoking questions based on the students posts. In this instance, the activity could not have been completed without the use of the technology, and the discussion progressed to higher-levels of thinking.
The Next Steps…
When you begin your BYOT initiative, realize that teachers and students will naturally move back and forth among the above uses of their technology tools. If teachers, do not have a goal for BYOT or provide opportunities for students to own the learning, they will sometimes just stop bringing their devices to school. Explore ways to implement BYOT as a regular part of the class day, and be open to transforming learning.
Monday, December 10, 2012
BYOD in the classroom
Really awesome ideas on implementing BYOD - all explained simply and would be fairly easy to follow...
http://adifference.blogspot.ca/2011/07/how-would-i-prepare-to-teach-byod-class.html?m=1
How would I prepare to teach a BYOD class?
My answer: "My class will teach the world what they learn with me. Everything will be accessible online and on a mobile device."
http://adifference.blogspot.ca/2011/07/how-would-i-prepare-to-teach-byod-class.html?m=1
How would I prepare to teach a BYOD class?
My answer: "My class will teach the world what they learn with me. Everything will be accessible online and on a mobile device."
Wall wisher and uses in the classroom
Wall wisher.... On-line program to share docs and collaborate.
What is it? How can you use it in teaching? View the following PowerPoint.
https://docs.google.com/present/view?id=dhn2vcv5_436f8kscmdc
Really creative and engaging ways to use wall wisher in the classroom!
http://wallwisher.com/
More ways explained on how to use wall wisher - see blog.
http://blog.wallwisher.com/?m=1
What is it? How can you use it in teaching? View the following PowerPoint.
https://docs.google.com/present/view?id=dhn2vcv5_436f8kscmdc
Really creative and engaging ways to use wall wisher in the classroom!
http://wallwisher.com/
More ways explained on how to use wall wisher - see blog.
http://blog.wallwisher.com/?m=1
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