למידה, אינטרנט ... ומה שביניהם

תוויות: כלים חברתיים, שימוש בבתי ספר

Half of written communication is by email, 29% by text and just 13% by pen and paper. Think about it. How much pen and paper use is in schools? Probably the majority.

Reading news reports and summaries of the project you would be quick to see that home use, the motivation to learn beyond the 4pm bell. It's not just gaining some of the 200 minutes per night that kids spend online for school work. It's about creating new relationships between parents and children, where parents are taking part in a 'joint hobby', learning with their child.

Well, the research is there and it is high profile. This 2005 E-Society Paper (download as PDF) shows that most use of the net by kids is what most sensible people would call, well, sensible. Most of their use (on page 10) is for researching the web for homework. The references to IM and email are probably going on simultaneously meaning that an even larger chunk of time than is stated in the research is actually being invested in learning. And the sites they choose to look at (page 18) are invariably noble in their causes: environment, charity, human rights and, yes, government.

A parent (בקונטיקט) has complained about wiki and even contacted the State General Attoney to see if it violates anything. Her grievances about the wiki were the following

1. there were three personal pictures - all on the map of the home page
2. some kids used their real names on pages or as a username
3. in my post on icon I identified that where I live and that I teach at a "blue collar school"
4. I had pictures of the school and the rooms which could provide a blueprint for a killer
5. some kids put personal descriptors "I am five feet tall with brown hair named Sam"

Of course, just like everything else that gets banned, the wikis went underground. More kids created their own wikis in response to this than they did while my class wiki was active. So now instead of one wiki in with the whole team involved (not to mention me), there are now many wikis splintered across the wikiverse.

תוויות: גלישה בטוחה, שימוש בבתי ספר

מופיע כאן רשימה קצרה של דפים של תלמידי רמת רזים. יש בדפים האלה קישורים לפרויקטים רבים. (הפעלת הפרויקטים דורשת JAVA.)

• http://scratch.mit.edu/users/leeor99
• http://scratch.mit.edu/users/youvalz
• http://scratch.mit.edu/users/nirwowe

If we really want to make the most of it (new computer technology), we need to start thinking of computers more like paintbrushes and less like television

תוויות: טכנולוגיה, שימוש בבתי ספר

תוויות: ויקי

The principal asset a young tech entrepreneur has is that they don’t know a lot of things.

In almost every circumstance, this would be a disadvantage, but not here, and not now. The reason this is so, and the reason smart old people can’t fake their way into this asset, has everything to do with our innate ability to cement past experience into knowledge.

the people with the most experience know the most.

When the world really has changed overnight, when wild new things are possible if you don’t have any sense of how things used to be, then it is the people who got here five minutes ago who understand that new possibility, and they understand it precisely because, to them, it isn’t new.

תוויות: הרהורים, נוער

תוויות: הרהורים

שאלה בסיסית ששואלים את עצמם אנשי חינוך היום היא האם הערכים בויקיפדיה מדויקים

בערך "מוטציה" היו 8 אי-דיוקים ב"בריטניקה" ו-6 בלבד בוויקיפדיה, ובערך "קוורק" 5 אי-דיוקים ב"בריטניקה", ואף לא אחד בויקיפדיה .

העתידן אשר עידן, במאמרו בגיליון זה על פדגוגיה 2.0, טוען כי המאפיין המרכזי של עולם הוויקי הוא שהיום התלמידים הם יצרני חומרי הלימוד, ולא המורים ומערכת החינוך.

טכנולוגיית הויקי מאפשרת להם ולמורה לבחון את התפתחות השאלות באמצעות "השוואת גרסאות".

בעיני זו אבחנה מרחיקת לכת, אך אין ספק כי ההתפתחות המואצת של כלי השיתוף והקהילה ברשת יוצרים הזדמנות נדירה לשינוי פני החינוך

תלמידים לומדים לתקשר עם מבוגרים סביב ידע, לברור ולאמת ידע, ולערוך אותו בצורה שתהיה נגישה גם לחבריהם.

תוויות: ויקי, כלים חברתיים, שימוש בבתי ספר

So, if we DIGG it, is it so? If enough people believe something, does that make that idea more accurate, more valuable, or more important? Because blogging becomes the talk of NECC, and then podcasting, and what will almost certainly be Second Life at next month's international conference, does that make it the technology that tech savvy teachers should be embracing? The quick answer is, " " Well, that's the point. There is no quick answer. It depends. It depends on what you want to achieve. It depends on the context -- both macro and micro. It depends on a thorough examination of the information and of the technology. It begins with some fundamentals. We'll get no where without fundamentals.

… the degree to which new technologies can be applied to learning (and learning to learn), should be the measure of whether we should adapt and adopt them in our classrooms and other learning environments.

תוויות: כלים חברתיים, שימוש בבתי ספר

Everything is Miscellaneous takes all the precious ideas we are taught as librarians and throws them out the window. Structure, order, precise metadata, bibliographic control: gone, gone, gone, gone.

Weinberger hits very close to home throughout the book, but nowhere closer than when he remarks, “We've only forced ideas into unambiguous categories through authority and discipline.”

... an argument against Aristotle. That is, it’s an argument against the idea that there is a single, right order of the world, and that that order is defined by clear definitions. … the Aristotelian assumptions, combined with the limitations of paper-based knowledge, lead to authority over knowledge being placed in the hands of a few.

תוויות: הרהורים

מעניין איך אחרים משתמשים ב-מניינים - יש כאן עוד מורים?

רשת חברתית למורים http://www.classroom20.com

Around here we keep wondering why it is taking so long for all the teachers out there to begin to utilize technology in their teaching repertoire. Why don't they take advantage of the great teaching and learning opportunities that cutting edge technology makes available to them? Why don't they make the effort to enter the 21st Century, learn what's available and use it to help bring about the revolution in education that is so needed?

תוויות: כתיבה

Lord Puttnam is chair of education innovation charity Futurelab

Whenever I go into class, I have to power down.

At school, you do all this boring stuff, really basic stuff, PowerPoint and spreadsheets and things. It only gets interesting and exciting when you come home and really use your computer. You're free, you're in control, it's your own world.

Most kids probably cannot tell you whether they are actually learning anything from that freedom and control, from the hours spent playing computer games, joining in chat forums and (for the more adventurous) setting up websites. But isn't that where the education system should take over and work out what the golden nuggets of learning might be?

Let us start a serious public debate about how and whether we can bridge this gap between children's experiences inside and outside school. How much are they really learning through their passion for computer-based entertainment? How do we maximise the educational benefits of that passion, without, of course, killing it stone dead? Or - and there will be some who continue to believe this - should education and entertainment remain on entirely separate tracks?

תוויות: כלים חברתיים, שימוש בבתי ספר

Today's teenagers are being socialised into a society complicated by shifts in the public and private. New social technologies have altered the underlying architecture of social interaction and information distribution. They are embracing this change, albeit often with the clumsy candour of an elephant in a china shop. Meanwhile, most adults are panicking. They do not understand the shifts that are taking place and, regardless, they don't like what they’re seeing.

This leaves educators in a peculiar bind. More conservative educators view social technologies as a product of the devil, bound to do nothing but corrupt and destroy today's youth. Utterly confused, the vast majority of educators are playing ostrich, burying their heads in the sand and hoping that the moral panics and chaos that surround the social technologies will just disappear. Slowly, a third group of educators are emerging - those who believe that it is essential to understand and embrace the new social technologies so as to guide youth through the murky waters that they present. This path is tricky because it requires educators to let go of their pre-existing assumptions about how the world works. Furthermore, as youth are far more adept at navigating the technologies through which these changes are taking place, educators must learn from their students in order to help them work through the challenges that they face.

There has been a lot of headline grabbing coverage of online predators or stranger danger and what kids and teens are doing wrong online or with cell phones -- whether it's bullying, stalking, or posting inappropriate content. There are predators out there, but the reality is most teens just ignore them or delete them like the creepy spam they are. And yes, teens make stupid choices sometimes (I'm sure we all remember a few poor choices of our own), they just have a more public forum to do it in. But the reality is that teens are using technology to do mostly benign stuff -- listen to music, write on a blog (yes they're writing!), keep in touch with old friends, make plans, connect with other teens around similar interests or causes, decorate they're MySpace page or avatar as a way of expressing themselves.

… anonymous or pseudonymous profiles can be readily connected to real world identity. While advertisers may not collect PII (Personally Identifiable Information), they do collect IP addresses, which can be traced to an individual most of the time. Also, Carnegie Mellon professor Latanya Sweeney has demonstrated that one can identify 87 percent of the U.S. population from ZIP code, birth date and gender alone.

תוויות: גלישה בטוחה, כלים חברתיים, נוער

I can't usually fault them ..., since my crappy inkjet in my home office is always out of ink too. However, the number of students who still don't think to email papers to an instructor is remarkably large. More importantly, the number of teachers unwilling to accept papers electronically is remarkably small. All this means is that schools and parents bear the cost of printing when electronic means exist to easily exchange and view files.

As a result, formal handwriting is on the way to becoming more of an "art form" than practical skill, according to Katherine Boles , a lecturer at Harvard University's Graduate School of Education .

"Computers are just taking over," said Boles, who taught third and fourth grade at the Edward Devotion School in Brookline for more than a quarter-century.

It's hard to imagine that someone, somewhere is spending more time writing on a computer than by hand. Thankfully, there is a voice of reason from a reliable source:

"Those who earn their living by teaching handwriting" (I'm not making this up) "say it has not been supplanted by e-mail and text messaging."

תוויות: טכנולוגיה, כתיבה

• 53% of high school students were at or above grade level before 1:1, and now it’s 78%
• 59% of middle school students at or above grade level before, and now it is 76%
• Prior to 1 to 1 laptops, 25% of high school graduates entered college.  Last year it was 79%.  84% have already been accepted among this year’s graduating class
• Teen Pregnancy rate was #2 in North Carolina.  Now it’s #18.

After seven years, there was literally no evidence it had any impact on student achievement — none. ... The teachers were telling us when there’s a one-to-one relationship between the student and the laptop, the box gets in the way. It’s a distraction to the educational process.

תוויות: טכנולוגיה, שימוש בבתי ספר

You control the information age.

But the latest data on Internet participation reveals that only a very small percentage of Internet activity is related to users creating and publishing content. … Far less than 1% of visits to most sites that thrive on user-created materials are attributable as participatory, the remaining 99% are passive visits.

תוויות: חוכמת ההמון, כלים חברתיים

תוויות: מידענות