למידה, אינטרנט ... ומה שביניהם

תוויות: אתיקה, בלוגים, העתקה-הדבקה

Through the lesson, students engaged in discussions of creditability, validity, timeliness, and search strategies to find and evaluate fantasy football information. The assessment of these instruction sessions showed incoming students successfully identifying evaluation criteria and reporting positive changes in how they viewed research and libraries.

Librarians have the ability to connect these existing skills to academic content in order to help students become successful information literate students.

The student athletes discussed the sources and argued over their conclusions. These discussions could have taken place in any traditional information literacy class and were the true intent of the session itself. The students seemed surprised at the similarities to academic concepts.

תוויות: אוריינויות, מידענות, סטנדרטים

תוויות: טכנולוגיה, שימוש בבתי ספר

One valuable lesson you should learn at university is that the world is full of people smarter than you and wondrous things to learn. This video and the mindless kudos afforded it make just the opposite point. Hey kids, you have cellphones! You've played Halo and excerpted someone else's blog which in summarized someone else's blog which excerpted an article on a magazine web site. Therefore, you are master of the universe and every educational institution should abandon scholarship, discipline and any text longer than a screen.

Thank you for demonstrating some of the ways the video is being misinterpreted. I have posted some clarifications on our blog: http://mediatedcultures.net/ksudigg/?p=124

To my delight, “A Vision of Students Today” is currently the most blogged about video in the blogosphere. I have read nearly every blog and comment posted about the video ....

What are we DOING to change how we are teaching? If you have any great examples of how you have changed up your classroom (or “classroom”) in ways that are more in tune with the information environment in which we all now exist, please comment.

I need to accept that I could have done a better job editing the video and delivering my message.

תוויות: בלוגים, דוגמאות, שימוש בבתי ספר

In their current incarnation, social network sites (SNSs) like Facebook and MySpace should not be integrated directly into the classroom. That said, they provide youth with a valuable networked public space to gather with their peers. Depending on the role of school in their lives, youth leverage these structures for educational purposes - asking questions about homework, sharing links and resources, and even in some cases asking their teachers for information outside of the classroom. SNSs do not make youth engage educationally; they allow educationally-motivated youth with a structure to engage educationally.

Social network sites do not help most youth see beyond their social walls. Because most youth do not engage in "networking," they do not meet new people or see the world from a different perspective. Social network sites reinforce everyday networks, providing a gathering space when none previously existed.

In a recent online forum I observed how technology altered education in every conceivable facet. I have seen it used as delivery system, then as content in the classroom and finally as classroom, building and campus itself, and in every case, pedagogy changed to accommodate the interface. Shouldn’t it be the other way around? Unless we impose that logic on social networks, they will align educational methods with corporate motives, as previously discussed.

תוויות: בלוגים, רשתות חברתיות

We change the Course of Study about every ten years. But the truth is that ten years is too short a time to change classroom education. If we greatly changed the Course of Study every ten years, teachers would be turning their heads this way and that so often that their necks would break. So we make major changes in the Course of Study only every twenty years or so, and in between it's just fine tuning.

The changes made to these documents (about once a decade) are often brief, abstract descriptions of new goals: "autonomy," "initiative", "desire to learn" "problem-solving capacity". Although I initially found these vague goals - provided without accompanying concrete examples - frustrating, they may reflect an underlying assumption that policymakers cannot define good classroom practice.

תוויות: מורים, סטנדרטים

I can honestly say that it’s now a much faster and more precise way to input words than typing.

תוויות: רשתות חברתיות, שימוש בבתי ספר

State schools spent £1 billion on cutting-edge information technology last year but 80 per cent of them are failing to make full use of it, according to experts.

Pupils now handle equipment worth thousands of pounds, with some using laptops, interactive whiteboards or hand-held smartphones. The Government claims that Britain is a European leader in installing IT in the classroom.

However, Becta, the Government’s adviser on IT in schools, says that many teachers are intimidated by the equipment and struggle to cope, and that children have a better understanding of how it works.

In the developed world, ICT permeates middle class citizens' lives (including teachers') generally. So perhaps the real problem is the way that "technology for my work" is often so different from "technology for my life". The reason that you use Google, Wikipedia, Facebook, The Trainline, etc etc is because these services help you with the "stuff" of your life. The key to getting ICT used in schools is to have it designed, supported, and run in a way which helps learners, schools, and teachers with the "stuff" of education. That this is not the case in many schools is a complex issue, which should not be reduced to "teacher technophobia".

Simply stated, schools that expect teachers to build Web pages are making a mistake, and wasting hours of time and money on “training."

to step into technology use, most teachers have to see a return on their investment; they have to see an impact on learning, and this is a healthy expectation.... And please don’t suggest that teachers can link to things like blogging, wiki, and social bookmarking sites to add that component. By doing something like that - joining a collection of independent tools together - the skills and understanding and support required to make that a realistic component to learning is probably beyond most.

תוויות: מורים

Whereas literates can rotate concepts in their minds abstractly, orals embed their thoughts in stories. According to Ong, the best way to preserve ideas in the absence of writing is to “think memorable thoughts,” whose zing insures their transmission. In an oral culture, cliché and stereotype are valued, as accumulations of wisdom, and analysis is frowned upon, for putting those accumulations at risk. There’s no such concept as plagiarism, and redundancy is an asset that helps an audience follow a complex argument.

It can be amusing to read a magazine whose principles you despise, but it is almost unbearable to watch such a television show. And so, in a culture of secondary orality, we may be less likely to spend time with ideas we disagree with.

Researchers from the University of New South Wales (UNSW) have found that while Internet searches do bring up a variety of useful materials, people pay more attention to information that matches their pre-existing beliefs.

Our brains are wired for narrative, not statistical uncertainty. And so we tell ourselves simple stories to explain complex things we don't - and, most importantly, can't - know.

תוויות: הרהורים, כתיבה

תוויות: בלוגים, הרהורים, כתיבה

(1) How do we know what's true or not true? How credible is our evidence?
(2) Is there an alternate story? Perspective? How might this look from another viewpoint?
(3) Is there a connection between x and y? A pattern? Have I come across this before?
(4) What if... supposing that…? Could it have been otherwise if x not y had intervened?
(5) And finally, "who cares"? Does it matter? (And, perhaps, to whom?)

תוויות: דיווחים, מורים

Content creation by teenagers continues to grow, with 64% of online teenagers ages 12 to 17 engaging in at least one type of content creation, up from 57% of online teens in 2004.

• 39% מעלים יצירות אמנות פרי ידיהם (צילומים, סיפורים, וידיאו, ועוד)
• 33% מעלים חומרים לבלוגים או לאתרים של אחרים – חברים, בית הספר, ארגונים
• 28% מנהלים בלוגים עצמאיים
• 27% מנהלים אתרים אישיים
• 26% עוסקים ב-remix של חומרים שנמצאים באינרטנט והעלאת התוצרים לרשת

(הסך הכל של 64% נגזר מהאחוז שענה בחיוב לפחות לאחד הקטגוריות האלו.)

The survey results challenge the assumption that libraries are losing relevance in the internet age. Libraries drew visits by more than half of Americans (53%) in the past year for all kinds of purposes, not just the problems mentioned in this survey. And it was the young adults in tech-loving Generation Y (age 18-30) who led the pack. Compared to their elders, Gen Y members were the most likely to use libraries for problem-solving information and in general patronage for any purpose.

Furthermore, it is young adults who are the most likely to say they will use libraries in the future when they encounter problems: 40% of Gen Y said they would do that, compared with 20% of those above age 30 who say they would go to a library.

תוויות: אוריינויות, דיווחים, טכנולוגיה, כלים חברתיים

תוויות: הרהורים