למידה, אינטרנט ... ומה שביניהם

21 דברים שיהפכו למיותרים בחינוך של שנת 2020

למידה במרחב אינטרנטי מאפשרת לסדר את חדר הכיתה בצורה שתעודד עבודה שיתופית משמעותית יותר.

The 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear.

Ongoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint.

התהליך הזה כבר קורה כאן ועכשו בתיכונים ובחטיבות הביניים באמצעות תוכנות שונות כגון סקולי, משוב, i-contact ועוד. כאמא לילד בחטיבה אני יודעת בכל יום מה מצב הציונים שלו ומה מצב ההתנהגות שלו.

תוויות: הרהורים, רשתיות

... looking at articles from a few years ago (or sometimes even more recent than that) is quite revealing of either issues going on at the time or one's attitudes towards them -- or both.

תוויות: בלוגים

Presenting subject matter to learn online inside of a curriculum or one of its courses causes extra steps for learners and teachers go through to find that subject matter.

But when curriculum makers and aggregators make their users drill down into through curriculum to lecture to chapter before getting to the meat webpages of the subject matter, the benefits of open source and open content are pretty well lost. Putting curriculum materials online without making their knowledge assets findable on their own degrades the quality of learning. After all, can we suppose that curriculum makers will create a better frog page than the San Diego Zoo has?

Education has not yet let the transparency of emergence operate for its online materials much at all. Most digital learning stuff is still controlled by businesses that pay elites to structure it by grade, standard, curricula and that keep it behind pay-for-it walls.

In the future will selected scientists continue [to] “write the book” by judging their peers? Or will every shade of opinion compete in the open network where the most respected ideas will rise to prominence?

תוויות: אוריינויות, רשתיות

אבל אם לפני 300 שנה מורה היה נרדם והיה מתעורר היום היה מגלה שהכיתה נראית בדיוק אותו הדבר – אותו לוח, אותם ספרים ומחברות, אותם כסאות ושולחנות

הבעיות בכיתה הן בעיות שנוצרות כתוצאה שאנחנו עובדים עם מודל חינוכי שהומצא לפני מאתיים שנה. מורה אחד. 40-50 תלמידים. וכל מה שהוא עושה הוא בעצם נותן הוראות.

A train driver from 100 years ago would not be able to drive a modern train, a surgeon from the same time would not know how to operate in a modern theatre. A teacher from 100 years ago would be operational nowadays within minutes.

Dentists, doctors and other professionals asleep for 100 years would awake, he says, to a world where they would not recognize their jobs, much less perform them. But in education, a teacher could walk into a classroom after a century and get busy.

תוויות: הרהורים, למידה

5 K-12 Technology Trends for 2010

integrated business-to-business information and media

תוויות: טכנולוגיה, כישורי המאה ה-21

My question, therefore, is for a blog which has an important dissemination role, can the blog survive without Twitter? Or if the word ’survive’ is felt to be too strong, perhaps I should ask ‘Can your blog thrive without considering how Twitter can help to enhance the traffic to your content?’

Because, for me, it's not about amassing an audience but rather forming connections. ... People who focus on size of audience … are working with an old-media paradigm, which is about broadcast rather that network. They see their influence as measured by echo or repetition - things like retweets, for example - rather than through participation in things that are genuinely larger (and more important) than themselves.

Interesting observation. It now puts to test my longstanding claim that I blog for my own purposes, and not to create and drive an audience.

תוויות: בלוגים, רפלקציה, Twitter

How has my work both online and face to face made an impact on you or your classes? Which projects or ideas of mine have inspired you to go on and do wonderful things in schools?

I got the job :-D thanks to everyone for all of your support.

תוויות: מורים, Twitter

How do you educate a generation of students eternally distracted by the internet, cellphones and video games? Easy. You enable them by handing out free iPhones - and then integrating the gadget into your curriculum.

“About five years ago my students stopped taking notes,” Rankin said. “I asked, ‘Why are you not taking notes?’ And they said, ‘Why would we take notes on that?.... I can go to Wikipedia or go to Google, and I can get all the information I need.”

תוויות: הרהורים, טכנולוגיה, למידה

Children who use technology are 'better writers'

Children who blog, text or use social networking websites are more confident about their writing skills, according to the National Literacy Trust.

Relatively little is known about young people’s views about writing in the UK. The key objectives of this survey were therefore: to explore how much young people enjoy writing, what type of writing they engage in, how good at writing they think they are, what they think about writing and what the role of technology is in young people's writing.

Does it damage literacy? Our research results are conclusive - the more forms of communications children use the stronger their core literary skills.

תוויות: בלוגים, כתיבה, רשתות חברתיות, SMS

• check Google Street View when they're not home to make sure their house is not on fire
• They can only type with two thumbs, but they don't care, because typing is for old people
• They believe whatever google tells them to believe

I asked students how many of them thought they would be likely to subscribe to a daily newspaper when they grew up. About 70% of the hands went up, which took me aback a bit. I asked students why they thought they would prefer (or already do prefer) reading their news in print instead of online. As they started talking, I realized how relevant some of their comments were to the discussions I’m having with other teachers and ed tech types. So out came the Flip and I captured the rest of the conversation...

תוויות: דיגיטאליות, נייר

So this year, one of my students suggested we try to level the playing field a bit. And so, as a class, we started scouring the Web for good info about the Celts themselves. We found bits of folktales and records of archaeological digs, we unearthed ancient artworks and explored even more ancient mythologies.

You might find some of the annotations to be a bit bland or too general. That's fine: go ahead and scrub 'em out and write your own. A wiki is only as useful as its readership is vigilant.

You may find the rating system a bit limited (as we only allowed sites that scored a '3' or better in our class discussions); so perhaps you will change that or find a better solution.

Perhaps you'll do any or all of these things. Because wikis aren't just about information; they are about the constructive argument that unfolds in the process of making decisions.

תוויות: ויקי, מידענות, ספרי לימוד

The challenge I think, is to educationally consider the culture being recorded in these mediascapes, in such a way so as to ask let alone answer more than the obvious questions. The obvious (and pointless) questions are "how can we use these tools to do what we're doing more effectively?" Questions like this miss the bigger issue. In depth engagement with social media seems to lead many educators to the question, "is what I am doing even relevant anymore? what is my new relationship to this culture - if it becomes dominant in my society?" Journalism has asked itself, the entertainment industry has asked itself, the retail sector has itself, the government arena is asking itself, why not the education sector? So far, too few of us are asking these questions, fewer still are exploring answers.

We (inside the institutions) need to go into social media and networked spaces to find out how it works and what our relationship to it might be. This means having an account on Wikipedia, Youtube, Slideshare, Twitter, uStream and Blogger or Wordpress and engaging with the networks there and at least finding a synergy.

From a management perspective we should stop setting up internal systems that duplicate these cultural mediascapes, and sidetrack our engagement by catering to irrelevant institutional concerns. If the only reason you're using a Learning Management System is to easily manage assessment and feedback, then you're not asking a relevant question. If you haven't stopped to think if an "ePortfilio" service isn't already being offered in the "gift economy" market, then you're not asking if there is even a need beyond our institutional assessment methods. Is there really any benefit to having an internal blogging system beyond brand awareness? Same for a social networking system, or a wiki etc? What do we gain by having our own small and inadequate versions of the wider space?

תוויות: כלי ווב 2.0, פני החינוך