למידה, אינטרנט ... ומה שביניהם

After about a 10 minute mini-lesson on the above points the students went off and explored the website by themselves. Too often we just go right into the structured lessons and do not allow students to explore. It’s like picking up a book at the book store or in the library. We browse it first, read a page here, look at pictures there. Giving students time to click, look, read, watch, click again gets them used to the site. After this “explore time” I find kids to be much more focused on a lesson.

That’s when you know you’re doing the right thing.

תוויות: גלישה בטוחה, מידענות

תוויות: הוראה, כלי ווב 2.0

I believe that if we truly choose the less traveled (though with steadily increasing traffic) road of conscientious innovation in the classroom, we must be willing to say goodbye to lesson plans and hello to lesson paths.

The students were not alone in their excitement. I was so enthused by their reactions, day after day hearing comments of “this is awesome!” and “Mrs. Buck, you’ve got to see this article that I found” and “what do we get to do next?” Get to do, not have to do. That is path versus plan right there.

תוויות: למידה, מורים

The report finds that the underutilization of human potential as reflected in the achievement gap is extremely costly.

With Wall Street’s decline, though, many more educated and idealistic youth want to try teaching.

תוויות: הרהורים, מורים

After more than twenty five years of participation, observation, and analysis, I've become convinced that the future tenor of online culture depends now on whether new literacies spread far enough, fast enough in the next few years.

And don't swallow the myth of the digital native. Just because your teens Facebook, IM, and Youtube, don't assume they know the rhetoric of blogging, collective knowledge gathering techniques of taggers and social bookmarkers, collaborative norms of wiki work, how to tune and feed a Twitter network, the art of multimedia argumentation - and, by far most importantly, online crap detection.

The most important critical uncertainty today is how many of us learn to use digital media and networks effectively, reasonably, credibly, collaboratively, civilly, humanely.

תוויות: אוריינויות

On the Net, children have to search for, rather than simply look at, information. This forces them to develop thinking and investigative skills – and much more. They must become critics. Which Web sites are good? How can I tell what is real and what is fictitious – whether in a data source or in the teenage movie star in a chat session.

... is hardly evidence of critical thinking skills and highly developed information literacy skills.

תוויות: אוריינויות, מידענות

Students Stop Surfing After Being Shown How In-Class Laptop Use Lowers Test Scores

As expected, those students who more frequently engage in class-oriented computing activities are more likely to participate in class discussions, synthesize concepts from different courses, and work hard to meet faculty expectations than students who frequently participate in diversionary computing activities. Students in the former group are also slightly less likely to come to class unprepared. But students who report high levels of class-oriented computer use are also more likely to participate in class and work hard to meet expectations than students with lower levels of class-oriented computer use, suggesting that when used for academic purposes, computers in the classroom can be an asset to student engagement.

תוויות: ניידים

A set of principles is not the same as a set of rules, because principles are much more wide-ranging and flexible than rules. For instance, one of the principles should be to be aware of the atmosphere, sense of occasion, other people and their moods and so on.

The key issue as far as I’m concerned is not to ban talk of weekend parties and so on, but to help students to realise when the talk of parties has to stop.

... the fact of the matter is that sometimes adults goof off, as my American friends might put it. So we ought to allow kids to goof off too – as long as they learn when to stop!

תוויות: בלוגים

Could you identify 10 excellent web sites for your grade level / subject area?

תוויות: שימוש בבתי ספר

אחד המשפטים שאימצתי מהרצאתו היה- שיש איים קטנים ולעיתים גדולים של תקשוב בבתי הספר, אך היכן היבשות? וזהו באמת המצב בבתי הספר. ישנן יוזמות מדהימות ומורים מדהימים, שרוצים ואף מבצעים פעילויות והפעלות מתוקשבות בכיתותיהם, אך הם עדיין בטל בשישים, לצערנו.

Note that Hattie is working across all educational settings, all ages and all cultures.

The overwhelming majority of studies also showed benefits of ICT on learners and learning in terms of the development of characteristics such as motivation, concentration, cognitive processing, independent learning, critical thinking and teamwork.

The proviso, of course, is that the impact of ICT is highly dependent on how it is used, and the impact of specific applications depends on the capacity of the teacher to effectively use them.

... it is important to keep in the back of our mind whenever we think or talk about students running their operating system off a USB key, or searching the web on cell phones in class becoming the default, or a school system moving all their documents onto Google, that these actions all indicate the failure of traditional IT in schools.

אתרי תוכן שיכולים לסייע לנו בתהליכי הוראה בית ספריים- האם יעודיים או פתוחים, מה מתאים, מתי מתאים, למי מתאים ועוד.

תוויות: הרהורים, כנסים

Does this jettisoning of time-honored titles mean that the paperless classroom is also lacking a creator, controller and grader? Is the paperless classroom also a teacherless paradigm? The answer is in some regards, yes. I have removed myself from center stage. I have relinquished the need to control every class. I have stopped seeing work as stagnant ... completed and submitted by students and then graded by me. I have let go of my need to pre-plan months at a time, in favor of following the path that unfolds as we learn together.

My classes are not, however, teacherless, just less about the teaching and more about the learning. The students know that I am ready and willing to be student to their insights, that they can teach, create, control and even evaluate their own learning. This shift has inspired a true spirit of collaboration, critical thinking, and communication in B304 – it has been an amazing semester and has changed the course of my career for good!

Rethinking paper as the primary tool of class is a step in the right direction because it forces a rethinking of the how and why of teaching and learning.

תוויות: בלוגים, דיגיטאליות

I struggle every day with the question of whether my work is genuine, original and important, whether, indeed, it is even academically and scientifically sound. I look at the work of others - like Varela's, for example - and I am daunted and humbled. But such work, too, is rare. And what I leave behind is so different in format and method and in style and structure (that) a comparison is probably impossible. The best I can do is to work as honestly and as openly as possible, consistent in my pratcice and my principles.

You know, in life, you have certain kinds of regrets. One kind of regret revolves around the opportunities you never had - what if I had had better schools, better teachers, better jobs, better finances. What if I had been treated fairly here, rewarded justly there, shown this in that place. Things I could never be, places I could never go. These are regrets over things I cannot control. But the other kind of regret - ah. The regret of a man who was not true to himself, who did not give his all, who held himself back or conformed for the sake of advancement, of the man who stopped seeking because he was told what to believe: these are the regrets I could not bear to feel.

תוויות: בלוגים, הרהורים

No labs either. We feel that having a computer lab would be like having a pencil lab.

תוויות: טכנולוגיה, למידה, שימוש בבתי ספר

אני מוצא שהשימוש בבלוג הוכיח את עצמו ככלי נוח ויעיל באימוני ההוראה וכן עבור שיעורי הדידקטיקה. עושר האפשרויות שבו מאפשר דברים רבים כגון התאמה לסגנון אישי של הסטודנט, שילוב אלמנטים ויזואליים שונים ועוד.

תוויות: בלוגים

לא הטכנולוגיה עיקר אלא פעילויות הלמידה שאותן עשויה הפדגוגיה עתירת הטכנולוגיה לאפשר

תוויות: דיווחים, כנסים