למידה, אינטרנט ... ומה שביניהם

This is a very easy way for your students to begin the writing process, eliminating the struggles with holding a pen, or keyboarding, or spelling, or just the mechanical transfer from brain to hand.

Remember: Pens, pencils, typewriters, keyboards... these are all tools for getting words from your brain to "paper." These tools have no particular value in and of themselves, they are simply a means to an end. If there is a better tool for many of your students - and now there is - you are doing nothing but holding your students back by not using it.

Without writing, the literate mind would not and could not think as it does, not only when engaged in writing but normally even when it is composing its thoughts in oral form.

תוויות: אוריינויות, טקסט, כתיבה

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

Rory was discussing how video games are often considered to be making us more isolated and how they are destroying students' ability to communicate. Rory points to the book as the real culprit.

In Socrates' world human communication was directly humane. You knew the speaker and you knew the listener. You had known them, most likely, forever. You looked in their eyes, you smelled their breath and their sweat. Your informational (and social) trust was built on a very complex, and very ancient, system of clues. Think of it this way, you know a lover is lying in ways very different than you know an author is lying. Socrates opposed writing and literacy because he didn't want to lose that intimacy.

But it’s one of those trade off things. Every advance creates new challenges.

תוויות: אוריינויות, למידה, משחקים, קריאה

This is valuable no matter who your students are, but for my second language elementary school students, it has been even more than I could have hoped for them. Between blogging, designing wiki pages, Skyping, doing general research and reading and writing about topics of their choice, my students are constantly immersed in language.

One of my biggest takeaways from this experience was how even though we blogged and blogged and wrote stories constantly and wrote about what we were learning in science and social studies and other areas, my students didn’t burn out.

תוויות: 1:1, אוריינויות, כתיבה, קריאה

... like the revolution of the printing press, we are in the midst of a revolution of a digital nature that’s allowing us to easily create and consume content in many different forms, specifically audio, video and imagery.

You don't know what you think unless you can write.

In a way, writing creates a second person for you. When you write you are two people. Because you are writing to the writer and the writer is talking to you.

תוויות: אוריינויות, טקסט, כתיבה

The deep reading that used to come naturally has become a struggle.

She examines the varieties of textual practices “deployed by early modern scholars” in response to a perceived “overabundance of books” during the period between 1550 and 1700 and she argues that historians have paid disproportionate attention to what she calls “literary reading” and not enough to other modes of encountering and engaging textual materials ranging from browsing and skimming to buying and collecting to annotating, cutting and pasting, and dog-earing. For Blair these other modes of acting upon texts are important in all historical moments, but in situations where readers feel themselves overwhelmed by information, they become all that much more crucial and telling.

תוויות: אוריינויות, הרהורים, מידענות, קריאה

Through its voracious efforts to include more of everything under its brand, Google has fostered a more seamless, democratized global, cosmopolitan information ecosystem yet contributed to the steady commercialization of higher education and erosion of standards of information quality.

researchers are more likely to echo prevailing consensus and narrow the imagination on which research relies.

Popularity stands in for quality assessment.

Paradoxically, the very reliance on the principles of peer review within Google and reliance on the principles of peer review in the Google PageRank algorithm have undermined an appreciation for distinctions among information sources - at least among university students.

תוויות: אוריינויות, חיפוש

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

Yet as school librarians increasingly teach students crucial skills needed not only in school, but also on the job and in daily life, they are often the first casualties of school budget crunches.

Ms. Rosalia, the school librarian at Public School 225, a combined elementary and middle school in Brighton Beach, Brooklyn, urged caution. “Don’t answer your questions with the first piece of information that you find,” she warned.

Most of the students ignored her, as she knew they would. But Nozimakon Omonullaeva, 11, noticed something odd on a page about Christopher Columbus.

“It says the Indians enjoyed the cellphones and computers brought by Columbus!” Nozimakon exclaimed, pointing at the screen. “That’s wrong.”

We are teaching them how to think. But sometimes the Board of Ed seems to want them to learn how to fill in little bubbles.

our skills in critical thinking and analysis have declined, while our visual skills have improved

תוויות: אוריינויות

More technology, but not necessarily more sense about how to use it.

One of the challenges I think we need to address is the need to teach people a new way to learn.

תוויות: אוריינויות, מידענות

The surprising-to-most-people-fact is that students would prefer less technology in the classroom (especially *participatory* technologies that force them to do something other than sit back and memorize material for a regurgitation exercise). We use social media in the classroom not because our students use it, but because we are afraid that social media might be using them - that they are using social media blindly, without recognition of the new challenges and opportunities they might create.

This new media environment can be enormously disruptive to our current teaching methods and philosophies. As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information. They need to move from being simply knowledgeable to being knowledge-able.

It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.

תוויות: אוריינויות, הרהורים, טכנולוגיה

We tend to think of the mind as separated from the world; we imagine information trickling into our senses and reaching our isolated minds, which then turn that information into a detailed picture of reality. ... In fact, the mind appears to be adapted for reaching out from our heads and making the world, including our machines, an extension of itself.

There’s no point in trying to hack apart the connections between the inside and the outside of the mind. Instead we ought to focus on managing and improving those connections. For instance, we need more powerful ways to filter the information we get online, so that we don’t get a mass case of distractibility.

תוויות: אוריינויות, הרהורים, מידענות

You give kids books, and time to read them, and they read.

It struck me as I looked at this list that it’s a lot like what I believe about children and computers: that student choice, plus time for unstructured access to lots of different computing experiences is crucial to developing literacy and fluency with computers. My vision includes a teacher or mentor modeling passion, collaboration, interest in the subject, and offering experiences that challenge students without coercion, tricks, or rankings.

What is it that the student is doing that’s equivalent to reading? If you show language literacy by reading and writing, you show technology literacy by ... what? Computing? Touching a mouse? Technologizing?

תוויות: אוריינויות, הקנייה, טכנולוגיה

The Partnership for 21st Century Skills believes demonstrating originality, communicating, being open and responsive, acting on creative ideas, utilizing time efficiently, accessing information, etc. are all 21st Century Skills. I’d retort that in reality, these skills have always been in existence and of the utmost importance. They don’t need to have the 21st Century moniker on them to make them significant.

The only uniquely “21st century literacies” I can think of involve the web.

the ability to evaluate communication acts by strangers in social networks, emails, comment threads wherever, and the whole range of places people can attempt to connect to us individually now.

תוויות: אוריינויות, מידענות

אנשים מרבים לבלבל בין עובדות לאמיתות ולא בודקים מספיק לעומק את אמיתות העובדות

בעולם כזה, תלמידים כיצרני תוכן עלולים להיות מטעים במיוחד.

בית הספר המחנך לאמת אחת, לתשובה אחת נכונה עומד בניגוד גמור להטלת הספק ושאלת השאלות שהיא הבסיס לכל חשיבה ביקורתית.

The whole project looks wonderful, from the point of view both of a researcher and of someone who loves neutrality in educational resources. My compliments also to whoever designed the site and its software. It is remarkably well-laid-out.

Don’t be fooled by this site. I encourage librarians to use it in information literacy instruction as an example of a biased website. A website can have all of the features students are traditionally taught to look for to establish reliability and still be propaganda. This site is an example of why we need to go a little deeper in our teaching about how to evaluate websites and how to detect bias.

תוויות: אוריינויות, הרהורים, למידה

... I think that “21st century skills” and “___ 2.0″ have essentially become meaningless.

When I talk about teaching with technology, I intend it to mean giving students access to tools and teaching them to find answers to tough problems that challenge them. I want kids to be able to think and act, construct, compute, solve, share, and more. There are nuances and details that paint the complete picture of what I think teaching and learning should look like in the 21st century. And sure, many of these are simply aspects of what a good education should have provided in any century.

תוויות: אוריינויות, טכנולוגיה, למידה, פני החינוך

Earlier this year, a Midwest bank manager told me about a youth market survey the bank had conducted on youngsters and technology. The survey revealed that while youngsters were “Internet-savvy” and attracted to mobile banking, when it came to making critical decisions about finance, they weren't so savvy. They relied on word of mouth from their parents and friends—and limited their Internet searches to well-known search engines like Google (Nasdaq: GOOG) or Yahoo Inc. (Nasdaq: YHOO)

The bank welcomed the news - because it meant that marketing dollars could be funneled into just a handful of Internet channels.

I would argue that those who want to market to kids and adults would actually prefer that students not have those skills.

תוויות: אוריינויות