למידה, אינטרנט ... ומה שביניהם

Some educators say the social-media bans in schools are overkill and privacy fears have overshadowed the positive educational opportunities social media can offer students. They argue the best way for students and teachers not to fall victim to technology is to use it and understand so they can control it. ....

The ban also fails, they say, to take into account the role social networking has had in real-world events - most recently the civil uprising in Egypt - and dismisses some of the rich and meaningful ways students use it, including to display grief and to rally for causes.

Part of preparing students for life is training them about how to use social networking, a policy which inhibits or restricts social-networking sites may work in the short term but will not help with equipping a student with the skills for life.

Youths involved in online groups based on common interests, even if those interests were not political, were more likely to increase their level of volunteering, charitable giving, and expressing themselves about community issues, compared with similar peers who were not involved in online groups.

תוויות: רשתות חברתיות, שימוש בבתי ספר

Where things get a bit more confusing with PLNs is when we fail to advance beyond those warm fuzzy feelings about being connected to others with more substantive knowledge and action. Being connected is at best a conduit – a suggestion or hint of potential value in information exchange or general interaction. Perhaps we share YouTube videos, interesting articles, and break into the odd spontaneous debate with political extremists (both lefties and righties are good for much mileage on this topic). Or perhaps we get together and create something – an article, a list of resources on a topic, and so on. These are important “social glue” activities in strengthening and maintaining our connection with others in our PLN.

Once we get past the thrill of “ooh, I love my PLN”, we can get down to something more practical (and yes, boring). What’s important with a PLN is not “what it does for me” but rather how I can use it to change things in education, society, or the world. Learning networks give us potential for action.

Creation, collaboration, and sharing are the true value points of a PLN. It’s not what it does for me, but rather what I am now able to do with and for others.

תוויות: כלי ווב 2.0, למידה, רשתות חברתיות, PLE

It is time for every single member of the BF Community to take a stand! There is absolutely no reason for any middle school student to be a part of a social networking site!

Let me repeat that - there is absolutely, positively no reason for any middle school student to be a part of a social networking site! None.

I'm just asking that you taste your own medicine. That you stop communicating in your preferred way. Stop talking, stop writing, stop reading, stop all those conversations you have in the school corridors, at restaurants, on the phone, at the market.

Kids should not be using computers for fun. Kids should be focused on their task. That task is to be educated not entertained.

Over 90% of all homework does not require the internet, or even a computer. Do not allow them to have a computer in their room, there is no need.

תוויות: ילידים, רשתות חברתיות

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

I’ve had it with museums’ obsession with open-ended self-expression. I know this sounds strange coming from someone writing an admittedly self-expressive blog post, but hear me out.

If your goal is to invite visitors to share their own experience in a way that celebrates and respects their unique contribution to the institution, you need to design more constraints, not fewer, on visitor self-expression.

The teens wanted the constraints, both so they could be good contributors and to put some limits on the vast openness of “whatever.”

תוויות: כלי ווב 2.0, רשתות חברתיות

Instead of textbooks, teachers used games, group assignments and other materials. They also focused on showing students different ways to solve the same problem.

"We get to pull activities targeted for higher level of engagement with students, rather than using textbooks or worksheets," said teacher Denise White, who helped rewrite the curriculum.

לשם הכנת המסלולים המתמטיים אנא צלמו בעזרת מצלמה דיגיטלית אתרים בעיר ביאליק.

האתרים יכולים לשקף נקודת מבט היסטורית, גיאוגרפית (מפות וצילום האיזורים השונים), כלכלית (חנויות/ קניון...) או אחרת.

נסו לצלם תמונות שיש בהם עניין מתמטי (בכל דבר יש...) או הנדסי.

המשימה הבאה שלכם תהיה לסמן על תמונה או תמונות (במצגת) או ליצור סרטון (מתמונות או במצלמת וידאו), בעיות מתמטיות, ליצור מסלולים שבהם ניתן ללכת או לפתור אתגרים מתמטיים ולהעלות לכאן- לרשת שלנו.

תוויות: נייר, רשתות חברתיות

networks that are both socially constructed and individually driven

Students who understand that their knowledge is socially constructed can benefit immensely from the integration of social networking into their learning process. It cannot be understated that the sooner students understand that their knowledge is not an isolated construct the sooner they will develop skills of negotiation, debate (an almost forgotten academic skill), critical inquiry, and cognitive positioning--all of which are essential in becoming successful lifelong learners as well as developing expertise in their discipline.

In the digital world, these kinds of groups, if they are truly based in learning, need not be confined to a class or a course but can continue long after the course has ended.

... if students begin a class with existing communities of learners, why silence those and start new ones? Similarly, if students initiate new communities of learners during a class, why attempt to end those simply to apply a grade?

תוויות: טכנולוגיה, כלים חברתיים, למידה, רשתות חברתיות

This is really a remarkable thing. We are now able to just post a picture of almost anything on the Internet and have someone tell us what it is! Think of the power that gives your students. Think of the way they must learn to interact with others in order to use this power most effectively. I think it is truly amazing.

At this point in the story I would love to say that someone had correctly identified my caterpillar end of story, but that is not the case. I think often times our students are just looking for the “right” answers as well. Whether they find it on Google, Wikipedia, or someone tells them the “right” answer, the end, and an easy one at that is their objective.... I realized that learning and research are like many things in life - processes not products.

There is so much disorder in the walls of my head that it will take a much more diligent person than I, to clear some space to simply sit and breath. Is this the future we are preparing our students for, a world where we are nothing more than overflowing cups of knowledge and information?

תוויות: כלים חברתיים, רשתות חברתיות, רשתיות

A "Creepy Treehouse" is an online place that adults build with the intention of luring kids in. Although we use "their" tools in education, students want to keep their lives separate. Let's define the difference between teaching “outside of the box” and "stepping inside forbidden social circles".

תוויות: כלים חברתיים, רשתות חברתיות, שימוש בבתי ספר

תוויות: הרהורים, רשתות חברתיות

could be interpreted as an invitation to post completed answers to assignment questions, which would be a clear instance of academic misconduct.

It was students talking about methods to solve, how to look at questions and answers for the weekly lab.

What’s the difference between slurping coffee in a fluorescent lounge and tip-tap-typing “I don’t get this, can you help me out?” via computer keyboard?

How does this differ from, “Let’s all meet in the quad at 10 and go over our notes for our test tomorrow?”

תוויות: אתיקה, העתקה-הדבקה, רשתות חברתיות

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

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

“OEA advises members not to join [these sites], and for existing users to complete the steps involved in removing their profiles,” the memo said. “While this advice might seem extreme, the dangers of participating in these two sites outweigh the benefits.”.

If teachers are not encouraged to use social networking sites both personally and discuss social networking in class, they will be completely left behind. Students will also continue to suffer from having no adults teaching them how to use these sites appropriately.

Let's stop reacting and begin engaging with students around the tools that are transforming the way we all communicate.

תוויות: גלישה בטוחה, מורים, רשתות חברתיות

... נכון שמדובר בהתלהבות שאוחזת כל פעם כשנתקלים במשהו חדש.

תוויות: כלים חברתיים, רשתות חברתיות

E-learning gurus want to exploit their students' passion for the new generation of interactive online communication tools - collectively known as web 2.0 - to deliver academic content. Not content with podcasting mini-lectures to students' mobile phones and i-Pods, they are hijacking the internet telephone system, Skype, and invading FaceBook.

a research exercise carried out by the Joint Information Systems Committee (Jisc), called the Learner Experience Project, has just revealed, amazingly, that students want to be left alone. Their message to the trendy academics is: "Get out of MySpace!"

are confident and competent IT users, but they are too often unaware of how they could apply their skills to enhance their studies.

תוויות: כלים חברתיים, רשתות חברתיות, שימוש בבתי ספר

שלא כמו רשתות אחרות, הרשתות החברתיות מאבדות מערכן כשהן מגיעות לגודל מסוים.

The presumption in the design of most networks is that the value of the network increases with the number of nodes in the network....

It is therefore tempting to suggest that a similar sort of thing holds for members of the network, that the value of the network is increased the more connections a person has to the network. This isn't the case.

Each connection produces value to the person. But the relative utility of the connection - that is, its value compared to the value that has already been received elsewhere - decreases after a certain point has been reached.

תוויות: כלים חברתיים, רשתות חברתיות

תוויות: המלצות, כלים חברתיים, רשתות חברתיות