An orchestra director, a special education teacher and a custodian are among the handful of Cobb County school employees who, in recent years, have been given controversial polygraph tests, a unique provision allowed under the district’s discipline...
Thank you for considering supporting my project to bring new, quality books to my students! My school library media center serves students in pre-kindergarten through 5th grade from low income families.
CHICAGO — The first issue of Knowledge Quest Volume 41 will soon be arriving on the doorsteps of members of the American Association of School Librarians (AASL). The September/October 2012 issue of AASL’s official journal covers the topic of Participatory Culture and Learning and was guest edited by Buffy Hamilton and Ernie Cox.
A story in Tuesday’s WSJ took a look at a new North Carolina law that makes it a crime for students to post statements via the Internet that “intimidate or torment faculty.” The move is one of the most aggressive yet by states to police students’...
Session Type: Core Conversation (This means we'll be facilitating a discussion among the audience rather than presenting or moderating a panel. It should be engaging and a lot of fun!)
Social technologies, multimedia, & mobile devices such as iPads have enabled educators and learners to become more connected and to engage in learning anytime, anywhere, 24/7/365. Blended learning, flipped classrooms, & connected learning are some of the latest buzzwords used to describe the emerging practices being rapidly adopted as devices become more ubiquitous for students. While many educators are embracing these methods, others find the terms confusing or vague and some debate whether the new methods and tools are effective or even very innovative. So what does all of this mean? How do we make these methods more meaningful and transformative methods of instruction? Let’s engage in a lively and constructive dialogue around these terms, the methods they describe, the how, why, why not, and what it means for our work as educators, learners, edupreneurs, and education innovators.
What do we mean by flipped, blended, and connected learning? What makes a technology-based teaching and learning practice innovative or transformative?
Of these emerging practices, which, if any, do we consider more revolutionary and which seem to be merely a replication of the traditional methods/models/systems in digital form? Is it better to be truly revolutionary and transformative, or is replication acceptable if it improves learning outcomes?
What are the implications of this for each of us individually in our own work? How does this inform our practice or challenge how we approach the use of technology in teaching and learning?
Lessons learned from participatory 'computational textile' design communities for economically disadvantaged youth, in- and out-of-school.
Kylie A. Peppler is an Assistant Professor in the Learning Sciences Program at Indiana University, Bloomington. Peppler's collaborative investigations into e-textiles (with Yasmin Kafai and Leah Buechley) have led to new educational approaches to electronic textile design that push back on traditional notions of arts education. The National Science Foundation as well as the John D. and Catherine T. MacArthur Foundation support Peppler’s current work on creativity, systems thinking, and media arts in youth communities.
Bachelor degree production isn’t a big problem in this country. Associate degrees and certificates are where the U.S. lags other industrialized countries, according to the latest study from Anthony P. Carnevale, director of the Georgetown University Center on Education and the Workforce. Underinvestment in sub-baccalaureate credentials has led to a messy, disorganized system of job training for 29 million middle-class jobs for workers without bachelor’s degrees, according to the report, which was released jointly by the center and Civic Enterprises, a public policy research firm.
Our records “shall be open for a personal inspection by any citizen of this state at a reasonable time and place, and those in charge of such records shall not refuse this privilege to any citizen.” Further reductions in the Archives’ staff and elimination of open hours do not fulfill this mandate.
Magic in the classroom, yes. But not magic. A teacher and a chemical engineer; and a teacher and a civil engineer; working together, using real tools, applying expansive thinking. The opportunities for creativity and real engagement with students are many, and are exciting. But more than that, this might demonstrate in microcosm what STEM education could be like for students everywhere: interdisciplinary, applied and taught to show how to bring together knowledge and skills to investigate, learn, solve problems and to convey the ways in which the medium of science, engineering and technology are a path for students to critical thinking. These are the things we want kids to learn, and here the medium truly is the message.
As we think about STEM education and how to prepare young people to understand the relentless pace of change in these fields, it’s worth noting that advances in computing allow for an ever more intricate understanding of the human genome and that engineers and technologists build colliders for physicists to research smashed particles. Today’s most remarkable discoveries, and each amazing advance in devices, robotics, health and more are based on a convergence of sciences, technologies and engineering. With that kind of a record, it’s a lead to follow as we reimagine classrooms.
I want to share two recent publications that came out that I wrote focused on participatory learning in schools. Both focused on the alternate reality game I created as part of my dissertation research, Ask Anansi, these two publications look at the challenges and constraints of sustaining participatory learning within today’s public schools.
As the world witnessed from the Rodney King beating to the Arab Spring, audiovisual documentation of human rights violations serve as powerful evidence that challenge dominant narratives on the past and present and impact how we shape and understand our future. Yet what happens to that documentation, often born-digital, once it serves its immediate purpose (i.e. news reporting, legal evidence) and how can we ensure its long-term preservation for the historical record? Through the experiences of the University of Texas Libraries Human Rights Documentation Initiative collaborating with human rights organizations in Asia, Africa, Latin America and the US, this presentation discusses the challenges of archiving born-digital human rights documentation and demonstrates how university libraries are uniquely positioned to meet the challenge of preserving this material that will greatly enhance scholarship and teaching as well as empower records creators and enrich the historical record.
While technology is often used by students to consume content for educational purposes as well as for entertainment, young people are also using digital technologies to create original content. In this talk we will share our experiences using technology to encourage and develop traditional and emerging literacies through digital self publishing. We will explore web-based, mobile app, and software options for K-12 students; participants will leave this conversation with a better understanding of how to implement these pieces of technology and frame their classrooms and libraries as makerspaces of student self-publishing. This talk is ideal for those who are curious about ways to create digital books with their students but are not sure where to start, as well as for those who have been experimenting with basic digital publishing and want to take it to the next level.
Since Google Scholar launched nearly eight years ago, we’ve been helping people find the research they’re looking for. But often the spark for discovery comes from making a new connection or looking in a direction that you hadn’t yet considered and that -- before your aha! moment -- you wouldn’t have known to look for. Today we hope to start fostering these new connections with Scholar Updates.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.