Schools are slow to address digital literacy when they see it as content to cover, not an everyday component of teaching. Jen Carey shows how to change that. (How to Infuse Digital Literacy Throughout the C...
In this talk, Sugata Mitra will take us through the origins of schooling as we know it, to the dematerialisation of institutions as we know them. Thirteen years of experiments in children's education takes us through a series of startling results – children can self-organise their own learning, they can achieve educational objectives on their own, they can read by themselves. Finally, the most startling of them all: groups of children with access to the internet can learn anything by themselves. From the slums of India, to the villages of India and Cambodia, to poor schools in Chile, Argentina, Uruguay, the USA and Italy, to the schools of Gateshead and the rich international schools of Washington and Hong Kong, Sugata's experimental results show a strange new future for learning.
In our emerging digital world, a new medium of exchange has developed: online engagement, especially via social media. Effectively engaging online requires a myriad of skills that we strive to foster in school – effective written communication, brevity and civility. These components are often highlighted in Digital Citizenship programs, but in tradition-bound K12 education, we often deride social media as trite or ineffective.
"Today while I was browsing through my Twitter feeds I came across this fabulous Bloom's Taxonomy wheel of apps shared by Anthony. If you still recall, some previous versions of this wheel have already been featured here in Bloom's Taxonomy for Teachers section .
As you can see, the wheel outlines a wide variety of verbs and activities related to each thinking level of Blooms taxonomy coupled with iPad apps that go with it. These apps are supposed to help teachers and students better cultivate these different thinking levels in their use of iPad apps. And because the the visual is not hyperlinked, I went ahead and provided the links for each of these apps in the lists below. Enjoy"
"In this quick post I want to share with you this beautiful interactive image on the SAMR model. I learned about this resource from a tweet shared by our colleague David Fife. As you can see from the image below, iPadders provided examples of how to use each classroom task according to the different SAMR categories. And in each category, a set of apps and tools are provided to help you carry out the task under study. I invite you to have a look and share with your colleagues. Enjoy"
If you are interested in finding out how to create your own digital e-book and discovering some of the problems I come across and some of the resources I find to overcome these problems, then you can follow my digital magazine on Flipboard, where I’ll be sharing some of the ups and downs and insights into the project.
Study: Children Reading Fewer Books, Down 8% From 2012 TechCrunch Books have a lot more competition these days, and a new study from Nielsen Books suggests that digital fun is starting to crowd out the habits of occasional readers.
It’s time to ban “digital” learning. For 20 years I have dedicated my career to understanding and demonstrating the value of technology in the teaching and learning process. I once held a job where my title was “School of the Future Technology Architect.” I’m a believer in instruction that is, as the buzzwords go, data driven, adaptive, personalized, one-to-one, online, blended, flipped, and gamified.
Steven Poole: Lengthy pieces of writing are increasingly found on the very internet that pessimists blame for turning us into skim readers (Screen reading versus deep reading - another view on new literacies and attention spans
When you ask people to define ‘Critical Thinking’, there is no shortage of definitions. In a recent online webinar for English Language Teachers, the lecturer started the webinar by asking participants to share their own definition of the term, Critical Thinking. With around 100 teachers from various backgrounds, there was a wide range of ideas and suggestions.
There are many studies of how user expectations of institutional IT are changing: see for example the recent Educause review of IT issues and regular surveys from UCISA. The Developing Digital Literacies programme has focused rather on how people acquire the digital literacies they need for academic success, and how aspects of the institutional environment support them in doing so...
The usual term is a digital native–students born into our digital, connected, and uber-social world who have always had Wikipedia to ask questions, and Google to bail them out.
There is nuance to this phenomenon that can distract a bit from the big picture. As with so many complex issues, it is tempting to over-generalize things—claims that 21st century students need to be taught with 21st century tools, or raging against the machine and forcing students to use books, dammit.
International Reading Association (IRA), International Development in Europe Committee (IDEC) European Leadership Seminar Ljubljana, Slovenia 24th – 25th January 2014 Venue:Cankarjev dom (Congress Centre), Ljubljana (Slovenie) Organisers: International Reading Association International Development in Europe
Jeroen Clemens's insight:
made the presentations of the European Leadership Seminar Ljubljana, Slovenia 24th – 25th January 2014 - online available
… but for many policymakers he comes close. John Hattie, possibly the world’s most influential education academic, has the ear of governments everywhere. Darren Evans speaks to the notoriously frank professor about the work some call the...
Eén van de opdrachten van de massive open online course over e-learning, die ik mag verzorgen, was het zelf uitleggen wat TPACK is (na het bestuderen van bronnen). Deelnemer Tony Cousens heeft dat gedaan door middel van een Infographic.
In today's hypermedia landscape, youth and young adults are increasingly using social media platforms, online aggregators and mobile applications for daily information use.
In this paper we explore the concept of curation as a student- and creation-driven pedagogical tool to enhance digital and media literacy education. We present a theoretical justification for curation and present six key ways that curation can be used to teach about critical thinking, analysis and expression online. We utilize a case study of the digital curation platform Storify to explore how curation works in the classroom, and present a framework that integrates curation pedagogy into core media literacy education learning outcomes.