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Universal pre-K? It would be a huge waste that would dwarf Head Start's failure - Tribune-Review

Universal pre-K? It would be a huge waste that would dwarf Head Start's failure - Tribune-Review | Eduction | Scoop.it
Universal pre-K? It would be a huge waste that would dwarf Head Start's failure
Tribune-Review
Mr. Armor and Ms.
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10 Social Media Skills for The 21st Century Teachers | Educational Technology and Mobile Learning

10 Social Media Skills for The 21st Century Teachers | Educational Technology and Mobile Learning | Eduction | Scoop.it

The potential of social networking sites in education is huge and we need to capitalize on it to enhance our professional development and consequently improve the quality of our instruction. Searching for articles on this topic , I came across Doug Johnson's post on the 10 social media competencies for teachers [http://doug-johnson.squarespace.com/blue-skunk-blog/2010/7/31/top-ten-social-media-competencies-for-teachers.html ]. I like the competencies Doug included and decided to make an infographic featuring all of these skills.  Have a look and share with your colleagues.


Via Elizabeth E Charles, John Evans
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Epict Italia's curator insight, January 25, 2014 3:47 AM

Le competenze del docente che usa strumenti "Social"
1) Aiutare gli studenti a utilizzare gli strumeti di betworking per trovare informazioni e comunicare in rete con esperti, pari, docenti
2) Conoscere le principali categorier del Web 2.0 e gli strmenti utili per la didattica. COnoscere gli sturmenti a disposizione e utilizzabili nella propria scuola
3) Utilizzare strumenti di rete per comunicare con i colleghi, studenti e genitori
4) Navigare, valutare e creare contenuti su siti social (prezi, slideshaer,..)
5) Utilizzare gli strumenti sociali per creare, mantenere e imparare in una personale rete di apprendmento
6) COnoscere le regle di netiquette e gli standard di comportamento eticon in rete
7) Conoscere e insegnare le regole sul copyright e le questioni di pricacy in rete
8) COmprendere e insegnare l'impolrtanza della gestione dell'identità e della reputazione in rete
9) Scegliere e seguire un personale piano di autoformazione per rimanere infomrato su nuovi strumenti e applicazioni
10) Partecipare nella definizione a livello di Scuola delle regole di utilizzo degli strumenti social

chua meng joo's curator insight, February 3, 2014 11:06 PM

For development of our teachers.

Jessica Cox's curator insight, November 8, 2015 10:31 AM

Social Networking

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We're Teaching Books That Don't Stack Up

We're Teaching Books That Don't Stack Up | Eduction | Scoop.it
All too often it's English teachers who close down teen interest in reading.

Via GoogleLitTrips Reading List
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GoogleLitTrips Reading List's curator insight, January 24, 2014 3:36 PM

24 January 2014

 (This scooped article was orignally published in 2008)

 

Okay, Gulp!

 

I think I'll begin my comments with one of my favorite Dick Cavett quotes....

 

__________

It's a rare person who wants to hear what he doesn't want to hear.

__________

 

There, I said it. Literature teachers, we may just be a big part of the problem, well intended as we may be.

 

If you don't read the scooped article, or finish my brief comments, I'll include one paragragh from the article worthy of some open-minded collegial contemplation in a pending department meeting...

 

__________

""Butchering." That's what one of my former students, a young man who loves creative writing but rarely gets to do any at school, called English class. He was referring to the endless picking apart of linguistic details that loses teens in a haze of "So what?" The reading quizzes that turn, say, "Hamlet" into a Q&A on facts, symbols and themes. The thesis-driven essay assignments that require students to write about a novel they can't muster any passion for ("The Scarlet Letter" is high on teens' list of most dreaded). I'll never forget what one parent, bemoaning his daughter's aversion to great books after she took AP English Literature, wrote to me: "What I've seen teachers do is take living, breathing works of art and transform them into dessicated lab specimens fit for dissection."

__________

 

(awkward pause)

 

 

 

Yes, we do need to sow the seeds of the next crop of English majors. But, we ought to consider it even more important, since the numbers are so lopsided, to remember that as many as 90% of our students "ain't gonna major in English" and perhaps as many as 50% of our students "ain't gonna read a single piece of fiction" after they are no longer required to do so.

 

I know.

 

I don't particularly want to hear it either.  But "facts is facts." And, if there is any truth in the contentions made in this article that in too many cases we may be killing what we believe we are nourishing we may want to revisit even our own personal favorite lessons.

 

I am not proposing that we "dumb down" but rather that we give some thought to how we might "relevance up" what we do in our literary reading instruction. Anyone who can't imagine how to "relevance up" say a play like Cyrano deBergerac, must surely have forgotten what it felt like to have acne or the intensity of the forces of physical attractivenss at a time in one's life when "inner beauty" is just something that teens' parents say is really important while correcting their children's posture.

 

Yes, of course! That's it. Our students don't particularly want to hear what they don't want to hear either. But, we're the grown ups in the room aren't we? 

 

Of course if taken as a blanket condemnation of how we teach literary reading, then it is a harsh and unfair implication to suggest that none of us do manage to successfully engage the vast majority of our students. But, if we are willing to listen and hear what we may not really want to hear, we may give some readjusted attention to the complaints of those who are brave or annoyed enough to express those complaints. And, if we really do want to hear what we really don't want to hear, then we might also spend significant time listening to the eerie silience of those who "lay low" only pretending to care or to those silent ones who don't even bother to pretend to care while wondering why the clock moves so slowly.

 

We can sometimes too easily explain away the complaints and disengaged silence by believing that "they're just lazy, they spend too much time on facebook, they just don't care, that they just want less challenging work." There certainly are those. But a surprising number of the disengaged don't want less; they want "something" more.

 

It was not too long ago that the battle cry was, "No Child Left Behind!" But, I would propose that perhaps an equally important concern is that when we finish with them, that they do not ride off "into the real world" happy to be finally free to leave some of their teachers behind.

 

Teach to their hearts and their minds will follow.

 

 ~ www.GoogleLitTrips.com ~

Google Lit Trips is the fictitious business name for GLT Global ED, a 501c3 tax-exempt educational nonprofit

 

Shay Davidson's curator insight, January 24, 2014 8:47 PM

Interesting. I'm quite sure people could argue all day about the books kids are forced to read in high school. I only wish that good teachers had a choice in the books they wanted to present to students--and I'd get to pick the good teachers out!

Steffen Sipe's curator insight, January 30, 2014 3:45 AM

sorry....

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5 Must-Have Tech Skills for College Students

5 Must-Have Tech Skills for College Students | Eduction | Scoop.it
Sharpening your typing and research skills will help reduce the time needed to complete assignments. (College students must learn proper online etiquette, including how to interact with professors and on social media.
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Let's Do Pre-K Right! - Bangor Daily News

Let's Do Pre-K Right! - Bangor Daily News | Eduction | Scoop.it
Let's Do Pre-K Right! Bangor Daily News An opinion piece in today's Bangor Daily News expresses concern that despite good intentions LD1530 – the bill to require preschool access to four year-olds living in Maine by school year 2018 – 2019 – is...
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De Blasio, Cuomo are both wrong on pre-K funding - New York Post

De Blasio, Cuomo are both wrong on pre-K funding - New York Post | Eduction | Scoop.it
De Blasio, Cuomo are both wrong on pre-K funding
New York Post
Mayor de Blasio and Gov. Cuomo spent the first few weeks of de Blasio's mayoralty bickering over how to pay for universal pre-kindergarten.
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How to Hold Conversation Like a Man | Nick Sparks | Full Length HD

Subscribe on Youtube: http://t21c.com/12YTr3X Watch more videos: http://21university.com Download this video now : http://store.the21convention.com About Nic...
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Importance of Good Customer Service Skills in Social Media

Importance of Good Customer Service Skills in Social Media | Eduction | Scoop.it
Social Customer Service
The social customer service plays a vital role in order to allow every individual to make let their voices be heard. Most business industries use social media for the purpose of customer service, marketing and promotion.

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De Blasio, Cuomo are both wrong on pre-K funding - New York Post

De Blasio, Cuomo are both wrong on pre-K funding - New York Post | Eduction | Scoop.it
De Blasio, Cuomo are both wrong on pre-K funding
New York Post
Mayor de Blasio and Gov. Cuomo spent the first few weeks of de Blasio's mayoralty bickering over how to pay for universal pre-kindergarten.
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