According to ContentPlus UK, articles with images get 94% more views than those without. We have become scanners, racing through online posts and sifting for useful information. Arresting images stop us in our tracks, and pull us into the...
Michael has it in one! This is all so true. There is a veritable "Niagra" of information and we all feel obliged to suck up as much as we can because that's what everyone else is doing. But I think we have to learn to be critical of what we choose to spend our media time on, and recognise that with the plethora of information, we have no hope in the world of keeping up with it all. Maybe the secret is to be information literate in the areas we need and want to be and let all the others just accumulate for someone else to know about.
Being a proper digitally competent teacher is not as simple as picking up an iPhone and tweeting. You need to be a good digital citizen, understand privacy, and more. In an effort to clarify and explain some of the most important characteristics that a digitally competent teacher must have, we whipped up this fun visual. …
Part of this struggle continues as people see the web in visitor mode, a place to find and get stuff. Those of us who see the web in a more resident mode, continue to take advantage of the affordances of connections and create both strong and weak ties that make life easier and better.
What if teachers used video games as texts? How can educators teach kids to think critically about the underlying messages in commercial games and leverage video games for their ability to engage... [[ This is a content summary only.
"Reading is just the communication of ideas through alphanumeric symbols. I’m not sure what this represents such hallowed ground for teachers, but it does. Personally I’d be more concerned with reading habits, reasons for reading, the quality of reading materials, etc. Symbols change, forms change, media change. See the gif animations that demonstrate how a student feels when “bae won’t respond to them.” This is your audience, and these are the symbols they gravitate towards.
In the apps-for-close-reading post, I said that this “interaction” between reader and text during close reading “doesn’t require technology, but can be changed by it.” So it made sense, I thought, to guess at some ways this happens. Or should be happening, anyway.
With more personalization, more access, and more connectivity, we should be creating a generation of close-readers that can’t get enough. So if we’re not, the question is, why isn’t that happening? The pieces are there."
Do your students hate group work? If so, they’re not alone. Personality conflicts and a wide range of abilities within the group often create results like this: Here’s a strategy to make it easier for you to form effective groups for a project or activity and differentiate the work that students do within their groups: 1) Pre-assess students …
Linda Denty's insight:
Might work better in primary settings, but still could be achievable in lower secondary.
"There are so many ways that teachers are using social media – both in the classroom and for their own professional development. From Instagram and Facebook in the classroom to Twitter lists and hashtags for their PLN, there are so many social networks and so much content to choose from when you’re looking. You know that whether you’re browsing through your Twitter feed or searching on Pinterest, there are certain things that catch your eye and other things that blend into the background. You pick and choose what looks interesting to you.
When you’re the creator of the content, however – either for professional use with other teachers or for student’s consumption – you need to be concerned with getting your message out there in a way that ensures it isn’t the content that is blending into the background. The handy infographic below takes a look at the ideal length for all of your social media postings. Keep reading to learn more!"
This paper outlines work connected to the successful convergence of digital, pedagogic and physical space. The Sydney Centre for Innovation in Learning (SCIL) has been focusing on the gap that has existed in schools where the physical layout is often stuck in an industrial-era education model, rather than reflecting the possibilities of ICT-enhanced personalised learning. SCIL has been working to create digital spaces so that students can consistently transition from