Can social media be a distraction? Absolutely. Will some students access questionable content? Yes. But many students use social media to enhance their learning, expand the reach of the classroom and fashion their own personal learning networks.
Brian Kenney introduces in School Library Journal's October issue the work of Rutgers University researchers Ross Todd, Carol Gordon, and Ya-Ling Lu whose New Jersey School Library Survey present "vital information about effective school libraries, with compelling evidence about how they contribute to their schools’ learning agendas".
Rubrics for Assessment Information, Cooperative Learning, Research Process/Report PowerPoint/Podcast, Oral Presentation, Web Page and ePortfolio, Math, Art, Science, Video and Multimedia Project , Creating Rubrics, Writing, Rubrics for Primary Grades...
Student learning is influenced by many different factors, and each child responds to these factors in their own way. It is important to be k..., Suzanne Rose (Factors that affect student learning http://t.co/qzz0f5lz...)...
From staff reports TRENTON — The New Jersey Association of School Librarians (NJASL) released findings on Wednesday of a three-year study conducted by the Center for International Scholarship in School Libraries (CISSL) at Rutgers University, which...
"‘Collective learning’ is the term used to describe learning processes that make use of this collective knowledge (see for example Stankeveciute & Jucivicius). A unique aspect of collective learning is it generates a new paradigm for learning in which the individual and ‘the many’ are indivisible, in the same way as an individual user of a social network is inseparable from the set of connections that comprises the network itself. Traditionally, learning has been viewed as either cognitive (individualistic) or social (participatory) (Sfard, 1998). This third metaphor of learning through social knowledge creation breaks from the dichotomy of learning as individual knowledge acquisition or as participation in social practice (Paavola, & Hakkarainen, 2005; Paavola, Lipponen & Hakkarainen, 2004). Individual people learn by both drawing on and, at the same time, contributing to collective knowledge. This knowledge-creation approach to learning highlights those kinds of activities where people collaboratively develop new knowledge artefacts and products while working and learning. It is inherently linked with ‘immaterial labour’. We need a better understanding of the interrelationships between the individual and the collective by collating and analysing examples of learning that bind the individual and the collective. This will be our first quest..."
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