Although these statistics make it sound as though computers were ubiquitous in schools half a decade ago, scratching the surface reveals a less positive picture. In 2008, the ratio of students to Internet-connected computers was three-to-one. Eighty-five percent of those machines were more than a year old, and less than 40 percent of schools reported wireless network access for the whole building. Since then, it’s easy to imagine that things have vastly improved—with better computers, better computer-to-student ratios, and better Internet access. And in some cases, that’s true.
Developing information literacy skills is perhaps the most important issue in 21st Century Learning and yet the struggle to do so is an uphill battle. We asked our friends in the library world what they think of the state of information literacy in schools. Check out this cool infographic to see what we learned.
Each form of imagination outlined above certainly overlaps and may operate in tandem. Imaginative thinking provides the ability to move towards objectives, and travel along selected paths. Imaginative much more divergent than logical thought, as imagination can move freely across fields and disciplines, while logical thinking is orientated along a narrowly focused path. From this perspective imagination is probably more important than knowledge as knowledge without application is useless. Imagination enables us to apply knowledge.
Surprisingly, according to research by Educause, only 78% of students feel that wifi is extremely valuable for their academic success, while 60% of students said they wouldn’t attend a college all if it didn’t offer free wifi. The study also finds that 47% of students believe technology makes professors better at their jobs, yet over 30% of students found their instructors to be incapable of getting technology working without student aid.
The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students. The Networked Student concept map was inspired by Alec Couros' Networked Teacher. I hope that teachers will use it to help their colleagues, parents, and students understand networked learning in the 21st century.
Project-based Learning engages students in projects that allow them to construct their own knowledge and develop authentic products while dealing with real-world issues. In order to challenge students on this level, it is helpful to frame their work with an authentic task.
Playing is an important part of human development and life. We learn by doing, socializing exchanging ideas and collaborating with our peers. However, we grow up and all of a sudden – voilà – school appears and playing takes a back seat. What has happened? Teaching, understood as instruction, does not consider it relevant for learning.
To teach responsibly in a digital age, we have to respect what our tools can do to help us learn together -- and what tools alone cannot do. We need to be prepared to adapt them to our specific needs as teachers and learners. We need tools that are as open as possible, that are designed to encourage students to participate and not simply consume. And we need to support teachers who are also learning how to use new tools for the most innovative, imaginative, interactive teaching.
The list is meant to be a helpful, not comprehensive, resource. The focus is whether or not publishers are in the library ebook marketplace. It is not meant to be a listing of all possible ways to acquire ebooks for a library collection.
A lot of people can’t imagine a future without paper books. They’ll argue they like the smell of paper and the fact that books are tangible, real, and even, romantic.All those qualities also apply to the horse and carriage, doing the dishes, washing your clothes by hand, and a fireplace. And of course, you can still go on a horse ride, do the dishes without a machine, wash your clothes manually and get a fireplace. But even though all of these things still exist, it would be safe to say they also have been replaced by their modern equivalents.
Teachers need support, and they need to see how technology will help them do what they do better and more effectively. They also have different needs, just like students, and may be coming with a variety of experiences and skill levels with technology.
An EduCamp proposes an unstructured collective learning experience, which intends to make palpable the possibilities of social software tools in learning and interaction processes while demonstrating face-to-face organizational forms that reflect social networked learning ideas. The experience opens new perspectives for the design of technology training workshops and for the development of lifelong learning experiences.
A while back, I was asked, "What engages students?" Sure, I could respond, sharing anecdotes about what I believed to be engaging, but I thought it would be so much better to lob that question to my own eighth graders. The responses I received from all 220 of them seemed to fall under 10 categories, representing reoccurring themes that appeared again and again. So, from the mouths of babes, here are my students' answers to the question: "What engages students?"
Some teachers and librarians say that digital reading products can personalize learning for struggling students and help interest young readers in nonfiction books, which are a major component in the Common Core State Standards Initiative designed to strengthen current state standards. As school districts across the country struggle under the weight of budget cuts, however, school administrators will need to be creative in finding funding sources.
Despite students’ limited ability to access social media in school, it is interesting to see how students are increasingly tapping into the plethora of social media tools and products to create community, develop skills and organize their lives outside of the classroom.
Augmented reality (AR) is a tool educators should consider using as it provides discovery and experiential experiences creating more opportunities for students to make deeper connections and understandings. Additionally the 2010 and 2011 Horizon Reports, predict that the use of augmented reality in education will be widespread within two to three years.
The syllabus indicated there would be no rubric, no paper, and that we, the learners, would generate most of the content in a collegial rather than instructional environment. Content would be released throughout the week in a number of places. We would be reading three books in 12 weeks and would collaborate on a book report for one of them.
Immersive environments can offer learners rich and complex content-based learning while also helping learners hone their technical, creative, and problem-solving skills. Because immersive environments are so rich and visual, users tend to be highly engaged.
Social Professional Learning is a method of developing in teachers the confidence and process they may need to connect with others professionally online. This is a big deal for many educators who may be unsure of social media, or who may be resistant to it due to some preconceived notions. I want to share with you my belief that social professional learning is not only worth your time, but it may actually change your perspectives on professional learning in general.
In today's world of near-ubiquitous connectivity, in which ordinary people have almost instantaneous access to unlimited stores of information and the ability to interact with anyone, anywhere, anytime, what does it mean to be an effective citizen? What skills and knowledge do our students need to participate fully in a world transformed by technology? What role should our schools play in developing effective digital citizens?
Reasons why reverse instruction is a powerful instructional technology concept, worthy of adoption by schools and teachers everywhere. Here’s a list of reasons why the flipped classroom is a great idea that needs to be embraced and encouraged by teachers, administrators, parents, and students in middle grades and higher.
The Facebook group has the potential to be used as an LMS. It has pedagogical, social and technological affordances, which allow putting up announcements, sharing ideas and resources, and implementing online discussions. Using the Facebook group as an LMS, however, has certain constraints. It does not support other format files to be uploaded directly, and the discussion is not organized in a meaningful structure.
As schools’ acceptance of mobile tools such as smartphones and tablets becomes more widespread, educators are struggling with how to incorporate them into current teaching models. Experts say schools need to get beyond the technology cart—treating these tools as accessories that get wheeled in and wheeled out an hour later—and educators need guidance on how to change their teaching practices to take advantage of what mobile learning has to offer. Yet examples of what these new pedagogical models might look like are hard to come by.