For nearly 100 years, we've been asking the wrong questions about technology and learning. It's not which technology is more effective, but how best to use each technology to promote meaningful thought processes.
Fantastic! Technology might change, but it cannot replace the importance of human interaction and mental processing. It is the learning going on inside the students' heads that matters. Teachers are the key: "The teacher's role is to guide the social process of learning... and make students feel important and accountable for doing the work of learning." The philosophy behind creating a community of co-learners with students and teachers is a perfect example of the Learning Commons. Collaboration and communication are factors that will revolutionize education, technology provides us some nifty tools as assistance.
This is not a completely comprehensive list, however, it is a good idea for trying to focus our priorities in a job that is so multifaceted that it is often overwhelming. I might consider reorganizing the list into action items and philosophical items, and choose one or two a week to focus on.
In the Learning Commons community, this makes sooooo much sense. Inquiry based learning is all about questioning, gathering, re-thinking, re-purposing and sharing information. Teachers and t-l's who practice and model curation in course design will be better equipped to instruct their students in curation. Love this!
Genre labels frequently discourage people from reading certain books because, "I don't like science fiction." Great books shouldn't be labelled "teen" or "romance" or "mystery". A story about the human condition transcends genre, and John Green has crafted a beautiful story with authentic characters. I would encourage anyone to read it. Bring Kleenex.
I'd really like to make the transition in my Library Learning Commons to integrate a makerspace. My goal is to help promote a maker mentality in my school. This is a great resource to introduce the idea to teachers.
AmaLast summer we told you that the J. Paul Getty Museum launched its Open Content Program by taking 4600 high-resolution images from the Getty collections, putting them into the public domain, and making them freely available in digital format. We also made it clear -- there would be more to come.
Project-based learning continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way. It’s time to not only address the flaws in PBL, but to reinvent it in a way that leads to deeper learning, creative inquiry, and a better fit with a collaborative world in which doing and knowing are one thing.
“Sticky Teaching”–interesting idea. Learning that lingers. Chris Lema gets at that idea in the following presentation, along with a basic explanation of why this idea works by focusing on the patterns that brains “can’t ignore.” Cool approach, so we’ve taken the six strategies, and given an example for each.
One of the things I hear most often from teachers who are reluctant to put technology into the hands of their students is that they have visions of students goofing off constantly behind their screen instead of focusing on their work.
Playing games, chatting with their friends, and browsing the internet are all likely suspects drawing your students’ attention away from whatever the task at hand happens to be, but just because students have access to technology doesn’t mean you have to transform into device police and forget about teaching. Even if your students would much rather be watching videos on YouTube than learning about the Roman Empire, you still have the upper hand: they want to be using the device. Period.
So how can you leverage that into students who are actually working on what they should be? Here are a few tips. Tell us what you do in your classroom to keep your students from goofing off while they have devices in hand! Share with the Edudemic community by by leaving a comment below, mentioning @Edudemic on Twitter or leaving your thoughts on our Facebook page.
"The task force was charged with updating the information literacy competency standards for higher education “so that they reflect the current thinking on such things as the creation and dissemination of knowledge, the changing global higher education and learning environment, the shift from information literacy to information fluency, and the expanding definition of information literacy to include multiple literacies, e.g., transliteracy, media literacy, digital literacy, etc.”'
Taking selfies at funerals. Tagging pictures of teens drinking alcohol at parties. Kids (and adults for that matter) post a lot of silly stuff online -- and although most of it is chatter, some of what might seem harmless leads to tragic consequences. But is it the job of schools to teach kids the dos and don'ts of social media?
I have to agree with Gwyneth Jones in that, "there is no safety, only awareness" when teaching kids digital literacy. These are some great myths that need to be understood so that we can better equip our kids to navigate both the real and virtual world effectively.
I love this idea - it fits beautifully with the concept of Inquiry-based learning and students assuming ownership of the research process - Yay ACTION! The idea that learning and research are ongoing - and active - is a key element to new learning models. Very exciting!
"What with the almost universal proliferation of smartphones among students, even at the elementary school level, it would seem like a no-brainer for an educator to utilize mobile apps as effective and readily-accepted learning tools. And if an educator can’t find an app that does exactly what he or she wants, the logical next step is to develop and publish their own. Besides, what else do they have to do with all the free time with which all educators are blessed?"