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An Eye on New Media
New Media in Society, Business & Classrooms
Curated by Ken Morrison
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Beyond Worksheets, A True Expression of Student Learning

Beyond Worksheets, A True Expression of Student Learning | An Eye on New Media | Scoop.it
Possession of facts is not learning. What is an important skill is the ability to sift through abundant information, identify what is valid and meaningful, then use it to create meaning and express it. This is why student creation is so important in the new economy of information.
Ken Morrison's insight:

Ken's Key Takeaway: 
"Far beyond filling out answers on a worksheet, these assignments allow for individual talents and personality to shine through. While it’s unlikely that you have ever heard a person say, “that worksheet changed my life,” most people have an assignment from their childhood that they remember with pride because it was meaningful to them. More often than not, that memorable assignment was one that allowed them to build and create."

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Vineta Erzen's curator insight, Today, 5:28 AM

Can a  true expression of student learnig  be discovered through worksheets snad tests?  A quote from the post I find 'expressive': '' While it’s unlikely that you have ever heard a person say, “that worksheet changed my life,” most people have an assignment from their childhood that they remember with pride because it was meaningful to them. More often than not, that memorable assignment was one that allowed them to build and create.''

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Crowdsourced School Social Media Policy Now Available | Edudemic

Crowdsourced School Social Media Policy Now Available | Edudemic | An Eye on New Media | Scoop.it
I’ve been seeing a lot of people on social media looking for a social media policy and / or an acceptable use policy. So I offered to help spearhead an initiative where some of our amazing readers could help craft these policies from scratch. It started out very basic but, 400 edits later, has materialized into a thoughtful and well-organized document that’s a great template for any school. It may not be perfect for you, but use this as a jumping-off point to get your own policy started.

The School Social Media & Acceptable Use Policy
Social Media
Responsible Use Guidelines
2012-2013

We encourage teachers, students, staff, and other school community members to use social networking/media (Twitter, Facebook, etc.) as a way to connect with others, share educational resources, create and curate educational content, and enhance the classroom experience. While social networking is fun and valuable, there are some risks you should keep in mind when using these tools. In the social media world, the lines are blurred between what is public or private, personal or professional.

We’ve created these social networking/media guidelines for you to follow when representing the school in the virtual world.

Please do the following:

Use good judgment

We expect you to use good judgment in all situations.
You must know and follow the school’s Code of Conduct and Privacy Policy.
Regardless of your privacy settings, assume that all of the information you have shared on your social network is public information.
Be respectful

Always treat others in a respectful, positive and considerate manner.
Be responsible and ethical

Even though you are approved to represent the school, unless you are specifically authorized to speak on behalf of the school as a spokesperson, you should state that the views expressed in your postings, etc. are your own. Stick with discussing school-related matters that are within your area of responsibility.
Be open about your affiliation with the school and the role/position you hold.
Be a good listener

Keep in mind that one of the biggest benefits of social media is that it gives others another way to talk to you, ask questions directly and to share feedback.
Be responsive others when conversing online. Provide answers, thank people for their comments, and ask for further feedback, etc.
Always be doing at least as much listening and responding as you do “talking.”
Don’t share the following:

Confidential information

Do not publish, post or release information that is considered confidential or not public. If it seems confidential, it probably is. Online “conversations” are never private. Do not use your birth date, address, and cell phone number on any public website.
Private and personal information

To ensure your safety, be careful about the type and amount of personal information you provide. Avoid talking about personal schedules or situations.
NEVER give out or transmit personal information of students, parents, or co-workers
Don’t take information you may receive through social networking (such as e-mail addresses, customer names or telephone numbers) and assume it’s the most up-to-date or correct.
Always respect the privacy of the school community members.
Please be cautious with respect to:

Images

Respect brand, trademark, copyright information and/or images of the school (if applicable).
You may use photos and video (products, etc.) that are available on the school’s website.
It is generally not acceptable to post pictures of students without the expressed written consent of their parents.
Do not post pictures of others (co-workers, etc.) without their permission.
Other sites

A significant part of the interaction on blogs, Twitter, Facebook and other social networks involves passing on interesting content or linking to helpful resources. However, the school is ultimately responsible for any content that is shared. Don’t blindly repost a link without looking at the content first.
Pay attention to the security warnings that pop up on your computer before clicking on unfamiliar links. They actually serve a purpose and protect you and the school.
When using Twitter, Facebook and other tools, be sure to follow their printed terms and conditions.
And if you don’t get it right…

Be sure to correct any mistake you make immediately, and make it clear what you’ve done to fix it.
Apologize for the mistake if the situation warrants it.
If it’s a MAJOR mistake (e.g., exposing private information or reporting confidential information), please let someone know immediately so the school can take the proper steps to help minimize the impact it may have.
__________________________________________________________________________

Social Media
Acceptable Use Policy
2012-2013

Introduction
YOURSCHOOLNAME recognizes that access to technology in school gives students and teachers greater opportunities to learn, engage, communicate, and develop skills that will prepare them for work, life, and citizenship. We are committed to helping students develop 21st-century technology and communication skills.

To that end, we provide access to technologies for student and staff use. This Acceptable Use Policy outlines the guidelines and behaviors that users are expected to follow when using school technologies or when using personally-owned devices on the school campus.

The network is intended for educational purposes.
All activity over the network or using district technologies may be monitored and retained.
Access to online content via the network may be restricted in accordance with our policies and federal regulations, such as the Children’s Internet Protection Act (CIPA).
Students are expected to follow the same rules for good behavior and respectful conduct online as offline.
Misuse of school resources can result in disciplinary action.
We make a reasonable effort to ensure students’ safety and security online, but will not be held accountable for any harm or damages that result from misuse of school technologies.
Users of the network or other technologies are expected to alert IT staff immediately of any concerns for safety or security.
Technologies Covered
YOURSCHOOLNAME may provide Internet access, desktop computers, mobile computers or devices, videoconferencing capabilities, online collaboration capabilities, message boards, email, and more.

As new technologies emerge, YOURSCHOOLNAME will attempt to provide access to them. The policies outlined in this document are intended to cover all available technologies, not just those specifically listed.

Usage Policies
All technologies provided by YOURSCHOOLNAME are intended for educational purposes. All users are expected to use good judgment and to follow the specifics of this document as well as the spirit of it: be safe, appropriate, careful and kind; don’t try to get around technological protection measures; use good common sense; and ask if you don’t know.

Web Access
YOURSCHOOLNAME provides its users with access to the Internet, including web sites, resources, content, and online tools. That access will be restricted in compliance with CIPA regulations and school policies. Web browsing may be monitored and web activity records may be retained indefinitely.

Users are expected to respect that the web filter is a safety precaution, and should not try to circumvent it when browsing the Web. If a site is blocked and a user believes it shouldn’t be, the user should follow protocol to alert an IT staff member or submit the site for review.

Email
YOURSCHOOLNAME may provide users with email accounts for the purpose of school-related communication. Availability and use may be restricted based on school policies.

If users are provided with email accounts, they should be used with care. Users should not send personal information; should not attempt to open files or follow links from unknown or untrusted origin; should use appropriate language; and should only communicate with other people as allowed by the district policy or the teacher.

Users are expected to communicate with the same appropriate, safe, mindful, courteous conduct online as offline. Email usage may be monitored and archived.

Social / Web 2.0 / Collaborative Content
Recognizing that collaboration is essential to education, YOURSCHOOLNAME may provide users with access to web sites or tools that allow communication, collaboration, sharing, and messaging among users.

Users are expected to communicate with the same appropriate, safe, mindful, courteous conduct online as offline. Posts, chats, sharing, and messaging may be monitored. Users should be careful not to share personally-identifying information online.

Mobile Devices Policy
YOURSCHOOLNAME may provide users with mobile computers or other devices to promote learning both inside and outside of the classroom. Users should abide by the same acceptable use policies when using school devices off the school network as on the school network.

Users are expected to treat these devices with extreme care and caution; these are expensive devices that the school is entrusting to your care. Users should report any loss, damage, or malfunction to IT staff immediately. Users may be financially accountable for any damage resulting from negligence or misuse.

Use of school-issued mobile devices, including use of the school network, may be monitored.

Personally-Owned Devices
Students may use personally-owned devices (including laptops, tablets, smartphones, and cell phones) at any time during school hours—unless such use interferes with the delivery of instruction by a teacher or staff or creates a disturbance in the educational environment.  Any misuse of personally-owned devices may result in disciplinary action.  Therefore, proper netiquette and adherence to the acceptable use policy should always be used.  In some cases, a separate network may be provided for personally-owned devices.

Security
Users are expected to take reasonable safeguards against the transmission of security threats over the school network. This includes not opening or distributing infected files or programs and not opening files or programs of unknown or untrusted origin. If you believe a computer or mobile device you are using might be infected with a virus, please alert IT. Do not attempt to remove the virus yourself or download any programs to help remove the virus.

Downloads
Users should not download or attempt to download or run .exe programs over the school network or onto school resources without express permission from IT staff. You may be able to download other file types, such as images of videos. For the security of our network, download such files only from reputable sites, and only for educational purposes.

Netiquette

Users should always use the Internet, network resources, and online sites in a courteous and respectful manner.
Users should also recognize that among the valuable content online is unverified, incorrect, or inappropriate content. Users should use trusted sources when conducting research via the Internet.
Users should also remember not to post anything online that they wouldn’t want parents, teachers, or future colleges or employers to see. Once something is online, it’s out there—and can sometimes be shared and spread in ways you never intended.
Plagiarism

Users should not plagiarize (or use as their own, without citing the original creator) content, including words or images, from the Internet.
Users should not take credit for things they didn’t create themselves, or misrepresent themselves as an author or creator of something found online. Research conducted via the Internet should be appropriately cited, giving credit to the original author.
Personal Safety
If you see a message, comment, image, or anything else online that makes you concerned for your personal safety, bring it to the attention of an adult (teacher or staff if you’re at school; parent if you’re using the device at home) immediately.

Users should never share personal information, including phone number, address, social security number, birthday, or financial information, over the Internet without adult permission.
Users should recognize that communicating over the Internet brings anonymity and associated risks, and should carefully safeguard the personal information of themselves and others.
Users should never agree to meet someone they meet online in real life without parental permission.
Cyberbullying
Cyberbullying will not be tolerated. Harassing, dissing, flaming, denigrating, impersonating, outing, tricking, excluding, and cyberstalking are all examples of cyberbullying. Don’t be mean. Don’t send emails or post comments with the intent of scaring, hurting, or intimidating someone else.
Engaging in these behaviors, or any online activities intended to harm (physically or emotionally) another person, will result in severe disciplinary action and loss of privileges. In some cases, cyberbullying can be a crime. Remember that your activities are monitored and retained.

Examples of Acceptable Use
I will:

Use school technologies for school-related activities and research.
Follow the same guidelines for respectful, responsible behavior online that I am expected to follow offline.
Treat school resources carefully, and alert staff if there is any problem with their operation.
Encourage positive, constructive discussion if allowed to use communicative or collaborative technologies.
Alert a teacher or other staff member if I see threatening/bullying, inappropriate, or harmful content (images, messages, posts) online.
Use school technologies at appropriate times, in approved places, for educational pursuits only.
Cite sources when using online sites and resources for research; ensure there is no copyright infringement.
Recognize that use of school technologies is a privilege and treat it as such.
Be cautious to protect the safety of myself and others.
Help to protect the security of school resources.
This is not intended to be an exhaustive list. Users should use their own good judgment when using school technologies.

Examples of Unacceptable Use
I will not:

Use school technologies in a way that could be personally or physically harmful to myself or others.
Search inappropriate images or content.
Engage in cyberbullying, harassment, or disrespectful conduct toward others–staff or students.
Try to find ways to circumvent the school’s safety measures and filtering tools.
Use school technologies to send spam or chain mail.
Plagiarize content I find online.
Post personally-identifying information, about myself or others.
Agree to meet someone I meet online in real life.
Use language online that would be unacceptable in the classroom.
Use school technologies for illegal activities or to pursue information on such activities.
Attempt to hack or access sites, servers, accounts, or content that isn’t intended for my use.
This is not intended to be an exhaustive list. Users should use their own good judgment when using school technologies.

Limitation of Liability
YOURSCHOOLNAME will not be responsible for damage or harm to persons, files, data, or hardware. While YOURSCHOOLNAME employs filtering and other safety and security mechanisms, and attempts to ensure their proper function, it makes no guarantees as to their effectiveness. YOURSCHOOLNAME will not be responsible, financially or otherwise, for unauthorized transactions conducted over the school network.

Violations of this Acceptable Use Policy
Violations of this policy may have disciplinary repercussions, including:

Suspension of network, technology, or computer privileges in extreme cases
Notification to parents in most cases
Detention or suspension from school and school-related activities
Legal action and/or prosecution
I have read and understood this Acceptable Use Policy and agree to abide by it:

__________________________________________
(Student Printed Name)
Ken Morrison's insight:

Does your school have a social media policy for educators and support staff?  If not, here is a nice starter kit.

Other resources on the topic include: 
http://edublogs.org/curriculum-corner-using-a-blog-with-students/#commenting

One school's policy:
http://4kmand4kj.global2.vic.edu.au/guidelinessafety/blog-guidelines/

Northwestern University's policy:
http://www.feinberg.northwestern.edu/communications/brand/social-media/

 

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Stop Complaining About Your Professors’ Lack of Classroom Tech. Sit and Think a Little.

Stop Complaining About Your Professors’ Lack of Classroom Tech. Sit and Think a Little. | An Eye on New Media | Scoop.it
Lucas Matney, a junior at Northwestern University and columnist for the Daily Northwestern, is concerned that his school is not adequately preparing him for the challenges of today. In his experience, he says, “very few” of his professors “have used technology in the classroom in a way that offers a...
Ken Morrison's insight:

I have shared many posts about the importance of integrating technology into the classroom. Here is a very wise reason for why we should consider leaving tech out of the classroom.

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Many, Many Examples Of Essential Questions

Many, Many Examples Of Essential Questions | An Eye on New Media | Scoop.it

Essential questions are, ask Grant Wiggins defines, “‘essential’ in the sense of signaling genuine, important and necessarily-ongoing inquiries.” These are grapple-worthy, substantive questions that not only require wrestling with, but are worth wrestling with–that could lead students to some critical insight in a 40/40/40-rule sense of the term.

I collected the following set of questions through the course of creating units of study, most of them from the Greece Central School District in New York. In revisiting them recently, I noticed that quite a few of them were closed/yes or no questions, so I went back and revised most of them, and added a few myself–something I’ll try to do from time to time.

Or maybe I’ll make a separate page for them entirely. Or, who knows. Nonetheless, below are many, many examples of essential questions. Most are arts & humanities, but if this post proves useful, we can add some STEM inquiry to the mix as well. Let me know in the comments.

Many, Many Examples Of Essential Questions

Decisions, Actions, and Consequences

What is the relationship between decisions and consequences?
How do we know how to make good decisions?
How can a person’s decisions and actions change his/her life?
How do the decisions and actions of characters reveal their personalities?
How do decisions, actions, and consequences vary depending on the different perspectives of the people involved?
Social Justice

What is social justice?
To what extent does power or the lack of power affect individuals?
What is oppression and what are the root causes?
How are prejudice and bias created? How do we overcome them?
What are the responsibilities of the individual in regard to issues of social justice?
How can literature serve as a vehicle for social change?
When should an individual take a stand against what he/she believes to be an injustice? What are the most effective ways to do this?
What are the factors that create an imbalance of power within a culture?
What does power have to do with fairness and justice?
When is it necessary to question the status quo? Who decides?
What are the benefits and consequences of questioning / challenging social order?
How do stereotypes influence how we look at and understand the world?
What does it mean to be invisible? (context: minorities)
In what ways can a minority keep their issues on the larger culture’s “radar screen?”
What creates prejudice, and what can an individual overcome it?
What are the causes and consequences of prejudice and injustice, and how does an individual’s response to them reveal his/her true character?
What allows some individuals to take a stand against prejudice/oppression while others choose to participate in it?
What are the causes and consequences of prejudice and how does an individual’s response to it reveal his/her morals, ethics, and values?
Culture: Values, Beliefs & Rituals

How do individuals develop values and beliefs?
What factors shape our values and beliefs?
How do values and beliefs change over time?
How does family play a role in shaping our values and beliefs?
Why do we need beliefs and values?
What happens when belief systems of societies and individuals come into conflict?
When should an individual take a stand in opposition to an individual or larger group?
When is it appropriate to challenge the beliefs or values of society?
To what extent do belief systems shape and/or reflect culture and society?
How are belief systems represented and reproduced through history, literature, art, and music?
How do beliefs, ethics, or values influence different people’s behavior?
How do individuals reconcile competing belief systems within a given society (e.g., moral beliefs conflicting with legal codes)?
When a person’s individual choices are in direct conflict with his/her society, what are the consequences?
What is morality and what are the factors that have an impact on the development of our morality?
What role or purpose does religion / spirituality serve in a culture?
What purpose or function do ethics / philosophy have in governing technological advances?
How do our values and beliefs shape who we are as individuals and influence our behavior?
Adversity, Conflict, and Change 

How does conflict lead to change?
What problem-solving strategies can individuals use to manage conflict and change?
How does an individual’s point of view affect the way they deal with conflict?
What personal qualities have helped you to deal with conflict and change?
How might if feel to live through a conflict that disrupts your way of life?
How does conflict influence an individual’s decisions and actions?
How are people transformed through their relationships with others?
What is community and what are the individual’s responsibility to the community as well as the community’s responsibility to the individual?
Utopia and Dystopia

How would we define a utopian society?
How has the concept of utopia changed over time and/or across cultures or societies?
What are the ideals (e.g., freedom, responsibility, justice, community, etc.) that should be honored in a utopian society?
Why do people continue to pursue the concept of a utopian society?
How do competing notions of what a utopian society should look like lead to conflict?
What are the purposes and/or consequence of creating and/or maintaining a dystopian society?
What is the relationship between differences and utopia?
Chaos and Order

What is the importance of civilization and what factors support or destroy its fabric?
What are the positive and negative aspects of both chaos and order?
What are the responsibilities and consequences of this new world order described as “global”?
What role does chaos play in the creative process?
What are the politics and consequences of war, and how do these vary based on an individual or cultural perspective?
Constructing Identities

How do we form and shape our identities?
In a culture where we are bombarded with ideas and images of “what we should be,”
How does one form an identity that remains true and authentic for her/himself?
What turning points determine our individual pathways to adulthood?
In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
Creation

What is creativity and what is its importance for the individual / the culture?
What is art and its function in our lives?
What are the limits, if any, of freedom of speech?
Freedom and Responsibility

What is freedom?
What is the relationship between freedom and responsibility?
What are the essential liberties?
What is the relationship between privacy, freedom, and security?
When does government have the right to restrict the freedoms of people?
When is the restriction of freedom a good thing?
Good and Evil in the World

Is humankind inherently good or evil?
Have the forces of good and evil changed over time and if so, how?
How do different cultures shape the definitions of good and evil?
Heroes and “She-roes”

Do the attributes of a hero remain the same over time?
When does a positive personality trait become a tragic flaw?
What is the role of a hero or “she-roe” (coined by Maya Angelou) in a culture?
How do various cultures reward / recognize their heroes and “she-roes”?
Why is it important for people and cultures to construct narratives about their experience?
What is the relevance of studying multicultural texts?
How does the media shape our view of the world and ourselves?
In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
The Human Condition / Spirit

In the face of adversity, what causes some individuals to prevail while others fail?
What is the meaning of life, and does that shape our beliefs regarding death?
Illusion vs. Reality

What is reality and how is it constructed?
What tools can the individual use to judge the difference, or draw a line between, illusion and reality?
Language & Literature

How is our understanding of culture and society constructed through and by language?
How can language be powerful?
How can you use language to empower yourself?
How is language used to manipulate us?
In what ways are language and power inseparable?
What is the relationship between thinking and language? How close or far are they apart?
How does language influence the way we think, act, and perceive the world?
How do authors use the resources of language to impact an audience?
How is literature like life?
What is literature supposed to do?
What influences a writer to create?
What is the purpose and function of art in our culture?
How does literature reveal the values of a given culture or time period?
How does the study of fiction and nonfiction texts help individuals construct their understanding of reality?
In what ways are all narratives influenced by bias and perspective?
Where does the meaning of a text reside? Within the text, within the reader, or in the transaction that occurs between them?
What can a reader know about an author’s intentions based only on a reading of the text?
What are enduring questions and conflicts that writers (and their cultures) grappled with hundreds of years ago and are still relevant today?
How do we gauge the optimism or pessimism of a particular time period or particular group of writers?
Why are there universal themes in literature–that is, themes that are of interest or concern to all cultures and societies?
What are the characteristics or elements that cause a piece of literature to endure?
What distinguishes a good read from great literature?
Who decides the criteria for judging whether or not a book is any good?
What is the purpose of: science fiction? satire? historical novels, etc.?
Love & Sacrifice

If any, what are the boundaries of love and sacrifice, and where does one draw the line between them?
What are the factors that move individuals / communities / nations to great sacrifice and what are the consequences?
Nature in the Balance

What are the responsibilities of the individual / society / superpowers in regard to the health of the environment?  (local, regional, national or international context can be used)
What are the consequences of being unconcerned with nature’s balance/harmony?
Our View of the World and Ourselves

How do we know what we know?
What is changeable within ourselves?
How does what we know about the world shape the way we view ourselves?
How do our personal experiences shape our view of others?
What does it mean to be an insider or an outsider?
What does it mean to “grow up”?
Where do our definitions of good and evil come from?
What is the relevance of studying multicultural texts?
How does the media shape our view of the world and ourselves?
In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
What turning points determine our individual pathways to adulthood?
Past, Present, and Future

Why do we bother to study/examine the past, present or future?
What are the recurrent motifs of history and in what ways have they changed or remained the same?
The Pursuit of Happiness

What is happiness, and what is the degree of importance in one’s life?
To what extent does a culture / society / subculture shape an individual’s understanding or concept of happiness?
Relationships and Community

What are the elements that build a strong friendship?
How do friendships change over time?
What impact does family have during different stages of our lives?
What can we learn from different generations?
How is conflict an inevitable part of relationships?
How do you know if a relationship is healthy or hurtful?
What personal qualities help or hinder the formation of relationships?
How are people transformed through their relationships with others?
What is community and what are the individual’s responsibilities to the community as well as the community’s responsibilities to the individual?
Shades of Truth

Who defines “truth”?
How does perspective shape or alter truth?
Sources

My brain; Grant’s authenticeducaiton.org; L. Beltchenko 2007-2008 and the Greece Central School District, New York; Many, Many Examples Of Essential Questions

Related Posts:
4 Essential Rules Of 21st Century Learning A Four-Phase Process For Implementing Essential Questions Where Essential Questions Come From 50 Questions To Help Students Think About What They Think Curriculum That Questions The Purpose Of Knowledge
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Teach with Video.com

Teach with Video.com | An Eye on New Media | Scoop.it
Ken Morrison's insight:

This book by Apple Distinguished Educator Steve Katz is one of my favorite resources for helping teachers integrate video into their classroom instruction. It provides guidance and protects us from possible potholes. The book includes a CD as well.  

 

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2014 Horizon Report

Ken Morrison's insight:

As in other years, the links of resources and stories at the end of each section make these predictions for easy to envision. 

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Best content in Asia Ed Tech | Diigo - Groups

Best content in Asia Ed Tech | Diigo - Groups | An Eye on New Media | Scoop.it
Ken Morrison's insight:

Here is a really nice collection of ed tech tools curated by fellow Apple Distinguished Educator, Tim Bray. 

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New Benefits to Using Video in the Classroom – Stephen's Lighthouse

New Benefits to Using Video in the Classroom – Stephen's Lighthouse | An Eye on New Media | Scoop.it
Ken Morrison's insight:

I hate it when I find great resources like this the day after I give a big presentation.  Oh well.  I am glad that I have this for the next time.

Ken

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This is How to Create Rubrics Using Google Form ~ Educational Technology and Mobile Learning

This is How to Create Rubrics Using Google Form ~ Educational Technology and Mobile Learning | An Eye on New Media | Scoop.it
Ken Morrison's insight:

I use Google Drive for almost all of my grading. Although I have created rubrics in Google Drive, I have never used Google Forms to automate my rubrics.  After watching this three-minute video, I will probably start soon

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Pew: 15% Of Americans Don’t Have Internet. 5% Think It’s Irrelevant. | TechCrunch

Pew: 15% Of Americans Don’t Have Internet. 5% Think It’s Irrelevant. | TechCrunch | An Eye on New Media | Scoop.it
TechCrunch is a leading technology media property, dedicated to obsessively profiling startups, reviewing new Internet products, and breaking tech news.
Ken Morrison's insight:

I am glad that I found this article. 

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Film Strip Effect for Your PPT Presentations

Film Strip Effect for Your PPT Presentations | An Eye on New Media | Scoop.it

Via PowerPoint & Keynote Solutions from Chillibreeze, Maria Zappa Kasapidi
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PowerPoint & Keynote Solutions from Chillibreeze's curator insight, September 17, 2013 7:19 AM

Learn cool and awesome PowerPoint tricks from 24point0! The film strip effect is especially good when presenting your company or unit profile to customers or stakeholders.

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Mark Bauerlein: The Adolescent Instinct & 'The Dumbest Generation'

Andy Nash speaks with Dr. Mark Bauerlein on how modern social technology and targeted media isolate and absorb young people as often, if not more, than those...
Ken Morrison's insight:

I am giving Bauerlein a new ear. I agree with his idea of a prisoner who is released into the modern age after years of being in jail.  We live in a different world!  In a library, all students are huddled around computers, none are in 'the stacks'.

 

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Social technology for social learning: Voxer and ScoopIt | Julian ...

Social technology for social learning: Voxer and ScoopIt | Julian ... | An Eye on New Media | Scoop.it
Voxer is a neat App for smartphones: a walkie talkie function that lets you hold a 'button' and record a message that is shared, immediately, with another person or group. You can share photos, with location tags, or text ...
Ken Morrison's insight:

The wheels in my head are rolling, rolling, rolling on how this could be used wisely in the classroom. So many options!!!!

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How Technology Trends Have Influenced the Classroom

How Technology Trends Have Influenced the Classroom | An Eye on New Media | Scoop.it
Between societal changes and technological breakthroughs, it’s become abundantly clear that the human brain is transforming the way it processes and learns information. While there are many discussions about whether or not this is good or bad for us as a society, it’s definitely a change.

As educators, it’s our job to make sure that students (and adults) are learning. Part of that process isn’t only about making an engaging activity or lesson, but also realizing how the modern brain learns. Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.

To do that, let’s examine which features of society (and media) have changed and then consider what we can do in education to use it as an advantage for learning.

The Increase of Interactivity

One only need to look at the gaming market to see the evolution of how our brains crave interaction. We went from Backgammon to Atari and realized that with some simple interaction, like a yellow circle eating dots, our brains could stay occupied for hours. The recent shift to touch screen and even motion-based interaction means that we now involve our whole body when interacting with games.

Classroom Outcome: We might notice that our students seem more “antsy,” but in reality, sitting still in a seat for several hours has never been ideal for learning. Research is now becoming more abundant to back that statement. Incorporating regular brain breaks or mini-activities that require kids to move every 15-30 minutes re-invigorate the brain and get them refocused in the tasks at hand.

On-Demand Living

Most of us grew up in an era of either three basic television channels or the privilege of many via paid cable. With the digital era, television and movies have seen an exponential change in how they are distributed and accessed.  You no longer have to wait for that favorite re-run of Moonlighting; today, you can just pull it up on your phone. Better yet, you can pause it on one device and then watch it on another when you choose.  If you really get hooked on a show, why wait a week when you can just binge view it?

Classroom Outcome: Flipped-teaching comes to mind when thinking of the “on-demand” model of learning. Not everyone has the time or energy for a full-fledged flipped-teaching model (not to mention at-home access for all students), but recording some lessons or concepts for later viewing, even in class, would be one way to let students have access to information when they want it. Wouldn’t it be nice if kids wanted to binge learn?

Self-Publishing the World As We See It

They ways we viewed and read the news was previously distributed to us through a filter.  Publisher, editor, advertisers, and corporations decided what we should watch and read when it came to content. In some ways, the classroom has followed a similar path. Look at the world now when it comes to news. We are all publishing to the world around us in blogs, tweets, posts and…yes…even Instagram selfies. Our brains are no longer designed to sit back and take what is given to us. We want to create and share what we see and learn too.

Classroom Outcome:  This is one area where I feel that education has excelled, but there is still room for improvement. We’ve always encouraged students to write and report on what they think or believe. As students, we learned to play the game of “know your audience” when it came to writing a paper for a certain professor. Our purpose was writing for writing’s sake. Now we no longer have to limit ourselves to one recipient. Our students have access to a global audience and don’t have to write just to please one teacher. They can write based on what they see and believe to be true.

Everything is Mobile (and Instant)

As fast as the internet took the world by storm, the mobile revolution dropped a bomb of societal change and practice. People can now have all of their media in the palm of their hand. They can connect with anyone, anywhere. While there isn’t always value to why we use our devices, having that instant access means our brains can now outsource menial facts and focus on application and creation rather than retention.

Classroom Outcome: One of the greatest challenges to the classrooms of today is mobile technology. Do we fund a 1:1 program? Allow a Bring Your Own Device policy? Won’t this just add the distraction of the outside world into a classroom? Rather than avoid or ban the use of mobile devices, some are embracing it as a way to not only engage learners, but also dig deeper into learning. This isn’t without its pitfalls, and can be quite messy, but setting expectations of use can be a powerful way to model how our kids use these in the non-school setting.  Maybe instead of whipping out their phones when at a restaurant, kids will actually sit and have a conversation with the grown-ups around them.  Of course, this is assuming the grown-ups have put down their devices too.

Embracing the Digital Brain

As we can see from these few examples, the world around us is changing.  This change affects the way we think, learn, and connect. In education, we have three options when dealing with these changes: avoid it, struggle with it, or embrace it. Technology would seem to be the panacea for solving all of these issues when it comes to engaging the digital brain. However, while it does have an impact in the classroom, the greatest impact still lies within the teacher and the content that they are trying to get their students to learn.  Until the pedagogy and purpose align with this new world, we are all left fighting a battle rather than embracing it.

Carl Hooker is the Director of Instructional Technology for Eanes ISD in Texas, an Apple Distinguished Educator, an EdTechTeacher consultant/trainer, and founder of iPadpalooza.

 
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Great Tools That Are Changing Writing, Teaching and Learning

Great Tools That Are Changing Writing, Teaching and Learning | An Eye on New Media | Scoop.it
Great Tools That Are Changing Writing, Teaching and Learning. Vicki Davis talks about how to pick right tool..

Via Ana Cristina Pratas
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6 trends that will accelerate the adoption of technology in higher education

6 trends that will accelerate the adoption of technology in higher education | An Eye on New Media | Scoop.it
We take a look at the six “key trends” picked out in the NMC Horizon Report: 2014 Higher Education Edition

 

The NMC Horizon Report: 2014 Higher Education Edition, officially launched on 3 February 2014, aims to examine emerging technologies for their potential impact on and use in teaching and learning within higher education settings.

It is the 11th annual higher education report of its kind, and is published by the New Media Consortium, a not-for-profit consortium of more than 250 colleges, universities, museums and companies that conducts research into emerging forms of media and technology.

The report, produced in partnership with the EDUCAUSE Learning Initiative, picks out six “key trends” that are accelerating the adoption of technology in higher education.


Via Elizabeth E Charles
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Ken Morrison's comment, August 27, 5:51 PM
Thank you for the rescoops Jan.
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Score Rubrics on Your iPad

Score Rubrics on Your iPad | An Eye on New Media | Scoop.it
If you use rubrics to grade student work you have to try ForAllRubrics! Once you set up your class list, this website allows users to import rubrics they've already made, or easily create new ones....

Via Jessica Raeside
Ken Morrison's insight:

This looks like a great interactive way to grade rubrics....with flexibility. I really like that you can add comments.  

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Ken Morrison's comment, March 16, 3:50 AM
Thanks for sharing this. It looks like a great tool. I just signed up!
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Five-Minute Film Festival: 8 Interactive Video Tools for Engaging Learners

Five-Minute Film Festival: 8 Interactive Video Tools for Engaging Learners | An Eye on New Media | Scoop.it
It's no secret that I am a passionate advocate for using video in the classroom. When used well, videos can help students make connections to people and ideas beyond their usual frame of reference. Th
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Look How Far Technology Has Come - Edudemic

Look How Far Technology Has Come - Edudemic | An Eye on New Media | Scoop.it
I've found you never truly know where you're headed until you understand where you've been. In terms of education technology (emphasis on technology), we've come so far.
Ken Morrison's insight:

A cool, quick look at the advances of the last 25 years.

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8 Simple Ways To Start Using Video In Your Classroom - Edudemic

8 Simple Ways To Start Using Video In Your Classroom - Edudemic | An Eye on New Media | Scoop.it
There are hundreds of video sites perfect for your classroom. They wouldn't exist without useful videos. Therefore, it's safe to say that video is playing a big role in the lives of today's students.
Ken Morrison's insight:

If you need some scientific research and academic advice on using video in the classroom, you may like this link

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The Top 17 Free Digital Storytelling Apps for The iPad ~ Educational Technology and Mobile Learning

The Top 17 Free Digital Storytelling Apps for The iPad ~ Educational Technology and Mobile Learning | An Eye on New Media | Scoop.it
Ken Morrison's insight:

Many of these tools can be used for helping students bring their writing to life.  It can save a lot of time (and money) by not creating videos.

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What's In & Out: Trends In Learning Technology

What's In & Out: Trends In Learning Technology | An Eye on New Media | Scoop.it

“ What's In & Out: Trends In Learning Technology”


Via Grant Montgomery, Jim Lerman, Jenn Alevy
Ken Morrison's insight:

I don't find this to be overly scientific or reliabe, but it can be a good conversation starter.....

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Bonnie Bracey Sutton's comment, September 22, 2013 12:24 AM
Thanks for this!
Joe Boutte's comment, September 24, 2013 6:40 AM
Very interesting infographic. I'm optimistic about the "trending up" issues but dissappointed in the "trending down" issues, especially to see academics, transparency, and infographics going down. However, if elearning is trending down and blending learning is trending up, I think this is a positive overall trend for holistic, life-long learning. Thanks for the post!
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Internet in the Classroom (vintage, circa 1993)

This is a vintage Internet video. In 1993, the new-fangled Internet was starting to attract regular people, not just the geeks. In the United States, under the High…
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A fun video from 20 years ago. A nice man teaches us how to use this new thing called 'the internet'.  It is fun to see the hope and awe of teachers and students in the classroom in the very early days.

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15 Free Social Media Tools for Teachers and Students | Online Free Tools

15 Free Social Media Tools for Teachers and Students | Online Free Tools | An Eye on New Media | Scoop.it
Social Media tools can greatly enhance students creativity. It also facilitates teachers to easily engage students in interaction environment. Here're the free online tools that can be used for educators.

Via Dr. Susan Bainbridge
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Alfredo Corell's curator insight, September 8, 2013 11:41 AM

Internet can be used as the best classroom for students and teachers, where we've tons of facilities to take the advantages from, to enhance the students capabilities and to facilitate the teachers, There're social media tools to use and get educators into interaction environment.
Social Media tools for teachers and students are the online learning tools that enhance students creativities, facilitate the teachers, and to work collaboratively.

María Dolores Díaz Noguera's curator insight, September 9, 2013 4:55 AM

Gracias por compartir.

María Asunción Martínez Mayoral's curator insight, September 11, 2013 4:29 AM

Una guía muy interesante!