I'm trying to stay tuned in what's happening in the field of information literacy, school libraries, ICT and learning environment. I am working on my PhD degree and working as a full time children's librarian and a school librarian.
"Teaching is simultaneously one of the hardest and one of the most rewarding jobs in the world. We often say that students make it worth it, but there’s something else that can make or break your happiness as a teacher: your colleagues."
James Klurfeld and Howard Schneider evaluate a news literacy program based at Stony Brook University. In examining this course, the authors offer ideas on how to train emerging journalists and consumers of news to be savvier and more discerning readers and reporters.
Though a large study showed that the act of giving kids computers did not alone affect grades or attendance, the results may have been different had the students had some guidance on how to best use the computers and if teachers had been involved in connecting the home computers with what was going on in the classroom.
Setting aside the two predominant narratives of education, there's a third vision taking shape that's yet to be defined. What would a reimagined education system value and teach?
Anu Ojaranta's insight:
“We need to begin to think about schools in a fundamentally different way,” Richardson said. In his vision of this third narrative, reformers would focus on creating an education system that supports inquiry-based, student-centered learning, where students are encouraged to find entry points into the mandated curriculum in ways that are meaningful to them. Technology is an integral part of Richardson’s vision because it allows students to create and demonstrate their knowledge. “That piece of it really allows kids to create things and connect with other people, arguably more important than much of the traditional curriculum that schools are built around,” Richardson said."
"We continue to work on this project that was originally supported by the TEACHER LEARNING and LEADERSHIP PROGRAM (TLLP) with the Ontario Ministry of Education. Our project Uncovering Content-Integrating Critical Thinking into Social Studies for 21st Century Learners was developed because as teachers we felt we needed to enhance our knowledge of using critical thinking questions and inquiry-based learning in order for our students to become actively engaged in their learning."
In the weeks before the International Society for Technology in Education conference in Atlanta concluding Tuesday, I received more than 20 emails from publicists suggesting interviews with makers of educational technology products/programs/software here to tout their wares.
Anu Ojaranta's insight:
"But low–frills technology in schools can lead to unintended consequences. Recent researchshows that though “technology has often been hailed as the great equalizer of educational opportunity, a growing body of evidence indicates that in many cases, tech is actually having the opposite effect.”
Children of different socioeconomic backgrounds use technology differently, with varying amounts of academic impact. Their different experiences have the potential to widen existing opportunity gaps in American society."
Very important findings concerning equal opportunities to learning and studying. And this division of use has just happened? Is there a way to change the direction?
Innovative thinking in students will flower when we design classrooms that absolutely can’t survive without it. Same with critical thinking, self-direction, creativity, and so on. Until we reach that point, it’s on the shoulders of the classroom teacher to tease it out of students through a combination of inspiration, modeling, scaffolding, and creating persistent opportunity.
The local name for the Philadelphia neighborhood of Kensington is “the Badlands,” and with good reason. Pockmarked with empty lots and burned-out row houses, the area has an unemployment rate of 29 percent and a poverty rate of 90 percent. Just a few miles to the northwest, the genteel neighborhood...
Technology buzzwords, although annoying, often seem innocuous enough. They’re just catchy and trite enough to bleed into common usage, but just misleading and obfuscatory enough as to discourage deep analysis. Two of the most widespread buzzwords and phrases to escape the tech world and infiltrate our general lexicon are the couplet “digital native” and “digital immigrant.”
Facebook is a treasure mine of data and has been a hot bed of studies on online social behavior. The social media giant even has a team of data analyst (aka the Data Science Team) looking at all the data we have put up on Facebook.
Being a proper digitally competent teacher is not as simple as one may think. The Characteristics of a Digitally Competent Teacher Infographic clarifies and explains some of the most important characteristics that a digitally competent teacher must have.
Aundrey Page is a teacher at North Clayton High School and a Teach For America–Metro Atlanta alumnus.
Anu Ojaranta's insight:
"With a few taps and swipes on their phones, tablets and computers, today’s students have nearly instant access to much of the world’s information. But with a projected 8.65 million U.S. workers needed by 2018 in the fields of science, technology, engineering and mathematics (collectively referred to as STEM), they need to be more than just consumers – they need to be makers."