For the purposes of this Scoop.it site, the history of human interaction with information may be divided into 4 eras. The first (spoken) era ended with the invention of writing around 3000-4000 BC. The second era ended with the invention of the printing press in 1440. The third era ended, and the fourth began, with the invention of the Internet (depending how one defines its operational beginning) somewhere between 1969 and 1982. We now exist early, but decidedly, in the fourth era.
All readers may not agree with this interpretation of the history of information, especially with the division and numbering of the eras. That is not the main point. Rather, it is that humankind is presently existing in an era distinctly different from the one that preceded it -- that in fact, this new era is accompanied with, and characterized by, a new - and quite different - information landscape. This new Internet information landscape will challenge, disrupt, and overpower the print-oriented one that came before it. It will not completely obliterate that which preceded it, but it will render it to a subsidiary, rather than primary, level of influence.
Just as the printing press altered humanity's relationship with information, thereby resulting in massive restructuring of political, religious, economic, social, educational, cultural, scientific, and other realms of life; so too will the Internet occasion analogous transformations in the corresponding universe of present and future human activity.
This site will concern itself primarily with how K-20 education in the US, and the people who comprise its constituencies, may be affected by this transformative movement from one era to the next. All ideas considered here appear, to me at least, to impact the learning enterprise in some way. Accordingly, this work looks at the present and the future through a lens that is predominantly, but far from entirely, a digital one. -JL
Opinions expressed, scooped, or copied in this Scoop.it topic are my choice, and are in no way to be connected with my employer.
This unique publication explores the potential benefits, pitfalls, future trends and learning outcomes for 10 hot topics in education, providing you with a warts-and-all view of how they can impact a school and, ultimately, the learning experience of the pupil.
"LAPS OVER TABS: Smartphones and tablets may be dominating billboards and television commercials. But laptops still reign supreme in colleges. Eighty-seven percent of the 1,211 college students surveyed in a recent Harris Poll (funded by Pearson) use laptops, notebooks or Chromebooks at least twice a week for their studies—compared to 64 percent for smartphones and 40 percent for tablets. And nearly half (48 percent) of all students say they enjoy laptops most of all mobile devices. Tablet ownership did see a small jump to 52 percent—up from 45 percent a year ago. Full survey findings available here (PDF)."
When new technologies make bold promises, how do you discern the hype from what's commercially viable? And when will such claims pay off, if at all? Gartner Hype Cycles provide a graphic representation of the maturity and adoption of technologies and applications, and how they are potentially relevant to solving real business problems and exploiting new opportunities. Gartner Hype Cycle methodology gives you a view of how a technology or application will evolve over time, providing a sound source of insight to manage its deployment within the context of your specific business goals.
The United States is no longer the world’s only global naval power.
Why would China go to the trouble and expense of mounting an expedition to the northern climes in the Western Hemisphere? Because it sees value in staging a presence in distant waters. And because it can: Beijing no longer depends completely on its oceangoing battle fleet to ward off threats in China’s seas. It can now rain long-range precision firepower on enemy fleets from land. Ergo, the People’s Liberation Army Navy (PLAN) fleet can cruise the far reaches of the Pacific and Indian oceans or even beyond, without forfeiting China’s interests in waters close to home. For China, the upsides of far-ranging maritime strategy are many and compelling, the downsides fewer and fewer.
At feedly, we believe at our core that knowledge is power, and thus content is empowering—and even more so when you share it!
So we are excited to introduce today a new feedly Pro feature we call Shared Collections—a new and highly requested tool that lets you choose to share what you read with your teammates, colleagues, and followings.
With Shared Collections, you can take the collections of reading sources you’ve already created—or create a new collection for the purpose of sharing—and make them public on one shared collections page dedicated just for you or your team. This Shared Collection page will showcase all of the blogs, publications, YouTube feeds, and Google News Alerts you want to showcase and make it easy for other people to follow the same sources with just a click. It’ll also allow you to create a personalized URL for your Shared Collections (nab the one you want today!).
Take that Shared Collections page and use it to collaborate with others or to show the world what feeds your mind. You can even customize it to fit your company’s identity or your personal brand.
"I am continuing to be intrigued by John Barell’s original inquiry strategy, how to use to bring awareness and experience opportunities for modern learning skills and literacies. Since Project Zero’s Visible Thinking Routines have been playing an integral part of my continuous work of Documenting4Learning, is was an easy connection to bring in the routines as a strategy in the KWHLAQ flow.
The new visual [above] is intended to give teachers and students more choices of make their thinking and learning visible using the following platforms, activities, tools, Visible Thinking Routines as an option or starting off point. The suggestions include tools and platforms that are specifically suited to connect, collaborate, communicate and create, 21st century style, one’s process and make it easier to amplify and to document4learning."
Jim Lerman's insight:
I, personally, find Tolisano's posts to be consistently excellent. This demonstrates her work at its best.
Transforming a mishmash of educational technologies into a coherent “blended learning” model is fast becoming the holy grail of modern education. With so much software and hardware already in place, making blended learning work is less about acquiring technology, and more about changing mindsets. Susan O. Moore, supervisor of blended learning at Meriden Public Schools (CT), breaks the implementation of blended learning into five stages:
No question that public schools in Los Angeles have their challenges. Charter schools in the City of Angels have also been growing in popularity.
Yet news of a 44-page draft memo, leaked to the LA Times and likely penned by the Broad Family Foundation, urges wealthy benefactors to raise $490 million to build out charter schools to support half of LA's students--and is already drawing fire. Worse, the memo echoes themes poignantly portrayed in reporter Dale Russakoff's recent book, The Prize: Who's in Charge of America's Schools.
Udacity, a four-year-old online teaching start-up, believes that after years of trial and error, it has hit on a model of vocational training that can be scaled up to teach millions of people technical skills. Udacity’s founder, Sebastian Thrun, a specialist in artificial intelligence at Stanford University who once ran Google X, the search company’s advanced projects division, said that the “nanodegree” program that the firm created last year will result in vastly lower education costs and wider accessibility. Early data suggests the program is efficient and reliably results in new jobs — including for Ms. Marchisio, who began working as a software developer at Google after taking Udacity’s “full-stack developer” course this spring.
The nanodegree works like this: Last year, Udacity partnered with technology companies to create online courses geared toward teaching a set of discrete, highly prized technical skills — including mobile programming, data analysis and web development. Students who complete these courses are awarded the nanodegree, a credential that Udacity has worked with Google, AT&T and other companies to turn into a new form of workplace certification.
Jason Ohler comments on an article by Pamela DeLoatch in Edudemic :
"I just finished my next book, 4 Lectures for the Future. One "lecture" is "5 Trends that Bend- Tech trajectories that will change everything." I was going after foundational shifts, rather than specific technologies. The five I focus on (and there are more certainly, but time and space didn't allow me to address them) are: Big Data, Immersive Realty (and combining RL with the second home on the other end our smart devices), The Semantic Web (Webs 3 and 4, aka, the web of data and the web of things), xTreme BYOD (all the wearable, portable stuff that is emerging), and Transmedia Storytelling (a phenomenon that is infused in the commercial world, but not in education). I would be curious to know what others would put in their top 5. If I had time for a 6th and 7th, they would have been neuro-enhancing technology (there are "mat hats" that improve the math scores of those who wear them) and singularity, the blending of carbon (people) and silicon (a metaphor for digital technology) to the point where they become symbiotic and, ultimately, indistinguishable.
BTW- one of my favorite activities to do with students is called, "You're In Charge." I put them in charge of developing policy for existing and emerging tech. I pitch them the math hat, and ask, "Should we allow them in school? Under what conditions?" The conversations that ensue are fabulous."
How did the most likable man in Washington become public enemy No. 1? He tried fixing education.
description by EdSurge
"Arne Duncan may exude a calm demeanor but that doesn’t stop him from stoking the furor of politicians, unions and suburban moms. POLITICO’s profusely detailed profile of the US education secretary—and President Obama’s favorite basketball teammate— offers a deep look into the difficult straits he has had to navigate, buffeted by politically toxic issues including testing, Common Core and Race to the Top."
"I once heard class discussions described as “transient instructional events.” They pass through the class, the course, and the educational experiences of students with few lingering effects. Ideas are batted around, often with forced participation; students don’t take notes; and then the discussion ends—it runs out of steam or the class runs out of time. If asked a few days later about the exchange, most students would be hard-pressed to remember anything beyond what they themselves might have said, if that. So this post offers some simple suggestions for increasing the impact of the discussions that occur in our courses."
Mexico’s cities are ballooning in population while rural and indigenous communities, where there are still over 60 indigenous languages other than Spanish spoken, are disappearing. For many indigenous families, illiteracy and the powerful forces of racism and discrimination can often offset the lures that brought them to migrate to urban centers.
The northern border with the United States is not the only destination for Mexican migrants. For millions, the bustling cities, which offer hopes of better jobs and education lure many from their traditional rural, and often indigenous communities. What they find in the cities is a mix of hope and hardship.
"A revolution in education...is on its way. Besides the fact that child-centered approaches–such as the one I witnessed in Ecuador and others similar to the Montessori model–have been in existence for centuries, the increasing pace of innovation has brought with it a greater awareness of the need for creative studies programs. For this reason, there are a handful of initiatives out there trying to get the ball rolling, such as Buffalo State College’s International Center for Studies in Creativity, CreativeLIVE, and Adobe’s ConnectED initiative.
And this is only the beginning. The push for greater creative freedom within both classrooms and boardrooms is leading all types of learners to seek out ways to tap into their dormant creativity. Far from a talent possessed only by exceptional painters and composers, creativity is an innate capacity within every person–whether this refers to the ability to take stunning pictures, cook delicious meals, design innovative experiments, or find new ways to solve old problems."
Recently, our district started offering iLEAP academies, which blend classroom site visits and in-house professional development for districts all over my state. Many of the attendees are administrators, support staff, and teachers that have limited familiarity with 1:1 classrooms but are seeking best practices to take back to their own schools and campuses as they implement a 1:1 iPad initiative or pilot. When I began searching for ways to facilitate this type of classroom visit, I happened on an excellent list of observation tips for a traditional classroom but found nothing specifically tailored to iPads.
Thus, I felt there was need to create a "What to Look For" list that would embody the behind-the-scenes and not-always-obvious instructional pieces to look for when visiting a classroom with iPads. These tips are very granular and specific to iPads, but could easily be adapted for other 1:1 settings.
Jim Lerman's insight:
Top notch list of items, about 90% of which are generalizable to tech-enabled education in general. Very helpful.
The American middle class, long the most affluent in the world, has lost that distinction.
While the wealthiest Americans are outpacing many of their global peers, a New York Times analysis shows that across the lower- and middle-income tiers, citizens of other advanced countries have received considerably larger raises over the last three decades.
After-tax middle-class incomes in Canada — substantially behind in 2000 — now appear to be higher than in the United States. The poor in much of Europe earn more than poor Americans.
"Twenty-five-year veteran teacher Julie Wilcott takes us through the steps of her teaching career that led to her current blended learning classroom. It began four years ago as she fumbled through implementing one iPad per student. Next came her travels through iTunes U, creating digital learning resources, then an Apple Distinguished Educator Award. It continues with continual learning and conferences."
Are MOOCs merely an intellectual diversion for the well educated and well-off? Do they provide any tangible benefits? We are not neutral parties. Three of us work at Coursera, and the rest of us are from the University of Pennsylvania and the University of Washington, institutions that have offered MOOCs on the Coursera platform. Two of us have taught Coursera courses, and we have analyzed Coursera’s data for our research. Nonetheless, we believe we have some evidence that the MOOC skeptics are overly pessimistic. Our latest research demonstrates that among learners who complete courses, MOOCs do have a real impact: 72% of survey respondents reported career benefits and 61% reported educational benefits.
Furthermore, our findings suggest that people from developing countries more frequently report benefits from taking MOOCs and, also in developing countries, people with lower socioeconomic status and with less education are more likely to report benefits. It appears that MOOCs are tangibly helping people who take the time and effort to complete courses.
"Active Learning" is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. This includes everything from listening practices which help the students to absorb what they hear, to short writing exercises in which students react to lecture material, to complex group exercises in which students apply course material to "real life" situations and/or to new problems. The term "cooperative learning" covers the subset of active learning activities which students do as groups of three or more, rather than alone or in pairs; generally, cooperative learning techniques employ more formally structured groups of students assigned complex tasks, such as multiple-step exercises, research projects, or presentations. Cooperative learning is to be distinguished from another now well-defined term of art, "collaborative learning", which refers to those classroom strategies which have the instructor and the students placed on an equal footing working together in, for example, designing assignments, choosing texts, and presenting material to the class. Clearly, collaborative learning is a more radical departure from tradition than merely utilizing techniques aimed at enhancing student retention of material presented by the instructor; we will limit our examples to the "less radical" active and cooperative learning techniques. "Techniques of active learning", then, are those activities which an instructor incorporates into the classroom to foster active learning.
Ahmed Mohamed’s story is just one example of assumptions Muslim students and scientists must fight: ‘There seems to be this shadow that exists’ Pressure cooker under his arm, Hisham Bedri, a Sudanese American Muslim, wondered if he could be viewed...
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