"Having a vision for the future is an natural extension of Hope and Optimism, another 21st century skill I proposed. A vision for the future enhances hope and optimism. To clarify, having a vision for the future is identifying and taking steps toward fulfilling one’s dream. It goes beyond and is qualitatively different than identifying what one wants to be when one grows up or thinking about college. It is about dreams."
Network for the Australia e-Series and OZeLIVE conference.
Ness Crouch's insight:
An #edtech conference #downunder! Excellent news. With the assistance of The Learning Revolution the Australia E-series team are organising a free webinar conference in an Australian timezone. They are looking for presenters and participants interested in educational technology in the classroom... primary, secondary, VET and adult education. Check it out!
I've not given much thought to coding as a tool in the classroom but it becoming more common. I need to start investgating this more. A good article for me to introduce the idea of coding in the classroom.
This article is very insightful. It clearly explains and demonstrates the differences that have occured in education over the last 20 years, particularly in the context of technology. Mobile learning is becoming more prominent in classrooms and requires teachers to be active participants in the use of technology.
"In Doug Engelbart's words, Collective IQ is a measure of how well people can work on important problems and opportunities collectively – how quickly and intelligently they can anticipate or respond to a situation, leveraging their collective perception, memory, insight, planning, reasoning, foresight, and experience into applicable knowledge. Collective IQ is ultimately a measure of effectiveness. It's also a measure of how effective they are at tackling the complex, urgent problem of how to raise their Collective IQ to the highest potential, so they will be that much more effective at solving complex, urgent problems. As the rate and scale of change around the world increases exponentially, so must our collective ability to dramatically increase our Collective IQ to stay ahead of the curve and thrive."
Slidedocs help you spread your smart thinking by combining visual communications with short chunks of written copy. Their scannable nature makes them great pre-read, reference, and leave-behind materials. Their modularity makes it easy for people to incorporate your ideas into their own communications. And these features together make slidedocs the perfect companion to both written documents and presentations.
al The first session of day two that I am attending is "Student Digital Portfolios: Redefining Assessment with iPads and Google Apps" by Holly Clark. You can view the slides from her presentation here...
Digital portfolios are the way of the future when it comes to students reflecting on their learning. This article gives a great deal of information about introducing, managing and collecting information. The sections that deal with digital citizenship and digital footprint are very good at showing the responsibilities teachers and students have.
Rigor in the classroom. Are your lessons fun? Can you make parts of speech lessons fun? Interesting video but gets the point across. How do we get students to care about what they are learning. This little video, though amusing, has a point to make.
Resiliency is about handling stress, uncertainty and setbacks well — in other words, maintaining equilibrium under pressure.
And in our modern lives, whether we are at school, at work, or at home, there is no shortage of pressure.
Maintaining our equilibrium is something, it seems, we all need these days.
There is something you can do — everyday if you would like — to help build your resilience, your capacity to weather stressful events.
Keeping a journal can foster resiliency.
CCL recommends using "learning journals" or "reflection journals" as tools for gaining insight into your leadership experiences.
The process of writing and reflection builds self-awareness, encourages learning and opens the door to adaptability.
The form and content of your journal is a matter of individual choice. However, when you do sit down to make a journal entry about an experience that has challenged your equilibrium, we recommend it have three parts:
✤ The event or experience.
Describe what occurred as objectively as possible.
Don't use judgmental language.
Stick to the facts.
Who was involved?
When did it happen?
Where did it happen?
✤ Your reaction.
Describe your reaction to the event as factually and objectively as possible.
What did you want to do in response to the event?
What did you actually do?
What were your thoughts?
What were your feelings?
✤ The lessons.
Think about the experience and your reaction to it.
What did you learn from the event and from your reaction to it?
Did the event suggest a development need you should address?
Do you see a pattern in your reactions?
Did you react differently than in the past during similar experiences and does that suggest you are making progress or backsliding on a valuable leadership competency?
So remember, capture the event or experience in objective language, describe your reaction, then note the lessons you might get from it.
CCL uses journaling as part of almost all our leadership development program experiences and we emphasize with our participants that learning doesn't come from the "doing" but in the "reflecting on the doing."
Image: hanspoldoja/Flickr Just as the words "computer" and "email" have become part of our every-day speak, the term "social networking" is simply part
Ness Crouch's insight:
Social networking tools have a distinct and importnat role in the 21st Century classroom. They can and should be used in all classrooms but teachers should make sure they and their students understand the protocols and expectations of using such tools. Though this aritcal is related to a business context there are importnant ideas for educators to take from this.