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Twitter was one of those things that I just ignored. I thought it was a little bit indulgent and frivolous, that was until I got shown how teachers are using it for Professional Development. It is interesting how often it is now my first port of call if I am looking for a new Web 2 tool or an App that does a specific task. So how can you use twitter in the classroom?
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Scoop.it!
This handbook introduces educational practitioners to the concepts and contexts of digital literacy and supports them in developing their own practice aimed at fostering the components of digital literacy in classroom subject teaching and in real school settings.
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From
gigaom
Do you speak "social?" There is a lot of writing out there about the effects of social media on business, marketing, branding and customer services.
Ashley Maria Meirino's curator insight,
September 15, 2013 6:58 PM
Social Media lets people who have anti-social tendencies have a voice. In other words, shy people aren't as shy when not in social situations. They have a voice and let it out through social networking.
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In order to flourish in ever more digital cultures, young people need to be able to participate in a wide range of critical and creative practices involving technology and media. These practices of ‘digital literacy’ are likely to be important throughout young peoples’ lives as the development of technology and media continues to affect how people work, how they socialise, communicate and spend their leisure time and how they learn and share knowledge.
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The key to teaching new literacy skills is to change the focus of student writing. The written essay developed because it was easy for most people to create using the available pen-and-ink and typewriter technologies. Until this century, audio and video could be created only by the few with access to complex technology.
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Some teachers research, plan, make meticulous notes and preparations for new technology coming into their room. Others, more like myself, ‘play’ with technologies to tease out features and uses for the classroom, learning to use the technology by doing. Still others will not adopt a new technology until it has been ‘vetted’ through a number of teachers they trust, and has been proven valuable. So, as technology integration specialists and pioneers of 21st century educational technologies, what are some of the ways we can tell that a teacher is ‘ready’ for a new technology in their classroom?
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We hope to gather all types of input from various organizations, groups, communities and business that utilize storytelling to build community and understanding because stories are our lives. We have the stories of our birth, families, anniversaries, experiences, education, and so much more. Those stories intersect, consume, reflect, and run alongside the many stories that we read about in books, watch in films, interact with in games, and so on. Libraries have always been a primary community collector and facilitator of these life stories.
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Just how far can we incorporate the concept of video games into modern learning? This article from Edutopia by Judy Willis MD focuses on the video-game-strucutural-model-as-teaching-method scenario.
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The truth is that the iPad is not destined to change the face of education. Nor is it just an expensive toy bought only by Apple fanboys, as some anti-Apple bloggers hyperbolize. It's a tool, like any other, and in the classroom it must always be thought of as being in the service of pedagogy. The pedagogical foundations must be solid, because the tool will achieve no heights the underlying pedagogy will not support.
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Teachers from around the world of ELT share their opinions and ideas about what they want from the perfect digital course book.
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School or no school, there’s a world of learning opportunities for kids. When they’re not exploring outdoors, keep kids engaged in learning throughout the summer months with these enjoyable and educational apps and websites. For kids, playing these games is a cool pastime; for parents, it’s another way to get kids to exercise their thinking muscles.
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At the end of the camp, one group of hackers presented a game that would allow a traveling parent to interact with a child back at home. The child controls a character in a maze by moving in front of a Kinect, while the parent controls a character through accelerometers in a Windows 7 smart phone. The two can play cooperatively and talk to each other over the phone and the Kinect's microphones
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While it's necessary to open the channels you can end up with an overloaded stream very quickly and there's no end in sight! Schools, organizations, and a variety of authors continue to provide new sources of information at a rapid pace. How can you decide what information is important? In this post, I'll explore current ideas about managing all of this information and provide you with a few tools and techniques to consider as you move forward.
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In project-based learning, students work over an extended period of time answering a driving question. The question is so deep that it requires students to create a project to share their findings with others.
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The findings presented here paint a rich and complex picture of the role that digital technology plays in people’s social worlds. Wherever possible, we seek to disentangle whether people’s varying social behaviors and attitudes are related to the different ways they use social networking sites, or to other relevant demographic characteristics, such as age, gender and social class.
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Engaging students is not an easy task for teachers and educators, but Web 2.0 provides lots of resources that they can use to improve learning and teaching in and out the classrooms. Students are easily attracted by technology and are already advanced internet and social network users, an advantage we cannot leave behind nor ignore. A while ago I already listed a few tools that are really easy and helpful for teachers and students, but since collaboration, web 2.0 and social media are so successful for interaction, working, learning and communication, we should take a good look again to the many new tools, software and apps we can use to empower engagement and improve communication with students.
dustin parks's curator insight,
March 9, 2015 12:08 PM
This is cool because, you can use this for education
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This report describes the connections and discontinuities between children’s digital literacy practices at home and in school in two primary and two secondary schools. It provides a brief introduction to the research, presents and explores findings from the research, drawing out some common themes and discussing challenges and opportunities for connecting children’s digital literacy between home and school.
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The vLS will provide a secure means for users to tap into class information, including class rosters, grades, assignments, assessments, and attendance, without leaving the virtual space. Additional features include a single sign-on interface, a searchable database for in-world education areas, a "field trip" transportation tool for group teleports, and the ability to create and deliver assessments and assignments within the environment.
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When sixth graders enter middle school, they are masters of some aspects of digital technology and lost when it comes to others. Despite their familiarity with some digital technology, they often lack specific skills needed for interacting with particular digital tools and interfaces. Many of them also lack the perseverance necessary for troubleshooting tech issues.
Dan Kirsch's comment,
May 15, 2013 9:50 AM
Excellent Scoop as we utilize edublogs in our ICT class @ICTPHMS.
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Rice University professor Richard Baraniuk explains the vision behind Connexions, his open-source, online education system. It cuts out the textbook, allowing teachers to share and modify course materials
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I’m a note taker, whether it’s at talks, conferences, in margins of books or thoughts captured in my notebook. On top of this I write the equivalent of notes on Twitter, Facebook and longer blog posts. It’s a lifelong habit. I’m therefore astonished, when giving keynotes and talks at learning conferences, to see learning professionals sit there and NOT take notes and worse have no means to take notes.
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ast year, Scholastic released a report stating that kids said they’d read more if they had an e-reader and access to digital books. In fact, 57% of kids age nine to 17 surveyed said they were interested in reading via e-books. And one-third said they’d read more for fun if they had more access to books on an electronic device. This response cut across demographics and included kids who read daily, once or so a week, and even those who ready rarely.
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TIMES are tough for the hundreds of English-language colleges that cluster along the south coast of England and stud the country’s university towns. Reforms to the student-visa system that are intended to help cut immigration are strangling the inflow of foreigners enrolling at them. But language entrepreneurs are finding alternative ways to meet the rising demand for tuition.
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Mentira, a project launched in July 2009, is the first mobile, place-based, augmented reality game explicitly oriented towards the development of language skills in Spanish. It is set in a Spanish-speaking neighborhood in Albuquerque, NM and plays out much like a historical novel in which fact and fiction combine to set the context and social conditions for meaningful interaction (in Spanish) with simulated characters, other players, and local citizens. While playing Mentira, learners must investigate clues and talk to various non-player characters (NPCs) in order to absolve their own family, proving they are not responsible for a murder in a local neighborhood.
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Videogames provide doable challenges that are constantly pushing the edge of a player’s competence. This is similar to Russian psychologist Lev Vygotsky’s Zone of Proximal Development.
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