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Lisa Nielsen: The Innovative Educator: The Beginning of BYOD in New York City Schools

Education (Spigot Aggregator) - 17 hours 37 min ago
Pages Monday, May 18, 2015 The Beginning of BYOD in New York City Schools Today is the first day of the New York City Department of Education's "Bring Your Own Device" Institute.  Below is an interview featuring teachers from two participating schools that was conducted by Common Sense Graphite (originally posted here.)

 By Erin Wilkey Oh 
On March 2, 2015, the New York City Department of Education lifted its school cell phone ban. Students are now allowed to bring cell phones and other personal electronic devices to school. Each school is tasked with creating its own cell phone and electronic device policy for students. This brings some challenges but also many exciting opportunities for those schools willing to explore the possibilities of a BYOD (Bring Your Own Device) program.
I recently chatted via email with Jackie Patanio, technology coach at Public School 16 in Staten Island, N.Y., and Carolyn Semet, technology specialist at Intermediate School 230 in Jackson Heights, N.Y. I wanted to hear how things were going for them and the teachers they work with one month after the ban lifted.
Erin: I'd love to hear how your two schools are handling the lift of the ban. Could you each talk a little about that?
Jackie: Our current policy at PS 16 John J Driscoll School allows students to have their cell phones in school, but they must be powered off during the school day and stay in their book bag or be locked up by their teachers.
Erin: So teachers aren't using them for classroom instruction or learning activities?
Jackie: Not yet. We embrace the power of technology with students and are considering carefully the impact it will have on their futures. As a school, we're taking steps to tailor how our BYOD program will run at PS 16 next year. The NYCDOE is providing us guidance at the BYOD Institute, which will give us insight into how the upcoming school year could look for implementing BYOD.
Carolyn: At Intermediate School 230, Magnet School for Civics in the Community, we've established a policy that allows students to keep their personal devices with them during the school day and use them if a teacher authorizes it as part of classroom instruction. As a school, we want to embrace this change and see how we can incorporate their devices and enable us to move closer to a 1-to-1 environment. We are currently testing the waters in a few classrooms.
Erin: What do you think the benefits of BYOD are?
Carolyn: We believe students need to demonstrate civic responsibility, learn on their own terms, in their world, with their devices. BYOD teaches students to be responsible for their own technology. It models for them how to use these devices for learning. It can also be more motivating for students when they're using their own device.
Jackie: I'd add that students know how to use their own devices better than many of the devices in school, so BYOD can make the learning experience easier. Of course, another advantage is that it gives students access to information at all times. And they can contact people in case of emergency or necessity.
Erin: As I'm sure you know, there are some critics of BYOD. Understandably, teachers, administrators, schools, and parents have varying concerns about adopting BYOD. What are some of those concerns and how are you addressing them? Carolyn: Some of the concerns we have are whether our infrastructure will support these additional student devices and whether we should give students access to the school wireless on their devices. Also, teachers are concerned with managing the additional technology in the classroom. Challenges regarding use of family data plans and filtering are issues we need to address also.
Jackie: Taking the time to explore how the power of BYOD can enhance and engage students, even at a young age, is an exciting prospect. Whenever major change is upon us, there's always skepticism and apprehension. We're managing the concerns of the PS 16 community by informing them of the positive impact of BYOD and explaining how we'll be setting up a safe environment for success. This shift in learning will be a journey for PS 16 and how it is used, embraced, and tailored to the needs of our school community.
Carolyn: Through BYOD, we can supplement what the schools have to offer. This is the road we're trying to navigate at our schools moving forward. We're teaching students how to engage with and use their own devices for learning at their own pace, through their own expression and creativity, and at their own ability level. As adults, we use our own personal devices in many ways -- to disseminate information, jot down thoughts, look something up, or create reminders and appointments. Isn’t it our job to prepare our students for this type of learning? Isn’t it our job to prepare students for their future? We believe it is, and that's why we are embracing BYOD in our schools. Photo: "Texting Congress 1" by Adam Fagen. Used under a CC BY-NC-SA 2.0 license. Subjects & Skills (click to expand) Skills: Character & SEL Tech Skills
Related Posts: How Common Sense Is Helping NYC Welcome Cell Phones into Schools
Tips and Tricks for Managing Devices in the Classroom
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    dy/dan » Blog Archive » NCSM 2010 — Day Three

    Education (Spigot Aggregator) - 17 hours 40 min ago
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    NCSM 2010 — Day Three

    This so-called cyber cafe was the beginning and the end of free Internet access at NCSM 2010. It was like the fall of Saigon around there. Basically.

    Sessions Attended:

    • Lessons Learned in Leadership for Classroom Change. Judy Kysh, Diane Resek.
    • Coaching Teachers to Ask Questions That Provide Just Enough Help to Move Students Forward. Denisse Thompson, Charlene Beckman.
    • Learning to do Mathematics as a Teacher. Deborah Loewenberg Ball.

    What Is A Rich Math Problem?

    According to Kysh and Resek of San Francisco State University, a rich problem …

    • … is mysterious, and the mystery is mathematical.
    • … has very little overt scaffolding.
    • … is accessible. All students can learn and build on what they know.
    • … has natural extensions.

    I’m not sure if there’s some selection bias working for me here but every session I’ve attended on problem solving has approached it very courageously and with profound respect for teachers and students. Like this:

    Students need to experiment and fail productively. Teachers want to be helpful to their students so they run around protecting them from failure. But you learn by failing. Failing is a productive thing. Mathematicians need a big wastebasket. Test scores can improve by teaching less.

    They discussed examples and counterexamples of rich problems as well as strategies for teaching them (none of which diverged much from the template laid out in yesterday’s awesome problem solving session) but the best question came up at the end and went unanswered:

    “Where do you find rich problems?”

    Indeed.

    How Do You Teach Teachers To Anticipate Student Thinking?

    Such a great title here: Coaching Teachers to Ask Questions That Provide Just Enough Help to Move Students Forward.

    If you can’t anticipate student thinking you end up helping students with comments like, “You might want to check on step two there.” Or, “Tell me how you went from step two to step three there.”

    So ask them to justify every step, not just the wrong ones. Or at least ask them to justify enough correct ones so that your request for justification becomes a meaningless predictor of the rightness or wrongness of an answer.

    In order to provide nuanced feedback, it becomes really important to acquaint yourself with all kinds of routes (mistaken and correct) through a problem.

    We were at thirteen tables. We were all given the same problem. We worked through it in different ways and then passed our answers around, examining another group’s work on our table like a coroner pokes at a dead body on a slab.

    “What happened here?”

    “What do we do next?”

    This was a useful exercise.

    Edu-Hero: Deborah Loewenberg Ball

    This was a monster presentation. Just incredible. I couldn’t stop tapping away. Looking back through my notes, I find it hard to believe she pushed through that much material with so much nuance.

    It seems impossible to condense a presentation further that’s already so lean (a nice man with an expensive camera filmed the entire thing — I hope to find and relink that soon) but here’s a brief shot:

    Math teaching is complicated work that requires a teacher to …

    … become mathematically agile on her feet.

    Can you quickly analyze and remediate a correct answer that came about from incorrect computation? All of these students have the right answer.

    How do you nudge those students towards a generalizable method?

    … choose pedagogically strategic examples.

    The answer is [c]. Does anyone want to take a swing at the rationale in the comments?

    … develop sensibilities about mathematical language, including a realization that not everything in K8 education needs a definition and an awareness of the overlaps and conflicts between math language and everyday language.

    If a student defines a rectangle as “a shape with four square corners that’s flat and closed all the way around,” is she wrong? Will that definition lead to undesirable complications later on in her learning?

    If you ask a student to define a “polygon,” will you accept anything less formal than “a simple closed plane curve composed of finitely many straight line segments.” How much mathematical fidelity will you sacrifice in order to exploit your students’ everyday vocabulary.

    I just took some criticism via email of my use of the term “steep” instead of “slope” in my TEDxNYED presentation:

    I’d urge against using the word “steep” to describe slope. Steep is a physical characteristic, and “rise” is very different than “increase.”

    Given the remedial populations I teach, it shouldn’t surprise you to learn that I tilt towards familiar language as a starting (though not an ending) point, though I feel the tension along that rope all the time.

    … recognize how subtle alterations in the wording of a problem drastically alter the mathematical work required to solve it.

    For instance:

    1. I have pennies nickels dimes in my pocket. If I pull out two coins what amounts of money might I have?
    2. I have pennies nickels dimes in my pocket. If I pull out two coins how many combinations are possible?
    3. I have pennies nickels dimes in my pocket. If I pull out two coins how many how many different amounts of money are possible? Prove that you have found all the amounts that are possible.

    Along these lines, I’d like to recommend Kate Farb-Johnson’s analysis of math assessments that test students’ reading more than their math.

    Here are DLB’s slides. Find the video of this talk.

    Gratuitous iPad Review

    • I need to teach a class on iPad touch-typing. Steve Jobs could be my TA. Seriously. Three days of non-stop notetaking is all this thing took.
    • If I take my eyes off the screen, though, I fall apart.
    • 95 wpm at a sprint. Seriously.
    10 Responses to “NCSM 2010 — Day Three”
    1. on 27 Apr 2010 at 10:23 am1 josh g.

      The decimal ordering lists I think I can follow, but I’m more interested in what the analysis was on those multiplication questions. Both A and B look generalizable to me but I can’t follow that third one at all.

      (Which is a good reminder that it’s useful to catch students doing this before it shows up on a test, so you can just ask them to explain their steps in person.)

    2. on 27 Apr 2010 at 10:28 am2 Dan Meyer

      Looks to be binomial multiplication. (30 + 5) * (20 + 5)

    3. on 27 Apr 2010 at 11:00 am3 paul thomas

      ON a different topic, DLB is one of my heroes. She has a no-nonsense approach that emphasizes results. Her organization for the types of knowledge a Math teacher needs to command is good, but I have seen more succinct versions that I really like (I will post a follow-up comment if I can find it).

      Regardless, I like her implication that getting Math teachers who know as much math as possible does not guarantee getting good teachers. Having a Master’s in math does not guarantee you would be a good teacher. You need to know how to manage the question -> response -> feedback/question cycle.

    4. on 27 Apr 2010 at 11:24 am4 Jason Dyer

      On the decimal question:

      A would be answered correctly even by a student that doesn’t understand decimals (.01, .5, 7, 11.4) — just ignore the decimals and you get the right answer.

      B puts everything in hundredths so the student can bypass some understanding.
      Again, like A, if a student compared .60 and .45 they would get the answer right even if they didn’t understand decimals, whereas if they compared .6 and .45 they would need to know about decimal place value.

    5. on 27 Apr 2010 at 11:40 am5 Dan Meyer

      Yeah, right on. DLB noted that if a student stripped off the decimals from [A] and [B] and ordered the resulting whole numbers they’d still come to the correct answer, which makes them really, really lousy assessments. I loved that example.

    6. on 27 Apr 2010 at 1:44 pm6 Karl Fisch

      I’m currently reading What’s Math Got to Do with It? by Jo Boaler and she cites some research about math and reading scores correlating at about .93 on some California achievement testing (if I’m remembering correctly). She makes the case that our assessments should often be stripped of often confusing contexts for that reason (while arguing that the work we do together in class should be full of context).

    7. on 27 Apr 2010 at 2:31 pm7 Mindy

      The third multiplication method is called the partial products algorithm.

      You look at each place value in the bottom number and multiply it by each place value in the top number without carrying. Just write down the ones * ones, the ones * tens, the tens * ones, and the tens * tens. Then add down like normal.

      So: (5 *5) + (5 * 30) + (20* 5) + (20 * 30)

      Some kids really like this method but it’s not very efficient when you deal with larger numbers.

      I even find myself using it occasionally, rather than the standard method, which is a great discussion to have with the students.

    8. on 27 Apr 2010 at 2:33 pm8 Dan Meyer

      Karl, Boaler’s book is shooting up my reading list. She gave a pre-recorded five-minute Ignite talk you may want to check out at this page.

    9. on 27 Apr 2010 at 4:40 pm9 Karl Fisch

      Yeah, I watched it (after yours, of course). Got the book after you tweeted something about her.

      Here’s the stat (but no reference in the book) from p. 92:

      In California in 2004, there was a staggering correlation of 0.932 between students’ scores on the mathematics and language arts sections of the tests used.

      Just before that she had referenced the SAT-9, but it’s not clear if she’s talking about the same test.

    10. on 28 Apr 2010 at 11:24 am10 Kate E Farb-Johnson

      “Where do you find rich problems?” I don’t know the answer to this in general. However, so far, I seem to find them when I’m not searching for them, but just keeping my eyes open.

      Teaching mathematical definitions by examples and counterexamples reminds me of the game Zendo. I seriously think that playing this game will improve one’s ability to rapidly think of good examples and counterexamples.

      I also recommend Jo Boaler’s book.

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    'Who Will Teach Our Children?' N.C. Teaching Fellows Program Ends | WUNC

    Education (Spigot Aggregator) - 17 hours 40 min ago
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    21-year-old Camirra Williamson graduated from N.C. State University this month. She was one of about 500 students across the state who are part of the last N.C. Teaching Fellows class. Credit Reema Khrais

    This month, thousands of college students are walking across graduation stages and receiving their diplomas. Among them is a small group of 500 students across several campuses called North Carolina Teaching Fellows.

    They’re the last of their kind to graduate – the state began dismantling the scholarship program in 2011. While the program has a 30-year-old legacy of recruiting teachers, filling classrooms remains to be a challenge that plagues the state today.

    Listen Listening... / 4:31 Reema Khrais reports on the end of North Carolina's teaching fellowship program.

    For years, 21-year-old Camirra Williamson had a plan: get into the North Carolina School of Science and Mathematics, study hard and eventually become a doctor. She accomplished two out of three. Towards the end of high school, she realized medicine just wasn’t for her.

    “And so, honestly, I didn’t know what to do,” she says.

    She had helped her mom, who’s an elementary school teacher, with tutoring in the past. Her mom told her she had a natural knack for teaching.

    Williamson eventually applied for the North Carolina Teaching Fellows Program and was awarded $26,000 to study at N.C. State University. In return, she had to promise to teach in North Carolina for at least four years.

    As an undergraduate, she got hands-on experience, including trying to excite seventh-graders on topics like genetics and wind speed.

    “Science is in everything that we have, science is in your clothes, it’s in your food,” she enthusiastically says. “Science is in the way you blink.”

    Williamson, who graduated from college this month, is in the last Fellows class. The state is no longer paying for the scholarship program.

    “It has left a big hole in our teacher pipeline,” says Keith Poston, executive director and president of the Public School Forum of North Carolina, which administered the program.

    Poston says N.C. Teaching Fellows recruited top students and helped transform the profession. It’s prepared more than 8,000 teachers since 1986.

    “It wasn’t just a scholarship, it wasn’t just, ‘Here’s a check,’” he says. “Right from the very start, their freshmen year, they were put into classrooms.”

    Students received training in classrooms and community youth programs. They connected with mentors, had opportunities to travel abroad and strengthened their leadership skills through different activities.

    From his desk, Poston pulls out a coffee-stained report entitled “Who Will Teach Our Children”. The document outlines the teacher shortage back in the late 1980s, which cites teacher retirements, a projected rise in student enrollment and a decline in the number of college graduates certified to teach.

    Poston says just take out the picture of people in bell-bottoms, and it would still hold true today.

    “We have the potential of a real crisis on our hands coming up and the teaching fellows program was just one piece of helping solve the puzzle of how we’re going to fill our classrooms,” Poston says.

    Fewer People Seek Teaching Profession 

    Across the nation, fewer people want to be teachers. In the last few years, teaching programs in North Carolina have seen at least a 20 percent drop in enrollment.

    “And, now, because of the environment we’ve created in North Carolina, we can’t attract from Pennsylvania, Ohio, Michigan,” says Greg Little, former Teaching Fellow and the superintendent of Mt. Airy City Schools.

    Drops in enrollment at teaching training programs can be attributed to several reasons. Despite recent boosts, teacher pay in North Carolina is still among the lowest in the country. The teaching profession has also seen a lot of changes in the last few years with the introduction of Common Core, budget slashes and erosion of tenure, or career status, protections.

    Little says his district, like many others, struggles with filling certain positions, like those in math and science.

    “It’s not like we’ve put a job out on a website, and we have 10 or 15 applications,” he says.

    Other Solutions to Shortage

    One of the weaknesses of the Teaching Fellows programs is that it didn’t require students to pursue hard-to-staff fields or to work in struggling schools. That’s why House lawmakers are pushing new teacher scholarship programs that would do just that. One bill would create a similar program that would recruit high school and college students, as well as mid-career professionals. 

    “There are other ways we can get highly-qualified folks in the classroom, and I think teaching fellows was not performing as well as it should have,” says Republican Senate leader Phil Berger, who helped cut the program in 2011.

    Berger is a big fan of Teach For America. He likes that TFA recruits students while they’re in college, not high school.

    “It’s been a good program for us, I’d like to see us expand it even more,” says Berger. In 2013, he and other Republican lawmakers allocated $6 million in recurring funds.

    Even though fewer people are applying for TFA, that hasn’t stopped the organization’s growth in North Carolina, according to Robyn Fehrman, director of the eastern North Carolina chapter.

    “We’re working in some of the hardest-to-staff classrooms across the state,” she says. “One of our successes has been delivering really high excellent teachers to kids who need them most.”

    In the last couple of years, TFA in North Carolina established another office in the eastern piedmont region and expanded its presence in southeastern North Carolina. The organization has also been working to recruit more teachers who are residents of North Carolina and encouraging them to stay beyond two years.
     

    Camirra Williamson studied abroad and taught in Ghana as an N.C. Teaching Fellow. Credit Camirra Williamson

    Some of the biggest critiques of the program are that the teachers don’t receive enough training and leave the classroom soon after their two-year promise.

    For Camirra Williamson, a teaching fellow, sticking around is important. She plans on spending on the next year teaching in Ghana, where she studied abroad, before returning home to teach in Wake County or in her hometown, Oxford.

    “I feel an obligation to the communities of North Carolina,” she says. “I feel an obligation to that because they have poured a lot into us.”

    And if her program’s track record is any indication, she’ll likely stay in the classroom beyond her four-year promise. According to a UNC study, Teaching fellows stay longer than other North Carolina teachers.
     

    Tags:  American Graduate Teaching Fellows Teach For America Public Schools NC Legislature Phil Berger Related Content

    View the discussion thread.

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    Constance McCullough Award

    Education (Spigot Aggregator) - 17 hours 57 min ago
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    literacyworldwide.org > Resources > Awards & Grants > Constance McCullough Award Constance McCullough Award

    The Constance McCullough Award, which carries a monetary prize of US$4,000, is awarded annually to assist a member of the International Reading Association in the investigation of reading-related problems and to encourage international professional development activities that are carried out in countries outside North America. This award represents a specific means for working toward as many as three articulated goals of the Association: advocacy, professional development, and emerging global issues.

    2015 Constance McCullough Award Proposal Guidelines

    For additional information, contact the Global Operations Unit.

    Recipients 2014 Dr. Theresa Deeney
    Project country: Kenya
    "Enhancing the power of literacy - Teacher professional development in Kenya" 2013 Dr. Kassotaki–Psaroudaki Popi
    Project country: Greece
    "Early Literacy Teacher’s Professional Development for Integrating ICT’s with other more Traditional Practices in Vocabulary Teaching" 2012 Carla Raynor
    Project country: Bhutan
    "Intergenerational Learning with Families at the Core" 2011 Jackson Mukasa Kizza
    Project country: Uganda
    "Empowering the Ugandan Child Through Reading" 2010 Josephine Arce
    Project country: Peru
    "Interactive Cognitive Strategies Used by Teachers to Improve Literacy for Bilingual Spanish Students" 2009 Dr. Amma K. Akrofi
    Project country: Ghana
    "The Books-At-Last for Literacy (BALL) Project: Investigating the Impact of Access to Books and Read-Alouds on Third Grade English Language Discourse Development in Ghana" 2008 Susan O’Riley
    Project country: Guatemala
    "Rural Literacy Project" 2007 Yvonne Mhone
    Project country: South Africa
    “The Acquisition of Special-Field Concepts Using Explanatory Dictionaries/Glossaries in a Bilingual/Multilingual Classroom” 2006 Margaret Makenzi
    Project country: Kenya
    “Use of Participatory Tools to Equip Lower Primary School Teachers in Nakuru District Kenya with Skills to Enhance Teaching of Reading” 2005 Diane F. Sharken Taboada
    Project country: Mexico
    “Professional Development Teacher-to-Teacher: Planning for a Bi-National Collaborative Inquiry Project” 2004 Obiajulu A. Emejulu
    Project country: Nigeria
    “Winning Back the Girl Child and Boy Child to Literacy and Literacy Empowerment” 2003 Jane Sullivan
    Project country: Guatemala
    “A Brighter Future Through Literacy: Teachers of New Jersey and Guatemala Working Together” 2002 Pamela Winsor
    Project country: Maldives
    “Support for Early Literacy Teacher Education in the Maldives” 2001 Patrick M. Samba
    Project country: Cameroon
    “Extending and Sustaining the ‘ACT Extensive Reading Project’ in the NW Province of Cameroon” 2000 Serah J. Nengel and Charity Andzayi
    Project country: Nigeria
    “A Training Programme for the Introduction of Whole Language Techniques with Deaf and Reading Disabled Pupils in Schools in Jos, Nigeria” 1999 Janet Leigh Towell
    Project country: Jamaica
    “Promoting Literacy in Jamaican Schools” 1998 Kathy E. Harris
    Project country: Belize
    “Emergent Literacy Training in Belize” 1997 Margaret L. Madison
    Project country: Jamaica
    “Outreach Jamaica” 1996 Marcia Mondschein
    Project country: Guatemala
    “Commitment + Collaboration = Literacy” 1995 Linda Orr Easthouse
    Project country: Peru
    “South Conchucos Bilingual Education Teacher Training Project” -->

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    Women's History in the Digital World 2015 | Women's History in the Digital World

    Education (Spigot Aggregator) - 17 hours 57 min ago
    Women's History in the Digital World

    Home > CONFERENCES > GREENFIELD_CONFERENCE > WHDW 2015

    Women's History in the Digital World 2015

    Women’s History in the Digital World 2015, the second conference of The Albert M. Greenfield Digital Center for the History of Women’s Education, will be held on the campus of Bryn Mawr College on May 21 and 22, 2015. We will bring together experts, novices, and all those in between to share insights, lessons, and resources for the many projects emerging at the crossroads of history, the digital humanities, and women’s and gender studies. Continuing a conversation begun at our inaugural meeting in 2013, the conference will feature the work of librarians and archivists, faculty, students, independent scholars, and other stakeholders in the development of women’s and gender histories within digital scholarship.

    On Thursday, May 21, the conference will feature a keynote address by Claire Bond Potter, Professor of History and Co-Director of the Humanities Action Lab at The New School for Public Engagement. Her talk, "Putting the Humanities In Action: Why We Are All Digital Humanists, and Why That Needs to Be A Feminist Project," will be followed by a joint reception with the Blended Learning in the Liberal Arts Conference. Panel sessions will be scheduled during the afternoon of Thursday, May 21 and throughout the day Friday, May 22; a project showcase and digital lab will offer additional opportunities for unstructured conversations on Friday.

    Full conference schedule (pdf)

    Claire Bond Potter's keynote, "Putting the Humanities in Action: Why We Are All Digital Humanists, and Why That Needs to Be a Feminist Project" will be livestreamed from 4:30-5:30EST on Thursday, May 21.

    Conference programs will take place in Thomas Hall.

    For lodging and travel information, visit Educating Women, the blog of the Greenfield Digital Center.

    Follow the conference on Twitter @GreenfieldHWE #WHDigWrld15

    Thursday Schedule
    Friday schedule
       

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    6 steps to a successful BYOD program | eSchool News | eSchool News

    Education (Spigot Aggregator) - 18 hours 11 min ago
     Register |  Lost Password? 6 steps to a successful BYOD program img.postavatar {height: 45px; width: auto;} By Bridget McCrea
    May 20th, 2015 Bring your own device programs are evolving. It’s time to take a fresh look

    Bring-your-own-device and one-to-one laptop/tablet implementations on K-12 campuses usually sound simply enough in theory—but they can actually be quite complex. Lenny Schad, chief technology information office at Houston Independent School District (HISD), has spearheaded a number of successful BYOD rollouts, and frequently distills advice to struggling districts. Here, he gives technology teams his top six strategies for ensuring a smooth implementation and long-term success for a K-12 BYOD initiative:

    1) Brand your BYOD effort. Much like a large corporation would “brand” a new product rollout or internal management effort, K-12 districts should develop a brand and messaging that clearly identifies and promotes their BYOD initiative. At HISD, for example, BYOD falls under PowerUp, a district-wide initiative aimed at transforming teaching and learning. “PowerUp is about ‘powering up’ all 282 of HISD’s schools to create a personalized learning environment for today’s 21st Century learners and to enable teachers to more effectively facilitate instruction, manage curriculum, collaborate with their peers, and engage today’s digitally-wired students,” according to the district’s website.

    “For such an initiative to really grab hold, you have to spend time putting a brand on it,” said Schad. “At HISD, you can go anywhere in the district and mention PowerUp and everyone knows what it is.

    Next page: Forget what you knew about BYOD
    2  Next >  

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    Categories: Miscellaneous

    Top 100 Tools for Learning 2014 | Results of the 8th Annual Survey of Learning Tools

    Education (Spigot Aggregator) - 20 hours 41 min ago
    Top 100 Tools for Learning 2014

    Results of the 8th Annual Survey of Learning Tools

    Skip to content Top 100 Tools for Learning 2014 2014 Top 100

    1 - Twitter
    2 - Google Docs/Drive
    3 - YouTube
    4 - PowerPoint
    5 - Google Search
    6 - WordPress
    7 - Dropbox
    8 - Evernote
    9 - Facebook
    10 - LinkedIn
    11 - Google+ & Hangouts
    12 - Moodle
    13 - Prezi
    14 - Pinterest
    15 - Slideshare
    16 - Blogger
    17 - Word
    18 - Wikipedia
    19 - Feedly
    20 - Diigo
    21 - Articulate
    22 - Audacity
    23 - Camtasia
    24 - Yammer
    25 - Skype
    26 - TED/TED Ed
    27 - Google Chrome
    28 - Google Scholar
    29 - Scoopit
    30 - Snagit
    31 - Gmail
    32 - Adobe Connect
    33 - Adobe Captivate
    34 - Flipboard
    35 - Kindle (& App)
    36 - Outlook
    37 - iSpring
    38 - Coursera
    39 - Hootsuite
    40 - Khan Academy
    41 - Edmodo
    42 - Adobe Photoshop
    43 - Excel
    44 - Google Maps
    45 - Zite
    46- Powtoon NEW
    47 - iPad & Apps
    48 - Padlet
    49 - Pocket
    50 - Udutu
    51 - Tweetdeck
    52 - Voicethread
    53 - Explain Everything NEW
    54 - Jing
    55 - Flickr
    56 - Nearpod NEW
    57 - Keynote
    58 - Quizlet
    59 - Storify
    60 - WebEx
    61 - Mahara BACK
    62 - SurveyMonkey
    63 - iTunes
    64 - Google Translate
    65 - SharePoint
    66 - Haiku Deck NEW
    67 - IFTTT NEW
    68 - OneNote
    69 - Google Apps
    70 - Poll Everywhere
    71 - Blackboard Collaborate
    72 - Socrative
    73 - Wordle
    74 - Notability NEW
    75 - Google Sites
    76 - Delicious
    77 - Glogster EDU
    78 - Canvas NEW
    79 - Tumblr
    80 - Vimeo
    81 - Kahoot NEW
    82 - OpenOffice
    83 - WhatsApp
    84 - Wikispaces
    85 - Instagram NEW
    86 - Pearltrees
    87 - Easygenerator NEW
    88 - Voki
    89 - Lectora BACK
    90 - EDpuzzle NEW
    91 - Blackboard Learn
    92 - Firefox
    93 - Paperli
    94 - TodaysMeet
    95 - LINE NEW
    96 - ProProfs Quizmaker
    97 - Moovly NEW
    98 - Schoology NEW
    99 - Blendspace NEW
    100 - SoftChalk NEW

    2014 Top 100 Tools for Learning

    VOTING FOR THE TOP 100 TOOLS 2015 IS NOW OPEN.
    VOTE HERE

    The Top 100 Tools for Learning 2014  – the results of the 8th Annual Learning Tools Survey –  has been compiled  from the votes of 1,038 learning professionals from 61 countries worldwide and published on 22 September 2014

    The 2014 List is shown in the left hand column, follow the links to find out more about each of the tools. The slideset appears below. You can view some of the individual contributions here.

    A learning tool is defined as any software or online tool or service that you use either for your own personal or professional learning, for teaching or training

    The annual lists have also become a useful longitudinal study into how the way we learn is changing. Take a look at this year’s analysis or if you are still surprised at the results, read Learners are learning differently; are you changing the way that you train them?

    Share this:
    Search for: About this list


    I am Jane Hart, and I compiled
    this list from the votes
    of 1,038 learning professionals
    from 61 countries worldwide.
    Find out more about me here.

    Guidebook 2015

    Want to find out more about each of the Top 100 Tools? Then purchase the Guidebook. Available as a personal PDF or a site licence.
    Adverts Find out how to advertise here


    Jane’s recent blog posts
    Categories: Miscellaneous

    New Survey

    Education (Spigot Aggregator) - 20 hours 42 min ago
    New Survey 1. Which of these most closely represents the in-school detention room at your school? a strict, study hall-like atmosphere, where students sleep or complete class work a place for counseling, reflection and rehabilitation there is no ISD room at my school Done Check out our sample surveys and create your own now!

    T

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    Categories: Miscellaneous

    Writing a Real Book Makes a Difference | Tip of the Iceberg

    Education (Spigot Aggregator) - 20 hours 42 min ago
    Tip of the Iceberg Getting beneath the surface of technology integration Search Main menu Skip to primary content Post navigation Writing a Real Book Makes a Difference Posted on September 15, 2014 by

    I have been lucky enough to work with our Grade 3s in the publishing phase of their informational book writing process. What an adventure!

    Steve Kay (the Digital Literacy mentor) and I both hoped the team might consider creating digital books with iBooks Author, and were thrilled when all 7 classes got on board.

    We set up a time to take all the teachers through some of the features, and they practised creating their own book, complete with sourcing Creative Commons images, and experimenting with widgets. This step was crucial, as it meant we had a real partnership when introducing iBooks Author to the students.

    One of our aims was to help students make connections between the functions available on Pages and those on iBooks Author. We began by getting students in pairs (and later, groups) to identify the similarities and differences between the two programmes. This encouraged them to explore the menus and try different features before getting started. We shared these as a class.

    Prior to this, with their class teacher, the students studied non-fiction informational texts and noted the features common in the genre, such as labelled diagrams, images and tables. They chose something they knew very well to write about. There was a diverse range of subjects selected – from Christianity to Minecraft – and everything in between!

    Students wrote their drafts in a Google Docs template provided by their teacher. It was peer edited using the commenting function. Words to be included in the glossary were made bold, and images they thought they might look for were identified in a different colour on the side (see example below).

    Once the text was ready, it was time to transfer it to iBooks Author, and add the features the students felt would help convey an understanding of their topic to their reader.

    Students used Creative Commons Search to look for images to use in their books. Referencing the majority of these images was made extremely easy due to the use of Cogdog’s Flickr CC image bookmarklet (drag the blue button to your bookmarks bar and click to attribute from Flickr).

    Building on our work with the design principles of CARP (Contrast, Alignment, Repetition & Proximity), students worked carefully to make sure their choice of colours fit their content, was easy to read, chose a font which matched their content, and considered the alignment of their text boxes etc. They were very mindful and deliberate in their choices.

    One of the excellent features in iBooks Author for informational books is the interactive image widget. It allows you to zoom into parts of an image, and provide more details. Labelling the parts of a flower, then zooming in to each part and getting more information is one example of how this can work. This was very popular with the students.

    In addition, some students chose to add 3D images, which they sourced from Sketchup’s 3D warehouse. The ability to get just about any 3D image (from Touch Rugby pitches to the latest Lamborghini) made this a popular option!

    Many pupils used the review tool to create interactive quizzes to check for understanding of their content. Being able to use images and labeling diagrams in the reviews as well as typical multi-choice questions meant there was a lot of variety.

    Students added glossary terms they identified in their draft writing, and it was lovely to see their definitions written in their own words.

    Some chose to record their blurb as their intro media to the book, while others decided to create keynote files to add.

    Once finished, students exported their finished books as .ibooks files, and uploaded them to Google Drive. This allowed for easy transfer to the iPads.

    I loved watching their faces as they opened their books for the first time.

    When reflecting on the process, the students I spoke to were unanimous about their enthusiasm for using iBooks Author as the platform for writing their book. They were able to articulate many reasons for this, however, one student summed it up nicely by saying:

    “Google Docs is good for drafting, Pages is good for posters, but iBooks Author is best for books, because we’re supposed to be writing a book! This feels like a REAL book, but better, because we can add all the extra features for interactivity.”

    A celebration followed, where students showed their completed books to their very impressed parents. The final piece in the puzzle is our growing list of published authors on the Write Now bookstore. Follow this link for examples of our published books. More will be added as they come to hand.

    A huge thank you to the tireless Grade 3 teachers for all you have done in getting students to this stage.

    Photography by Dave Caleb

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      Categories: Miscellaneous

      Stacked: Define "Reading"

      Education (Spigot Aggregator) - 20 hours 42 min ago
      Friday, May 16, 2014 Define "Reading" A couple of really interesting studies have popped up recently.

      First, this survey, done by the Reading Agency, notes that 63% of men feel like they aren't reading as much as they think they should and a full fifth of men admit to saying reading is difficult or they don't enjoy it.

      NPR wrote about the findings Common Sense Media had when combing through a series of studies that teens aren't reading like they used to. This one cites a few reasons why this might be, including the rise of tablets and internet-connected devices, as well as the always-present "not enough time" (that's the big reason for the survey above on why men are reading less).

      But before we cry about how no one is reading anymore, perhaps we should examine one of the biggest factors not examined in either of these studies: how is "reading" defined?

      It appears in both cases that "reading" is defined as sitting down with a book -- print, of course -- and reading it cover to cover. This is how we all traditionally perceive reading, and it's what we're taught reading is from a very early age. There are different types of reading, including close reading (something that is brought up in Corey Ann Haydu's Life By Committee in a way that I think all teens "get": sitting down with a pen and marking reactions, questions, and favorite lines), reading for research (which also includes note taking, whether in the margins or on paper), and skimming/scanning. There are other reading skills taught to us, of course, but those are easily the three biggest ones. All three are taught from early on, and they're taught via the print medium.

      The problem is that in today's world, this idea of reading is limiting. It defines reading by the medium in which one type of reading occurs, rather than opening up the idea of reading as an activity one can engage in across multiple platforms, devices, and mediums.

      A few years ago when I was working the entire youth services program in my small library, I decided I wanted to shake up how our summer reading program looked. For a long time, the program required readers to track the number of books they read in exchange for rewards along the way. While this is an easy tracking system on the end of the library, it's a very limiting system for readers. Aside from the fact it privileges readers who choose smaller books over larger books and it privileges faster readers over slower ones, it also reinforces the idea of what reading is: a book.

      My proposal was that we count time read, rather than books read. After the change was made, when I got into the schools to talk to teens, I asked them specifically what they they thought counted as "reading."

      Many thought graphic novels and comics didn't count as reading.

      Many thought reading anything on the internet -- blogs, magazine websites, gaming forums -- didn't count as reading.

      Many thought picking up a newspaper or magazine in print didn't count as reading.

      Many thought that listening to audiobooks didn't count as reading.

      When their impressions of "reading" were shared, I told them their perceptions of what counted as reading were very narrow. Why didn't graphic novels or comics count as reading? Was it because those aren't typically what's being read in the classroom? Is it because graphic novels or comics can sometimes have many pages where there's no text? What made a magazine -- either in print or online -- not count as reading?

      That summer, I told them I wanted them to count those things as reading. I told them I wanted them to count other things that involved reading to be counted toward reading. Do you spend time reading text messages? Then count it. Do you spend time reading the instructions before you dive into playing a game? Then count it. Do you spend time reading Facebook updates? Then count it. I told them to be reasonable -- count those things no more than half an hour a day -- but that those things absolutely, positively counted as reading.

      When summer ended, I saw a marked increase in participation in the reading program, as well an impressive number of hours logged by teen readers. There was nothing inflated and nothing out of the ordinary. Instead, teens saw a redefinition of reading to include the very things they do every single day that require them to be active and engaged readers. You can't respond to your friend's text without reading it, processing it, then forming a response to it. Those are the same skills necessary to engage with a novel or a work of non-fiction assigned in school. The responses may be different. The contexts are different. But all require reading.

      Reading is a skill set.

      Reading is an activity.

      Reading is not a format nor a context.

      Of course teens aren't reading like they used to. Of course men aren't reading like they used to. Why would they? The world of reading is wide and vast and it's not limited to one thing anymore.

      Before panicking about the numbers and what it is teens or men or women or any other group or category of people are or aren't doing when it comes to reading, or how things were so much better and greater "back in the day," think about how those researchers have defined reading. Think about how we have defined reading for those groups. Are we limiting them to one idea of reading? Or are we allowing them to think about the fact that nearly every single thing they do in today's world -- online and offline -- requires them to engage in reading?


      For some more thoughts on this, go read Liz Burn's post "Teens Today! They Don't Read!" at 12:00 AM Share 4 comments:
      1. AmiMay 16, 2014 at 1:21 PM

        I always wonder how they get their number to begin with. If you look at our summer reading stats, for example, those numbers would indicate teens aren't reading as much as younger kids, because they aren't earning as many prizes. Yet, our YA books circ like crazy. I see teens sitting right here in the library reading, even volunteers sitting AT THE SRP TABLE reading, and they don't turn in a single book log. My own daughter has done that over and over. Why? They don't care about the prizes, they just want to read. Well, I'm not about to count that as a failure - but, by the statistics, it is!

        ReplyDelete
      2. Eden JeanMay 16, 2014 at 2:54 PM

        This is SO, SO important. We have to change the way we're measuring and gathering data in order to keep up with what and how and also how much teens (and adults) are reading. Seems obvious, but definitely isn't. Although my library doesn't do "time spent" reading, and we count # of things read, we do include graphic novels, comics and manga (read online or in print), magazines (print and online), audiobooks, magazines, newspapers, and probably some other things I can't think of right now. It is so crucial to show teens that the ARE reading, the CAN read a lot, and we WILL reward them for it!

        ReplyDelete
      3. JennieMay 17, 2014 at 9:38 AM

        I've been trying to dig into the Common Sense Media report, but keep getting distracted. I find it interesting they have such a narrow definition of reading when their press-release about the study says we should "Encourage all types of reading... f books are too much, almost everything else counts as long as it doesn't spiral down into distraction: reading fan fiction from a favorite video game, news on the phone, Wikipedia pages as a reference, blog posts on an interesting topic, or the latest YA hit on an ereader or tablet." (https://www.commonsensemedia.org/educators/blog/report-shows-teens-arent-reading-for-fun)

        There was a study a few years ago from the NEA (? maybe? something like that) that said reading rates were down, and when you looked, it defined reading as being novels. Read nonfiction? YOU'RE A NONREADER. *headdesk*

        About 5 years ago, my husband told me he hadn't read a book all year and needed to read more. I was aghast. He read the A section of the Post every morning. The Economist cover-to-cover every week and had published several book reviews on large bricks of books. Not to mention all the blogs and other online stuff. But the "only fiction novels count" had been so drilled into him, he considered himself a nonreader. *headdesk headdesk headdesk*

        We're also making the switch from books to minutes this year. I'm interested to see what our numbers do.

        ReplyDelete
      4. mclicious.orgMay 21, 2014 at 12:04 AM

        "Reading is a skill set.

        Reading is an activity.

        Reading is not a format nor a context."

        YES. That exactly.

        ReplyDelete
      Add comment Load more...

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      Categories: Miscellaneous

      College Unbound gets OK from R.I. to award bachelor degrees - News - providencejournal.com - Providence, RI

      Education (Spigot Aggregator) - 20 hours 57 min ago
      All Access | Activate | Sign In | eEdition | Subscriber Services /* reset */ #parentmenu > li { position:static; /* remove .mmenu li {position:relative;} */ } #main-menu .mega-menu > div ul > li { display: block; font-size: normal; font-weight: normal; text-transform: none; } .clear { clear:both; } #main-menu-wrap { background:#F2F2F2 url('/Global/images/head/menu-border.png') repeat-x bottom; } #main-menu-wrap .centerwidth { height:40px; } #main-menu { margin:10px 0px 0px 0px; position:relative; } #parentmenu > li { display:inline-block; } #parentmenu > li:first-child { padding-left:0px; } #parentmenu > li:hover { cursor: pointer; } #parentmenu > li:hover > .mega-menu { opacity: 1; visibility: visible; overflow: visible; } #parentmenu > li:hover > a.arrow { background: url('/Global/images/head/submenu-arrow-up.png') no-repeat center 18px; background-position: center 19px\9; /* ie8 fix */ } #vert-menu { padding:11px 0px 0px 15px; text-align:right; } #vert-menu .mmenu-a { color:#000; 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filter: progid:DXImageTransform.Microsoft.Shadow(Strength=4, Direction=135, Color='#a3a3a3'); } #main-menu .small-menu .mega-menu .mega-col-wrap { overflow: hidden; } #main-menu .small-menu .mega-menu .mega-col-wrap > div { float:left; margin-bottom: -99999px; padding-bottom: 99999px; } #main-menu .small-menu .mega-menu > div ul { width: 100%; } #main-menu .small-menu .mega-menu > div ul > li { padding: 9px 0; border-top: 1px solid #e7e7e7; display: block; } #main-menu .small-menu .mega-menu > div ul > li:first-child { border-top: 0; } #main-menu .small-menu .mega-menu .mega-col-subnav { width:auto; min-width:178px; border-radius: 0 0 0 8px; } #main-menu .small-menu .mega-menu .mega-col-subnav a { font-size: 13px; padding-left: 30px; font-weight: normal; text-transform: none; } #main-menu .small-menu .mega-menu .subnav-col-subnav a:hover { background: url('/Global/images/head/nav/mega-menu-subnav-right-arrow.png') no-repeat 13px 2px; } @-moz-document url-prefix() { #main-menu .mega-menu { top:31px; box-shadow: 0 2px 1px #a3a3a3; } #main-menu .small-menu .mega-menu { top:30px !important; box-shadow: 0 2px 1px #a3a3a3; } #parentmenu > li:hover > a.arrow { background-position: center 20px; } }
      • College Unbound gets OK from R.I. to award bachelor degrees
        • Comment
      • By Lynn Arditi

        Journal Staff Writer
        Posted May 20, 2015 at 10:42 PM

      • .pgNumactive{ text-decoration:underline; } .pgactive{ color:#315680; } .pginactive{ color:#d2d2d2; } #pagingControlsPS ul li{ float: left; margin: 0px 5px; font-weight:bold; } .title-pager{font-weight:bold} WARWICK, R.I. — College Unbound, a Providence-based program designed to help full-time workers obtain or complete a college degree, won state approval Wednesday night to award bachelor of arts degrees in organizational leadership and change. The five-year approval granted by the state board of postsecondary education will enable College Unbound, which has been offering college credit through its affiliation with Charter Oak State College in Connecticut, to offer its own degrees pending accreditation. “All of us on the council are excited that this institution will open up a new pathway for hundreds of motivated Rhode Islanders who never completed their undergraduate degrees,” Michael Bernstein, the council’s chairman, said in a statement. Jim Purcell, commissioner of postsecondary education, said that the adult degree completion program such as College Unbound are “transformative not just for the individuals and their families, but also for our community and workforce.” College Unbound’s president, Dennis Littky, is co-founder and co-director of the MET School, an alternative high school based in Providence. Since 2009, College Unbound has offered college credit through its affiliation with other colleges. College Unbound combines online courses with project-based curriculum designed around students’ professional experience and interests. The program expects to graduate 14 students this year and enroll another 50 student in the fall. The College Unbound/Charter Oak State College partnership will continue while College Unbound pursues accreditation with the New England Association of Schools and Colleges. larditi@providencejournal.com (401) 277-7335 On Twitter: @LynnArditi
      • By Lynn Arditi

        Journal Staff Writer
        providencejournal.com By Lynn Arditi

        Journal Staff Writer Posted May 20, 2015 at 10:42 PM
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        6 steps to a successful BYOD program | eSchool News | eSchool News

        Education (Spigot Aggregator) - 21 hours 10 min ago
         Register |  Lost Password? 6 steps to a successful BYOD program img.postavatar {height: 45px; width: auto;} By Bridget McCrea
        May 20th, 2015 Bring your own device programs are evolving. It’s time to take a fresh look

        Bring-your-own-device and one-to-one laptop/tablet implementations on K-12 campuses usually sound simply enough in theory—but they can actually be quite complex. Lenny Schad, chief technology information office at Houston Independent School District (HISD), has spearheaded a number of successful BYOD rollouts, and frequently distills advice to struggling districts. Here, he gives technology teams his top six strategies for ensuring a smooth implementation and long-term success for a K-12 BYOD initiative:

        1) Brand your BYOD effort. Much like a large corporation would “brand” a new product rollout or internal management effort, K-12 districts should develop a brand and messaging that clearly identifies and promotes their BYOD initiative. At HISD, for example, BYOD falls under PowerUp, a district-wide initiative aimed at transforming teaching and learning. “PowerUp is about ‘powering up’ all 282 of HISD’s schools to create a personalized learning environment for today’s 21st Century learners and to enable teachers to more effectively facilitate instruction, manage curriculum, collaborate with their peers, and engage today’s digitally-wired students,” according to the district’s website.

        “For such an initiative to really grab hold, you have to spend time putting a brand on it,” said Schad. “At HISD, you can go anywhere in the district and mention PowerUp and everyone knows what it is.

        Next page: Forget what you knew about BYOD
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        Categories: Miscellaneous

        Micro-Learning Myth or Must

        Education (Spigot Aggregator) - 21 hours 12 min ago
        eLearning Technology

        Tony Karrer's eLearning Blog on e-Learning Trends eLearning 2.0 Personal Learning Informal Learning eLearning Design Authoring Tools Rapid e-Learning Tools Blended e-Learning e-Learning Tools Learning Management Systems (LMS) e-Learning ROI and Metrics

        Monday, May 18, 2015 Micro-Learning Myth or Must

        This week on eLearning Learning, the top two articles were funny to see side-by-side:

        You can find them on the Weekly Edition.  Both articles may be interesting to read, but it also highlights how hot Micro-Learning is right now.  Lot’s more content can be found on Micro-Learning on eLearning Learning, including it’s Top Ten articles.

        1. The Myth of “Micro-Learning”- Bottom-Line Performance, May 13, 2015
        2. Micro-Learning as a Workplace Learning Strategy- ID Reflections, March 31, 2015
        3. Micro-Learning: Making Learning Part of Everyday Tasks- Social Learning Blog, March 11, 2014
        4. 6 Ways to Use Micro-Learning in Your Organization- Origin Learning, December 16, 2014
        5. How to create a microlecture?- Edynco, March 26, 2014
        6. Micro-Learning’s Meteoric Rise- LearnDash, May 11, 2015
        7. From Courses to Micro-Learning- ID Reflections, March 5, 2014
        8. From Micro-Learning to Corporate MOOCs- ID Reflections, March 7, 2014
        9. Micro-learning as a workplace learning strategy [Chattopadhyay]- Learning Ecosystems, April 27, 2015
        10. Micro-Learning: Its Role in Formal, Informal and Incidental Learning- ID Reflections, August 7, 2014
        Posted by at 4:40 PM 2 comments:
        Sergey Snegirev said...

        It is certainly funny to see that. But truth is, the more something is of a 'myth', the greater chance there is that it will rise 'meteorically'. Most really useful, great techniques and learning approaches had / have to struggle to acceptance.

        John Laskaris said...

        Tony, thanks for sharing the links. Indeed it seems to be a hot topic now. I wonder what do you think about it?

        Older Post Home Subscribe to: Post Comments (Atom) About Me

        Dr. Tony Karrer works as a part-time CTO for startups and midsize software companies - helping them get product out the door and turn around technology issues. He is considered one of the top technologists in eLearning and is known for working with numerous startups including being the original CTO for eHarmony for its first four years. Dr. Karrer taught Computer Science for eleven years. He has also worked on projects for many Fortune 500 companies including Credit Suisse, Royal Bank of Canada, Citibank, Lexus, Microsoft, Nissan, Universal, IBM, Hewlett-Packard, Sun Microsystems, Fidelity Investments, Symbol Technologies and SHL Systemhouse. Dr. Karrer was valedictorian at Loyola Marymount University, attended the University of Southern California as a Tau Beta Pi fellow, one of the top 30 engineers in the nation, and received a M.S. and Ph.D. in Computer Science. He is a frequent speaker at industry and academic events.

        for first time visitors Contact akarrer@techempower.com


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        Explore – This is extraordinary: University of Minnesota...

        Education (Spigot Aggregator) - Fri, 05/22/2015 - 03:00
        Coursekit is now Lore. What’s the Story? A discovery engine for meaningful knowledge, fueled by cross-disciplinary curiosity.
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        This is extraordinary: University of Minnesota geography student and cellist Daniel Crawford brings 134 years of climate change data to life in a string quartet composition. 

        (via Scientific American)

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        Let the kids use their phones in class | Teacher Network | The Guardian

        Education (Spigot Aggregator) - Fri, 05/22/2015 - 02:30
        Close sign in subscribe search jobs more from the guardian: change edition: US edition browse all sections close Let the kids use their phones in class

        Of course smartphones can be a distraction. But before we decide to ban them, consider how they can be harnessed for creative learning

        How can we show the importance of technology if we say children can’t be trusted with their own devices? Photograph: Alamy

        Devices from iPads to smartphones are ever more pervasive in all our lives, but many look at this prospect with concern – worried about the effects of digital distraction.

        Parents and teachers are certainly aware of the extent to which our children use modern technologies, and a recent study has underlined the impact they could be having in school. The London School of Economics showed that test scores of 16-year-old students were 6.4% higher after schools banned students from using mobile phones.

        The effect of banning mobiles was the equivalent of an extra week’s schooling over the academic year, according to the research. It also found that the ban had a greater positive impact on students with special education needs and those eligible for free school meals.

        I grew up in the golden age of active youthful creativity. Lego bricks were as common in our homes as televisions, and action figures gave us a blank canvas upon which we would create our own stories. We were engaged and we learned by leaning forward and getting our hands dirty.

        Even in the early days of the digital era, children learned by doing – for example, using Logo programming language to guide a “turtle” around the classroom. At home, many used software like Shoot-’Em-Up Construction Kit to make their own game worlds. Today, Minecraft (a video game that generates different terrains for players to explore) has become the ultimate fusion of all of these possibilities – an unstructured environment for children to discover their own potential.

        The problem with banning mobiles in schools is that it runs the risk of not giving young people the space to get stuck into technology. We want our kids to code and become digital creators, not to just be passive consumers.

        The current trend for people to watch YouTube videos of others building Minecraft environments is one example. Watching is the first step to learning a new skill, but it’s an essentially passive activity. No one ever became a craftsman, an inventor or a creator simply through observing others. The old adage rings true: practice makes perfect. Children need an easy and accessible way to move from consumer to creator, and this already exists in their pocket.

        Outlawing mobile phones is a shortsighted measure that doesn’t account for all the innovative things that teachers can, and regularly do, devise to give children the skills they need to thrive in the modern world. Building mobiles into the school curriculum enables pupils to learn everything from soft skills, such as learning to use the web effectively, to more specific tools, such as the latest communications and social platforms that are used in the world of work. And that is to say nothing about teaching specific skills, such as coding, which pupils can learn on their own devices, and where they can play with the results of their own work.

        From a practical point of view, how can we tell children that technology is such an important part of the curriculum when we simultaneously say they can’t be trusted with their own devices because it inhibits their learning? Creativity and consumption must go hand in hand.

        Of course, smartphones can be a distraction – but the answer should not be to ban them; we are already too far gone for that to appease screen-hungry students. The answer is a clear classroom policy for when it’s acceptable to use phones, with mobile screen time separated from other activities in the lesson plan. This would ensure devices are returned to pupils’ pockets when they are not needed for a specific task.

        It is about encouraging active, creative use of digital devices in the classroom. For example, students could be given assignments which require them to question experts using Google+. The ability to condense a week of research material into a 140-character tweet is also a valuable skill for them to learn.

        Where many schools don’t have the budget to replace ICT equipment as soon as it reaches the market, plenty of children have powerful computers in their pockets – their phones. Using children’s mobiles to complete a quick online task, like research, will be much faster than logging onto school computers. It also allows a greater proportion of lesson time to be focused on learning.

        When backed up by proper policies, the positives of using digital devices at work include better engagement and productivity. Businesses have been dealing with the bring-your-own-device trend for some time, and many enterprises have discovered that embracing personal devices at work is far more beneficial than banning them.

        Daniel O’Sullivan is a former teacher and chief operating officer at Code Kingdoms, a game for children aged six to 13 that teaches coding and computational thinking.

        Follow us on Twitter via @GuardianTeach. Join the Guardian Teacher Network for lesson resources, comment and job opportunities, direct to your inbox. More blogposts Topics View all comments > comments

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        EDCAMP CAPE COD 3 - Home

        Education (Spigot Aggregator) - Fri, 05/22/2015 - 02:30
        edcamp cape cod

        TRUE COLLABORATION, REAL PASSION, OUTSTANDING EXPERTISE

        AUGUST 3rd 2015
        Sandwich High School

        Learn more Edcamp Cape Cod, an education conference like no other, will be held at Sandwich High School on Monday, August 3rd 2015.  The conference will be free from corporate vendors and booths, with the focus being solely on conversations about education. Attendees will come from all over the east coast and will range from classroom teachers to administrators and school board members. There will be time for attendees to gather informally to share ideas as well as a variety of sessions for them to attend, hosted by participants. This third annual event is based on the barcamp model, also known as an unconference.

        An unconference is:
        • an ad-hoc gathering born from the desire for people to share and learn in an open environment; and
        • a conversational event featuring discussions, demos and interactions between participants, rather than a group of people listening to a particular speaker. 
        The organizers of the original edcamp met at other edcamp gatherings around the east coast. They fell in love with the model and its potential for teacher professional development. They immediately began pulling together ideas for their own, education-centered conference.  The events have a K-12 education focus.  After the inaugural event in May 2010, the edcamp movement has spread across the world, and over 300 edcamps have been held since then. We hope you will join us for our third Edcamp Cape Cod!  As with all unconferences, Edcamp Cape Cod is completely free, with all refreshments and other amenities provided solely through sponsorship. 

        THE EDCAMP CAPE COD TEAM IS...
        Sandwich High School: Beth Donahue, Nate Everett, Mary Kelly, Deb Klier, Karen McGrath, Alison Nelson, Bethany Philips, Josh Rodrigues, Joe Tarantello Falmouth High School: Suzy Brooks, Wendy Haskell, Corine Davis, Joan Tegge, Kristen Bergeron

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        Categories: Miscellaneous

        Make Learning Transparent with Badges | graphite Blog

        Education (Spigot Aggregator) - Fri, 05/22/2015 - 02:30
        Explore Common Sense Common Sense Media Common Sense Education Common Sense Advocacy Donate User menu Search form Search close(x) Don't Miss Out You’re all set! Look out for our weekly updates soon. Connect with us Each week we send a customized newsletter to our parent and teen subscribers. Parents can customize their settings to receive recommendations and parent tips based on their kids’ ages. Teens receive a version just for them with the latest reviews and top picks for movies, video games, apps, music, books, and more. Sign up now for latest news, top picks in educational tools and helpful tips for the classroom. TLR Main Menu 0 Blog Make Learning Transparent with Badges Students find value and motivation in mastering the steps toward a goal. Anthony Chuter • May 18, 2015 Categories: Assessment, In the Classroom, Technology Integration, Tools

        Let be honest: We all -- students, parents, and teachers -- know that grades and report card comments don’t tell the full story of a student's achievements and hard work. Digital badging is a new practice worth examining that can make students' discrete learning goals and accomplishments more transparent and concrete. Badges can be a helpful way to motivate and assess students. It's also a valuable tool for keeping parents informed about what kids are learning.

        Instead of focusing solely on the final product or assessment, badging encourages kids to find value and motivation in mastering the steps toward a goal.

        Badging values the learning process, not just the final product.
        Badging recognizes students for specific achievements within a unit or course of study. In a mark-based system of assessment with rubrics, students may be reluctant to work toward something that isn't graded, or they move on to the next topic without fully learning the content. Instead of focusing solely on the final product or assessment, badging encourages kids to find value and motivation in mastering the steps toward a goal. For example, in learning to craft an argument, students might earn badges for mastering different types of persuasive appeal, such as emotional appeal, logical appeal, and establishing credibility. As kids earn badges for the discrete skills and concepts, they build their mastery of the larger task -- in this example, writing a persuasive argument. Badging recognizes students for what they’ve learned and offers motivation to learn more. 

        With badges, I can provide feedback earlier in the learning process than with a traditional model, making the process more formative.

        How badging works for me and my students. 
        Students can use a variety of free digital spaces to display their badges and even link to their work, showing files, images, or other media. Teachers can curate the sites for younger students, and older students can manage their own. I use the free version of KidBlog and Google Sites, but other options include Wordpress and Blogger. I currently use badging with students in grades four and five and in grades 11 and 12, as well as with educators for professional development. For the students, I retain full editing rights to their Google Sites for the specific purpose of adding comments and embedding badges. I can also use this combination of badges and eportfolios to record their ongoing learning and achievement and create a digital record of our dialogue.

        I choose tasks and badges that require rigor but can be completed in a short time span. This way, I can provide feedback earlier in the learning process than with a traditional model, making the process more formative. I like to be transparent with students, letting them know the specific time I will explore their portfolios. It's also fun to create badges on the fly, too, to recognize students who demonstrate creativity, critical thinking, and other 21st-century fluencies that I hadn't even considered. For example, a team of fifth-grade students added an embedded Google map to an "uncharted island" as the location for their website on a fictional country; I created a badge to recognize them for demonstrating this skill. An 11th-grader added his own screencasts on PhotoShop techniques, going beyond what we covered in class, so I created a badge to recognize the "digital artist."

        Two easy ways to create badges for your students.
        I’ve created some videos to show you how to make your own badges, too.

         

        Photo from Mozilla Labs.

        Subjects & Skills (click to expand) Skills: Tech SkillsCharacter & SELCollege & Career Prep Tags: portfolios | eportfolios | formative assessment | assessment | badging
        Related Posts: The Great Digital Badges Debate
        How Open Badges Could Change Teaching and Assessment
        Student Portfolio Apps and Websites
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        Categories: Miscellaneous

        7 Ways to Scaffold Instruction for English Language Learners

        Education (Spigot Aggregator) - Thu, 05/21/2015 - 21:44

        As a speech language pathologist, I often get questions surrounding instructional strategies for English Learners whenever I facilitate professional development workshops, so I thought that it might... Continue Reading

        The post 7 Ways to Scaffold Instruction for English Language Learners appeared first on Teach. Learn. Grow..

        Categories: Miscellaneous

        How one little-known minority group illustrates a looming problem for colleges

        Education (Spigot Aggregator) - Thu, 05/21/2015 - 19:57

        FRESNO, Calif. — Like many students, Trong Chang dreams of going away to graduate school after she gets her bachelor’s degree. But Hmong women just don’t do that. Chang, a 22-year-old psychology major at California State University, Fresno, chose to study on this campus close to her home, and she’ll probably remain here for her […]

        The post How one little-known minority group illustrates a looming problem for colleges appeared first on The Hechinger Report.

        Categories: Miscellaneous

        Some Women Putting Careers in the Forefront, Not Families

        Education (Spigot Aggregator) - Thu, 05/21/2015 - 18:15
        Women in their 20’s who don’t have children know the question well; those in their 30’s even better … “So when are you having children?” Even those women not married get asked this the older they get. For some, it’s just a simple matter of putting their career first. Whether single or married, they just […]
        Categories: Miscellaneous
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