- Jul 2019
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wiobyrne.com wiobyrne.com
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Randall has frequent meetings with the Superintendent and school board in his district regarding the teaching and learning content that he is sharing openly online.
Very interesting story about Randall. This must be common in rural area schools. Randall had a natural interest in recording his teachings and sharing it with students and parents. The reaction of the school leadership must have been discouraging but Randall was patient and finally the school leadership realized that what Randall was doing could be useful for the whole school. This is a good lesson about how new things sometimes meet opposition but with time, people will understand the importance of it and will agree and work together.
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"Central to the challenges associated with the use of OER in the classroom are questions about the credibility, value, reliability, and permanence of access of these online materials (Zhang, 2001; Salmon, 2004; Chen et al., 2009)." Page 3 from Google Doc.
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Google Doc
Page 3 of Google Doc explains what Open Education Resources (OER) is. (Repurposing publicly published materials).
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We uploaded a pre-publication draft of the column to allow for review, remix, and commentary.
Randal does what I know many of my past teachers did/do. He shares what works in his classroom to other educators and he can look at worked for them. This is Teachers helping Teachers.
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. Open learning, also known as open education, can be defined as a set of practices, resources, and scholarship that are openly accessible, free to use and access, and to re-purpose.
Sharing good ideas, lesson plans and resources can benefit everyone. When we can share and critique each other's work we can make lessons better and come up with new ideas together as well
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free to use and access, and to re-purpose.
open learning is influential in areas of design, practice, pedagogy, and theory in education. Open Education Resources at the K-12 level are fundamental to OL.
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Open learning
defined as "set of practices, resources, and scholarship that are open to the public and that are accessible, free to use and access, and re-purpose"
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Open learning is becoming a critical focus for K-12 technology-supported programs, both those strictly online as well as blended classroom practices extending into online environments.
Randall story--shows that there needs to be digital literacy not just at a educator's level, but on an admin level as well
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We uploaded a pre-publication draft of the column to allow for review, remix, and commentary
I liked this article. Good teachers borrow ideas and great teachers edit them. I find so many wonderful ideas online from blogs, pinterest, teachers pay teachers, etc. that I have used and edited to fit my classroom.
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soe.unc.edu soe.unc.edu
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I clicked on both buttons but couldn't locate the "Strategies for online reading comprehension" article.
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wiobyrne.com wiobyrne.com
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The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies.
Student Inquiry Projects have a valuable purpose.
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understand “credibility” and “relevance”…but they do understand words like
Great point!
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This also draws on tenets from Understanding by Design (UbD) as you begin with the end in mind and think about where you would like to bring students by the end of the project.
This is something that is extremely important. Before planning any type of project, assess where you want your students to be and what you want them to learn!
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This work should also be compiled in a manner that is appropriate and accessible for your students and their grade level.
I like that it is mentioned that the projects need to be age and grade level appropriate
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Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry.
I have the hardest time trying to form a great driving question.
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There are many variations as the project is student interest driven, and may last any amount of time. The design, focus, and length of the Internet Inquiry Project should be determined by your student learning objectives,
Key to a good planning of a project.
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WebQuests typically contain an introduction, task, process, evaluation, and conclusion.
I have only ever done/ been assigned 2 webquests throghout my entire educational experience. I am interested in making one for one of my lesson plans. Personally when I was/am assigned webquests, I am only looking for answers and not thoughtfully reading. I would be interested to make one where I can have the students engaged and have them do their own research rather than looking for fill in the blanks.
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Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry. Students engage in online collaborative inquiry as they search and sift through online texts using digital tools to address their focus of inquiry. Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained. Students synthesize what they have learned during their online inquiry by actively curating and synthesizing information across multiple, multimodal sources. Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.
5 phases of the Internet Inquiry Project.
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This process involves the following five phases:
5 phase project
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The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies.
This is an important component of learning that I wish was included during my time in grade school.
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by your student learning objectives, as well as your own technological, pedagogical, and content area knowledge (TPACK) and objectives
combination of TPACK and SLO for the IIP.
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“credibility” and “relevance”…but they do understand words like “truthful” and “useful.”
important distinction; students can understand these simpler vocab words that essentially mean the same thing.
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five phases:
- students collaborative with instructor to pick area of interest and work on a DQ to guide their research.
- students engage in OCI as the do research and use digital tools to make discoveries 3.Students use critical thinking to evaluate online info by analyzing credibility of their info. 4.Students synthesize what they learned/researched by combining info in multiple, multimodal sources.
- Students engage in online content construction by putting their research into their own words and choosing the best digital tool/text before sharing their answers.
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ell with Project Based Learning (PBL) initiativ
IIP lines up with PBL
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nterest driven,
I think this is crucial. This intrinsically motivates students to be curious and conduct proper research.
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The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies.
IIQ helps students develop and craft web literacy by cultivating web knowledge and skills.
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This process involves the following five phases:
While I teach science and not English, I can't help but think of all the English standards this process hits. Just like we want students to collaborate, we should be collaborating with our co-workers and creating more cross-curricular lessons
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Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests. Internet Inquiry Projects also align well with Project Based Learning (PBL) initiatives.
This is a cool idea. WebQuests have been used for awhile and I like the idea of having it more student driven
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www.ascd.org www.ascd.org
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students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics.
Definition of Phase 3.
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Another technique is to create Internet scavenger hunts connected to the curriculum. On completing the challenge, students share their searching strategies with the class.
I really like this idea!
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Communication: Students share what they learn as they work in small groups and with the whole class. They communicate with a wider audience by posting on a class blog.
I love the idea of communication between peers. This is key to scaffolding and socialization skills.
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Creativity: Students use divergent-thinking skills to generate their own questions and keywords for online searches. Their final projects require them to creatively express their own point of view.
By allowing students to generate their own questions and ideas, students will work harder to find answers for them. It sparks personal interest within the classroom setting.
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Internet inquiry offered students the opportunity to explore authentic issues while building online reading comprehension skills.
It is amazing to see students taking on social issues based off of what they have learned within the classroom.
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These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.
Teachers often teach as if students already know these skills. However, it is my experience that students struggle with these skills more than any others.
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Phase 2 is a collaborative phase during which both teachers and students conduct think-aloud demonstrations and minilessons.
Phase 2
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Phase 1 centers on computer basics, word processing skills, Web searching, navigation basics, and e-mail.
Phase 1
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We hope teachers can use these examples to develop their own ideas. Ideally, teachers will integrate the approach into units that they are already doing. This method ensures that students continue to develop traditional skills alongside the new skills of online reading comprehension.
This statement makes a good point. If a teacher or anyone for that matter is told to change their ways completely, they wont and will rebel. If the steps are taken to gradually increase in transition is will me smooth.
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Reciprocal teaching revolves around four global comprehension strategies: predicting, questioning, clarifying, and summarizing. The teacher explains these strategies to small groups using a shared text, first modeling their use, and then asking students to lead the groups.
Definition of Reciprocal Teaching
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By creating a curriculum that allows for problem-based inquiry learning, high-level discussion, and collaboration.
How to build skills of a 21st century learner.
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In small groups, the students had to choose appropriate keywords for searches. Groups shared their strategies for answering the question with the whole class.
Idea for Lesson Plan
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The gradual release of responsibility to students is central to both approaches.
I think that this is valuable for teachers to understand. Students should be shown how to complete/solve tasks and then be given the opportunity to learn and create their own solutions. If students are not given an opportunity to learn on their own, then they will fail in the real world.
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Reciprocal teaching revolves around four global comprehension strategies: predicting, questioning, clarifying, and summarizing.
The 4 Global Comprehension Strategies.
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Internet reciprocal teaching, involves problem-based tasks in which readers create their own text.
Definition of Internet Reciprocal Teaching
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Students today must be prepared to navigate the new "Cs of change" that the 21st century has brought us. These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.
5 C's of Change in the 21st Century
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The structure of the textbook was a map that Sarah could easily follow.
I can somewhat relate to this because when I read a textbook I use the bolded words to guide my reading and when I read online I use the search bar to find keywords.
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"You do not simply answer these questions. It is not answer number one; then answer number two. These are questions you keep in the back of your mind as you work."
This quote explains how to use digital literacy correctly. One should not find an answer and move on but instead research and find credible sources and compile evidence to back that answer up.
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focus is on the process of inquiry
focuses on inquiry instead of the final product of research
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During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.
Phase 3 focuses on students independent thinking and collaborative thinking and builds on skills developed in previous phases. This phase requires that the students have defined questions, reliable resources, citations, and a final product that communicates their learning and research to others.
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Phase 2 is a collaborative phase during which both teachers and students conduct think-aloud demonstrations and minilessons. Teacher modeling in the beginning of the phase gives way to student modeling in the latter half. Students take responsibility for teaching their peers a variety of online reading comprehension strategies. Instruction also begins to move from search skills to critical evaluation and synthesis skills. (See a complete checklist of skills.)
Phase 2: Essentially students and teachers initially have a thinking brainstorm session about the topic/theme. Teacher is the model in the start of this phase and then lets the student take the reigns. Students have responsibility for teaching their peers online reading comprehension strategies. Also moves into critical evaluation and synthesis skills.
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We then demonstrated how to use basic Boolean search terms.
boolean search terms
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Phase 1 centers on computer basics, word processing skills, Web searching, navigation basics, and e-mail.
phase 1; basics and introduction to internet skills, searching, etc.
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The gradual release of responsibility to students is central to both approaches
reminds me of scaffolding; students are released into doing more and more of their own thinking one step at a time
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Internet reciprocal teaching, involves problem-based tasks in which readers create their own text. This provides students a path for navigating the Cs of change.
definition of Internet Reciprocal Teaching
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By creating a curriculum that allows for problem-based inquiry learning, high-level discussion, and collaboration
building skills to prepare students for digital world.
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In addition, the rise of the Internet means that teachers must shift how they teach reading and writing
important to consider; the world is no longer simply paper and pen or type-writers. The literacy tools we have now are virtuously endless.
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Internet Reciprocal Teaching Promotes the Five Cs
5 C's of Internet Reciprocal Thinking: Creativity, Communication, Collaboration, Critical Thinking, Comprehension
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Reciprocal teaching revolves around four global comprehension strategies: predicting, questioning, clarifying, and summarizing. The teacher explains these strategies to small groups using a shared text, first modeling their use, and then asking students to lead the groups.
This reminds me gradual release
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We then demonstrated how to use basic Boolean search terms.
Vital when searching for information
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Learners need classrooms that build critical thinking, communication, and creativity skills in collaborative environments that encourage global citizenship.
This can easily be fostered at the beginning of the year if the teacher helps build it
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During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.
Independent practice - time to show what you know!
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Phase 2 is a collaborative phase during which both teachers and students conduct think-aloud demonstrations and minilessons.
The guided part of MTM
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Phase 1 centers on computer basics, word processing skills, Web searching, navigation basics, and e-mail.
Starting from ground zero - how to do the basics
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Students today must be prepared to navigate the new "Cs of change" that the 21st century has brought us. These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.
New way of teaching our students
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No one gave students a map for Internet inquiry. Students needed a sextant, a tool for navigation, to guide them.
Just like students have been taught out how to navigate their textbooks, they have to be taught how to navigate the Internet
Tags
- phase 3
- literacy
- #cofcedu
- Internet Reciprocal Teaching
- cofcedu
- 5 Cs
- boolean search terms
- digital literacy
- Cofcedu
- phase 2
- phase 1
Annotators
URL
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docs.google.com docs.google.com
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It is fascinating how introducing more technology into the classroom can actually facilitate scaffolding and collaboration between peer groups.
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5 c's!
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"Internet Inquiry is a perfect vehicle for helping your students think critically and carefully. Students have so many questions about the world around them and there are so many resources on the Internet to engage them."
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After watching this video, it became clear to me that the teacher truly thought the students were capable of completing the task on their own. By encouraging the students, he was able to provide them with support on his end, as well as foster a sense of trust and reliance upon their classmates.
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http://spcollege.libguides.com/Research_Strategies_college_students/search_databases
Helpful video on this site about how to conduct research online.
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newliteracies.uconn.edu newliteracies.uconn.edu
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LanSchool,
It is interesting to see these programs in action. Students are amazed at the skills of their peers! It gives students a confidence boost in themselves and their classmates!
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However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information online (Kuiper & Volman, 2008
I completely agree with this. They can use the internet but they lack the skills to sift through information in a timely manner that does not make them give up in 10 seconds.
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One might even suggest that, over a lifetime, learning how to learn New Literacies is more important than learning a specific literacy of reading or writing.
This is learning how to learn. When we learn how to learn we can figure out new technologies and we can problem solve
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In addition, it means learning from other colleagues, an important source of information in a world where it is hard for any one person to keep up with all of the changes that are taking place.
For this, I love even Facebook! I am connected to choir director and music teach groups from many parts of the world and I can hear pieces that I would never hear without global connectedness and I get new ideas and choral techniques and hear about problems and struggles that are similar to mine.
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read as “healthy skeptics.”
Teach them to read as healthy skeptics!
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To keep up to date with those that are added to Google, visit Google’s “Inside Search” at www.google.com/insidesearch/searcheduca-tion/index.html.
"Inside Search"
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to help the last become first with New Literacies
this is a wonderful goal!
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Imagine a first or fifth grader who has been struggling with literacy learning suddenly becoming the class expert on how to cre-ate a new blog comment or post. A few minutes of coaching on the neces-sary steps puts this student in the expert seat. The rest of the class then relies on this student for instruction and coaching. This student’s role in the classroom shifts as he or she shares responsibility for teaching impor-tant reading and writing skills.
What a great way to empower a struggling student and open up new doors for them to feel skilled, helpful and in charge of something they're good at!
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by teaching struggling readers the New Literacies required by your student e-mail system and then have them teach their newly acquired e-mail skills to other students
it makes sense!
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that require additional skills and strategies. Most importantly, it is reshap-ing the nature of literacy education, providing us with many new and exciting opportunities for our classrooms.We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis. Consider, for example, just a few of these new technologies: Twitter, Facebook, Google+, Siri, Foursquare, Drop-box, Skype, Chrome, iMovie, Contribute, or any of many, many mobile
this section is unreadable because of being over-highlighted - technologies' new problems and I don't have a solution :-(
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Second, the ability to read and use online information effectively to solve problems defines success in both life and work
this relates back to my other post about how they can use these skills forever
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First, they focus directly on information use and learning, so these skills are central to education at all levels.
this is a really good thing for students to learn at a young age because they will use it in many different ways for life
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At least five processing practices occur during online research and comprehension, each requiring additional new skills and strategies when they take place online: (1) reading to identify important questions, (2) reading to locate information, (3) reading to evaluate information criti-cally, (4) reading to synthesize information, and (5) reading and writing to communicate information.
MAIN PART OF READING COMPREHENSION, these are 5 practices that are definitely used during online research and comprehension
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www.teachervision.com www.teachervision.com
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Internet Inquiry is a perfect vehicle for helping your students think critically and carefully. Students have so many questions about the world around them and there are so many resources on the Internet to engage them.
This quote is everything that teachers need to see in order to be persuaded to implement internet inquiry into the classroom.
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About Internet InquiryBy Donald J. Leu As you and your students become more comfortable using the Internet, the Internet Inquiry approach can be an effective and high-interest method for developing research skills. Inquiry can be used by individuals or small groups of students. In Internet Inquiry, a topic or question is identified and researched. This research includes traditional sources (such as encyclopedias, atlases, and biographies) as well as Internet-based resources. Students analyze the information and prepare a report, which is then presented to the rest of the class. "The Internet allows students to look far beyond classroom walls and see the world in new and powerful ways." Five phases to Internet Inquiry
Very helpful hint for teachers who feel like they are at a loss for how to implement internet inquiry into the classroom.
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"The Internet allows students to look far beyond classroom walls and see the world in new and powerful ways."
It also helps students implement these skills in the real world!
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www.weareteachers.com www.weareteachers.com
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11 Ways to Teach Savvy Search Skills
Some of these are useful tools when teaching digital literacy and research skills.
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www.kathleenamorris.com www.kathleenamorris.com
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Five Steps to Teaching Students How to Research Online and Filter Information
Great 5 steps to teach how to research and filter!
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www.edutopia.org www.edutopia.org
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Interpretive Mode
Good ideas for the World Language Classroom and a good opportunity to teach digital literacy skills, especially reading. Students can look for the information instead of the information just being handed to them.
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www.youtube.com www.youtube.comYouTube1
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Beware online "filter bubbles" | Eli Pariser
Really great video to make us and our students more aware of what the reality and bias of their searches are.
Tags
Annotators
URL
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www.youtube.com www.youtube.com
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Online Reading Comprehension - Strategy Exchange - Part one
Really great use of visuals and classroom SOPs (standard Operating procedures.
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blogs.lse.ac.uk blogs.lse.ac.uk
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The market research agency Childwise has been tracking UK children’s media uses since 1997 – the very beginning of the internet for most of us. I remember interviewing a 6 year-old girl in 1997 who asked, in a puzzled voice, “is the internet something you plug into the back of your TV?” (In that project, too, the exciting new device was the CD-ROM!)
Tech is more prevalent now than ever before.
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docs.google.com docs.google.com
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Scaffolding Online Readers ... new tools to check out and then decide whether or not it would be useful in my teaching, for my students. It's good!
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I love the breaking down of READ. It's very helpful!
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Keep us on our toes and keep us learning and adding new tools. We can't think that we have our degrees and now we just go ahead and teach what we have learned in school.
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The slide deck is great to keep me focused on what we're learning in a module. I enjoy the clear logic with which it is done!
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Yes, it can be overwhelming, and as being overwhelming can keep me away from dealing with it - unless I really need something, because when I really want to know something, I go after it and dig in and search until I find my answer!
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www.oxfordlearning.com www.oxfordlearning.com
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Quickly skimming the headings of a book gives students a high-level overview of what they are reading.
this is a good tip especially because students will do this on standardized tests to help them understand the readings better
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41% of parents say that their children do not enjoy reading.
this is a great statistic because students should enjoy reading more
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www.gettingsmart.com www.gettingsmart.com
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This is where digital tools can provide security and opportunities for students to express themselves. Technology has a true purpose. Students still need to develop the ability–and confidence–to speak in class, but these tools can help by providing a comfortable way for students to develop their voice and express themselves.
this is good for the teacher and student because a lot of these apps allow for anonymous feedback so a student does not feel targeted
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www.edutopia.org www.edutopia.org
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A higher level of activating interest is to have students propose their own ideas for products and activities.
Voice & choice for the win!
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Student interest in a topic holds so much power. When a topic connects to what students like to do, engagement deepens as they willingly spend time thinking, dialoging, and creating ideas in meaningful ways.
Make those real world connections to students and you'll have automatic buy in from them because they care
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education.storyblocks.com education.storyblocks.com
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remix capitalizes on skills and fluencies, from video editing to collaborative production processes, that have become increasingly essential for students in the modern world.
Realistic of what our students need to be learning to be successful after school
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remix education empowers learners and students to express themselves thoughts through “recycled” culture and media, using preexisting objects—including music and video—as the building blocks for their own unique point of view.
Exactly! Great way to sum this up
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remix is a part of a global creative exchange, aiding and mediated by technology. Second, the deliberate act of “cut/copy and paste”—which relies on core analytical and critical competencies, as creators and remix artists comprehend and synthesize cultural materials in order to synthesize their own works—becomes the paradigmatic and pedagogical framework for remix culture.
Love the mention of global exchange. It is exactly what is driving our culture
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Even the American dream—”life, liberty, and the pursuit of happiness”—as penned by Thomas Jefferson, is little more than a remix of John Locke’s assertion that government existed to protect citizens’ “life, liberty, and estate.”
Had no idea, what a great example to give to demonstrate remixing
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remix culture and education lie at the very core of how to teach multimedia skills and critical thinking in the classroom.
We need to remix our digital literacy and multimedia to better help our students
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wiobyrne.com wiobyrne.com
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Creation can be viewed simply as the act of producing, or causing to exist. Construction is the building or assembling of an infrastructure.
It's just "we got here" but how you get from here to there
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The origin of OCC was originally structured around the idea of content creation as defined by Sonia Livingstone in her theoretical definition of media literacy (2004). She identified that in order to “identify, in textual terms, how the Internet mediates the representation of knowledge, the framing of entertainment, and the conduct of communication”, our understanding of construction and creation needs to be broad enough to allow for change in the future. I believe that viewing the work as construction and more expansive that just creation allows for this eventuality.
It's never really a finished product, but something you can go back to constantly edit and re-define
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extendboundariesofliteracy.pbworks.com extendboundariesofliteracy.pbworks.com
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ursuing deep learning requires moving beyond learning about – “what the facts are, where they came from, and who believes them” – to learning to be – which involves “design” in the sense of understanding how and when and why knowledge of various kinds is useful for and sufficient for achieving particular purposes and goals.
combines so many teaching principles and theories in this one idea
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n the sense that each new mix becomes a meaning-making resource (affordance) for subsequent remixes, there is no “end” to remixing. Each remix in principle expands the possibilities for further remix.
Never ending possibilities is interesting to think about. Makes me think of the "read it again" adventure novels from my childhood
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very single act of reading and choosing and criticizing and praising culture is in this sense remix, and it is through this general practice that cultures get made.
Happens literally every day, especially via social media
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a very general level all of culture can be understood in terms of remix, where someone creates a cultural product by mixing meaningful elements together (e.g., ideas from different people with ideas of one’s own), and then someone else comes along and remixes this cultural artefact with others to create yet another artefact.
Same thing we encourage our students to do. Take an idea and make it better
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newlearningonline.com newlearningonline.com
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Literacy needs much more than the traditional basics of reading and writing the national language; in the new economy workplace it is a set of supple, variable, communication strategies, ever-diverging according the cultures and social languages of technologies, functional groups, types of organisation and niche clienteles.
Good reflection of a complex idea
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the inherent multimodality of contemporary forms of representation. As a consequence, the traditional emphasis on alphabetical literacy (letter sounds in words in sentences in texts in literatures) would need to be supplemented in a pedagogy of Multiliteracies by learning how to read and write multimodal texts which integrated the other modes with language
The world does not communicate solely in one language. We need to not only recognize this, but also find new and different ways to communicate
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growing significance of two ‘multi’ dimensions of ‘literacies’ in the plural—the multilingual and the multimodal.
Not just literacy, but multi faceted and ever changing
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learning.mozilla.org learning.mozilla.org
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Teaching Activities
Great resources for educators!!
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edtech.worlded.org edtech.worlded.org
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Not teaching digital literacy along with language or other literacy instruction does our students a disservice. Nowadays, applying for a job or even filling in an online form to reserve a picnic table at a local park requires digital literacy skills.
We must also not assume that others are teaching out students digital literacy. It is everyone's responsibility.
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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INTRODUCTION: WHAT IS UbD™ FRAMEWORK?
This is a great resource for teachers who need a reminder of Understanding by Design (UbD)
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www.literacyworldwide.org www.literacyworldwide.org
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We also need to recognize the risks of blogging/tweeting, which include opening avenues for abuse. We should not be throwing students into the public domain to discuss sensitive topics without having conversations with them on what they might face and which of these risks they are willing to take, how they would handle it, and how they might support each other. Then we should give them a private option if they so choose.
This is very important to keep in mind when working with children
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For example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.
This is a great example of digital skills vs digital literacy.
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www.citejournal.org www.citejournal.org
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The TPACK framework builds on Shulman’s (1987, 1986) descriptions of PCK to describe how teachers’ understanding of educational technologies and PCK interact with one another to produce effective teaching with technology. Other authors have discussed similar ideas, though often using different labeling schemes. The conception of TPACK described here has developed over time and through a series of publications, with the most complete descriptions of the framework found in Mishra and Koehler (2006) and Koehler and Mishra (2008).
TPACK
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Knowledge of content is of critical importance for teachers.
Being up to date on content is crucial. I also think being able to adapt and differentiate is just as important.
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this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs
Very true! I would make teachers use something that they are not completely enthusiastic about. They should be taught the same way as students. They will not be effective technology users if they don't love it, or don't agree with it. "Have to ..." as we know, doesn't get us very far! But if technology is offered as something that is exciting, helpful, easy to use, makes teaching more fun ... sure! I'd be all for it!!!
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Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning.
... and not only that but technology works only 50% of the time even if the teacher and the students know how to use it. There's always a lot of time spent with fixing the tools, applications and connection which makes me feel like the positive impact of technology is almost equals out by the negative part of the lost time that could have been spent with valuable, face-to-face, "old fashion" teaching which is good information and personal connection inside the classroom. Technology can be super frustrating and that takes away a lot of the value that it otherwise carries. But this can improve, of course, and hopefully will.
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This chart really helped me to understand the impact of TPACK and how each aspect of knowledge can work together to create a greater purpose.
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Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others
There are so many types of technology and internet resources that are beneficial to students and teachers, alike.
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As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult.
Although times are changing and the age of technology is upon us educators, we should use technology to our advantage instead of being worried and overwhelmed.
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the TPACK framework offers several possibilities for promoting research in teacher education, teacher professional development, and teachers’ use of technology.
This framework encourages educators to remain students themselves
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teaching is a complicated practice that requires an interweaving of many kinds of specialized knowledge.
Content knowledge is on the beginning we have to find new and exciting ways to make learning meaningful for our students along with findng ways to connect across disciplines.
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clrn.dmlhub.net clrn.dmlhub.net
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As an agenda for research, connected learning is about examining learning that cuts across the contexts of home, school, and peer culture, looking at the links and disjunctures between them. As a learning theory, connected learning posits that the most meaningful and resilient forms of learning happen when a learner has a personal interest or passion that they are pursuing in a context of cultural affinity, social support, and shared purpose.
Agenda (for research), learning theory (based on personal interest and passion) and model for design (connecting the spheres of home, school and peers).
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This interdisciplinary research network is dedicated to understanding the opportunities and risks for learning afforded by today's changing media ecology, as well as building new learning environments that support effective learning and educational equity. Our work focuses on a model of connected learning -- learning that is socially connected, interest-driven, and oriented towards educational opportunity.
Very important for teachers, students, and adults in all fields to communicate and grow online.
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www.edutopia.org www.edutopia.org
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Encouraging students to reach out to one another to solve problems not only builds collaboration skills but leads to deeper learning and understanding.
Being able to reach out to peers for help is important. Collaboration with other educators will help you become successful
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Encouraging students to reach out to one another to solve problems not only builds collaboration skills but leads to deeper learning and understanding.
Students will learn how to work together to solve problems, as well as work on important social skills within the classroom.
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Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.
I have always believed that students who are interested in a topic, like really interested, will excel.
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I think that connected learning can be really easy to navigate. There are so many avenues that a teacher could create to keep the students connected. One student had talked about chat rooms about subjects and the idea sounds great!
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“connected learning.” It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.
This can be done in the classroom utilizing online strategies. Teachers could create chat rooms for students on a certain subject or even ask students to create social media sites for historic figures.
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Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.
Students should always and continually be pushed to pursue things they are interested in or passionate about so that they can strive for a career in a field that they can truly make a difference with or be fully involved in.
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support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.
I really like how in this definition of connected learning includes the support of others because making sure you have a good support system around you goes along way in what people want to accomplish
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www.fluentu.com www.fluentu.com
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10 Authentic Spanish Materials to Take Your Class to Spain!
authentic digital material ideas
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www.gettingsmart.com www.gettingsmart.com
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Dr. Puentedura has included Questions and Transitions Ladders with the SAMR model to help teachers make transitions to each level.
Dr. Puentedura's Questions and Transitions Ladders can be extremely useful as a reference. Very practical and helps to connect with our Educational Standards. I will save this document (link) for myself!
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Technology provides us all with the ability to develop our own toolkit of flexible resources for use when needed.
I love the phrase "toolkit." It is essential for a teacher to have his/her own toolkit to help benefit their students and enhance their lesson plans.
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The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.
I believe that technological use in teaching should be chosen as it is appropriate for specific tasks or courses, and not integrated for the sole fact of using it.
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The SAMR model truly covers the entire spectrum of tech integration. Every lesson, activity and designer has an entry point and those at the highest levels can be continually challenged to redefine learning.
I look forward to seeing the progression that the SAMR model can have in the future as technology develops further.
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www.edutopia.org www.edutopia.org
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Stage 1 Fluency Example: The Menu Project
This is something I have done in my classroom. I must say the food unit is one of the engaging units because it is the most relevant things to human. We need food to survive.
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rampages.us rampages.us
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TPACK Lesson
This is a great TPACK lesson for Spanish. I have done a lesson sort of like this with back-to-school flyers but I love how she takes it one step further and integrates twitter as well.
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clalliance.org clalliance.org
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conventional forms of teaching and learning are not useful to prepare students for our dynamic and constantly shifting 21st century society
This is a bold statement but we should also be aware of that with our choices as teachers, we are shaping the society of the 21st century as well. Also, not everything "old" is necessarily useless and bad, so we need to distinguish between "modern" and "valuable" as well as "old" and "worthless". I think one of the most important value that we need to teach to our students and to ourselves, too, is flexibility.
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clalliance.org clalliance.org
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YOUmedia
Sounds like a great learning opportunity for Chicago teens where they can experiment with technology and find their interest while connecting with each other not only in the digital space but in real life, face-to-face as well.
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For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.
Good to know that there's research behind it!
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interest helps us pay attention,
We've always known that but does it mean that we should only teach kids what they're interested in?
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The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.
And if learning can be irresistible and life-changing, then that can change the meaning of "school" for our students!
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Meet Abigail: A Connected Learner
It is amazing to see how the "virtual world" is becoming more and more real! It affects real people's real life, and does in a positive way.
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The Digital Youth Network
This looks like an amazing opportunity for economically disadvantaged children.
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Feeling emotionally and physically safe and a sense of belonging
A beautiful alternative to gangs. Providing an emotionally safe place and a sense of belonging are the absolute most important things for young people! From that base, they can fly and everything becomes possible.
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Click [here] to learn more about connected learning in teaching practice.
You have to dig a little but there are good resources here that can be helpful to teachers looking to add value to their classroom
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or example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.
I have never really thought about this. I have never thought about my students reading at a higher level in certain topics. This is powerful insight.
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Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.
This is as important as building relationships with out students. The two go hand in hand. If the content is not relevant students will not see a reason to learn it.
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Feeling emotionally and physically safe and a sense of belongingBecoming more involved in the chosen interests they brought to YOUmediaImproving in at least one digital media skillImproving academic skills: better communication with adults and improved writing abilityUnderstanding more about opportunities available to them after high school
Results of Connected Learning
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Connected learning does not rely on a single technology or technique. Rather, it is fostered over time through a combination of supports for developing interests, relationships, skills, and a sense of purpose.
What Connected Learning Is.
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Understanding more about opportunities available to them after high school
This is really valuable. I feel like a lot of students are unaware and afraid of what is after graduation.
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Librarians and mentors organize showcases, support the production of various projects and broker connections to other opportunities in their interest area.
This is really great to see how professionals are taking into consideration to what these students want to learn and allowing them to take the power into their own hands.
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30,000 college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates.
As a future teacher this makes me value my future studnets connections more.
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For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.
This is really interesting!
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Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.
I can personally relate to this. When in school, I never wanted to learn it or put time into it if I could not see a real world benefit or application.
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Based on her experiences writing online, Abigail decides she wants to become a professional writer
I think that this is an example of how technology can inspire a career and passion.
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Learning is motivating when it grows out of personal interest.
This is critical for all students in all subject areas. A great way for students to get involved and stay motivated in school is to encourage their interests.
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Connected learning combines personal interests, supportive relationships, and opportunities. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.
Connected learning helps students to build relationships over common interests and needs. This is a fantastic opportunity for students to build relationships online.
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Success beyond the classroom requires tangible connections to real-world career and civic opportunities.
These real world experiences will and can motivate our students in ways you could never imagine.
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Learners need support from peers and mentors to persist through setbacks and challenges. A survey of 30,000 college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates.
Again, the importance of Student Teacher Relationships. Our students need to feel like they can depend and trust us. We also need to be that support system because we can never truly know what kind of support system they may have at home.
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Learning is motivating when it grows out of personal interest. A growing body of research indicates that interest helps us pay attention, make connections, persist and engage in deeper learning. For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.
This is why Teacher Student Relationships are so important. We need to learn all we can about our students so that we can relate lessons we are teaching to them so that can connect and learn as much as possible.
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www.edutopia.org www.edutopia.org
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Find Native Speakers
This is a great idea to engage students. I have thought about it before but I have not yet put it into practice. I did pen pal letters one year but snail mail was too slow. I am going to try an incorporate this idea even more.
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RSA ANIMATE: Drive: The surprising truth about what motivates us
Creativity Inc. by Ed Catamull the founder of PIXAR really ties in with this video. In some departments PIXAR's employees get 2 days a month to do whatever they want with company resources. This really motivating because intrinsic motivation is going to drive them to go further.
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www.edutopia.org www.edutopia.org
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Teaching Strategies
Good resource
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www.edutopia.org www.edutopia.org
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What our collaborative learning style empowers and enables is a student's resilience
This ties in with growth mindset
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www.youtube.com www.youtube.com
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Will Richardson
As teachers we need to start stepping aside and let our students grow and develop in ways that interest them so they can learn and excel with intrinsic motivation.
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Will Richardson highlights importance of learning and engagement based on pure passion of learning; without "waiting for a curriculum". Today's schools need to be re-envisioned in a way that fosters collaboration and real world/ problem-solving skills, and that steers away from test prep and replaces that with life-prep.
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www.techopedia.com www.techopedia.com
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A filter bubble is the intellectual isolation that can occur when websites make use of algorithms to selectively assume the information a user would want to see, and then give information to the user according to this assumption.
Defining filter bubble
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www.studygs.net www.studygs.net
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Survey! Question! Read! Recite! Review!
Makes me think about the process we use to teach students about their textbooks. We now need to do the same with the Internet
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www.achieve3000.com www.achieve3000.com
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Achieve3000® provides the only patented, cloud-based solutions that deliver daily differentiated instruction for nonfiction reading and writing that are precisely tailored to each student’s Lexile® reading level.
I used this website with my students last year and saw a dramatic increase in their reading comprehension.
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creativecommons.org creativecommons.org
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What is OER
Love this video, quick and easy explanation!
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Open Educational Resources (OER) are teaching, learning and research materials in any medium that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others.
Excellent for educators to get and share ideas
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wcer.wisc.edu wcer.wisc.edu
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The Mismeasure of Boys: Reading and Online Videogames
This study found that boys read at a higher level if they are reading about video games when compared to the level they do in school.
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www.kqed.org www.kqed.org
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The great educator John Dewey wrote that interest operates by a process of “catch” and “hold”—first the individual’s interest must be captured, and then it must be maintained. The approach required to catch a person's interest is different from the one that’s necessary to hold a person’s interest: catching is all about seizing the attention and stimulating the imagination.
John Dewey Quote on How to Promote Interest
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clalliance.org clalliance.org
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increased
Mentoring Infographic
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www.kqed.org www.kqed.org
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Interest is a psychological state of engagement, experienced in the moment, and also a predisposition to engage repeatedly with particular ideas, events, or objects over time.
Students develop an interest in subjects when their teachers take the time to understand what motivates them.
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www.teachthought.com www.teachthought.com
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for caring adults, teachers, parents, learners and their peers to share interests and contribute to a common purpose. The potential of cross-generational learning and connection unfolds when centered on common goals.
important to have a caring, experienced community to rely on and learn from
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Powered with possibilities made available by today’s social media, this peer culture can produce learning that’s engaging and powerful.
this is what makes connected learning modern
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Interests foster the drive to gain knowledge and expertise
connection to collaborative problem solving and the videos watched on OAKS
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For more than a century, educators have strived to customize education to the learner. Connected Learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards.
good summary quote
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www.youtube.com www.youtube.com
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ohn Seely Brown on Motivating Learners (Big Thinkers Series) 41,780 views41K views •
Notes: -important for kids to embrace change
- curiosity -using gaming as an example (embracing change, leveling up, etc.) -competition and collaboration and analyzation to improve (surfing example) -kids who are "turned on" by their passion drives learning -joining a community of common interests
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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our educational system may be doing more to perpetuate and even to increase inequality than to expand economic opportunity
Striving towards personal interests and desires should not be pushed to the side in order to achieve a separately desired goal that is not so of the individual.
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Clarissa made great strides in her writing, engaging with it in ways that felt more authentic, and more motivat-ing than her writing classes at school.
She advanced quicker because of the support she received from a community that shared her same interests.
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she jumped at the chance to connect with others who shared her interest
It is so important to find others who share similar interests when you develop a passion for something.
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onnected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement
I find it so important for people to be encouraged from a young age to find their skills and interests so they can be further pursued throughout their lives.
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www.edutopia.org www.edutopia.org
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Every English class starts with a moment of quiet after which students are asked to share their energy and stress levels.
important: I think this idea could help some students realize they are not alone in their feelings and that there are a diversity of feelings and mindsets (that change on the daily) in the classroom.
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In English, juniors are grouped with seniors, which helps the younger students learn how the process works by watching and learning from the older students
there is plenty of research backing the idea that students can benefit academically and personally from learning from older/ more experienced peers
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on the mathematical process and not just the “right answer.”
so crucial to actually understanding the math, and not just focusing on "being done" or "getting the right answer". Much more sustainable approach to teaching math.
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group tests, which, like the class worksheets, are designed to be harder than the individual assignment
group tests need to be based on critical thinking in order to achieve the collaborative aspect of learning
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effective classroom geography, focus on the process, build accountability, let students teach one another, and encourage students to be in tune with one another.
teacher taking a step back; reminds me of Deweyian philosophy
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resilient by aiding them with identifying their resources (peers) and testing their theories to see if they are on the right track all while developing habits of mind that form the foundation of scholarship.
using peers to solve problems rather than directly consulting teacher for answer
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