Learners need support from peers and mentors to persist through setbacks and challenges
We can help to guide our students through their mistakes ad hardships by being supportive and encouraging. Building a positive relationship with them is very meaningful and lucrative to setting up their learning environment.
A growing body of research indicates that interest helps us pay attention, make connections, persist and engage in deeper learning
Making content relatable and interesting to ouor students will help them to be more engaged in what we are teaching.
Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity
When we understand our student's interests and build relationships with them, we can help them to love learning. We can do this collectively with our classes and we can do it with each student individually.
an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.
good way to explain what this age of time looks like with technology and diversity
Learning is motivating when it grows out of personal interest.
Intrest motivates
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 combines personal interests, supportive relationships, and opportunities.
What connected learning combines
Learning is motivating when it grows out of personal interest.
This is very true
Connected learning<br> Combines personal interests, supportive relationships and opportunities -- embraces the diverse backgrounds and interests and of young people
Elements of connected learning<br> Interests: interest helps us pay attention, make connections, persist and engage in deeper learning<br> Relationships: learners need supreesport from peers and mentors to persist through setbacks and challenges<br> Opportunities: success requires tangible connections to the real world and opportunities<br>
Elements of connected learning environments<br> Sponsorship of youth interests: adults must meet youth where they are in order to foster connected learning -- sponsors of youths genuine interests -- provide resources<br> Shared practices: collaborative production, friendly competition, civic action and joint research are examples of shared practices<br> Shared purpose: provides a sense of belonging, learners are able to make contributions to their community -- shared values and culture -- encourage sharing, feedback and learning<br> Connections across settings: access to various programs, communities and opportunities -- partnerships/broker connections/networking platforms
Results of connected learning<br>
Librarians and mentors organize showcases, support the production of various projects and broker connections to other opportunities in their interest area.
The involvement of authority and support from authority develop a stronger relationship with those involved and they also promote the projects, which give more students opportunities.
digital media production such as music, art, poetry and journalism.
These are activities that are relatively interactive and appeal to a variety of students, which may increase student interest.
Success beyond the classroom requires tangible connections to real-world career and civic opportunities.
When students can see other people in their same field of interest, they have the opportunity to use their interests in a new way.
Learners need support from peers and mentors to persist through setbacks and challenges
Learners need help from people who know more about the subject in order to get a deeper understanding.
interest helps us pay attention, make connections, persist and engage in deeper learning.
When we are interested in what we are learning, we are more likely to be engaged and willing to learn more.
The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.
Learning is the most meaningful when we can make connections between our interests and the opportunities we have to explore our interests.
It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.
this is a great definition of 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 allows students to see where their interests can take them in the future.
Encouraging students to reach out to each other to solve problems and share knowledge not only builds collaboration skills, it leads to deeper learning and understanding
Collaborative learning
Redefinition The SAMR Ladder: Questions and Transitions Modification to Redefinition What is the new task? Will any portion of the original task be retained? How is the new task uniquely made possible by the new technology? How does it contribute to my design?
R
Modification The SAMR Ladder: Questions and Transitions Augmentation to Modification How is the original task being modified? Does this modification fundamentally depend upon the new technology? How does this modification contribute to my design?
M
Augmentation The SAMR Ladder: Questions and Transitions Substitution to Augmentation Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level? How does this feature contribute to my design?
A
Substitution The SAMR Ladder: Questions and Transitions What will I gain by replacing the older technology with the new technology?
S
The SAMR model is a useful tool for helping teachers think about their own tech use as they begin to make small shifts in the design and implementation of technology driven learning experiences to achieve the next level
Teachers need to know how to use the technology before they can teach others.
Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge.
TPCK
TPK is an understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies.
TPK
TCK, then, is an understanding of the manner in which technology and content influence and constrain one another. Teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies. Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology—or vice versa.
TCK
FITness, therefore, requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy.
TK
PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy.
PCK
They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment. It includes knowledge about techniques or methods used in the classroom; the nature of the target audience; and strategies for evaluating student understanding.
What is PK
Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning.
Pedagogical Knowledge
this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge.
What content knowledge includes
Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught.
Content Knowledge
In this model (see Figure 1), there are three main components of teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK (technological content knowledge), TPK (technological pedagogicalknowledge), and TPACK.
Model 1
In this way, teaching is an example of an ill-structured discipline, requiring teachers to apply complex knowledge structures across different cases and contexts
interesting way to put it
Rather, solutions lie in the ability of a teacher to flexibly navigate the spaces defined by the three elements of content, pedagogy, and technology and the complex interactions among these elements in specific contexts.
Teachers have different ways of combining each of the elements. They have to do what is best for them and their classroom
Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge.
The choice of technologies affords and constrains the types of content ideas that can be taught. Likewise, certain content decisions can limit the types of technologies that can be used. Technology can constrain the types of possible representations, but also can afford the construction of newer and more varied representations. Furthermore, technological tools can provide a greater degree of flexibility in navigating across these representations.
Teachers have to find the appropriate balance and relationship between content and technology
FITness goes beyond traditional notions of computer literacy to require that persons understand information technology broadly enough to apply it productively at work and in their everyday lives, to recognize when information technology can assist or impede the achievement of a goal, and to continually adapt to changes in information technology.
Central to Shulman’s conceptualization of PCK is the notion of the transformation of the subject matter for teaching. Specifically, according to Shulman (1986), this transformation occurs as the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge.
Once teachers understand what they need to teach, they can find ways to present it that meet their students' needs.
PCK is consistent with and similar to Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific content.
A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills and how they develop habits of mind and positive dispositions toward learning. As such, pedagogical knowledge requires an understanding of cognitive, social, and developmental theories of learning and how they apply to students in the classroom.
Teachers know how their students think and learn and how to teach to their abilities.
Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning.
Teachers each have their own beliefs and methods of teaching.
his knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge.
Teachers need to have a good understanding of all aspects of the content they are going to teach.
Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught
Basis for lesson
These three knowledge bases (content, pedagogy, and technology) form the core of the technology, pedagogy, and content knowledge (TPACK) framework
At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them
Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts.
There is never one right answer for how to integrate tech into teaching. Everyone has a different classroom with different students and subjects to teach.
Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others
There are many types of technologies that do the same and different things. It is important to find the one that fits the situation the best.
Most traditional pedagogical technologies are characterized by specificity (a pencil is for writing, while a microscope is for viewing small objects); stability (pencils, pendulums, and chalkboards have not changed a great deal over time); and transparency of function (the inner workings of the pencil or the pendulum are simple and directly related to their function)
We know what analog technology we are using, how we are going to use it, and how it works. We usually are able to find one form of analog technology (whiteboards) and use it in many ways for many years
Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995).
Digital technology is more difficult to use because it is always changing and we can't always see that change.
Thus, effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains (Glaser, 1984; Putnam & Borko, 2000; Shulman, 1986, 1987), including knowledge of student thinking and learning, knowledge of subject matter, and increasingly, knowledge of technology.
Teachers have to always be learning about the material and how students learn
Connected learning, as its name implies, works to connect these spheres more pur-posefully. The goal is not to fully integrate these spheres of learning—each requires its own autonomous space—but to build connections, hand-offs, and sites of trans-lation in order to reach more young people where they are.
Every connection must have a purpose.
Connected learn-ing seeks to integrate three spheres of learning that are often disconnected and at war with each other in young people’s lives: peer culture, interests, and academic content.
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Are mentors present who can help young people to connect their interest/activity to academic/institutional domains?
It is at the hands of the mentors to link interests and academia.
When young people do well and are well behaved in the classroom, it improves the class-room experience, but it does not elevate culture at large or expand a valuable social network if the activity ends at the classroom walls.
This is why opportunities outside of the school are important.
Making use of social media platforms and channels such as Facebook, YouTube, Livestream, and Twitter, the HPA connects young people who are inspired by the civic virtues portrayed in the Harry Potter books, and want to apply them to the real world.
Connected learning often incorporates the use of technology.
Public schools like Q2L have an impor-tant role to play in broadening access to connected learning, providing opportuni-ties and guidance for young people to connect their social and recreational learning to academic subjects and prospects.
Goal is to tie interests and academia.
It 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.
Primary outcome of connected learning and how its beneficial to the student.
Preparing children for creative jobs does not guarantee that those jobs will materialize just because workers are stand-ing by.
Even if children are prepared for these jobs, the jobs aren't always available.
A strong current in the workforce readiness view holds that “creative work” is where the security will be, and that the current education system must produce students who are capable of the critical and creative thinking skills
There needs to be more of an emphasis on creativity, open-mindedness, innovation, etc, but currently schools focus more on standards and "facts" for exams.
Since the late seventies, there has been significant growth in college attendance among youth in higher income brackets, while rates of college attendance among poor youth have remained relatively flat (Bailey and Dynarski, 2011).
Another example of a further divide due to income differences -- leads to even less opportunities presented to those of lower income.
Employment Status of high school graduates not attending college full-time
The largest differences between the pre-recession and the recession 'era' are between "employed, full-time" which dropped from ~37% to ~18% and between "unemployed, looking for work" which rose from ~23% to ~37%.
Based on this history, the message to young people has been that they should seek college educations and professional certifications as a reliable eco-nomic investment.
This is not always the case now. You have to take job availability into consideration and simply having a degree does not equate to getting a good paying job. You have to be competitive and have a lot to show and know how to display your knowledge and skills with little experience in the work field.
He describes how he feels his teachers “set you up for failure” and he has watched the majority of his friends drop out from high school.
This is likely due to a lack of connection between authority and the students.
Privileged families also support tailored learning opportunities through clubs, camps, sports, and other programs where their children get recognition, gain skills, and make meaningful con-tributions.
This is not something that is available to all children. Without a diversified learning environment available to the general public, the divide between groups becomes greater.
14 | CONNECTED LEARNINGoday’s educational institutions are struggling to fulfill their mission of provid-ing pathways to opportunity for all youth. In the past two decades, earnings have dropped for those without high school degrees, while dropout rates have continued to remain high among vulnerable populations. At the same time, privileged families are turning to costly private schools and enrichment activities for an educa-tional edge, preparing their children for a competitive and volatile market for profes-sional and fulfilling jobs.
Opportunity for all youth is not equal.
(For more on the essential elements, be sure to read W. Ian O’Byrne’s sidebar.)
Lol!!!
When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal?
You can encourage a student all day long about what to and what not to put on the web but its their choice to take the advice. Teenagers and even adults these days do not realize once its on the web anyone can see. Regardless if its private, it still can be found.
When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?
This is something I have never thought of but I like the idea of the lesson.
We often hear people talk about the importance of digital knowledge for 21st-century learners.
Some students will know how to use the software on a comupter better than their parent or teacher.
talking about audience—whom they are addressing and who are people who might accidentally come across their blogs or tweets
Very important for students to know who their intended audience is, or who they are aiming the digital content at. Students should also think about people who may come across content and view it as well, even though they are not the intended audience.
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 very important so students know how to make decisions on-line that are not only lawful, nut also portray the student appropriately. It also helps students establish a professional and informed on-line presence.
Twitter plays a large role in my teaching, but the essential elements can be applied in many technological contexts
Twitter usage
It is important for students to recognize that although technology gives us a lot of power, it also restricts us in many ways, and we need to question how the affordances of technology modify our communication and our behavior.
This is a very important statement. Technology has changed how people have acted towards one another and being behind a screen might make it easier to do some thing that you would not do in person
Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.
the eight elements of digital literacies is another important distinction between digital literacy and digital skills
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 an important distinction between digital skills and digital literacy. i.e. this explains that digital literacy is a deeper focus on web uses
Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom
This is an important note on the difference between digital skills and digital literacy
When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal
Internet safety is extremely important!!
It is important for students to recognize that although technology gives us a lot of power, it also restricts us in many ways, and we need to question how the affordances of technology modify our communication and our behavior. For example, it is worth discussing the process of Wikipedia. Although Wikipedia is not a scholarly source, it is usually a good enough first stop to learn about something. However, students need to know how it is updated.
Using sites such as Wikipedia can definitely be a great starting point, whether it is used for academic, professional, or personal research; however, it is not meant to be used as a reliable source of its own. I often use the works cited from Wikipedia to find more scholarly articles on the same topic.
Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
I would argue that one is just as important as the other. Without digital literacy, digital skills cannot be utilized to their full potential and vice versa. We must be thoughtful, responsible consumers of the internet.
Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.
digital literacy
When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal? Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities? Do students recognize the importance of password-protecting their devices and having different passwords across platforms? 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.
What to keep in mind for yourself and for your students when teaching digital literacy
Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time. Instead of teaching how to use a hashtag and how to tweet and retweet, I give my students meaningful tasks to help their learning.
What teaching digital literacy entails
Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence. This last one is important and takes time to build.
The 8 essential elements of digital literacy by Doug Belshaw
Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?
when & how you use digital skills and digital literacy
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
examples of digital skills and digital literacy. know the differences between the them.
Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
digital skills vs digital literacy
It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.
keeping your teaching strategies up to date and every changing based on what technology is going around in the world as well as what can help the students get the most out of the lesson
Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpose.
i like this quote! i fully agree that you should have a healthy mindset around technology and be able to use it for a certain thing. WIth the wrong mindset I believe technology can be somewhat harmful
Instead of teaching how to use a hashtag and how to tweet and retweet, I give my students meaningful tasks to help their learning.
If tasks aren't meaningful to students, they're just going to view it as irrelevant information and not think of it in terms of the big picture.
I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.
The eight elements of digital literacy
Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
The difference between digital skills and digital literacy
Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities?
This is HUGE. One of the things I had to recently do is clear out some old pictures that wouldn't of been a selling point for future employment opportunities. My content wasn't inappropriate but my content wouldn't of helped people take me seriously especially in a teacher role.
Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?
This is so important and something that wasn't talked about enough when I was in school. I would hear parents and others talk about how if you post something on the internet, it would be there for life, but I never understood exactly what that meant.
Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.
integrating digital literacy in the classroom can be beneficial to students
eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.
8 important components of digital literacy
while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?
digital literacy is just not about using digital devices also asking deeper questions of "why" and "how"
Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
basis for digital literacy
These discussions can be fraught with power dynamics, resulting in controversial issues appearing unbalanced as more powerful authors block alternative viewpoints.
Students need to know which information is going to be unbiased and true. There are MANY internet sources that use shock value information or biased information rather than presenting corect information.
means talking about audience—whom they are addressing and who are people who might accidentally come across their blogs or tweets
Knowing who the information is available to, whether it is the whole world or just a few people. Who are you talking to and how are you communicating to them?
When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal?
Safety is super important!
It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.
Keep adding onto current knowledge base to develop full understanding of topics
educational researcher Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.
Digital literacy skils that we can use to understand the internet and use it to our benefit.
Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom
The difference of digital skills and digital literacy is very important. Digital literacy takes a deeper look into digital information so that we can understand the full extent of the content.
When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal? Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities? Do students recognize the importance of password-protecting their devices and having different passwords across platforms?
These are all really important questions that should be raised to all students. I think a lot of young people don't understand the consequences of poor decisions on social media.
nstead of teaching how to use a hashtag and how to tweet and retweet, I give my students meaningful tasks to help their learning
This goes more in depth and helps students understand why to use a platform such as Twitter instead of just using it mindlessly.
Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?
I feel like when I was in high school I was taught some digital skills but they never went into depth about why we needed to know those things.
Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
I like that this distinguishes the difference between digital skills and digital literacies.
Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?
Digital Skills vs. Digital Literacy
Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources.1
This is an important skill for both educators and students to have
1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.
The goals here represent how Mozilla focuses on how to help people through giving positive internet resources for everyone
Reading, evaluating, and manipulating URLs (addresses on the web).
some URLs that end with .org or .gov is a hint for the website containing reliable information.
Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic
participating in the digital world is a fundamental skill
1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.
The focus on educators is an important note here, some people only have access to the internet at school
Mozilla continues to refine its strategies to support and champion the web as an open and public resource
I believe this is an important statement because the internet is open to everyone with access to a computer and a server. There should be more opportunities for people to have access to these two things.
diverse audiences using the web.
This is an important note because there is such a vast number of people using the web and from all over the world
Collaboration Participate Share, Contribute, Connect, Open Practice Example - Learners are collaborating when they build products together to reach a common outcome while leveraging working in the open to connect and learn with individuals and groups online.
examples of collaboration
Communication Read: Synthesize Write: Compose, Remix Participate Share, Contribute, Connect, Protect, Open Practice Example - Learners are demonstrating good communication skills when they are able to use the web to compose and synthesize web content and remix information to share and connect effectively with others.
examples of communication
Creativity Write: Design, Revise, Remix Participate: Share, Code, Compose, Contribute, Open Practice Example - Learners are creative when they are able to design new ways to remix and revise information that is accessible and approachable to broader audiences. They co-construct designs with with new partners that increases opportunities to share and contribute to engage more feedback.
examples of creativity
Problem-solving Read: Search, Navigate, Synthesize, Evaluate Example - Learners are problem-solving when they are able to use the web to search and critically evaluate information to synthesize findings that support a researched opinion. Write: Design, Compose, Code, Revise, Remix Example - As learners design, code, compose, revise, and remix, they are problem-solving when they create algorithms and designs that improve information sharing and services for themselves and others.
examples of problem solving
“Read” is how we explore the web. Web literate individuals understand basic web mechanics such as the difference between names and addresses on the web, and how data is linked and moves through the infrastructure of the web. They can evaluate web content, and identify what is useful and trustworthy. “Write” is how we build the web. Web literate individuals can transform a word into a hyperlink and add media to websites. As abilities are honed, one becomes more adept at remixing other users’ content and understanding or writing code. “Participate” is how we connect on the web. It includes interacting with others to making your own experience and the web richer to working in the open. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams. “21C Skills” refers to a broad set of knowledge, skills, work habits, and character traits that are important to succeed in today’s world, particularly for college and career readiness and in the workplace. Examples of these skills include collaboration, communication, creativity, and problem-solving.
web literacy skills: read, write, participate, and 21st century skills
To hold information-age jobs, people also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies
Technology changes things. We have to change the ways that we think so that we can understand the current technology.
Using questions and keywords to find the information you need.
i often forget to do this and it helps me to remember that I still have a lot to learn about technology and the web
nowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic—in a rapidly evolving, networked world.
Super essential
1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.
Love this idea.
1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.
great goals!!
reach and meet the growing number of diverse audiences using the web.
This is extemely important because there are so many different people in the world and its important to realize this when thinking of whats on the web.
Learning through making
In Edfs 326 and other courses we are asked to figure some things out for ourselves and this especially applies to technology there are some things that we must learn by doing
1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource,
It is very important, given the technology we have today, that teachers embrace and use all technology resources and advocate for safe and effective web literacy use.
Managing and maintaining the privacy and security of your digital identity through behaviors and digital tool settings
Staying safe online is the most important aspect of learning internet usage. Knowing the repercussions of online sharing and how if it gets into the wrong hands can turn very dangeruos, very fast can help us to stay safe and continue to present ourselves in a safe environment.
A group of local or global learners who reach a common outcome while connecting and learning online
It is important to collaborate with other people so that we can get a better understanding of other opinions and views. We can share knowledge base by collaborating and we can even develop an even better understanding of ideas just by explaining our views to other people.
Understanding basic principles, purpose, and applications of coding and programming languages
The setup of a website is important to understand. It helps to make the content more approachable and understandable.
Creating mental and physical representations of digital content focused on accessibility and approachability
Creating visual representations to understand the content being researched.
Integrating separate and unique information from multiple online sources
Using multiple sources to establish content knowledge.
Using questions and keywords to find the information you need
Learning how to search correctly can help to find more accurate information faster by using keywords and other searching practices.
What we concluded is that people needed the map to be more approachable, accessible, and applicable for learning and teaching web literacy skills.
Making the information more understandable and relatable will help to spread knowledge about safe internet usage.
It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams
Also another thing that should be taught in k-12 schooling. I was talking to 3rd graders about their online identity and one of them said "I don't care if I act crazy in my videos that I post online". Number one, a 3rd grader should not have the ability to post videos of themselves online, in my opinion, and number two, even though they are only in 3rd grade, thses videos coud resurface one day and harm their image online.
They can evaluate web content, and identify what is useful and trustworthy
This should be taught throughout k-12 schooling. Learnng this in college was super helpful but it was taught a little late for me. I know now how to choose sources that present good information but growing up I wouldnt have been able to do that
1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all.
Teaching people how to use the internet safely can allow for the internet to continue to be a place that helps someone obtain information, communicate with others, and express their knowledge to others. Providing a safe environmet for people to do these things is important for successful internet usage.
“21C Skills” refers to a broad set of knowledge, skills, work habits, and character traits that are important to succeed in today’s world, particularly for college and career readiness and in the workplace. Examples of these skills include collaboration, communication, creativity, and problem-solving.
“Participate” is how we connect on the web. It includes interacting with others to making your own experience and the web richer to working in the open. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams.
“Write” is how we build the web. Web literate individuals can transform a word into a hyperlink and add media to websites. As abilities are honed, one becomes more adept at remixing other users’ content and understanding or writing code.
“Read” is how we explore the web. Web literate individuals understand basic web mechanics such as the difference between names and addresses on the web, and how data is linked and moves through the infrastructure of the web.
The perfor-mance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understand-ing and ability to transfer their learning.
If a student can take the knowledge their teacher has taught them and apply it correclty to a different activity, then the teacher has done their job. The teacher knows that student has understood the material.
Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan)
This is important for teachers to have clear goals to get these results, document student evidence of learning and development, and always have a flexible learning plan.
This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented teaching in which no clear priorities and purposes are apparent
Making our own lesson plans and using the textbook as a resource. Integrating technology can help to shy away from using the textbook as the backbone of our lesson plans.
transfer their learning through authentic performance
Putting their skills to use can show their knowledge of the process
the ability to effectively use content knowledge and skill
Understanding content and how to use it to prove a point, explain a topic, or shed light on an issue
The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space.
thats right, for examplse, you can go on quizlet and find the answers to a study guide with the click of a butto.
history’s first generation of “always connected” individuals do not have the knowledge and skills to critically explore, build, and connect online. Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.
I agree with this statement about our generation not being equipped with everything we needed to know about the internet and how to properly use it.
The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space.
the internet
Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web
Why not?
Yet, as early adopters, history’s first generation of “always connected” individuals do not have the knowledge and skills to critically explore, build, and connect online
Knowing how to navigate the internet is very different than understanding the internet and internet uses. Understanding how to use the internet is essential to communication, sharing, and learning on the internet.
Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.
I completely agree with this. When I was in middle school and high school the only thing we ever used the Internet for was for research or to write papers.
The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space
I agree with this. It is also so easy to get any information you want really quickly.
supports learning 24 hours a day, 7 days a week; builds 21st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching
Never thought of the benefits of technology in teaching this way. Technology allows schooling to occur outside of a classrooms four walls and gives the ability to learn a vast amount of information at an extremely fast rate.
Understanding by Design
Notes
Teachers should also be cognizant that web literacy education also occurs outside of the classroom. Some of the most valuable learning takes place when students gather after school in coffee shops, libraries and living rooms.
With online tools learning can be done anywhere. Students can bring the knowledge they have learned to the classroom to share with their peers.
In the 21st century, web literacy unlocks the same opportunities as reading and writing. The student who is able to create online has a limitless array of tools. The student who is able to collaborate with peers on the Web can bring fresh, new perspectives to their work. And the student who can distinguish reliable information from the unreliable will always be at an advantage.
Technology requires students to have a different skill set beyond the ability to read and write. Students have to be able to apply these skills online.
Large and/or group discussion Interactive lecturing and think-pair-shares Flipped classroom Cooperative learning (including team-based and project-based learning) Guided note-taking Guided inquiry for problem-solving
Collaborative learning allows students to think deeper about the material and apply their knowledge and skills.
Term papers. Short-answer quizzes. Free-response questions. Homework assignments. Lab projects. Practice problems. Group projects. Among many others…
Assessments that allow students to explain what they learn are more beneficial than assessments with one right answer.
It continually encourages the instructor to establish the purpose of doing something before implementing it into the curriculum
Students always want to know why they are doing an activity, UbD can answer those questions.
The backward design framework suggests that instructors should consider these overarching learning goals and how students will be assessed prior to consideration of how to teach the content.
Starting with the end goal can make it easier for teachers to develop a lesson plan.
Instructors typically approach course design in a “forward design” manner, meaning they consider the learning activities (how to teach the content), develop assessments around their learning activities, then attempt to draw connections to the learning goals of the course.
Teachers typically follow the curriculum in the order it is written and without connecting it to the overall goal of the course.
I give my students meaningful tasks to help their learning.
Learning how to apply the skills gives students a deeper understanding.
Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
Digital literacy takes digital skills a step further.
Nonetheless, the larger unit goals provide the context in which individual lessons are planned.
UbD looks at the big picture of a unit plan rather than individual lessons.
Teaching for understanding requires that students be given numerous opportunities to draw inferences and make generaliza-tions for themselves (with teacher sup-port)
Students have to be able to make their own connections and interpretations in order to get a good understanding.
In addition to performance tasks, Stage 2 includes other evidence, such as tradi-tional quizzes, tests, observations, and work samples to round out the assess-ment picture to determine what students know and can do.
Traditional quizzes can sometimes be a quick and easy way to make sure students understand the concepts before having them apply the concepts in the performance tasks.
Thus, we consider in advance the assessment evidence needed to document and validate that the targeted learning has been achieved.
Having a plan for assessment ahead of time can be helpful when planning performance based activities.
An important point in the UbD framework is to recognize that factual knowledge and skills are not taught for their own sake, but as a means to larger ends.
Knowing why students are learning something makes it more meaningful for them and makes them appreciate the knowledge.
The point of school is not to simply excel in each class, but to be able to use one’s learning in other settings
When students learn a concept it should be useful for them in all aspects of their life.
n the first stage of backward design, we consider our goals,
Knowing what you are working towards helps stay on track and makes activities easier to plan.
Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of under-standing—the capacity to explain, interpret, apply, shift perspective, empa-thize, and self-assess—can serve as indicators of understanding.
A good way to make sure students are learning and understanding something is to see how they use the knowledge in problem solving and explanation.
To hold information-age jobs, people also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies.
Creativity and collaboration is becoming more popular in new jobs.
Using questions and keywords to find the information you need
Being able to narrow down the search will keep students from getting distracted and overwhelmed by all of the possible resources.
It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams
With the ability to share anything and everything online it is important to know how to protect yourself.
They can evaluate web content, and identify what is useful and trustworthy.
Being able to determine what is useful and trustworthy is an important skill to have in all cases when using the Internet.
Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic—in a rapidly evolving, networked world.
Students have to be able to use the basic skills they learn in the classroom and use them online.
Mozilla focuses on the following goals: 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.
Mozilla's goals to create good citizens of the web require people to have knowledge of the things they are using.
21st Century Skills (21C Skills)
A focus on 21st Century Skills.
Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic—in a rapidly evolving, networked world.
Technology is our future and our students should be fluent in the digital world
reach and meet the growing number of diverse audiences using the web
Important to focus on diverse audiences globally.
udents acquire word knowledge through implicit learning that takes place as theyread and write, and through explicit instruction orchestrated by the teacher. However, itis impossible to know exactly what to teach and when to teach it until we have a livingchild before us. An informed, developmental interpretation of students’ efforts as theyread and write shows us
very true!
phabet Pattern MeaningEmergentPre-K to middle of 1Chapter 4Emergent StageLetter Name–AlphabeticK to middle of 2Chapter 5Beginning StageWithin Word PatternGrade 1 to middle of 4Chapter 6Transitional StageSyllables and AffixesGrades 3 to 8Chapter 7Intermed
this is a pretty useful picture to illustrate reading and writing levels
obecome fully literate, however, we also need specific knowledge about individ-ual words. Knowledge about the English spelling system provides us the tools to do thejob correctly. The word rain,for example, might be spelled RANE, RAIN, or RAYNE—all are orthographically and phonetically plausible. However, only specific knowledgewill allow us to remember the correct spelling. Likewise, only specific knowledge of thespelling of whichand witchmakes it possible to know which witch is which! The rela-tionship between specific knowledge and knowledge of the system is reciproc
knowing the spelling of words is important. my nephews still have issues with the phonetics and spelling of certain words.
explore the many directions that read-alouds can take in your classroom. Read-alouds will provide your students with a myriad of benefits and, to put it simply, a nice change of pace.
I can see read-alouds being used in different classrooms and subjects besides science to keep my students attention. It would also help to have students learn from varying perspectives and connect different subjects to a lesson.
However, the example of mistletoes as parasites pales when contrasted to an excerpt from the trade book Exploding Ants: Amazing Facts About How Ani-mals Adapt (Settel 1999). Settel evokes considerable excitement, more reminiscent of a screenplay than a textbook:“The Brainwashers: A worm reprogramming an ant’s brain may sound like the stuff of science fic-tion. But that’s what really happens when the small liver fluke gets itself inside an ant. The tiny worm-like fluke is a parasite that spends different parts of its life inside the bodies of three different host ani-mals: a snail, an ant, and a sheep. The fluke must get inside each host by being eaten” (p. 13).
An example of a good book for a read aloud
reading alone, because the teacher naturally uses tone of voice, gestures, and accurate pronunciation of technical words, all of which help students—particu-larly English language learners—better understand the material.
This helps students a lot as I can relate to not knowing the proper pronunciation of words.
Because students can often comprehend oral-ly presented texts that are normally above their own reading level, teacher read-alouds also allow middle school students to experience texts that may be oth-er wise inaccessible (Rief 2000).
Gives students a way to understand text they would otherwise not understand or would not have access to. This gives students better access to these text as well as help them experience it in a more palpable way.
To address these issues, skilled science teachers plan multiple experiences for their students that extend far beyond the textbook. Demonstrations, hands-on activities, and videos are common ways an industrious science teacher will provide inquir y-based instruction, offering engaging access to the middle school science curriculum.
Science teachers finding ways to keep their students interested with their studies and what they learn.
Afflerbach's description of reading makes it easier to separate students in a class, this could be advantageous, but could also be detrimental to classroom construction and atmosphere.
Traditional definitionsof literacy focused on the ability to readwords, but now literacy is considered a tool,a means to participate more fully in the 21st century’s digital society.
I think this is a very important modern distinction of the definition. Today, there are so many various ways of receiving and processing information that requires a revamped understanding/definition of literacy.
Behaviorism
Behaviorism, to me, seems like more of a strategy for teachers to navigate teaching than a learning strategy. This author, like many others, seems to be functioning under the belief that each of these "learning theories" are separate and individual when, in my experience, they function simultaneously and exist only to compartmentalize as a way to attempt to understand human learning. They are all essentially trying to explain the same very complex thing. There needs to be a more overarching and complete theory that includes and involves all of these individual theories and more that have not been included. Teaching and learning are so complicated that not one of these ideas can truly cover what is going on, which is why I believe that there is such a debate - each of these targets one aspect, which resonates with different people, but fails to cover the whole spectrum of learning.
collaboration,not competition, is more conducive to learning
This is the basis of my teaching philosophy. In all of my previous classes and experiences, I have found that this holds true almost every time - the more knowledge shared the more knowledge each person has. Even if a student is learning or studying "alone," they are still collaborating with the author or object.
Schema Theory.
This is the theory I most agree with, if not just for the visual organization.
Active Learning.
Even if students are just getting information that can be obviously applied to real life, or a discussion about how what they're learning affects their current lives, they will be more willing to learn and actually receive instruction.
Social Interaction.
Group work can be valuable if the work is properly distributed. Group work has the stigma of forcing one student to take the brunt of the load and the other students coasting by, but with today's technology, teachers can more closely monitor participation to help with the balance.
Peer Groups
One of the things I worry about is for a student that does not have the opportunity to access technology outside of the classroom feeling as if they do not fit in or belong with their social groups. Technology now, especially with the youth, is extremely valued and the type of technology you can access is almost an indicator of social class, which is always a factor in peer groups and bullying.