32 Matching Annotations
  1. Aug 2020
    1. Creativity is a remix | Kirby Ferguson

      This reminds me of a very recent I had with a friend about Beyonce.

    1. Cultural Anthropologist Mimi Ito on Connected Learning, Children, and Digital Media

      Generational gap needs to be minimized. The online community/activities offers so much opportunity for real, deep, personalized learning. Because the children are invested.

    1. hotoshopping remixes (e.g., Lostfrog.org)•Music and music video remixes (e.g., Danger Mouse’s “Grey Album” and the Grey video)•Machinima remixes (e.g., Machinima.com)•Moving image remixes (e.g., Animemusicvideos.org)•Original manga and anime fan art (e.g., DeviantArt.com)•Television, movie, book remixes (e.g., Fanfiction.net)•Serviceware mashups (e.g., Twittervision.com)

      Memes could be included in this as well. TikTok, too.

    2. By “remix” we mean the practice of taking cultural artefacts and combining and manipulating them into a new kind of creative blend. Until recently this concept was associated almost entirely with recorded music.

      Great connection.

    1. The kind of person who can live well in this world is someone who has acquired the capacity to navigate from one domain of social activity to another, who is resilient in their capacity to articulate and enact their own identities and who can find ways of entering into dialogue with and learn new and unfamiliar social languages (Cope and Kalantzis, 1998).


    2. Meanwhile, school was a place which inculcated a rudimentary ‘basics’. Literacy, in fact, was two of the ‘three R’s’: reading, writing and arithmetic. Children memorised spelling lists, and learnt the parts of speech and correct grammar. School was a universe of straightforwardly right and wrong answers, of authoritative texts and authoritarian teachers. The underlying lesson of the basics was about the social order and its sources of authority,

      A "factory model."

  2. Jul 2020
    1. I did not know there could be such massive discrepancies in Google results based on what they "know" about you. It instantly makes me think about how divided our nation is right now, and this is a large reason why. Echo chambers.

    1. 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 answe

      This class follows this exact format. I get it now.

    1. Child‑Safe E‑Mail at ePals and GaggleBoth ePals (www.epals.com) and Gaggle (www.gaggle.net) provide child-safe e-mail.

      Good to know for future reference

    2. helping your weakest students become literate in a new technology first

      This is genius

    3. learning how to learn

      "Learning how to learn" reminds me of metacognition "thinking about thinking"

    4. each online tool regularly is updated; each time this happens new affordances appear, requiring addi-tional skills and strategies.

      Highlighting the importance of an adaptable curriculum and adaptable students and teachers. And resilience.

    1. For one group of preschoolers, the outcomes were created together with the children, as explained by the teacher: “In one group, we put together an artifact about deer using the ThingLink application. The children chose the facts and pictures for the work with some help from the teacher”


    1. Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning. Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today.

      See previous annotation.

    2. By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use more technology in their teaching.

      Teachers tend to spend more instructional time on content they are most familiar/comfortable with. This can be problematic when it comes to newer technologies.

    1. Although connected learning can apply to any age group, we focus here on adoles-cents and, secondarily, on young adults.

      That is clear. Would love to see some examples of early childhood connected learning scenarios.

    2. These spaces are not confined to online worlds.


    3. Without this focus on equity and collective outcomes, any educa-tional approach or technical capacity risks becoming yet another way to reinforce the advantage that privileged individuals already have.

      We have seen this with the COVID school closures, and students not having the same access to technology at home. Certain groups of students have fallen even further behind.

    4. the online world opened up a new site for learning and specialization.

      This underscores the need for community and how online communities have become so important in this era.

    1. Societies must teach their children from a young age how to perform research, understand sourcing, triangulate information, triage contested narratives and recognize the importance of where information comes from, not just what it says.


    1. Teacher preparation—Preservice teacher education and in-service professional development are needed to provide educators with the media literacy and technology skills to select, use, integrate, and evaluate technology tools for young children.

      Indeed. I'm curious as to when the Intro to Ed Technology class was first introduced at the College.

    2. I facilitate the discussion about the picture, adjusting my level of questioning for each child. This activity provides a natural way to assess a variety of communication skills, such as a student’s ability to recall events and answer a variety of wh questions.

      Great UBD tie-in. Adjusting questioning according to ability/performance.

    3. classroom job called the journalist. The journalist is responsible for taking pictures on the tablet during center time to document the activities of the other students in the class, and reporting about one picture during closing circle.

      I came across this while looking specifically for ideas about integrating technology into the early childhood classroom. I love the idea.

    1. Examining and understanding the consequences of sharing data online.

      This is a great mini-lesson idea.

    2. “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.

      This is something I believe should be emphasized more in school.

      Code.org is a great place to start for early learners.

    1. A textbook should be viewed as a guide, not the curriculum.

      I taught 4-6th grade social studies and science and I almost never used the textbooks. There are so many other resources available that are more interactive and student-friendly.

    2. Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience.

      YES! I always say the key to success is self-awareness.

    3. Essential companion questions are used to engage learners in thoughtful “meaning making”

      "Meaning making" is a great word pairing. It's imperative we are able to make content meaningful to enhance student outcomes.

    4. The UbD framework reflects a continual improvement approach to student achieve-ment and teacher craft. The results of our designs—student performance—inform needed adjustments in curriculum as well as instruction so that student learning is maximized

      I like the idea of curriculum and instruction being a living, changing, ongoing process. This section reminds us that students should ultimately at the center of our decision-making and we should constantly be revisiting our craft and making adjustments accordingly.

    5. Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and 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.

      This reminds me of Steven Covey's 7 Habits. One of the habits is to begin with the end in mind.