ata about online graphing resources from practicing High School Algebra teachers. Attached is a short survey that asks questions about which online graphing tools you use and why. My goal is to receive 100+ surveys back for this evaluation. At the end of the survey, you can enter your email address to receive the Final Evaluation Report. This report will contain a link to a data base of all of the online graphing resources that are gathered for this project.Please take the time to participate in this survey. It only takes a few minutes. There are only 14 questions, eight of which are optional. Online Graphing Tools Evaluation Survey ~Cheers~Anna-Marie RobertsonEducational Technology Graduate StudentBoise State University…
me: Lester B. Pearson School Board
Co-Presenter Name(s):Holly Clark
Area of the World from Which You Will Present: Montreal and San Diego
Language in Which You Will Present: English
Target Audience(s): Teachers and Administrators
Short Session Description (one line): Rethinking the Importance of Digital Citizenship at Your School
Full Session Description: In this session, we will discuss practical ideas for dealing with digital citizenship in your school. We will focus on having student lead digital citizenship teams and helping teachers explore the key digital citizenship concepts they should be addressing in class. We will talk about the idea of helping student become thoughtful iCitizens who critically think about the contributions they are making online.
Websites / URLs Associated with Your Session: tanyavrith.com, hollyclark.net…
t exactly a "have vs. have not" situation -- I call it a "do vs. do not" situation.
1. Schools/students with limited access and opportunities - These are mainly rural schools without access to special funding or the will to move towards technology. It's not that they are always poor or minority, but that they are not able to purchase technology for financial or other reasons. Lack of funding and lack of access are serious issues. Some of these schools have an evangelist teacher or tech coordinator who overcomes these problems through sheer force of their personality. However, that's hardly scalable.
2. Urban and very large school districts. This happens to be where many minority and low income students live. These schools tend to have money, but lack the capacity for innovation. Large districts notoriously lock down computer capabilities, have lower ratios of tech support personnel to computers, and tend to purchase pre-canned test prep software. There is often a lack of trust between administrators and teachers caused by the overly large size of the organization, which encourages inefficiency and ill will at all levels. It makes it harder for innovation to take hold and when it does happen, rarely expands through the system. Locking down technology limits students ability to actually DO anything with the technology other than skill drills and test prep. Piling more equipment into these schools won't help, and while increasing access out of school may help a few kids, the lack of ability of the districts to take advantage of their already purchased technology and access indicates that "more" won't work magic either. Lack of funding is NOT the issue.
3. "Mainstream" districts. These are the schools, typically in medium size districts, where technology is working. These districts have "enough" money (we all know it's never enough!), and are a manageable size so that the infrastructure doesn't overwhelm people actually doing their jobs, and administration trusts teachers. They don't tend to purchase locked down test prep systems because their test scores are OK - so the students and teachers actually can use the computers for creative work. With leadership that pushes past the status quo, these are the schools where the "magic" can happen.
In other words - I see a real gap between schools that allow students to DO, MAKE, and CREATE and those that don't. I see a gap between teachers who are trusted to make good educational decisions for their students and teachers who feel they are just anonymous cogs in an uncaring system. I see a gap between district leaders who see technology as facilitating learning opportunities and district leaders who see technology as disruptive to the tenuous hold they have on their giant, unwieldy system.
The gap I see is more about district size and the way we currently fund education in this country. We've heavily subsidized technology and access in urban schools and yet these schools are terrible at allowing students to do anything interesting. More money isn't going to help, and simply giving access to kids at home skirts the issue that these districts have wasted vast sums of money on technology already, and worse -- DON'T GET IT.
It seems to me if you are trying to address the problems of low income and minority students, you have to understand that the fact that being low income and minority is not the PROBLEM, it's that being low income and minority lands you in districts that can't cope with change. The bureaucracy of large, urban districts that fosters tension, suspicion, and squashes innovation has a LOT to do with it. So solutions that address only the student, or only access are not sufficient - it's a system problem, not a kid problem, and not simply an access problem.…
portant issues of our times. It is exciting to think about schools being a place where this relevant skill-based learning actually takes place, but the complexity of the task raises many questions.
What are these “21st. Century skill?”
What does curriculum look like that incorporates the development of these skills?
How do you support teachers “reinventing” their practice?
How much of this reinvention is as much about changing teachers as it is about changing what they teach?
How do you "incentivize" this change?
There is certainly no magic formula, but educators can't stop there. Robert Principe, the Director of Educational Leadership, Hiatt Center for Social Justice Education, will discuss how Beaver Country Day School (BCDS) building on its long-standing commitment to diversity and social action, has moved to significantly increase the integration of this skill-based global learning into the learning culture of every classroom. This effort is driven by a focus on “providing opportunities for authentic learning experiences beyond the traditional classroom” where students can apply their intelligence, creativity, critical social thinking, and technology to engage real world issues.…
ramme (LLP) (see http://eacea.ec.europa.eu/index.htm and then http://eacea.ec.europa.eu/llp/index_en.htm . I would be very happy to discuss this programme directly with you to speed your understanding.
These programmes, with all there faults, have managed to bring together educators from every European country, to use their collective intelligence to face and solve problems within European education. I strongly believe that education is not only a national objective but a global priority that goes beyond the competitive landscape of a national policy.
Many of the questions you have been asked, are also being asked within Europe, and the priorities of the LLP request projects by educators across Europe, to address them.
In my opinion, one of the questions that should be asked within the "What questions might have been asked that were not?" is: Should we, and how, can we reach out to the collective intelligence of educators across the world to solve our problems? - Other education authorities often have the same problems, maybe their educators have already found solutions, or we can work with them to find solutions.
that haunts us--as is the drowsy history teacher that drones on using the same yellowed overheads (or powerpoint slides). In a certain way, discussions and groups like these help those outside the field that we are truly 'professionals' which, for some reason no eludes us independent of the number of degrees or certifications we have. Part of the issue is the way our nation as a whole thinks about schools and education and the people who work in this field. We have a mythology surrounding education that is counterproductive and all of this talk of "accountability" doesn't help that.
No one talks about doctors or dentists being held accountable for their patients blood pressure or cavities, right? Culturally we need to address the way that students in all socio-economic levels view education--as long as they do not view it as important to their success (and their parents don't recognize the teachers and administration as partners) we could put in all the money and fancy technology we want with very little results.
Ok, so I ramble a bit when I get excited, but my point is that the most important thing we need to look at isn't in the nuts and bolts...its about the way that our country views the educational system and why.
Hope everyone is having a good Saturday morning! :)…
Now, he was talking about Wikipedia (and it's an excellent read for anyone wanting to rebut people who disparage Wikipedia because of the supposed bias against 'experts'), but this holds true in almost any place where people, often working at odds with each other, nonetheless need to continue to work together.
I think a very important part of any working environment has to be collaborative, even when convinced that the other person is wrong. In office situations (since I can't address teaching situations), the nature of my work is often to come in and fix things, often while the person who messed them up is still there. In those situations, I've found that just keeping track of someone's interests, and IMing them or mailing a 'saw this, thought of you' once or twice a week, often defuses things immensely, resulting in social collegiality leading to it professionally.
It doesn't surprise me at all that the unseen and often unattended levels of a school environment can have that effect on the school itself. We often think of tension as being a personal thing, but when even just two people aren't getting along, the tension transmits to others who deal with them.…
versations and workshops about the integration and implementation of the new media literacies across disciplines. Workshops include "The Complexities of Copyright: Shepard Fairey v. the AP," "Mapping in Participatory Culture: Boundaries," "Using Wikipedia in the Classroom" and many others. Henry Jenkins' closing remarks will address the future of NML and participatory democracy.
Panelists at this conference will include members of the NML team, educators who have been working with NML materials in the field, and educational researchers. The conference is designed to engage anyone with an interest in the future of education, especially high school teachers and after school coordinators. The format itself will be participatory - we hope that attendees will join the conversation, and leave the conference equipped with new ideas and strategies.
Learning in a Participatory Culture will take place at MIT, Cambridge MA, from 8:30 am to 5:00 pm.
Registration for this one-day conference is $35.00, breakfast and lunch included.
Registration is now open. Please complete the Online Registration to pay. To choose your workshops, please download the Workshop Sign-up Form (PDF | Word) and submit to firstname.lastname@example.org.…
id who was always drawing pictures of airplanes. It may have been 93' as well now that I look at my original message to you. I believe it was the year of the snow storm, or the year after. (I was only at Morris Park for half of 2nd grade and 3rd grade).
I wound up at Washburn Sr. High, where I did graduate in 2001. I could never say that the Minneapolis Public School system hindered my education, only that I did with my own lack of diligence. I could have done far better then I did, but I didn't apply myself the way I needed to.
Anyway, I enjoy talking with teachers that I've had over the years. I do occasionally chat with my 1st grade teacher Laurie Hanzal (which reminds me that I will send her an email today too).. If you don't mind I'd like to stay in touch. I think these relationships can be invaluable and always a pleasant opportunity to bring back fond memories.
Again, hope you don't mind if I keep in touch. Ill send you a private message with my real email address.