This link has been bookmarked by 52 people . It was first bookmarked on 12 Mar 2010, by Samantha Morra.
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26 Feb 12
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concluded that advances in technology was not nearly as disruptive for teaching
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technology has advanced and it is becoming increasingly prevalent in our classrooms.
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The achievement of one to one (computer to student) learning environments is now close to being a universal desire, while pocket and under the arm technologies have become a prevailing and almost indispensable part of how we work, play and connect to each other.
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Tech-infused learning certainly involves the effective and appropriate use of information (contemporary literacy), which includes accessing, working, expressing knowledge — through the networks, digitally, compellingly, and with consideration of others.
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learning that is fueled by questions.
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a learning experience where the learner is propelled by continually encountering barriers, asking questions, coming to understand the barriers, and solving his or her way through them.
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Students are engaged in a way that provokes conversation. As students are formulating and asking questions, they are engaged in conversations. They may be conversing with classmates, students in other classes, other experts, the teacher, or other teachers.
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They might more frequently be exchanges with print references or with a digital constructs, such as an online reference sources, spreadsheets, data visualization, tinkering, or programmed experimentation.
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The learning situation is responsive to the learner’s actions — the assignment talks back, so to speak. Students are working their learning in such a way that their decisions, actions, and conclusions are responded to.
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The key is that the responses are authentic and relevant to the product or action — not just symbolic grades or measures based on standards with meaning only to bureaucrats and politicians.
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The learning experience compels a personal investment by the learner and contributes to the learner’s identity.
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It might be a new skill that the learner can apply today. It might be a report and recommendation to the school board. It might be a report, presentation, or collaborative reference entry that classmates will rely on for their continued learning.
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serve to embellish the learner’s identity, even if it is through the learner’s avatar.
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The learning results from significant opportunities to safely make mistakes. The experience of learning in tech-rich environments should be playful.
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The learner should be free to explore wrong answers — and good wrong answers should be celebrated for the learning opportunities they enable.2
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In a sense, the "student-centered learning" side of differentiated instruction is "personalized learning"
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30 Dec 10
Gerolf NikolayTechnology-transformed learning environments. What they look like. Why they matter. http://bit.ly/guaTxW
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08 Dec 10
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19 Nov 10
Sara Wilkie"we will see learners becoming responsible to their peers, audiences, and communities for their learning. ..and that responsibility will not be based on a measure of their learning (how much or how well), but on what they have learned and what they can do with what they’ve learned."
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16 Oct 10
estelaripamuy buen post describiendo como sería un entorno de aprendizaje tech infused
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It should no longer be in questions that personal information and communication technologies are a critical ingredient to learning today.
But what does a learning environment,
Defined by ubiquitous access to personal ICT,
Look Like?
How does it behave?
How does it transform how we teach?
..learn?
..and how schools operate?
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- You see learning that is fueled by questions. I’m not talking about teacher-suggested or textbook-sponsored essential questions, though they would certainly not be inappropriate. What I would look for is a learning experience where the learner is propelled by continually encountering barriers, asking questions, coming to understand the barriers, and solving his or her way through them.
- Students are engaged in a way that provokes conversation. As students are formulating and asking questions, they are engaged in conversations. They may be conversing with classmates, students in other classes, other experts, the teacher, or other teachers. However, these conversations are not limited to exchanges with people. They might more frequently be exchanges with print references or with a digital constructs, such as an online reference sources, spreadsheets, data visualization, tinkering, or programmed experimentation.
- The learning situation is responsive to the learner’s actions — the assignment talks back, so to speak. Students are working their learning in such a way that their decisions, actions, and conclusions are responded to. It might be a smiley face. Or it might be that a digital bridge (or model bridge of tooth picks) works — or falls down. The responses might be immediate, as when working with digital constructs. However, the responses can be delayed, as with blog comments or product critiques. The key is that the responses are authentic and relevant to the product or action — not just symbolic grades or measures based on standards with meaning only to bureaucrats and politicians.
Tech-infused learning certainly involves the effective and appropriate use of information (contemporary literacy), which includes accessing, working, expressing knowledge — through the networks, digitally, compellingly, and with consideration of others. But what do you look for to see that? What does the learning experience look like.
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- The learning experience compels a personal investment by the learner and contributes to the learner’s identity. The learning work should result in value, either value to the learner (increased self-value) or in an end product that is of value to others. It might be a new skill that the learner can apply today. It might be a report and recommendation to the school board. It might be a report, presentation, or collaborative reference entry that classmates will rely on for their continued learning. The possibilities are to numerous and varied to mention. But the tech infused learning experience, because of the multidimensional connections that it promotes may — and should — serve to embellish the learner’s identity, even if it is through the learner’s avatar.
- The learning results from significant opportunities to safely make mistakes. The experience of learning in tech-rich environments should be playful. Many video games are about playful work or hard learning. The learner should be free to explore wrong answers — and good wrong answers should be celebrated for the learning opportunities they enable.2
In a sense, the "student-centered learning" side of differentiated instruction is "personalized learning" — a learning experience that is free to surprise the student and even the teacher. In fact, in the tech-infused learning environment, the teacher should regularly be saying, "Surprise me!"
Bottom line is that we will see learners becoming responsible to their peers, audiences, and communities for their learning. ..and that responsibility will not be based on a measure of their learning (how much or how well), but on what they have learned and what they can do with what they’ve learned.
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28 Sep 10
juan domingo farnoshttp://davidwarlick.com/2cents/?p=2294 @dwarlick y la @educacion en estado puro, eso si es #educationnational
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20 May 10
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21 Apr 10
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16 Apr 10
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30 Mar 10
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29 Mar 10
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22 Mar 10
S J RRT @educatoral: Technology-Transformed Learning Environments http://bit.ly/9aAQ1i
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20 Mar 10
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19 Mar 10
Donna Macdonald"Tech-infused learning certainly involves the effective and appropriate use of information (contemporary literacy), which includes accessing, working, expressing knowledge — through the networks, digitally, compellingly, and with consideration of others.
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18 Mar 10
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17 Mar 10
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16 Mar 10
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What I would look for is a learning experience where the learner is propelled by continually encountering barriers, asking questions, coming to understand the barriers, and solving his or her way through them.
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The learning experience compels a personal investment by the learner and contributes to the learner’s identity. The learning work should result in value, either value to the learner (increased self-value) or in an end product that is of value to others.
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15 Mar 10
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14 Mar 10
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The achievement of one to one (computer to student) learning environments is now close to being a universal desire, while pocket and under the arm technologies have become a prevailing and almost indispensable part of how we work, play and connect to each other. It should no longer be in questions that personal information and communication technologies are a critical ingredient to learning today.
-
Tech-infused learning certainly involves the effective and appropriate use of information (contemporary literacy), which includes accessing, working, expressing knowledge — through the networks, digitally, compellingly, and with consideration of others.
- 10 more annotation(s)...
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You see learning that is fueled by questions.
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a learning experience where the learner is propelled by continually encountering barriers, asking questions, coming to understand the barriers, and solving his or her way through them.
-
Students are engaged in a way that provokes conversation.
-
The learning situation is responsive to the learner’s actions — the assignment talks back, so to speak.
-
The key is that the responses are authentic and relevant to the product or action — not just symbolic grades or measures based on standards with meaning only to bureaucrats and politicians.
-
The learning experience compels a personal investment by the learner and contributes to the learner’s identity.
-
The learning work should result in value, either value to the learner (increased self-value) or in an end product that is of value to others.
-
The learning results from significant opportunities to safely make mistakes.
-
The learner should be free to explore wrong answers — and good wrong answers should be celebrated for the learning opportunities they enable.2
-
In a sense, the "student-centered learning" side of differentiated instruction is "personalized learning" — a learning experience that is free to surprise the student and even the teacher. In fact, in the tech-infused learning environment, the teacher should regularly be saying, "Surprise me!"
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13 Mar 10
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Roland O'DanielI like the focus on instructional routines that promote problem solving/creative thinking as the focus not the technology. It's a belief that I continue to espouse, but as usual David says it more eloquently (and succinctly) than I do.
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Nancy BlairPresents "look fors" for learning experiences in tech-infused classrooms.
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- You see learning that is fueled by questions. I’m not talking about teacher-suggested or textbook-sponsored essential questions, though they would certainly not be inappropriate. What I would look for is a learning experience where the learner is propelled by continually encountering barriers, asking questions, coming to understand the barriers, and solving his or her way through them.
- Students are engaged in a way that provokes conversation. As students are formulating and asking questions, they are engaged in conversations. They may be conversing with classmates, students in other classes, other experts, the teacher, or other teachers. However, these conversations are not limited to exchanges with people. They might more frequently be exchanges with print references or with a digital constructs, such as an online reference sources, spreadsheets, data visualization, tinkering, or programmed experimentation.
- The learning situation is responsive to the learner’s actions — the assignment talks back, so to speak. Students are working their learning in such a way that their decisions, actions, and conclusions are responded to. It might be a smiley face. Or it might be that a digital bridge (or model bridge of tooth picks) works — or falls down. The responses might be immediate, as when working with digital constructs. However, the responses can be delayed, as with blog comments or product critiques. The key is that the responses are authentic and relevant to the product or action — not just symbolic grades or measures based on standards with meaning only to bureaucrats and politicians.
-
- The learning experience compels a personal investment by the learner and contributes to the learner’s identity. The learning work should result in value, either value to the learner (increased self-value) or in an end product that is of value to others. It might be a new skill that the learner can apply today. It might be a report and recommendation to the school board. It might be a report, presentation, or collaborative reference entry that classmates will rely on for their continued learning. The possibilities are to numerous and varied to mention. But the tech infused learning experience, because of the multidimensional connections that it promotes may — and should — serve to embellish the learner’s identity, even if it is through the learner’s avatar.
- The learning results from significant opportunities to safely make mistakes. The experience of learning in tech-rich environments should be playful. Many video games are about playful work or hard learning. The learner should be free to explore wrong answers — and good wrong answers should be celebrated for the learning opportunities they enable.2
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12 Mar 10
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Tech-infused learning certainly involves the effective and appropriate use of information (contemporary literacy), which includes accessing, working, expressing knowledge — through the networks, digitally, compellingly, and with consideration of others. But what do you look for to see that? What does the learning experience look like.
-
You see learning that is fueled by questions.
- 4 more annotation(s)...
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Students are engaged in a way that provokes conversation.
-
The learning situation is responsive to the learner’s actions — the assignment talks back, so to speak.
-
The learning experience compels a personal investment by the learner and contributes to the learner’s identity
-
The learning results from significant opportunities to safely make mistakes.
-
-
-
-
Bottom line is that we will see learners becoming responsible to their peers, audiences, and communities for their learning. ..and that responsibility will not be based on a measure of their learning (how much or how well), but on what they have learned and what they can do with what they’ve learned.
-
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E LangranBut what does a learning environment, Defined by ubiquitous access to personal ICT,Look Like?How does it behave?How does it transform how we teach?..learn?..and how schools operate?
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deb kitchenerDavid Warlick writing about what transformed learning environments look like.
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