Ann Marie Lucas on 2009-10-24
The age is the big thing to note. We have discussions about how young do we start with these kids and the answer is they are ready from day one to start using these tools.
This link has been bookmarked by 131 people . It was first bookmarked on 01 Nov 2008, by Angela Stockman.
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06 Nov 09
Laura DeisleyNice article by Will Richardson regarding digital footprints.
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27 Oct 09
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26 Oct 09
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Sharing is the fundamental building block for building connections and networks
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24 Oct 09
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digital footprints—the online portfolios of who we are, what we do, and by
association, what we know—are becoming increasingly woven into the fabric of
almost every aspect of our lives. -
most is beyond your control
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Whether we like it or not, social Web
technologies are having a huge influence
on
students who are lucky enough to be connected, even the youngest ones. -
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80 percent of young people who are online are networking and that 70 percent of
them are regularly discussing education-related topics -
effectively,
ethically, and safely. -
effectively,
ethically, and safely.-
Ann Marie Lucas on 2009-10-24
We definitly have to teach online ettiqute and safety and I think this gets overlooked and is the most important part.
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19 Oct 09
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What we say is copyable; others can take it, use it, or change it with ease, making our ability to edit content and comprehend the ethical use of the content we read even more crucial
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18 Oct 09
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Younger students need to see their teachers engaging experts in synchronous or
asynchronous online conversations about content, and they need to begin to
practice intelligently and appropriately sharing work with global audiences.
Middle school students should be engaged in the process of cooperating and
collaborating with others outside the classroom around their shared passions,
just as they have seen their teachers do. And older students should be engaging
in the hard work of what Shirky (2008) calls "collective action," sharing
responsibility and outcomes in doing real work for real purposes for real
audiences online.
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13 Oct 09
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most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go
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Harlan Howe on 2009-10-13
But do we know how to drive the bus, either?
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02 Oct 09
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24 Sep 09
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12 Sep 09
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Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.
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, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks; it may take the form of ruminations on life in a blog, photos of the latest family picnic on Flickr, or discussion notes students post to a classroom wiki for others to read and contribute to.
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These new realities demand that we prepare students to be educated, sophisticated owners of online spaces.
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More than ever before, students have the potential to own their own learning—and we have to help them seize that potential
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We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy."
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09 Sep 09
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02 Sep 09
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We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks
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20 Aug 09
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30 Jul 09
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18 Jul 09
Todd FinleyIn short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
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The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
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Tod BakerIn all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.
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13 Jul 09
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30 Jun 09
Stephanie Lytleill talks about the importance of self-directed learners being adept at building and sustaining networks. He gives five ideas that will help you begin to build your own personal learning network. He calls and has continued to call for this shift that requires us to foster the development of engaged learners and to rethink the roles of schools and educators. He issues this challenge: “More than ever before, students have the potential to own their own learning- and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaorate, and work collectively with these networks.
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29 Jun 09
MATESL ClassmatesExactly. It seems like there's nothing we could do to stop the trend flows but to learn how to appreciate it!
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MATESL Classmates on 2009-06-30
Strongly agree.
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Whether we like it or not, social Web technologies are having a huge influence
on students who are lucky enough to be connected, even the youngest ones - 7 more annotations...
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Whether we like it or not, social Web technologies are having a huge influence
on students who are lucky enough to be connected, even the youngest ones.-
MATESL Classmates on 2009-06-30
Exactly. It seems like there's nothing we could do to stop the trend flows but to learn how to appreciate it!
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MATESL Classmates on 2009-06-30
Yes! I agree!!!
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mrs durff on 2009-09-28
It is our job to teach all learners how to leave a great googlable footprint in the digital sand.
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Many 7- and 8-year-olds are busy exploring Club Penguin or Webkinz with other 7-
and 8-year-olds half a world away -
that 70 percent of them are regularly discussing education-related topics
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they do all this creating, publishing, and learning on their own, outside
school, because when they enter the classroom, they typically "turn off the
lights" -
One of the biggest challenges educators face right now is figuring out how to
help students create, navigate, and grow the powerful, individualized networks
of learning that bloom on the Web and helping them do this effectively,
ethically, and safely.-
MATESL Classmates on 2009-06-30
strongly agree
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master
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Publishing content online not only begins the process of becoming "Googleable,"
it also makes us findable by others who share our passions or interests
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27 Jun 09
Tony BaldasaroIn the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
education web2.0 richardson willrichardson socialnetworking digitalcitizenship footprints digitalfootprint leadership ASCD technology teaching pln
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what might "Your search did not match any documents" imply?
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This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
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Tony Baldasaro on 2009-07-20
Engaged Learners means that students are willing and able to learn and unlearn things as necessary. Too often our students simply learn.
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25 Jun 09
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18 Jun 09
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12 Jun 09
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As author John Seely Brown (Brown & Adler, 2008) points out, these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice. Our students must be nomadic, flexible, mobile learners who depend not so much on what they can recall as on their ability to connect with people and resources and edit content on their desktops, or, even more likely, on pocket-size devices they carry around with them. Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces
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09 Apr 09
Anne Bubnic<b>Giving Students Ownership of Learning: Footprints in the Digital Age.</b> In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
ad4dcss web 2.0 social networking digital footprint digital citizenship
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In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
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As the geeky father of a 9-year-old son and an 11-year-old daughter, one of my worst fears as they grow older is that they won't be Googled well. Not that they won't be able to use Google well, mind you, but that when a certain someone (read: admissions officer, employer, potential mate) enters "Tess Richardson" into the search line of the browser, what comes up will be less than impressive. That a quick surf through the top five hits will fail to astound with examples of her creativity, collaborative skills, and change-the-world work. Or, even worse, that no links about her will come up at all. I mean, what might "Your search did not match any documents" imply?
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digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives.
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So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives
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Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests.
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Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement.
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As Stanford researcher Danah Boyd (2007) points out, we are discovering the potentials and pitfalls of this new public space. What we say today in our blogs and videos will persist long into the future and not simply end up in the paper recycling bin when we clean out our desks at the end of the year.
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Although Laura is able to connect, does she understand, as researcher Stephen Downes (2005) suggests, that her network must be diverse, that she must actively seek dissenting voices who might push her thinking in ways that the "echo chamber" of kindred thinkers might not? Is she doing the work of finding new voices to include in the conversation?
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- Read blogs related to your passion. Search out topics of interest at http://blogsearch.google.com and see who shares those interests.
- Participate. If you find bloggers out there who are writing interesting and relevant posts, share your reflections and experiences by commenting on their posts.
- Use your real name. It's a requisite step to be Googled well. Be prudent, of course, about divulging any personal information that puts you at risk, and guide students in how they can do the same.
- Start a Facebook page. Educators need to understand the potential of social networking for themselves.
- Explore Twitter
(http://twitter.com), a free social networking and micro-blogging service that enables users to exchange short updates of 140 characters or fewer. It may not look like much at first glance, but with Twitter, the network can be at your fingertips.
Here are five ideas that will help you begin building your own personal learning network.
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28 Mar 09
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26 Mar 09
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In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
-
In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
- 3 more annotations...
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As author John Seely Brown (Brown & Adler, 2008) points out, these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice. Our students must be nomadic, flexible, mobile learners who depend not so much on what they can recall as on their ability to connect with people and resources and edit content on their desktops, or, even more likely, on pocket-size devices they carry around with them. Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.
-
hese new realities demand that we prepare students to be educated, sophisticated owners of online spaces. Although Laura is able to connect, does she understand, as researcher Stephen Downes (2005) suggests, that her network must be diverse, that she must actively seek dissenting voices who might push her thinking in ways that the "echo chamber" of kindred thinkers might not? Is she doing the work of finding new voices to include in the conversation? Is she able to make astute decisions about the people with whom she interacts, keeping herself safe from those who might mean her harm? Is she learning balance in her use of technology, or is she falling into the common pattern of spending hours at the keyboard, losing herself in the network? This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.
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But to do all that, we educators must first own these technologies and be able to take advantage of these networked learning spaces.
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24 Mar 09
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23 Mar 09
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's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives. In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.
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collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.
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22 Mar 09
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20 Mar 09
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They need to know that publishing has a nobler goal than just readership—and that's engagement.
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Howard Griffithmove our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.
21st century learning web2.0 socialnetworking footprints digitalcitizenship
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shifts
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Phil TaylorSaw Will last fall at the conference
web2.0 socialnetworking willrichardson pln digitalcitizenship digitalfootprint
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Randy ZiegenfussIn the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
web2.0 socialnetworking digitalcitizenship richardson digitalfootprint
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19 Mar 09
Henry ThieleWill Richardson
In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.web2.0 socialnetworking willrichardson digitalcitizenship richardson digitalfootprint footprints pln
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the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives
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They're creating all sorts of content—some, as we all know, doing so very badly—and they're doing all sorts of things with online tools that, for the most part, we're not teaching them anything about. In the process, they're becoming Googleable without us. By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights"
- 4 more annotations...
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these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.
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They need to know that publishing has a nobler goal than just readership—and that's engagement.
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Henry Thiele on 2009-03-19
Our teachers need to focus on engagement as well
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Bonnie Raub on 2009-03-26
You've highlighted an important point, Randy. That's what Karen Sternheimer does not yet understand. Part of engaging our students is teaching them how to be safe online. If they understand that publishing "had a nobler goal," they will publish work that they want others to read. They will then also understand the difference between what should be made public and what should be kept private.
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"collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online
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And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.
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08 Mar 09
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06 Mar 09
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27 Feb 09
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26 Feb 09
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13 Feb 09
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27 Jan 09
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As the geeky father
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Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.
- 1 more annotations...
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In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
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20 Jan 09
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Web 2.0 world that these digital footprints
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can publish what we want when we want to.
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they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights"
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Picture a bus
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guidance of kids who have never been taught to steer
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create, navigate, and grow the powerful, individualized networks of learning
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effectively, ethically, and safely.
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engaged learners, not simply knowers, and to reconsider the roles of schools and educators
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students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice
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nomadic, flexible, mobile learners
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willingness to share our work
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our personal lives.
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building connections and networks
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findable by others who share our passions or interests
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own their own learning
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identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks
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-
-
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In short, for a host of reasons, we're failing to empower kids
to use one of the most important technologies for learning that we've ever had.
One of the biggest challenges educators face right now is figuring out how to
help students create, navigate, and grow the powerful, individualized networks
of learning that bloom on the Web and helping them do this effectively,
ethically, and safely. The new literacy means being able to function in and
leverage the potential of easy-to-create, collaborative, transparent online
groups and networks, which represent a "tectonic shift" in the way we need to
think about the world and our place in it (Shirky, 2008). This shift requires us
to create engaged learners, not simply knowers, and to reconsider the roles of
schools and educators. -
Our students must be nomadic, flexible, mobile learners who depend not so much
on what they can recall as on their ability to connect with people and resources
and edit content on their desktops, or, even more likely, on pocket-size devices
they carry around with them. - 2 more annotations...
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we prepare students to be educated, sophisticated owners of online spaces.
-
More than ever before, students have the potential to own their own learning—and
we have to help them seize that potential. We must help them learn how to
identify their passions; build connections to others who share those passions;
and communicate, collaborate, and work collectively with these networks. And we
must do this not simply as a unit built around "Information and Web Literacy."
Instead, we must make these new ways of collaborating and connecting a
transparent part of the way we deliver curriculum from kindergarten to
graduation
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15 Jan 09
Graham WegnerAn excellent article for educators wanting to be informed about social media and seeking entry points to get started.
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11 Jan 09
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06 Jan 09
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03 Jan 09
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In short, for a host of reasons, we're failing to empower kids to use one of the
most important technologies for learning that we've ever had. One of the biggest
challenges educators face right now is figuring out how to help students create,
navigate, and grow the powerful, individualized networks of learning that bloom
on the Web and helping them do this effectively, ethically, and safely
-
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28 Dec 08
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12 Dec 08
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In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.
-
This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.
In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.
- 5 more annotations...
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So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks;
-
This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.
-
We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation.
-
Younger students need to see their teachers engaging experts in synchronous or asynchronous online conversations about content, and they need to begin to practice intelligently and appropriately sharing work with global audiences. Middle school students should be engaged in the process of cooperating and collaborating with others outside the classroom around their shared passions, just as they have seen their teachers do. And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.
-
we educators must first own these technologies and be able to take advantage of these networked learning spaces. In this way, we can fully prepare students not just to be Googled well, but to be findable in good ways by people who share their passions for learning and who may well end up being lifelong teachers, mentors, or friends.
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06 Dec 08
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Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement. Take, for example, the story of Laura Stockman, a 10-year-old from the Buffalo, New York, area. Last December, in an effort to honor the memory of her grandfather who had died the year before, Laura decided to do one good deed each day in the run-up to Christmas. She decided, with her mother's approval, to share her work with the world.
Laura's blog, "Twenty-Five Days to Make a Difference" (http://twentyfivedays.wordpress.com), quickly caught the eye of some other philanthropic bloggers. Within a short time, Laura found herself in the midst of a community of volunteers far outside her geographic reach. The ClustrMap on her site tracks tens of thousands of readers from such places as China, Australia, Africa, and South America (see http://www3.clustrmaps.com/counter/maps.php?user=2cf404cc).
But here is the difference: Laura is not just publishing, and others are not just reading. Now when she wants ideas for charities to work for as her project enters its 11th month, Laura says, "I ask my readers"
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04 Dec 08
J BlackIt's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives. In all likelih
digital_footprint web2.0 technology literacy learning socialnetworking
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03 Dec 08
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27 Nov 08
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26 Nov 08
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25 Nov 08
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Footprints in the Digital Age
Will Richardson
In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.
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24 Nov 08
Josh AllenFrom Nov issues of ASCD's Ed Leadership, how to make sure students are "Googled well" and what that means for education. Great article by Will Richardson.
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One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.
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Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.
- 1 more annotations...
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Sharing is the fundamental building block for building connections and networks
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21 Nov 08
Fred DelventhalHere are five ideas that will help you begin building your own personal learning network.
1. Read blogs related to your passion. Search out topics of interest at http://blogsearch.google.com and see who shares those interests.
2. Participate. If you find bloggers out there who are writing interesting and relevant posts, share your reflections and experiences by commenting on their posts.
3. Use your real name. It's a requisite step to be Googled well. Be prudent, of course, about divulging any personal information that puts you at risk, and guide students in how they can do the same.
4. Start a Facebook page. Educators need to understand the potential of social networking for themselves.
5. Explore Twitter (http://twitter.com), a free social networking and micro-blogging service that enables users to exchange short updates of 140 characters or fewer. It may not look like much at first glance, but with Twitter, the network can be at your fingertips.socialnetworking digitalcitizenship pln personallearningnetwork professionallearningnetworks
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20 Nov 08
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19 Nov 08
Lennie SymesIt's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives. In all likelih
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18 Nov 08
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16 Nov 08
Tania ShekoWill Richardson's article "Footprints in the digital age"
socialnetworking web2.0 footprints pln richardson willrichardson digitalfootprint digitalcitizenship
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14 Nov 08
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13 Nov 08
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This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.
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12 Nov 08
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Googled well
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findable
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findable
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Laura Stockman
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honor the memory of her grandfather
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good deed each day in the run-up to Christmas
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share her work with the world
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"Twenty-Five Days to Make a Difference" (http://twentyfivedays.wordpress.com),
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build connections
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identify their passions
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and communicate, collaborate, and work collectively
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take advantage
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educators must first own these technologies
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networked learning spaces
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Googled well,
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Tim SparacinoNew realities demand that we prepare students to be sophisticated owners of online spaces.
administration schoolleadership internetsafety technologystandards digitalcitizenship
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Tim SparacinoNew realities demand that we prepare students to be sophisticated owners of online spaces.
administration schoolleadership internetsafety technologystandards digitalcitizenship
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Mrs BondStudents need to know that what they post today may impact their future. Schools need to embrace and teach, not prohibit, social networking.
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Dean ShareskiEd Leadership article by Will Richardson
digitalfootprint socialnetworking web2.0 willrichardson internet digitalcitizenship
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Mardy McGawEducational Leadership article by Will Richardson explaining importance of teaching kids to develop an appropriate online presence.
socialnetworking pln ascd digitalfootprint permanentrecord onlinereputation
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11 Nov 08
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They're creating all sorts of content—some, as we all know, doing so very badly—and they're doing all sorts of things with online tools that, for the most part, we're not teaching them anything about. In the process, they're becoming Googleable without us. By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights" (Prensky, 2008).
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Laura Stockman, a 10-year-old from the Buffalo, New York, area. Last December, in an effort to honor the memory of her grandfather who had died the year before, Laura decided to do one good deed each day in the run-up to Christmas. She decided, with her mother's approval, to share her work with the world.
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More than ever before, students have the potential to own their own learning—and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation.
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"collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.
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Public Stiky Notes
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