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ECDPM Weekly Compass Extended Version LibraryThe authors see the political and economic independence with a possibility for long-term engagement, the willingness to take higher risks compared to state actors, and the professionalization of private donors as rather positive. Their low experience in t
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I suggested that rather than wondering how learning might be accomplished with technology, we might, as I often urge people, think about the information. Rather than focusing on the machine, we should explore the new potentials of learning with, and within, an environment of networked, digital and abundant information.
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- Student-centered
- Student Choice
- Personalized (not individualized)
- Building expertise more than meeting standards
- Working toward a meaningful product
- Technology is personal — It is not handed out. It comes in with the learners
- Assessment
- Not “right” or “wrong” but “did it work?”
- Permission to get it wrong, and then describe what was learned
- Self-reflection and peer-evaluation (critiquing)
- Regular exposure to and conversation about
- Current events
- New ideas
- New (emerging) technologies
- Learning is…
- problem-based
- project-based
- product-based
- with external goals and audiences that extend beyond standards
- Technology literacy is not platform or application based. It is saying, “This tool should be able to do this. Let me figure out how to make it work.”
- Open minded and open ended
- Comfortable with authority that is fluid and porous.
- Willing to take risks and make mistakes, and say, “Here’s what I just learned.”
- Willing to grant students permission to make mistakes and say, “Here’s what I just learned.”
- Publicly learning as professional practice
- High expectations for students — higher than the status quo
- A vision or philosophy of ICT in formal learning that is purposeful, rigorous, and product oriented and that ICT is THE literacy tool of our time.
- Engaged in learning conversations within a cultivated network of colleagues
- Willing to say, “You figure it out!”
- Willing to learn from students
- Willing to give students space to be learners, but hold them accountable for their learning and make them defend their learning, “How do you know that’s true?”
- Be willing to share classroom learning experiences with the community, to invite the community in.
- Respect and utilize the knowledge and skills that students gain outside the formal learning environment
- Be involved in selecting new ICTs, developing curriculum, and setting information and communication policies for the school/district
- Reflection
- Peer Review
- Confidence
- Computer application not computer applications. (the difference is one “s”)
- Multidimensional Conversations about context, values, and leveraging change, potentials, and opportunities
- Information as raw material to be mixed and shaped into new valuable information products
- Student learning affects other people
The learning & the learnerThe Teacher and Learning ExperienceAspects of Classroom Culture: - Student-centered
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Michael Spalti, associate university librarian for systems at Willamette University, offered this: "The challenge I see is not defining the future conceptually but promoting the kind of risky behavior that will create it."
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