great poem
This link has been bookmarked by 98 people . It was first bookmarked on 22 Oct 2008, by Lee Kolbert.
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16 May 12
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01 Mar 12
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29 Jan 12
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Teachers will need time and training to learn to use these tools in the classroom, and we’re notoriously bad at spending time or money on this. Even if most of us were all to agree that Web 2.0 is the dramati
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c revolution that I’m making it out to be, there are still incredibly challenging demands on teachers’ time that will make it hard for them to learn about these things.
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Web 2.0 will be a significant part of the future of learning
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Marc Prensky said “If it’s the way we want to learn, and the way we can learn, you should let us do it ” in Young Minds Fast Times
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We used traditional method for many years. It is not easy to suddenly change own teaching method. Additionally, it requires time, money and strong patience.
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We used traditional method for many years. It is not easy to suddenly change own teaching method. Additionally, it requires time, money and strong patience
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Students in online schools are most often adults with jobs and families, and most are taking undergraduate courses. Though undergraduate courses are a frequent choice for distance learning students, online master- and doctorate-level studies have increased, as well.
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26 Jan 12
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that it is a platform upon which content is not only consumed but also created.
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I have seen kids take the laptops out of the cart, find that the batteries are low, search for power cords, plug in the computers, wrestle their way onto the Internet and search around for a few minutes, only to be told to put the laptops away. That’s computer use in an awful lot of classrooms.
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25 Jan 12
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One of the amazing impacts of Web 2.0 is watching long-time educators have their own personal learning transformed by these new tools of Web participation—especially as they discover professional development venues on the Web that help to release the inclinations to help others that often prompted them to become teachers
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other educators are understandably afraid: of the learning curve, of the changes taking place, and of their own ability to play a valuable role in an educational world shaped by the individualized learning and “unlimited” content and opportunities. Used to being the provider or dispenser of knowledge and the authority, they are unsure of the role they would play in a world of Web 2.0 education. They are also, and often rightly, concerned that academic rigor is being lost in a world of easy creation and limited constraints.
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24 Jan 12
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22 Nov 11
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27 Sep 11
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23 Sep 11
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We are, to paraphrase Clay Shirky, in the midst of the greatest increase of creative capability in the history of the world
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22 Sep 11
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74% reported that they had at least one social networking site account and 78% reported having uploaded pictures, video, or music to the web–with 50% having done so in the previous week of being asked. If we make the somewhat logical assumption that most parents are still living in a Web 1.0 world (largely passive consumers of content created by others) , then whether we see the Web as a dangerous collection of minefields or as an unparalleled learning environment, most youth are participating on the Web without the benefit of much guidance or mentoring from the adults who are most interested in their progress and well-being.
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When the world’s knowledge doubles in short periods of time, the incentives or rewards for keeping information proprietary significantly diminish, and the resulting willingness to share presents great opportunities to learn and to participate. The ability to “look something up” or to learn something new has never been greater.
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the legal liabilities that schools face because of concerns about a) student exposure to inappropriate material and b) exposure of students to potential predators will not be easy to overcome.
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I’d like to suggest that for the sake of our discussions around education that Web 2.0 is simply the use of the Internet as a two-way medium- – -that it is a platform upon which content is not only consumed but also created.
-
For my children and our students today, their use of the Web often entirely revolves around content that they and their friends have created, and within Web frameworks or scaffolding that facilitate that creativity rather than providing the content for them. They build profile pages, upload photos and videos, and interact with each other and that content through active commenting systems.
-
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I think it might be more accurate to say that “Web 2.0 will be a significant part of the future of learning,”
-
and that in the best case scenario it will become an important part of our formal educational institutions.
-
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21 Sep 11
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We often speak of “information overload,” and the perception that there is too much information can reinforce our belief that information needs to be more carefully controlled and vetted before being “allowed” to become public
-
it becomes an educational imperative to teach ourselves and students to be productive participants in those conversations
-
Hundreds of millions of dollars, if not more, have been spent on outfitting schools with computers, and most of us would appropriately claim that the impact on student achievement has been little to none.
-
Students today are creating on the Web for very real audiences, and their writing or production has to pass a very real test: are they communicating well?
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While I may feel that a lot of the discussion that takes place in the “blogosphere” is overly antagonistic in order to be seen, it is discussion, and often becomes much more thoughtful in the context of a discussion forum.
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there are still incredibly challenging demands on teachers’ time that will make it hard for them to learn about these things.
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The absence of adults in social networks of kids means that peer connections, and peer pressures, are growing ever more powerful and insulated. How can adults enter these zones? How can they keep up with the kids when the tools and practices change so rapidly? Wherever the adults go, the kids will avoid, and they have the tools to do it.
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20 Sep 11
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“information overload,”
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however, we see the ever increasing amount of content as “conversations”
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Because the engagement of Web 2.0 is in the act of content creation, and seems to exist independent of the particular program being used or even of being in a formal learning environment
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More than just the ability to build a profile
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Web 2.0 actually gives both students and educators to build for themselves a online portfolio
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In my era of “trusted authorities,”
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I think it helps to remember that most of the character traits of Web 2.0 mentioned above are significantly enhanced, if not dependent on, devoted adults helping to mentor and guide students.
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but it is scholars that we must help to create.
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information revolutions don’t come with a manual, and we surely can’t foresee many or most of the implications of what’s taking place and how to integrate it into education. It will take time to build new “playbooks.”
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10 Aug 11
Kyla Hemeltarticle that could be a great resource for philosophy statement Grad school
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19 Jul 11
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07 Jul 11
Sarah DavieNormally I would say, “Web 2.0 is the future of education,” and while I harbor a hope that will be true, I think it might be more accurate to say that “Web 2.0 will be a significant part of the future of learning,”
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There is no good reason to keep our youth “preparing” for life until their mid-twenties when their contributions to society could be so important to both us and them much earlier.
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There is no good reason to keep our youth “preparing” for life until their mid-twenties when their contributions to society could be so important to both us and them much earlier.
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There is no good reason to keep our youth “preparing” for life until their mid-twenties when their contributions to society could be so important to both us and them much earlier.
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There is no good reason to keep our youth “preparing” for life until their mid-twenties when their contributions to society could be so important to both us and them much earlier.
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There is no good reason to keep our youth “preparing” for life until their mid-twenties when their contributions to society could be so important to both us and them much earlier.
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There is no good reason to keep our youth “preparing” for life until their mid-twenties when their contributions to society could be so important to both us and them much earlier.
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There is no good reason to keep our youth “preparing” for life until their mid-twenties when their contributions to society could be so important to both us and them much earlier.
-
Normally I would say, “Web 2.0 is the future of education,” and while I harbor a hope that will be true, I think it might be more accurate to say that “Web 2.0 will be a significant part of the future of learning,”
-
that it is a platform upon which content is not only consumed but also created
-
For my children and our students today, their use of the Web often entirely revolves around content that they and their friends have created, and within Web frameworks or scaffolding that facilitate that creativity rather than providing the content for them. They build profile pages, upload photos and videos, and interact with each other and that content through active commenting systems.
-
While most of us watched those conversations taking place between trusted authorities or authors before in a world of broadcast media, we are often now immersed in them ourselves.
-
When, however, we see the ever increasing amount of content as “conversations” that are taking place, it becomes an educational imperative to teach ourselves and students to be productive participants in those conversations.
-
Students who continue to post to their blog or to stay involved in discussion forums during their vacations exemplify the power of Web 2.0 to engage students because of the authentic nature of the work rather than being required assignments.
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Both having an authentic audience, and having the contributed work be authentic, argue for Web 2.0 as an active part of K-12 education.
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Participation
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There is no good reason to keep our youth “preparing” for life until their mid-twenties when their contributions to society could be so important to both us and them much earlier.
-
The ability to “look something up” or to learn something new has never been greater.
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Web 2.0 has created an unparalleled ability to build or participate in personal learning networks and communities of interest or practice.
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in the midst of the greatest increase of creative capability in the history of the world.
-
eb 2.0 actually gives both students and educators to build for themselves a online portfolio of the endeavors they are passionate about.
-
expression of personal interest and achievement
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The abilty to contribute to discussions after class, or from home, provides a much broader opportunity for participation that the traditional class discussion. Students with different contribution styles, or who process information over time, are now more participative
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But the world has changed, and employers want and the world needs students who have learned to participate actively and independently
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The “spirited” child (our second daughter) is much more likely to be able to work on things she likes and is good at because of her willingness to be proactive.
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22 Feb 11
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16 Feb 11
Jeff ColellaThe title of this post is a watered-down version of my typical opening line on this topic, both because of the importance of allowing for true dialog on this topic (which can sometimes be lost in the strident opining that blogging seems to engender), and because of the difficulty of quantifying educational success when talking about the particular outcomes that I hope to show are largely inherent in and facilitated by the use of Web 2.0. Normally I would say, "Web 2.0 is the future of education," and while I harbor a hope that will be true, I think it might be more accurate to say that "Web 2.0 will be a significant part of the future of learning," and that in the best case scenario it will become an important part of our formal educational institutions.
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21 Nov 10
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10 Nov 10
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22 Oct 10
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08 Oct 10
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12 Aug 10
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The title of this post is a watered-down version of my typical opening line on this topic, both because of the importance of allowing for true dialog on this topic (which can sometimes be lost in the strident opining that blogging seems to engender),
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04 Aug 10
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30 Jul 10
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29 Jul 10
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Web 2.0 has created an unparalleled ability to build or participate in personal learning networks and communities of interest or practice.
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to build for themselves a online portfolio of the endeavors they are passionate about.
-
great features of Web 2.0 is the discussion forum, which provides an environment for learning how to actually talk about things
-
employers want and the world needs students who have learned to participate actively and independently.
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watching long-time educators have their own personal learning transformed
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amazing impacts
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dramatically shape new expectations for what opportunities they are going to provide their students
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other educators are understandably afraid
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unsure of the role
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concerned that academic rigor is being lost
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ABOUT CROWS
by John CiardiThe old crow is getting slow;
the young crow is not.
Of what the young crow does not know,
the old crow knows a lot.At knowing things, the old crow is still
the young crow’s master.
What does the old crow not know?
How to go faster.The young crow flies above, below, and rings
around the slow old crow.
What does the fast young crow not know?
WHERE TO GO.
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24 Jul 10
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Normally I would say, “Web 2.0 is the future of education,” and while I harbor a hope that will be true, I think it might be more accurate to say that “Web 2.0 will be a significant part of the future of learning,”
-
Web 2.0 is simply the use of the Internet as a two-way medium- - -that it is a platform upon which content is not only consumed but also created.
-
We often speak of “information overload,” and the perception that there is too much information can reinforce our belief that information needs to be more carefully controlled and vetted before being “allowed” to become public. When, however, we see the ever increasing amount of content as “conversations” that are taking place, it becomes an educational imperative to teach ourselves and students to be productive participants in those conversations.
-
If we make the somewhat logical assumption that most parents are still living in a Web 1.0 world (largely passive consumers of content created by others) , then whether we see the Web as a dangerous collection of minefields or as an unparalleled learning environment, most youth are participating on the Web without the benefit of much guidance or mentoring from the adults who are most interested in their progress and well-being.
-
So, if for no other reasons than we might muster to justify driver’s education in schools (learning to do something very important that carries some inherent and significant personal and social dangers), we can argue for the need to be teaching Web 2.0 as a part of K-12 education.
-
For 25 years we’ve watched computer fad follow computer fad in education, each promising to transform learning. It’s absolutely appropriate to be skeptical of claims of technological El Dorados.
-
Driven not by technology vendors or unproven theories, Web 2.0 instead seems likely to change education precisely because it is a disruptive external change.
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12 Jun 10
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11 Jun 10
Kendall ZimmermanGood article to share at school
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09 Jun 10
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27 Apr 10
E Demeterpoem on natives vs immigrants
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Add Sticky Note
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ABOUT CROWS
by John CiardiThe old crow is getting slow;
the young crow is not.
Of what the young crow does not know,
the old crow knows a lot.At knowing things, the old crow is still
the young crow’s master.
What does the old crow not know?
How to go faster.The young crow flies above, below, and rings
around the slow old crow.
What does the fast young crow not know?
WHERE TO GO.
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08 Mar 10
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12 Feb 10
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14 Jan 10
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04 Dec 09
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The vast amount of data on the Web requires more critical thinking than was needed when I was growing up. In my era of “trusted authorities
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-that it is a platform upon which content is not only consumed but also created.
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07 Nov 09
Diane Albanesewhy web 20 is good with good definitions of terms
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04 Nov 09
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17 Sep 09
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09 Sep 09
Donna DeGennaroThe title of this post is a watered-down version of my typical opening. Normally I would say, Web 2.0 is the future of education, and while I harbor a hope that will be true, I think it might be more accurate to say that Web 2.0 will be a significant part of the future of learning, and that in the best case scenario it will become an important part of our formal educational institutions.
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30 Aug 09
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15 Jul 09
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My personal definition of Web 2.0 is not complicated. With an appropriate nod to Tim O’Reilly, who used the phrase originally in a business context, I’d like to suggest that for the sake of our discussions around education that Web 2.0 is simply the use of the Internet as a two-way medium- - -that it is a platform upon which content is not only consumed but also created. For my generation, our use of the Web largely mirrored our experiences with print and broadcast media: we were the audience, and a select few were the creators (this would be Web 1.0, if you will). For my children and our students today, their use of the Web often entirely revolves around content that they and their friends have created, and within Web frameworks or scaffolding that facilitate that creativity rather than providing the content for them. They build profile pages, upload photos and videos, and interact with each other and that content through active commenting systems.
Web 2.0, defined this way, is facilitating a dramatic change in our relationship to information. The advent of printing press lowered the cost of producing written material, and Web 2.0 not only brings that cost now to essentially zero (anyone in this country can go to a public library and use a computer for free and with free software publish to the web), it is also bringing the nature of information publication as a conversation to the user who used to just be a part of “the audience.” While most of us watched those conversations taking place between trusted authorities or authors before in a world of broadcast media, we are often now immersed in them ourselves.
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14 Jul 09
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change in our relationship to information.
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2.0 not only brings that cost now to essentially zero
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Web as a conversation
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becomes an educational imperative to teach ourselves and students to be productive participants in those conversations
-
nswer to information overload is to create (
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teach the creation of
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most of our students are already actively involved in this content creation and conversation outside of school.
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dramatically rethink our educational institutions and expectations
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Web 2.0 instead seems likely to change education precisely because it is a disruptive external change.
-
Engagement.
-
engage students because of the authentic nature of the work rather than being required assignments.
-
real test: are they
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very real audiences
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communicating well?
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contributor to world’s body of knowledge.
-
can find specific intellectual paths to tread where they are able to participate,
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openness.
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backbone
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making obsolete many of the restrictions on access to
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information
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world’s knowledge doubles in short periods of time, the incentives or rewards for keeping information proprietary
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significantly diminish,
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given real practical value to a character trait
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collaboration is
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linked list of
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not only king, but it can be seen and assessed–look at the history page of a wiki,
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unparalleled ability to build or participate in personal learning networks and communities of interest or practice.
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in the midst of the greatest increase of creative capability in the
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istory of the world.
-
online portfolio of the endeavors they are passionate about. Where the resume and the degrees have been our short-cut indicators of abilities and accomplishments, the personal body of work now contained and hopefully organized on the Web gives everyone who wants it the the opportunity for an expression of personal interest and achievement.
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thoughtful discussion.
-
great features of
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discussion forum, which provides an environment for learning how to actually talk about things.
-
often becomes much more thoughtful in the context of a discussion forum.
-
contribute to discussions after class
-
broader opportunity for participation
-
rewards the proactive learner and contributor.
-
needs students who have learned to participate actively and independently.
-
much more likely to be able to work on things she likes and is good at because of her willingness to be proactive.
-
“spirited” child
-
more critical thinking
-
ast amount of data on the Web
-
ong-time educators
-
own personal learning transformed
-
Having ready access to information does not make one a scholar, but it is scholars that we must help to create.
-
ime and training
-
legal liabilities
-
don’t come with a manual
-
take time to build new “playbooks.
-
-
12 Jul 09
-
14 May 09
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12 Apr 09
Matthew DanielAuthor argues Web 2.0 will usher in a new era in education as teachers take hold of the reins of the technology, accepting things like social networking programs that have previously come with a negative stigma because of a lack of adult influence and supervision. Makes comparison with printing press, but as results have been slow to surface, we will take this opportunity to re-write the book on education which will yield the real success.
-
’d like to suggest that for the sake of our discussions around education that Web 2.0 is simply the use of the Internet as a two-way medium- - -that it is a platform upon which content is not only consumed but also created. For my generation, our use of the Web largely mirrored our experiences with print and broadcast media: we were the audience, and a select few were the creators (this would be Web 1.0, if you will).
-
For my children and our students today, their use of the Web often entirely revolves around content that they and their friends have created, and within Web frameworks or scaffolding that facilitate that creativity rather than providing the content for them. They build profile pages, upload photos and videos, and interact with each other and that content through active commenting systems.
-
The advent of printing press lowered the cost of producing written material, and Web 2.0 not only brings that cost now to essentially zero (anyone in this country can go to a public library and use a computer for free and with free software publish to the web), it is also bringing the nature of information publication as a conversation to the user who used to just be a part of “the audience.”
-
While most of us watched those conversations taking place between trusted authorities or authors before in a world of broadcast media, we are often now immersed in them ourselves.
-
eb 2.0 technologies for learning, students ages 11 - 16 were surveyed. 74% reported that they had at least one social networking site account and 78% reported having uploaded pictures, video, or music to the web–with 50% having done so in the previous week of being asked
-
most youth are participating on the Web without the benefit of much guidance or mentoring from the adults who are most interested in their progress and well-being.
-
So, if for no other reasons than we might muster to justify driver’s education in schools (learning to do something very important that carries some inherent and significant personal and social dangers), we can argue for the need to be teaching Web 2.0 as a part of K-12 education
-
engagement of Web 2.0 is in the act of content creation
-
Authenticity
-
Students today are creating on the Web for very real audiences, and their writing or production has to pass a very real test:
-
actually being a contributor to world’s body of knowledge
-
Participation
-
Openness and Access to Information.
-
Web 2.0 is making obsolete many of the restrictions on access to information that were intended to protect the rights of creators, but instead mostly inhibited learning by others
-
Collaboration.
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Creativity
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write, film, and edit a video which then can be uploaded to YouTube
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Passionate Interest and Personal Expression
-
online portfolio
-
Discussion
-
provides an environment for learning how to actually talk about things
-
contribute to discussions after class, or from home, provides a much broader opportunity for participation that the traditional class discussion. Students with different contribution styles, or who process information over time, are now more participative.
-
Asynchronous Contribution
-
Proactivity.
-
ut the world has changed, and employers want and the world needs students who have learned to participate actively and independently
-
Critical
-
Thinking
-
The vast amount of data on the Web requires more critical thinking than was needed when I was growing up.
-
ABOUT CROWS
by John CiardiThe old crow is getting slow;
the young crow is not.
Of what the young crow does not know,
the old crow knows a lot.At knowing things, the old crow is still
the young crow’s master.
What does the old crow not know?
How to go faster.The young crow flies above, below, and rings
around the slow old crow.
What does the fast young crow not know?
WHERE TO GO. -
First: we’ve developed a negative cultural impression of social networking that comes out of the very power that will makes it such an effective tool for education. Fundamentally answering a human need to connect, create, and express ourselves,
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Third: Teachers will need time and training to learn to use these tools in the classroom,
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Fourth: the legal liabilities that schools face because of concerns about a) student exposure to inappropriate material and b) exposure of students to potential predators will not be easy to overcome.
-
We’re long overdue for a really good discussion about the purpose of schools, and I believe that Web 2.0 will give us that opportunity
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11 Apr 09
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05 Apr 09
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31 Mar 09
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25 Mar 09
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11 Mar 09
-
My personal definition of Web 2.0 is not complicated. With an appropriate nod to Tim O’Reilly, who used the phrase originally in a business context, I’d like to suggest that for the sake of our discussions around education that Web 2.0 is simply the use of the Internet as a two-way medium- - -that it is a platform upon which content is not only consumed but also created. For my generation, our use of the Web largely mirrored our experiences with print and broadcast media: we were the audience, and a select few were the creators (this would be Web 1.0, if you will). For my children and our students today, their use of the Web often entirely revolves around content that they and their friends have created, and within Web frameworks or scaffolding that facilitate that creativity rather than providing the content for them. They build profile pages, upload photos and videos, and interact with each other and that content through active commenting systems.
-
What is abundantly clear is that no matter what our schools are currently doing, most of our students are already actively involved in this content creation and conversation outside of school. In a series of reports recently released by BECTA (the government agency leading the UK drive to ensure the effective and innovative use of technology throughout learning) on Web 2.0 technologies for learning, students ages 11 - 16 were surveyed. 74% reported that they had at least one social networking site account and 78% reported having uploaded pictures, video, or music to the web–with 50% having done so in the previous week of being asked. If we make the somewhat logical assumption that most parents are still living in a Web 1.0 world (largely passive consumers of content created by others) , then whether we see the Web as a dangerous collection of minefields or as an unparalleled learning environment, most youth are participating on the Web without the benefit of much guidance or mentoring from the adults who are most interested in their progress and well-being.
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-
05 Mar 09
-
03 Mar 09
-
02 Mar 09
-
28 Feb 09
Sacha ChuaEngagement
Authenticity
Participation
Openness and Access to Information
Collaboration
Creativity
Passionate Interest and Personal Expression
Discussion
Asynchronous Contribution
Proactivity
Critical Thinking -
24 Feb 09
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06 Feb 09
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education that Web 2.0 is simply the use of the Internet as a two-way medium- - -that it is a platform upon which content is not only consumed but also created. For my generation, our use of the Web largely mirrored our experiences with print and broadcast media: we were the audience, and a select few were the creators (this would be Web 1.0, if you will). For my children and our students today, their use of the Web often entirely revolves around content that they and their friends have created, and within Web frameworks or scaffolding that facilitate that creativity rather than providing the content for them. They build profile pages, upload photos and videos, and interact with each other and that content through active commenting systems.
-
-
31 Dec 08
-
then whether we see the Web as a dangerous collection of minefields or as an unparalleled learning environment, most youth are participating on the Web without the benefit of much guidance or mentoring from the adults who are most interested in their progress and well-being.
-
Hundreds of millions of dollars, if not more, have been spent on outfitting schools with computers, and most of us would appropriately claim that the impact on student achievement has been little to none.
-
relatively divorced from teaching methodologies, and either not in a quantity or in a condition to allow overworked teachers to change their teaching methods. Driven not by technology vendors or unproven theories, Web 2.0 instead seems likely to change education precisely because it is a disruptive external change.
-
Having ready access to information does not make one a scholar, but it is scholars that we must help to create.
-
-
18 Dec 08
-
15 Dec 08
-
The Web as a Conversation
-
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09 Dec 08
-
04 Dec 08
Brea NolderThe title of this post is a watered-down version of my typical opening. Normally I would say, Web 2.0 is the future of education, and while I harbor a hope that will be true, I think it might be more accurate to say that Web 2.0 will be a significant part of the future of learning, and that in the best case scenario it will become an important part of our formal educational institutions.
-
02 Dec 08
-
23 Nov 08
-
18 Nov 08
-
For 25 years we’ve watched computer fad follow computer fad in education, each promising to transform learning. It’s absolutely appropriate to be skeptical of claims of technological El Dorados. Hundreds of millions of dollars, if not more, have been spent on outfitting schools with computers, and most of us would appropriately claim that the impact on student achievement has been little to none. But I would submit that, as happened in our business culture 20 years ago, a set of technologies that actually transform our traditional methods will become the driving catalyst for ubiquitous access to computers at school. What we currently have are computers purchased and maintained largely by school business offices, relatively divorced from teaching methodologies, and either not in a quantity or in a condition to allow overworked teachers to change their teaching methods. Driven not by technology vendors or unproven theories, Web 2.0 instead seems likely to change education precisely because it is a disruptive external change.
-
Students who continue to post to their blog or to stay involved in discussion forums during their vacations exemplify the power of Web 2.0 to engage students because of the authentic nature of the work rather than being required assignments.
-
When I wrote essays in school (back in the day…), only my parents and my teachers saw what I wrote
-
students (and teachers!) can find specific intellectual paths to tread where they are able to participate, say, as an historian and not as someone preparing to be an historian. A student can write a report on an historical figure, or a scientific theory, and both publish that to the web and also participate in meaningful ways with other students and adults interested in the same topic.
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07 Nov 08
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05 Nov 08
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04 Nov 08
Jay FoglemanA description of "Web 2.0" and its potential educational benefits. Do you see these supports as needed?
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27 Oct 08
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26 Oct 08
J BlackI think it might be more accurate to say that “Web 2.0 will be a significant part of the future of learning,” and that in the best case scenario it will become an important part of our formal educational institutions.
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Tania ShekoSteve Hargadon
- October 22nd, 2008 -
(Brave New
Classroom 2.0)Steve Hargadon britannica k-12 Web 2.0 education internationalplp21
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25 Oct 08
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23 Oct 08
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22 Oct 08
Public Stiky Notes
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