Jon Orech's Library tagged 21stcenturyskills → View Popular

This new media
environment can be enormously disruptive to our current teaching
methods and philosophies. As we increasingly move toward an
environment of instant and infinite information, it becomes less
important for students to know, memorize, or recall information, and
more important for them to be able to find, sort, analyze, share,
discuss, critique, and create information. They need to move from
being simply knowledgeable to being knowledge-able.
This new media
environment can be enormously disruptive to our current teaching
methods and philosophies. As we increasingly move toward an
environment of instant and infinite information, it becomes less
important for students to know, memorize, or recall information, and
more important for them to be able to find, sort, analyze, share,
discuss, critique, and create information. They need to move from
being simply knowledgeable to being knowledge-able.
7 more annotations...
- With Academic Commons, we seek to form a community of faculty, academic technologists, librarians, administrators, and other academic professionals who will help create a comprehensive web resource focused on libe
- and it is nothing less than the digital
  artifacts of over one billion people and computers networked together
  collectively producing over 2,000 gigabytes of new information per
  second. While most of our classrooms were built under the assumption
  that information is scarce and hard to find, nearly the entire body
  of human knowledge now flows through and around these rooms in one
  form or another, ready to be accessed by laptops, cellphones, and
  iPods. Classrooms built to re-enforce the top-down authoritative
  knowledge of the teacher are now enveloped by a cloud of ubiquitous
  digital information where knowledge is made, not found, and authority
  is continuously negotiat
- ple and computers networked together
  collectively producing over 2,000 gigabytes of new information per
  second. While most of our classrooms were built under the assumption
  that information is scarce and hard to find, nearly the entire body
  of human knowledge now flows through and around these
- ple and computers networked together
  collectively producing over 2,000 gigabytes of new information per
  second. While most of our classrooms were built under the assumption
  that information is scarce and hard to find, nearly the entire body
  of human knowledge now flows through and around these
- ple and computers networked together
  collectively producing over 2,000 gigabytes of new information per
  second. While most of our classrooms were built under the assumption
  that information is scarce and hard to find, nearly the entire body
  of human knowledge now flows through and around these
- But there are many
  structures working against us. Our physical structures were built
  prior to an age of infinite information, our social structures formed
  to serve different purposes than those needed now, and the cognitive
  structures we have developed along the way now struggle to grapple
  with the emerging possibilities
- Nothing good will come of these technologies if we do not first confront the
  crisis of significance and bring relevance back into education.

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