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Study Finds That Online Education Beats the Classroom - Bits Blog - NYTimes.com

    • Interesting choice of image. This child certainly looks........ engaged.
      ?       - on 2009-08-24
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  • many K-12 schools — now widely use online learning management systems, like Blackboard or the open-source Moodle. But that is mostly for posting assignments, reading lists, and class schedules and hosting some Web discussion boards.
    • This needs to be read by any school system preparing to adopt a big-box content management system in their "upgrade to tech integration." This guy is spot-on in realizing that though a CMS can "make information digital," they currently do little more than create an online class bulletin board. How about, "the new way to turn in homework?"

      Social tools are the only things I have seen with the potential to add real value to the learning process by way of technology.       - on 2009-08-24
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23 Aug 09

Working with a Mandated Curriculum - National Writing Project

  • Ultimately, I knew that the workshop wasn't going away.
    • This truly does make a difference, doesn't it. It gives even the most radical change a pillar of concrete to bolster it up. After years of pendulum swings, it was nice to finally see some long-term attention to a particular educational philosophy. One that we feel is crucial enough to weather the implementation dip of stagnant standardized scores, etc.

      It takes a great deal of faith and conviction to not be pulled off course by stagnant or falling exam scores. I think we are doing right... and this will become even more evident as the years burn in.       - on 2009-08-23
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16 Jun 09

How People Learn: Brain, Mind, Experience, and School

  • Vygotsky
    • If you haven't read this guy... do so. All teachers should understand the "zone of proximal development." - on 2009-06-16
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13 Jun 09

How People Learn: Brain, Mind, Experience, and School

  • More than ever, the sheer magnitude of human knowledge renders its coverage by education an impossibility
    • ...and still we continue to allow our "textbooks" (and sadly, thus our curricula) as our knowledge continues to pile up. For one example, the discoveries and advances in the field of genetics alone since the time I sat in my last high school biology class in 1985, are well... staggering.

      So what do we do in response? We add it all in. The sheer volume and breadth of information we try to force into kids almost assures a surface-level of engagement for our kids. Only the most skilled of all teachers can wade through such a bloated curriculum deftly focusing on essentials and those concepts worthy of in-depth study and exploration from the perspective of the students themselves.

      Stacking the traditional curricular boundaries of our time-worn courses with our ever-increasing discoveries only assures surface-level "coverage."

      I believe it is time to dissolve the traditional boundaries of our classrooms in regard to curriculum. The major barrier here is... who will lead this movement? I don't believe that we have anywhere near the critical mass of folks committed or capable of thinking and working in such a non-traditional framework.

      Ugh... I suppose I feel a blog post coming in regard to this one.       - on 2009-06-13
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  • better at selecting talent than developing it
    • the simple difference between "assigning" and "instruction" - on 2009-06-15
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How People Learn: Brain, Mind, Experience, and School

  • Neuroscience is beginning to provide evidence for many principles of learning that have emerged from laboratory research, and it is showing how learning changes the physical structure of the brain and, with it, the functional organization of the brain.
    • I think you make a great point, Lisa. I agree with what you are saying. It becomes crystal clear any time you attempt to actively bring any large group of people into these new spaces.

      Though, if no attempt toward adoption is made... then Gary's term fits. I think the article in which that term was coined... well, I'll just give him the benefit of the doubt that he meant that it applies only when no attempts are made whatsoever.       - on 2009-08-20
    • "learning changes the physical structure of the brain, and with it the functional organization of the brain." ~ This, in a nutshell, is the rationale behind the "digital natives" idea. What I know about neural development tells me that brains are anything but static. Brains change physically in response to experience. That is enough to realize the fundamental truth behind the fact that kids entering school today are doing so with completely different experiences under the belt that we have at the same time.

      The only reason I do not like the "natives/immigrants" dichotomy is the fact that some use it incorrectly to show that kids are all experts at computing, and adults always have difficulty with such things. I think this is not only erroneous, but dangerous.

      Comfort with all things digital does not equal proficiency. Also- as Gary Stager has said many times... after a while, immigrants figure out the language. He referred to those adults who haven't caught on at this point (in an article from several years back) as "digital ninnies." ;)       - on 2009-06-13
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  • the ''wisdom of practice" that comes from successful teachers who can share their expertise.
    • Competition for several rather unproductive reasons can stymie this. Going public with what we do is ultimately the best thing we can do for our students. It may be several steps away... before teachers see the benefits of this, but it will happen for all who move toward transparency. - on 2009-06-13
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07 Jun 09

The Strength of Weak Ties - David Jakes

  • Many would consider this cheating and would equate the process to a situation where one student had photocopied several research articles, left them on a table, and then another student came along and took them.

When the Thrill of Blogging Is Gone ... - NYTimes.com

  • No longer would writers toil in anonymity or suffer the indignities of the publishing industry, we were told.
    • You still have to have something to say. Just because information sharing has now largely become "democratized," it doesn't mean that anything a person publishes is worth reading. Is it really this difficult? You have to add something significant to the conversation... or no one will notice. - on 2009-06-07
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Diigolet | Diigo

  • Diigo toolbar, but it can be set-up by simple

Diigo Launches - More Than Just Bookmarking

  • Hmmm... somehow I cannot add to a highlight any longer... ?? - nashworld on 2009-06-07
  • is this finally a way to make my comment public? - nashworld on 2009-06-07
  • Diigo, known for its social annotation, finally went public yesterday.

University of North Texas - Department of Learning Technologies

  • The Educational Computing doctorate focuses on defining, understanding, and expanding the synergy of technology and learning/instructional systems theory.
06 Jun 09

Schools should make their own decisions on laptops - Bangor Daily News

  • Laptops and other technologies are most effective when they are carefully selected, well-integrated into district and school technology systems, and well-aligned with specific educational goals.

Technology Nudges School Books To The Back Shelf | theledger.com | The Ledger | Lakeland, FL

  • "I think because you can find information more quickly it gives you more time to be creative and look at how the end product will be. It gives us more time to create and build things, versus searching for days to find the answer to a question," she said.
  • It gives us more time to create and build things, versus searching for days to find the answer to a question,"
  • 1 more annotations...
25 Apr 09

The Education Bazaar » Blog Archive » Towards a Process for K-12 Students as Content Producers

  • I couldn't agree more with this idea... wow. Thanks for this post. It is so full of win.

    Sean     - nashworld on 2009-04-25
25 Mar 09

Is technology producing a decline in critical thinking and analysis? / UCLA Newsroom

  • Yeah... because it is about the tool... not the instructional goal in mind. - nashworld on 2009-03-25
23 Feb 09

Students tap into technology - Pittsburgh Tribune-Review

  • I good deal of what I read here is what I refer to as "teacher-side technology." I had tools -similar to these described- in my classroom ten years ago.

    What really changed my "classroom" and then subsequently the learning within, was the addition of our district's first set of iBooks. This (when used appropriately) is what I would call "student-side technology." Instantly, the infusion of a 1:1 ratio of students to laptops in my room allowed our learning to be far less directed by me.

    There was very little mention of this technology here. Using laptops to read the Divine Comedy, eh? Organizing notes? How? Why? For what purpose? How is the outcome different this way?

    Not that this is very different from most media coverage of education... but most of the focus is on the superficial glitz. That is a tough thing to battle... but the gritty details of learning aren't really that glamorous to most people.     - nashworld on 2009-02-23
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