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06 Nov 09

Digital World Explorer | GOOD

  • You can imagine how useful augmented reality would be while you were shopping
  • We need people with human interests and not market interests participating. That means people need to participate in their spare time and not when they’re on the clock for some company.
24 Oct 09

The Innovative Educator: 8 Innovative Schools Provide Ideas and Inspiration for 21st Century Education

  • Student engagement through digital content
  • public nature of work motivates students to meet or exceed standards and expectations
  • 10 more annotations...
22 Oct 09

melaniemcbride.net » The hidden curriculum of 21st century learning

  • This led me to the conclusion that few 21st century learning priorities are less about technical skills, tools, services, software or hardware but far more social, cultural and behavioural as they relate to states of being, thinking, feeling and acting with technology.

Technologically Externalized Knowledge and Learning « Connectivism

  • What is wrong with these views?
  • The real issue is not related to technology. It’s the conceptual jump that’s most difficult. For example, the functionality expressed in TEKL exists in various tools already. The key value produced by TEKL is to connect the pieces in a meaningful manner that allows for personalization, utilization of social networks, exploration of patterns, and layering of “knowledge and skills” over an existing profile to offer new learning opportunities.
20 Oct 09

NZ Interface Magazine | If you can't use technology get out of teaching!

  • The purpose should be creating the new information environment, one that's at the core of our children's 'outside the classroom' experience with technology. We have to bring digital, networked, abundant, overwhelming information into the classroom. The focus needs to be on the information and the learning not on the technology.
  • There's a lot more to teaching than just teaching. It's about collaboration, research, and materials development. There's a lot to teaching today that wasn't part of the job a few years ago. We have to understand that and somehow restructure the day. What we need is for teachers to work eight hours a day: four hours in instructional supervision, four hours in professional planning. Just think what a classroom could be like if every teacher had four hours of planning every day! Just think about the learning that could take place. Isn't that the kind of classroom that our children deserve?

Digitally Speaking / FrontPage

    • Our kids’ futures will require them to be:


      • Networked–They’ll need an “outboard brain.”
      • More collaborative–They are going to need to work closely with people to co-create information.
      • More globally aware–Those collaborators may be anywhere in the world.
      • Less dependent on paper–Right now, we are still paper training our kids.
      • More active–In just about every sense of the word. Physically. Socially. Politically.
      • Fluent in creating and consuming hypertext–Basic reading and writing skills will not suffice.
      • More connected–To their communities, to their environments, to the world.
      • Editors of information–Something we should have been teaching them all along but is even more important now.
11 Oct 09

Musings on the State of IT in Education - Digital Directions

  • How ironic it is that technology is providing the portal to enabling our students and educators to exercise the same type of thinking that the people of the Renaissance did. Digital literacy, media literacy, multi media productions, etc. are, in my belief, the embodiment of allowing students to use their minds, in critical, rationale and analytical ways, while at the same time, allowing for the introduction of the soul.

    It is no wonder that some educators are having a difficult time understanding and embracing technology, since it is the gateway to an era that celebrated the development of the person, in a holistic manner, rather than the mere recipient of knowledge.
  • The most effective models of integration of technology into the classroom revolve around project-based learning and a socio-constructivist approach.
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