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Times Higher Education - Next-gen PhDs fail to find Web 2.0's 'on-switch'
"Interim results, released to Times Higher Education, show that only a small proportion of those surveyed are using technology such as virtual-research environments, social bookmarking, data and text mining, wikis, blogs and RSS-feed alerts in their work. This contrasts with the fact that many respondents professed to finding technological tools valuable.
Just under half of those polled used RSS feeds and only about 10 per cent used social bookmarking, with Generation Y students exhibiting the same behaviour as other age groups.
The study found that Google and Google Scholar are the main sources used by doctoral students to locate information; that only about half have been trained to find journal articles; and that far fewer have received any training in using more advanced technological research tools, such as e-research."
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Add Sticky NoteThe study found that Google and Google Scholar are the main sources used by doctoral students to locate information; that only about half have been trained to find journal articles; and that far fewer have received any training in using more advanced technological research tools, such as e-research.
- Der. Who's teaching them? - on 2009-11-05
Makers » Download for Free
"Why am I doing this? Because my problem isn't piracy, it's obscurity (thanks, @timoreilly for this awesome aphorism). Because free ebooks sell print books. Because I copied my ass off when I was 17 and grew up to spend practically every discretionary cent I have on books when I became an adult. Because I can't stop you from sharing it (zeroes and ones aren't ever going to get harder to copy); and because readers have shared the books they loved forever; so I might as well enlist you to the cause."
Could Texting Be Good for Students? - On Education (usnews.com)
"Teachers such as Cindi Rigsbee of Orange County, N.C., have asked students to translate passages from classic literature to texting-speak to demonstrate language comprehension in different contexts. A finding from the CSU study supports that concept: "Texting-speak is not a mangled form of English that is degrading proper language but instead a kind of 'pidgin' language all its own that actually stretches teens' language skills." The research does concede that too much texting can hurt students' performance on most formal types of essay writing."
GroupTweet | Helping groups communicate privately via Twitter
"GroupTweet turns a standard Twitter account into a group communication hub where members can post updates to everyone in the group using direct messages. When the group account receives a direct message from a group member, GroupTweet converts it into a tweet that all followers can see."
Does the Brain Like E-Books? - Room for Debate Blog - NYTimes.com
"My group thinks that Web 2.0 offers a different kind of metaphor: not a containing structure but a social experience. Reading environments should not be books or libraries. They should be like the historical coffeehouses, taverns and pubs where one shifts flexibly between focused and collective reading — much like opening a newspaper and debating it in a more socially networked version of the current New York Times Room for Debate.
The future of peripheral attention is social networking, and the trick is to harness such attention — some call it distraction — well."
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My group thinks that Web 2.0 offers a different kind of metaphor: not a containing structure but a social experience. Reading environments should not be books or libraries. They should be like the historical coffeehouses, taverns and pubs where one shifts flexibly between focused and collective reading — much like opening a newspaper and debating it in a more socially networked version of the current New York Times Room for Debate.
The future of peripheral attention is social networking, and the trick is to harness such attention — some call it distraction — well.
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My group thinks that Web 2.0 offers a different kind of metaphor: not a containing structure but a social experience. Reading environments should not be books or libraries. They should be like the historical coffeehouses, taverns and pubs where one shifts flexibly between focused and collective reading — much like opening a newspaper and debating it in a more socially networked version of the current New York Times Room for Debate.
The future of peripheral attention is social networking, and the trick is to harness such attention — some call it distraction — well.
- 11 more annotations...
YouTube - danah boyd on Teenagers who are Living and Learning with Social Media
Great video that talks about students' uses of social media and implications for educators.
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Instant Expert: Teenagers - life - 04 September 2006 - New Scientist
Most other animals - apes and human ancestors included - skip that stage altogether, developing rapidly from infancy to full adulthood. Humans, in contrast, have a very puzzling four-year gap between sexual maturity and prime reproductive age. Anthropologists disagree on when the teenage phase first evolved, but pinpointing that date could help define its purpose.
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Add Sticky NoteMost other animals - apes and human ancestors included - skip that stage altogether, developing rapidly from infancy to full adulthood. Humans, in contrast, have a very puzzling four-year gap between sexual maturity and prime reproductive age. Anthropologists disagree on when the teenage phase first evolved, but pinpointing that date could help define its purpose.
- This is a really intersting point. - on 2009-09-21
Hanging Out, Messing Around, and Geeking Out - The MIT Press
Conventional wisdom about young people's use of digital technology often equates generational identity with technology identity: today's teens seem constantly plugged in to video games, social networks sites, and text messaging. Yet there is little actual research that investigates the intricate dynamics of youth's social and recreational use of digital media. Hanging Out, Messing Around, and Geeking Out fills this gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. By focusing on media practices in the everyday contexts of family and peer interaction, the book views the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States.
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Add Sticky NoteConventional wisdom about young people's use of digital technology often equates generational identity with technology identity: today's teens seem constantly plugged in to video games, social networks sites, and text messaging. Yet there is little actual research that investigates the intricate dynamics of youth's social and recreational use of digital media. Hanging Out, Messing Around, and Geeking Out fills this gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. By focusing on media practices in the everyday contexts of family and peer interaction, the book views the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States.
- This is a great report. - on 2009-09-18
Publications: SRN LEADS
Every year, nine in 10 of the nation’s three million teachers participate in professional development designed to improve their content knowledge, transform their teaching, and help them respond to student needs. These activities, which can include workshops, study groups, mentoring, classroom observations, and numerous other formal and informal learning experiences, have mixed results in how they effect student achievement.
Research shows that professional learning can have a powerful effect on teacher skills and knowledge and on student learning. To be effective, however, it must be sustained, focused on important content, and embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.
A comprehensive new report released today by researchers from Stanford University and the National Staff Development Council (NSDC) finds that while the United States is making progress in providing support and mentoring for new teachers and focusing on bolstering content knowledge, the type of support and on-the-job training most teachers receive is episodic, often fragmented, and disconnected from real problems of practice.
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Research shows that professional learning can have a powerful effect on teacher skills and knowledge and on student learning. To be effective, however, it must be sustained, focused on important content, and embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.
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“Most states and districts are still not providing the kind of professional learning that research suggests improves teaching practice and student outcomes,” says Linda Darling-Hammond, Charles E. Ducommon Professor of Teaching and Teacher Education at Stanford University, who wrote the report along with a team of researchers from Stanford’s School Redesign Network. “The research tells us that teachers need to learn the way other professionals do—continually, collaboratively, and on the job.
The Latest Doomed Pedagogical Fad: 21st-Century Skills
Granted, the 21st-century skills idea has important business and political advocates, including President-elect Barack Obama. It calls for students to learn to think and work creatively and collaboratively. There is nothing wrong with that. Young Plato an
Rhee Plans Shake-Up of Teaching Staff, Training
Rhee plans to move the District away from the regimen of courses and workshops that have defined continuing education for teachers. Borrowing from best practices in surrounding suburban districts, she is building a system of school-based mentors and coach
LRB · John Lanchester: Is it Art?
There is no other medium that produces so pure a cultural segregation as video games, so clean-cut a division between the audience and the non-audience. Books, films, TV, dance, theatre, music, painting, photography, sculpture, all have publics which eith
Ira David Socol on Teach for America, KIPP Schools, and Reforming Education — Open Education
But it is very hard for teachers to support learning which does not look like their own learning. Very hard. It requires levels of tolerance, of empathy, which are rare. It requires flexibility and a dramatic change in the role of the teacher. And it requ
Annals of Education: Most Likely to Succeed: Reporting & Essays: The New Yorker
Eric Hanushek, an economist at Stanford, estimates that the students of a very bad teacher will learn, on average, half a year’s worth of material in one school year. The students in the class of a very good teacher will learn a year and a half’s worth of
Final Projects
By the time a student reaches his or her senior year at COA, he or she has experienced a new way of learning, and has been exposed to a wide variety of subject areas. At its core, a COA education draws on the recognition and examination of the connections
“Building Learning Communities with Wikis” - Wildwiki
As more and more students have access to technology and wireless networks, opportunities to collaborate, participate, and define how knowledge is organized are opening up at a dramatic pace. These opportunities make it possible for learning communities to
Are Our Brains Becoming “Googlized?”
In a nutshell, the findings were that “emerging computerized technologies may have physiological effects and potential benefits for middle aged and older adults,” and that “internet searching engages complicated brain activity, which may help exercise and
“Living and Learning with New Media: Summary of Findings from the Digital Youth Project”
New media allow for a degree of freedom and autonomy for youth that is less apparent in classroom setting. Youth respect one another’s authority online, and they are often more motivated to learn from peers than from adults. Their efforts are also largel
Fostering Learning in the Networked World (EDUCAUSE Review) | EDUCAUSE CONNECT
Imagine a high school student in the year 2015. She has grown up in a world where learning is as accessible through technologies at home as it is in the classroom, and digital content is as real to her as paper, lab equipment, or textbooks. At school, she
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