2,588 Matching Annotations
  1. Feb 2019
    1. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

      definition of connected learning

    2. A survey of 30,000 college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates.

      At every stage of a child's life they need one friend/close teacher or mentor and at least one thing they're good at. This furthers that belief, and shows how students will do better in their education if they have that strong personal connection with a faculty members

    3. Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

      Learning has proven to be deeper and more engaging when connections are formed with students' community, passions/ interests and daily experiences.

    4. Based on her experiences writing online, Abigail decides she wants to become a professional writer. She applies and gets accepted to a specialized creative writing program at a magnet high school.

      By further researching her interest online Abigail was able to find a supportive community that furthered her resources and passion for writing.

    5. Success beyond the classroom requires tangible connections to real-world career and civic opportunities.

      opportunities promote learning

    6. Learners need support from peers and mentors to persist through setbacks and challenges

      mentors help students stay on track and keep up with their studies

    7. interest helps us pay attention, make connections, persist and engage in deeper learning

      interest keeps people focused and wanting to learn

    8. is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

      connected learning defined

    9. Based on her experiences writing online, Abigail decides she wants to become a professional writer. She applies and gets accepted to a specialized creative writing program at a magnet high school.

      By using the internet and online resources Abigail was able to find what she is passionate about. She knows that she wants to become a professional writer and without her discovery of fanfiction she might not of found this.

    10. Learners need support from peers and mentors to persist through setbacks and challenges.

      When it comes to learning about improving one's health, this kind of support is particularly essential because it is often a sensitive subject and can feel like a very long road.

    11. Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

      Irresistible, life-changing learning should always be the goal, and learning is sustained when the learner is interested and provided with supportive relationships and opportunities. Oftentimes, the toughest part is getting the learner motivated and interested in the subject matter, so it is up to the educator to spark that interest early on.

    12. learning in an age of abundant access to information and social connection

      This abundant access can be both good and bad... it is great that we are able to access information more quickly and easily than ever before, but the tricky part is being able to sift through all the information and determine what is credible.

    13. Groups that foster connected learning have shared culture and values, are welcoming to newcomers, and encourage sharing, feedback and learning among all participants

      Teaching our students to be open with others' differences is important when setting up their learning environment. We need to have a safe space for every single one of our students no matter who they are.

    14. Sponsorship of Youth Interests

      It is important to get on our students levels when we are teaching them information. We need to find out what their favorite things are and try to base our lesson plans on incorporating what they like along with the curriculum that we need to teach them.

    15. Connected learning does not rely on a single technology or technique. Rather, it is fostered over time through a combination of supports for developing interests, relationships, skills, and a sense of purpose.

      When we start off the year using different teaching methods and establishing healthy relationships with our students, we can help them to grow immensely in the small amount of time that we know them.

    16. Opportunities

      Providing our students with opportunities to learn outside the classroom or using technology as a tool when we are teaching are good ways to get them involved in their learning and can eventually help them to take control of their learning experience all together, with us being the facilitators of knowledge.

    17. Learners need support from peers and mentors to persist through setbacks and challenges

      We can help to guide our students through their mistakes ad hardships by being supportive and encouraging. Building a positive relationship with them is very meaningful and lucrative to setting up their learning environment.

    18. A growing body of research indicates that interest helps us pay attention, make connections, persist and engage in deeper learning

      Making content relatable and interesting to ouor students will help them to be more engaged in what we are teaching.

    19. Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity

      When we understand our student's interests and build relationships with them, we can help them to love learning. We can do this collectively with our classes and we can do it with each student individually.

    20. an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

      good way to explain what this age of time looks like with technology and diversity

    21. Learning is motivating when it grows out of personal interest.

      Intrest motivates

    22. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.
    23. Connected learning combines personal interests, supportive relationships, and opportunities.

      What connected learning combines

    24. Learning is motivating when it grows out of personal interest.

      This is very true

    25. Connected learning<br> Combines personal interests, supportive relationships and opportunities -- embraces the diverse backgrounds and interests and of young people

      Elements of connected learning<br> Interests: interest helps us pay attention, make connections, persist and engage in deeper learning<br> Relationships: learners need supreesport from peers and mentors to persist through setbacks and challenges<br> Opportunities: success requires tangible connections to the real world and opportunities<br>

      Elements of connected learning environments<br> Sponsorship of youth interests: adults must meet youth where they are in order to foster connected learning -- sponsors of youths genuine interests -- provide resources<br> Shared practices: collaborative production, friendly competition, civic action and joint research are examples of shared practices<br> Shared purpose: provides a sense of belonging, learners are able to make contributions to their community -- shared values and culture -- encourage sharing, feedback and learning<br> Connections across settings: access to various programs, communities and opportunities -- partnerships/broker connections/networking platforms

      Results of connected learning<br>

      • sense of belonging
      • more involvement in chosen interests
      • improvement in skills (communication, writing ability and some digital media skill)
      • understanding of opportunities available
    26. Librarians and mentors organize showcases, support the production of various projects and broker connections to other opportunities in their interest area.

      The involvement of authority and support from authority develop a stronger relationship with those involved and they also promote the projects, which give more students opportunities.

    27. digital media production such as music, art, poetry and journalism.

      These are activities that are relatively interactive and appeal to a variety of students, which may increase student interest.

    28. Success beyond the classroom requires tangible connections to real-world career and civic opportunities.

      When students can see other people in their same field of interest, they have the opportunity to use their interests in a new way.

    29. Learners need support from peers and mentors to persist through setbacks and challenges

      Learners need help from people who know more about the subject in order to get a deeper understanding.

    30. interest helps us pay attention, make connections, persist and engage in deeper learning.

      When we are interested in what we are learning, we are more likely to be engaged and willing to learn more.

    31. The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

      Learning is the most meaningful when we can make connections between our interests and the opportunities we have to explore our interests.

    1. Teachers practice their craft in highly complex, dynamic classroom contexts (Leinhardt & Greeno, 1986) that require them constantly to shift and evolve their understanding.

      Teachers are in a room full of students of all different backgrounds and interests. It is important that teachers change and evolve so that we can understand what they need to succeed and we can teach in their zone of proximal development.

    2. Also complicating teaching with technology is an understanding that technologies are neither neutral nor unbiased. Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others (Bromley, 1998; Bruce, 1993; Koehler & Mishra, 2008).

      Technology is never neutral or unbiased, meaning that there is always a deeper message or meaning behind how you use technology and hat type of technology you use.

    3. The TPACK framework builds on Shulman’s (1987, 1986) descriptions of PCK to describe how teachers’ understanding of educational technologies and PCK interact with one another to produce effective teaching with technology

      Effective teaching with tech. What does that look like?

    4. There is no “one best way” to integrate technology into curriculum. Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts.

      Integrating tech into every lesson may not be something that is realistic for teachers. This might not be the best approach when it comes to every lesson.

    5. Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others

      Since technology is our reality what will I future classrooms look like with these technologies? What's a form of technology that will help support our future students grow and learn? What are the pros and cons to chromebooks or having ipads in the classroom?

    6. A primary goal of this research is to understand the relationships between two key domains: (a) teacher thought processes and knowledge and (b) teachers’ actions and their observable effects. The current work on the TPACK framework seeks to extend this tradition of research and scholarship by bringing technology integration into the kinds of knowledge that teachers need to consider when teaching

      How can teachers instruct using what they know about teaching, their content knowledge about a subject, and their knowledge about technology tools that will help them to gain full student understanding?

    7. Each situation presented to teachers is a unique combination of these three factors, and accordingly, there is no single technological solution that applies for every teacher, every course, or every view of teaching. Rather, solutions lie in the ability of a teacher to flexibly navigate the spaces defined by the three elements of content, pedagogy, and technology and the complex interactions among these elements in specific contexts

      Every teacher is student and every group of students are different. The way to use this information is to base it on how we teach the best and how our students learn the best. There is no "right" or "wrong" way but there are many different ways that work for different teachers and students

    8. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.

      Using technology to incorporate content knowledge and teaching strategies in our lessons will help students to better understand the information that we are trying to teach them.

    9. As such, pedagogical knowledge requires an understanding of cognitive, social, and developmental theories of learning and how they apply to students in the classroom

      Theories help us relate what we are teaching to the learning abilities of our students. Every student learns in a different way so it is important to understand the ways that have worked in the past and relate them to our students now.

    10. A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills and how they develop habits of mind and positive dispositions toward learning

      (Maybe use this quote). Understanding students and how they learn helps us to incorporate technology and teach content so that they can get a full understanding of what we are trying to teach.

    11. The cost of not having a comprehensive base of content knowledge can be prohibitive; for example, students can receive incorrect information and develop misconceptions about the content area (National Research Council, 2000; Pfundt, & Duit, 2000)

      The importance of understanding the full extent of the content we are teaching is to give our students correct information. Learning incorrect information and having "misconceptions about the content area" is detrimental to our students' learning.

    12. As Shulman (1986) noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge. Knowledge and the nature of inquiry differ greatly between fields, and teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach

      It is important to not only understand what the content is that we are teaching but to understand what goes into the content that we are teaching. The article gives exampled of art and science; the importance is not only on the art or science it is the history and understanding of artists and their meaning and "knowledge of scientific facts and theories, the scientific method, and evidence-based reasoning"

    13. Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK (technological content knowledge), TPK (technological pedagogicalknowledge), and TPACK

      The interaction of all three areas is important because it will help us to understand technology when it comes to lesson planning and content knowledge. Knowing what types of technology to use based on our pedagogical methods and the content that we are teaching our students will help us to implement them to ensure full understanding from our students.

    14. At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them. The interactions between and among the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration

      Incorporating technology on its own will not be helpful to us when we are teaching. We must also base what tools we use around the content that we are teaching, our teaching methods and ability to differentiate a lesson, and the type of technology we are trying to incorporate. Technoology is useful when used correctly and wisely, so when we lesson plan, we must think about these before implementing our instruction.

    15. There is no “one best way” to integrate technology into curriculum. Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts

      We should find ways to incorporate technology based on the content that we are teaching, the students' abilities in our classes, and our understanding of the technology that we are using. If we don't understand a certain technology or it doesn't relate to what we are teaching or the technology is too advanced for our students then incorporating the technology will be unuseful in our lessons.

    16. Furthermore, teachers have often been provided with inadequate training for this task. Many approaches to teachers’ professional development offer a one-size-fits-all approach to technology integration when, in fact, teachers operate in diverse contexts of teaching and learning

      Technology is always changing, how will we keep up with the changes and how will we incorporate tools that we are unsure about? It is understandable that in college, we learn about the current technology of that time, but it is our responsibility to understand that technology will always change and that we should try to keep up-to-date on what tools we can use to teach our lessons.

    17. Understanding how these affordances and constraints of specific technologies influence what teachers do in their classrooms is not straightforward and may require rethinking teacher education and teacher professional development

      We must continue to learn new information and about new technologies so that we can better teach our students. Professional development can help us to understand the problems that can arise when using technology so that we can easily work through them when they do happen.

    18. Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others

      How will we use these technologies to help our students learn even though they will have problems that come along with it? How can we make sure that we limit the amount of problems that will occur in our lessons?

    19. By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use more technology in their teaching

      How do we incorporate new technology into our teaching? What are ways in which these new technology features can be used in other ways than instruction? There has to be some place that we can use the new technology that will be beneficial to our students.

    20. Teaching with technology is complicated further considering the challenges newer technologies present to teachers. In our work, the word technology applies equally to analog and digital, as well as new and old, technologies

      We must always be prepared to learn about new information or new technology so that we can plan lessons around them. New technology and information will always come about so we must be ready when things do change (which is often).

    21. Teachers practice their craft in highly complex, dynamic classroom contexts (Leinhardt & Greeno, 1986) that require them constantly to shift and evolve their understanding

      As teachers, we must be able to think on the fly and change the direction of the lesson if students are not understanding the information we are teaching them. When we lesson plan, we try to make sure that all the students in our class are learning the information. Sometimes it doesn't work out as planned, so we have to be ready for any type of mishap or misunderstanding.

    22. Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge.

      TPCK

    23. TPK is an understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies.

      TPK

    24. TCK, then, is an understanding of the manner in which technology and content influence and constrain one another. Teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies. Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology—or vice versa.

      TCK

    25. FITness, therefore, requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy.

      TK

    26. PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy.

      PCK

    27. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment. It includes knowledge about techniques or methods used in the classroom; the nature of the target audience; and strategies for evaluating student understanding.

      What is PK

    28. Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning.

      Pedagogical Knowledge

    29. this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge.

      What content knowledge includes

    30. Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught.

      Content Knowledge

    31. In this model (see Figure 1), there are three main components of teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK (technological content knowledge), TPK (technological pedagogicalknowledge), and TPACK.

      Model 1

    32. In this way, teaching is an example of an ill-structured discipline, requiring teachers to apply complex knowledge structures across different cases and contexts

      interesting way to put it

    33. Rather, solutions lie in the ability of a teacher to flexibly navigate the spaces defined by the three elements of content, pedagogy, and technology and the complex interactions among these elements in specific contexts.

      Teachers have different ways of combining each of the elements. They have to do what is best for them and their classroom

    34. Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge.
    35. The choice of technologies affords and constrains the types of content ideas that can be taught. Likewise, certain content decisions can limit the types of technologies that can be used. Technology can constrain the types of possible representations, but also can afford the construction of newer and more varied representations. Furthermore, technological tools can provide a greater degree of flexibility in navigating across these representations.

      Teachers have to find the appropriate balance and relationship between content and technology

    36. FITness goes beyond traditional notions of computer literacy to require that persons understand information technology broadly enough to apply it productively at work and in their everyday lives, to recognize when information technology can assist or impede the achievement of a goal, and to continually adapt to changes in information technology.
    37. Central to Shulman’s conceptualization of PCK is the notion of the transformation of the subject matter for teaching. Specifically, according to Shulman (1986), this transformation occurs as the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge.

      Once teachers understand what they need to teach, they can find ways to present it that meet their students' needs.

    38. PCK is consistent with and similar to Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific content.
    39. A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills and how they develop habits of mind and positive dispositions toward learning. As such, pedagogical knowledge requires an understanding of cognitive, social, and developmental theories of learning and how they apply to students in the classroom.

      Teachers know how their students think and learn and how to teach to their abilities.

    40. Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning.

      Teachers each have their own beliefs and methods of teaching.

    41. his knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge.

      Teachers need to have a good understanding of all aspects of the content they are going to teach.

    42. Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught

      Basis for lesson

    43. These three knowledge bases (content, pedagogy, and technology) form the core of the technology, pedagogy, and content knowledge (TPACK) framework
    44. At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them
    45. Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts.

      There is never one right answer for how to integrate tech into teaching. Everyone has a different classroom with different students and subjects to teach.

    46. Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others

      There are many types of technologies that do the same and different things. It is important to find the one that fits the situation the best.

    47. Most traditional pedagogical technologies are characterized by specificity (a pencil is for writing, while a microscope is for viewing small objects); stability (pencils, pendulums, and chalkboards have not changed a great deal over time); and transparency of function (the inner workings of the pencil or the pendulum are simple and directly related to their function)

      We know what analog technology we are using, how we are going to use it, and how it works. We usually are able to find one form of analog technology (whiteboards) and use it in many ways for many years

    48. Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995).

      Digital technology is more difficult to use because it is always changing and we can't always see that change.

    49. Thus, effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains (Glaser, 1984; Putnam & Borko, 2000; Shulman, 1986, 1987), including knowledge of student thinking and learning, knowledge of subject matter, and increasingly, knowledge of technology.

      Teachers have to always be learning about the material and how students learn

    1. The use of the automated Web-based ANODE e-coaching program in patients with T2DM and abdominal obesity was associated with a significant control-subtracted improvement in diet quality and several important cardiometabolic risk factors. The program can be delivered remotely with limited human resources, and therefore has potential for cost-effectiveness, and subsequently broad dissemination if generalizability and longer-term sustainability are demonstrated.

      Excellent. More programs like this are needed. Perhaps adding a support group component could make it even better.

    2. fully automated but interactive

      How can we develop and improve more programs like this?

    3. However, a high-intensity, multidisciplinary intervention (as recommended) is often impossible to implement in real life environments due to limited human resources and the high costs of long-term care. In addition, geographically isolated patients cannot easily access face-to-face education programs. Therefore, it is necessary to develop innovative approaches to improve the adoption of a healthy lifestyle.

      Very real limitations. New methods of intervention are essential.

    4. Among patients with T2DM and abdominal obesity, the use of a fully automated Web-based program resulted in a significant improvement in dietary habits and favorable clinical and laboratory changes.

      Wow. This could be the future of health education.

    1. the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.

      "Resilient" and "adaptive" are very important words here. Social support is essential as well. Are we teaching people skills and knowledge they can carry outside of the learning environment, and are we giving them the support they need to sustain and implement this knowledge into their lives?

    2. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement

      Helping students to have a relatable interest with their learning can help them to succeed in their futures. Making our lessons more understandable and related to their interests is important when setting up their learning environment.

    3. It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.

      this is a great definition of connected learning

    4. It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.

      Connected learning allows students to see where their interests can take them in the future.

    1. The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.  Technology provides us all with the ability to develop our own toolkit of flexible resources for use when needed.

      Good way of looking at it

    2. Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom

      Using the whole SAMR model can help our students to use autonomy to learn information and helps us to differentiate their learning experiences.

    3. Researchers have determined that technology integration typically moves through specific levels. The higher the level of an activity the greater the educational benefit.

      The more technology is integrated into our lessons, the more learning will occur. It is important to remember that technology helps us to make content more relatable and interesting to our students.

    4. Redefinition The SAMR Ladder: Questions and Transitions Modification to Redefinition What is the new task? Will any portion of the original task be retained? How is the new task uniquely made possible by the new technology? How does it contribute to my design?

      R

    5. Modification The SAMR Ladder: Questions and Transitions Augmentation to Modification How is the original task being modified? Does this modification fundamentally depend upon the new technology? How does this modification contribute to my design?

      M

    6. Augmentation The SAMR Ladder: Questions and Transitions Substitution to Augmentation Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level? How does this feature contribute to my design?

      A

    7. Substitution  The SAMR Ladder: Questions and Transitions What will I gain by replacing the older technology with the new technology?

      S

    8. The SAMR model  is a useful tool for helping teachers think about their own tech use as they begin to make small shifts in the design and implementation of  technology driven learning experiences to achieve the next level

      Teachers need to know how to use the technology before they can teach others.

    1. SAMR in 120 Second

      Notes -framework for providing technology in the classroom -Substitution- same task. new tech replaces old tech but doesn't change the rules of how to use it (ex- microsoft word vs. gooogle docs) -Augmentation- same task. Provides more functionality (ex- sharing google doc and shares to cloud more easily) -Modification- midifies task. Technology is used to redesign parts of the task (students collaborating in google docs and commenting to each other) -Redefinition- design and create new tasks that were once unimaginable (connecting to a classroom across the world using google docs)

    1. TPACK Example

      Notes from video -pedagogy, content, and technological knowledge and the integration of all three in lessons -Combining and Creating the Lesson- let them do some research- relate to the plastic ban- research how it is harming wildlife in the area and make a commercial to promote a plastic ban to their area -Content area lesson- utilize a variety of research tools to find the information that they need to do the projects technology -Technology lesson- examples and instruction

    1. RSA ANIMATE: Drive: The surprising truth about what motivates us

      Notes from Video -Group of students and gave them a set of challenges- to incentivize their performance 3 levels of rewards- High, middle, and lower levels of rewards -mechanical skills- bonuses worked as expected- higher pay brought better performance -rudimentary cognitive skills- larger reward led to poorer performance-rewards don't work that way once you get to rudimentary cognitive skills- defies laws of behavioral physics -did the experiment in india- small rewards (2 weeks salary) medium rewards (1 months salary) highest reward (2 months salary)- Higher incentive led to worse performance -replicated over and over again- simple straight forward tasks- rewards work

      • when task get s more complicated and it requres some conceptual, creative thinking- rewards don't work -3 factors lead to better performance- (autonomy)- self direction is better- (mastery)- getting better at stuff- (purpose)- need to have a reason for doing something -more organizatoins want to have a purpose- not money or profit- -if we start treating people like people- we can build organizations to make the world a little better
    1. In this case, you ask yourself if the technology tools allow educators to redefine a traditional task in a way that would not be possible without the tech, creating a novel experience.

      How has technology created a unique experience?

    2. this is an actual change to the design of the lesson and its learning outcome. The key question here—does the technology significantly alter the task?

      Big changes to the lesson plan.

    3. but with significant enhancements to the student experience. In other words, you ask yourself if the technology increases or augments a student's productivity and potential in some way.

      What is the purpose of the change?

    4. It is a simple, bare-bones, direct replacement.

      Small replacements to start the change.

    5. Substitution, Augmentation, Modification, and Redefinition. Substitution and Augmentation are considered "Enhancement" steps, while Modification and Redefinition are termed "Transformation" steps

      Moving from making learning better to creating a pedagogy change.

    1. Motivating Learners

      Notes from Video -embracing change -hardcore gamers- surprising things that you find- kids are incredibly bottom-line oriented- want to be measured to see how much they are improving -"if i am not learning, then i am not having fun"- embracing change, leveling up, higher order tasks, or the game is changing -Questioning position helps students to embrace change -Compete with each other and collaborate each other -Start looking at other people online to help them to learn new things -kids that have been turned on to learning- there is no stopping them -passionate community interest group that students can join -learning has to do with learning how to join a group with a common interest -what you are doing becomes a platform for something new -trajectories through life pace as opposed to fixed points -power and importance of play- how to I take an idea and play with it to become something new -learn that not everything works- need to be willing to realize that instead of being afraid of things not working- we need to be willing to change what hasnt worked to make it work for us

    1. Will Richardson

      Notes from video

      -Students don't need to have official instruction to learn new information -interactions with online tools can help students to learn on their own and with the help of teachers can help them to learn even more information -"Sharing my work online has become a huge part of the way I learn. Those connections make it possible for me to gain a bigger audience, which means more feedback and more learning" -Teaching information can be facilitated in many different ways- incorporating technology can help students to better learn information than with just us teaching them. -Hard truth- formation of schools how they were established are not relevant in how students are learning today- schools have to be places for deep inquiry where they can solve big problems- create important work where they can collaborate with people around the world-LIFE PREP- getting our students ready for real life and helping them to solve future problems that may occur.

    1. Her aims are to help students visualize the concepts already introduced in the classroom and to reinforce the learning through group collaboration. The assignment requires teamwork, communication, and precision

      Using tools outside the classroom to help students better understang the content that they have already learned.

    2. Encouraging students to reach out to each other to solve problems and share knowledge not only builds collaboration skills, it leads to deeper learning and understanding

      Students can help each other learn by collaborating their efforts. Each student can bring a certain strength to the group so that they can all work out problems together

    3. Encouraging students to reach out to each other to solve problems and share knowledge not only builds collaboration skills, it leads to deeper learning and understanding

      Collaborative learning

    1. Connected learning, as its name implies, works to connect these spheres more pur-posefully. The goal is not to fully integrate these spheres of learning—each requires its own autonomous space—but to build connections, hand-offs, and sites of trans-lation in order to reach more young people where they are.

      Every connection must have a purpose.

    2. Connected learn-ing seeks to integrate three spheres of learning that are often disconnected and at war with each other in young people’s lives: peer culture, interests, and academic content.

      -

    3. Are mentors present who can help young people to connect their interest/activity to academic/institutional domains?

      It is at the hands of the mentors to link interests and academia.

    4. When young people do well and are well behaved in the classroom, it improves the class-room experience, but it does not elevate culture at large or expand a valuable social network if the activity ends at the classroom walls.

      This is why opportunities outside of the school are important.

    5. Making use of social media platforms and channels such as Facebook, YouTube, Livestream, and Twitter, the HPA connects young people who are inspired by the civic virtues portrayed in the Harry Potter books, and want to apply them to the real world.

      Connected learning often incorporates the use of technology.

    6. Public schools like Q2L have an impor-tant role to play in broadening access to connected learning, providing opportuni-ties and guidance for young people to connect their social and recreational learning to academic subjects and prospects.

      Goal is to tie interests and academia.

    7. It is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

      Primary outcome of connected learning and how its beneficial to the student.

    8. Preparing children for creative jobs does not guarantee that those jobs will materialize just because workers are stand-ing by.

      Even if children are prepared for these jobs, the jobs aren't always available.

    9. A strong current in the workforce readiness view holds that “creative work” is where the security will be, and that the current education system must produce students who are capable of the critical and creative thinking skills

      There needs to be more of an emphasis on creativity, open-mindedness, innovation, etc, but currently schools focus more on standards and "facts" for exams.

    10. Since the late seventies, there has been significant growth in college attendance among youth in higher income brackets, while rates of college attendance among poor youth have remained relatively flat (Bailey and Dynarski, 2011).

      Another example of a further divide due to income differences -- leads to even less opportunities presented to those of lower income.

    11. Employment Status of high school graduates not attending college full-time

      The largest differences between the pre-recession and the recession 'era' are between "employed, full-time" which dropped from ~37% to ~18% and between "unemployed, looking for work" which rose from ~23% to ~37%.

    12. Based on this history, the message to young people has been that they should seek college educations and professional certifications as a reliable eco-nomic investment.

      This is not always the case now. You have to take job availability into consideration and simply having a degree does not equate to getting a good paying job. You have to be competitive and have a lot to show and know how to display your knowledge and skills with little experience in the work field.

    13. He describes how he feels his teachers “set you up for failure” and he has watched the majority of his friends drop out from high school.

      This is likely due to a lack of connection between authority and the students.

    14. Privileged families also support tailored learning opportunities through clubs, camps, sports, and other programs where their children get recognition, gain skills, and make meaningful con-tributions.

      This is not something that is available to all children. Without a diversified learning environment available to the general public, the divide between groups becomes greater.

    15. 14 | CONNECTED LEARNINGoday’s educational institutions are struggling to fulfill their mission of provid-ing pathways to opportunity for all youth. In the past two decades, earnings have dropped for those without high school degrees, while dropout rates have continued to remain high among vulnerable populations. At the same time, privileged families are turning to costly private schools and enrichment activities for an educa-tional edge, preparing their children for a competitive and volatile market for profes-sional and fulfilling jobs.

      Opportunity for all youth is not equal.

      • wages dropping for those w/o high school degrees
      • dropout rates remain high
      • privileged (rich) families turn to expensive private schools and enrichment activities, providing more preparation for a competitive job environment
    1. (For more on the essential elements, be sure to read W. Ian O’Byrne’s sidebar.)

      Lol!!!

    2. When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal?

      You can encourage a student all day long about what to and what not to put on the web but its their choice to take the advice. Teenagers and even adults these days do not realize once its on the web anyone can see. Regardless if its private, it still can be found.

    3. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?

      This is something I have never thought of but I like the idea of the lesson.

    4. We often hear people talk about the importance of digital knowledge for 21st-century learners.

      Some students will know how to use the software on a comupter better than their parent or teacher.

    5. talking about audience—whom they are addressing and who are people who might accidentally come across their blogs or tweets

      Very important for students to know who their intended audience is, or who they are aiming the digital content at. Students should also think about people who may come across content and view it as well, even though they are not the intended audience.

    6. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

      This is very important so students know how to make decisions on-line that are not only lawful, nut also portray the student appropriately. It also helps students establish a professional and informed on-line presence.

    7. Twitter plays a large role in my teaching, but the essential elements can be applied in many technological contexts

      Twitter usage

    8. It is important for students to recognize that although technology gives us a lot of power, it also restricts us in many ways, and we need to question how the affordances of technology modify our communication and our behavior.

      This is a very important statement. Technology has changed how people have acted towards one another and being behind a screen might make it easier to do some thing that you would not do in person

    9. Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.

      the eight elements of digital literacies is another important distinction between digital literacy and digital skills

    10. For example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

      This is an important distinction between digital skills and digital literacy. i.e. this explains that digital literacy is a deeper focus on web uses

    11. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom

      This is an important note on the difference between digital skills and digital literacy

    12. When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal

      Internet safety is extremely important!!

    13. It is important for students to recognize that although technology gives us a lot of power, it also restricts us in many ways, and we need to question how the affordances of technology modify our communication and our behavior. For example, it is worth discussing the process of Wikipedia. Although Wikipedia is not a scholarly source, it is usually a good enough first stop to learn about something. However, students need to know how it is updated.

      Using sites such as Wikipedia can definitely be a great starting point, whether it is used for academic, professional, or personal research; however, it is not meant to be used as a reliable source of its own. I often use the works cited from Wikipedia to find more scholarly articles on the same topic.

    14. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      I would argue that one is just as important as the other. Without digital literacy, digital skills cannot be utilized to their full potential and vice versa. We must be thoughtful, responsible consumers of the internet.

    15. Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

      digital literacy

    16. When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal? Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities? Do students recognize the importance of password-protecting their devices and having different passwords across platforms? We also need to recognize the risks of blogging/tweeting, which include opening avenues for abuse. We should not be throwing students into the public domain to discuss sensitive topics without having conversations with them on what they might face and which of these risks they are willing to take, how they would handle it, and how they might support each other. Then we should give them a private option if they so choose.

      What to keep in mind for yourself and for your students when teaching digital literacy

    17. Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time. Instead of teaching how to use a hashtag and how to tweet and retweet, I give my students meaningful tasks to help their learning.

      What teaching digital literacy entails

    18. Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence. This last one is important and takes time to build.

      The 8 essential elements of digital literacy by Doug Belshaw

    19. Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

      when & how you use digital skills and digital literacy

    20. teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities

      examples of digital skills and digital literacy. know the differences between the them.

    21. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      digital skills vs digital literacy

    22. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.

      keeping your teaching strategies up to date and every changing based on what technology is going around in the world as well as what can help the students get the most out of the lesson

    23. Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpose.

      i like this quote! i fully agree that you should have a healthy mindset around technology and be able to use it for a certain thing. WIth the wrong mindset I believe technology can be somewhat harmful

    24. Instead of teaching how to use a hashtag and how to tweet and retweet, I give my students meaningful tasks to help their learning.

      If tasks aren't meaningful to students, they're just going to view it as irrelevant information and not think of it in terms of the big picture.

    25. I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.

      The eight elements of digital literacy

    26. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      The difference between digital skills and digital literacy

    27. Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities?

      This is HUGE. One of the things I had to recently do is clear out some old pictures that wouldn't of been a selling point for future employment opportunities. My content wasn't inappropriate but my content wouldn't of helped people take me seriously especially in a teacher role.

    28. Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

      This is so important and something that wasn't talked about enough when I was in school. I would hear parents and others talk about how if you post something on the internet, it would be there for life, but I never understood exactly what that meant.

    29. Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.

      integrating digital literacy in the classroom can be beneficial to students

    30. eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.

      8 important components of digital literacy

    31. while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

      digital literacy is just not about using digital devices also asking deeper questions of "why" and "how"

    32. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      basis for digital literacy

    33. These discussions can be fraught with power dynamics, resulting in controversial issues appearing unbalanced as more powerful authors block alternative viewpoints.

      Students need to know which information is going to be unbiased and true. There are MANY internet sources that use shock value information or biased information rather than presenting corect information.

    34. means talking about audience—whom they are addressing and who are people who might accidentally come across their blogs or tweets

      Knowing who the information is available to, whether it is the whole world or just a few people. Who are you talking to and how are you communicating to them?

    35. When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal?

      Safety is super important!

    36. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.

      Keep adding onto current knowledge base to develop full understanding of topics

    37. educational researcher Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.

      Digital literacy skils that we can use to understand the internet and use it to our benefit.

    38. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom

      The difference of digital skills and digital literacy is very important. Digital literacy takes a deeper look into digital information so that we can understand the full extent of the content.

    1. Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources.1

      This is an important skill for both educators and students to have

    2. 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

      The goals here represent how Mozilla focuses on how to help people through giving positive internet resources for everyone

    3. Reading, evaluating, and manipulating URLs (addresses on the web).

      some URLs that end with .org or .gov is a hint for the website containing reliable information.

    4. Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic

      participating in the digital world is a fundamental skill

    5. 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

      The focus on educators is an important note here, some people only have access to the internet at school

    6. Mozilla continues to refine its strategies to support and champion the web as an open and public resource

      I believe this is an important statement because the internet is open to everyone with access to a computer and a server. There should be more opportunities for people to have access to these two things.

    7. diverse audiences using the web.

      This is an important note because there is such a vast number of people using the web and from all over the world

    8. Collaboration Participate Share, Contribute, Connect, Open Practice Example - Learners are collaborating when they build products together to reach a common outcome while leveraging working in the open to connect and learn with individuals and groups online.

      examples of collaboration

    9. Communication Read: Synthesize Write: Compose, Remix Participate Share, Contribute, Connect, Protect, Open Practice Example - Learners are demonstrating good communication skills when they are able to use the web to compose and synthesize web content and remix information to share and connect effectively with others.

      examples of communication

    10. Creativity Write: Design, Revise, Remix Participate: Share, Code, Compose, Contribute, Open Practice Example - Learners are creative when they are able to design new ways to remix and revise information that is accessible and approachable to broader audiences. They co-construct designs with with new partners that increases opportunities to share and contribute to engage more feedback.

      examples of creativity

    11. Problem-solving Read: Search, Navigate, Synthesize, Evaluate Example - Learners are problem-solving when they are able to use the web to search and critically evaluate information to synthesize findings that support a researched opinion. Write: Design, Compose, Code, Revise, Remix Example - As learners design, code, compose, revise, and remix, they are problem-solving when they create algorithms and designs that improve information sharing and services for themselves and others.

      examples of problem solving

    12. “Read” is how we explore the web. Web literate individuals understand basic web mechanics such as the difference between names and addresses on the web, and how data is linked and moves through the infrastructure of the web. They can evaluate web content, and identify what is useful and trustworthy. “Write” is how we build the web. Web literate individuals can transform a word into a hyperlink and add media to websites. As abilities are honed, one becomes more adept at remixing other users’ content and understanding or writing code. “Participate” is how we connect on the web. It includes interacting with others to making your own experience and the web richer to working in the open. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams. “21C Skills” refers to a broad set of knowledge, skills, work habits, and character traits that are important to succeed in today’s world, particularly for college and career readiness and in the workplace. Examples of these skills include collaboration, communication, creativity, and problem-solving.

      web literacy skills: read, write, participate, and 21st century skills

    13. To hold information-age jobs, people also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies

      Technology changes things. We have to change the ways that we think so that we can understand the current technology.

    14. Using questions and keywords to find the information you need.

      i often forget to do this and it helps me to remember that I still have a lot to learn about technology and the web

    15. nowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic—in a rapidly evolving, networked world.

      Super essential

    16. 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

      Love this idea.

    17. 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

      great goals!!

    18. reach and meet the growing number of diverse audiences using the web.

      This is extemely important because there are so many different people in the world and its important to realize this when thinking of whats on the web.

    19. Learning through making

      In Edfs 326 and other courses we are asked to figure some things out for ourselves and this especially applies to technology there are some things that we must learn by doing

    20. 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource,

      It is very important, given the technology we have today, that teachers embrace and use all technology resources and advocate for safe and effective web literacy use.

    21. Managing and maintaining the privacy and security of your digital identity through behaviors and digital tool settings

      Staying safe online is the most important aspect of learning internet usage. Knowing the repercussions of online sharing and how if it gets into the wrong hands can turn very dangeruos, very fast can help us to stay safe and continue to present ourselves in a safe environment.

    22. A group of local or global learners who reach a common outcome while connecting and learning online

      It is important to collaborate with other people so that we can get a better understanding of other opinions and views. We can share knowledge base by collaborating and we can even develop an even better understanding of ideas just by explaining our views to other people.

    23. Understanding basic principles, purpose, and applications of coding and programming languages

      The setup of a website is important to understand. It helps to make the content more approachable and understandable.

    24. Creating mental and physical representations of digital content focused on accessibility and approachability

      Creating visual representations to understand the content being researched.

    25. Integrating separate and unique information from multiple online sources

      Using multiple sources to establish content knowledge.

    26. Using questions and keywords to find the information you need

      Learning how to search correctly can help to find more accurate information faster by using keywords and other searching practices.

    1. The perfor-mance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understand-ing and ability to transfer their learning.

      If a student can take the knowledge their teacher has taught them and apply it correclty to a different activity, then the teacher has done their job. The teacher knows that student has understood the material.

    2. Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan)

      This is important for teachers to have clear goals to get these results, document student evidence of learning and development, and always have a flexible learning plan.

    3. This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented teaching in which no clear priorities and purposes are apparent

      Making our own lesson plans and using the textbook as a resource. Integrating technology can help to shy away from using the textbook as the backbone of our lesson plans.

    4. transfer their learning through authentic performance

      Putting their skills to use can show their knowledge of the process

    5. the ability to effectively use content knowledge and skill

      Understanding content and how to use it to prove a point, explain a topic, or shed light on an issue

    1. The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space.

      thats right, for examplse, you can go on quizlet and find the answers to a study guide with the click of a butto.

    2. history’s first generation of “always connected” individuals do not have the knowledge and skills to critically explore, build, and connect online. Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.

      I agree with this statement about our generation not being equipped with everything we needed to know about the internet and how to properly use it.

    3. The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space.

      the internet

    4. Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web

      Why not?

    5. Yet, as early adopters, history’s first generation of “always connected” individuals do not have the knowledge and skills to critically explore, build, and connect online

      Knowing how to navigate the internet is very different than understanding the internet and internet uses. Understanding how to use the internet is essential to communication, sharing, and learning on the internet.

    1. supports learning 24 hours a day, 7 days a week; builds 21st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching

      Never thought of the benefits of technology in teaching this way. Technology allows schooling to occur outside of a classrooms four walls and gives the ability to learn a vast amount of information at an extremely fast rate.

    1. Understanding by Design

      Notes

      • -prepare you to think in the short-term and long-term teaching
      • -student comment as an entry point on where we want to end up
      • -proactive, autonomous learners
      • -a planning framework
      • -critical and creative thinking- you don't need these skills to make all A's in school
      • -pedagogical effectiveness
      • -critical thinking test- NO GAIN
      • -long-term goals and short-term plan
      • -desired and actual results
      • -strategic thinking- teachers that tell you what to do all the time- doesn't make room for student thought
      • -when we teach, we need to be more goal focused (comment)
      • backward design thinking- long term goal- what follows for assessment (not grading, assessing/ judging how we are doing against the goal, coaching) and what follows for instruction
      • What do we have to do to make our students love what we are teaching them?
      • the textbook is not the course- only used as a resource
      • given our understanding goals, which chapters should be highlighted, skimmed, skipped, re-sequenced?
      • aim for explicit understanding
      • Backward from Goals: Meaning-"I want students to leave having inferred/realized that, now and in the future..."
      • Background from Goals: Transfer - "I want students to leave able to transfer their understanding- on their own- to concrete address current and future situations
      • 3rd day of lesson- textbook is used (not on the first day)
      • the way we do math is bad- this is why people don't like math or they think that they are bad at math- backward design lesson planning expands the pool of interested parties and is differentiatable for individual students
      • it is our jobs as teachers to make the design of the lesson relatable to every student- we are given this backward design plan but we must figure out how to plan our lesson to make sure that every child is learning- DESIGN CHALLENGE
      • Intellectual engagement- finding ways to help students that are uninterested in the content to want to be engaged in the content
      • Incentivize- incentives to learning the information