47 Matching Annotations
  1. Dec 2017
    1. Construction also brings in the role of groups of learners in the process of learning and as a result includes elements of social and cognitive constructivism. Learners are encouraged to be creative as they build and revise content.

      OCC is collaborative and always changing

    1. these new literacies are embodied in new social practices—ways of working in new or transformed forms of employment, new ways of participating as a citizen in public spaces, and even perhaps, new forms of identity and personality.

      society has changed and thus we need to teach students how to be citizens

    2. As a consequence, the traditional emphasis on alphabetical literacy (letter sounds in words in sentences in texts in literatures) would need to be supplemented in a pedagogy of Multiliteracies by learning how to read and write multimodal texts which integrated the other modes with language.

      meaning is communicated through multimedia instead of text...this needs to be in the curriculum as well

    3. literacy curriculum taught to a singular standard (grammar, the literary canon, standard national forms of the language), the everyday experience of meaning making was increasingly one of negotiating discourse differences.

      this goes with online reading comprehension...literacy was changing from traditional text, so the literacy curriculum needed to change too

    4. The world was changing, the communications environment was changing, and it seemed to us to follow that literacy teaching and learning would to have to change, as well.

      A pedagogy of multiliteracies was inevitable with modern technological advances. Education needs to change as society changes.

  2. Oct 2017
    1. his also draws on tenets from Understanding by Design (UbD) as you begin with the end in mind and think about where you would like to bring students by the end of the project.

      This is crucial in your lesson planning. You need to have student learning outcomes and goals or else there is no point to the lesson. It can be helpful at the start of the project to tell your students what the goals and outcomes should be. You can collaborate with your students about what their goals should be, but you should have a set of general goals already in your head.

    2. It should also be noted that Internet Inquiry Projects are not only appropriate but also vital for use in classrooms from Pre-K up through higher ed. It is the responsibility of educators in all grades and content areas to modify as needed for learners.

      depending on your own content area knowledge and your students prior knowledge every lesson needs to be tailored to fit both of your needs. Scaffolding and time duration are two main components when planning an internet inquiry project.

    3. The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies.

      internet inquiry projects incorporate everything that we've learned so far

    1. Internet Reciprocal Teaching

      Internet Reciprocal Teaching is a method of tech integrated education that involves direct instruction, collaboration, and inquiry.

    2. In my classroom, we spend a lot of time talking about how to summarize a text by finding pertinent points and casting them in one’s own words.

      This is a great way to teach students about ownership f words and plagiarism. If you start immediately teaching students how to synthesize information into their own words then plagiarism will be less of a worry.

    3. The transformation of a page by Readability is pretty dramatic, and its use can lead to a focused conversation in the classroom about what has been removed, and why, and what has remained, and why. This forced awareness of the construction of a web page is valuable knowledge for young users of the web.

      This is an important thing to think about because if a student is always using "readability" then are they really learning how to read online. This sounds like a really helpful tool for students with OCD or ADHD.

    4. Reading is more individualized, often with one student at one computer.

      online learning is tough because it can be very collaborative, but the reading aspect is extremely individualized. keep this in mind when lesson planning

    5. As educators, we need to take a closer look at what online reading is all about and think about how we can help our students not only navigate with comprehension but also understand the underlying structure of this world.

      When we are teaching reading skills and techniques we need to be able to students how to read online for different purposes.

    6. Readers read for different purposes. Sometimes they read for pleasure. Sometimes they read for information. Their reason for reading impacts the way they read. They may skim or read carefully depending on why they are reading. Throughout this process, readers monitor the meaning they are constructing. When the text does not meet their purposes, they may switch to another text. Readers expect what they are reading to make sense. They use a repertoire of strategies, such as rethinking, re-reading or reading on to clarify ideas, to make sure they understand what they read in order to accomplish their purposes.1

      Everything we read, we are reading with a purpose. These different purposes inform the kind of reading that we do. Especially when we are reading online, our reading will look very different then when we are reading from a text.

    1. The SAMR model truly covers the entire spectrum of tech integration

      there is no limit to how integrating tech will benefit your classroom

    2. The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.

      your toolkit is a place for all of your technological tools that benefit learning

    3. 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.

      there are different levels of samr with different educational benefits. there are also transitional questions and prompts to help teachers decide what level best suits their pedagogy

    4. 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 integrated into the educational process the greater the educational benefit

    1. technological tools can provide a greater degree of flexibility in navigating across these representations.

      depending on your content knowledge more or less technology is available to be used in the educational processes. knowing the technology involved in the content area is essential

    2. 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.

      you must have FITness and it is something that is always changing and updating, making it very complicated to learn

    3. PCK is the notion of the transformation of the subject matter for teaching

      how the teacher is going to teach their content knowledge to their students

    4. Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims.

      pedagogical knowledge is the teacher's knowledge of educational processes and their values and aims for teaching

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

      content knowledge

    6. 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,

      tpack consists of teachers knowledge of content, pedagogy, and technology and the relationship between all of these

    7. this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs

      how one teacher decides to integrate technology into their classroom will be different from another because teachers need to see how technology fits into their pedagogical values

    8. 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.

      teaching with technology is not easy especially considering that technology is always changing and most technologies are not used in a single defined way but can be used in very different ways.

    9. This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge)

      TPACK is a framework for teachers to integrate technology into their pedagogy and content knowledge

    1. While wealthy families are embracing the potential of new technologies for learning, and investing more and more in out-of-school and connected learning, less privileged kids are being left behind. Access to specialized, interest-driven and personalized learning used to be difficult and scarce. But in today’s networked world, there’s no reason why all children should not have the opportunity to pursue connected learning.

      technology should not just be for rich students. technology should be accessible to all students in the classroom and should be incorporated into their learning

    2. We need to harness these new technologies for learning rather than distraction.

      Instead of banning technology from the classroom teachers should incorporate it. this way teachers can keep their students interested and keep their teaching style modern.

    3. .The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

      connected learning is about learning with other people. technology is an easy avenue to make this happen

  3. Sep 2017
    1. These inquiry-based teaching methods engage students in creating, questioning, and revising knowledge, while developing their skills in critical thinking, collaboration, communication, reasoning, synthesis, and resilience

      Key skills that are taught through pbl

    2. students learning knowledge to tackle realistic problems as they would be solved in the real world increased student control over his or her learning teachers serving as coaches and facilitators of inquiry and reflection students (usually, but not always) working in pairs or groups

      These are the essential components of pbl.

    3. project-based learning (PBL) can increase retention of content

      In pbl students are taught in a different way. They are not simply told what to know and memorize it. Students learn by action in pbl.

    1. qualities like the ability to work on a team, problem-solving skills, written and verbal communication skills, and initiative

      These are the skills that need to be taught to students in order for them to be career ready. We need to be thinking of a way that we can teach state standards and incorporate these skills. This is what pbl is.

    2. the project is often hypothetical—students know it’s still a school assignment,

      this is important when thinking about the product or the outcome of the pbl. It needs to be something relevant and has meaning to the students.

    3. In the process of solving the problem, students also meet required standards, but this work is integrated into the project,

      this is a key component to pbl. Without state standards integrated into the project, pbl is not an effective way of teaching.

    1. Developing and presenting effective messages, and contributing to groups through appropriate interactions and active listening.

      how to be a good community member on the web

    2. college and career readiness, and workforce development

      this website is suggesting that become "web literate" will help us to be prepared for college and our careers

    3. Writing on the web enables one to build and create content to make meaning

      this is what we're trying to accomplish by creating our own websites

    4. critical thinking, collaboration, problem solving, creativity, communication

      these look very similar to some of the outcomes of pbl

    1. they might create real products that people outside school use.

      This would really change the way everyone thinks about education. Students having a real impact on the community could change the way people think of educators.

    2. and met with teams to monitor their progress.

      I think that open two way communication is key here. The students should be provided with a consistent time to meet with the teacher, but I also think that it's important for the teams and teacher to have communication as questions/problems arise.

    3. To guide students in real inquiry, refer students to the list of questions they generated after the entry event. Coach them to add to this list as they discover new insights. The classroom culture should value questioning, hypothesizing, and openness to new ideas and perspectives.

      Discussions should always lead to inquiries. These inquiries should be meaningful and be able to guide students to research.

    4. each team regularly paused to review how well they were collaborating and communicating,

      It's the absolute worst when you get stuck with team members that don't collaborate. I think that giving the students time to reflect will help reduce this problem.

    5. teachers might provide a limited menu of options for creative products to prevent students from becoming overwhelmed by choices.

      This middle ground seems like what would work best for me. I want the students to have room to show their creativity, but I don't want them to become lost because they're struggling to figure out what their end product should be.

    6. gives students a sense of purpose and challenge.

      A driving question is essential to knowing what the long term goal/outcome will be. If you're the teacher then the driving question needs to be aligned with your intent.

    7. discussion in which students shared their experiences with suspicious water quality, discussed times when beaches had been closed and why, and talked about how much pollution bothered them

      I love the idea of showing a video and then facilitating a discussion. Sometimes I feel like teachers do show videos, but skip the discussion part. Even when students are itching to tell of their experience.