31 Matching Annotations
  1. Mar 2019
    1. We then demonstrated how to use basic Boolean search terms.

      one method of web searching with a purpose

    2. Cs of change" that the 21st century has brought us. These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.

      c's of change; skills needed to navigate the internet

    1. Open learning, also known as open education, can be defined as a set of practices, resources, and scholarship that are openly accessible, free to use and access, and to re-purpose.

      Having access to resources that are able to be re-purposed offer educators and students to use the SAMR model and modify or redefine whatever the learning material is.

    1. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information online (Kuiper & Volman, 2008).

      Some areas of improvement with literacy.

    2. Each requires additional reading and/or writing skills to take full advantage of its affordances. In addition, new tools for lit-eracy will appear on the Internet tomorrow with additional, New Litera-cies required to use them effectively.

      The definition of literacy changes as new advancements come along.

  2. Feb 2019
    1. Thus, teachers need to develop fluency and cognitive flexibility not just in each of the key domains (T, P, and C), but also in the manner in which these domains and contextual parameters interrelate, so that they can construct effective solutions.

      emphasis on fluency and cognitive flexibility

    2. . Teachers need to reject functional fixedness

      It's possible to incorporate sources that aren't typically viewed as "educational" and make the use of those resources beneficial to the classroom.

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

      Aspect 1: Content knowledge

    4. produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

      purpose of tpack

    5. technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge)

      definition of tpack

    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. oday’s educational institutions are struggling to fulfill their mission of provid-ing pathways to opportunity for all youth.

      Opportunity for all youth is not equal.

    15. 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.

    16. 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. 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
    2. 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.

    3. 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.

  3. Jan 2019
    1. Chiefly that means teachers regularly inspire students to act responsibly as they participate in the world — especially the digital world.

      The digital world seems to follow you wherever you go, so it's vital that we teach our students to act responsibly.