Therefore, it can be stated that teachers often focus more on teaching rather than learning. This perspective can lead to the misconception that learning is the activity when, in fact, learning is derived from a careful consideration of the meaning of the activity.
I agree. the teachers, atleast when i was in school, tended to focus more on teaching and passing the test rather than learning and understaning
Furthermore, the format of the test causes many educators to erroneously believe that the state test or provincial exam only assesses low-level knowledge and skill. This, too, is false. Indeed, the data from released national tests show conclusively that the students have the most difficulty with those items that require understanding and transfer, not recall or recognition.
like I stated before, not memorization but understanding!
The UbD framework promotes not only acquisition, but also the student’s ability to know why the knowl-edge and skills are important, and how to apply or transfer them in meaningful, professional, and socially important ways
it should be more than just "knowing" the material! students should be able to understand and perform the material.
In Stage 3 of backward design, teachers plan the most appropriate lessons and learning activities to address the three different types of goals identified in Stage 1: transfer, meaning making, and acquisition (T, M, and A).
after knowing the goal and how it will be assessed, lastly the teacher must come up with lessons on how she will teach the students
• Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.• Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.• Can apply by effectively using and adapting what they know in new and complex contexts.• Demonstrate perspective by seeing the big picture and recognizing differ-ent points of view.• Display empathy by perceiving sensitively and walking in someone else’s shoes.• Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience
these are great examples of how students understand the lesson. we should be assessing our students in more than one way in order to make sure they understand fully.
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.
Problem solving? This is beneficial to students because it allows for them to have a better understanding of their learning when they are having to perform what they learned.
An important point in the UbD framework is to recognize that factual knowledge and skills are not taught for their own sake, but as a means to larger ends.
personally, I learn a lot more efficiently when I am told why I am learning something and how it will help me and make me a better student. If a teacher does not stress why a student is learning something, the student might feel as if the content is useless.
This first stage in the design process calls for clarity about priorities.
I feel like so many people struggle with priorities, really when there are 1000 other things going on. This approach forces students to focus on their priorities up front.
In the first stage of backward design, we consider our goals, examine established content standards (national, state, prov-ince, and district), and review curriculum expectations.
I think this is efficient because I work better with a common goal in mind.
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. when I was in school it was almost frowned upon to use the internet and social media within the school. I think it is important, however, that we educate our students on how to properly use the web and technology because it is our generation.
he 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 web is such a big part of our current generation. It amazes me how much information is at the tip of our fingers
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.
yes! technology can be such a great tool but at the same time it can be dangerous. We must be careful in the way that we use it and teach our children to use it.
I avoid putting my students in high-risk situations, but this does not mean avoiding teaching digital literacy. It means discussing with them why they would post a real photo of themselves as avatars
this is a scary topic. it is interesting to me though because I rarely think about my audience before I post something of myself online.
I allow them the choice of which platform to use for the support they need, but I make sure they ask questions. 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?
one of my professors freshman year used twitter as a tool in our classroom. we did not have a choice of how to use it, however; but i think a choice is important
eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence
I have never thought about connecting these elements to technology. very interesting
or 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
I never learned about copyright and what images I could properly use. I just learned how to use them.
Unfortunately, many focus on skills rather than literacies. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
Yes! in school, I felt like it was not about the literacy but more about just completing a task and moving on.
Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpose.
this is important to think about when teaching about the digital world because there is more to teach about than just the technology
Being audience and culturally aware, resolving conflict appropriately, using technology tools effectively, and taking responsibility for personal and group productivity.
this is so important because this will be useful as the years come as well
Learning through making involves constructing new content.
by creating our own website, we will create a new meaning by doing something new
Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.
The map must be appropriate for everyone. If it had more complicated language, one may not be able to understand it.
Does one need to code in order to be considered web literate?
this is one thing that came to my mind. do i have to know code in order to build a website??
degree to which you can read, write, and participate on the web while producing, synthesizing, evaluating, and communicating information shapes what you can imagine—and what you can do. follows:
now a days it is become a necessity for children to be able to use in the wed in order to be successful.
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
This is important to keep in mind as a teacher-it is very important to begin teaching how to use technology
s well as interventions on behalf of international development by organizations such as the United National Children’s Fund
I think many funds should be started in order to take another step toward equalizing education
Discursive and normative uncertainties mean that, for instance, “digital learning” is open to different interpretations, ranging from an instrumental concern with employability and growth to more idealist concerns for social mobility, social justice, and empowerment. In addition, given the huge inequalities in region, income, culture, sex, and so forth, efforts to promote digital opportunities can also become, inadvertently, the means by which inequalities are reproduced or new risks are encountered.
"digital learning" can be a variety of things. I see digital learning as learning from anything media related. Children do learn best when they dont even know they are learning. (TV, game)
in-school and after-school virtual learning and online coordination of academic activities are further intensifying the already considerable academic pressures on children in middle-class households, with the potential to adversely affect parent-child relationships
I feel as if some kids are far more advanced with technology than others due to at home living situations which can cause issues in the classroom
Research on parental use of monitoring technologies suggests that such updates about children’s whereabouts may trigger authoritarian parents to be more controlling,19 which in turn is unlikely to enhance children’s academic performance.
My parents were very strict on monitoring media use. We were able to watch TV and play on the computer but they pushed for us to play outside and interact with other kids face to face more
For instance, the United States, among other wealthy countries, is witnessing calls for data-driven instruction in the hope that this can remove bias in student advancement, equalize education, and improve learning outcomes and teacher efficiency.
I feel as if it will be very hard for education to become completely equal. In the US today there are many areas where education is at a low compared to other areas
In India, progress depends on the business case for digital education, which is only slowly gaining ground as the education market develops software packages around textbook content
In the US, I think it is important for us to realize how well off we are compared to other countries
s the goal to prepare students for a competitive workforce, to connect marginalized youth, to support schools, or to provide progressive alternatives to school? The goals determine the means, and both have implications for evaluating technological interventions.
Yes! Our children must start at an age where they are able to acquire knowledge in order to become successful in te future.
Or, consider that although most research stems from urban settings, many children globally live in rural areas (55% of the child population in China, for instance) where difficulties of mass migration, poverty, and loss of parents already undermine children’s well-being
This is something to keep in mind. In depth research must be done in order to find out if technology is positively impacting students
Yet these promises are countered by prominent public and policy concerns over the harms to children associated with society’s growing reliance on digitally networked technologies.
I agree that at such a young age children should do more than just screen time but this is what our world is! Children need to experience that.
This article documents the particular irony that while the world’s poorer countries look to research to find ways to increase access and accelerate the fair distribution of digital educational resources, the world’s wealthier countries look to research for guidance in managing excessive screen time, heavily commercial content, and technologies that intrude on autonomy and privacy
how do low income schools still integrate technology in their schools if they can not afford it? Shouldnt it be fair for everyone?
Media use that provides effective distraction, humor, connection to peers, and a wide social network could serve to help adolescents avoid depression and potentially reduce its impact on their functioning
Not all media is negative but we need to take a step back and think: exactly how much media is too much?
A recent meta-analysis of 131 studies23 highlighted the following key findings: (1) most estimates of the prevalence of cyberbullying among adolescents fall between 11% and 48%, depending on the definition of cyberbullying, group demographics, and the reporting time frame; (2) there is a substantial degree of overlap between adolescents who bully others offline and those who engage in cyberbullying (similarly, victims of cyberbullying are often victimized offline); and (3) adolescents who experience cyberbullying are at increased risk for a wide range of mental and physical health problems.17 The majority of victims report negative feelings, such as embarrassment, worry, fear, depression, or loneliness after cyberbullying events.
I think this is so important as to why schools have now implemented rules online. Many schools have rules along with consequences if cyberbullying is reported from a student. Something has to be done about it!
In Japan, researchers noted anxiety in students (mean age = 18.4 years) such that when they did not receive an instant reply to their text message, they felt a fear of being ostracized
This is absolutely insane but I can totally relate to this. Today, if we do not get that feel of instant gratification, we feel abandoned in a sense which can lead to nervousness and anxiety.
Although primarily correlational, research suggests that young people who replace in-person exchanges with virtual interactions intensify their social impairments, whereas those who use online exchanges to supplement existing friendships report improvements in the quality and closeness of their existing relationships.
I agree that supplementing friendships/relationships by using media can be effective. This is almost necessary in todays society to keep in touch and make plans
Researchers have documented that the options of texting, instant messaging, and emailing have become preferred by some individuals over face-to-face interactions for some types of contact.
I agree this may be helpful to avoid dealing with social anxiety, but is it actually worsening it?
Research has shown that individuals with Internet overuse or addiction report using it to avoid negative emotions, such as anxiety and depression
But can this also heighten the anxiety/depression? Are there other effective ways to help these mental disorders?
A variety of surveys dating back as far as the 1930s have shown that a substantial proportion of children experience acute fearful reactions to various aspects of the content of media, especially movies, television dramas, and the news.
I have actually never thought of anxiety and fear in children to be caused by media.
It is often difficult to calm a child who has been intensely frightened by a program or movie, and the resulting loss of sleep and heightened levels of unnecessary anxiety can cause physical, cognitive, and emotional problems.
I guess this does make sense because in children, it is very important to get effective sleep. Without their sleep their brain does not function properly.
n contrast, research with adults showed that using the Internet to communicate with friends and family was linked with decreases in depression.6
This is another idea to consider. Can it be beneficial? Ex: long term relationships, keeping in contact with old friends, or family members who live far away. There is always another side to the issue.
ocial networking sites can influence depression and anxiety in adolescents through technology-based negative social comparison, resulting in negative self-evaluation or anxiety about evaluation by others.
Yes!!! I totally believe that adolescents struggle with this all the time with social media. It is almost as if social media sites are a competition. For ex: who can be the prettiest, who can go the coolest place, who can edit their pictures the best, etc.. I believe it can really affect a persons self confidence.
. Alan’s code made it incredibly easy to do that. Over the next couple of months I’ll do the same for a few other stories.
intersting
Schools routinely caution students about the things they post on social media, and the tenor of this conversation — particularly as translated by the media — is often tinged with fears that students will be seen “doing bad things” or “saying bad things” that will haunt them forever.
I think it is very important for schools to stress the importance of social media. One dumb post will follow the student for a long time(because things done delete on the internet, right). Students need to think before they post!