The document summarizes research on generational differences and how they relate to technology use. It discusses definitions of generations and characterizations of groups like the Silent Generation, Baby Boomers, Gen X, and Net Generation. It also explores the idea of "digital natives" and how younger generations' upbringing alongside technology has impacted how their brains process information. However, more recent research finds individual factors better predict technology use than generational labels. The document advocates for developing digital literacy skills and rigorous research to understand students' diverse learning experiences.
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
This chapter discusses characteristics of the Net Generation, born around the time the PC was introduced. It explores how they have grown up with widespread access to technology and are highly digitally literate. Key points include that the Net Generation is always connected, expects immediacy in responses and information, and prefers experiential and social styles of learning, often in teams. Their literacy may be more visual than textual due to access to digital media.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
At the 29th Annual ACT Enrollment Planners Conference, Director Lee Rainie will highlight 13 things everyone should know about how today's teens use technology. With data from the Pew Research Internet Project's national surveys of teens and parents, Lee will highlight some critical ways digital tools are changing not only how teens communicate, but also how they gather information about the world and present themselves to others.
This keynote address critiques how digital practices in education can include or exclude marginalized learners. The speaker argues technology alone does not determine inclusion; teachers play a vital role through their attitudes and practices. Exclusion can occur when educators prioritize technology over learners, question some students' right to access, or allow risk perceptions to dominate. The speaker provides examples of exclusion and advocates empowering learners and embracing their potential. Hope lies in learner-centered approaches like community technology centers where students teach themselves and feel empowered. Educators must believe in learners' abilities and encourage discovery learning to maximize technology's benefits for inclusion.
A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.
The document summarizes research on generational differences and how they relate to technology use. It discusses definitions of generations and characterizations of groups like the Silent Generation, Baby Boomers, Gen X, and Net Generation. It also explores the idea of "digital natives" and how younger generations' upbringing alongside technology has impacted how their brains process information. However, more recent research finds individual factors better predict technology use than generational labels. The document advocates for developing digital literacy skills and rigorous research to understand students' diverse learning experiences.
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
This chapter discusses characteristics of the Net Generation, born around the time the PC was introduced. It explores how they have grown up with widespread access to technology and are highly digitally literate. Key points include that the Net Generation is always connected, expects immediacy in responses and information, and prefers experiential and social styles of learning, often in teams. Their literacy may be more visual than textual due to access to digital media.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
At the 29th Annual ACT Enrollment Planners Conference, Director Lee Rainie will highlight 13 things everyone should know about how today's teens use technology. With data from the Pew Research Internet Project's national surveys of teens and parents, Lee will highlight some critical ways digital tools are changing not only how teens communicate, but also how they gather information about the world and present themselves to others.
This keynote address critiques how digital practices in education can include or exclude marginalized learners. The speaker argues technology alone does not determine inclusion; teachers play a vital role through their attitudes and practices. Exclusion can occur when educators prioritize technology over learners, question some students' right to access, or allow risk perceptions to dominate. The speaker provides examples of exclusion and advocates empowering learners and embracing their potential. Hope lies in learner-centered approaches like community technology centers where students teach themselves and feel empowered. Educators must believe in learners' abilities and encourage discovery learning to maximize technology's benefits for inclusion.
A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.
Data in this report is mostly from the November 2011 Pew Internet report Teens, Kindness and Cruelty on Social Network Sites, but some of the mobile phone data is from the 2010 Teens and Mobile Phones report. More: pewinternet.org
During two days and with participants from across the University of Iowa and surrounding community, keynote speakers, local panelists, and the symposium organizers explored how -
-to encourage more departments to participate in the informatics initiative
-to assess campus resources for joint programming, courses, and research groups that engage not only science and technology, but also the arts, humanities, and social sciences
-to clarify the opportunities, challenges, and obstacles faced by researchers in HCI and informatics, including funding; tenure and promotion; research and publication; curriculum, disciplinary differences, and institutional barriers
The document discusses different perspectives on generational differences, particularly between older generations and younger "digital native" students. It explores conflicting views on how technology has impacted learning styles and skills. Experts are cited arguing both that students' technology immersion has fundamentally changed their thinking, and questioning assumptions about generational gaps and students' technical competence. The document also questions approaches that mimic students' online environments versus guiding their learning.
The document discusses how literacy and reading comprehension have changed with the rise of the internet. It notes that students now spend more time reading online than offline, and that the internet has become this generation's defining technology for reading. However, online reading requires different skills than offline reading, and states are not adequately measuring students' ability to perform literacy skills online like evaluating online information. The document argues that teachers must help students develop new online literacy skills to prepare them for the future.
Gesture Interaction with Children for Education, Fitness, GamesObermannCenter
The document discusses research on natural user interactions (NUIs) for children. It describes several touchscreen interaction studies comparing how children and adults use touchscreen devices. The studies found that children miss more touch targets than adults, especially smaller targets. Children's gestures are recognized less accurately by modern recognizers designed for adults. The research aims to better understand how children interact with touchscreens and whole-body interfaces to inform the design of more effective interaction techniques and recognition algorithms for children.
This document outlines Donald Leu's ideas for integrating new literacies and online reading comprehension skills into the classroom. It discusses how the Internet is now the defining technology for literacy and learning. Additional higher-level thinking and comprehension skills are required for online reading. Leu provides examples of research and instructional models for teaching online reading comprehension. He argues that some states and nations risk losing economic advantages if they do not prepare students for problem-based learning and effective online skills. Finally, the document lists Leu's 15 best ideas for integrating new literacies into the classroom, such as using blogs, videos, and instructional models like Internet Reciprocal Teaching.
The document discusses perspectives on the influence of digital technology and media on children and youth. It explores both positive and negative impacts. On the positive side, studies discussed show virtual reality games can help children with brain injuries improve skills, and providing school computers increased attendance and self-esteem. However, risks like internet addiction, cyberbullying, and how social inequalities still exist online are also examined. The document concludes by arguing for balance, with digital media use monitored and combined with real-world activities.
Is Human Flourishing in the ICT World of the Future Likely?Randy Connolly
The role that information and computing technology (ICT) plays in improving human flourishing is not always clear. This presentation examines current research on one aspect of ICT, namely electronic reading, to demonstrate that in this case the ICT in question may actually diminish flourishing. It begins with an overview of the idea of flourishing in positive psychology, and then presents research on electronic reading comprehension, multitasking and distraction, and online scanning behaviors. The paper then makes an argument about the close connection between reading and flourishing, and then concludes by hypothesizing that mindful‐based reading practices may mitigate some of the worst features of electronic reading.
IVHS Fall 2008 PD - Digital Natives, Millennials and All that Crap: Examining...Michael Barbour
Barbour, M. K. (2008, October). Digital natives, millennials and all that crap: Examining what's real and what's.... Presentation at the Illinois Virtual High School Fall Meeting, Normal, IL.
This document discusses how college students develop digital identities and the implications of those identities. It outlines seven vectors of identity development including competence, managing emotions, relationships, and integrity. A digital identity is defined as an extension of one's personal identity online through social media and other digital profiles. Both positive and negative impacts are possible, such as colleges and employers reviewing digital profiles. While digital identities allow self-expression, they also raise privacy and anonymity issues for students. Developing a digital identity is an important part of students' overall identity development in college.
This document summarizes a presentation about parenting in the digital world. It discusses digital citizenship, myths versus realities about technology and teens, and strategies for bullying prevention. The key points are that parents should talk to their kids about technology, set rules for tech use, get involved in their online activities, encourage digital citizenship, and recognize technology's importance in their lives. While kids are confident users, they still need guidance to use technology wisely.
National Conference on Youth Cyber Safetyemilyensign
The document discusses creating peace of mind for families online through digital citizenship. It notes that youth now live much of their lives online while parents have different relationships with technology. Facts about online safety are presented, showing youth spend over 50 hours a week with technology. Cyberbullying is a major problem at schools. Strategies are suggested for parents to keep current, communicate with their kids, and check on their online activities. The concept of "digital drama" is examined in relation to teen conflict and bullying online. Tools and resources called "Generation Safe" are introduced to help with prevention, detection, and intervention of online issues through training, assessments, and incident response guides. Schools are encouraged to utilize these tools to improve online safety and build
How do we help learners make the most of the web? What opportunities does it afford us? Where might it take us? An optimistic but cautious take on the web and learning
Amanda Lenhart presented to the Education Writers Association Annual Meeting. This presentation offers an overview of the findings and insights from the Writing, Technology and Teens report. The report and the presentation examine the intersection between writing and technology for teens, in both the academic and social spheres.
4/25/08
This document discusses the importance of embedding information literacy instruction into tertiary education curricula. It notes that while students today are often called "digital natives," merely being able to use technology does not make one information literate. The document outlines key aspects of information literacy and argues that skills like evaluating information and developing search strategies are not intuitive and must be taught. It advocates for mandatory information literacy workshops at different levels of study to reinforce skills and ensure all students receive instruction.
This document outlines 15 easy steps to integrate new online reading comprehension literacies into the classroom. It recommends using tools like Wordle, online videos from sites like Annenberg, Starfall for early reading, Read Write Think for all levels, and teaching skills like locating information, critical evaluation, and problem-based learning. It also suggests exploring tools like Wikipedia, VoiceThread, blogs, and using an Internet Morning Message and student online collaborations. The overall message is to begin integrating these new literacies now in order to help students learn essential online reading skills.
This is the text that goes with the Cyber Ethics presentation on Slideshare. Given the apparent popularity of the presentation I thought it might be helpful to have the text that had to accompany the presentation. It looks like the Department of Justice and Norton websites have changed. Nevertheless, the link indicate important sources of info.
This document introduces the concept of SOAR (Students Own All Resources) learning in a proposed digital school system. The system would give students personalized access to curriculum through a Digital Individualized Education Plan (DIEP) tailored to their individual needs and interests. Students would access just-in-time instructional content as needed using a digital toolset, allowing them to learn at their own pace. The goal is to increase student engagement and achievement by giving them ownership over their education.
Amanda Lenhart presented the Pew Research Center’s most recent data that looks at how teens ages 12 to 17 use the internet, social media and mobile phones.
The document summarizes the Common Core State Standards for English Language Arts. It discusses the design and organization of the standards, which focus on fewer, clearer, and higher expectations and define college and career readiness. The standards emphasize rigorous content, close reading skills, and literacy across disciplines. They represent shared responsibilities for developing students' literacy and an integrated model of skills.
This document discusses how the Common Core State Standards (CCSS) will impact K-12 teachers and students. It outlines fundamental shifts in English/Language Arts and math, including a focus on informational text, building knowledge through text rather than activities, increasing text complexity, and emphasizing writing from sources and academic vocabulary. In math, there is a focus on fewer concepts taught more deeply, coherence across grades, fluency in basic skills, deep understanding, and real-world problem solving. Assessment will involve computer-based testing measuring skills and content. Effective teachers will facilitate learning, leverage technology, and help students develop digital literacy skills to work collaboratively in flexible learning environments.
Data in this report is mostly from the November 2011 Pew Internet report Teens, Kindness and Cruelty on Social Network Sites, but some of the mobile phone data is from the 2010 Teens and Mobile Phones report. More: pewinternet.org
During two days and with participants from across the University of Iowa and surrounding community, keynote speakers, local panelists, and the symposium organizers explored how -
-to encourage more departments to participate in the informatics initiative
-to assess campus resources for joint programming, courses, and research groups that engage not only science and technology, but also the arts, humanities, and social sciences
-to clarify the opportunities, challenges, and obstacles faced by researchers in HCI and informatics, including funding; tenure and promotion; research and publication; curriculum, disciplinary differences, and institutional barriers
The document discusses different perspectives on generational differences, particularly between older generations and younger "digital native" students. It explores conflicting views on how technology has impacted learning styles and skills. Experts are cited arguing both that students' technology immersion has fundamentally changed their thinking, and questioning assumptions about generational gaps and students' technical competence. The document also questions approaches that mimic students' online environments versus guiding their learning.
The document discusses how literacy and reading comprehension have changed with the rise of the internet. It notes that students now spend more time reading online than offline, and that the internet has become this generation's defining technology for reading. However, online reading requires different skills than offline reading, and states are not adequately measuring students' ability to perform literacy skills online like evaluating online information. The document argues that teachers must help students develop new online literacy skills to prepare them for the future.
Gesture Interaction with Children for Education, Fitness, GamesObermannCenter
The document discusses research on natural user interactions (NUIs) for children. It describes several touchscreen interaction studies comparing how children and adults use touchscreen devices. The studies found that children miss more touch targets than adults, especially smaller targets. Children's gestures are recognized less accurately by modern recognizers designed for adults. The research aims to better understand how children interact with touchscreens and whole-body interfaces to inform the design of more effective interaction techniques and recognition algorithms for children.
This document outlines Donald Leu's ideas for integrating new literacies and online reading comprehension skills into the classroom. It discusses how the Internet is now the defining technology for literacy and learning. Additional higher-level thinking and comprehension skills are required for online reading. Leu provides examples of research and instructional models for teaching online reading comprehension. He argues that some states and nations risk losing economic advantages if they do not prepare students for problem-based learning and effective online skills. Finally, the document lists Leu's 15 best ideas for integrating new literacies into the classroom, such as using blogs, videos, and instructional models like Internet Reciprocal Teaching.
The document discusses perspectives on the influence of digital technology and media on children and youth. It explores both positive and negative impacts. On the positive side, studies discussed show virtual reality games can help children with brain injuries improve skills, and providing school computers increased attendance and self-esteem. However, risks like internet addiction, cyberbullying, and how social inequalities still exist online are also examined. The document concludes by arguing for balance, with digital media use monitored and combined with real-world activities.
Is Human Flourishing in the ICT World of the Future Likely?Randy Connolly
The role that information and computing technology (ICT) plays in improving human flourishing is not always clear. This presentation examines current research on one aspect of ICT, namely electronic reading, to demonstrate that in this case the ICT in question may actually diminish flourishing. It begins with an overview of the idea of flourishing in positive psychology, and then presents research on electronic reading comprehension, multitasking and distraction, and online scanning behaviors. The paper then makes an argument about the close connection between reading and flourishing, and then concludes by hypothesizing that mindful‐based reading practices may mitigate some of the worst features of electronic reading.
IVHS Fall 2008 PD - Digital Natives, Millennials and All that Crap: Examining...Michael Barbour
Barbour, M. K. (2008, October). Digital natives, millennials and all that crap: Examining what's real and what's.... Presentation at the Illinois Virtual High School Fall Meeting, Normal, IL.
This document discusses how college students develop digital identities and the implications of those identities. It outlines seven vectors of identity development including competence, managing emotions, relationships, and integrity. A digital identity is defined as an extension of one's personal identity online through social media and other digital profiles. Both positive and negative impacts are possible, such as colleges and employers reviewing digital profiles. While digital identities allow self-expression, they also raise privacy and anonymity issues for students. Developing a digital identity is an important part of students' overall identity development in college.
This document summarizes a presentation about parenting in the digital world. It discusses digital citizenship, myths versus realities about technology and teens, and strategies for bullying prevention. The key points are that parents should talk to their kids about technology, set rules for tech use, get involved in their online activities, encourage digital citizenship, and recognize technology's importance in their lives. While kids are confident users, they still need guidance to use technology wisely.
National Conference on Youth Cyber Safetyemilyensign
The document discusses creating peace of mind for families online through digital citizenship. It notes that youth now live much of their lives online while parents have different relationships with technology. Facts about online safety are presented, showing youth spend over 50 hours a week with technology. Cyberbullying is a major problem at schools. Strategies are suggested for parents to keep current, communicate with their kids, and check on their online activities. The concept of "digital drama" is examined in relation to teen conflict and bullying online. Tools and resources called "Generation Safe" are introduced to help with prevention, detection, and intervention of online issues through training, assessments, and incident response guides. Schools are encouraged to utilize these tools to improve online safety and build
How do we help learners make the most of the web? What opportunities does it afford us? Where might it take us? An optimistic but cautious take on the web and learning
Amanda Lenhart presented to the Education Writers Association Annual Meeting. This presentation offers an overview of the findings and insights from the Writing, Technology and Teens report. The report and the presentation examine the intersection between writing and technology for teens, in both the academic and social spheres.
4/25/08
This document discusses the importance of embedding information literacy instruction into tertiary education curricula. It notes that while students today are often called "digital natives," merely being able to use technology does not make one information literate. The document outlines key aspects of information literacy and argues that skills like evaluating information and developing search strategies are not intuitive and must be taught. It advocates for mandatory information literacy workshops at different levels of study to reinforce skills and ensure all students receive instruction.
This document outlines 15 easy steps to integrate new online reading comprehension literacies into the classroom. It recommends using tools like Wordle, online videos from sites like Annenberg, Starfall for early reading, Read Write Think for all levels, and teaching skills like locating information, critical evaluation, and problem-based learning. It also suggests exploring tools like Wikipedia, VoiceThread, blogs, and using an Internet Morning Message and student online collaborations. The overall message is to begin integrating these new literacies now in order to help students learn essential online reading skills.
This is the text that goes with the Cyber Ethics presentation on Slideshare. Given the apparent popularity of the presentation I thought it might be helpful to have the text that had to accompany the presentation. It looks like the Department of Justice and Norton websites have changed. Nevertheless, the link indicate important sources of info.
This document introduces the concept of SOAR (Students Own All Resources) learning in a proposed digital school system. The system would give students personalized access to curriculum through a Digital Individualized Education Plan (DIEP) tailored to their individual needs and interests. Students would access just-in-time instructional content as needed using a digital toolset, allowing them to learn at their own pace. The goal is to increase student engagement and achievement by giving them ownership over their education.
Amanda Lenhart presented the Pew Research Center’s most recent data that looks at how teens ages 12 to 17 use the internet, social media and mobile phones.
The document summarizes the Common Core State Standards for English Language Arts. It discusses the design and organization of the standards, which focus on fewer, clearer, and higher expectations and define college and career readiness. The standards emphasize rigorous content, close reading skills, and literacy across disciplines. They represent shared responsibilities for developing students' literacy and an integrated model of skills.
This document discusses how the Common Core State Standards (CCSS) will impact K-12 teachers and students. It outlines fundamental shifts in English/Language Arts and math, including a focus on informational text, building knowledge through text rather than activities, increasing text complexity, and emphasizing writing from sources and academic vocabulary. In math, there is a focus on fewer concepts taught more deeply, coherence across grades, fluency in basic skills, deep understanding, and real-world problem solving. Assessment will involve computer-based testing measuring skills and content. Effective teachers will facilitate learning, leverage technology, and help students develop digital literacy skills to work collaboratively in flexible learning environments.
This document discusses principles for developing technology policies that focus on influencing human behavior rather than trying to control technology. It argues that most technology-related issues, like plagiarism, neglect of duties, bullying, are not actually technology problems but rather problems of human behavior that exist both online and offline. The document recommends preparing students and staff to be responsible digital citizens and focusing on clear expectations for appropriate adult supervision and technology use, rather than restricting technology access. Resources will be provided on the ONtheLINE website to help school districts modify policies based on these principles.
KCI has over 25 years of experience providing engineering services for offshore renewable energy projects. They have expertise in foundation design, installation engineering, transportation and logistics planning, and owners engineering services. Their experience spans the full project lifecycle from initial concept through construction and commissioning. KCI prides itself on taking ownership of client problems and establishing long term collaborative relationships.
Conceptual design study Kriegers Flak 090618 redusedThomas Stalin
Vattenfall is a large European energy company with wind power activities in several countries. This document summarizes a conceptual design study for foundations for an offshore wind farm called Kriegers Flak in waters 15-45 meters deep. Five foundation concepts were developed - monopile, jacket, concrete tripod, gravity base cone foundation, and drilled concrete monopile. The study aimed to reduce costs and risks for the project planned to begin construction in 2013 through preliminary engineering of foundation options and establishing early contact with contractors.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Digital Nativity: Education in the Generation of the Tech-SaavyChris Mogensen
"The newest generation of learners arriving at our shores have never been without technology in their lives…how does this simple fact change their perception of education? What does it mean for them, and us? Explore the paradigm of teaching to the Digital Native."
Presentation given at the Association of Adult Educators conference on October 23rd, 2015 at Nova Scotia Community College - Waterfront Campus in Dartmouth, Nova Scotia, Canada.
Bibliography available on request.
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
This document discusses innovations in education technology, including the Stanford Mobile Inquiry-based Learning Environment (SMILE) platform. SMILE allows for mobile, social, and gamified learning through question generation and collaboration. It provides real-time analytics and can be used for corporate and global strategic meetings. SMILE has been implemented in places like Tanzania and with startups. The document advocates asking big questions to drive innovation and outlines challenges like developing strong natural language processing for educational assistants.
1. Every decision made about information is a filter that shapes reality. When classifying or structuring information, professionals are asserting power over what information is organized and how.
2. No information filter is neutral - they all reflect biases and choices about what to include or exclude. Indigenous communities have suffered from biased filters in colonial archives, so tools like Mukurtu are being developed through community partnerships.
3. Professionals have a responsibility over the power of information filters and must ensure biases are not amplified to disempower groups. While machines can help, humans cannot outsource accountability for information outcomes and consequences.
The document provides one perspective on the Common Core State Standards. It discusses how the standards were developed through partnerships between states and organizations to ensure students are prepared for college and careers. It also notes debates around the loss of local control and national curriculum. The document examines the language arts and math standards as well as the new testing being developed to assess student performance on the standards.
The document provides one perspective on the Common Core State Standards. It discusses how the standards were developed through partnerships between states and organizations to ensure students are prepared for college and careers. It also notes debates around the loss of local control and national curriculum. The document examines the language arts and math standards as well as the new testing being developed to assess student performance on the standards.
This document discusses trends in education and learning in the digital age. It addresses how contemporary technologies and digital resources can best meet the needs of learning communities and personal learning. Key points discussed include the need to shift from isolated to connected learning, from consuming to creating, and from learning as individuals to learning in networked communities. Connected learning communities that leverage collective intelligence through participation, collaboration, and social action are emphasized. Professional development is reframed as occurring through communities and networks rather than traditional workshops. The document advocates becoming connected, DIY learners who are change agents through communities of practice.
Appreciating Contradications: The Cyberpsychology of Information SecurityCiarán Mc Mahon
Information security is at a critical juncture. How do we solve the weakest link - human psychology? Insight from cyberpsychology into leadership, power and persuasion are essential. These slides are from Dr Ciarán Mc Mahon's keynote at (ISC)² Security Congress EMEA, Sofitel Munich, October 2015
Pew Internet Director Lee Rainie delivered the keynote presentation at WorldFuture 2012 in Toronto on Friday, July 27. The presentation, based on his latest book, Networked: The New Social Operating System (co-authored with Barry Wellman), discussed the findings of the most recent expert surveys on the future of teens’ brains, the future of universities, the future of money, the impact of Big Data, the battle between apps and the Web, the spread of gamification, and the impact of smart systems on consumers.
The goal of this presentation is to increase your knowledge about social media and create a sense of awareness about social networking trends including cyber-dangers: sexting, bullying, stalking. Share social networking and media best practices and ultimately, start a conversation about a values-based approach to social networking.
Leadership in a connected age: Change, challenge and productive chaos!Judy O'Connell
The document discusses the impact of digital technologies and connectivity on leadership. It notes that the internet has changed how information is accessed, shared and used to construct knowledge in just 25 years. True leadership in this age requires embracing change, welcoming innovation, and leveraging social media and online tools to meet the challenges of a globally connected world. Leaders must understand how new technologies impact learning and knowledge sharing to guide their organizations effectively.
This document discusses how Web 2.0 technologies and participatory culture can support 21st century learning. It outlines the learning profile of digital natives and describes national educational technology standards. Web 2.0 applications like RSS feeds, blogs, wikis and social networking are presented as tools that can engage students by allowing creation, collaboration and participation online. The document advocates harnessing these technologies to develop skills like communication, research, problem solving and digital citizenship.
The document discusses various challenges parents face in keeping up with their children's technology use and online activities. It provides statistics on teen technology and social media usage. It also discusses different parenting approaches to deal with these issues and offers tips for parents, such as setting rules for internet and cell phone use, knowing who their children interact with online, and discussing topics like digital footprint and copyright.
Teaching Information and Copyright Literacy: the role of librariansJane Secker
This document summarizes a presentation on teaching information and copyright literacy. It discusses the role of librarians in teaching these topics to help people think critically about information and understand copyright issues. It also explores challenges like assumptions people make about information and struggles with understanding confusing copyright rules. Finally, it suggests that teaching critical thinking skills, using new technologies, and promoting cultural understanding can help address these challenges.
How Our Kids Are Using the Internet in 2009bermandry
The document discusses how children are using the internet and social media in 2009. It provides statistics on teen internet and technology use and gives advice to parents on setting rules and boundaries regarding texting, social media, cyberbullying and plagiarism. The document suggests parents educate themselves on their children's online activities and have open conversations about topics like privacy and digital footprints.
The Digital Divide and Teaching: How Do Our Students Really Use Technology?Derek Bruff
This document discusses how students use technology compared to instructors. It begins by asking students and instructors to reflect on how they commonly use technology in similar or different ways. It then discusses the concepts of "digital natives" and "digital immigrants" to describe students who grew up with technology versus those who adopted it later. However, it notes this distinction is more complex than a simple age-based divide. Student focus groups reveal they commonly use social media and the internet for keeping in touch with others, getting news and entertainment. The document concludes by highlighting key principles for integrating technology in teaching, such as having a clear goal, explaining the purpose of technological tools, allowing time for students to learn new technologies, and not underestim
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
11. I’m NEVER going
to do anything
naughty online ever
again!
Best one hour of
my life! I am
NOW a digital
citizen!!!!
• sarcastic image
Photo used with permission: Leyden High School
12. You will never do
anything
inappropriate ever
again with this
vaccination of
digital citizenship!
Image Source: http://en.wikipedia.org/wiki/Immunization
47. The high cost of trouble on the Internet
$ billions lost (USD)
Global loss*
$23 Billion USD
$ billions lost (USD)
$4.5
$3.9
$2.6
$2.4
$1.9
$1.9
$1.2
Online
bullying
victim
$1.5
$1.4
$1.1
$0.9
Data leak
Personal
reputation
Professional
reputation
Phishing
(from a bank,
Online
ID theft
credit bureau,
employer)
(not phishing) impersonation
*Estimated financial and time loss as reported by survey respondents to mitigate risks.
Illicit access
(email or
social
network)
Botnet
(computer
enlisted in it)
Persistent
pop-ups
Virus
(not a botnet)
48. Damage to professional reputation is the
most costly loss worldwide
$4.5
$ Billions lost USD
$3.9
$2.6
$2.4
$1.9
$1.9
$1.2
$1.5
$1.4
Data leak
Online
bullying
victim
Global avg. loss
per victim (USD)
$1.1
$0.9
Personal
reputation
Professional
reputation
Phishing
$164
$97
$535
$158
Illicit access
Botnet
(from a bank,
(email or
ID theft
credit bureau,
Online
(computer
employer)
(not phishing) impersonation social network) enlisted in it)
$200
$218
$158
$87
$129
Persistent
pop-ups
(not a botnet)
$50
$143
Virus
48
49. Online reputation and the job industry
In 2010, Microsoft research* found that 79 percent of
hiring managers and job recruiters surveyed in the US
said they routinely review online reputational
information when considering job applicants.
70 percent of U.S. hiring managers surveyed had
rejected candidates based on what they found. Top
disqualifiers: unsuitable photo and videos, concerns
about the applicant’s lifestyle, and inappropriate
comments.
*2010 Microsoft Online Reputation research
Tweet: #MSFT’s @Safer_Online found 79% of hiring managers/recruiters routinely
review online info to consider job applicants. http://bit.ly/ee1mNN
52. Microsoft resources:
Take charge of your online reputation
Video to use on the web,
in broadcast, or during events.
Fact sheet and poster free for
download.
Tip card for teachers and
secondary school students.
PowerPoint presentation is ready
to use, with extensive speaker notes
and examples.
Tweet: Download @Safer_Online’s FREE resources to help take charge of your #onlinereputation: aka.ms/free_resources
55. New Learning
Theory
and the
Digital Citizen of
the Future
Dr. Kelly J. Calhoun
Chief Technology Officer/Asst. Superintendent
Santa Clara County Office of Education
March 7, 2014
56. So, is it just me?
• The impact of technology on
how kids take in information
and learn:
• “I don’t know what it is, but I
know it when I see it…”
• Marshall McLuhan and the
“dissolution of the linear mind”
(Nicolas Carr, The Shallows)
– The media supply not only the
stuff of thought but shape the
process of thought
New Learning Theories and the Digital Citizen of the Future
57. The “Rewiring of the Brain?”
• Heavy tech user? Book
reader?
• How’s that book reading
going? Difficulty tracking
with long sections of
writing?
– Skimming, scanning,
popcorn-ing
– Some evidence kids are no
longer reading left/right;
top/bottom
– Evidence of changes in how
we process e-books
New Learning Theories and the Digital Citizen of the Future
58. The “Rewiring of the Brain?” cont.
• Michael Merzenich
(neuroscientist, Univ. of WI,
1968) confirms neural
plasticity (“massive plasticity”)
– The brain reorganizes
itself if challenged
– The brain is not only
adapting to its
environment, but also to
the tools being used
New Learning Theories and the Digital Citizen of the Future
59. The “Rewiring of the Brain?” cont.
• The Piano Test
(Alvaro Pascual-Leone - Harvard Medical
School, NIH)
– Mapped brain activity of group
that practiced a musical phrase
physically vs. mentally
• Same changes in the brain
• Brain did not know the
difference if a “virtual
experience”
New Learning Theories and the Digital Citizen of the Future
60. Brain Under Siege….
Mind/Shift (KQED) – “Age of Distraction,” quoting
Psychologist Daniel Goleman
• The brain is the last organ to anatomically
mature (grows until mid-20s)
– “Attentional circuitry” needs sustained episodes of
concentration to develop
• The ability to focus found to be the strongest
indicator of success (Moffitt, Caspi – Duke University)
• “Focused attention” circuitry is identical to the
circuits managing empathy (pre-frontal cortex – focus,
executive functioning)
New Learning Theories and the Digital Citizen of the Future
61. Brain Under Siege, cont.
• Anybody see a potential issue?
New Learning Theories and the Digital Citizen of the Future
62. Okay, Kelly, we give…
• What does all of this
have to do with
Digital Citizenship?
• What does all this
suggest about
students of the
future and where
we might need to
focus?
New Learning Theories and the Digital Citizen of the Future
63. Digital Citizens of the Future
• Thanks to technology:
– Are challenged with
sustained focus
– Are able to multi-task (well,
not really)
• “Continuous partial attention”
(Goleman)
– Think they’re focused when
they’re not
– May also have
developmental challenges
around empathizing
New Learning Theories and the Digital Citizen of the Future
64. Digital Citizens of the Future, cont.
• Larry Rosen (Cal State,
Dominquez Hills)
– Study of “multi-tasking students”
to track focus
– On-task behavior began
deteriorating at the two minute
mark
– Tech separation anxiety
– “Young people have a wildly
inflated idea of how many things
they can attend to at once”
New Learning Theories and the Digital Citizen of the Future
65. The Skills Needed…
Cut off all technology? Of course not!
• Extended learning opportunities to focus
without distractions
• Ability to “de-Pavlov!”
• Tech can’t be the only source of
connection (fight separation anxiety)
• Human “face time” is important for social
cue development, connection, empathy
• Social media do not naturally lend
themselves to empathetic development
(cyberbullying, anyone?)
New Learning Theories and the Digital Citizen of the Future
66. Technology Policy Development Implications
• It’s NOT about the tech
• It’s about human behavior
• How can we use what we know
about brain development…
• To shape the responsible citizens of
the future, ready to succeed in this
brave new world
• Visit: ON[the]LINE: the 21st Century District
Initiative (http://onthelineca.org)
New Learning Theories and the Digital Citizen of the Future
67. Thank you!
Dr. Kelly J. Calhoun
Chief Technology Officer/Asst. Superintendent
Santa Clara County Office of Education
kelly_calhoun@sccoe.org
@drkelCTO
New Learning Theories and the Digital Citizen of the Future
69. Bulldog Tech Middle School
Hailey Leuscher, 8th
Prabjot Saini, 8th
Freestyle Academy High School
Katherine Higgins, 12th
Collin Frietzsche, 12th
Moderator
70. DIGITAL CITIZENSHIP:
FROM POLICY TO PRACTICE
Microsoft Digital Citizenship Summit
Mountain View, CA
March 7, 2014
Presented by:
Gretchen M. Shipley,
Partner, Fagen Friedman & Fulfrost, LLP
gshipley@f3law.com
71. Did You Know?
Teachers can be terminated for online posts,
even if they are never viewed by a student.
72. Go Slow to Move Fast
Inform Your Team
Develop Policy
Educate Your Community
74. Digital Citizenship for the Whole School
Community
School District can be legally liable for
conduct by:
Students
Staff
Administrators
Board members
District-affiliated
organizations
Parents
Independent
contractors
Third-party vendors
Technology
companies
85. Go Slow to Move Fast
Inform Your Team
Develop Policy
Educate Your Community
86. Thank you!
Information in this presentation, including but not limited to PowerPoint handouts and the presenters' comments, is summary only and not legal advice.
We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances.
88. From Digital Kids to Digital Citizens
A Whole Community Approach
Microsoft
Digital Citizenship
Summit 2014
89. "In this increasingly global world of information, students
must be taught to seek diverse perspectives, gather and use
information ethically, and use social tools responsibly and
safely." American Association of School Librarians
Standards for the 21st Century Learner Image: chrishogg.me
90. Students In Today’s Technology Landscape
•
•
•
Increasingly have access to the Internet
and mobile technologies at home and
school
Technology has the promise for learning,
communicating, and sharing
Are not always aware of the
consequences of their actions in the
digital world
•
•
•
•
Kids aged 8-18 spend 7.5 hours per day
with media
One in three 10-18 year olds have
reported being cyberbullied
41% of kids aged 8-17 leave their
Facebook privacy settings on “default”
35% of college admissions officers found
something online about an applicant that
negatively impacted their application
92. Digital Citizenship
A digital citizen knows how to harness the power of
technology safely, respectfully, and responsibly.
•
•
•
•
Avoiding risky situations
Thinking before revealing
Protecting privacy
Cultivating a positive digital
footprint
•
•
•
•
•
Communicating respectfully
Building community online
Searching effectively
Determining website credibility
Respecting creative credit
96. Our
Our Missionmission
We are dedicated to improving
the lives of kids and families by
providing the trustworthy
information, education, and
independent voice they need to
thrive in a world of media and
technology.
Our Vision
Our vision
We envision a world in which
every kid knows how to make
safe, responsible, and respectful
choices to harness the learning
potential of digital media in a
24/7 connected world.
98. Ratings + Reviews (for Parents)
•
21,000+ reviews
across all media types
•
Key rating elements:
- Age-appropriateness
- Detailed “nutritional
labeling” of parental
pain points
- Learning potential for
digital content
•
Over 25 major media
distribution partners
100. Advocate – Policy
•
LEAD Commission
•
Digital Literacy and
Citizenship as a
National Education
Priority
•
•
Advocate on Kids’
Privacy Rights
Address Major
Public Health
Issues Related to
Media and Kids
“Private Entities like Common
Sense Media are pursuing a sanity
not censorship approach, which
can serve as a model for how to
use technology to empower
parents without offending the First
Amendment”
- President Barack Obama
“As long as I’m Chairman, the FCC
will be committed to working with
organizations like Common Sense
Media to tackle the challenges and
seize the opportunities of the digital
age.”
- FCC Chairman Julius
Genachowski
101. Advocate - Research
Provide reliable and
independent data on
children’s use of media
o Impact on physical,
social, emotional and
cognitive development
o Conduct 2-3 original
studies per year +
host thought leader
events.
o Curate existing studies
and statistics to
provide one-stop
resource
102. Educate Overview
Common Sense Media provides K-12 educators complementary programs to
help kids harness the power of digital media for learning and life.
Digital Literacy &
Citizenship
Empower students to
think critically,
participate responsibly
and behave ethically in
a 24/7 digital world
Behavioral
skills/character
education
Positive school climate
Healthy communities
1-to-1 Essentials
Provides interactive
and customizable
tools and resources
to prepare, plan,
and implement a
new 1-to-1
program.
Students have skills &
knowledge to thrive and
work in the 21st century
Graphite
Discover and offer
students the most
engaging and effective
digital content to propel
their learning – in and
out of school
Academic skills and
achievement
Greater educational
equity
College readiness &
job opportunities
103. Digital Literacy + Citizenship Curriculum
Developed in partnership with Howard
Gardner at the Harvard Graduate School of
Education, this high-quality K-12 curriculum
empowers students to think critically,
behave safely, and participate responsibly
in our digital world.
• Teacher-guided instruction; 45 minute
lessons
• Aligned to Common Core, NETS
• Approach is balanced, studentcentered, and media-rich
104. Digital Literacy and Citizenship
Relationships & Communication
Privacy & Security
Internet Safety
Cyberbullying
Digital Footprint & Reputation
Self-image & Identity
Information Literacy
Creative Credit & Copyright
105. Educate Families Program
Comprehensive library of online
resources to educate parents and
families on how to help their children
become good digital citizens
•
Materials in Spanish and English
•
Family Media Agreement
•
Tip Sheets
•
Videos
•
Presentation slides
•
Discussion guides
106. More Resources By Common Sense Media
Digital Passport™ – Award-winning game for 3-5 graders that badges
students for skills related to digital safety. (Available in the App Store)
Graphite™ – A free service designed to help preK-12 educators discover,
use, and share the best apps, games, websites, and digital curricula for
students by providing rigorous ratings and practical insights from teachers.
1-1 Essentials—Customizable and turnkey resources for schools to
prepare, plan, and implement a 1-1 program
Educate Families Program – A five step program for schools to help
parents navigate and discuss the impact of digital media on kids
Professional Development – Free online training, webinars, and
communities on digital citizenship and beyond
Common Sense Schools and Educator Program – Educators and
Schools using Common Sense Media resources in deep and rich ways are
encouraged to apply to be recognized as Common Sense Media Educators
or Common Sense Media Schools.
108. Next steps
• Register and explore at
www.commonsense.org
• Share what you learned with at least 2
other educators
• Encourage a whole community
approach to digital
citizenship in your schools
109. For more information, contact:
schools@commonsense.org
Merve Lapus
@molapus
@CommonSenseEdu