This document discusses the challenges and opportunities of using social media in the classroom. It provides examples of social media tools that can help globalize and network geography education, including platforms for participating in discussions, mapping followers, creating curated content, and polling students. While social media is reshaping society and education, it also allows students to produce knowledge and helps teachers engage in individualized professional development through networking.
PTI Presentation - technology in learningMrs Coles
This document discusses the potential benefits of mobile learning and technology in education. It highlights how mobile devices can enable creative media, generate conversations and access to information when used appropriately. Only 1.64% of negative behavior incidents are linked to mobile devices. The document provides examples of how mobile learning can enhance experiential, outdoor and guerrilla styles of learning. It stresses that the focus should be on learning, not just the technology, and encourages capturing, sharing and collaborating using available mobile devices.
The document discusses how globalization and technology can enhance education. Globalization increases knowledge sharing and understanding between countries. Various technologies like Facebook, Twitter, YouTube, and Flip cameras allow students to communicate and learn with peers worldwide. Teachers can use YouTube to provide informational videos to students about other places and cultures. In conclusion, globalization has expanded communication and basic knowledge sharing globally.
Globalization is defined as the integration and interaction of people, companies, and governments around the world, driven by international trade, investment, and technology. Globalization affects many aspects of the economy and provides connectivity worldwide. It is important because it forces businesses to compete globally and allows people to communicate and spread ideas across borders. In education, globalization has increased international student enrollment, introduced multicultural perspectives, and sparked interest in study abroad programs to prepare students for an interconnected world.
This document discusses globalization and its importance and application to 21st century education. Globalization brings together economies, cultures and nations through mutual respect and integration. It develops skills in students and allows them to explore, gain a sense of identity, and collaborate through unlimited accessible information on the internet using tools like Facebook, Twitter and YouTube. Technology helps students produce, consume and share information on a global scale.
This document discusses globalization and its importance and application to 21st century education. Globalization brings together economies, cultures and nations through mutual respect and integration. It develops students' skills by allowing them to explore, gain a sense of identity, and access unlimited information through the internet for research and collaboration in a global community. Technologies like Facebook, Twitter and YouTube help students produce, consume and share information as part of globalization in education.
The document discusses the strategic plan and goals of a local United Way organization. It outlines the organization's events, volunteers, board relations, marketing, and community impact model. It also discusses challenges in implementing the new model, the allocation process, identifying community needs now and in the future, being results-oriented, measuring impact, and creating a lifelong impact for tomorrow's future.
The document discusses the strategic plan and goals of a local United Way organization. It outlines the organization's events, volunteers, board relations, marketing, and community impact model. It also discusses challenges in implementing the new model, the allocation process, identifying community needs now and in the future, being results-oriented, measuring impact, and creating a lifelong impact for the future.
PTI Presentation - technology in learningMrs Coles
This document discusses the potential benefits of mobile learning and technology in education. It highlights how mobile devices can enable creative media, generate conversations and access to information when used appropriately. Only 1.64% of negative behavior incidents are linked to mobile devices. The document provides examples of how mobile learning can enhance experiential, outdoor and guerrilla styles of learning. It stresses that the focus should be on learning, not just the technology, and encourages capturing, sharing and collaborating using available mobile devices.
The document discusses how globalization and technology can enhance education. Globalization increases knowledge sharing and understanding between countries. Various technologies like Facebook, Twitter, YouTube, and Flip cameras allow students to communicate and learn with peers worldwide. Teachers can use YouTube to provide informational videos to students about other places and cultures. In conclusion, globalization has expanded communication and basic knowledge sharing globally.
Globalization is defined as the integration and interaction of people, companies, and governments around the world, driven by international trade, investment, and technology. Globalization affects many aspects of the economy and provides connectivity worldwide. It is important because it forces businesses to compete globally and allows people to communicate and spread ideas across borders. In education, globalization has increased international student enrollment, introduced multicultural perspectives, and sparked interest in study abroad programs to prepare students for an interconnected world.
This document discusses globalization and its importance and application to 21st century education. Globalization brings together economies, cultures and nations through mutual respect and integration. It develops skills in students and allows them to explore, gain a sense of identity, and collaborate through unlimited accessible information on the internet using tools like Facebook, Twitter and YouTube. Technology helps students produce, consume and share information on a global scale.
This document discusses globalization and its importance and application to 21st century education. Globalization brings together economies, cultures and nations through mutual respect and integration. It develops students' skills by allowing them to explore, gain a sense of identity, and access unlimited information through the internet for research and collaboration in a global community. Technologies like Facebook, Twitter and YouTube help students produce, consume and share information as part of globalization in education.
The document discusses the strategic plan and goals of a local United Way organization. It outlines the organization's events, volunteers, board relations, marketing, and community impact model. It also discusses challenges in implementing the new model, the allocation process, identifying community needs now and in the future, being results-oriented, measuring impact, and creating a lifelong impact for tomorrow's future.
The document discusses the strategic plan and goals of a local United Way organization. It outlines the organization's events, volunteers, board relations, marketing, and community impact model. It also discusses challenges in implementing the new model, the allocation process, identifying community needs now and in the future, being results-oriented, measuring impact, and creating a lifelong impact for the future.
IST Africa - Professional Development in a Network EraNancy Wright White
The document discusses the power of collaborative learning through online conferences and communities. It highlights how technology has changed the way people can collaborate by allowing participation from diverse backgrounds and locations. Online conferences offer new ways of connecting people that are more flexible and participatory compared to traditional face-to-face conferences. Participants can engage in discussions forums, live online meetings, and share knowledge through various participation levels like lurking or actively contributing. Connecting practitioners in online networks and communities allows for continued learning, support, and innovation at the boundaries of different knowledge domains.
The Great Unbundling of Higher Education: Dystopia or Utopia?Mark Brown
Paper at Expanding Horizons in Open and Distance Learning. Conference of the Open and Distance Learning Association of Australia (OLDAA), Melbourne, 6th February 2017.
This document proposes a campaign to promote sustainability and community engagement at the University of Oregon. It would begin in Summer 2019 by introducing the campaign to incoming students. In Fall 2019, the awareness phase would use traditional and experiential executions to introduce the campaign to the entire campus community and explain its purpose. The experiential phase in Winter 2020 would invite active participation. Strategic partnerships and repeatable elements would help sustain the conversation beyond campus.
Breaking Barriers to a Read/Write Web that Empowers Allguesta7faee
Steve Bratt's keynote (26 April 2010) at W4A Conference, Raleigh,North Carolina, USA (7th International Cross-Disciplinary Conference on Web Accessibility).
See also: http://public.webfoundation.org/2010/04/20100426_W4A_bratt.pdf
Leveraging on social media_March2010_JW MarriottSally Lim
My slides on Leveraging on social media, which was presented in Branding and Marketing for Higher Education which was organized by Asia Business Forum at JW Marriott, KL.
1) Do-it-with-Others (DIWO) involves collaboration and knowledge sharing to create works.
2) The document discusses ideas for integrating DIWO technology into classrooms, including using websites like Scratch, Edmodo, Desmos, and HitRecord to encourage collaboration, audience feedback, and sharing creative works.
3) Examples are provided of how students can modify and remix each other's work on Desmos and collaborate on projects through websites like DoSomething.org and HitRecord.
OER Panel Presentation by Dr Rory McGreal, Athabasca University for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Matt Friedlund founded The Young Philanthropists in 2011, an adventure-travel non-profit with the mission of making travel accessible for education. Under his leadership, The Young Philanthropists developed overland routes around 6 continents, initiated expanded routes in America and Europe, generated over 50 sponsorships and job opportunities for participants, developed a college curriculum, and partnered with over 100 NGOs worldwide. Friedlund also oversaw The Young Philanthropists' first cross-continental cycling trip for high school students and currently teaches an online philosophy course as an adjunct instructor at Huntington University.
The Networked Educational Leader-Day 3 (Digital Identity)George Couros
This document discusses using digital identity and social media to improve learning and leadership. It encourages developing an understanding of digital identity for students and organizations. It notes that a digital footprint is created through interactions online and via devices. Digital identity mediates how people experience their own and others' identities. Quotes are provided on leadership and moving initiatives forward with vision. The document suggests reflecting on how schools and individuals are branded online and owning their digital presence and footprint. Resources on digital identity are shared.
Choices Program: What does good Geography Teaching Look Like?Seth Dixon
Good geography teaching involves providing geographic information to students, teaching geographic concepts, using data, maps and geospatial technology, and asking questions that encourage spatial thinking. This helps students understand an increasingly complex and interconnected world. Geography education goes beyond just information to develop geographic literacy and a spatial perspective for comprehending relationships between places, environments, cultures and changes over time.
Scottish devolution and nationalism, Kenneth KellerSeth Dixon
The document discusses Scottish devolution and nationalism, specifically focusing on the 2014 Scottish independence referendum. It provides background on devolution in Scotland since 1999, which decentralized governance and transferred some powers from the UK parliament to the Scottish parliament. The referendum question was "Should Scotland be an independent country?". The implications of a potential 'Yes' vote for independence are also examined, such as Scotland's relationship with the UK and EU, control over resources like oil, and other economic and political considerations. Uncertainty remains over various aspects of independence like currency, borders, and negotiations.
This document discusses using sports teams and leagues to teach geographic concepts. It provides examples of how the locations of professional sports franchises relate to concepts like central place theory, agglomeration, and Weber's least cost theory of industrial location. Specific leagues and teams are mapped to demonstrate fan allegiance and how radio station networks illustrate central place hierarchies. Potential relocations of teams are analyzed in the context of population shifts, facility issues, and markets being over-extended with multiple franchises.
The document discusses the ongoing sovereignty dispute between Argentina and the United Kingdom over the Falkland Islands/Malvinas Islands. It provides background on competing territorial claims dating back to the 15th century and outlines key events in the dispute, including the 1982 war between Argentina and the UK and a 2013 referendum in which Falkland Islanders voted to remain a British territory. The document also discusses international law perspectives on territorial claims and the role of nationalism in how Argentina continues to view the islands.
The document discusses the culture and geography of Mexico. It covers topics such as Mexico's Catholic and soccer traditions, as well as the Day of the Dead. It also discusses Mexico City as the primate city with over 20 million people, facing issues of pollution and limited capacity due to its high altitude basin location. Additionally, it summarizes Mexico's role in the regional context of North America and Latin America, and border issues with the United States such as maquiladoras, narcotics, and migration patterns.
This document contains information about the Rhode Island Geography Education Alliance (RIGEA) and its director Seth Dixon. It includes RIGEA's website URL and several URLs linking to maps and apps created by RIGEA on ArcGIS Online to teach geography. It also provides Dixon's Twitter accounts and email for further contact.
This document discusses how teachers can help students understand the world through a geographic lens. It recommends that teachers provide geographic information, teach geographic concepts, use data, maps and geospatial technology, and ask questions that encourage spatial thinking. Developing geographic literacy allows students to see how the global and local are interconnected and how place still matters despite distance and time. Asking the right questions about images, landscapes and locations can reveal cultural and environmental insights.
IST Africa - Professional Development in a Network EraNancy Wright White
The document discusses the power of collaborative learning through online conferences and communities. It highlights how technology has changed the way people can collaborate by allowing participation from diverse backgrounds and locations. Online conferences offer new ways of connecting people that are more flexible and participatory compared to traditional face-to-face conferences. Participants can engage in discussions forums, live online meetings, and share knowledge through various participation levels like lurking or actively contributing. Connecting practitioners in online networks and communities allows for continued learning, support, and innovation at the boundaries of different knowledge domains.
The Great Unbundling of Higher Education: Dystopia or Utopia?Mark Brown
Paper at Expanding Horizons in Open and Distance Learning. Conference of the Open and Distance Learning Association of Australia (OLDAA), Melbourne, 6th February 2017.
This document proposes a campaign to promote sustainability and community engagement at the University of Oregon. It would begin in Summer 2019 by introducing the campaign to incoming students. In Fall 2019, the awareness phase would use traditional and experiential executions to introduce the campaign to the entire campus community and explain its purpose. The experiential phase in Winter 2020 would invite active participation. Strategic partnerships and repeatable elements would help sustain the conversation beyond campus.
Breaking Barriers to a Read/Write Web that Empowers Allguesta7faee
Steve Bratt's keynote (26 April 2010) at W4A Conference, Raleigh,North Carolina, USA (7th International Cross-Disciplinary Conference on Web Accessibility).
See also: http://public.webfoundation.org/2010/04/20100426_W4A_bratt.pdf
Leveraging on social media_March2010_JW MarriottSally Lim
My slides on Leveraging on social media, which was presented in Branding and Marketing for Higher Education which was organized by Asia Business Forum at JW Marriott, KL.
1) Do-it-with-Others (DIWO) involves collaboration and knowledge sharing to create works.
2) The document discusses ideas for integrating DIWO technology into classrooms, including using websites like Scratch, Edmodo, Desmos, and HitRecord to encourage collaboration, audience feedback, and sharing creative works.
3) Examples are provided of how students can modify and remix each other's work on Desmos and collaborate on projects through websites like DoSomething.org and HitRecord.
OER Panel Presentation by Dr Rory McGreal, Athabasca University for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Matt Friedlund founded The Young Philanthropists in 2011, an adventure-travel non-profit with the mission of making travel accessible for education. Under his leadership, The Young Philanthropists developed overland routes around 6 continents, initiated expanded routes in America and Europe, generated over 50 sponsorships and job opportunities for participants, developed a college curriculum, and partnered with over 100 NGOs worldwide. Friedlund also oversaw The Young Philanthropists' first cross-continental cycling trip for high school students and currently teaches an online philosophy course as an adjunct instructor at Huntington University.
The Networked Educational Leader-Day 3 (Digital Identity)George Couros
This document discusses using digital identity and social media to improve learning and leadership. It encourages developing an understanding of digital identity for students and organizations. It notes that a digital footprint is created through interactions online and via devices. Digital identity mediates how people experience their own and others' identities. Quotes are provided on leadership and moving initiatives forward with vision. The document suggests reflecting on how schools and individuals are branded online and owning their digital presence and footprint. Resources on digital identity are shared.
Choices Program: What does good Geography Teaching Look Like?Seth Dixon
Good geography teaching involves providing geographic information to students, teaching geographic concepts, using data, maps and geospatial technology, and asking questions that encourage spatial thinking. This helps students understand an increasingly complex and interconnected world. Geography education goes beyond just information to develop geographic literacy and a spatial perspective for comprehending relationships between places, environments, cultures and changes over time.
Scottish devolution and nationalism, Kenneth KellerSeth Dixon
The document discusses Scottish devolution and nationalism, specifically focusing on the 2014 Scottish independence referendum. It provides background on devolution in Scotland since 1999, which decentralized governance and transferred some powers from the UK parliament to the Scottish parliament. The referendum question was "Should Scotland be an independent country?". The implications of a potential 'Yes' vote for independence are also examined, such as Scotland's relationship with the UK and EU, control over resources like oil, and other economic and political considerations. Uncertainty remains over various aspects of independence like currency, borders, and negotiations.
This document discusses using sports teams and leagues to teach geographic concepts. It provides examples of how the locations of professional sports franchises relate to concepts like central place theory, agglomeration, and Weber's least cost theory of industrial location. Specific leagues and teams are mapped to demonstrate fan allegiance and how radio station networks illustrate central place hierarchies. Potential relocations of teams are analyzed in the context of population shifts, facility issues, and markets being over-extended with multiple franchises.
The document discusses the ongoing sovereignty dispute between Argentina and the United Kingdom over the Falkland Islands/Malvinas Islands. It provides background on competing territorial claims dating back to the 15th century and outlines key events in the dispute, including the 1982 war between Argentina and the UK and a 2013 referendum in which Falkland Islanders voted to remain a British territory. The document also discusses international law perspectives on territorial claims and the role of nationalism in how Argentina continues to view the islands.
The document discusses the culture and geography of Mexico. It covers topics such as Mexico's Catholic and soccer traditions, as well as the Day of the Dead. It also discusses Mexico City as the primate city with over 20 million people, facing issues of pollution and limited capacity due to its high altitude basin location. Additionally, it summarizes Mexico's role in the regional context of North America and Latin America, and border issues with the United States such as maquiladoras, narcotics, and migration patterns.
This document contains information about the Rhode Island Geography Education Alliance (RIGEA) and its director Seth Dixon. It includes RIGEA's website URL and several URLs linking to maps and apps created by RIGEA on ArcGIS Online to teach geography. It also provides Dixon's Twitter accounts and email for further contact.
This document discusses how teachers can help students understand the world through a geographic lens. It recommends that teachers provide geographic information, teach geographic concepts, use data, maps and geospatial technology, and ask questions that encourage spatial thinking. Developing geographic literacy allows students to see how the global and local are interconnected and how place still matters despite distance and time. Asking the right questions about images, landscapes and locations can reveal cultural and environmental insights.
Wiga 2015 Geography in the Age of GlobalizationSeth Dixon
This document discusses the importance of geography education in an era of globalization. It argues that while globalization has made the world more interconnected, place still matters. It provides four recommendations for how competent geography teachers can help students understand our complex world: 1) by providing geographic information, 2) teaching geographic concepts, 3) using data, maps, and geospatial technology, and 4) asking questions that encourage spatial thinking in order to develop geographic literacy. The overarching message is that a spatial perspective is valuable for understanding global issues and students need diverse cultural understanding to interpret conflicts and changes around the world.
The Rhode Island Geography Education Alliance is requesting help to teach Advanced Placement Human Geography (APHG) using Geographic Information Systems (GIS). GIS and other geotechnologies are important fields for job growth, but more graduates with geographic science and geospatial skills are needed. The RIGEA website provides information on what GIS is, why it should be used in education, and examples of web maps that can be created and viewed using GIS in an interactive way online or on mobile devices.
The document provides strategies for teaching geography to students, including providing geographic information and teaching geographic concepts using data, maps, and technology. It recommends asking questions that encourage spatial thinking, giving students prompts to translate information and identify, describe and explain concepts. Additionally, it suggests making connections between physical and human geography as well as asking comparative questions to analyze how events may change cities over time.
This document discusses Mexican history as portrayed through art by muralists such as Diego Rivera, David Siqueros, and Jose Orozco. It covers major periods and events in Mexican history from the pre-Columbian indigenous past up until the early 20th century, including the Mexican Revolution. The eras discussed include the Conquest by Spain, Colonial rule, the Independence movement, the Reform period, and the Mexican-American War, all depicted in murals focusing on national identity and the birth of the Mexican people.
Praxis Social Studies Exam: Geographic Content Seth Dixon
The document provides information about the content areas covered on the Praxis Social Studies exam, with an emphasis on geographic content. It outlines 15 areas of geography that are assessed on the exam, including understanding map types and projections, spatial patterns, ecosystems, human-environment interactions, agriculture, development and more. Test questions are designed to evaluate a candidate's knowledge of these geographic concepts and their ability to apply spatial thinking skills. The exam aims to demonstrate a teacher's preparedness to understand and teach required social studies content across disciplines using geographic perspectives.
The document outlines the key changes to the 2013 Advanced Placement Human Geography (APHG) course outline. It highlights new additions in the course content, including expanded discussion of geospatial technologies, sources of geographical information, and consideration of gender issues. The updated outline also provides more depth on issues like population policies, migration factors, cultural conflicts, changing political arrangements, agricultural biotechnology, urban sustainability problems, and women's roles in development. The revisions reflect efforts to incorporate emerging topics and strengthen geographical skills.
Economic Geography Rick Gindele NCGE 2013Seth Dixon
The document discusses several economic geography models including von Thunen's land use theory, the bid-rent model, and Weber's industrial location theory. It addresses common questions teachers have about where these models fit into the AP Human Geography course outline and which models are least covered in major textbooks. The bid-rent model and land use theory are highlighted as being underrepresented. The document provides background on these theories and how they relate to determining optimal land allocation and use based on accessibility, transportation costs, and competing land uses.
NCGE Webinar: Teaching the Geography of FoodSeth Dixon
The document discusses ways to teach the geography of food by exploring various topics such as cultural geography, political geography, environmental issues, and the global food system. It provides examples of lessons and resources that use maps, data, and questions to help students understand complex relationships between places and develop geographic literacy and spatial thinking skills. Some key approaches highlighted are examining how development levels influence food concerns, questioning the industrial food production system, and making the global food network more personal and relatable to students. The overall goal is for students to gain geographic context and insight into interconnected global issues related to food.
This document discusses the importance of strengthening geographic content in the classroom. It argues that studying abroad and geography can help broaden students' perspectives on other countries and foreign policy issues. Fewer than 10% of college students study abroad or take geography courses. The document advocates teaching geographic concepts, using maps and geospatial technology, and asking spatially-focused questions to develop students' geographic literacy and ability to understand an interconnected world.
This document provides an overview of the culture and geography of Mexico. It begins with an introduction on why Mexico is an important country to study. It then discusses Mexico's physical geography, including climate zones, elevation, and vegetation. The document also summarizes key aspects of Mexican history, culture, and the major city of Mexico City. It concludes by examining border issues between Mexico and the United States, such as migration patterns, economic development along the border, and security challenges.
1) Social media is becoming increasingly prevalent in students' personal lives and they want to see it integrated into their educational experiences for collaboration, communication, and a more social learning environment.
2) There are opportunities but also challenges for educators in utilizing social media, such as negotiating shifts in perceptions of authority and ensuring appropriate relationships between students and staff.
3) Social media can supplement formal learning by creating new channels for communication, learning from various sources, and exposing students to networking opportunities.
The document discusses the importance of technology leadership in schools. It emphasizes that school leaders must ensure technology is used to create a rigorous and relevant learning environment that prepares students for the digital world. The document provides resources for developing a technology plan and digital citizenship curriculum. It also lists supports available to educators from the Archdiocese, including professional development, online resources, and assistance with technology implementation.
Using Innovative (FREE) Technology to Enhance Campus-Community Partnerships.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
This document discusses emerging technologies and new ways of learning in the 21st century. It notes that future students will have power to learn what they want, when they want through more personalized and engaging tools that allow interaction, connection and collaboration. Some key skills needed for 21st century students are highlighted as critical thinking, communication, collaboration, creativity, and lifelong learning. Web 2.0 tools like blogs, wikis, and social media are presented as examples of 21st century learning tools. Considerations around online behavior and digital citizenship are also discussed. The document envisions that 21st century schools will be more innovative, collaborative spaces that integrate mobile technologies and flexible learning.
Social media is becoming increasingly integrated into K-12 education. It allows students to connect, communicate, and collaborate both locally and globally when used appropriately. However, schools must thoughtfully plan social media use and educate students on digital citizenship and managing their digital footprint. Effective social media policies and guidelines are needed to address legal issues like copyright and ensure proper use while still encouraging creativity and engagement. When implemented correctly, social media can be a valuable tool to prepare students for today's digital world.
This document provides an overview of digital literacy and fluency. It defines key terms like digital literacy, digital fluency, and participatory culture. It discusses the importance of these concepts for learners and educators. It also outlines several models for understanding digital literacy development. Additionally, it provides examples of digital literacy skills and competencies like digital scholarship, managing online identity, and using mobile devices. It discusses some challenges to digital adoption in higher education. Finally, it describes some university initiatives to promote digital fluency among students and faculty.
The document discusses the Digital Youth Network (DYN) program in Chicago that aims to improve education for urban youth. It notes the challenges of educating a growing urban population and high dropout rates. DYN merges in-school and out-of-school learning through new media and peer groups. It utilizes play, scaffolding, and Vygotsky's zone of proximal development to engage students. DYN also provides media literacy education and online learning tools. Evaluation found improved test scores and participation among DYN students.
This document discusses using digital tools and social media to support effective service-learning. It provides examples of how to use tools like maps, video, audio, and mobile apps to document service projects. Students can use platforms like Storify, Google Maps, and SeeClickFix to collaborate and share information. The document also discusses adapting service-learning for online courses and partnering with community organizations on long-term projects. Overall, the document explores how digital tools can help students engage with their communities and reflect on service experiences.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
This document summarizes a presentation about using one-to-one computing in classrooms. It discusses how students today learn in a social and self-directed way using various technologies. The presentation encourages teachers to facilitate participation using tools like cloud computing, ebooks, and mobile devices. It also stresses that teachers can continue learning on their own in 15 minute increments each day by connecting with others online, reading articles, watching videos, and more.
This document provides resources and information on developing global competence and teaching global education. It includes links to websites on socialism studies, global literacy projects, language learning tools, and student projects. There are also definitions of global competence, discussions of developing critical autonomy and global competencies in teacher candidates, and strategies for teaching media literacy and connecting curriculum to global issues and news. Quotes from various sources provide perspectives on global competence and what it means to be globally competent.
Technology buffet for new teachers march 2012Karen Brooks
This document provides information about new teacher training opportunities and classroom technology resources. It discusses a technology proficiency self-assessment, effective habits of 21st century teachers including adapting, communicating, collaborating and leading, and emerging technology trends like smaller mobile devices, self-driving cars, and digital tattoos. Videos are recommended for educators to stay informed on technology integration and innovations impacting K-12 students.
1. The presentation discusses how education is changing with the rise of digital technologies and web 2.0.
2. It talks about developing digital literacies and innovative practices in schools that engage students through connection and sharing online.
3. The presentation also discusses how parents can become more engaged in their children's education through participating in these new online learning communities.
Engaging students in practical authentic learning situations using social net...Edu Nile
Engaging students in practical authentic learning situations using social networks in ESL contexts. A presentation at the TESOL in Qatar conference October 2011.
This document summarizes a presentation on composing with media in the classroom. It includes four case studies on using different types of media like audio and video to enhance student collaboration, research, and learning. The document also discusses how today's students are active content creators and remixers online, and outlines some aspects of participatory media culture like play, appropriation, and networking.
Integrating Technology Inside the ClassroomMann Rentoy
This document provides best practices for technology integration in classrooms based on successful examples. It discusses how technology can be used to develop higher-order thinking skills, promote creativity, facilitate learning, and expand cooperative learning. Benefits of technology integration include preparing students for the modern workplace, connecting to real-life situations, and assisting teachers. The document advocates for integrating technology across the curriculum to save time and provide valuable resources.
Implications of the Local Context in Global Distance Education by Rye and Sto...Maria Lorena Guray
A presentation summarizing the paper of Stale Angen Rye and Anne Marie Stokken which investigated how the students' everyday life influence participation in a global distance education class.
Paper was published online by The International Review of Research in Open and Distance Learning (IRRODL) Vol. 13, No.1, January 2012
This document discusses geography education in the era of globalization and how to help students understand an increasingly interconnected world. It argues that teachers should (1) provide geographic information, (2) teach geographic concepts, (3) use data, maps and geospatial technology, and (4) ask questions that encourage spatial thinking in order to develop students' geographic literacy. The document emphasizes that while globalization has increased connections between people and places, geography still matters because place, location and spatial relationships help explain why things are where they are.
The Importance of Geography Education in the Era of GlobalizationSeth Dixon
This document discusses how geography education needs to adapt to the era of globalization. It argues that while globalization has made the world more interconnected, place and geographic context still matter. It provides four recommendations for effective geography teaching: 1) provide geographic information, 2) teach geographic concepts, 3) use data, maps and geospatial technology, and 4) ask questions that encourage spatial thinking in order to help students understand our complex and interconnected world. The document is written by Seth Dixon from Rhode Island College and is found on the website geographyeducation.org.
The document provides an overview of the content covered on the Praxis Social Studies exam for prospective social studies teachers. It details that the exam focuses on assessing knowledge and skills across social studies fields, includes 130 multiple choice questions testing both basic knowledge and higher-order thinking, and that 10-15% of questions relate to diversity in the U.S. It then outlines 15 key areas of geographic content knowledge assessed, ranging from map types and projections to patterns of migration, settlement, and issues of development, industrialization, and globalization.
This is the 2019 NCGE presentation showing how case studies can be brought into the APHG classroom. In this presentation, South Korea's shifting population trends are used as the example of a case study worth bringing into the classroom.
The document summarizes the results of the 2019 AP Human Geography exam reading. It provides an overview of exam scores and student performance on the different free response questions (FRQs). Overall, 48.5% of students scored a 3 or higher. Mean scores on the FRQs ranged from 1.70 to 3.60 out of 7 points. The summary identifies strengths and common errors in student responses. General advice is given to help teachers improve student FRQ performance, such as emphasizing key concepts and scales.
The 2018 AP Human Geography Exam results document provides details about the administration of the 2018 exam, including reader leadership, evening activities, exam questions, scoring distributions, and advice for teachers. Over 219,000 students took the multiple choice and free response exam, which covered the typical 7 units of the course and was scored by over 800 readers. The results show mean scores and standard deviations for each free response question and overall advice to help teachers improve student performance.
This document provides a variety of links related to teaching the geography of food. It discusses topics like global hunger, population issues, environmental impacts of agriculture, cultural differences in food, technological advances in farming, questioning the modern food system, and new food movements. The links provided cover subjects such as government subsidies, industrial agriculture, local food movements, urban farming, and debates around GMOs. The overall message is that food is a perfect topic for teaching many aspects of geography and raising important issues about our global food system.
Mexico City is disproportionately large compared to other cities in Mexico, with over twice the population of the next largest city. As the cultural and political center of Mexico, it is the hub for national economics and development. While Mexico City solves some problems as the primate city, it also creates many issues and its size presents mixed outcomes as a national economic strategy.
This document discusses the importance of geography education. It notes that fewer than 10% of college students study abroad or geography. Studying geography can broaden perspectives on how other countries view the US. The document provides suggestions for good geography teaching, including:
1) Providing geographic information using data, maps and technology
2) Teaching geographic concepts
3) Using data, maps and geospatial technology
4) Asking questions that encourage spatial thinking to develop geographic literacy and understand our complex, interconnected world.
Suburbanization in the United States greatly accelerated after World War II due to several factors: (1) the Federal Highway Act of 1956 funded the construction of an extensive interstate highway system, increasing accessibility to suburban areas; (2) large-scale developers mass-produced affordable single-family homes on cheap land in the suburbs; and (3) social trends like the postwar baby boom and preference for the suburban lifestyle drove demand for suburban housing. Transportation infrastructure and housing policies were the primary drivers of suburban growth in this period.
Suburbanization grew dramatically in the United States after World War 2 as transportation infrastructure like highways and affordable housing in new suburbs drew middle and upper class residents out of cities. This mass movement to the suburbs transformed the US from a primarily urban to a primarily suburban nation, with important social, economic, and environmental consequences. Factors like the rise of car ownership and use, federal policies, and trends of single-family homes and nuclear families supported extensive suburban development through the 20th century.
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28. Freeport-McMoRan Grasberg mine, West Papua
World’s largest gold
reserve – estimated that
mining will continue for
another century. Has
contracts to mine more
than 9 million acres
Tailings and side effects
hurting the local village
populations
35. Conclusions
• Social Media is reshaping society---education
• Students need to be producers of knowledge
– Content, analytic skills and a platform
• Social Media is the most individualized form of
professional development
• Networking tool for collaboration
Editor's Notes
Introduction of who I am…BYU Penn State RIC Mexico City Research Junior High Teacher Joint Appointment Educational Studies Dept. Junior High Teacher…I’ve always seen myself as a college professor K-12 educator who reluctantly left behind secondary education, therefore I keep find ways to immerse myself in projects that keep me in both higher education and public school systems as this current project with show. APHumanGeog Reader
In the summer of 2009, Iran held fraudulent elections with Mahmoud Ahmadinejad winning and reform candidate Mir HosseinMousavi “losing.”This was when I first heard the term “CITIZEN JOURNALISM” and saw SOCIAL MEDIA as something bigger than “I ate fruit loops this morning.” The audience isn’t just in the streets of Iran, in the physical space that the protestors are occupying. Place is their stage, their platform to reach the their real audience which is achieved in part through social media.
This movement has the ubiquitous twitter hashtag as a part of the protest and the concept of physically occupying to discursively reclaim an reappropriate a narrative is quite powerful and has even spread to Cyprus where “Occupy” there is to occupy the demilitarized zone and demand reunification of the island in what youth see as a the failure of leadership to bury old ethnic hatreds and historical injustices on both sides. That is a far-reaching impact and we see technology reshaping the cultural and political landscapes today.
The Arab spring
Social Media and online collaboration has us rethinking political power and social mobilization. This technological tools of globalization have change the geography of the 21st century.
But is it having us rethink 21st century Geography Education as well? During the “Arab Spring” I rewrote my lecture for North Africa and delivered it in the same way I always had, teaching my students who are all digital natives about the how twitter and facebook are powerful forces in the world today. That was my moment…time for pedagogy to match content. These technologies are in the classroom today…but very uneven. Research is all current and inherently exploratory and participatory
My role online for my students is to be a digital media curator. I give them the best of the internet with my stamp of approval on it. But I’m also allowing them to find and share with me and their classmates what they have found with their commentary. Trying to absorb all that the internet has to offer is like drinking out of a fire hose. What they need is are filters to get quality sources amidst the vast quantity available, guideposts on where to find information, and commentary to begin to start evaluating sources and critique the diverse opinions out there. Filters, guideposts and commentary: That is what digital media curation is.
After two month of vigorously expanding my twitter network, it quickly became apparent that this had value for my students within my classroom. Although the schools I have worked for to have Learning Management Systems like Blackboard, I try to limit that to a minimum. They have their place for posting grades, distributing assignments and other internal class logistics. LMS are closed systems for the students to interact with each other and the teacher—that is incredibly limiting with they can connect with academics and scholars around the world. I’m trying to kick down the walls of my classroom to have both my students learn from the expertise of others, but also to produce knowledge that will benefit others as they join the global conversation.
This is now “who I am” at least who I am online.
That is the origin of my website, which I hope, will not only reshape my classroom but influence many others. It is gaining momentum and is quite time-consuming. Social Media is also challenging us to rethink publications; while I still plan to publish in traditional journals, this is having more impact than anything else I’ve every produced. I’ve received countless emails of appreciation and support for the project. This site was created in August 2011 and through an intensive social media and email listserv blitzkrieg, it quickly gained a strong following with 5,000 hits in it’s first month. 6,000 in month 2 and 7,000 in it’s third. While that is minimal compared to popular culture sites, for an academic site devoted to geography this is a formidable force. With an average of 3 new posts a day and around 300 ‘scooped’ resources, this are archived but also searchable through ‘tags’ that systematically organize the links in thematically coherent groups.
I use both facebook and twitter for professional development and as a personalized news stream channels. You will noted however, that my twitter networks is far more internationalized and diversified. I truly haven’t met more than a handful of these people.
Most students have fairly limited networks and the majority of their followers are their peers with very few geographers. This is a cartographic rendering on my social network on Twitter, and I ‘lend’ that network to my students by retweeting their ideas to a wide range of geographers and educators.
Key to making this work is reporting on “Classroom Successes.” Allow be to share a few to demonstrate the efficacy of social media as collaborative tool for students.
I remember Hollie’s face as a shared this with the class, just beaming (if a touch embarrassed) knowing that her work MATTERED and had an impact.
The students take ownership of the class and the course material as they PRODUCE part of the course text. This is empowering as a supreme validation of their ideas and that their contributions are worthwhile.
The cell phone does not HAVE to be the enemy…convert this vast array of technological equipment that is just sitting in your classroom into ClickersYou now have online polling devices that can be integrated into Powerpoint or a website.
The most active participants are 1) British first of all because geography education is more important there. But secondly, the most active participants are high school teachers. One of the reasons I’m deeply committed to the AP Human Geography readings is that it is a fabulous gathering that merges high school geography teachers with college professors. Generally speaking, there is no ego and both are mutually edified by this collaboration. Kit Salter, once wrote an article for the Journal of Geography entitled “The University and the Alliance: A study in Contradictions.” While the universities such as this one, house the state alliances, often there is a divide between the high school geography and college geography that is fundamentally because of social networking and failure to collaborate. This is what attracted me to AP Human Geography as well as the local alliances, to bridge that gap. Social Media can be another key way to reduce barriers and interact with people with all types of affiliations that are deeply committed to Geography Education.
One of my student teachers produced a fantastic site with 6 main links for his middle school students. They were given a worksheet to fill out with many ‘Synthesis’ and ‘evaluation’ type of questions. I observed the lesson in question and I was startled in that computer lab…virtually all the students were on this site our the 6 linked sites the entire class period. The got them asking questions and the teachers were facilitating their exploration of online resources that had been professionally curated.
Structure and flexibility: The lesson plan was the perfect balance of teacher-driven instruction and student-led exploration for that particular classroom. The scaffolding was necessary to allow the students to then engage with the right materials and to begin asking some probing questions. This also allowed for instruction to be differentiated as students were all working at their own pace, but still collaborating with their neighbors. Both the “Sage on the Stage” and “Guide on the Side” paradigms have their role in education, but the social media classroom allows for both to flourish. Scaffolding Theory was first introduced in the late 1950s by Jerome Bruner,
I do NOT want to impose social media on the anti-social, so I’ve built in an alternative to Twitter within the social media classroom: On my curated site, comments are allowed (which I can moderate). If students are uncomfortable posting publicly on social media sites with their profile, they set up a psuedonym to comment on various posts on the website. I always make sure that the alternate assignment is more work because I’m trying to push them just a little outside of their comfort zone if they are apprehensive about it.
Twitter is a big world—as is the internet…asking them to find the best that the web has to offer and they might end up with the “NumaNuma dance” or “Charlie bit my finger.” This is primarily and journalism tool to empower citizen journalism, but I use it as another curation tool to put together Tweets, links, videos and pictures related to a theme with my added commentary…thinking in the future this can be a powerful tool for students to create reports. Geography students are learning about a dynamic world that can render the newest textbook irrelevant. Earlier this year I had to rewrite my plans for my “North Africa” lecture…if the research topic in question is current, this could be a helpful component to organize emerging texts and sources. quoteurl.com is another similar service
The cultural ethos of Twitter is of recognizing where you found your information. Students learn how to properly cite their sources and the important of not plagarism through Twitter. Go fig.
10 minutes after class ended I had several photo galleries and news clippings about the currents workers strike just sitting there on twitter waiting for me.
So I used Storify to gather together the best of my student’s work for the regional geography, and publish it on both “Storify” and Scoop.it while tweeting the link to my network. This is more that just a glorified refridgator magnet to show off my students work like a proud papa. This is vital to the ideological underpinnings of the social media classroom as I’ve conceived of it. Students are NOT attending my courses simply to receive knowledge from me. Nor are they there to synthesize information that they have receive to evaluate it. I am working to ensure that my students have the skills, content and platform to become producers of knowledge. Gone are the days when I assign a project with an intended audience of one.
My site has spawned numerous ‘Geography Education’ sites on scoop.it and GEOGRAPHY is disproportionately represented on the site. All of these sites are referencing my material. My initial gut instinct was to say “you’re copying me!” Seeing these as a modern version of a publishing citation, I’m glad to see that others are finding the material useful, and the format inspiring.
Another aspect of Social Media Classroom is the enormous potential for Service Learning to integrate learning into producing usable knowledge that benefits others. Our knowledge is only helpful when it is shared. Through social media channels I became affiliated with this organization that shares an educational philosophy grounded in service. Once the walls of the classroom are kicked down,
Rhode Island College’s Study Abroad program was the first beneficiary of this service learning program. This was an introductory GIS class with no mapping skills and their first assignment is going to go on the school’s website? There were some standardized tutorials that the could have received, but this was the assignment were they cut their teeth and truly immersed themselves into the project. Again, this isn’t just some ‘fluff piece’ since they are emotionally invested because others are relying on them. Simply put: they cared.