The document discusses challenges related to English learners and technology. It questions whether schools are closing the digital divide for students and preparing them to be engaged digital citizens. It also discusses the costs of digital exclusion and how content, not just access, can create barriers. While a digital divide exists along racial and income lines, becoming deeper issues of generation, culture and education. The document advocates for rethinking assumptions about literacy, learning, and assessment to ensure all students can meet technology standards and participate in a global, digital society.
The document discusses the digital divide between developed and developing countries. It notes that developing countries often lack basic infrastructure and money to invest in new technologies. However, greater access to broadband and the internet can help developing nations progress towards goals like education. Some initiatives like One Laptop Per Child are working to provide affordable laptops and solar chargers to help close this divide and bring technology and education to students in developing world classrooms.
This document appears to be a set of slides for a session on the role of information and communication technology (ICT) in education. The session will be led by Dr. Palitha Edirisingha on November 14, 2011 from 10:00am to 12:00pm. The session aims to help students gain an understanding of ICT developments in different contexts and implications for teaching and learning. Key topics to be discussed include digital natives, the digital divide, digital literacy, and examples of internet access and use of ICT in schools internationally. Learning activities will include pre-session research and readings, group discussions, and a potential post-session assignment.
The document discusses ePals, a global online platform that connects classrooms and students around the world through email and blogging. It allows students to communicate with "ePals" in other countries to learn about different cultures while developing writing skills. Schools and districts can use ePals' free, teacher-monitored communication tools to link their students with global peers in a safe, secure environment.
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.
Teaching at a "low-income school" can be challenging at the best of times. Trying to teach networked, 21st century learning is especially so. In this session I'll discuss the particular EdTech challenges faced by teachers at low-income schools and share some strategies that can help low-income students close the gap with other, more well-off students.
This document summarizes the objectives and content of a presentation on connecting teaching and learning to 21st century skills and tools. The presentation defines characteristics of 21st century students, explores challenges for teachers, and examines how classrooms and professional development can incorporate 21st century topics and digital tools to engage students.
The document discusses the digital divide between developed and developing countries. It notes that developing countries often lack basic infrastructure and money to invest in new technologies. However, greater access to broadband and the internet can help developing nations progress towards goals like education. Some initiatives like One Laptop Per Child are working to provide affordable laptops and solar chargers to help close this divide and bring technology and education to students in developing world classrooms.
This document appears to be a set of slides for a session on the role of information and communication technology (ICT) in education. The session will be led by Dr. Palitha Edirisingha on November 14, 2011 from 10:00am to 12:00pm. The session aims to help students gain an understanding of ICT developments in different contexts and implications for teaching and learning. Key topics to be discussed include digital natives, the digital divide, digital literacy, and examples of internet access and use of ICT in schools internationally. Learning activities will include pre-session research and readings, group discussions, and a potential post-session assignment.
The document discusses ePals, a global online platform that connects classrooms and students around the world through email and blogging. It allows students to communicate with "ePals" in other countries to learn about different cultures while developing writing skills. Schools and districts can use ePals' free, teacher-monitored communication tools to link their students with global peers in a safe, secure environment.
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.
Teaching at a "low-income school" can be challenging at the best of times. Trying to teach networked, 21st century learning is especially so. In this session I'll discuss the particular EdTech challenges faced by teachers at low-income schools and share some strategies that can help low-income students close the gap with other, more well-off students.
This document summarizes the objectives and content of a presentation on connecting teaching and learning to 21st century skills and tools. The presentation defines characteristics of 21st century students, explores challenges for teachers, and examines how classrooms and professional development can incorporate 21st century topics and digital tools to engage students.
The document outlines Sheryl Nussbaum-Beach's vision for connected educator month (CEM), which provides free professional learning opportunities for educators in October. It discusses various CEM activities and resources including starter kits, book clubs, digital badges, and tools to help educators connect globally and find collaborators. It also addresses how CEM supports districts through toolkits and helps educators integrate informal and formal professional learning throughout the year.
Young people and international development engagement and learningDr Lendy Spires
This document summarizes existing research on young people's engagement with international development issues in the UK. It finds that common assumptions portray young people as motivated by concern for poverty and engaging through campaigns and fundraising. However, evidence suggests the picture is more complex. Young people may learn about development through various contexts beyond campaigns, like schools, media, and personal connections. Their motivations are diverse and not always concern-driven. More open research is needed to better understand young people's varied experiences with international development issues.
For better or for worse- Technology's impact on educationAbaida Mahmood
The document discusses the changes in education needed for the 21st century due to a new generation of digitally-wired students. It notes their brains develop differently and they process images faster than text. Schools need to reinvent themselves to work with these students and prepare them for future jobs requiring 21st century skills. A challenge is that parents, teachers and policymakers think of education as when they were in school, but it must shift to new paradigms to match today's digital world. The summary highlights the key issues discussed in transforming education for a new generation of learners.
Today’s youth lead online lifestyles. They interact in online communities, build relationships, express themselves, stay informed, and find answers to life’s questions all online. Notebook PCs, smartphones, and wireless networks provide access to social networks anywhere, anytime. This generation, the iGeneration, is accustomed to on-demand, individualized service, and is becoming increasingly intolerant of traditional teaching methods where lectures and textbooks assume that “one size fits all” and that learning takes place through individual effort in a classroom. As teachers struggle to satisfy tech-savvy students, we also face pressure to serve increasing numbers of students with fewer resources. Some schools are finding success in dealing with these issues through innovative uses of technologies. Moving curricula online, adopting online pedagogies that emphasize exploration and collaboration, designing engaging activities such as “serious games,” and implementing online learning communities are key to connecting with the iGeneration. This presentation looks at current research in innovative online education technologies, along with the presenter’s own work in the area.
Going Global: Preparing Students for Global CitizenshipLucy Gray
This document discusses preparing students to be global citizens by connecting them to the world through technology and collaboration. It outlines trends toward more participatory, technology-enabled, personalized learning. Recommendations include helping students understand what it means to be a good citizen, teaching from a global perspective with knowledge of other cultures, and modeling global citizenship through international experiences and online networking. Key skills identified for global citizens are collaboration, cultural awareness, critical thinking, and using media/technology effectively.
Teen Tech Week 2013: A library thing or aJohan Koren
This document discusses Teen Tech Week, a national initiative sponsored by libraries to help teens become competent and ethical users of digital media. It explores how libraries are key in helping teens develop 21st century skills through technology. The document also examines potential partnerships between libraries, schools, families, and community groups around supporting teens' technology needs and skills development.
Language learning as agency for a social purpose: examples from the coronavir...Web2Learn
The document summarizes a presentation on language learning opportunities during the COVID-19 pandemic. It discusses how technology-mediated social participation, such as through massively multiplayer online games, expert communities, grassroots digital activism and citizen science projects, provides contexts for potential second language use and learning. While these spaces offer social and collaborative dimensions that can benefit language acquisition, they also predominantly use English as the lingua franca and more research is needed to understand their impact on multilingual practices and learning.
Presentation made by IASA Associate Director Dr. Richard Voltz for teachers. The purpose of this presentation is to motivate teachers to engage students more in their own learning and to inform teachers of the various technology tools that are available to them to use in the classroom.
The document discusses trends in 21st century learners and education. Key points:
- Today's students are digital natives who are constantly connected through technology. However, schools still operate with 20th century models where information is scarce and structured.
- Students now need to be engaged through collaborative, inquiry-based learning that allows choice and customization. Skills like problem solving, communication and lifelong learning are emphasized over content outcomes.
- While digital textbooks could provide more updated, interactive content, they also risk becoming content-driven with less emphasis on developing core skills. Caution is urged to avoid losing philosophical underpinnings of curriculum.
The document discusses the digital divide within developed countries like Australia. While most think of the digital divide as between developed and developing nations, there are also differences within developed countries in access to and use of information and communication technologies (ICT). In Australia, factors like education, income, location, and age influence levels of ICT access and skills. The document also examines the impact of ICT on areas like education, participation in services and the economy, and how teachers can help address the digital divide by embracing ICT in their classrooms.
This document discusses emerging technologies and how they are impacting education and the modern workplace. It provides statistics showing that millions of people are using blogs, social media, and online content creation. It argues that schools need to adapt curricula to teach skills like managing information, global collaboration, and self-directed learning to better prepare students. The world is changing rapidly due to technological advancement and students must learn new literacies to find success in their future careers and lives.
The document discusses a forum held at USC's School of Cinematic Arts on May 16-17, 2011 about how entertainment media can ignite education reform. It notes US students' declining performance in international assessments and how learning occurs outside of school. Digital media presents both threats and opportunities for children's development. The forum's goal was to stimulate change through collaboration to leverage kids' media consumption for vulnerable children. Challenges discussed were improving 4th grade reading proficiency, advancing STEM literacy, and developing digital and inquiry skills. Sifteo cubes were presented as one response to address these challenges through playful learning.
The purpose of our paper is to share the experiences of DCPL’s pilot digital skills project, based in inner city Dublin, and to show that it is possible to establish a digital skills project which is consciously inclusive and can accommodate children and young people with differing learning abilities as well as different socio-economic and cultural backgrounds.
The national strategy Our Public Libraries 2022 emphasises the role that libraries can play in bridging the digital divide in Ireland. Libraries are ideally placed to deliver the necessary digital skills and to access the technology that is imperative for participation in the digital society.
In terms of the outreach activities, we identified the CoderDojo model as being the most suitable method of delivering digital skills to a diverse group on an on-going basis. We work with DEIS schools and community groups, such as those who work with children in direct provision, to recruit participants for whom the experience would be most beneficial and empowering. By providing a familiar space within the area, the aim is to make digital learning accessible and welcoming.
We consciously cultivate a family-friendly environment for our Saturday “Dojo”, encouraging accompanying parents to make use of the library’s facilities and bring along younger siblings. For our mid-week, “Teen Dojo”, teens are introduced to project-based work, where outputs include tangible results, which keep teens engaged as what is being learned has ‘real world’ applications.
Our experience with respect to the learning approaches used and the communities’ reception to the providing of digital learning opportunities to children in areas with diverse socioeconomic and cultural backgrounds has multiple implications, including what value can be found in self-directed learning with this particular cohort and what benefits that exposing these children to the skills necessary for the future of work can be had.
This document summarizes a presentation given by Prof. dr. Frederik Questier to the University of Cuenca in Ecuador on improving teaching and learning with information and communication technologies (ICT). It discusses evolving technologies and learning theories, models for constructive learning environments using ICT, and strategies for educational innovation including teacher training, developing an expertise center, disseminating best practices, and facilitating communication and projects. The overall message is that ICT can transform and improve education when used to support intentional, collaborative, complex learning in authentic contexts.
2013 - Keynote McGraw-Hill - Digital FuturesMike KEPPELL
The document discusses several trends and challenges that will change the future of higher education, including increased mobility, new digital literacies, seamless learning, and personalized learning. Game changers include the ability for learning to occur anywhere and anytime through mobile technologies, developing students' digital skills, integrating formal and informal learning, and customizing the learning experience for each individual. The trends highlight opportunities for higher education to adapt but also challenges to changing traditional mindsets and models of teaching.
ELT + IT: CALL for a Balance by Michael KraussMichael Krauss
Plenary presentation in Lima and Cuzco, Peru March 2012. Presented as part of ELSpecialist visit sponsored by U.S D.O.S. and U.S. Embassy, English Language Office, Lima Peru.
Free Libre And Open Source Software Acceptance in The Cuban Higher Educationa...Frederik Questier
A. Lemus, F. Questier, F. Ciudad, Free Libre and Open Source Software Acceptance in the Cuban Higher Educational System, Tenth International Congress on Higher Education, Universidad 2016, Cuba.
by Ben Bederson and Allison Druin
Human-Computer Interaction Lab
University of Maryland
ACM SIGCHI identifies and honors leaders and shapers of the field of human-computer interaction with annual SIGCHI Awards. The Social Impact Award honors individuals who promote the application of human-computer interaction research for pressing social needs. This year the award was given to Ben Bederson and Allison Druin of the University of Maryland for their joint work in developing the International Children’s Digital Library and their individual work in developing new methods that give children a voice in the development of new technologies, and for their work on electronic voting systems.
Digital Literacies: Knowledge, Skills and Attitudes for a Digital Age - Ruth ...Mike KEPPELL
This document provides a summary of a lecture on digital literacies for the digital age given by Professor Mike Keppell at the National University of Singapore. The lecture covered several topics including trends in digital technologies and learning, new types of students and their relationship with technology, different models of digital literacies, and the need for new mindsets to teach and learn in a digital world. It emphasized skills like creating and sharing content, connectivity between learners, and personalizing learning spaces and emphasized the changing nature of literacy and need for diverse literacies.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
This document discusses the role of language in education for social justice. It begins by sharing the speaker's personal story and background. It then discusses how language relates to social justice, noting that language can be used as a tool for inclusion or exclusion, and that it provides access to social and economic resources. The document advocates for explicitly focusing on language in education to promote social justice and ensure all students have opportunities to learn. It provides examples of analyzing language used in textbooks and discusses having students critically examine different perspectives. The goal is to empower students to use language as a tool for social justice in the classroom.
A brief synthesis of Collins' Good to great and the social sector, and Fullan's Moral Imperative for Educational Leaders. Change is the essence of life. Be willing to surrender what you are for
what you could become
.
The document outlines Sheryl Nussbaum-Beach's vision for connected educator month (CEM), which provides free professional learning opportunities for educators in October. It discusses various CEM activities and resources including starter kits, book clubs, digital badges, and tools to help educators connect globally and find collaborators. It also addresses how CEM supports districts through toolkits and helps educators integrate informal and formal professional learning throughout the year.
Young people and international development engagement and learningDr Lendy Spires
This document summarizes existing research on young people's engagement with international development issues in the UK. It finds that common assumptions portray young people as motivated by concern for poverty and engaging through campaigns and fundraising. However, evidence suggests the picture is more complex. Young people may learn about development through various contexts beyond campaigns, like schools, media, and personal connections. Their motivations are diverse and not always concern-driven. More open research is needed to better understand young people's varied experiences with international development issues.
For better or for worse- Technology's impact on educationAbaida Mahmood
The document discusses the changes in education needed for the 21st century due to a new generation of digitally-wired students. It notes their brains develop differently and they process images faster than text. Schools need to reinvent themselves to work with these students and prepare them for future jobs requiring 21st century skills. A challenge is that parents, teachers and policymakers think of education as when they were in school, but it must shift to new paradigms to match today's digital world. The summary highlights the key issues discussed in transforming education for a new generation of learners.
Today’s youth lead online lifestyles. They interact in online communities, build relationships, express themselves, stay informed, and find answers to life’s questions all online. Notebook PCs, smartphones, and wireless networks provide access to social networks anywhere, anytime. This generation, the iGeneration, is accustomed to on-demand, individualized service, and is becoming increasingly intolerant of traditional teaching methods where lectures and textbooks assume that “one size fits all” and that learning takes place through individual effort in a classroom. As teachers struggle to satisfy tech-savvy students, we also face pressure to serve increasing numbers of students with fewer resources. Some schools are finding success in dealing with these issues through innovative uses of technologies. Moving curricula online, adopting online pedagogies that emphasize exploration and collaboration, designing engaging activities such as “serious games,” and implementing online learning communities are key to connecting with the iGeneration. This presentation looks at current research in innovative online education technologies, along with the presenter’s own work in the area.
Going Global: Preparing Students for Global CitizenshipLucy Gray
This document discusses preparing students to be global citizens by connecting them to the world through technology and collaboration. It outlines trends toward more participatory, technology-enabled, personalized learning. Recommendations include helping students understand what it means to be a good citizen, teaching from a global perspective with knowledge of other cultures, and modeling global citizenship through international experiences and online networking. Key skills identified for global citizens are collaboration, cultural awareness, critical thinking, and using media/technology effectively.
Teen Tech Week 2013: A library thing or aJohan Koren
This document discusses Teen Tech Week, a national initiative sponsored by libraries to help teens become competent and ethical users of digital media. It explores how libraries are key in helping teens develop 21st century skills through technology. The document also examines potential partnerships between libraries, schools, families, and community groups around supporting teens' technology needs and skills development.
Language learning as agency for a social purpose: examples from the coronavir...Web2Learn
The document summarizes a presentation on language learning opportunities during the COVID-19 pandemic. It discusses how technology-mediated social participation, such as through massively multiplayer online games, expert communities, grassroots digital activism and citizen science projects, provides contexts for potential second language use and learning. While these spaces offer social and collaborative dimensions that can benefit language acquisition, they also predominantly use English as the lingua franca and more research is needed to understand their impact on multilingual practices and learning.
Presentation made by IASA Associate Director Dr. Richard Voltz for teachers. The purpose of this presentation is to motivate teachers to engage students more in their own learning and to inform teachers of the various technology tools that are available to them to use in the classroom.
The document discusses trends in 21st century learners and education. Key points:
- Today's students are digital natives who are constantly connected through technology. However, schools still operate with 20th century models where information is scarce and structured.
- Students now need to be engaged through collaborative, inquiry-based learning that allows choice and customization. Skills like problem solving, communication and lifelong learning are emphasized over content outcomes.
- While digital textbooks could provide more updated, interactive content, they also risk becoming content-driven with less emphasis on developing core skills. Caution is urged to avoid losing philosophical underpinnings of curriculum.
The document discusses the digital divide within developed countries like Australia. While most think of the digital divide as between developed and developing nations, there are also differences within developed countries in access to and use of information and communication technologies (ICT). In Australia, factors like education, income, location, and age influence levels of ICT access and skills. The document also examines the impact of ICT on areas like education, participation in services and the economy, and how teachers can help address the digital divide by embracing ICT in their classrooms.
This document discusses emerging technologies and how they are impacting education and the modern workplace. It provides statistics showing that millions of people are using blogs, social media, and online content creation. It argues that schools need to adapt curricula to teach skills like managing information, global collaboration, and self-directed learning to better prepare students. The world is changing rapidly due to technological advancement and students must learn new literacies to find success in their future careers and lives.
The document discusses a forum held at USC's School of Cinematic Arts on May 16-17, 2011 about how entertainment media can ignite education reform. It notes US students' declining performance in international assessments and how learning occurs outside of school. Digital media presents both threats and opportunities for children's development. The forum's goal was to stimulate change through collaboration to leverage kids' media consumption for vulnerable children. Challenges discussed were improving 4th grade reading proficiency, advancing STEM literacy, and developing digital and inquiry skills. Sifteo cubes were presented as one response to address these challenges through playful learning.
The purpose of our paper is to share the experiences of DCPL’s pilot digital skills project, based in inner city Dublin, and to show that it is possible to establish a digital skills project which is consciously inclusive and can accommodate children and young people with differing learning abilities as well as different socio-economic and cultural backgrounds.
The national strategy Our Public Libraries 2022 emphasises the role that libraries can play in bridging the digital divide in Ireland. Libraries are ideally placed to deliver the necessary digital skills and to access the technology that is imperative for participation in the digital society.
In terms of the outreach activities, we identified the CoderDojo model as being the most suitable method of delivering digital skills to a diverse group on an on-going basis. We work with DEIS schools and community groups, such as those who work with children in direct provision, to recruit participants for whom the experience would be most beneficial and empowering. By providing a familiar space within the area, the aim is to make digital learning accessible and welcoming.
We consciously cultivate a family-friendly environment for our Saturday “Dojo”, encouraging accompanying parents to make use of the library’s facilities and bring along younger siblings. For our mid-week, “Teen Dojo”, teens are introduced to project-based work, where outputs include tangible results, which keep teens engaged as what is being learned has ‘real world’ applications.
Our experience with respect to the learning approaches used and the communities’ reception to the providing of digital learning opportunities to children in areas with diverse socioeconomic and cultural backgrounds has multiple implications, including what value can be found in self-directed learning with this particular cohort and what benefits that exposing these children to the skills necessary for the future of work can be had.
This document summarizes a presentation given by Prof. dr. Frederik Questier to the University of Cuenca in Ecuador on improving teaching and learning with information and communication technologies (ICT). It discusses evolving technologies and learning theories, models for constructive learning environments using ICT, and strategies for educational innovation including teacher training, developing an expertise center, disseminating best practices, and facilitating communication and projects. The overall message is that ICT can transform and improve education when used to support intentional, collaborative, complex learning in authentic contexts.
2013 - Keynote McGraw-Hill - Digital FuturesMike KEPPELL
The document discusses several trends and challenges that will change the future of higher education, including increased mobility, new digital literacies, seamless learning, and personalized learning. Game changers include the ability for learning to occur anywhere and anytime through mobile technologies, developing students' digital skills, integrating formal and informal learning, and customizing the learning experience for each individual. The trends highlight opportunities for higher education to adapt but also challenges to changing traditional mindsets and models of teaching.
ELT + IT: CALL for a Balance by Michael KraussMichael Krauss
Plenary presentation in Lima and Cuzco, Peru March 2012. Presented as part of ELSpecialist visit sponsored by U.S D.O.S. and U.S. Embassy, English Language Office, Lima Peru.
Free Libre And Open Source Software Acceptance in The Cuban Higher Educationa...Frederik Questier
A. Lemus, F. Questier, F. Ciudad, Free Libre and Open Source Software Acceptance in the Cuban Higher Educational System, Tenth International Congress on Higher Education, Universidad 2016, Cuba.
by Ben Bederson and Allison Druin
Human-Computer Interaction Lab
University of Maryland
ACM SIGCHI identifies and honors leaders and shapers of the field of human-computer interaction with annual SIGCHI Awards. The Social Impact Award honors individuals who promote the application of human-computer interaction research for pressing social needs. This year the award was given to Ben Bederson and Allison Druin of the University of Maryland for their joint work in developing the International Children’s Digital Library and their individual work in developing new methods that give children a voice in the development of new technologies, and for their work on electronic voting systems.
Digital Literacies: Knowledge, Skills and Attitudes for a Digital Age - Ruth ...Mike KEPPELL
This document provides a summary of a lecture on digital literacies for the digital age given by Professor Mike Keppell at the National University of Singapore. The lecture covered several topics including trends in digital technologies and learning, new types of students and their relationship with technology, different models of digital literacies, and the need for new mindsets to teach and learn in a digital world. It emphasized skills like creating and sharing content, connectivity between learners, and personalizing learning spaces and emphasized the changing nature of literacy and need for diverse literacies.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
This document discusses the role of language in education for social justice. It begins by sharing the speaker's personal story and background. It then discusses how language relates to social justice, noting that language can be used as a tool for inclusion or exclusion, and that it provides access to social and economic resources. The document advocates for explicitly focusing on language in education to promote social justice and ensure all students have opportunities to learn. It provides examples of analyzing language used in textbooks and discusses having students critically examine different perspectives. The goal is to empower students to use language as a tool for social justice in the classroom.
A brief synthesis of Collins' Good to great and the social sector, and Fullan's Moral Imperative for Educational Leaders. Change is the essence of life. Be willing to surrender what you are for
what you could become
.
My children Julian and Nicholas spent every free moment between walking the pups, reading, and eating playing Minecraft this summer. I got on their case and said, okay, literacy time! Create a presentation to tell me what this Minecraft things is all about, and they did. Watch this!
This document welcomes attendees to the 30th ELL, Bilingual, and Migrant Education Conference in St. Paul, Minnesota on April 14-15, 2011. It includes a poem written by Ruslana Westerlund titled "If I were a student in your school..." which expresses the concerns and hopes of an English language learner student, including whether their culture and language would be respected and supported in the classroom. The poem questions whether the student would feel included or like an outsider, and hopes to engage with advanced academic content rather than just basic skills. It encourages attendees to connect on Twitter using the hashtag #MNELLConf11.
Punch Artists Inc is a full-service hair, makeup, and grooming company located in Los Angeles, California. We specialize in providing hair, makeup, and grooming services for film, television, commercials, photo shoots, and special events. Our team of professional artists are experienced in all styles and techniques to bring any vision to life.
The document discusses how language ideology influences perceptions of language and impacts marginalized groups. It provides examples of language ideology in the United States, such as the belief that a single language should be spoken, English-only policies in education, and subtractive bilingualism that causes students to lose their first language. The document argues that language is never neutral and is used to create social boundaries that have real consequences for minorities.
The document discusses the importance of academic language for English learners. It notes that simply exposing students to English is not enough and they need explicit instruction in academic language. It provides examples of the language used in different subject areas like science, history, and math. The document emphasizes that teachers need to provide scaffolding support, differentiate instruction based on language needs, and explicitly teach academic language.
This document discusses data-driven user experiences and the responsibilities that come with using large amounts of data. It notes that during the session, 75 petabytes of data will be created, which would require 580,000 iPhones to store. It emphasizes putting users first, measuring campaign impact, and the importance of personalization, dynamic content, and creating coherent experiences across channels using business rules and algorithms driven by both qualitative and quantitative data.
This presentation describes how indicators for Connected Learning are present in the extra-mural presences that two University of Cape Town students created.
This document discusses the characteristics and media habits of 21st century learners, also known as the Net Generation. It notes that 8-10 year olds spend almost 8 hours per day consuming media, with most of that time spent outside the classroom. Only 38 minutes is spent reading books each day. The document advocates preparing students for their future by letting them create, collaborate, and communicate using technology in the classroom.
Asks 3 important questions:
1. How has the digital revolution changed society?
2. What has it done to the ways in which people access and process information?
3. How do educators adapt to these new modes of learning?
1) Collaboration is important for today's globalized world as seen through projects like the Burj Khalifa which required cooperation from around the world.
2) Collaboration is now essential for work and learning as the world becomes more interconnected through technology allowing virtual teams and online learning.
3) Many online tools and platforms exist to enable collaboration between students, professionals, and communities around the world from Skype and Google Talk to more specialized platforms like iEARN, ePals, and Globe Project.
Synthesis of opener 7 Collaborate or Dieguestddee28a
The document discusses the importance and benefits of electronic collaboration and interaction in education. It provides examples of how online collaboration tools allow students all over the world to work together on projects, share knowledge and ideas, and learn from scientists and experts globally. While internet access is still limited in some rural areas, the document highlights projects that bridge this gap and allow collaboration even without full internet connectivity.
Visitors and Residents: What motivates engagement with the digital informati...Ben Showers
This document summarizes findings from a study on what motivates engagement with the digital information environment. The study found that digital literacy does not always keep pace with technical skills, and users are often self-taught. Younger generations are still influenced by traditional stereotypes that they are obsessed with technology. The study highlights the need for longitudinal research to understand changing information behaviors and how users engage with both virtual and physical information environments.
Entering the World of Virtual Exchange: Learning from Teachers’ Experiences Robert O'Dowd
Keynote presentation of the International conference of the KA2 Erasmus project Intercultural Communicative Competence –
A Competitive Advantage for Global Employability
International Conference in Prague, 22-23 June 2017
Presentation by Jennifer D. Klein at GlobalEdCon2011. Explores some of the best ideas out there about why and how to globalize the curriculum, looking at a variety of excellent examples of global projects across the K-12 curriculum.
This presentation gives a small taste of the material offered by Jennifer through her TIGed Professional Development e-Courses, as well as through live in-service presentations and teacher coaching in schools.
Global Citizenship ACLID conference 2018Robert O'Dowd
This document discusses the competencies needed for global citizenship and effective participation in culturally diverse societies. It emphasizes developing foreign language proficiency, digital literacy, intercultural competence, and the ability to engage with others' perspectives. The document cautions that digital natives still need training in digital skills. It presents virtual exchange as a way to develop intercultural and digital skills through online interaction with international partners. However, it notes the need to thoughtfully integrate such exchanges into coursework to avoid superficial encounters and engage students with cultural differences. Examples are given of virtual exchange projects addressing global issues.
Standing Against the Online White Nationalist Movementkbesnoy
This document discusses the proliferation of white nationalist propaganda online and provides resources to help educators teach students how to critically evaluate online information and stand up to hate speech. It describes how white nationalists spread misinformation online to recruit young people and sow division. It provides three resources for educators - a toolkit from Western States Center on confronting white nationalism in schools, a guide called "Web Literacy for Student Fact-Checkers" that teaches skills for evaluating online claims, and a website called "Media Power Youth" that offers lessons on discriminating content and creating a positive digital footprint. The overall message is that educators must help students develop skills to critically analyze information online and counter white nationalist narratives, while still protecting free speech.
In the closing keynote to the Media Education Summit in Prague in 2014, Professor Hobbs shares insights gained from working with educators and researchers in Turkey, Russia, Brazil and Israel who are exploring media literacy pedagogy and practice at the elementary and secondary levels. She
describes and analyzes an example of a global media
literacy project that involved Turkish and American
middle-school students. Professor Hobbs considers
how teacher motivations regarding the use of digital
media interact with structural relationships between
government, school and higher education to produce
differential opportunities for innovation. She identifies the many flavors of digital literacy now circulating in contemporary culture and shows how collaborative global research in media literacy education can help researchers examine and question some fundamental assumptions and
expectations of the field.
In this session, we began to critically examine some of the global trends that are likely to have an impact on the future of learning - both positive and negative.
The document summarizes key points from a lecture on global internet trends:
1) The lecture covered the evolution of the internet from its origins as a military network to today's massive global network, trends in internet usage in the UK, and global trends.
2) Some highlights included that most children use the internet for schoolwork and research, while social media allows some to express support for causes, and informal learning through online communities is growing in importance.
3) However, significant divides still exist worldwide in terms of access and skills, with millions of children who could benefit most still not online, and greater efforts are needed to manage risks as children's internet use increases.
This document discusses digital citizenship and defines key areas of awareness important for being a digital citizen. It explores technological, self, social, cultural, and global awareness. Digital citizenship involves understanding how to act with others online and offline to enhance the common good. The document references models of digital citizenship and provides links to additional resources.
The document discusses the characteristics and learning habits of today's "Net Generation" students ages 8-18. It notes that these students spend much of their free time engaged with digital media and online activities like social networking, gaming, and creating content. It advocates for educators to incorporate more collaborative, creative, and technology-enabled learning approaches into the classroom to better prepare students for the future. These include having students create videos and podcasts, work together on online projects, and publish their work digitally.
There is no doubt that media plays an influential role in our catechetical ministry lives. However, "digital natives" today are no longer satisfied simply passively consuming information; instead they want to be active participants. From participating to producing, this interactive session will explore the role media can play in today's parish catechetical program. Together we will learn to become creative "digital storytellers." Our creativity will fuel our "faith fire" in order to enhance faith formation in the 21st century Kingdom of God.
Learning and Education in the Networked SocietyEricsson
It took 100 years to connect 1 billion places and 25 years to connect 5 billion people. Today, 85 percent of the world’s population has access to mobile communications, and by 2020 we expect there to be 50 billion connected devices.
Mobile phones, tablets and laptops are making the school desk as we know it obsolete. Today’s progressive schools are having their classrooms rebuilt to turn them into multifunctional spaces to enable new ways of learning. A new Ericsson Networked Society report, "Learning and Educations in the Networked Society" , shows that introducing ICT in schools affects six principal areas.
For more information on ICT & Education visit: http://www.ericsson.com/thinkingahead/networked_society/learning_education
Presentation for Graduates Harrietville 2008mackas
This document discusses the use of information and communications technology (ICT) in education. It provides context on ICT and outlines how ICT can be used to transform learning, develop new skills, and allow students to express themselves. The document also reviews studies that show students are proficient with basic ICT but need more advanced skills. It then discusses how various Web 2.0 tools can be used collaboratively in the classroom to support student-directed, authentic learning.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. English learners in the digital age:English learners in the digital age:
natives, immigrants, or outsiders?natives, immigrants, or outsiders?
Ruslana Westerlund, Ed.D. (Cand.)
Collaboration Convention and unConference,
November 11-12, 2010
2
Ruslana Westerlund Collaboration
Convention 2010
3.
4. Questions to be addressed:Questions to be addressed:
If our students are tomorrow’s world citizens,
are we serving as agents of change to close not
only the achievement gap, but also the digital gap
that exists among our students?
Do we view technology literacy as literacy
worthy of our pursuit?
Do we have a sense of urgency to prepare our
students to be engaged digital citizens or do we
still believe that media competes with literacy?
What are the costs of the digital exclusion to our
schools, communities, and the world?
4
Ruslana Westerlund Collaboration
Convention 2010
5. Social Inclusion & DemocracySocial Inclusion & Democracy
““To communicate in the post-modernTo communicate in the post-modern
society is the power to interact withsociety is the power to interact with
networks of information. It is not sufficientnetworks of information. It is not sufficient
to have a free mind, if our words cannotto have a free mind, if our words cannot
circulate like the words of others.”circulate like the words of others.”
Sergio Amadeu de SilvaSergio Amadeu de Silva
The National Institute of Information Technology,The National Institute of Information Technology,
San Paulo BrazilSan Paulo Brazil
5
Ruslana Westerlund Collaboration
Convention 2010
7. Digital Divide in the U.S.Digital Divide in the U.S.
The digital divide occurs along racial and
ethnic lines, where income, language, social
networks, and education influencin
technology access and literacy (2005 data):
77% of white children have Internet access
at home, compared to 40% of black and
Latino children. 86% of white children have a
home computer, while only half of black and
Latino children do.
American Indians have lower rates of
computer ownership and Internet access
than whites.
7
Ruslana Westerlund Collaboration
Convention 2010
8. Offline in AmericaOffline in America
source: U.S. Department of Commerce, A Nation Online, 2004source: U.S. Department of Commerce, A Nation Online, 2004
8
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Convention 2010
9. ““Don’t need it, not interested in it.”Don’t need it, not interested in it.”
18% of those not online answered:
◦ “I’m not interested in anything on the Internet.”
This exceeds the 12% who said they either weren’t
sure who to use the Internet or couldn’t afford a
computer.1
A Children’s Partnership report on online content
reveals “not interested” means “content/information
is not designed for me, or my family or my
community”.2
1.Pew Internet and American Life Study, 2005
2. Wendy Lazarus and Francisco Mora “Online Content for Low-Income and
Underserved Americans: The Digital Divide's New Frontier”
9
Ruslana Westerlund Collaboration
Convention 2010
10. CONTENT, NOT ACCESS BARRIERS AND SOLUTIONSCONTENT, NOT ACCESS BARRIERS AND SOLUTIONS
10
Ruslana Westerlund Collaboration
Convention 2010
11. e lingua franca?e lingua franca?
70% of website pages70% of website pages
are in Englishare in English
70% of the worlds70% of the worlds
population doesn’t speakpopulation doesn’t speak
English as their primaryEnglish as their primary
languagelanguage
2000 U.S. census:2000 U.S. census:
18% of residents report18% of residents report
English is not theEnglish is not the
primary language spokenprimary language spoken
at homeat home
11
Ruslana Westerlund Collaboration
Convention 2010
12. Deeper Causes for
THE Digital Divide
a generational issue
a cultural issue
an educational issue:
do you have the
basic training to use
it?I’m hungry. If we had a computer, we would
have been able to order it on the computer
Julian: Mom, can you make some blueberry muffins?
Mom: Julian, I don’t have a recipe to make blueberry muffins.
Julian (age 5): You can google it.
12
Ruslana Westerlund Collaboration
Convention 2010
13. Left brain, right brain, new brainLeft brain, right brain, new brain
The Internet is nothing
less than the equivalent of
a the development of
phonetic alphabet in
ancient Greece.
Students are acquiring
new desirable skills:
◦ Networking
◦ Associative Logic
◦ Graphic Literacy
◦ Information Space
◦ Multi-tasking 13
Ruslana Westerlund Collaboration
Convention 2010
14. Power of ICTPower of ICT
User-driven media is exploding around
the globe – this is not a western fad
Blogs are being created in places like
China and Singapore, where traditional
media is restricted
Human rights and indigenous democracy
movements benefit from instant,
international attention
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Ruslana Westerlund Collaboration
Convention 2010
15. Power of ICTPower of ICT
People without a voice in the mainstream
media or with limited political
representation can use the Internet to
become active participants in civil
discourse and engage others in campaigns
for positive change.
Let’s look at some examples
15
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Convention 2010
16. Burma VJ: Reporting from a closedBurma VJ: Reporting from a closed
countrycountry
16
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Convention 2010
17. “Students see themselves as change-
makers!”
Multimedia enhances project-based
learning (Edutopia Expeditionary
Learning)
Students as Critical Consumers of Media
18. reThink Literacy…reThink Literacy…
ICT provides new opportunities for
knowledge creation, should we expand
our (centuries-old) definition and our
assumptions of literacy?
What is your definition of literacy?
Discuss with the people at your table.
18
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Convention 2010
19. Technology Literacy is:Technology Literacy is:
The ability to responsibly, creatively, and
effectively use appropriate technology to:
◦ Communicate
◦ Access, collect, manage, integrate, and
evaluate information
◦ Solve problems and create solutions
◦ Build and share knowledge; and
◦ Improve and enhance learning in all subject
areas and experiences.
19
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Convention 2010
20. ISTE’s National EducationalISTE’s National Educational
Technology Standards for StudentsTechnology Standards for Students
Creativity and Innovation: students
should be able to use technology and
their existing knowledge to generate new
ideas, products, processes.
Communication and Collaboration:
students should be able to work
collaboratively, both in person and at a
distance, and to communicate ideas
effectively to multiple audiences using
new media.
20
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Convention 2010
21. ISTE’s National EducationalISTE’s National Educational
Technology Standards for StudentsTechnology Standards for Students
Research and information fluency:
students should be able to use a variety
of digital media to locate, organize,
analyze, and evaluate information from a
variety of sources.
Critical thinking, problem solving, and
decision making: students should be able
to define problems, plan and conduct
research, and identify solutions using
digital tools and resources.
22. ISTE’s National EducationalISTE’s National Educational
Technology Standards for StudentsTechnology Standards for Students
Digital citizenship: students should take
responsibility for their own lifelong
learning and should practice safe, legal,
and ethical use of information and digital
tools.
Technology operations and concepts:
Students should understand technology
systems, select and use technology
applications effectively, and be able to
troubleshoot systems and applications.
25. Learning: Engage and EmpowerLearning: Engage and Empower
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Convention 2010 25
National Education Technology Plan 2010 released November
2010. US Department of Education. Office of Educational
Technology
26. Assessment: Measure What MattersAssessment: Measure What Matters
Ruslana Westerlund Collaboration
Convention 2010 26
National Education Technology Plan 2010 released November
2010. US Department of Education. Office of Educational
Technology
27. Teaching: Prepare and ConnectTeaching: Prepare and Connect
Ruslana Westerlund Collaboration
Convention 2010 27
National Education Technology Plan 2010 released November
2010. US Department of Education. Office of Educational
Technology
28. reThink assumptions…
Rethink basic assumptions about
◦ “seat-time” measures of educational
attainment created in 1800’s.
◦ Age-determined groups,
◦ Structure separate academic disciplines,
◦ Organize learning into classes of roughly
equal size with all the students in a particular
class receiving the same content at the same
pace, and keep these groups place all year
31. Working toward Social InclusionWorking toward Social Inclusion
Technology should combat social
exclusion, not reinforce it
“Access” is not about computers and the
Internet – it’s about social inclusion and
equity
Participation in the global, knowledge-
based economy requires the ability to
access and manage information
31
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32. Closing questions:Closing questions:
Define your current reality: Are your
English Learners digital natives,
immigrants, or outsiders?
Vision for the future: Where do you
want your students to be?
Getting it done: What are the next steps
you can take?
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33. References:References:
Cummins, J., Brown, K., Sawyers, D. (2007)
Literacy, technology, and diversity. Teaching for
success in changing times. Boston, MA: Allyn
Bacon.
Transforming American Education: Learning
Powered by Technology. National Education
Technology Plan 2010 released November 2010.
US Department of Education. Office of
Educational Technology
http://www.ed.gov/sites/default/files/netp2010.pdf
Lazarus, W.,& Mora, F. (2005) “Online Content
for Low-Income and Underserved Americans:
The Digital Divide's New Frontier”
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Editor's Notes
This presentation will focus on a larger picture to understand the world for which we are preparing our students.
Give credit to Digital Access.org
Sergio Amadeu de Silva is the head of the National Institute of Information Technology (ITI) and father of the Telecentros.
Digital Divide Around the World:
The categories included in Digital Access Index are: Infrastructure (number of fixed and mobile subscribers), Affordability (internet access price as percentage of the Gross National Income per capita), Knowledge (adult literacy and school enrolment level), Quality (international bandwidth per capita and broadband subscribers) and Usage (internet users).
Top 10 Countries are:
Sweden
Denmark
Iceland
South Korea
Norway
Netherlands
Hong Kong
Finland
Taiwan
Canada
Bottom Five:
Guinea Bisseau
Chad
Mali
Burkina Faso
Niger
A Nation Online?
Spanish-speaking Latinos have strikingly low rates of computer ownership and home Internet use.
60% of all workers used a computer at work – which means their jobs required computer literacy. It also means that those individuals found a job, an activity which, in itself, increasingly requires Internet access and savvy.
Content Barriers Cited by Low-Income Adults
it's never been cheaper to get onto the Net than today. People need to get their heads on straight about this.
While that might be true, there might be deeper causes around the divide than simply cost.
Prensky’s words: Digital natives, digital immigrants
Julian: Mom, can you make some blueberry muffins?
Mom: Julian, I don’t’ have a recipe to make blueberry muffins.
Julian (age 5): You can google it.
Why did poetry, drama, philosophy, mathematics, and science develop so quickly and powerfully in Ancient Greece?
Most scholars attribute these developments to the Greeks' creation of a phonetic alphabet.
ICT = information and communication technology
Media is a misnomer
“Armed with pocket-sized video cameras, a tenacious band of Burmese reporters face down death to expose the repressive regime controlling their country. In 2007, after decades of self-imposed silence, Burma became headline news across the globe when peaceful Buddhist monks led a massive rebellion. More than 100,000 people took to the streets protesting a cruel dictatorship that has held the country hostage for more than 40 years. Foreign news crews were banned, the Internet was shut down, and Burma was closed to the outside world. So how did we witness these events? Enter the Democratic Voice of Burma (DVB), aka the Burma VJs. Compiled from the shaky handheld footage of the DVB, acclaimed filmmaker Anders Ostergaard’s Burma VJ pulls us into the heat of the moment as the VJs themselves become the target of the Burmese government. Their tactical leader, code-named Joshua, oversees operations from a safe hiding place in Thailand. Via clandestine phone calls, Joshua dispenses his posse of video warriors, who covertly film the abuses in their country, then smuggle their footage across the border into Thailand. Joshua ships the footage to Norway, where it is broadcast back to Burma and the world via satellite. Burma VJ plays like a thriller, all the more scary because it is true.”
“Media” should not compete with literacy, it adds layers
The International Society for Technology in Education
This is a model of learning powered by Technology. In contrast to traditional classroom instruction, which often consists of a single educator transmitting the same information to all learners in the same way, the model puts students at the center and empowers them to take control of their own learning by providing flexibility on several dimensions. A core set of standards-based concepts and competencies form the basis of what all students should learn, but beyond that students and educators have options for engaging learning: large groups, small groups, and activities to individual goals, needs, and interests.