Solutions to digital inequality david weddledavidweddle
The document discusses solutions to address digital inequality in Virginia. It defines digital inequality as going beyond just differences in access to the internet and involving five dimensions: technical apparatus, autonomy of use, availability of social support, variation of use, and skill. The best solutions proposed include installing computers and expanding hours at public libraries, expanding access to public schools after hours, and providing information literacy courses to enhance computer skills. Simply providing computers and access may not be enough and could widen achievement gaps without proper support and training.
#SWDE2019 - Incorporating Technology into Social Justice Assignments for Soci...Laurel Hitchcock
The purpose of this workshop is show how to incorporate the use of technology into social work assignments that focus on social justice across the curriculum. We will provide a brief overview of teaching with technology before focusing on how to infuse technology into an assignment, providing examples for social justice focused assignments. Participants will learn to identify ways to substitute, augment, modify or redefine existing learning strategies and assignments with technology-mediated learning strategies and assignments, and leave the workshop with ideas and possible assignments that use technology to meet the learning needs identified in their syllabus.
The document discusses emerging technologies that are likely to impact education within the next 1-5 years according to the Horizon Report 2011. Key trends include increased access to resources and relationships online, more flexible and collaborative work. Technologies highlighted are electronic books, mobile devices, augmented reality, game-based learning, and gesture-based computing. Challenges include developing digital literacy skills and appropriate evaluation metrics for new forms of online content and competition from proprietary colleges. The future of learning is predicted to involve more personalized, informal and collaborative learning through networked communities.
This document discusses two social networking tools: Diigo and Ning. Diigo allows users to bookmark websites and annotate pages, and was ranked #15 among top learning tools in 2010. Ning allows users to create their own social networks, and was ranked #31 among top learning tools in 2010. The document argues that social networking has potential benefits for education by facilitating collaboration, but educators should select networking tools carefully.
Participatory Culture and Web 2.0 in Higher Educationac2182
This document summarizes a dissertation that studied how Web 2.0 technologies can support or inhibit participatory culture. The study involved designing a Web 2.0 system called PocketKnowledge and analyzing user interactions over two years. Initial findings showed the system design discouraged participation, but after redesigning to give users more control, a radical interaction network formed with novices acting as facilitators. However, over time the network became more expert-oriented and consumptive. The dissertation concludes technologies both enable and constrain participatory culture depending on social and cultural contexts.
Horizon Report 2012: University of New Hampshire discussionBryan Alexander
The document discusses various techniques for environmental scanning, futures thinking, and scenario planning in education. It provides examples of topics that were scanned from literature and interviews to identify key drivers of change. An iterative process was used that involved assembling experts, probing opinions, ranking and refining ideas, and reiteration. The goal was to discern patterns and deduce potential implications for teaching, learning, research, and creative work.
We present results from a qualitative study examining how professionals living and working in Nairobi, Kenya regularly use ICT in their everyday lives. There are two contributions of this work for the HCI community. First, we provide empirical evidence demonstrating constraints our participants encountered when using technology in an infrastructure-poor setting. These constraints are limited bandwidth, high costs, differing perceptions of responsiveness, and threats to physical and virtual security. Second, we use our findings to critically evaluate the “access, anytime and anywhere” construct shaping the design of future technologies. We present an alternative vision called deliberate interactions—a planned and purposeful interaction style that involves offline preparation—and discuss ways ICT can support this online usage behavior.
Solutions to digital inequality david weddledavidweddle
The document discusses solutions to address digital inequality in Virginia. It defines digital inequality as going beyond just differences in access to the internet and involving five dimensions: technical apparatus, autonomy of use, availability of social support, variation of use, and skill. The best solutions proposed include installing computers and expanding hours at public libraries, expanding access to public schools after hours, and providing information literacy courses to enhance computer skills. Simply providing computers and access may not be enough and could widen achievement gaps without proper support and training.
#SWDE2019 - Incorporating Technology into Social Justice Assignments for Soci...Laurel Hitchcock
The purpose of this workshop is show how to incorporate the use of technology into social work assignments that focus on social justice across the curriculum. We will provide a brief overview of teaching with technology before focusing on how to infuse technology into an assignment, providing examples for social justice focused assignments. Participants will learn to identify ways to substitute, augment, modify or redefine existing learning strategies and assignments with technology-mediated learning strategies and assignments, and leave the workshop with ideas and possible assignments that use technology to meet the learning needs identified in their syllabus.
The document discusses emerging technologies that are likely to impact education within the next 1-5 years according to the Horizon Report 2011. Key trends include increased access to resources and relationships online, more flexible and collaborative work. Technologies highlighted are electronic books, mobile devices, augmented reality, game-based learning, and gesture-based computing. Challenges include developing digital literacy skills and appropriate evaluation metrics for new forms of online content and competition from proprietary colleges. The future of learning is predicted to involve more personalized, informal and collaborative learning through networked communities.
This document discusses two social networking tools: Diigo and Ning. Diigo allows users to bookmark websites and annotate pages, and was ranked #15 among top learning tools in 2010. Ning allows users to create their own social networks, and was ranked #31 among top learning tools in 2010. The document argues that social networking has potential benefits for education by facilitating collaboration, but educators should select networking tools carefully.
Participatory Culture and Web 2.0 in Higher Educationac2182
This document summarizes a dissertation that studied how Web 2.0 technologies can support or inhibit participatory culture. The study involved designing a Web 2.0 system called PocketKnowledge and analyzing user interactions over two years. Initial findings showed the system design discouraged participation, but after redesigning to give users more control, a radical interaction network formed with novices acting as facilitators. However, over time the network became more expert-oriented and consumptive. The dissertation concludes technologies both enable and constrain participatory culture depending on social and cultural contexts.
Horizon Report 2012: University of New Hampshire discussionBryan Alexander
The document discusses various techniques for environmental scanning, futures thinking, and scenario planning in education. It provides examples of topics that were scanned from literature and interviews to identify key drivers of change. An iterative process was used that involved assembling experts, probing opinions, ranking and refining ideas, and reiteration. The goal was to discern patterns and deduce potential implications for teaching, learning, research, and creative work.
We present results from a qualitative study examining how professionals living and working in Nairobi, Kenya regularly use ICT in their everyday lives. There are two contributions of this work for the HCI community. First, we provide empirical evidence demonstrating constraints our participants encountered when using technology in an infrastructure-poor setting. These constraints are limited bandwidth, high costs, differing perceptions of responsiveness, and threats to physical and virtual security. Second, we use our findings to critically evaluate the “access, anytime and anywhere” construct shaping the design of future technologies. We present an alternative vision called deliberate interactions—a planned and purposeful interaction style that involves offline preparation—and discuss ways ICT can support this online usage behavior.
The document discusses the establishment of the Online School for Girls (OSG) which aims to extend all-girls education into an online format. OSG focuses on pedagogy and how teachers can best educate girls online. Four guiding principles are outlined: students should feel connected, collaborate frequently, be rewarded for creativity, and apply content to real-world problems. Research on how girls interact with technology and learn best in STEM is cited to inform the OSG model.
The digital, social, open and networked scholar Daniela Gachago
The document discusses the digital, social, open, and networked scholar. It describes how digital scholarship uses digital media for scholarly communication and research on digital media. Social scholarship combines traditional scholarship with social Internet practices like openness, collaboration, and sharing. Open scholars make their work publicly accessible and invite ongoing feedback. The document addresses barriers to adopting these approaches in developing regions, like infrastructure issues, and how harnessing social media could help researchers disseminate their work more widely.
The document discusses the implementation of a 1:1 program that provides each student with a netbook computer. It argues that this program aims to prepare students for the technological skills needed for future jobs by teaching students to use software programs and manipulate computers. The 1:1 program allows students to learn at their own pace and build knowledge through individual and guided use of their netbooks. The document also discusses how social media networks have become integrated into daily life and can be used to share information and help others with technological problems. It believes that providing students with constant internet access through this program will allow education to be more engaging and help students who lack experience in accessing online information.
This document discusses top technology trends in education over the next 1-5 years based on the 2010 Horizon Report. These include mobile computing, open content, electronic books, simple augmented reality, gesture-based computing, and visual data analysis within 1-2 years. It also discusses the growth of K-12 online education and eBooks. Emerging technologies like augmented reality use cameras and sensors for tracking. Gesture-based computing uses touch displays and surfaces. Resources mentioned include virtual worlds for teaching and open educational resources.
Digital literacy is emerging as a core educational goal as the world becomes more technology-oriented. Teachers need digital literacy skills to teach students how to use technology as a tool to improve skills, enhance quality of life, and drive education. Digital literacy involves understanding different digital media formats and sources, as well as skills like knowledge assembly, evaluating online content, searching the internet, and navigating hyperlinks. As digital technologies become more integrated into daily life, it is important for both students and teachers to gain these digital literacy skills to benefit from technology. However, digital literacy is not being heavily incorporated into the classroom despite students growing up with digital devices. Teachers need to look for ways to blend digital literacy with traditional teaching methods to better prepare students
This document discusses how social media and new technologies are changing how students learn and access information. It provides statistics showing students are increasingly going online at earlier ages and using mobile devices and social media. This shift requires schools and libraries to guide students in developing digital literacy and citizenship skills. The document reviews various social media and collaboration tools libraries can implement, such as blogs, wikis and video sites. It emphasizes the importance of libraries developing social media policies and using new tools to help students learn effectively in the digital age.
Smartphones provide advantages of constant connectivity and access to information, but can also be distracting and addictive. While smartphones may increase productivity for some workers by enabling mobile access, research also shows they lower productivity for many as people spend significant time on non-work activities. Studies find smartphone addiction can be treated similarly to drug addiction, and that smartphones negatively impact families as people spend more time on their devices than with family. Research on businesses found divided attention between work and social media on smartphones reduces productivity and meeting targets.
Human computer interaction is the study of designing computer interfaces centered around human use to create excellent user experiences. It is a highly important topic in IT that has driven growth on the world wide web through research. HCI will play a leading role in developing exciting new software interfaces of the future that critically reflect on underlying computational values and practices.
The document discusses the growing problem of computer illiteracy in the United States, as technology becomes more integrated into everyday life and jobs. A survey found that over half of executives in the US and UK lacked computer skills. To address this, tests like the ISST were created to teach students computer and information literacy skills like using databases and evaluating online sources. The document proposes developing computer literacy classes held in public libraries, which have free computer and internet access and space to host classes, in order to educate more people and give them skills needed for careers and everyday life.
Darriale Bradley had to do her schoolwork at McDonald's because she lacked home internet access. However, after learning about a low-cost internet program, her family was able to get high-speed internet at home for $10 a month, allowing Bradley to complete schoolwork and research scholarships that helped pay for college. The document discusses how lack of home internet access puts students and job-seekers at a disadvantage as online access becomes increasingly necessary for school, work, and services. It also examines efforts to expand broadband access and their economic and social benefits.
The document discusses the vision for transforming American education through technology by 2020. It outlines goals such as ensuring all Americans have access to broadband and digital learning resources. Key areas that technology could impact include content delivery, learning assessments, and teacher training. Challenges remain in developing new models of learner-centered technology, next-generation assessments, and aligning financial systems to support digital learning.
A presentation for parents at St. Christopher's Lower School. Topics covered include data, information and reputation management. The power of tech, and filter failure. Student projects were used to illustrate the skills/objectives developed by the Thinking Task Force as essential skills for a 21st century leader.
The document discusses the impacts of internet on youngsters. It outlines some of the perceived advantages like learning, working, playing, communicating, shopping and creating communities differently than previous generations. Some disadvantages mentioned are exposure to unwanted sexual material and influence of tobacco advertising. The study aims to understand these impacts and whether youth prefers internet over traditional media. It uses exploratory research design involving observation and secondary data collection to analyze the importance of internet for youth and scope for improvement.
This document discusses smart phones and their impact in various areas. It defines smart phones as internet-enabled devices that provide personal management functions and allow emailing and web access. It then discusses how smart phones improve workplace communication without hardware/software deployment and enable faster communication through instant messaging. Smart phones also help in education by aiding research, providing dictionary access, and acting as storage devices. Additionally, they enhance social engagement through cheaper social networking, photo sharing, and video sharing. Statistics show yearly increases in smart phone usage globally. The document outlines a study on how smart phones impact information literacy among university students, finding 70% used them for research, social networking, and storing information. In conclusion, smart phones greatly impact modern life by
Copyright, Education and Librarians: understanding privileges and rights Jane Secker
The document discusses copyright issues related to libraries and librarians. It notes that copyright underpins many library services like inter-library loans and digitization projects. Librarians have special privileges under copyright law to support these services. However, technology and digital copying have complicated copyright, sometimes creating fear among librarians. Research on copyright literacy among UK librarians found varying levels of understanding and a need for improved education. The document proposes rethinking copyright education for librarians to better address their needs and roles.
There is no consensus on the ideal age for children to begin using computers. While some research and guidelines recommend ages 3 or older, supervised, others argue computers should not replace real-world experiences and traditional toys for young children. The effects of computer use on young children are still unclear, with some studies finding benefits to certain skills but others noting health or social risks from excessive solo use. More research is still needed, especially on educational benefits, to develop optimal guidelines balancing computer activities with other developmentally important experiences.
This document provides brief facts about the states of Arizona, North Dakota, Indiana, and Wyoming. It lists each state's bird, flower, capital city and/or largest city. Arizona's symbols are the cactus wren bird and saguaro cactus blossom flower. North Dakota's capital is Bismarck and largest city is Fargo. Indiana's capital and largest city is Indianapolis and state bird is the cardinal. Wyoming's largest city is Cheyenne, state bird is the meadowlark and it is known as the "equal rights" state.
The document provides information about the state birds, flowers, governors, and capitals of 6 states: Tennessee, Hawaii, Delaware, Texas, Alaska, and Rhode Island. Tennessee's state bird is the mockingbird and flower is the iris. Hawaii is known as a paradise but is really a large volcano, and its capital is Honolulu with the nene goose as state bird and yellow hibiscus as state flower.
This document provides brief facts about the states of Oklahoma, Louisiana, Pennsylvania, and Oregon. It lists each state's flower, bird, capital city, governor, and in some cases population. Oklahoma's flower is mistletoe, it is the 30th largest state by size, and its capital is Oklahoma City. Louisiana has a population of 4,468,976 people, its capital is Baton Rouge, and its governor is Bobby Jindal.
The document provides brief descriptions of 4 US states - Massachusetts, Rhode Island, Arkansas, and Mississippi. It notes that Massachusetts is in the northeast and experiences many storms and tornados. Rhode Island is warm and receives storms and hurricanes, and is the smallest state. Arkansas and Mississippi both have many lakes and trees, and the Mississippi River runs through Mississippi. The state birds of Rhode Island and Mississippi are the mockingbird.
The document discusses the establishment of the Online School for Girls (OSG) which aims to extend all-girls education into an online format. OSG focuses on pedagogy and how teachers can best educate girls online. Four guiding principles are outlined: students should feel connected, collaborate frequently, be rewarded for creativity, and apply content to real-world problems. Research on how girls interact with technology and learn best in STEM is cited to inform the OSG model.
The digital, social, open and networked scholar Daniela Gachago
The document discusses the digital, social, open, and networked scholar. It describes how digital scholarship uses digital media for scholarly communication and research on digital media. Social scholarship combines traditional scholarship with social Internet practices like openness, collaboration, and sharing. Open scholars make their work publicly accessible and invite ongoing feedback. The document addresses barriers to adopting these approaches in developing regions, like infrastructure issues, and how harnessing social media could help researchers disseminate their work more widely.
The document discusses the implementation of a 1:1 program that provides each student with a netbook computer. It argues that this program aims to prepare students for the technological skills needed for future jobs by teaching students to use software programs and manipulate computers. The 1:1 program allows students to learn at their own pace and build knowledge through individual and guided use of their netbooks. The document also discusses how social media networks have become integrated into daily life and can be used to share information and help others with technological problems. It believes that providing students with constant internet access through this program will allow education to be more engaging and help students who lack experience in accessing online information.
This document discusses top technology trends in education over the next 1-5 years based on the 2010 Horizon Report. These include mobile computing, open content, electronic books, simple augmented reality, gesture-based computing, and visual data analysis within 1-2 years. It also discusses the growth of K-12 online education and eBooks. Emerging technologies like augmented reality use cameras and sensors for tracking. Gesture-based computing uses touch displays and surfaces. Resources mentioned include virtual worlds for teaching and open educational resources.
Digital literacy is emerging as a core educational goal as the world becomes more technology-oriented. Teachers need digital literacy skills to teach students how to use technology as a tool to improve skills, enhance quality of life, and drive education. Digital literacy involves understanding different digital media formats and sources, as well as skills like knowledge assembly, evaluating online content, searching the internet, and navigating hyperlinks. As digital technologies become more integrated into daily life, it is important for both students and teachers to gain these digital literacy skills to benefit from technology. However, digital literacy is not being heavily incorporated into the classroom despite students growing up with digital devices. Teachers need to look for ways to blend digital literacy with traditional teaching methods to better prepare students
This document discusses how social media and new technologies are changing how students learn and access information. It provides statistics showing students are increasingly going online at earlier ages and using mobile devices and social media. This shift requires schools and libraries to guide students in developing digital literacy and citizenship skills. The document reviews various social media and collaboration tools libraries can implement, such as blogs, wikis and video sites. It emphasizes the importance of libraries developing social media policies and using new tools to help students learn effectively in the digital age.
Smartphones provide advantages of constant connectivity and access to information, but can also be distracting and addictive. While smartphones may increase productivity for some workers by enabling mobile access, research also shows they lower productivity for many as people spend significant time on non-work activities. Studies find smartphone addiction can be treated similarly to drug addiction, and that smartphones negatively impact families as people spend more time on their devices than with family. Research on businesses found divided attention between work and social media on smartphones reduces productivity and meeting targets.
Human computer interaction is the study of designing computer interfaces centered around human use to create excellent user experiences. It is a highly important topic in IT that has driven growth on the world wide web through research. HCI will play a leading role in developing exciting new software interfaces of the future that critically reflect on underlying computational values and practices.
The document discusses the growing problem of computer illiteracy in the United States, as technology becomes more integrated into everyday life and jobs. A survey found that over half of executives in the US and UK lacked computer skills. To address this, tests like the ISST were created to teach students computer and information literacy skills like using databases and evaluating online sources. The document proposes developing computer literacy classes held in public libraries, which have free computer and internet access and space to host classes, in order to educate more people and give them skills needed for careers and everyday life.
Darriale Bradley had to do her schoolwork at McDonald's because she lacked home internet access. However, after learning about a low-cost internet program, her family was able to get high-speed internet at home for $10 a month, allowing Bradley to complete schoolwork and research scholarships that helped pay for college. The document discusses how lack of home internet access puts students and job-seekers at a disadvantage as online access becomes increasingly necessary for school, work, and services. It also examines efforts to expand broadband access and their economic and social benefits.
The document discusses the vision for transforming American education through technology by 2020. It outlines goals such as ensuring all Americans have access to broadband and digital learning resources. Key areas that technology could impact include content delivery, learning assessments, and teacher training. Challenges remain in developing new models of learner-centered technology, next-generation assessments, and aligning financial systems to support digital learning.
A presentation for parents at St. Christopher's Lower School. Topics covered include data, information and reputation management. The power of tech, and filter failure. Student projects were used to illustrate the skills/objectives developed by the Thinking Task Force as essential skills for a 21st century leader.
The document discusses the impacts of internet on youngsters. It outlines some of the perceived advantages like learning, working, playing, communicating, shopping and creating communities differently than previous generations. Some disadvantages mentioned are exposure to unwanted sexual material and influence of tobacco advertising. The study aims to understand these impacts and whether youth prefers internet over traditional media. It uses exploratory research design involving observation and secondary data collection to analyze the importance of internet for youth and scope for improvement.
This document discusses smart phones and their impact in various areas. It defines smart phones as internet-enabled devices that provide personal management functions and allow emailing and web access. It then discusses how smart phones improve workplace communication without hardware/software deployment and enable faster communication through instant messaging. Smart phones also help in education by aiding research, providing dictionary access, and acting as storage devices. Additionally, they enhance social engagement through cheaper social networking, photo sharing, and video sharing. Statistics show yearly increases in smart phone usage globally. The document outlines a study on how smart phones impact information literacy among university students, finding 70% used them for research, social networking, and storing information. In conclusion, smart phones greatly impact modern life by
Copyright, Education and Librarians: understanding privileges and rights Jane Secker
The document discusses copyright issues related to libraries and librarians. It notes that copyright underpins many library services like inter-library loans and digitization projects. Librarians have special privileges under copyright law to support these services. However, technology and digital copying have complicated copyright, sometimes creating fear among librarians. Research on copyright literacy among UK librarians found varying levels of understanding and a need for improved education. The document proposes rethinking copyright education for librarians to better address their needs and roles.
There is no consensus on the ideal age for children to begin using computers. While some research and guidelines recommend ages 3 or older, supervised, others argue computers should not replace real-world experiences and traditional toys for young children. The effects of computer use on young children are still unclear, with some studies finding benefits to certain skills but others noting health or social risks from excessive solo use. More research is still needed, especially on educational benefits, to develop optimal guidelines balancing computer activities with other developmentally important experiences.
This document provides brief facts about the states of Arizona, North Dakota, Indiana, and Wyoming. It lists each state's bird, flower, capital city and/or largest city. Arizona's symbols are the cactus wren bird and saguaro cactus blossom flower. North Dakota's capital is Bismarck and largest city is Fargo. Indiana's capital and largest city is Indianapolis and state bird is the cardinal. Wyoming's largest city is Cheyenne, state bird is the meadowlark and it is known as the "equal rights" state.
The document provides information about the state birds, flowers, governors, and capitals of 6 states: Tennessee, Hawaii, Delaware, Texas, Alaska, and Rhode Island. Tennessee's state bird is the mockingbird and flower is the iris. Hawaii is known as a paradise but is really a large volcano, and its capital is Honolulu with the nene goose as state bird and yellow hibiscus as state flower.
This document provides brief facts about the states of Oklahoma, Louisiana, Pennsylvania, and Oregon. It lists each state's flower, bird, capital city, governor, and in some cases population. Oklahoma's flower is mistletoe, it is the 30th largest state by size, and its capital is Oklahoma City. Louisiana has a population of 4,468,976 people, its capital is Baton Rouge, and its governor is Bobby Jindal.
The document provides brief descriptions of 4 US states - Massachusetts, Rhode Island, Arkansas, and Mississippi. It notes that Massachusetts is in the northeast and experiences many storms and tornados. Rhode Island is warm and receives storms and hurricanes, and is the smallest state. Arkansas and Mississippi both have many lakes and trees, and the Mississippi River runs through Mississippi. The state birds of Rhode Island and Mississippi are the mockingbird.
This document provides brief facts about four US states - Utah, Georgia, Idaho, and Wisconsin. It lists each state's capital city, as well as their official state bird and/or flower. Key details include Salt Lake City as Utah's capital, Atlanta as both Georgia's capital and largest city, Bosie as Idaho's capital and the Mountain Bluebird as its state bird, and Jim Doyle as Wisconsin's governor with the Robin as its state bird.
The document provides basic information about 4 US states - Virginia, Maine, South Carolina, and North Carolina. It lists each state's population, capital city, largest city, state flower, and for some, bird or major industry. Virginia's capital is Richmond, flower is dogwood, and population over 7 million. Maine's capital is Augusta, largest city Portland, and state bird is the chickadee. South Carolina's largest city is Care, population over 4 million, and flower is yellow jessamine. North Carolina's flower is dogwood, bird is cardinal, and a major industry is tobacco.
The document provides key facts about the states of Louisiana, Maine, Florida and Kansas. Louisiana's state bird is the pelican, flower the magnolia, and capital Baton Rouge. Florida's state flower is the orange blossom, capital Tallahassee, and bird the mockingbird. Kansas' state bird is the western meadowlark, capital Topeka. Maine's state bird is the chickadee, flowers the white pine cone and tassel, and capital Augusta.
A presentation for the Blended Librarian community on digital literacies, the future of the information literacy standards, and the use of library resources within multimedia assignments.
The document lists facts about the states of New Mexico, Montana, Iowa, and Oregon. It provides each state's flower, bird, and in some cases capital city. New Mexico's symbols are the yucca flower and roadrunner bird, with Albuquerque as the largest city. Montana's capital is Helena, with the bitterroot flower and western meadowlark bird. Iowa's symbols are the eastern goldfinch bird and wild rose flower, with Des Moines as the capital. Oregon's symbols are the western meadowlark bird, Oregon grape flower, and Salem as the capital.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Using ICTs to Promote Cultural Change: A Study from a Higher Education Contextac2182
The document summarizes Anthony Cocciolo's research on how the introduction of a Web 2.0 technology impacts the culture of learning within a community. The research studied a system called PocketKnowledge over two years. Results showed evidence that the technology provided a space for a participatory subculture to form, as users were more likely to both consume and contribute content than on other sites. This visibility of contributions online may impact users' decisions to participate and the overall culture. Future research could explore how to specifically design technologies to support participatory cultures and cultural change.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
This document discusses how Web 2.0 technologies and participatory culture can support 21st century learning. It outlines the learning profile of digital natives and describes national educational technology standards. Web 2.0 applications like RSS feeds, blogs, wikis and social networking are presented as tools that can engage students by allowing creation, collaboration and participation online. The document advocates harnessing these technologies to develop skills like communication, research, problem solving and digital citizenship.
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.
Promoting Radical Change in Teaching Information and Technology Literacies Tom Mackey
This document discusses promoting radical change in teaching information and technology literacies. It highlights barriers to teaching digital literacy skills, including a lack of training for teachers and faculty. The document also examines frameworks for multiple literacies and strategies for integrating new concepts into information literacy instruction, such as having students create and share information using web applications.
The document discusses using Web 2.0 tools in education and the opportunities and challenges they present. It describes three case studies conducted by the authors on integrating social media into student projects. While tools like Twitter provided opportunities for networking, students' technical skills varied and many still preferred traditional classroom interactions. Privacy and establishing credibility of online sources were also challenges. The next steps discussed further examining institutional challenges and developing recommendations for integrating social media into the curriculum.
This is a presentation by the Division of Information and Technology Studies, Faculty of Education, The University of Hong Kong. Advances in information and communication technology, especially the rapid developments in social technology such as wikis, blogs, social bookmarking, etc. have opened up new opportunities as well as challenges to education in schools as well as human resource development and training in public and business sectors. In the seminar, a group of experts introduce recent developments in learning technology and how these have been applied in different educational and human resource development contexts internationally and locally.
Ranking the Criteria of Quality Evaluation for Intellectual Information on In...IJITE
Recent past has witnessed the fast use of the information and communication technology in the ever
developing field of education. Enormous information is brought to the classroom for easy access by the
learner anywhere in the world. Learners of today are distinguished by their proficiency in use of
technology to know about assessment and successful management of informational opportunities. Critical
analysis of existing education scenario emphasizes the introduction of major thrust areas as Information
Communication Technology, literacy, organization of curriculum, and others. This is to elevate the
standard of education and disseminate the information in shortest time with use of online and offline
resources through internet. These are for professional growth, teaching support materials and other
classroom related activities. The research work and true knowledge of topics calls for the need to evaluate
the information provided on the internet. The present paper caters to this need, especially in context to
intellectual information available on the internet. The research work in this paper is accomplished by
selecting a system of quality criteria and defining in terms of internet usage for intellectual purpose.
Several questions are designed to assess each criterion and as a result an instrument is developed and
validated in the form of a questionnaire. The quality criteria taken into consideration are as Content,
Objective reasoning, Scope, Authority; these are further classified into indicators for easy assessment.
The collected data has been tabulated and analysed to rank the criteria as per their preference for quality
assessment of the intellectual information available on the internet. The results indicate that authority is
the most preferred criteria while objective reasoning is the least preferred one as per their calculated
mean values.
Ranking the Criteria of Quality Evaluation for Intellectual Information on In...IJITE
Recent past has witnessed the fast use of the information and communication technology in the ever
developing field of education. Enormous information is brought to the classroom for easy access by the
learner anywhere in the world. Learners of today are distinguished by their proficiency in use of
technology to know about assessment and successful management of informational opportunities. Critical
analysis of existing education scenario emphasizes the introduction of major thrust areas as Information
Communication Technology, literacy, organization of curriculum, and others. This is to elevate the
standard of education and disseminate the information in shortest time with use of online and offline
resources through internet. These are for professional growth, teaching support materials and other
classroom related activities. The research work and true knowledge of topics calls for the need to evaluate
the information provided on the internet. The present paper caters to this need, especially in context to
intellectual information available on the internet. The research work in this paper is accomplished by
selecting a system of quality criteria and defining in terms of internet usage for intellectual purpose.
Several questions are designed to assess each criterion and as a result an instrument is developed and
validated in the form of a questionnaire. The quality criteria taken into consideration are as Content,
Objective reasoning, Scope, Authority; these are further classified into indicators for easy assessment.
The collected data has been tabulated and analysed to rank the criteria as per their preference for quality
assessment of the intellectual information available on the internet. The results indicate that authority is
the most preferred criteria while objective reasoning is the least preferred one as per their calculated
mean values.
Ranking the criteria of quality evaluation forIJITE
Recent past has witnessed the fast use of the information and communication technology in the ever
developing field of education. Enormous information is brought to the classroom for easy access by the
learner anywhere in the world. Learners of today are distinguished by their proficiency in use of
technology to know about assessment and successful management of informational opportunities. Critical
analysis of existing education scenario emphasizes the introduction of major thrust areas as Information
Communication Technology, literacy, organization of curriculum, and others. This is to elevate the
standard of education and disseminate the information in shortest time with use of online and offline
resources through internet. These are for professional growth, teaching support materials and other
classroom related activities. The research work and true knowledge of topics calls for the need to evaluate
the information provided on the internet. The present paper caters to this need, especially in context to
intellectual information available on the internet. The research work in this paper is accomplished by
selecting a system of quality criteria and defining in terms of internet usage for intellectual purpose.
Several questions are designed to assess each criterion and as a result an instrument is developed and
validated in the form of a questionnaire. The quality criteria taken into consideration are as Content,
Objective reasoning, Scope, Authority; these are further classified into indicators for easy assessment.
The collected data has been tabulated and analysed to rank the criteria as per their preference for quality
assessment of the intellectual information available on the internet. The results indicate that authority is
the most preferred criteria while objective reasoning is the least preferred one as per their calculated
mean values.
Social Networking (UA Campus Communicators)rhonabwy
This document discusses current trends in social networking and social media. It defines key terms like social networks, social media, and social applications. It then examines how current students use social networking sites and text messaging extensively. The document explores how social media tools can be incorporated into classrooms to improve learning outcomes through blogs, wikis, YouTube, and podcasting. It also looks at how professionals are using social media platforms like Twitter, LinkedIn, and Google Apps for collaboration in the workplace. Finally, it outlines predictions for future growth in mobile messaging and smartphone usage among youth.
This degree is designed to develop agile leaders in new cultures of digital formal and informal learning, with flexible program options in knowledge networking, global information flow, advanced search techniques, learning analytics, social media, game-based learning, digital literature, learning spaces design and more. Ideal for educators, school leaders, ICT integrators, teacher librarians, instructional designers, learning support specialists and teacher educators, who are seeking to develop expertise in global and community networked knowledge environments.
This presentation accompanies my Engaging Digital Natives with Web 2.0 conference presentation. Access my wiki for more resources http://jdorman.wikispaces.com/digitalnatives
Metaliteracy provides a framework for teaching information literacy that emphasizes collaboration, participation, and critical thinking in digital environments. It can be taught by having students evaluate user-generated content, understand privacy and ethics, and create original work in multiple formats. Assignments like blogs, digital stories, and online projects help develop metaliteracy skills. A future MOOC called #L4LLL will teach metaliteracies for lifelong learning.
This document summarizes Professor Gráinne Conole's presentation on the trajectories of e-learning. It discusses how technologies have evolved over time from multimedia authoring tools in the 1980s to today's mobile devices and massive open online courses. It presents a model for mapping how technologies can support different aspects of learning, such as individual vs social learning. Examples are given of how technologies have been used to support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The social and digital aspects of learning are also discussed.
The document discusses the use of social media and peer-to-peer learning. It covers topics like personal learning networks, social learning environments, and how students are using social media sites like Facebook for both social and academic purposes. It also examines challenges around privacy, ethics and the "participation gap" in digital learning environments.
Promoting Metaliteracy and Metacognition in Collaborative Teaching and LearningTom Mackey
Trudi Jacobson and Tom Mackey present on metaliteracy as part of a panel at the NOLA Information Literacy Collective on Friday, August 11, 2017. This virtual presentation defines metaliteracy, discusses the ACRL Framework for Information Literacy for Higher Education, and examines the metaliteracy learning goals and objectives. Specific metaliteracy related projects such as the competency based digital badging system and Massive Open Online Courses (MOOCs) are examined as well.
IL Framework and Common Core discussion - PaLA TL&T webinar 2015Ellysa
This document discusses the connection between the Common Core State Standards, the ACRL Framework, and information literacy. It outlines six threshold concepts from the Framework: authority is constructed and contextual, information creation as a process, information has value, research as inquiry, scholarship as conversation, and searching as strategic exploration. Examples are provided mapping concepts from the Common Core and state model curricula to the Framework. The document considers how the Common Core informs academic librarians' work and questions whether students understand information's value upon entering college.
The document outlines a faculty fellowship project focused on developing digital literacies for student digital media activities. It discusses embedding digital literacy outcomes in student multimedia assignments through collaborative partnerships between librarians, instructional designers, and educational technologists. The workshop covered digital literacies within student multimedia assignments, fair use of licensed and unlicensed materials, and using multimedia library resources and tools like Kaltura for creating historical narratives.
This document appears to be contact information for Ellysa Stern Cahoy from the University Libraries and includes her email address and links to her Twitter, del.icio.us profile, and credits stating that images were taken from the zotero.org video tour. It references a zotero white paper and questions about zotero.
An ePortfolio is an online repository that allows users to organize accomplishments like documents, artifacts, and links. It provides easy access to print, electronic, and multimedia achievements. An ePortfolio also serves as a reflective space to illuminate new dimensions of teaching, research, and service. The document recommends building an ePortfolio using the Penn State ePortfolio platform to organize accomplishments and provide reflection. It provides links to resources on ePortfolios and blogs at Penn State.
The document compares the K-12 information literacy standards from AASL/AECT to the post-secondary standards from ACRL. It provides examples of how K-12 school librarians and academic librarians can collaborate, such as having high school students visit academic libraries or sharing instructional models. The document suggests that K-12 librarians should evaluate their curriculum in relation to both sets of standards and reach out to academic librarians. Academic librarians can help familiarize new students with the library in a fun way and include information competencies as a graduation requirement.
This document discusses the use of blogs and wikis for instruction and outreach in libraries. It provides examples of blogs created at Penn State University and how they can be used to share content. It also discusses how wikis can be used in classrooms and libraries, and provides examples of libraries that have successfully used blogs and wikis. Links are included for exploring blogs, wikis, RSS feeds, and Creative Commons licensing.
This document discusses aligning Pennsylvania state assessment anchors with K-16 information literacy standards. It provides an overview of assessment anchors, which outline the core standards and grade-level expectations that are measured by the Pennsylvania System of School Assessment (PSSA). It also summarizes information literacy standards and describes how authentic assessment differs from traditional assessment. The document advocates identifying anchors that relate to information literacy skills and tracking their adoption, and suggests strategies for tying curriculum, instruction, and assessment to the anchors.
This document discusses the importance of creating user-friendly library interfaces that are intuitive for users. It notes that libraries need to learn from platforms like Google that immediately provide users with an easy-to-use interface. The document advocates involving students in interface planning to help design systems that approach the simplicity of popular websites. It also highlights the need for libraries to leverage their expertise to create online presences that are as easy to use as other resources on the internet.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Pala jc presentation_2011
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9. M E T A L I T E R C Y Access Determine Share Produce Social Media Social Media Social Media Social Media Evaluate Incorporate Understand Use INFORMATION LITERACY Taken from: Mackey, Tom. Collaborative Transliteracies in Open, Mobile, and Online Learning
10. Thomas P. Mackey and Trudi E.Jacobson Reframing Information Literacy as a Metaliteracy. College & Research Libraries. January 2011 72:62-78.
16. Image taken from: http://www.dailymail.co.uk/travel/article-1246721/Apple-iPad-revolutionise-way-travel.html
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19. ECAR 2010 Findings Students using cloud-based resources in their coursework: Google Docs: 36% Wikis: 33% Social Networking sites: 29% College-related review / opinion sites: 27% Lowest usage was virtual worlds at 1.4%
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21. ECAR 2010 Findings Almost 2/3 of respondents own an Internet-capable mobile device. Among mobile owners, 43% use it daily to access the Web. 3% own an e-reader
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23. ECAR 2010 Findings 94% access the university library web site weekly 90% access social networking sites daily Eight of ten students rate themselves as expert or very skilled on searching the Internet effectively and efficiently. Strong association between high technology and information literacy skills and technology adoption
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Editor's Notes
Notes from Chris Lemery. keep in the research questions and focus it more to a public lib audience build space planning considerations that advance these literacies
The 2009 Horizon Report identified information literacy as a critical challenge for higher education, noting that there is a growing need for formal instruction in key new skills, including information literacy, visual literacy, and technological literacy. The role of librarians and information literacy in the content creation process is critical. How is the traditional definition of information literacy changing and meshing with other integral digital literacies? Information literacy abilities and dispositions have become more complex as resources and technologies have changed. Multiple literacies, including digital, visual, textual, and technology and media literacies, have meshed with information literacy as crucial skills for this century. (AASL, 2007) Information literacy is morphing from an individually-focused, competency based agenda to one that is socio-cultural, encompasses the entire learning community, and rests on collective intelligence. (Gibson, p. 14) Like other literacies, the vision of what constitutes information literacy has changed from a set of abilities that were library-centric and primarily cognitive-based to one that places an emphasis on learning through practice, ethical behavior, and collective, social intelligence. The new set of K-12 information literacy standards from AASL, the American Association of School Librarians, reflects this change in vision, and I believe that the ACRL standards will soon be revised to integrate this new, more blended perspective as well. In his presentation, Prisms Around Student Learning: Information Literacy, IT Fluency,and Media Literacy. Craig Gibson structures information literacy as a prism, which overlays other critical literacies: The Information Literacy Prism Research Process Information Management Critical Thinking Format-independence Focus on ethics collective intelligence IT Fluency Prism Flexible reasoning applied to technology use (“fluency”) Developmental stages Focus on ethics Media Education Prism User-generated content, creativity New learning environments Social learning Authentic practice Focus on ethics Note focus on ethics throughout all three.
Integrated literacies are a way of thinking, a dispositional habit, and a cultural practice (learning through practice). This convergence of literacies encompasses the skills inherent in each separate literacy, encompassing on overall vision that includes: * Internalized searching / evaluation skills * Deep technology fluency * Knowledge building * Reflection and self-assessment * Understanding of ethical use of information The idea of integrated literacies introduces new questions: How do we plan for “coordinated literacies”across the curriculum, or “integrated literacies”? What kinds of faculty development are necessary to promote an“integrated literacies”agenda? How can each stakeholder group (librarians, technology specialists and others) contribute to this agenda and yet retain a distinctive mission?
The emergence of social media and collaborative online communities requires a reframing of information literacy as a metaliteracy that supports multiple literacy types. Social media environments are transient, collaborative, and free-flowing, requiring a comprehensive understanding of information to critically evaluate, share, and produce content in multiple forms. Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. Metaliteracy expands the scope of information literacy as more than a set of discrete skills, challenging us to rethink information literacy as active knowledge production and distribution in collaborative online communities. Producing and sharing information are significant activities for lifelong learning in social media environments and online communities. New skills for metaliteracies: Understanding privacy, information ethics, and intellectual property issues. Learning how to share information in a participatory environment
The emergence of social media and collaborative online communities requires a reframing of information literacy as a metaliteracy that supports multiple literacy types. Social media environments are transient, collaborative, and free-flowing, requiring a comprehensive understanding of information to critically evaluate, share, and produce content in multiple forms. Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. Metaliteracy expands the scope of information literacy as more than a set of discrete skills, challenging us to rethink information literacy as active knowledge production and distribution in collaborative online communities. Producing and sharing information are significant activities for lifelong learning in social media environments and online communities. New skills for metaliteracies: Understanding privacy, information ethics, and intellectual property issues. Learning how to share information in a participatory environment
Thomas P. Mackey Sloan C 2009 Center for Distance Learning, Empire State College Understand format type and delivery mode Evaluate user feedback as an active researcher Create a context for user-generated information Evaluate dynamic content critically Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one’s knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
Tom Mackey and Trudi Jacobson redefine information literacy as a metaliteracy. They state that the
The challenge is due to the fact that despite the widespread agreement on its importance, training in digital literacy skills and techniques is rare in teacher education and school district professional development programs. As teachers begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be ephemeral.
To the audience: do you see any trends that we should dig deeper into as a part of our research?
p. 69 ECAR
To the audience: do you see any trends that we should dig deeper into as a part of our research?