A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.
Amanda Lenhart presented to the Education Writers Association Annual Meeting. This presentation offers an overview of the findings and insights from the Writing, Technology and Teens report. The report and the presentation examine the intersection between writing and technology for teens, in both the academic and social spheres.
4/25/08
Amanda Lenhart presented to the Education Writers Association Annual Meeting. This presentation offers an overview of the findings and insights from the Writing, Technology and Teens report. The report and the presentation examine the intersection between writing and technology for teens, in both the academic and social spheres.
4/25/08
: Lee Rainie, Director of the Pew Research Center’s Internet & American Life Project, will discuss the Project’s most recent findings about Americans use the internet and their mobile devices to learn, share, and create information. He will discuss how the changed media environment is affecting learners’ expectations about the availability of information and the ways in which learning takes place. In this new environment, the traditional boundaries between home and school, teacher and pupil, public and private are breaking down and that is affecting the way learning occurs. Lee will describe how Pew Internet has looked at these subjects and the ways in which schools and families are responding to them.
Moreton Bay College is a P-12 Girls’ School on the eastern outskirts of Brisbane. Three years ago the decision was taken at executive level that filtering was not the solution to our students’ cybersafety. In fact, stringent filtering was proving counter productive, as many new and potentially useful Web 2.0 sites were being blocked. The proliferation of 3G devices and the constant battle against proxy bypass sites also meant that filtering as a solution was doomed to failure. This presentation will look at the steps the school has taken to foster a climate of digital citizenship with its students inpreparation for the schools’ 1-to-1 implementation that began this year.
NL NIS 2003 - Connecting the Home and School through Electronic DialogueMichael Barbour
Barbour, M. K. (2003, November). Connecting the home and school through electronic dialogue. Presentation at the annual Newfoundland Network of Innovative Schools Forum conference, Clarenville, NL.
: Lee Rainie, Director of the Pew Research Center’s Internet & American Life Project, will discuss the Project’s most recent findings about Americans use the internet and their mobile devices to learn, share, and create information. He will discuss how the changed media environment is affecting learners’ expectations about the availability of information and the ways in which learning takes place. In this new environment, the traditional boundaries between home and school, teacher and pupil, public and private are breaking down and that is affecting the way learning occurs. Lee will describe how Pew Internet has looked at these subjects and the ways in which schools and families are responding to them.
Moreton Bay College is a P-12 Girls’ School on the eastern outskirts of Brisbane. Three years ago the decision was taken at executive level that filtering was not the solution to our students’ cybersafety. In fact, stringent filtering was proving counter productive, as many new and potentially useful Web 2.0 sites were being blocked. The proliferation of 3G devices and the constant battle against proxy bypass sites also meant that filtering as a solution was doomed to failure. This presentation will look at the steps the school has taken to foster a climate of digital citizenship with its students inpreparation for the schools’ 1-to-1 implementation that began this year.
NL NIS 2003 - Connecting the Home and School through Electronic DialogueMichael Barbour
Barbour, M. K. (2003, November). Connecting the home and school through electronic dialogue. Presentation at the annual Newfoundland Network of Innovative Schools Forum conference, Clarenville, NL.
This is an expanded version of my Engaging Digital Natives Presentation. It is designed to accompany a full-day hand-on lab session and workshop. http://jdorman.wikispaces.com/digitalnatives
http://www.nclca.org/2011conference/pre-con-C.html
Lisa D'Adamo-Weinstein
Past President, NCLCA
Technology is present in our everyday lives from e-mail to e-Commerce from Internet to Instant Messaging from Youtube videos to video conferencing from social networking to Skyping from texting to online textbooks. Technologies bring together the seemingly disparate concepts of ease and complexity. Compared to just ten years ago, we have much more ease in accessing information, resources, and multimedia, but keeping up with emerging technologies can be complex and overwhelming. Knowing what technologies your students have and how they can be leveraged to increase students' success in college can be intimidating. Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement. Learning center professionals need to leverage emerging technologies in ways that can enhance they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers. This pre-conference institute will address the following:
Provide a practical guide for how to best understand and evaluate the usefulness of emerging technologies;
Introduce participants to some free technology resources that can help learning center professionals maximize their resources and outreach to students;
Discuss best practices in implementing technology innovations in learning centers; and
Help participants devise a plan for how to choose the technology tools that will help them meet their goals in managing their learning center.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
7. Today’s Students 93% of teens are online 89% of teens say the Internet and other digital media/devices make their lives easier 94% of 12-17 year olds use the Internet for research 78% feel it helps with school work Teen Internet use grew 45% between 2000 and 2005. (Hitlin & Rainie, 2005; Lenhart, Simon, & Graziamo, 2001)
8. Today’s Students 93% of teens surveyed use the Internet for social interaction 39% showcase artistic creations 33% work on web pages or blogs for others 28% have created their own blog or online journal 27% have their own web page 55% have created a profile on MySpace, Facebook or other social networking site (Lenhart, Madden, Macgill, Smith, 2007)
9. Students Online Students spend an average of: 27 hours online at home 15 minutes at school (Miners & Pascopella, 2007)
11. Brain Freeze (Newsweek.com) Newsweek Headline: “I Can’t Think! The Twitterization of our culture has revolutionized our lives, but with an unintended consequence – our overloaded brains freeze when we have to make decisions.”
12. Brain Freeze – Consequences Oxford English Dictionary “information fatigue” Added in 2009 “But as information finds more ways to reach us, more often, more insistently than ever before, another consequence is becoming alarmingly clear: trying to drink from a firehose of information has harmful cognitive effects. And nowhere are those effects more worrying, than in our ability to make smart, creative, successful decisions.” (30)
13. Brain Freeze – Too Much Information! It is possible to have too much information With more information we actually make worse decisions. We tend to give more weight to recent information, even if it is not salient. How do we help our students (and ourselves) manage information to “think smart”?
14. Brain Freeze – Think Time We need time to think Our unconscious (think gut feeling) makes an important contribution to good decision-making. “If emotions are shut out of the decision-making process, we’re likely to overthink a decision, and that has been shown to produce worse outcomes on even the simplest tasks.” (33)
15. Brain Freeze – Step Away “Experts advise dealing with emails and texts in batches, rather than in real time; that should let your unconscious decision-making system kick in. Avoid the trap of thinking that a decision requiring you to assess a lot of complex information is best made methodically and consciously; you will do better, and regret less if you let your unconscious turn it over by removing yourself from the influx. Set priorities; if a choice turns on only a few criteria, focus consciously on those.” (33)
16. Brain Freeze - Strategies We can become more organized in how we access, organize and assess information. We can be more strategic in our approach to information-rich tasks. We can emphasize the importance of prioritizing, synthesizing, and even time-management as important 21st century strategies.
17. Brain Freeze – Classroom Implications Metacognition Critical Thinking Strategic Reading Print Text Digital Text
18. The Internet & Reading The Internet is a reading comprehension issue, not a technology issue. - Don Leu
19.
20. Thinking About Literacy and Technology Literacy Issues in Reading & Writing Importance of “traditional print literacies” Need to adapt, shift, and teach online and Web 2.0 literacies. Teaching & Learning Conceptualizing the tools available for teaching & Instruction
22. Decision Point – Where do you want to go today? What is Web 2.0? Ideas for Teaching Reading in a Web 2.0 World Tools for Students and Teachers My favorites My “To Do” List
24. What is Web 2.0?(Solomon & Schrum, 2007) “By the early 2000s, the notion of interactivity went from linking and clicking to creating and sharing. Now individuals not only find and read information but also create and share their own in real time. It is a new Web, known as Web 2.0” “We no longer just find and use information: the Web is now a participatory, interactive place where we create information collaboratively and share the results.”
25. Web 2.0 (Dr. Helen Barrett, http://electronicportfolios.org/learning/)
26. Web 2.0 Tools Many free, open-source Internet applications Some share similarities to “regular software.” (For example, Google Docs) Interactivity, easy publishing/idea sharing, and collaboration are hallmarks of Web 2.0 tools
28. Web 2.0 is often referred to as the Read/Write Web! So, what are we literacy educators waiting for? Web 2.0 has our name written all over it!
29. “To be literate today involves acquiring new skills, including those of using technology, understanding science, having global awareness, and most important, having the ability to keep learning, which involves gathering, processing, analyzing, synthesizing, and presenting information as well as communicating and collaborating.” (Solomon & Schrum, 2007)
30. These skills and dispositions should be very familiar to literacy educators. It is what we have been teaching in print text all along. Now we need to be on the forefront of figuring out how to teach these skills online and in providing effective instruction to our students.
31. What’s new? – New Literacies!(Barone & Wright, 2008)
32. Traditional Literacies & New Literacies The Internet and Web 2.0 tools “extend traditional literacy experiences with comprehension of information on the Internet; effective use of search engines to locate information; evaluation of Internet sources; communication using e-mail, texts, and chats; and the use of word processing programs.” (Barone & Wright, 2008)
33. IRA– Integrating Literacy and Technology in the Curriculum The Internet and other forms of information and communication technology (ICT) are redefining the nature of literacy. To become fully literate in today’s world, students must become proficient in the new literacies of ICT. Therefore, literacy educators have a responsibility to integrate these technologies into their literacy curricula. The Association believes that much can be done to support students in developing all the forms of literacy they will require. We believe that students have the right to
34. IRA Position Statement (cont’d) The Association believes that much can be done to support students in developing all the forms of literacy they will require. We believe that students have the right to Teachers who are skilled in the effective use of ICT for teaching and learning A literacy curriculum that integrates the new literacies of ICT into instructional programs Instruction that develops the critical literacies essential to effective information use
35. IRA Position Statement (cont’d) Assessment practices in literacy that include reading and writing with technology tools Opportunities to learn safe and responsible use of information and communication technologies Equal access to ICT
36. So what do I do? Professional development “Play” with the tools Determine how tools can enhance your current objectives Experiment!
38. NAEP Framework for Reading Locating/Recalling Integrating/Interpreting Critiquing/Evaluating How do we teach these today in print text? How do these apply to reading online?
39. Reading in a Digital World Teaching reading in the 21st century requires a “mind-shift” for non-digital native teachers. Changing our thinking about text and teaching about text can be difficult.
40. Why teach online reading to digital natives? Science Assignment: Find information about an animal that interests you and create an informational poster. Student searches Google for “octopus” and finds a site that interests him and creates a poster. Among the facts on the “tree octopus” he writes: Found in Washington State Amphibious, but lives in trees Largest brain-to-body ratio for a mollusk
41. Why teach online reading to digital natives? You can’t imagine an amphibious octopus living in trees, so you check his bibliography and find the following site: Pacific Northwest Tree Octopus
42. Why teach online reading to digital natives? 24 of 25 students, identified as “good readers” said they would recommend this site to others! “Even after they were let in on the hoax, most of the students had difficulty deciphering the clues that betrayed the site’s fictitiousness. Some still maintained that the octopus really exists.”
43. Why teach online reading to digital natives? In a related study: 57% of students report never checking accuracy of websites 59% never check the source of a website 4% of students checked the background of the site’s creator. (Bettleheim, 2007) This research was done by the New Literacies Group at The University of Connecticut
44. Major Skills for Teaching About Online Reading (Leu, 2007) Question – Identify important questions and be able to revise questions as needed. Locate – Locate information online. Evaluate – Critically evaluate information. Synthesize – Pull information together to answer questions. Communicate – Communicate your findings with others.
45. Question – Pre-reading Steps Brainstorm what students know Assess background knowledge – do I need to do some easy reading? (Internet Bkg. Building) What do I want to learn?
46. Question Important to know what you are looking for when reading online. Volume of information Multiple (and multimedia) distractions. Need to have a plan for research! (Eagleton & Dobler, 2007)
47. Locate Key skill in effective online reading. Strategies for locating information online should be one of the first things taught. Provide explicit instruction and guided practice in using search engines & directories
48. Locate: Key Questions/Skills What search engine should I use? Selecting keywords Refining search Importance of vocabulary/background knowledge Directories vs. search engines Nettrekker The “Deep Web” – Access PA
49. Locate – Reading Web Pages Provide explicit instruction and guided practice in reading websites. Menus Is there an “about?” (Important for evaluation.) Locations for menus Differences between print text navigation and hypertext navigation. Links – Importance of predicting in hypertext Knowing when you are leaving the site to go to another site Multi-media
51. Social Studies EPR – Types of Text on the Internet What is hypertext? What is the difference between the text you read on the Internet for homework over the weekend and the text you will read on the Internet for tonight’s homework? (Hint: What do you have to do to read everything on government in Athens? How do you navigate or find your way around the text?) Why might it be important to be aware of the differences in types of text found on the Internet? (In other words, why might it be useful to know that some sites/pages use text that is more like print text and others use hypertext?)
52. Evaluate Second critical strategy set for online reading. Key elements: Reliability – Is the information trustworthy? Bias – Knowing the source of information is important as everyone shapes information. Stance – Importance of being a critical reader or “healthy skeptic.”
53. Key Strategies for Evaluating Read the Search Results URL Read the descriptions Evaluate the website Authority – Who wrote it? (Check the “About” page.) Purpose – Should be clear on the homepage. Objectivity Timeliness – Good websites include a footer with information on when the page was created/updated. (Eagleton & Dobler, 2007)
54. Synthesize Pulling information together from multiple sources or across sources. Importance of knowing what to ignore. Knowing when you have answered your research question.
55. Communicate This is where English/Language Arts teachers should feel at home… Except, we need to add a twist Instant Messaging Blogs Wikis Websites Podcasts, Video, and more! Audience Awareness
66. My “To Explore” List Museum Box Diigo Bookmappingor Google Lit Trips
67. Elementary Sites Primary Wall – web-based, collaborative sticky note tool Fry’s Word List Activities Book Trailers – 30-45 second introductions to books at a variety of levels.
68. Other “Word” Sites Snappy Words – A visual dictionary/thesaurus. Lexipedia – Another visual dictionary/thesaurus. Wordia – video definitions of words. Write-n-ator – A video clip on a vocabulary word followed by a writing challenge. Save the Words – A cool site that is hard to describe but good for vocabulary building with older students. Wacky Web Tales – Sort of a mad lib type activity with stories for grades 3 and above.
69. Spelling Dictionary.com- Has 6 spelling/word games that might make for constructive reward or free-time activities. Miss Spell's Class - Test spelling skills by catching misspelled words. Adlib - Your little brother has been transformed into an owl by an errant spell. Form words to piece the incantation back together. Master the spellbook to save your brother! Word Machine - Make words starting with a provided letter. Second and third words must also include additional provided letters. The longer the word, the more points you earn. Using the same word twice in the same game gives you less points Meaning Fall - Help the warrior cross the watery caverns. Read the word definitions and guess the words that are hidden behind the clouds. Bonus points for getting letter-streaks. Clockwords - You are an inventor who discovers plans for a mysterious word machine. Suddenly, your lab is infiltrated by bugs that want to steal your secrets! Make words that include provided letters to fend off the invaders. Word Kingdom - Build your kingdom by arranging letters to form words. Correctly spelled words can be converted into resources to feed your warriors, fortify your fortress and dominate WordLand. Spelling Match - Spelling games for grades K-8.
70. Other Sites 60 Second Recap – provides short videos related to literature. Readability – Allows you to “cleanup” the screen and only see key text. Free Audio Books – public domain books for students to listen to.