| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Monday, June 8, 2009
Tuesday, January 22, 2008
The 2008 Annual Advance: Turning on Learning was a smashing success. Thank you to all our panelists, presenters and participants, the day would not have been the same without everyone's participation.
For your convenience, we've posted the links to all of the conference websites in the box on the right side of this page. Here are some brief descriptions of the links:
Panel Discussion - Part 1 & Part 2 - Link to the UStream video of the morning panel discussion, part 1 is from before the break, part 2 is from after.
Breakout Discussion Google Document - Links to the shared document that was created at the tables during the breakout discussions.
Turning on Learning Wiki - Links to the WIKI that was the default page in our Blogging Cafe, you can continue to edit this page by posting your thoughts and reflections about the conference.
The World is Changing - Links to the YouTube video created by Barry Bachenheimer that he presented during his opening remarks.
If you'd like to to watch the videos without leaving this page you can do so by clicking on the links below:
Panel Discussion - Part 1
Panel Discussion - Part 2
The World is Changing
Please use this site and the links to continue the discussion that was started last week.
For your convenience, we've posted the links to all of the conference websites in the box on the right side of this page. Here are some brief descriptions of the links:
Panel Discussion - Part 1 & Part 2 - Link to the UStream video of the morning panel discussion, part 1 is from before the break, part 2 is from after.
Breakout Discussion Google Document - Links to the shared document that was created at the tables during the breakout discussions.
Turning on Learning Wiki - Links to the WIKI that was the default page in our Blogging Cafe, you can continue to edit this page by posting your thoughts and reflections about the conference.
The World is Changing - Links to the YouTube video created by Barry Bachenheimer that he presented during his opening remarks.
If you'd like to to watch the videos without leaving this page you can do so by clicking on the links below:
Panel Discussion - Part 1
Panel Discussion - Part 2
The World is Changing
Please use this site and the links to continue the discussion that was started last week.
1) What does effective communication of ideas look like?
Table 1:Teacher transformation in terms of using technology with students begins with a vision at the district level. There is an overwhelming sense of "having to" use high end technologies and "cover" all curriculum with it. Perhaps limiting the scope of use into manageable parts and privileging the felt (curricular) needs of students. Decide whether you want to focus on product or process. Learning communities within school buildings are key, as well as having the tools you need 24/7.
Table 2:Effective communication looks like students engaging in an interaction (i.e. facebook, myspace, blogs, webcames, emails, texting, and face to face discussion).While actively listening and respecting the opinions and thoughts of others, students develop effective and efficient communication skills.
Table 3:Effective communication of ideas looks like multimodal, using different types of communication to better express ideas. People need to relate and connect. You need inspiration. You need feedback.
Table 4: Effective communication is precise. It's understanding each other. It's also interactive.
Table 5: Effective communication in the classroom looks like students working in small groups, sharing their opinions, people listening to one another, people reiterating one another's point of view, people asking questions, and finding a common ground to exchange ideas. In other words, it looks like this ( the conversation we are having right now!)
Table 6: Effective communication of ideas is enhanced by face to face human contact, varies based on communicants so there is no single answer. Collaboration is necessary.
Table 7:Effective communication/sharing of ideas looks like people sharing and listening to ideas through a blend of technology within small and large group settings with moderation and balance.
Table 8:Teach critical thinking around the technology and HOW to use technology; more collaboration at higher grade levels
Table 9: cooperative, interactive, sharing
Table 10: There has to be active listening to have effective communication. Without active listening, exchnge of ideas cannot be productive or useful.We may have the opportunity to communicate more with technology, however, there has to be others listening with the goal to make meaning together.
2) How has that image changed in the 21st century?
Table 1: When communicating with parents through email, there is a lot of nonverbal. There is a generation gap. Teachers don't understand young people privileging text messaging over face to face socializing.
Table 2: The image of communication has changed in the 21st century by broadening our horizons and by viewing many forms of communication as valid and expectable.
Table 3: Instant, the world is smaller. You dont need to tie up the phone line like you use up for the internet. the phone is dying.
Table 4: Communication is now immediate. Others are watching and reading your ideas. Your audience is broader. Grammar and spelling aren't as important as it once was. Critical thinking isn't stressed.
Table 5: It has become electronic, less face-to-face, more immediate, shorter, people have less patience,multiple conversations, people communicate with people they don't know, and the content of the conversation has changed.
Table 6: Technology has changed reality - careers, social interaction, etc... education must reflect how the world is changing
Table 7:There appears to be more communication due to text messaging and e-mail however, the quality of the communication has declined due to the lack of personal interaction.
Table 8: More immediate but less structured and less formal. Also generation gaps must be bridged. "Know your audience"
Table 9: instant, the world is flat
Table 10: The need for active listening hasn't changed because the needs of adolescents and youth have not changed. However, communication vehicles are now global. Therefore, there is concern about how commuication occurs and with whom and when. We advocate balance in using technology as a vehicle for communication and believe technology useage must be monitored responsibly by educators and parents in partnership.
3) How does that Turn on Learning?
Table 1:It presents interesting choices about when to use face-to-face communication and when to leverage online communication. One participant of this conference noted that it's great that this conference has a web site/wiki to refer to later; but that the best part is meeting face to face and communing with one another.
Table 2: This allows trained educators to implement effective teaching and learning to meet the various learning style of their students. Also, it allows children many more oppourties to become life long learners by discovering the added demensions that technology can add to a classroom.
Table 3: It enhances it. You keep students engaged. let students do what they like. Try to understand the students so you can better communicate with them
Table 4: How does technology prepare our students in taking the state test? The test is still given in the traditional form (paper and pencil).
Table 5: It addresses the various learning styles, more participation and supports teachers' ability to differentiate instruction.
Table 6: It creates a fluid learning environment in which students are engaged in creating and processing information.
Table 7:Technology allows many of the learning styles to be addressed. Programs like Blackboard allow students to freely express themselves. Technology allows students to reach a broader range of information and people globally. Students could visit museums or cities online that they may never be able to visit. Technology brings the world to our homes and schools. Technology opens up doors or allows access to information and places that may not have been accessible previously. By balancing the positive aspects of communication we motivate and inspire life-long learners.
Table 8: Teach students how to use the technology; show interest in teaching skills of learning, not just end product. The "getting there" is critical. Balance, Balance, Balance with technology and off-line assignments and projects. Also help "teach the teachers" how to grapple with the technology.
Table 9:technology allows teachers to address different learning styles, motivates
Table 10: Technology has the potential to empower students to become motivated to learn. Technology provides the opportunity to connect content, concepts, and students to each other as learners. When we allow students to communicate what they have learned to other students around the world, for example, they learn new perspectives and ways of knowing that they could not do in a technology-limited environment. But we as educators must get up to speed!
Table 1:Teacher transformation in terms of using technology with students begins with a vision at the district level. There is an overwhelming sense of "having to" use high end technologies and "cover" all curriculum with it. Perhaps limiting the scope of use into manageable parts and privileging the felt (curricular) needs of students. Decide whether you want to focus on product or process. Learning communities within school buildings are key, as well as having the tools you need 24/7.
Table 2:Effective communication looks like students engaging in an interaction (i.e. facebook, myspace, blogs, webcames, emails, texting, and face to face discussion).While actively listening and respecting the opinions and thoughts of others, students develop effective and efficient communication skills.
Table 3:Effective communication of ideas looks like multimodal, using different types of communication to better express ideas. People need to relate and connect. You need inspiration. You need feedback.
Table 4: Effective communication is precise. It's understanding each other. It's also interactive.
Table 5: Effective communication in the classroom looks like students working in small groups, sharing their opinions, people listening to one another, people reiterating one another's point of view, people asking questions, and finding a common ground to exchange ideas. In other words, it looks like this ( the conversation we are having right now!)
Table 6: Effective communication of ideas is enhanced by face to face human contact, varies based on communicants so there is no single answer. Collaboration is necessary.
Table 7:Effective communication/sharing of ideas looks like people sharing and listening to ideas through a blend of technology within small and large group settings with moderation and balance.
Table 8:Teach critical thinking around the technology and HOW to use technology; more collaboration at higher grade levels
Table 9: cooperative, interactive, sharing
Table 10: There has to be active listening to have effective communication. Without active listening, exchnge of ideas cannot be productive or useful.We may have the opportunity to communicate more with technology, however, there has to be others listening with the goal to make meaning together.
2) How has that image changed in the 21st century?
Table 1: When communicating with parents through email, there is a lot of nonverbal. There is a generation gap. Teachers don't understand young people privileging text messaging over face to face socializing.
Table 2: The image of communication has changed in the 21st century by broadening our horizons and by viewing many forms of communication as valid and expectable.
Table 3: Instant, the world is smaller. You dont need to tie up the phone line like you use up for the internet. the phone is dying.
Table 4: Communication is now immediate. Others are watching and reading your ideas. Your audience is broader. Grammar and spelling aren't as important as it once was. Critical thinking isn't stressed.
Table 5: It has become electronic, less face-to-face, more immediate, shorter, people have less patience,multiple conversations, people communicate with people they don't know, and the content of the conversation has changed.
Table 6: Technology has changed reality - careers, social interaction, etc... education must reflect how the world is changing
Table 7:There appears to be more communication due to text messaging and e-mail however, the quality of the communication has declined due to the lack of personal interaction.
Table 8: More immediate but less structured and less formal. Also generation gaps must be bridged. "Know your audience"
Table 9: instant, the world is flat
Table 10: The need for active listening hasn't changed because the needs of adolescents and youth have not changed. However, communication vehicles are now global. Therefore, there is concern about how commuication occurs and with whom and when. We advocate balance in using technology as a vehicle for communication and believe technology useage must be monitored responsibly by educators and parents in partnership.
3) How does that Turn on Learning?
Table 1:It presents interesting choices about when to use face-to-face communication and when to leverage online communication. One participant of this conference noted that it's great that this conference has a web site/wiki to refer to later; but that the best part is meeting face to face and communing with one another.
Table 2: This allows trained educators to implement effective teaching and learning to meet the various learning style of their students. Also, it allows children many more oppourties to become life long learners by discovering the added demensions that technology can add to a classroom.
Table 3: It enhances it. You keep students engaged. let students do what they like. Try to understand the students so you can better communicate with them
Table 4: How does technology prepare our students in taking the state test? The test is still given in the traditional form (paper and pencil).
Table 5: It addresses the various learning styles, more participation and supports teachers' ability to differentiate instruction.
Table 6: It creates a fluid learning environment in which students are engaged in creating and processing information.
Table 7:Technology allows many of the learning styles to be addressed. Programs like Blackboard allow students to freely express themselves. Technology allows students to reach a broader range of information and people globally. Students could visit museums or cities online that they may never be able to visit. Technology brings the world to our homes and schools. Technology opens up doors or allows access to information and places that may not have been accessible previously. By balancing the positive aspects of communication we motivate and inspire life-long learners.
Table 8: Teach students how to use the technology; show interest in teaching skills of learning, not just end product. The "getting there" is critical. Balance, Balance, Balance with technology and off-line assignments and projects. Also help "teach the teachers" how to grapple with the technology.
Table 9:technology allows teachers to address different learning styles, motivates
Table 10: Technology has the potential to empower students to become motivated to learn. Technology provides the opportunity to connect content, concepts, and students to each other as learners. When we allow students to communicate what they have learned to other students around the world, for example, they learn new perspectives and ways of knowing that they could not do in a technology-limited environment. But we as educators must get up to speed!
Friday, November 9, 2007
This year’s Advance, “Turning on Learning in the 21st Century Classroom,” will focus on the importance of developing the new literacies of the 21st Century and how faculty are using emerging teaching tools to engage today’s learner, P-12 and at the college level.
The conference format will be a panel town hall discussion in the morning followed by an “edutaining” lunch presentation and a menu of interest driven model lessons and associated discussions in the afternoon led by public school and university faculty around new media tools for teaching and learning including: SecondLife, Web 2.0 applications, Wiki’s, Blogging, VodCasting, and social networking tools.
The conference format will be a panel town hall discussion in the morning followed by an “edutaining” lunch presentation and a menu of interest driven model lessons and associated discussions in the afternoon led by public school and university faculty around new media tools for teaching and learning including: SecondLife, Web 2.0 applications, Wiki’s, Blogging, VodCasting, and social networking tools.
Subscribe to:
Posts (Atom)