Is Google Making Us Stupid? The process of adapting to new intellectual technologies is reflected in the changing metaphors we use to explain ourselves to ourselves. When the mechanical clock arrived, people began thinking of their brains as operating “like clockwork.” Today, in the age of software, we have come to think of them as operating “like computers.” The Optimistic Heart of Digital Citizenship Contributed by Renee Hobbs Let’s be frank: there’s a right way and a wrong way to teach digital citizenship. When people hear the term, digital citizenship, most people think of helping students to protect their privacy and be aware of their digital footprint. Educators may encourage students to behave civilly towards each other and not to bully or be mean. They may explore the concept of netiquette and help learners understand their legal rights and responsibilities under copyright.
Reliable Sources: Promoting Critical Thinking in the [Mis]information Age Information cannot always be trusted. Despite popular opinion regarding the devastating impact of the Internet on the modern age, the inherent untrustworthiness of information is not new. Satire, misinformation, and disinformation have been circulating for centuries, even long before the printed word. However, thanks to the relative ease of creating and sharing content online, our students are confronted with publications created solely to entertain, persuade, and incite via incorrect or incomplete statistics. Meanwhile, rapidly advancing technology provides novice researchers with immediate access to overwhelming numbers of resources, and the traditional steps of the research process–such as resource evaluation–have seemingly fallen to the wayside in deference to instant gratification and confirmation bias.
Yes, Smartphones Are Destroying a Generation, But Not of Kids Quickly, now: Go rip a smartphone out of the hands of the nearest teen. If you have a teen child of your own, you can start there—or if you have kids under 13, you can take away whatever device they’re presently using. Feel free to just tear your TV off of the wall, if that’s all you’ve got to turn off. And if you don’t have kids, snatch a phone from any teenager who happens to walk by. How Google Took Over the Classroom - The New York Times But that also caused problems in Chicago and another district when Google went looking for teachers to try a new app — effectively bypassing district administrators. In both cases, Google found itself reined in. Unlike Apple or Microsoft, which make money primarily by selling devices or software services, Google derives most of its revenue from online advertising — much of it targeted through sophisticated use of people’s data.
Have Smartphones Destroyed a Generation? - The Atlantic (from Beth) One day last summer, around noon, I called Athena, a 13-year-old who lives in Houston, Texas. She answered her phone—she’s had an iPhone since she was 11—sounding as if she’d just woken up. We chatted about her favorite songs and TV shows, and I asked her what she likes to do with her friends. “We go to the mall,” she said. “Do your parents drop you off?,” I asked, recalling my own middle-school days, in the 1980s, when I’d enjoy a few parent-free hours shopping with my friends. Net Neutrality: Why School Librarians Should Care On July 12, 2017, the American Library Association (ALA) and nearly 200 other organizations participated in Day of Action, a protest to save Net Neutrality. What is Net Neutrality? It is “ [the] principle, or requirement that Internet service providers should or must treat all Internet data as the same regardless of its kind, source, or destination” (Merriam-Webster). Prohibiting discrimination or preferential treatment by Internet service providers (ISPs) maintains a free and open Internet for all users.
Future of Education: Transcending the Status Quo by Dr. Sonny Magana, Ed.D Editor’s Note: This is part one in a five-part series. Part I: Where Are We Now? (An overview of the research on digital tools in schools) Teachers’ Readiness and Willingness to Adopt Digital Tools for Learning - Project Tomorrow Blog At the ASU GSV Summit this week, we explored the current state of teachers’ readiness and willingness to adopt digital tools for learning with Alan Arkatov from USC Rossier School of Education, Ann Linson from East Noble School Corporation and Jessie Woolley-Wilson from DreamBox Learning. Everyone see lots of technology in schools these days, but is that technology also changing teaching and learning? The classrooms of today still look a whole lot like the classrooms of yesterday: Yes, the chalkboard is a white board and paper and pencils have been replaced with laptops, but other than that? Beyond the physical differences we see in classrooms, the other changes we have seen are minimal – despite the opportunities technology presents to transform learning. While new Speak Up data shows us evidence of external indicators of change, they also indicate the lack of real systematic changes in activities, attitudes or aspirations of teachers.
From High School to Harvard, Students Urge for Clarity on Privacy Rights What rights do parents, students and teachers have in an educational system increasingly awash in data and technology? That’s one of the underpinning questions behind a campaign launched in March by Providence, Rhode Island’s student union which called for a “Student Bill of Rights” that included (amongst other demands) the right to data privacy. According to the Future of Privacy Forum (FPF), a Washington, D.C.
How Should We Approach Education’s Digital Divide? – Bright Dear David, We are both working to solve the problem of equity in education. I’ve spent my career in education, first as a teacher, and then as a lifelong advocate of improving learning opportunities for EVERYONE through technology. I am sure you see — as I do — pockets of excellence in education. You know, those places where kids are designing, making, composing, filming, animating, publishing, talking with each other.
*The 3 Biggest Remote Teaching Concerns We Need to Solve Now With the rapid spread of COVID-19, educators across the country and around the world have been tasked with shifting to emergency remote teaching—a move from in-person to remote classes made necessary by pressing circumstances. This quick move to emergency remote teaching has left educators scrambling to figure out how to use digital tools, online resources, and apps to continue their teaching at a distance. Unfortunately, across the board, educators have not been prepared to teach well with technology, let alone teach remotely with technology. While the authors of the 2017 National Educational Technology Plan recommended that, “every new teacher should be prepared to model how to select and use the most appropriate apps and tools to support learning and evaluate these tools against basic privacy and security standards,” this has not come to fruition. Privacy and Student Data
*Technology In The Classroom: The Question Is Not "If" But "How" Last Thursday, California approved its first budget under Governor Gavin Newsom, making a substantial down payment on education for the state’s high-tech economy. The budget significantly increases the state’s investment in schools and includes new funding for expanding broadband infrastructure in low-income communities and teaching computer science in the schools. These investments advance the effort begun in 2018, when the State Board of Education adopted computer science standards for K-12 students, making it one of only seven states in the nation with such standards. As California focuses its attention on technology instruction, there is likely to be pushback. Across the country, a heated debate continues about the role of technology in the classroom. This is an age-old argument, which often goes something like this: Reliance on technology hurts learning, weakens students’ minds, and undermines teachers’ hold on their attention.
*Essential Fires — ImagineLit I take the match and let it roll over between my fingers—the slender wood cylinder coming to rest every few seconds. Taking my time, I notice how its tip isn’t as red as I had imagined. It’s muted, like a weather-worn brick.