New ISTE Standards for Educators Highlight Librarians’ Role Educators should continually participate in professional learning, advocate for equitable access to technology, and model positive and ethical use of technology, according to the Empowered Professional qualities named in the International Society for Technology in Education’s (ISTE) newly revised and updated Standards for Educators. ISTE CEO Richard Culatta introduced the standards during the opening keynote session at the ISTE 2017 conference in San Antonio in June. Organized into the two categories—Empowered Professional and Learning Catalyst—the newly updated standards shift from the previous Standards for Teachers, which emphasized supporting student learning with technology, to focusing on the roles of educators in “using technology to empower learners.” As Learning Catalysts, educators should be collaborators, designers, facilitators, and analysts, according to the standards. Future Ready Librarians Elissa Malespina speaks at the ISTE Future Ready Librarian panel.
Edge : Conversations on the edge of human knowledge Stop Stealing Dreams - Seth Godin's New Book. Available Free! The economy has changed, probably forever. School hasn't. School was invented to create a constant stream of compliant factory workers to the growing businesses of the 1900s. In his new and FREE 30,000 word manifesto, Seth Godin imagines a different set of goals. Our kids are too important to sacrifice to the status quo. The book is organized in 132 sections. You can download the book here or visit this link to download in other versions. In the spirit of starting a discussion, I've created a Facebook group which you can join at and I have also created this document to foster conversation about each section.
About A collaborative project that has being brought to life just a few days before #openeducationwk in 2017 to curate open stories by educators, researchers, students and other learners and connect individuals and ideas from around the world during #openeducatiowk and the #yearofopen 2017. The team consists of individuals from 6 continents. We are all PhD students and members of the GO-GN. We are looking for stories from educators, researchers, students and other learners from around the world about how they discovered openness and what it means to them. Too often we hear about and experience the divide of the Global North and the Global South but also among nations in neighbouring parts of the world. Let’s bridge it! Your individual open story about you started being an open practitioner, open researcher and/or open learner will help us all get to know each other, share ideas and engage in conversations and identify opportunities to support each other and collaborate. #101openstories team
What's Next? What Is Creative Commons and Why Does It Matter? | Common Sense Education As K-12 educators, you face unique challenges when it comes to using the Web. Not only are you trying to find resources to aid your teaching, but you're also on the lookout for resources that your students can use -- legally, technically, and socially. With so much out there, it can be difficult to figure out what is and isn't suitable for classroom use -- not to mention what will interest students long enough to tear them away from what’s trending on social media. One set of tools, known as Creative Commons licenses, can help address some of these challenges, while also enriching the teaching process and empowering learners of all ages. What are Creative Commons licenses? Creative Commons licenses are free copyright licenses that creators can use to indicate how they'd like their work to be used. The most open license, and the license generally recommended for open educational resources, or OER, is Creative Commons Attribution (CC BY). You can do the same on Flickr Advanced Search.
Agile Learning Centers - Education Evolved Nonacademic Skills Are Key To Success. But What Should We Call Them? : NPR Ed More and more people in education agree on the importance of learning stuff other than academics. But no one agrees on what to call that "stuff". There are least seven major overlapping terms in play. New ones are being coined all the time. This bagginess bugs me, as a member of the education media. "Basically we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests," says Martin West, at the Harvard Graduate School of Education. West studies what he calls "non-cognitive skills." The problem isn't just semantic, argues Laura Bornfreund, deputy director of the education policy program at the New America Foundation. As Noah Webster, the great American lexicographer and educator, put it back in 1788, "The virtues of men are of more consequence to society than their abilities; and for this reason, the heart should be cultivated with more assiduity than the head." Yet he didn't come up with a good name, either.
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. Questions about how Google might use data gleaned from students’ online activities have dogged the company for years. “Unless we know what is collected, why it is collected, how it is used and a review of it is possible, we can never understand with certainty how this information could be used to help or hurt a kid,” said Bill Fitzgerald of Common Sense Media, a children’s advocacy group, who vets the security and privacy of classroom apps. Google declined to provide a breakdown of the exact details the company collects from student use of its services. Mr. Mr.
Hidden in Plain Sight: Information Literacy in the Age of Google “Doodle for Google 2009 Contest Entry.” Kevin Jarrett At the beginning of last school year, I gave my 7th-grade students an assignment. “Draw me a picture of the Internet,” I told them. They looked at me like I was crazy. “How are we supposed to draw the Internet?” “Use what you know, and use your imagination,” I replied. The markers and crayons I provided came in handy. Google: Everywhere and Nowhere For many students, Google is the Internet: it is their gateway to the web, it curates their online experience, and it structures the results of their Internet searches. I teach a class called Library and Technology, wherein 7th-graders learn how to navigate libraries, evaluate sources, and troubleshoot tech problems. Paradoxically, however, Google is so ubiquitous that it is hidden in plain sight. Corporate Interests, Classroom Markets Google Literacy Author: Loretta Gaffney Loretta M. Like this:
Peeragogy in Action Ashoka Changemaker Schools - Start Empathy Close Golestan Kids Private | Berkeley, CA Golestan Kids is a private, Persian language immersion pre-k school with 80 students, class sizes of 7-10, each with 2 teachers, located in Berkeley, CA. About 80% of their teaching materials are Montessori based. They strongly value empathy, innovation, nature, kindness, creativity, diligence, curiosity, and responsibility. Golestan Education carries out its mission through Golestan Kids (the school) and the Golestan Collaborative (The Colab). For more information, please visit: Why EdTech Sucks – Learning {Re}imagined – Medium Is that the sound of laughing gas? “It’s not about a breakthrough. It’s about transformational swim lanes. A marketplace solution generates our blended approaches at the end of the day. Reward, review cycle and excellence diligently influence the mediators.” This week has been called “London EdTech Week” by a loose and frothy coalition of venture capitalist wannabes short of a few bob, old media vampires looking to drink young blood, a university department propped up by Pearson, and a zombie report generating agency that could be replaced by an AI. But why so negative? I’m not so much negative as disappointed by the lack of ambition and vision of the EdTech community especially the UK chapter. EdTech today doesn’t really exist. Take this “discussion point” from a conference this week about the impact of Artificial Intelligence on Industry, Government & Society and its session on education: “With a shortage of teachers, what can A.I. do to help improve the learning experience?