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Saved by 365 people (-59 private), first by anonymouse user on 2006-04-12


Public Comment

on 2006-04-12 by aldelgado

Education Technology consultant. Evangalist for integrating technology into the educational community life.

on 2006-09-15 by mikeheth

Learning is messy. Insisting that a teacher follow a set of prescribed classroom practices to the letter is like forcing a surfer to use the same technique on every wave, or a manager to make the same decision process in the 8th inning of every ballgame.

on 2006-12-01 by jlesage

changing nature of information now

on 2007-01-08 by mithrass

55%, over 1/2, are familiar with this type of learning, yet the 'educational hierarchy' continues to ignore this valuable tool

on 2007-12-06 by chlupa

The blog of David warlick, major proponent of Web 2.0 technologies as a tool to reform our current educational system. Interesting ideas, but tends to be a bit of a dreamer in regards to the realities of public school culture and funding.

Public Sticky notes

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Highlighted by lainiemcgann

on 2007-01-19 by lainiemcgann

Great example of RSS buttons

Media that’s targeted at you but doesn’t include you may not be worth sitting still for.

Highlighted by bobkehr

Here’s a line that evidently didn’t hit me when I read the transcript for the speech a couple of weeks ago.  After telling the story of a four-year-old, who becomes discouraged when she can’t find the mouse on her family’s TV, he says,

Media that’s targeted at you but doesn’t include you may not be worth sitting still for.

Highlighted by bobkehr

Marie and Pierre could have become rich by claiming all rights to working with radium. But instead they shared their information, telling how they purified the element, and more. They believed scientific research should benefit everyone. Marie and Pierre may also never have dreamed how valuable radium would become.

Highlighted by quirkytech

I guess that my concern is with a belief that teaching and learning happens in a laboratory, where factors can be controlled. Learning is messy, and the belief that it can be accomplished exclusively by scientifically tested and institutionally approved techniques is naive at best, and at worst, it is arrogant.

Highlighted by mikeheth

The principal finding of that study revealed that 55% of online teens use social networks.

Highlighted by mithrass

She says that one thing that’s surprised her is how little she has to prompt her students to write.  She’d thought that she would have to constantly give her students blogging assignments, but they have taken to it as a matter of practice, and are blogging on all sorts of topics.  This is consistant with comments that I’ve gotten from teachers who are using my blogging tool.

Highlighted by del_ambiguity

he TRLD stands for Technology, Reading, and Learning Disabilities.  Another reason why the conference is so good, is that many of the attendees come back, year after year.  It is something of a community of educators from across the U.S. and I’ve made some great friends here.

Highlighted by quirkytech

RSS XML

Highlighted by lainiemcgann

So the solution is to give them a problem.

Highlighted by quirkytech

Now it is nearly every conference that I work at that more than one person comes up and says, “I thought I was on top of this stuff.  Now I know that there is much more I have to learn.” 

Highlighted by judiyost

Rather than referring to 2.0 as a version number, we might refer to it as a value of velocity

Highlighted by paroune

School 2.0 is a school that is dynamic, rich with content, equipped with  information tools, and deep with knowledge-building conversations.  School 2.0 adapts!

Highlighted by paroune

Subscribe RSS XML

Highlighted by lainiemcgann

Highlighted by markheil

on 2009-04-18 by markheil

interesting thoughts on educational technology

on 2009-08-01 by dwarlick

It's interesting to me to find comments posted here, like this, on my blog. This is just one more way that our information environment is becoming more connected, more connecting, and more connective.

on 2009-08-19 by cyndidannerkuhn

I like thiese floating sticky notes, where did you get them?

on 2009-09-09 by dwarlick

It appeared because some Diigo user posted it. It shows up for other Diigo users. I'm not sure exactly how it works, but imaging textbooks that worked this way...

on 2009-09-18 by bmuench

David - How did you set up your header with the tag/topic links on the bar?!? I love it!

on 2009-09-28 by dwarlick

Learn about my header here: http://davidwarlick.com/2cents/?p=1851

Highlighted by aktuc2

Highlighted by mhenchen

Tomorrow I’ll be part of an interesting and unique (for me) experience with the Houston/Gulf Coast Chapter of the American Leadership Forum.  Here is a blurb from the front page of their national site.

Highlighted by neiladams

David

Highlighted by mbrowneisd

I just had to pass this one along — a video produced by my friend Carrot Revolution author, David Gran, an art teacher at the Shanghai American School.  It’s entertainin

Highlighted by mhenchen

I’m home again, and being Saturday, I’m taking walks and just geeking out.  I’ve made it a ways through my aggregator, popping in and out of things that I would normally write about.  But, today, I just feel too lazy.  This one broke through my mode filter.

Highlighted by unhalum90

  • Without a doubt the children that find their voices first and carry the most enthusiasm for blogging are my special needs children.
  • Students who would agonize over a sentence are writing prolifically about their lives.
  • This has created a stronger connection with families as they respond to their child’s blog.
  • Another positive is that the improvements in writing are steadily making their way back to paper and pencil!

This observation is consistent with some informal data that I am collecting from Class Blogmeister teachers, that the lower than average performing students seem to be impacted more dramatically by classroom blogging, and that this distinction seems to increase in the secondary grade levels!

Highlighted by cevanoff

I have to say that last week’s NCTIES conference was one of the most valuable conferences I’ve worked in a long time — and it was a treat to be able to use Raleigh’s new and quite impressive Convention Center.

Highlighted by trahmit

A little more sleep and a little less cramming may be in store for students next year if lawmakers decide to get rid of some standardized tests.

Highlighted by mbrowneisd

It’s worth noting that the conference is onl

Highlighted by mhenchen

Highlighted by samibarkaoui

Clay Burell’s project, “Teaching ‘Against the Textbook’.” 

Highlighted by jenhegna

questions intended to spark learning had to be simple and basic.

Highlighted by tellio

The real breakthrough was finally getting my del.icio.us bookmarks over (be patient, it takes time for Diigo to process the tags) — and then learning that I can have new Diigo bookmarks automatically sent to Del.icio.us as they are added. 

Highlighted by roswellsgirl

then they died on vines

Highlighted by tellio

educational potentials of video games

Highlighted by raeann_smith

You’d be starting with simple questions about something you can point to.  Why is everyone so excited about Barack Obama’s presidency?  Why are there all these windmills all over the place?  Then you work your way back asking and answering more interconnected questions.

Highlighted by tellio

You see, what’s new, and cool, and so much in the spirit of 2.0 about this experience is that it is about conversation, and about conversation being turned into content.  It was easy to record Dan’s answers and the audio (and video) of the students’ questions.  But to have the students (and visitors) engaged in a parrellel, even subterranian conversation about what’s happening in the open air and to have that conversation available for later reference and work, seems extremely powerful to me.

CoverItLive window [click to enlarge]

Students are not being taught.  They aren’t learning to be taught.  They are learning to listen and respond, to sythesize and to share, read, work, and reword.

Highlighted by tellio

We tend to form our opinions about what is new from our past experiences, and when talking about education, we all have fairly rich experiences to draw on

Highlighted by raeann_smith

Comment 1: “Our IT department won’t let us!”

Granted, it’s easy for me to say that IT should work for you, the teachers.  Their job is to make sure that you, the teachers, can do what you want to do — not prevent it.  Getting them to realize this is the challenge.  One of the best suggestions I’ve heard was when a tech director suggested that IT folks be required to follow students around for a day.  I would suggest that IT folks be required to sit in a classroom for a day, each month or so, to see not just the challenges of teaching, but the passion of mission.  We need to bring them into the mission.

I suspect that IT folks are evaluated each year just like teachers.  Give them an instructional goal to accomplish each year, find some way to technically facilitate better reading, global awareness, creativity, etc.

Highlighted by vtdeacon

Higher education doesn’t reflect the life that students are living. In that life, information is available on demand, files are shared, and the world is mobile and connected. Today’s colleges, on the other hand, are typically “tethered, isolated, generic, and closed.”

Highlighted by vernicem

employers are complaining that young workers are unskilled at personal interactions and do not easily adjusting to work life

Highlighted by raeann_smith

Students Generate Energy from their Intrinsic Need to:
  • Work in responsive environments
  • Communicate
  • Share personal experience & identity
  • Form & participate in communities
  • Ask questions
  • Accomplish
  • Invest themselves
  • Safely make mistakes
  • Earn audience & attention

Highlighted by ruby627

what Daniel Pink characterizes a abundance.  There is so much stuff, so many opportunities, so much information, that there is enormous competition for our attention.  It is information that competes, which means that for your product, idea, message, or story to gain an audience, it must compete for the attention of that audience.  You have to be able to describe it compellingly with the appropriately assembled message.

Highlighted by tellio

younger workers want to know that they are doing a good job, that they need frequent reinforcement

Highlighted by raeann_smith

Then, taking a minute to thumb through the April issue of Technology & Learning Magazine (Welcome Kevin Hogan), I ran across six schools in Brooklyn who have given cell phones to their students — a total of about 2,500. Each phone is preloaded with with 130 minutes of talk time. Students can be rewarded with additional minutes for good behavior, attendance, homework, and test scores.

Highlighted by mrhgaddis

How much is this just like what we are doing to our children.  They move down the assembly line, where we install math on them, and install reading, and science, and then we measure their learning at the end of the year, to make sure they all meet the standards, that they all know the same things.

Highlighted by tellio

we must be willing to open our minds to the value of new ones

Highlighted by raeann_smith

We want to call ourselves mentor, coach, FACILITATOR

Highlighted by mkm420fritz

I asked participants to share examples of information-rich learning activities, and many of the answers were brilliant.  But very few of them truly painted a picture of what students and teachers are actually doing.

We need to start doing a much better job of visualizing and describing what learning 2.0 actually looks like

Highlighted by steveshann

I do not think I was very good at being taught.  I remember ignoring my math teachers, and then reasoning through how to work the problems when I got home.

Highlighted by algona81

I think it’s my particular form of A.D.D. that I can’t sequence things well.  My mind is VERY random.  I was  lousy at working  repetitive long division problems.  I was lousy at memorizing rules of grammar.   But when I took Geometry, and had to reason through  axioms and assemble them logically in a way that solved a problem, I found that I was actually good at math.  I was good at learning how to solve a problem, at teaching myself how to solve that problem.   Classmates who had  always made  As in math, were pulling their hair out.  They were good at being taught a process, not so much at inventing a process.

I’m not saying that my schooling was worthless, nor that there aren’t things that need to be taught.  Absolutely not.  I’m just saying that education’s job, in the 1950s and ’60s, was to prepare students for a future that was static and predictable. 

I believe that we  no longer live in those times.  I believe that we need schools where students teach themselves.  We must assure that they become literate, but that it is a literacy to learn — learning literacy.  We should assure that they are gaining a common context for themselves, who they are, what they are, where they are, when they are, and that they appreciate the ways that their environment impacts them and how they impact their environment — and that they learn these things through their developing learning literacies

Highlighted by algona81

is that the job of teaching has become much more complex and much more exciting in the past 25 years — and that’s the story we need to tell.

Highlighted by mkm420fritz

the definition of a public school teacher is becoming someone who documents in great detail what they would do if they had time to teach

Highlighted by steveshann

This is the kind of learning that I am engaged in right now, a learning style that requires me to understand and treat my information environment like an ecosystem, where I cultivate the information, directing it to interact with other information in ways that bring me the ideas that I need to keep doing my job.

Highlighted by jasonsymes

how disappointed she was at the turnout of parents for one of the schools I worked in.  I’d thought it was a pretty good turnout.  She said that they usually sent and SMS out just before such events, as a follow-up to what ever avenues had already been used to make the school’s community aware of an upcoming event.

Highlighted by chartzell

learning in a time of rapid change requires us to become information gardeners

Highlighted by jasonsymes

As more and more of the information that we use on a daily basis is not necessarily handed to us by trusted providers, it seems to me that the skills involved in finding the evidence of the information’s reliability, validity, and appropriateness should be integrated up and down the line, 1 through 18.

Highlighted by jasonsymes

What we learn,
and what we learn to do with it,
must be worth caring about!

Highlighted by jmajors

However, when writing to an authentic audience, what you are trying to earn is not an evaluation (though there may be one coming in the process).  What you are writing for is a response, and that response will be directed toward what you have invested in the work, not just the facts you have included or the skills you have demonstrated.

Highlighted by rebeccahatherley

Highlighted by dorseyk

on 2008-05-20 by dorseyk

Do you see this?

One difference that occurs to me is that when delivering to the teacher, you are working for for correctness.  When delivering to an authentic audience, you are working for value

Highlighted by rebeccahatherley

ent all of yesterday afternoon shopping for luggage, downsizing to comply with the airlines’ recent clampdown on carry-on bags. My 22 inch rollaboard, it seems, is actually 23 inches long, when you factor in the wheels. I understand the airlines frustrations as delays result from late boarders not having room left in the overhead for their rollaboards, and having to check them through to their destination. It won’t work for me. I’

Highlighted by dorseyk

You see, what’s new, and cool, and so much in the spirit of 2.0 about this experience is that it is about conversation, and about conversation being turned into content. 

Highlighted by gnoack

We must go much further than a mere listing of standards and measure of attainment.  We must inspire students, teachers, and a society with a image of what that frontier looks like and what its reach will achieve — and it’s got to be a lot more than what’s inspired us over the past few decades — getting rich!

Highlighted by knitterlibrarian

A big part of innovating on the web is understanding how it work, and APIs are a fairly new ingredient. This in from Programmable Web.

This week saw the widest range of APIs being used to develop mashups we’ve seen in awhile: 42 different APIs used in 7 days. Of those new apps added to our mashup directory, only a handful were map mashups, whereas most of them used more unique APIs: Google Chart API, indeed API, Livekick API, MTV API, NPR API, Tagalus API, TwitPic API, uClassify API, Vimeo API, and the Yelp API…1

For those who do not know,  APIs are, in a sense, keys into the data of various web sites. It enables use to collect data and even tools from one (or more) web site(s) and include it in our web presences. APIs are how I built Hitchhikr, which lists blog posts written from and about various conferences.

Highlighted by rjemppu