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Saved by 15 people (0 private), first by anonymouse user on 2009-04-30


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my interest has been moving away from classroom practice more toward individual learning and how we help educators understand the potentials of these spaces for their own learning first and their teaching second

Highlighted by markuos

While we have debated the “tools first” approach on the periphery, I’m still convinced that while we need an understanding of tools to make the connections, the personal shift around those tools drives the pedagogical shift

Highlighted by deangroom

It’s difficult to understand the impact that online learning networks and communities can bring (and their potential downsides) without being a part of them.

Highlighted by markuos

It’s difficult to understand the impact that online learning networks and communities can bring (and their potential downsides) without being a part of them

Highlighted by rowanb

on 2009-05-04 by rowanb

This is one of the reasons it is hard to implement large scale change in this area and why I believe in working with small groups of teachers to slowly build awareness and interest in developing networks. Networking with colleagues that we know is a little less intimidating than sharing our thoughts with the whole world, at least for those unfamiliar with any use of the computer for socializing.

It’s learning, not training

Highlighted by markuos

Wow, our teachers are going to need a lot more ‘training.’”

Highlighted by rowanb

on 2009-05-04 by rowanb

I don't like the term "training" either. I also don't think this model of continual, collaborative learning should be limited to technology skills. I have long believed that whatever technology training we do shoud be consistent with overall professional development goals of our school, and I believe that we should be expected to be "lifelong learners" in much more than just technology tools.

It’s not something we can “deliver” in a four-hour PowerPoint-like session.

Highlighted by markuos

“…teachers need to learn the way other professionals do—continually, collaboratively, and on the job.”

Highlighted by markuos

those of us who are taking advantage of the affordances of learning in online communities and networks have found a way to invest the time, not in big chunks in a physical space classroom but in as-needed, passion-driven, hour-here-fifteen-minutes-there learning flow that relies on the interactions of many learners, not on the expertise of any one person.

Highlighted by markuos

And it’s in knowing how to effectively navigate those interactions where the value lives, not in effectively navigating the tools.

Highlighted by markuos

And it’s in knowing how to effectively navigate those interactions where the value lives, not in effectively navigating the tools.

Highlighted by anitsirk

Our continued emphasis on tools in pd misses that larger point, obviously, because the power of the Read/Write web is not the ability to publish; it’s the ability to connect. Broken record, I know, but tools are easy; connections are hard. And so the question becomes how to best help educators realize these potentials in the learning sense first. Because at the end of the day, community building has to become an integral part of what we do in our classrooms with our students, as well. We have to be able to model those connections for them and understand them in ways that are meaningful to our own learning practice.

The challenge is, of course, that “continual, collaborative, on the job” learning isn’t very convenient for professional developers or for teachers in classrooms. It means re-thinking what learning looks like, and that’s a scary place still for most in education.

Highlighted by plvitf

the power of the Read/Write web is not the ability to publish; it’s the ability to connect.

Highlighted by markuos

Our continued emphasis on tools in pd misses that larger point, obviously, because the power of the Read/Write web is not the ability to publish; it’s the ability to connect.

Highlighted by anitsirk

how to best help educators realize these potentials in the learning sense first. Because at the end of the day, community building has to become an integral part of what we do in our classrooms with our students, as well. We have to be able to model those connections for them and understand them in ways that are meaningful to our own learning practice.

Highlighted by anitsirk

The challenge is, of course, that “continual, collaborative, on the job” learning isn’t very convenient for professional developers or for teachers in classrooms. It means re-thinking what learning looks like, and that’s a scary place still for most in education.

Highlighted by heasulli