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Saved by 131 people (-1 private), first by anonymouse user on 2008-11-01


Public Comment

on 2009-06-30 by en6494

Strongly agree

on 2009-10-19 by abperrone

Learning the etiquette and ethics of publishing and copying is key

Public Sticky notes

In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.

Highlighted by missraub

As the geeky father of a 9-year-old son and an 11-year-old daughter, one of my worst fears as they grow older is that they won't be Googled well. Not that they won't be able to use Google well, mind you, but that when a certain someone (read: admissions officer, employer, potential mate) enters "Tess Richardson" into the search line of the browser, what comes up will be less than impressive. That a quick surf through the top five hits will fail to astound with examples of her creativity, collaborative skills, and change-the-world work. Or, even worse, that no links about her will come up at all. I mean, what might "Your search did not match any documents" imply? It's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives. In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to. On the surface, that's an unsettling thought—but it doesn't have to be. In fact, if we are willing to embrace the moment rather than recoil from it, we may find opportunities to empower students to learn deeply and continually in ways that we could scarcely have imagined just a decade ago.

Highlighted by hrallis

Footprints in the Digital Age

Highlighted by traveller2008

Footprints in the Digital Age

Highlighted by traveller2008

Footprints in the Digital Age

Highlighted by traveller2008

Highlighted by traveller2008

Footprints in the Digital Age

Will Richardson

In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.

Highlighted by guttorm1979

Footprints in the Digital Age

Highlighted by traveller2008

In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.

Highlighted by emilyvickery

In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.

Highlighted by abubnic

In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks.

Highlighted by hrheingold

As the geeky father of a 9-year-old son and an 11-year-old daughter, one of my worst fears as they grow older is that they won't be Googled well. Not that they won't be able to use Google well, mind you, but that when a certain someone (read: admissions officer, employer, potential mate) enters "Tess Richardson" into the search line of the browser, what comes up will be less than impressive. That a quick surf through the top five hits will fail to astound with examples of her creativity, collaborative skills, and change-the-world work. Or, even worse, that no links about her will come up at all. I mean, what might "Your search did not match any documents" imply?

Highlighted by traveller2008

Googled well

Highlighted by emilyemily48

As the geeky father

Highlighted by joevans1

As the geeky father of a 9-year-old son and an 11-year-old daughter, one of my worst fears as they grow older is that they won't be Googled well. Not that they won't be able to use Google well, mind you, but that when a certain someone (read: admissions officer, employer, potential mate) enters "Tess Richardson" into the search line of the browser, what comes up will be less than impressive. That a quick surf through the top five hits will fail to astound with examples of her creativity, collaborative skills, and change-the-world work. Or, even worse, that no links about her will come up at all. I mean, what might "Your search did not match any documents" imply?

Highlighted by abubnic

what might "Your search did not match any documents" imply?

Highlighted by baldy7

Web 2.0 world that these digital footprints

Highlighted by ssweeney602

's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives. In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.

Highlighted by sguilana

digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives.

Highlighted by abubnic

t's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives. In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.

On the surface, that's an unsettling thought—but it doesn't have to be. In fact, if we are willing to embrace the moment rather than recoil from it, we may find opportunities to empower students to learn deeply and continually in ways that we could scarcely have imagined just a decade ago.

Highlighted by hrheingold

the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives

Highlighted by hthiele

digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives.

Highlighted by ann2779

In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.

Highlighted by lindseybp

most is beyond your control

Highlighted by ann2779

On the surface, that's an unsettling thought—but it doesn't have to be. In fact, if we are willing to embrace the moment rather than recoil from it, we may find opportunities to empower students to learn deeply and continually in ways that we could scarcely have imagined just a decade ago.

Highlighted by traveller2008

can publish what we want when we want to.

Highlighted by ssweeney602

Networking: The New Literacy

Highlighted by traveller2008

Whether we like it or not, social Web technologies are having a huge influence on students who are lucky enough to be connected

Highlighted by crobinson

Highlighted by en6494

on 2009-06-30 by en6494

Strongly agree.

Whether we like it or not, social Web technologies are having a huge influence on students who are lucky enough to be connected, even the youngest ones

Highlighted by en6494

Whether we like it or not, social Web technologies are having a huge influence on students who are lucky enough to be connected, even the youngest ones.

Highlighted by en6494

on 2009-06-30 by en6494

Exactly. It seems like there's nothing we could do to stop the trend flows but to learn how to appreciate it!

on 2009-06-30 by en6494

Yes! I agree!!!

on 2009-09-28 by ldurff

It is our job to teach all learners how to leave a great googlable footprint in the digital sand.

Whether we like it or not, social Web technologies are having a huge influence on students who are lucky enough to be connected, even the youngest ones.

Highlighted by ann2779

on 2009-10-24 by ann2779

The age is the big thing to note. We have discussions about how young do we start with these kids and the answer is they are ready from day one to start using these tools.

Many 7- and 8-year-olds are busy exploring Club Penguin or Webkinz with other 7- and 8-year-olds half a world away

Highlighted by en6494

A recent National School Boards Association survey (2007) announced that upward of 80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education-related topics. They're creating all sorts of content—some, as we all know, doing so very badly—and they're doing all sorts of things with online tools that, for the most part, we're not teaching them anything about. In the process, they're becoming Googleable without us. By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights" (Prensky, 2008)

Highlighted by traveller2008

They're creating all sorts of content—some, as we all know, doing so very badly—and they're doing all sorts of things with online tools that, for the most part, we're not teaching them anything about. In the process, they're becoming Googleable without us. By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights" (Prensky, 2008).

Highlighted by teachermorgan

A recent National School Boards Association survey (2007) announced that upward of 80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education-related topics. They're creating all sorts of content—some, as we all know, doing so very badly—and they're doing all sorts of things with online tools that, for the most part, we're not teaching them anything about

Highlighted by hrheingold

that 70 percent of them are regularly discussing education-related topics

Highlighted by en6494

80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education-related topics

Highlighted by ann2779

They're creating all sorts of content—some, as we all know, doing so very badly—and they're doing all sorts of things with online tools that, for the most part, we're not teaching them anything about. In the process, they're becoming Googleable without us. By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights"

Highlighted by hthiele

they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights"

Highlighted by en6494

This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.

Highlighted by crobinson

This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.

Highlighted by jpeachey

This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.

Highlighted by anngot

Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.

Highlighted by traveller2008

they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights"

Highlighted by ssweeney602

most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go

Highlighted by hghowe

on 2009-10-13 by hghowe

But do we know how to drive the bus, either?

This may be the first large technological shift in history that's being driven by children

Highlighted by hrheingold

Highlighted by ssweeney602

In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely

Highlighted by sgallagher4

Picture a bus

Highlighted by ssweeney602

Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.

Highlighted by joevans1

One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.

Highlighted by crobinson

This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.

In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.

Highlighted by lindseybp

One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008)

Highlighted by traveller2008

One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.

Highlighted by jodih0

guidance of kids who have never been taught to steer

Highlighted by ssweeney602

One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.

Highlighted by en6494

on 2009-06-30 by en6494

strongly agree

In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.

Highlighted by missraub

The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.

Highlighted by finleyt

In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.

Highlighted by cfritts

In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.

Highlighted by joevans1

One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.

Highlighted by hrheingold

effectively, ethically, and safely.

Highlighted by ann2779

effectively, ethically, and safely.

Highlighted by ann2779

on 2009-10-24 by ann2779

We definitly have to teach online ettiqute and safety and I think this gets overlooked and is the most important part.

This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.

Highlighted by traveller2008

create, navigate, and grow the powerful, individualized networks of learning

Highlighted by ssweeney602

This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.

Highlighted by baldy7

on 2009-07-20 by baldy7

Engaged Learners means that students are willing and able to learn and unlearn things as necessary. Too often our students simply learn.

effectively, ethically, and safely.

Highlighted by ssweeney602

these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice. Our students must be nomadic, flexible, mobile learners who depend not so much on what they can recall as on their ability to connect with people and resources and edit content on their desktops, or, even more likely, on pocket-size devices they carry around with them. Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.

Highlighted by traveller2008

As author John Seely Brown (Brown & Adler, 2008) points out, these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice. Our students must be nomadic, flexible, mobile learners who depend not so much on what they can recall as on their ability to connect with people and resources and edit content on their desktops, or, even more likely, on pocket-size devices they carry around with them. Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces

Highlighted by learningcoach

As author John Seely Brown (Brown & Adler, 2008) points out, these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice. Our students must be nomadic, flexible, mobile learners who depend not so much on what they can recall as on their ability to connect with people and resources and edit content on their desktops, or, even more likely, on pocket-size devices they carry around with them. Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.

Highlighted by missraub

shifts

Highlighted by howardcdn53

engaged learners, not simply knowers, and to reconsider the roles of schools and educators

Highlighted by ssweeney602

Our students must be nomadic, flexible, mobile learners who depend not so much on what they can recall as on their ability to connect with people and resources and edit content on their desktops, or, even more likely, on pocket-size devices they carry around with them. Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.

Highlighted by jpeachey

these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.

Highlighted by hthiele

As author John Seely Brown (Brown & Adler, 2008) points out, these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.

Highlighted by hrheingold

Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.

Highlighted by jodih0

Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.

Highlighted by shklepesch

students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice

Highlighted by ssweeney602

Our students must be nomadic, flexible, mobile learners who depend not so much on what they can recall as on their ability to connect with people and resources and edit content on their desktops, or, even more likely, on pocket-size devices they carry around with them.

Highlighted by cfritts

Transparent and Trackable

Highlighted by traveller2008

nomadic, flexible, mobile learners

Highlighted by ssweeney602

It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks; it may take the form of ruminations on life in a blog, photos of the latest family picnic on Flickr, or discussion notes students post to a classroom wiki for others to read and contribute to.

Highlighted by traveller2008

master

Highlighted by en6494

, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks; it may take the form of ruminations on life in a blog, photos of the latest family picnic on Flickr, or discussion notes students post to a classroom wiki for others to read and contribute to.

Highlighted by shklepesch

Sharing is the fundamental building block for building connections and networks

Highlighted by jodih0

So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives

Highlighted by abubnic

So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks; it may take the form of ruminations on life in a blog, photos of the latest family picnic on Flickr, or discussion notes students post to a classroom wiki for others to read and contribute to.

Highlighted by hrheingold

Sharing is the fundamental building block for building connections and networks

Highlighted by cognito58

So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks;

Highlighted by lindseybp

findable

Highlighted by emilyemily48

findable

Highlighted by emilyemily48

Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests.

Highlighted by traveller2008

willingness to share our work

Highlighted by ssweeney602

Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests

Highlighted by en6494

our personal lives.

Highlighted by ssweeney602

Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests.

Highlighted by abubnic

building connections and networks

Highlighted by ssweeney602

Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement.

Highlighted by crobinson

Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement.

Highlighted by traveller2008

Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement. Take, for example, the story of Laura Stockman, a 10-year-old from the Buffalo, New York, area. Last December, in an effort to honor the memory of her grandfather who had died the year before, Laura decided to do one good deed each day in the run-up to Christmas. She decided, with her mother's approval, to share her work with the world.

Laura's blog, "Twenty-Five Days to Make a Difference" (http://twentyfivedays.wordpress.com), quickly caught the eye of some other philanthropic bloggers. Within a short time, Laura found herself in the midst of a community of volunteers far outside her geographic reach. The ClustrMap on her site tracks tens of thousands of readers from such places as China, Australia, Africa, and South America (see http://www3.clustrmaps.com/counter/maps.php?user=2cf404cc).

But here is the difference: Laura is not just publishing, and others are not just reading. Now when she wants ideas for charities to work for as her project enters its 11th month, Laura says, "I ask my readers"

Highlighted by edtechteacher

findable by others who share our passions or interests

Highlighted by ssweeney602

Laura Stockman, a 10-year-old from the Buffalo, New York, area. Last December, in an effort to honor the memory of her grandfather who had died the year before, Laura decided to do one good deed each day in the run-up to Christmas. She decided, with her mother's approval, to share her work with the world.

Highlighted by teachermorgan

Laura Stockman

Highlighted by emilyemily48

honor the memory of her grandfather

Highlighted by emilyemily48

Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement.

Highlighted by abubnic

good deed each day in the run-up to Christmas

Highlighted by emilyemily48

share her work with the world

Highlighted by emilyemily48

They need to know that publishing has a nobler goal than just readership—and that's engagement.

Highlighted by bellefaire

They need to know that publishing has a nobler goal than just readership—and that's engagement.

Highlighted by hthiele

on 2009-03-19 by hthiele

Our teachers need to focus on engagement as well

on 2009-03-26 by missraub

You've highlighted an important point, Randy. That's what Karen Sternheimer does not yet understand. Part of engaging our students is teaching them how to be safe online. If they understand that publishing "had a nobler goal," they will publish work that they want others to read. They will then also understand the difference between what should be made public and what should be kept private.

"Twenty-Five Days to Make a Difference" (http://twentyfivedays.wordpress.com),

Highlighted by emilyemily48

What we say is copyable; others can take it, use it, or change it with ease, making our ability to edit content and comprehend the ethical use of the content we read even more crucial

Highlighted by abperrone

As Stanford researcher Danah Boyd (2007) points out, we are discovering the potentials and pitfalls of this new public space. What we say today in our blogs and videos will persist long into the future and not simply end up in the paper recycling bin when we clean out our desks at the end of the year.

Highlighted by abubnic

What Students Need to Know

Highlighted by traveller2008

These new realities demand that we prepare students to be educated, sophisticated owners of online spaces.

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hese new realities demand that we prepare students to be educated, sophisticated owners of online spaces. Although Laura is able to connect, does she understand, as researcher Stephen Downes (2005) suggests, that her network must be diverse, that she must actively seek dissenting voices who might push her thinking in ways that the "echo chamber" of kindred thinkers might not? Is she doing the work of finding new voices to include in the conversation? Is she able to make astute decisions about the people with whom she interacts, keeping herself safe from those who might mean her harm? Is she learning balance in her use of technology, or is she falling into the common pattern of spending hours at the keyboard, losing herself in the network? This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.

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Although Laura is able to connect, does she understand, as researcher Stephen Downes (2005) suggests, that her network must be diverse, that she must actively seek dissenting voices who might push her thinking in ways that the "echo chamber" of kindred thinkers might not? Is she doing the work of finding new voices to include in the conversation? Is she able to make astute decisions about the people with whom she interacts, keeping herself safe from those who might mean her harm? Is she learning balance in her use of technology, or is she falling into the common pattern of spending hours at the keyboard, losing herself in the network? This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.

Highlighted by hrheingold

Although Laura is able to connect, does she understand, as researcher Stephen Downes (2005) suggests, that her network must be diverse, that she must actively seek dissenting voices who might push her thinking in ways that the "echo chamber" of kindred thinkers might not? Is she doing the work of finding new voices to include in the conversation?

Highlighted by abubnic

More than ever before, students have the potential to own their own learning—and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation.

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we prepare students to be educated, sophisticated owners of online spaces.

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More than ever before, students have the potential to own their own learning—and we have to help them seize that potential

Highlighted by shklepesch

More than ever before, students have the potential to own their own learning—and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks.

Highlighted by traveller2008

We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks

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We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy."

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identify their passions

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build connections

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and communicate, collaborate, and work collectively

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"collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online

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Younger students need to see their teachers engaging experts in synchronous or asynchronous online conversations about content, and they need to begin to practice intelligently and appropriately sharing work with global audiences. Middle school students should be engaged in the process of cooperating and collaborating with others outside the classroom around their shared passions, just as they have seen their teachers do. And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.

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This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.

Highlighted by lindseybp

"collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.

Highlighted by teachermorgan

Younger students need to see their teachers engaging experts in synchronous or asynchronous online conversations about content, and they need to begin to practice intelligently and appropriately sharing work with global audiences. Middle school students should be engaged in the process of cooperating and collaborating with others outside the classroom around their shared passions, just as they have seen their teachers do. And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.

Highlighted by mjjenson

More than ever before, students have the potential to own their own learning—and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation

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own their own learning

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We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation.

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identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks

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take advantage

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educators must first own these technologies

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networked learning spaces

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Googled well,

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Younger students need to see their teachers engaging experts in synchronous or asynchronous online conversations about content, and they need to begin to practice intelligently and appropriately sharing work with global audiences. Middle school students should be engaged in the process of cooperating and collaborating with others outside the classroom around their shared passions, just as they have seen their teachers do. And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.

Highlighted by lindseybp

And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.

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collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.

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But to do all that, we educators must first own these technologies and be able to take advantage of these networked learning spaces.

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Get Started!


Here are five ideas that will help you begin building your own personal learning network.

  1. Read blogs related to your passion. Search out topics of interest at http://blogsearch.google.com and see who shares those interests.
  2. Participate. If you find bloggers out there who are writing interesting and relevant posts, share your reflections and experiences by commenting on their posts.
  3. Use your real name. It's a requisite step to be Googled well. Be prudent, of course, about divulging any personal information that puts you at risk, and guide students in how they can do the same.
  4. Start a Facebook page. Educators need to understand the potential of social networking for themselves.
  5. Explore Twitter (http://twitter.com), a free social networking and micro-blogging service that enables users to exchange short updates of 140 characters or fewer. It may not look like much at first glance, but with Twitter, the network can be at your fingertips.

Highlighted by traveller2008

we educators must first own these technologies and be able to take advantage of these networked learning spaces. In this way, we can fully prepare students not just to be Googled well, but to be findable in good ways by people who share their passions for learning and who may well end up being lifelong teachers, mentors, or friends.

Highlighted by lindseybp

Here are five ideas that will help you begin building your own personal learning network.

  1. Read blogs related to your passion. Search out topics of interest at http://blogsearch.google.com and see who shares those interests.
  2. Participate. If you find bloggers out there who are writing interesting and relevant posts, share your reflections and experiences by commenting on their posts.
  3. Use your real name. It's a requisite step to be Googled well. Be prudent, of course, about divulging any personal information that puts you at risk, and guide students in how they can do the same.
  4. Start a Facebook page. Educators need to understand the potential of social networking for themselves.
  5. Explore Twitter (http://twitter.com), a free social networking and micro-blogging service that enables users to exchange short updates of 140 characters or fewer. It may not look like much at first glance, but with Twitter, the network can be at your fingertips.

Highlighted by abubnic

Here are five ideas that will help you begin building your own personal learning network.

  1. Read blogs related to your passion. Search out topics of interest at http://blogsearch.google.com and see who shares those interests.
  2. Participate. If you find bloggers out there who are writing interesting and relevant posts, share your reflections and experiences by commenting on their posts.
  3. Use your real name. It's a requisite step to be Googled well. Be prudent, of course, about divulging any personal information that puts you at risk, and guide students in how they can do the same.
  4. Start a Facebook page. Educators need to understand the potential of social networking for themselves.
  5. Explore Twitter (http://twitter.com), a free social networking and micro-blogging service that enables users to exchange short updates of 140 characters or fewer. It may not look like much at first glance, but with Twitter, the network can be at your fingertips.

Highlighted by hrheingold