Mnemonic Dictionary - Fun and easy way to build your vocabulary! Gavin Dudeney: 21st Century Skills & Digital Literacy in Action Many of the skills often described as 21st century skills do indeed have both analogue and digital applications, but developing 21st century skills alone does not make someone ‘digitally literate’. Thus, 21st century skills can be developed and integrated into digital literacy-based activities, but the two are not synonymous with each other, exactly. In this article, then, we take a look at how 21st century skills can be incorporated into technology-mediated activities and classes. One of the easiest ways of incorporating both digital literacy and 21st century skills development into standard lesson plans is to start where most teachers find themselves: with a unit of a course book or teaching materials. Now, in order to incorporate these skills and tools, we add three columns to the right of the grid: And here we begin to map how we might include one or more digital literacies, one or more 21st century skill, and the kinds of technology we might use. Critical Thinking & Problem Solving
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Educators P21’s reports and publications support a vision for learning to ensure 21st century readiness for every student. These documents have been developed through a comprehensive process involving thorough input from partners, educators, researchers, organizations and businesses across the country. All of our materials are available for download in PDF format. Select resources can also be ordered in print for a nominal fee along with the cost of postage. If you have any additional questions or requests, please e-mail usThis e-mail address is being protected from spambots. Defining 21st Century Skills Implementing 21st Century Skills Overview Learning Environments Professional Development 21st Century Skills Maps Exemplars Framework for State Action on Global Education Why 21st Century Skills P21 Education Blogazine: Connecting the 21st Century Dots Defining 21st Century Skills P21 Framework Framework for 21st Century LearningA 2-page vision for student success in the new global economy Above & Beyond (top)
The Educator’s Guide to Copyright, Fair Use, and Creative Commons The Edublogs support team regularly receives complaints and official requests to remove copyrighted content that users have placed on blogs. The legal jargon with respect to digital copyrights can be confusing – especially since different countries have their own laws and regulations. Understanding digital copyright is an essential skill we need to understand and teach our students. With this post, we hope to dispel a few myths and pull together a complete list of resources for teachers and students to use when blogging and working with content online. This post was originally written by Ronnie Burt, on the Edublogger, on Feb, 2012. It’s been re-written with content and comments from the original post combined with updated content by Sue Waters. Rule 1: You Can’t Use Everything You Find On the Web This may seem obvious, but judging by the notices we have received, many teachers (and especially students) are under the impression that if it is on the web, then it is up for grabs. 1. 2. 3. 4.
Ofsted 2012: Questioning to promote learning — From Good to Outstanding Have you ever noticed that often, when someone is being interviewed, they say “That’s a good question.”? It’s usually when it’s a question they can’t answer quickly and easily. Indeed, “good” questions are ones that generally need thinking about. Inspectors must consider whether: “teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils’ learning” School inspection handbook from September 2012 Notice, in this instance it does not say “ASSESS” learning, although clearly this is undeniably a major purpose for questioning. Questions that are easy to answer don’t move learning on; they might indicate that learning has happened, or that at least something has been noticed, thought about or memorised, but they don’t promote learning. How do questions promote learning? Questioning can fail because: Questioning succeeds when: What kinds of questions do you routinely ask, and how do you ask them ? E.g. E.g. T: How might you describe a hexagon? E.g. Applying
PNSD - MIUR 01 marzo 2019 Avviso per partecipazione alla Settimana del PNSD e #FUTURAGENOVA Allegato Regolamento per la partecipazione al concorso #ilmioPNSD Allegato What is Digital Citizenship? NetSafe - Learn | Guide | Protect Drawing from the Key Competencies and Values in the New Zealand Curriculum and a growing body of research knowledge, NetSafe, in consultation with New Zealand teachers has produced this definition of a New Zealand Digital Citizen. A digital citizen: is a confident and capable user of ICT uses technologies to participate in educational, cultural, and economic activities uses and develops critical thinking skills in cyberspace is literate in the language, symbols, and texts of digital technologies is aware of ICT challenges and can manage them effectively uses ICT to relate to others in positive, meaningful ways demonstrates honesty and integrity and ethical behaviour in their use of ICT respects the concepts of privacy and freedom of speech in a digital world contributes and actively promotes the values of digital citizenship Digital literacy or the ability to understand and fully participate in the digital world is fundamental to digital citizenship.
This revolution will not be schooled: How we are collectively improvising a ‘new story’ about learning » Bayo Akomolafe This revolution will not be schooled: How we are collectively improvising a ‘new story’ about learning (Chapter in ‘Education, Learning and Development’, in publication) Bayo Akomolafe and Manish Jain “Nobody can teach me who I am.” ― Chinua Achebe A different story about learning Around the world, in puddles of silent reclamation, young people, communities and inspired collectives are co-enacting a radically different narrative about education and development – one which undercuts some of the fundamental and hitherto unchallengeable assumptions about what it means to learn, what is worth aspiring to, and what is possible (perhaps, even imperative) today. This chapter is dedicated to exploratory spaces around the world where new notions of learning are being co-enacted. New frontiers for who we learn from, how we learn, where we learn, when we learn, what we learn (and unlearn) are being opened up. Anant is not alone in his quest to walkout of the old story. Education for What? Footnotes
Picture Perfect: Teaching to Visual Literacy -- THE Journal Picture Perfect: Teaching to Visual Literacy Visual Literacy proponent Lynell Burmark explains why the use of images is so important in the classroom and how it can help teachers meet the challenges of getting through the curriculum and engaging students in skills and content they'll actually remember and apply after the test. By Dian Schaffhauser12/19/12 Lynell Burmark's decades-long promotion of "visual literacy" continues gaining fans, particularly now with so many free, high-quality, easily accessible multimedia materials available to teachers who are trained on and outfitted with computers and projection devices to exploit those visual resources. In this interview, Burmark explains what visual literacy is, how it works in the classroom, and why it can accelerate the efforts by teachers to get through daunting volumes of required curriculum. Dian Schaffhauser: A lot of your focus is on visual literacy. Lynell Burmark: Everyone knows what literacy means--reading and writing words.