Citelighter is a tool that I recently came across through my twitter feed. This is an amazing tool that allows you to research on the internet, select and capture meaningful text, and automatically cite the source. I had to sign in using a facebook account. (I imagine this will be a drawback to some of you, but this is a cool tool.)
I started using Citelighter to capture and cite information that reflects my thinking about education technology and technology integration in the classroom. The information that follows was all captured through my Citelighter account. I included direct links to the articles in which I found the information. The full bibliography, as created by Citelighter, is also included. The excerpts included are based on what I have come to feel is important by continually reading and learning about education technology and by participating in various technology discussions within the school and the district.
Change is inevitable and regardless of the technological platform that we use, the most important ‘things’ we teach are critical thinking, complex problem solving, collaboration, and communication. You are the content experts and you know how to best teach the thinking and problem solving skills as they relate to your subjects. My immediate goal is to focus on tools that relate to communication and collaboration.
Disclaimer Alert!!!... None of these quotes is meant to cast a negative shadow on or to make any kind of statement about what is or is not happening in our classrooms. There is a lot to be proud about! These are merely quotes that reflect my beliefs about pushing forward with technology...
“Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, 21st-century competencies and such expertise as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas. These competencies are necessary to become expert learners, which we all must be if we are to adapt to our rapidly changing world over the course of our lives. That involves developing deep understanding within specific content areas and making the connections among them. How we need to learn includes using the technology that professionals in various disciplines use. Professionals routinely use the Web and tools, such as wikis, blogs, and digital content for the research, collaboration, and communication demanded in their jobs. They gather data and analyze the data using inquiry and visualization tools. They use graphical and 3D modeling tools for design. For students, using these real-world tools creates learning opportunities that allow them to grapple with real-world problems—opportunities that prepare them to be more productive members of a globally competitive workforce.” ("Executive Summary")
“We all know life will be much different by 2100. Will school? How close will we be to Edutopia? First, it helps to look at the typical process of technology adoption... It's typically a four-step process: 1)Dabbling. 2)Doing old things in old ways. 3)Doing old things in new ways. 4)Doing new things in new ways.” ("Shaping Tech for the Classroom")
“What we're talking about is invention -- new things in new ways. Change is the order of the day in our kids' 21st-century lives. It ought to be the order of the day in their schools as well. Not only would students welcome it, they will soon demand it.” ("Shaping Tech for the Classroom")
“First, consult the students. They are far ahead of their educators in terms of taking advantage of digital technology and using it to their advantage... The only way to move forward effectively is to combine what they know about technology with what we know and require about education... Students will have to help, and we will have to think harder about how to make this happen.” ("Shaping Tech for the Classroom")
“In a connected teaching model, classroom educators are fully connected to learning data and tools for using the data; to content, resources, and systems that empower them to create, manage, and assess engaging and relevant learning experiences; and directly to their students in support of learning both in and out of school. The same connections give them access to resources and expertise that improve their own instructional practices and guide them in becoming facilitators and collaborators in their students' increasingly self-directed learning.” ("Executive Summary")
“What are we all going to do in 18.. 24.. 36.. months when the next great device comes along? Are we all going to just start over? How do we, as educators, avoid being the next Betamax: that flash in the pan that couldn’t scale up and adjust to a rapidly changing market?” (Holland)
“If your 1:1 or technology program is simply the endorsement of a platform, then you might find yourself with the next Betamax. What real learning gains have been made with the chosen device? Would this learning be valuable if the chosen tool was retired and replaced by a new one tomorrow?...” (Holland)
“Teaching with technology is about being able to clearly articulate well-defined learning objectives and to encourage students to leverage the best possible tools in order to communicate their thoughts, ideas, and understanding in complex and modern ways…..” (Holland)
“The creativity with which students can now demonstrate their understanding as they strive to meet these objectives is what makes modern-day technology so exciting for education. In fact, it is pretty safe to say that from the time that this was written, to the moment when it is read, several new creative outlets to demonstrate learning will appear.” (Holland)
“Failure is not an option… It’s a requirement! Embrace and share both your successes and your failures. While it is good to have a high standard at your school, adopting a new technology will also require you to share what does not work.” (Holland)
Bibliography
“Executive Summary.” Executive Summary | U.S. Department of Education. U.S. Department of Education, n.d. Web. 21 December 2012. <http://www.ed.gov/technology/netp-2010/executive-summary>
“Executive Summary.” Executive Summary | U.S. Department of Education. U.S. Department of Education, n.d. Web. 23 December 2012. <http://www.ed.gov/technology/netp-2010/executive-summary>
Holland, Posted. “How Education Technology Is Like Betamax - Edudemic.” How Education Technology Is Like Betamax - Edudemic. Edudemic, n.d. Web. 23 December 2012. <http://edudemic.com/2012/10/how-education-technology-is-like-betamax/>
“Shaping Tech for the Classroom.” Shaping Tech for the Classroom | Edutopia. Edutopia, n.d. Web. 23 December 2012. <http://www.edutopia.org/adopt-and-adapt-shaping-tech-for-classroom>
I started using Citelighter to capture and cite information that reflects my thinking about education technology and technology integration in the classroom. The information that follows was all captured through my Citelighter account. I included direct links to the articles in which I found the information. The full bibliography, as created by Citelighter, is also included. The excerpts included are based on what I have come to feel is important by continually reading and learning about education technology and by participating in various technology discussions within the school and the district.
Change is inevitable and regardless of the technological platform that we use, the most important ‘things’ we teach are critical thinking, complex problem solving, collaboration, and communication. You are the content experts and you know how to best teach the thinking and problem solving skills as they relate to your subjects. My immediate goal is to focus on tools that relate to communication and collaboration.
Disclaimer Alert!!!... None of these quotes is meant to cast a negative shadow on or to make any kind of statement about what is or is not happening in our classrooms. There is a lot to be proud about! These are merely quotes that reflect my beliefs about pushing forward with technology...
“Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, 21st-century competencies and such expertise as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas. These competencies are necessary to become expert learners, which we all must be if we are to adapt to our rapidly changing world over the course of our lives. That involves developing deep understanding within specific content areas and making the connections among them. How we need to learn includes using the technology that professionals in various disciplines use. Professionals routinely use the Web and tools, such as wikis, blogs, and digital content for the research, collaboration, and communication demanded in their jobs. They gather data and analyze the data using inquiry and visualization tools. They use graphical and 3D modeling tools for design. For students, using these real-world tools creates learning opportunities that allow them to grapple with real-world problems—opportunities that prepare them to be more productive members of a globally competitive workforce.” ("Executive Summary")
“We all know life will be much different by 2100. Will school? How close will we be to Edutopia? First, it helps to look at the typical process of technology adoption... It's typically a four-step process: 1)Dabbling. 2)Doing old things in old ways. 3)Doing old things in new ways. 4)Doing new things in new ways.” ("Shaping Tech for the Classroom")
“What we're talking about is invention -- new things in new ways. Change is the order of the day in our kids' 21st-century lives. It ought to be the order of the day in their schools as well. Not only would students welcome it, they will soon demand it.” ("Shaping Tech for the Classroom")
“First, consult the students. They are far ahead of their educators in terms of taking advantage of digital technology and using it to their advantage... The only way to move forward effectively is to combine what they know about technology with what we know and require about education... Students will have to help, and we will have to think harder about how to make this happen.” ("Shaping Tech for the Classroom")
“In a connected teaching model, classroom educators are fully connected to learning data and tools for using the data; to content, resources, and systems that empower them to create, manage, and assess engaging and relevant learning experiences; and directly to their students in support of learning both in and out of school. The same connections give them access to resources and expertise that improve their own instructional practices and guide them in becoming facilitators and collaborators in their students' increasingly self-directed learning.” ("Executive Summary")
“What are we all going to do in 18.. 24.. 36.. months when the next great device comes along? Are we all going to just start over? How do we, as educators, avoid being the next Betamax: that flash in the pan that couldn’t scale up and adjust to a rapidly changing market?” (Holland)
“If your 1:1 or technology program is simply the endorsement of a platform, then you might find yourself with the next Betamax. What real learning gains have been made with the chosen device? Would this learning be valuable if the chosen tool was retired and replaced by a new one tomorrow?...” (Holland)
“Teaching with technology is about being able to clearly articulate well-defined learning objectives and to encourage students to leverage the best possible tools in order to communicate their thoughts, ideas, and understanding in complex and modern ways…..” (Holland)
“The creativity with which students can now demonstrate their understanding as they strive to meet these objectives is what makes modern-day technology so exciting for education. In fact, it is pretty safe to say that from the time that this was written, to the moment when it is read, several new creative outlets to demonstrate learning will appear.” (Holland)
“Failure is not an option… It’s a requirement! Embrace and share both your successes and your failures. While it is good to have a high standard at your school, adopting a new technology will also require you to share what does not work.” (Holland)
Bibliography
“Executive Summary.” Executive Summary | U.S. Department of Education. U.S. Department of Education, n.d. Web. 21 December 2012. <http://www.ed.gov/technology/netp-2010/executive-summary>
“Executive Summary.” Executive Summary | U.S. Department of Education. U.S. Department of Education, n.d. Web. 23 December 2012. <http://www.ed.gov/technology/netp-2010/executive-summary>
Holland, Posted. “How Education Technology Is Like Betamax - Edudemic.” How Education Technology Is Like Betamax - Edudemic. Edudemic, n.d. Web. 23 December 2012. <http://edudemic.com/2012/10/how-education-technology-is-like-betamax/>
“Shaping Tech for the Classroom.” Shaping Tech for the Classroom | Edutopia. Edutopia, n.d. Web. 23 December 2012. <http://www.edutopia.org/adopt-and-adapt-shaping-tech-for-classroom>
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