School Leadership 2.02024-03-29T07:20:51ZBlanca Duarte Martinihttps://schoolleadership20.com/profile/BlancaEDuartehttps://storage.ning.com/topology/rest/1.0/file/get/2190158500?profile=RESIZE_48X48&width=48&height=48&crop=1%3A1https://schoolleadership20.com/group/web20/forum/topic/listForContributor?groupUrl=web20&user=2co1dkzkujxz2&feed=yes&xn_auth=noInnovative Site for Creating Video Resourcestag:schoolleadership20.com,2013-11-04:1990010:Topic:1749832013-11-04T14:51:32.267ZBlanca Duarte Martinihttps://schoolleadership20.com/profile/BlancaEDuarte
<p><a href="http://edpuzzle.com/" target="_blank">EDpuzzle</a> is a new innovative site that lets you take just about any video off the web, edit it down to the portions you want, add audio notes and questions for students, <em>and</em> create virtual classrooms where you can monitor individual student work.</p>
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<p>For free.</p>
<p><a href="http://edpuzzle.com/" target="_blank">EDpuzzle</a> is a new innovative site that lets you take just about any video off the web, edit it down to the portions you want, add audio notes and questions for students, <em>and</em> create virtual classrooms where you can monitor individual student work.</p>
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<p>For free.</p> “This Week In Web 2.0″ by Larry Ferlazzotag:schoolleadership20.com,2012-01-30:1990010:Topic:903522012-01-30T14:57:49.207ZBlanca Duarte Martinihttps://schoolleadership20.com/profile/BlancaEDuarte
<p></p>
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<h1 class="entry-title">“This Week In Web 2.0″</h1>
<p><span class="entry-author">by Larry Ferlazzo</span> </p>
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<div class="single-entry-content"><div class="addthis_toolbox addthis_default_style" title="New Regular Feature: “This Week In Web 2.0″"><br></br><div class="atclear"></div>
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<p>In yet another attempt to get at the enormous backlog I have of sites worth sharing, I’m going to begin a regular feature called “The Week In Web 2.0.” It’ll be a short…</p>
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<h1 class="entry-title">“This Week In Web 2.0″</h1>
<p><span class="entry-author">by Larry Ferlazzo</span> </p>
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<div class="single-entry-content"><div class="addthis_toolbox addthis_default_style" title="New Regular Feature: “This Week In Web 2.0″"><br/><div class="atclear"></div>
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<p>In yet another attempt to get at the enormous backlog I have of sites worth sharing, I’m going to begin a regular feature called “The Week In Web 2.0.” It’ll be a short compilation of new decent sites that are worth noting, but not necessarily worth a separate post:</p>
<p><a href="http://groupzap.com/">Group Zap</a> joins a long list of online virtual “corkboards.” It has some nice features, including the ability to convert your board to a PDF and being able to “drag-and-drop” images and documents from your files. You can’t add photos by their url addresses, unlike some other similar sites, and there’s a limit in the number of photos and files you can upload for free. Nevertheless, I’m adding it to <a href="http://larryferlazzo.edublogs.org/2011/03/30/the-best-online-virtual-corkboards-or-bulletin-boards/">The Best Online Virtual “Corkboards” (or “Bulletin Boards”).</a></p>
<p><a href="http://dynamo.dictionary.com/">Word Dynamo</a> lets you easily create word lists and games and flash cards through which to study them. It doesn’t seem to allow the addition of images, though, which reduces its usefulness to ELL’s. It’s one of the easiest tools out there, though, to create flash cards, so I’m adding it to <a href="http://larryferlazzo.edublogs.org/2009/02/22/the-best-tools-to-make-online-flashcards/">The Best Tools To Make Online Flashcards</a>.</p>
<p><a href="http://www.flixmaster.com/">Flixmaster</a> is a new online video-editing tool (it’s still not open to the public, but I got an invitation pretty quickly after signing-up for one) that lets you easily create interactive videos. It looks like a great way to make a “Choose Your Own Adventure” video that doesn’t necessarily have to be hosted on YouTube. I’m adding it to <a href="http://larryferlazzo.edublogs.org/2009/05/02/the-best-places-to-read-write-choose-your-own-adventure-stories/">The Best Places To Read & Write “Choose Your Own Adventure” Stories.</a></p>
<p><a href="http://www.getvega.com/">Get Vega</a> is another new site that’s not quite open to the public, but which seems to give out invitations quite quickly. It’s one of the easiest tools out there to make lists of just about anything, and you can add images with url addresses. It could be very, very helpful with students. However, I can’t recommend it for general classroom use right now because their slogan — in very big letters — “Kick-A_s Lists” — is just not one I want to be seeing on laptops in my classroom or on desktops in the computer lab.</p>
<p><a href="http://keeptherecord.com/">Keep The Record</a> is an online audio-conferencing tool which can include up to ten participants and provide a permanent recording. I learned about it from <a href="http://www.scoop.it/t/tools-for-learners/p/596448359/keep-the-record-instant-online-conferencing">Nik Peachey</a>. I’m adding it to <a href="http://larryferlazzo.edublogs.org/2008/03/02/the-best-online-tools-for-real-time-collaboration/">The Best Online Tools For Real-Time Collaboration</a>.</p>
</div> Setting the Pace for Digital Initiativestag:schoolleadership20.com,2012-01-05:1990010:Topic:856042012-01-05T15:35:53.770ZBlanca Duarte Martinihttps://schoolleadership20.com/profile/BlancaEDuarte
<p>THE Journal</p>
<p>Ed Tech Trends | Q&A</p>
<p><b>Setting the Pace for Digital Initiatives</b></p>
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<li><span>By <a href="http://thejournal.com/forms/emailtoauthor.aspx?AuthorItem=%7BECC72918-3F40-44A6-BB39-4C51AEDBAA45%7D&ArticleItem=%7B5786E4D1-879F-4BF1-AE90-44E0A475E4BF%7D"><span>Stephen Noonoo</span></a></span></li>
<li>01/03/12</li>
</ul>
<p>Last year, <a href="http://www.piedmont.k12.al.us/"><span>Piedmont City School District</span></a>, a small, three-school Eastern…</p>
<p>THE Journal</p>
<p>Ed Tech Trends | Q&A</p>
<p><b>Setting the Pace for Digital Initiatives</b></p>
<ul>
<li><span>By <a href="http://thejournal.com/forms/emailtoauthor.aspx?AuthorItem=%7BECC72918-3F40-44A6-BB39-4C51AEDBAA45%7D&ArticleItem=%7B5786E4D1-879F-4BF1-AE90-44E0A475E4BF%7D"><span>Stephen Noonoo</span></a></span></li>
<li>01/03/12</li>
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<p>Last year, <a href="http://www.piedmont.k12.al.us/"><span>Piedmont City School District</span></a>, a small, three-school Eastern Alabama district at the foot of the Appalachians between Birmingham and Atlanta, began a number of forward-thinking digital initiatives, including a 1-to-1 MacBook program, a remote-learning partnership with <a href="http://www.stanford.edu/"><span>Stanford University</span></a>, and a wide-scale project funded by E-Rate that will eventually bring high-speed internet access to every student's home.</p>
<p>In the <a href="http://thejournal.com/articles/2011/12/07/1-to-1-computing-turning-around-school-technology.aspx"><span>first part</span></a> of our two-part interview, Piedmont Superintendent Matt Akin discussed setting up and implementing his district's 1-to-1 initiative. Here, he speaks about his approach to professional development, the E-Rate program, and creating a class of responsible digital citizens.</p>
<p><b>Stephen Noonoo: Let's talk about some of the issues a lot of districts are currently struggling with. Where does your district stand in regard to social networking in and out of the classroom?</b></p>
<p><b>Matt Akin</b>: With social networking, we decided last year that we were going to open our filter after school, so that Facebook and those things open up. Twitter's open all day now. We're in the process of devising some procedures that our teachers will follow, and we're going to open up Facebook all day.</p>
<p>What we learned is that, if you block it, the only people who aren't going to be able to get into it is your teachers because kids are going to figure out how to get around the filter. The key with social networking is training and informing parents and teachers.</p>
<p><b>Noonoo: Is it being used in classrooms at all? What are teachers feeling?</b></p>
<p><b>Akin</b>: We use an LMS--we use <a href="http://www.blackboard.com/ANGEL"><span>Angel</span></a>--and that's how we're delivering our content, but I have teachers that use Facebook to send out messages reminding kids about homework, tests, or projects. We have a small percentage of teachers where that's how they're communicating with kids. I think the potential is there, but we need to make sure that everyone is informed of how we're going to handle misuse.</p>
<p><b>Noonoo: So the issue really hasn't come up yet?</b></p>
<p><b>Akin</b>: Not so far. We really haven't had anything. The way we respond is if we have a kid that says or does something on Facebook, we treat it as we would anything they had put it in writing. We handle it not as a Facebook issue but just as a student issue.</p>
<p><b>Noonoo: What are you using for e-mail addresses for students?</b><span><b><br/><br/></b></span><b>Akin</b>: Our kids use Gmail accounts. We don't set them up, but that's what everybody has. We've run our own e-mails for teachers, and as a matter of fact I think we're going to do some type of corporate Gmail thing.</p>
<p><b>Noonoo: How about cell phones and mobile devices in the classrooms?</b></p>
<p><b>Akin</b>: We allow that class-by-class. When all students have a laptop in front of them, it really isn't an issue. If they're not texting on the phone, they'll figure out how to send a text through their laptop. They don't have to get their cell phone out because anything they can access on their phone they can certainly access on their computer.</p>
<p><b>Noonoo: What are you doing about letting students access the Internet during class?</b></p>
<p><b>Akin</b>: That was an issue in the beginning, especially with iChat on the MacBook or Skype. It's more of a classroom management issue. If you take off iChat, then they're going to Skype, or they're going to use something through Google. We try not to fight the battle that way: We try to fight it more as a classroom management issue. If teachers are moving around the room, then that isn't really an issue. It was an issue when the computers were first deployed, but now it's not a big issue anymore.</p>
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<tbody><tr><td valign="middle"><p><b>A Wireless Free-for-All</b></p>
<p>In addition to its comprehensive 1-to-1 MacBook initiative for grades 4 through 12 and learning partnerships with local and national universities, the <a href="http://www.piedmont.k12.al.us/"><span>Piedmont City School District</span></a> in northeast Alabama has undertaken another ambitious digital project--one that will blanket its entire community with 24/7 wireless internet access for students and staff.</p>
<p>The district has just received notice from the E-Rate program that it has been chosen as one of the first 20 sites in the country for the new Learning on the Go pilot, which funds programs to expand wireless networks off campus. (A description of the program can be downloaded as a <a href="http://hraunfoss.fcc.gov/edocs_public/attachmatch/DA-11-1181A1.pdf"><span>PDF from the FCC's site</span></a>.) In Piedmont's case, the program will provide free internet access to every student's home by next summer.</p>
<p>The problem, which spurred the district to apply for the program, was that, despite the significant investment in the 1-to-1 laptop initiative, "kids were going home without internet access," according to district Superintendent Matt Akin.</p>
<p>"Some were going home to rural areas that didn't have it, and a lot were going home and they live in the city and they can't afford it," Akin said. The pilot program will allow the district to build an entire wireless network across the 5,000-person community, so that "when our kids leave school, whether they're at the coffee shop or down the street, or at home, they finally have wireless internet access."</p>
<p>To achieve complete coverage, the Piedmont district is opting for a two-pronged approach. The first will require the district to partner with vendors to create the inclusive citywide network, which Akin said he doesn't see being completed before spring 2012. For the second part, the school will distribute <a href="http://www.verizonwireless.com/broadbandaccess/"><span>Verizon </span></a>access cards in early 2012 to students who live in remote rural areas, estimated to be 10 percent to 15 percent of the student population.</p>
<p>"The possibilities are so much greater when you know that every kid is going home to the internet," Akin said. "We have math teachers that have office hours from 8 to 9 every night to answer any homework questions. And the kid that doesn't have internet access is at a disadvantage."</p>
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<p><b>Noonoo: How are your students using Wikipedia, and what are you teaching them about it?</b></p>
<p><b>Akin</b>: They use it, but part of 21st century skills is teaching students how to go through and determine whether the sources they're using are valid. They can't just source a research paper on Wikipedia, but we think it's a valid area. It's more important to train students how to go and look and see if the information is valid and how to validate it. It gives us another opportunity to--hopefully--teach skills to students that will prepare them for whatever they're doing in the future.</p>
<p><b>Noonoo: Have you been mentoring other schools making the 1-to-1 transition?</b></p>
<p><b>Akin</b>: We've had maybe 150 school systems visit us over the last six months. We'll have site visit days where we'll have a bunch of people come in and visit us. We've had two or three of those this year. The ones we've seen that are doing a 1-to-1 where it's not working, the issue is mainly that an LMS is not in place, which I think is infrastructure, or the wireless network can't handle it. It just seems like the main things are the infrastructure needs--you can't do this without a great wireless system. And the LMS for us is the glue that holds it all together.</p>
<p><b>Noonoo: How does the district approach security, and what's being done to protect students?</b></p>
<p><b>Akin</b>: We do random checks. We don't go in every day and look at every kid's history, but our rule is you can't delete your history. If you do and you get caught, it's a violation and a disciplinary issue. We try to have some accountability that way. When kids are at school, we use something called <a href="http://www.apple.com/remotedesktop"><span>Apple Remote Desktop</span></a>, so a principal can pull up any kid's computer at any time. You can't do that at home, but filtering at home stops most of that. Knock on wood, we haven't had any issues at home, but that's how we try to prevent them.</p>
<p><b>Noonoo: So you're really focused on teaching kids how to be responsible?</b></p>
<p><b>Akin</b>: Yes, how to be online savvy, to look at what to do and what not to do. Kind of like what we do with Wikipedia. You try to teach kids the skills.</p>
<p><b>Noonoo: What's your hope for your current fourth-grade class when they enter 12th grade? How do you hope they'll be different from your current class of 12th-graders?</b></p>
<p><b>Akin</b>: For our fourth-graders this year, every class they take--at least every academic class they take--is going to be taught through a blended learning model. I believe by the time they come to high school they're going to have some options before they leave us. They may double up on classes or take some true online courses from local universities in addition to our classes. I think they're going to be so much better prepared. We're a small school system, and those opportunities wouldn't be there for them without laptops in front of them.</p>
<p>And the other thing--and I can't undersell this--is that my kids know that I expect them to go to college. That's just understood. If you live in my house, you're going to go to college. We have so many students whose parents, when they graduated from high school--or they may not have--they went to work. What I want is for when our kids leave us, the expectation is that they're going to go to college, and that it's their own internal expectation. It's because of the skills they've gained from fourth to 12th grade. Whether its collaborating with kids in different parts of the world or solving some problem with a group of their own peers or taking online classes or taking Chinese in fifth grade, all of a sudden their internal outlook is so much different than it was before.</p>
<p><b>Noonoo: How has the technology impacted student achievement?</b></p>
<p><b>Akin</b>: I'm not a researcher, but looking at our numbers, they've been up. In Alabama, we take our AYP Assistance, called Alabama Reading and Mathematics Test, called ARMT+, which includes science too. Those scores were up across the board. Our Alabama graduation scores were up, and discipline referrals were down.</p>
<p>Our scores had been pretty good, so when you see improvement you can't put it all on technology, and I think a lot of it may not be just the technology but a different view by kids. They have a different expectation of themselves, and I think that impacts test scores, discipline referrals, and absentee rates. At our high school especially, our graduation exam scores for 13 years, which is our accountability grade, is just way up, as well as our ACT scores.</p>
<p>This year, for every core subject, at the end of nine weeks students take a short benchmark test. In the past, we've always basically known how kids are doing in, say, a fifth-grade reading class, or a ninth-grade regular English class, because you can tell how they'll do on a graduation exam, but there really hasn't been a way to tell if the kids in an honors Algebra II and III class are mastering those standards or not.</p>
<p>Now we've developed these internal assessments, so the teacher can look and see that 80 percent really mastered this objective, but only 65 percent mastered this one, and we can go back and re-teach it. Or maybe give the three or four kids who didn't master it an online computerized instruction to work on. To just have something like that to pinpoint where kids aren't mastering standards, I think, is really going to be a difference maker and you'll see ACT scores going up.</p>
<p>Instead of just focusing on the middle of the road, you can focus on low, medium, and high. I guess that would have been possible before laptops, but we would have to have made tests, printed them out, bubbled them in, and scanned them in. It would have been almost impossible from a time-management point of view. Now every kid walks in the class, opens their computer, takes the assessment instantly, and by the end of the day we have elementary teachers talking about what they're going to do on Monday from 2 p.m. to 3 p.m. At that point you can see where it's not just a laptop initiative, it's a learning initiative.</p>
<p><b>Noonoo: Who handled the implementation of the MacBook program?</b></p>
<p><b>Akin</b>: It was really a collaborative effort. We're small--three schools in the school system. We have a team that I'm on, that the tech coordinator is on, plus all of our principals, a group of teachers, and a board member. We really tried to go through that leadership team when doing those plans.</p>
<p><b>Noonoo: How is professional development handled? What are your thoughts?</b></p>
<p><b>Akin</b>: We try not to do a whole lot of after-school stuff. We're fortunate that we have something called <a href="http://www.asdc.info/links1.html"><span>Regional Inservice</span></a> areas in Alabama where state money goes to local universities and they provide teacher training. We have a local person--the program is called <a href="http://technologyinmotion.alsde.edu/"><span>Technology in Motion</span></a>--and he's probably here five days scattered throughout the month. Sometimes he's here three days in a row, then we won't see him for a couple of weeks, then he'll be here three more days in a row. So we try to schedule things during the school day. A lot of times a teacher will have planning fifth period, and we'll have a sub to cover her class fourth period, so she'll have two hours maybe three days in a row to work on some new thing that we're doing or new software we're using.</p>
<p>During the summer, we take almost 75 percent of teachers in fourth through 12th for a conference in North Carolina about Mooresville schools and 1-to-1 initiatives. When you have that many willing to go, not only are they learning, but it creates a lot of team building. It gives teachers a time to talk and relax and they don't have to worry about what the kids are doing with the sub.</p>
<p><b>Noonoo: Tell us about your innovative student teacher program.</b></p>
<p><b>Akin</b>: <a href="http://www.jsu.edu/"><span>Jacksonville State University</span></a> has the largest college of education in the state of Alabama. It trains more teachers than the other schools. We've partnered with them, and as part of that partnership they send student teachers. The typical student teacher comes and stays with you for a semester, then they move on. We started a new initiative this year where they come and stay with us for a year instead of a semester, and the university sends them with MacBooks, and then we provide the training in the first semester: the training on our LMS and challenge-based learning, professional development, and different things so that can really co-teach with our teachers during the second semester.</p>
<p>We have a very low turnover of teachers, so more than likely they're not going to be hired in Piedmont, but it's a win for us because we have a really highly qualified, technically trained teacher, and when they leave here the thought is they're going to go to another school and they have expectations in regards to instructional technology and be able to really change the school they're going to.</p>
<p><b>Noonoo: What would you say technology in the classroom looked like five years ago?</b></p>
<p><b>Akin</b>: I remember six or seven years ago that we had the lowest student-to-computer ratio in the state of Alabama. We had a bunch of Dells, and they were dang good computers, but they were really good at only two things--taking AR (accelerated reader) tests and doing grades on the computer. Although AR was probably impacting reading scores, other than that the computers were not impacting student learning. It was a management tool.</p>
<p>Now, management is part of it, but we're changing the whole approach to teaching and learning. Kids in Piedmont are engaged all the time because of that laptop that's in front of them and because of how teachers have changed their approach to learning.</p>
<p></p>
<p>About the Author</p>
<p>Stephen Noonoo is associate editor of T.H.E. Journal. </p> The Right Tech Tool at the Right Time BY NICHOLAS PROVENZANOtag:schoolleadership20.com,2011-10-10:1990010:Topic:750312011-10-10T16:19:45.819ZBlanca Duarte Martinihttps://schoolleadership20.com/profile/BlancaEDuarte
<div id="content-header"><h1 class="page-title title">The Right Tech Tool at the Right Time</h1>
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<p><i>Nick Provenzano (<a href="http://www.twitter.com/thenerdyteacher" class="external-link" target="_blank">@thenerdyteacher</a> on Twitter) teaches high school English at Grosse Pointe South High School in Grosse Pointe, MI. He also blogs at<a href="http://www.thenerdyteacher.com/" class="external-link" target="_blank">TheNerdyTeacher.com</a>.</i></p>
<hr/><p>One of the things I'm learning as a curriculum technology specialist is that I have to be careful about how many tools I share at any given time. I maintain a blog for my district called<a href="http://gpstechguide.blogspot.com/" class="external-link" target="_blank">Provenzano's GPSTech Guide</a>. Every week I send out my Tech Tuesday update to the district.</p>
<p>When I first started, I used to jam every post with every tool I found during the week, because I thought, "All of the tools will help everyone!" As I the year progressed, I would get emails asking about tools I'd mentioned in previous posts that readers seemed to have missed. I quickly developed a few steps that better helped me share information with my district.</p>
<p> </p>
<h2>1) Don't Share Everything Right Away</h2>
There are many great tools out there, but there is no need to write all of them down at once. Stick with three tools per week. This is easy to take in and will not overwhelm a person new to tech -- and it should be enough to keep tech-savvy users coming back.<br />
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<h2>2) Variety Is Key</h2>
<p>I would sometimes dedicate weeks to certain content areas and fill it with resources for them. That's a bad idea. What I did not realize at the time was that I was turning away readers who were not teachers of that subject. If I didn't hit their content area for a couple of weeks, they might not come back to see anything because they would assume the site was not for them. So try to share a range of tools for different content and grade levels.</p>
<p> </p>
<h2>3) Be Open to Suggestions</h2>
<p>Always encourage people to share the tools they use with you and with others around them. The more accepting I was about hearing from others, the more input I received. I think some teachers assume that I know about all the tools out there, but that is far from the truth. I encourage my teachers to share anything they find because I might not have heard of it, or I might have heard about it but never used it. Creating a line of communication when sharing tools and ideas is important for helping teachers integrate technology into the curriculum.</p>
<p>These simple steps have made it easier to share tools with my staff. I get more positive feedback now than ever before. I encourage all tech people to share the sites they find with their staff. If you do, follow these tips and everyone is sure to benefit.</p>
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</div> Southold's Journey Towards Fluencytag:schoolleadership20.com,2011-06-14:1990010:Topic:486252011-06-14T14:38:05.530ZBlanca Duarte Martinihttps://schoolleadership20.com/profile/BlancaEDuarte
<h1>Southold's Journey Towards Fluency</h1>
<p>by student <em><strong>—Blaise Lynn</strong></em></p>
<p> from Ian Jukes' The Committed Sardine</p>
<p> </p>
<p> </p>
<p>America and education: two words that used to go hand in hand. Not too long ago America was ranked number one internationally in education. Now we’re typically described as “mediocre.” The problem lies in the fact that the world has changed a lot since our system’s inception, but the American education system has not. As…</p>
<h1>Southold's Journey Towards Fluency</h1>
<p>by student <em><strong>—Blaise Lynn</strong></em></p>
<p> from Ian Jukes' The Committed Sardine</p>
<p> </p>
<p> </p>
<p>America and education: two words that used to go hand in hand. Not too long ago America was ranked number one internationally in education. Now we’re typically described as “mediocre.” The problem lies in the fact that the world has changed a lot since our system’s inception, but the American education system has not. As Secretary of Education Arne Dunkin put it “We have a 19th century education system for a 21st century economy.”</p>
<p>So if the current system is for the 19th century, what will a 21st century education look like? As with all futurist predictions, nobody really agrees on this, but we can look at several sources and make a reasonable prediction. The most drastic predictions typically deal with near total abolishment of the current system. Instead schools are replaced by a varied curriculum of technology-based learning. Students are guided by their curiosity and advance in each area independently. In this scenario students (and their parents) shop for courses independently. You might learn English from a “school” in New York City and Physics from a “school” in Florida.</p>
<p>A more middle ground approach involves reforming the current brick and mortar schools in order to educate students properly in the areas they need to succeed. This is where things like the 21st Century Fluency Project come in. In case you live in an education-current-events-in-Southold bubble, the Fluencies are part of a system designed by Lee Crockett and Ian Jukes that seeks to bring our school into the future, or at least the present. Mr. Gamberg is working to infuse the fluencies into the essence of what Southold teaches. The fluencies are basically the things you’re going to need to be able to do to work at a high skill job in your future. Though the wording varies, you’ll find plenty of support for the necessity of the things expressed in the fluencies.</p>
<p>Many of the fluencies you already learn to some degree in school but the key word is “fluency”—you need to be fluent in the fluencies in order to succeed. So the idea behind integrating the fluencies is to ensure that you can’t make it through Southold without achieving adequate proficiency. In addition to being able to write a term paper you are able to sort through the massive amount of available information on a topic (Information Fluency). Aside from just being able to use a spread sheet you can use social media properly to enhance your learning while still respecting yourself and others online (Digital Citizenship). When you come across a problem in real life you are able to recognize the applicability of your knowledge of math to figure it out (Solution Fluency). Collaboration Fluency means you’ll be able to work in groups of many sizes on many different projects.</p>
<p>You can recognize your own strengths and weaknesses and those of others in order to create the optimal division of labor and optimal result. You can create things that are aesthetically pleasing not just in art class but also for presentations and for fun (Creativity Fluency). Finally, you are able to read between the lines. You know that not everything written down (or said aloud for that matter) is true. You recognize the biases of the authors of things you read (Media Fluency).</p>
<p>As Mr. Gamberg hinted at his last assembly, we are working to ensure Digital Citizenship is taught at Southold as soon as possible. Our diverse panel of students is working on drafting a Digital Citizenship Contract for Southold. It will (hopefully) take the place of the current internet use policy and internet filter (iPrism). Our key concepts are Freedom and Responsibility. Basically it’s innocent until proven guilty. The internet, in all its scary international glory, will be available to all so long as they use it properly. If they don’t, there are consequences.</p>
<p>Our plan is to bring our proposal to the Board of Education at its final meeting in June. We will present our evidence of the problem with the current system and unveil the new student designed one. If all goes well you may never see a single iPrism warning next year ... but if you use the resources irresponsibly you won't be seeing much of the computers, either.This hopefully will be the first step of many to ensure that Southold isn't left behind in the wasteland of non-fluency.</p>
<p><em><strong>—Blaise Lynn</strong></em></p>
<div><em><strong><br/></strong></em></div> CoSN's AUP Guide on Web 2.0 Mobile Era of Learningtag:schoolleadership20.com,2011-03-17:1990010:Topic:346292011-03-17T19:52:06.151ZBlanca Duarte Martinihttps://schoolleadership20.com/profile/BlancaEDuarte
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<div class="update-sentence-inner"><span class="edge-sentence"><span class="update-body">The Consortium for School Networking (CoSN) released its Acceptable Use Polices in a Web 2.0 & Mobile Era:A Guide for School Districts at its CoSN 2011 Conference, which is aimed at assisting district leaders develop, rethink or revise Internet policies to address the growing use of mobile devices and Web 2.0.…</span></span></div>
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<div class="update-sentence-inner"><span class="edge-sentence"><span class="update-body">The Consortium for School Networking (CoSN) released its Acceptable Use Polices in a Web 2.0 & Mobile Era:A Guide for School Districts at its CoSN 2011 Conference, which is aimed at assisting district leaders develop, rethink or revise Internet policies to address the growing use of mobile devices and Web 2.0.</span></span></div>
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<div class="attachments clearfix"><div class="attachments-link clearfix"><div class="attachments-link-right"><div class="attachments-link-title"><span class="edge-main"><a target="_blank" class="ext" href="http://schoolcio.com/showarticle/36840" title=" Acceptable Internet Use Polices: A Guide for School Districts ">Acceptable Internet Use Polices: A Guide for School Districts</a></span></div>
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</div> Cool Tool for Schoolstag:schoolleadership20.com,2011-02-22:1990010:Topic:323032011-02-22T01:05:12.283ZBlanca Duarte Martinihttps://schoolleadership20.com/profile/BlancaEDuarte
<p>Check out this Wiki on Web 2.0 tools. This is the best and keeps expanding. This is a wiki that has been contributed to by hundreds of teachers. They have added really cool tools for the classroom. Check it out: <a href="http://cooltoolsforschools.wikispaces.com/">http://cooltoolsforschools.wikispaces.com/</a></p>
<p> …</p>
<p><a href="http://storage.ning.com/topology/rest/1.0/file/get/2059557638?profile=original" target="_self"><img class="align-full" height="28" src="http://storage.ning.com/topology/rest/1.0/file/get/2059557638?profile=original" width="595"></img></a></p>
<p>Check out this Wiki on Web 2.0 tools. This is the best and keeps expanding. This is a wiki that has been contributed to by hundreds of teachers. They have added really cool tools for the classroom. Check it out: <a href="http://cooltoolsforschools.wikispaces.com/">http://cooltoolsforschools.wikispaces.com/</a></p>
<p> </p>
<p><a target="_self" href="http://storage.ning.com/topology/rest/1.0/file/get/2059557638?profile=original"><img width="595" src="http://storage.ning.com/topology/rest/1.0/file/get/2059557638?profile=original" height="28" class="align-full"/></a></p>
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<p>Carmella</p> WOW Web 2.0.tag:schoolleadership20.com,2009-09-02:1990010:Topic:165272009-09-02T08:34:43.214ZBlanca Duarte Martinihttps://schoolleadership20.com/profile/BlancaEDuarte
What are your favorite web 2.0 tools for the upcoming 2009 - 2010 school year. What's hot and what's not?
What are your favorite web 2.0 tools for the upcoming 2009 - 2010 school year. What's hot and what's not? Boolifytag:schoolleadership20.com,2008-04-16:1990010:Topic:51212008-04-16T15:07:01.833ZBlanca Duarte Martinihttps://schoolleadership20.com/profile/BlancaEDuarte
Librarians, teachers and parents have told us how hard it is for students to understand web searching. Boolify makes it easier to for students to understand their web search by illustrating the logic of their search, and by showing them how each change to their search instantly changes their results.<br />
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It's simple, immediate and is easy and flexible to use with your class, no matter the subject matter.<br />
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Search results are presented through Google's "Safe Search STRICT" technology, so we're…
Librarians, teachers and parents have told us how hard it is for students to understand web searching. Boolify makes it easier to for students to understand their web search by illustrating the logic of their search, and by showing them how each change to their search instantly changes their results.<br />
<br />
It's simple, immediate and is easy and flexible to use with your class, no matter the subject matter.<br />
<br />
Search results are presented through Google's "Safe Search STRICT" technology, so we're confident that the results your students receive are safe.<br />
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<a href="http://<a href="http://www.boolify.org/index.php">http://www.boolify.org/index.php</a>">http://www.boolify.org/index.php</a> We Tell Storiestag:schoolleadership20.com,2008-03-27:1990010:Topic:37912008-03-27T19:03:28.965ZBlanca Duarte Martinihttps://schoolleadership20.com/profile/BlancaEDuarte
I came across this site today and find it very, very interesting with lots of possibilities (both from the content of the site itself and the idea behind it...<br />
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We Tell Stories is Six Stories based on Six Classics told in Six Different Ways through the net and written by Six Different Authors , by the brothers Hon's company Six To Start. It's a dream for any English language and literature teacher, with one new story every week for the next six weeks.<br />
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Main Site:…
I came across this site today and find it very, very interesting with lots of possibilities (both from the content of the site itself and the idea behind it...<br />
<br />
We Tell Stories is Six Stories based on Six Classics told in Six Different Ways through the net and written by Six Different Authors , by the brothers Hon's company Six To Start. It's a dream for any English language and literature teacher, with one new story every week for the next six weeks.<br />
<br />
Main Site: <a href="http://wetellstories.co.uk/">http://wetellstories.co.uk/</a><br />
<br />
See the story from week one told through a Google Map interface here: <a href="http://wetellstories.co.uk/stories/week1/">http://wetellstories.co.uk/stories/week1/</a><br />
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Follow all six stories to unlock a secret seventh and you may win a prize!<br />
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How would you use this?