By Kat Stewart
Over the last several months, Cable in the Classroom has rolled out InCtrl, a series of standards-based lesson plans that help 4-8 graders learn about digital citizenship. I’m happy to announce the final lesson in the series is available on the Cable in the Classroom website. There are now seven lessons, each covering a specific digital citizenship topic, that help students make thoughtful decisions and be in control online.
All of us at Cable in the Classroom are really proud of InCtrl.
When we talk to our kids about the Internet and their digital world, have we kept up with the times? Are we trying to scare them with stories of bad things that can happen or are we teaching them to be good digital citizens who are in control of their digital lives?
The old fear-based approach doesn’t work, and it isn’t supported by the research about online risks, about risk prevention, or about effective teaching and learning.
Today’s Google Doodle was in recognition of Jane Addams’ birthday. Addams (1860-1935) was the first American woman to win the Nobel Peace Prize for her work for women’s suffrage and world peace. She was most known for establishing Hull House, the first Settlement House in the US, providing a residence for woman, adult education classes, Kindergarten, and more.
In Addams’ time, information and training were scarce commodities, available in libraries, newspapers, schools and places like Hull House.
“Are kids technology’s new early adopters?” That provocative question was posed by Dominic Basulto on Big Think.
His curiosity was piqued by innovations in augmented reality created by Disney and Sesame Street that debuted at the International Consumer Electronic Show.
By Belinha De Abreu
In a recent article, Larry Rosen noted that technology was making kids “driven to distraction.” The buzz of an incoming text or the desire to check Facebook was keeping students from extended concentration and deep thinking. In my own practice, I’ve noticed that it’s getting more difficult to get students to think deeply about an idea. From my perspective students are not routinely asked to do much original thinking. For assignments, they are usually given a topic and then told which technology tool to use, and what the expected result should look like.
Although you’d never know it from news stories, multiple surveys have showed marked decreases in children’s exposure to violence and abuse, writes David Finkelhor, Director of the Crimes Against Children Research Center at University of New Hampshire on The Huffington Post. A new Bureau of Justice Statistics report is just the latest in a series pointing to favorable trends in child well being.
Dr. Finkelhor coined the term “juvenoia” to describe an exaggerated fear about youth vulnerability to social change and new technologies.
Presidential elections bring civics education to life, and it’s no surprise that creative educators are finding interesting ways to capitalize on all the media attention surrounding the conventions and campaigns. At Edutopia, Suzie Boss writes about several cool projects.
Campaigns offer all kinds of opportunities for teaching media and information literacy when students analyze and evaluate ads from candidates and interest groups or create their own ads.
Where to start? We’ve collected a bevy of election resources here.
Education Week calls it a great “Khan troversy.”
Is Khan Academy a ground-breaking innovation or “one of the most dangerous phenomena in education today,” as Karim Kai Ani of Mathalicious put it? Does Khan Academy help kids who would otherwise be lost learn math or does it reflect a focus on discrete tasks and formulae (rather a deeper understanding of mathematics) that is symptomatic of a Silicon Valley approach, as Dan Meyers argues?
The Washington Post’s Answer Sheet Blog is the site of the first debate, between Karim Kai Ani and Sal Khan.
This week seems to be all about STEM (science, technology, engineering, & mathematics) education.
First I joined other members of the STEM Education Coalition in meetings with administration officials about budget issues and proposals for a STEM Master Teacher Corps.
Later I was one of several invited guests observing sessions of the Discovery Education Siemens STEM Institute. Fifty fabulous Institute Fellows, STEM teachers from around the country were creating projects, learning about cool new resources, and participating in lively workshops.
Today I’ve got a tale of two social media lessons – one that went extremely well and one that didn’t. Both taught critical, but accidental, lessons about media literacy.
New York Times columnist Nicholas Kristof wrote recently about a class of fourth graders in Brookline, Massachusetts. The students read Dr. Seuss’s book, The Lorax, and were thrilled to hear it’s going to be made into a major Hollywood movie — but crushed to learn that the movie seemed to ignore the book’s central message about protecting nature.