T and T Feb 16 - 17, 2010

Note A35 - come to class but then we will go to FGMB to do some soundboard training.

A16 and A18 will be in room 222 (behind the cafeteria area) for a guest presentation

Presentations -
A13 - Kristen Harley, Jenny Z, Lindsay D.
A14 - Amos, Ben

Important Ideas - 10 + 11

Video as Essay - UNESCO examples

Literacy With ICT

• at what level of the Cognitive Domain are we being creative? [Knows&Comprehends, Analyzes&Applies, Synthesizes&Evaluates]
• is it possible to be creative in the affective domain? [Responsibility & Ethics, Social Implications, Collaboration, Motivation & Confidence]
• how can ICT assist in extending critical and creative thinking?

Fresh Brain
iPhone music - U of Michigan (thanks Steph)

Video/Mashups - the new essay?
    - samples from REC UNESCO projects

Thanks Amanda for this:
Steven Cameron, in his article, "Technology in the Creative Classroom", provides another point of view on creativity in Digital Natives. He points that creativity is an individual artistic quality that lies in those willing to take the time to pay close attention to detail. As a professor of creative technology classes, his trained eye can see a clear difference between those students who took the "short cut" in quickly cutting and pasting their projects together and those who actually spent time in manipulating their work into creative masterpieces.

While Cameron's skepticism of creativity may be of greater importance in his university classrooms, it is also a valid point for senior years teachers to keep in mind when seeking creativity from their students. Has the student quickly slapped Proxy-Connection: keep-alive
Cache-Control: max-age=0

gether their 'creative' project, or is there something more, something fresh and original such as Palfrey and Gasser are alluding to, coming out of their digital work? This question is for the classroom teacher to decide when assessing their students' digital work.

(Thanks to Kim for this)

Sprenger (2009) offers seven strategies to help achieve this balance between the digital world and the real world:

1) Provide time for reflection

• assign journals allowing students to think about their thinking and learning experience

2) Disarm them

• take away gadgets and explain to students how face-to-face communication is impaired when one or both parties are communicating electronically with others
• practice attentive listening

3) Let them teach

• encourage students to teach each other digital skills

4) Use interactive white boards

• allow you to project computer onto a large interactive screen

5) Build emotional literacy

• students need to take time to examine how others are feeling
• guide students on how to deal with complicated situations through role playing and discussions

6) Teach mindfulness

• students need to focus on themselves and be aware of their own thinking
• teach them how to calm themselves and stay focused
• breathing exercises and meditation can help acheive this

7) Encourage storytelling

• storytelling is an effective tool to engage the digital brains of youth
• make story relevant to topic and students' lives