The Animal Lover’s Dilemma | fieldquestions

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The Animal Lover’s Dilemma | fieldquestions.

This is a GREAT post. Anyone who believes they are preventing cruelty to animals by being a vegan needs to read this.


” Here I was in a vegan restaurant, eating what I assumed to be ethically pure food—only to discover that I was supporting a system of agriculture that had devastated some of the most vital ecosystems in the world. I found out that in the Philippines, Dole Corporation converts rainforest into fruit plantations by leasing the ancestral land of indigenous people from the government for a pittance.Removed from their forest, with no place to hunt and gather, they’re forced to work for the plantations, facing exposure to pesticides, chemical contamination in the water, and poverty-level wages. Despite these human rights abuses, nobody I knew had a diet that revolved around shunning banana bread or pineapple upside-down cake — only meat.

I later realized that fruits and vegetables grown at home had their own death toll. One summer, while driving through the brown California hillsides, I passed through miles of avocado, orange, and lemon groves. In these arid plantations it occurred to me that much of my diet came from California. Many of these crops are irrigated with water from the Colorado River, and years of taking water from this river for agriculture and urban use led to the complete transformation of the Colorado River Delta in Mexico. This delta, one of the largest desert estuaries in the world had been drained, killing countless fish, river porpoises, and jaguars, and taking away the livelihood of the local Mexican people, all to produce vegetables that sustained me. “

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10 Truths About Educational Technology | Amplify

Approximate Reading Time: 4 minutes

This is a great list. I’ve taken the liberty of recopying it here.

10 Truths About Educational Technology | Amplify.

10 Truths About Educational Technology

I am one of the many educators fortunate enough to work in the space of educational technology. It’s hard for me to believe I’ve been doing it for a decade; time truly passes in a flash when you’re engaged in something you enjoy so much. To celebrate this personal milestone, I’m offering up 10 experienced-based truisms that have become the guiding principles for me in this business.

1. The learning objective comes first.

Start by understanding the abilities, preferences, and passions of the kids in the classroom, then choose the right technology to go along with that.

One of the great advantages of the variety of tech and tools is that we can now also think about what tool or technology would best support what you want to achieve.

2. No technology is perfect.

What works for one classroom might be unsuccessful, unused, and unwanted next door.

No technology is perfect. What works for one classroom might be unsuccessful, unused, and unwanted next door.

Once again, I go back to one of my favorite quotes: “(I)nstructional technology only works for some kids, with some topics, and under some conditions – but that is true of all pedagogy. There is nothing that works for every purpose, for every learner, and all the time.” (Mann, 2001)

3. Digital natives? Sort of.

Kids are generally very fast tech learners, indeed, but they don’t come to your room knowing as much as some would assert.

YES! YES! YES! I’ve talked about this a bunch of times too.  [Here, Here, Here] Just because they are comfortable USING the technology doesn’t mean they actually understand anything about how it actually works. Knowing how it works is really important. If you don’t know what a technology CAN do (which you will learn when you know how it works), you are in a position to be innovative rather than simply copying what others do.

4. Make do.

Think big, but be realistic about what resources you have. Get creative and make the most of it. You’ll be surprised at how much you can do with very little.

This too requires a good working understanding of what the technology you have is capable of.

I taught a grad level online course last winter that included several synchronous sessions (using Collaborate) . In our very first session I could not get my audio to work : I could hear everything, but no-one could hear me. Here’s how I made do: I ended up getting one of the students to connect to me via Skype, which did work. He acted as my ‘interpreter’ – I could hear the questions being asked; I would give my answer to my student via Skype, and he relayed it to the rest of the class using Collaborate. It was not ideal, but it worked… AND it had the added bonus of modelling adaptability for my class – all of whom were adult professional educators.

5. You’ve got to know it to believe in it.

Teachers who routinely use tech—in the classroom and in their personal lives—know it’s important and beneficial for their students. Those who don’t won’t.

While I completely agree – I remind you that using something is not the same as knowing something. The responsibility for helping teachers understand tech lies with the teacher training programs. Sadly, many Professors teaching in Education do not themselves understand tech – even Ed Tech faculty often don’t use the tech they teach, except in the classroom. You really don’t get a sense for the pros and cons of a technology until you’ve tried to use it to accomplish something (i.e. until you’ve actually used it as a tool rather than an example.

6. Leaders have followers.

When the principal uses technology, the teachers will. Simple.

The school goes the way of the principal. Always.

7. Filtering: Not so fast.

Blocking is easy but can lead to missed opportunities. Take some time to explore sites and evaluate their possibilities, then make informed decisions.

We have done a lousy job of teaching people (teachers included) to evaluate what they see on the web, in print, on television, and elsewhere. In all fairness, we seem to do this throughout our society – protect people by keeping things away rather than teaching people how to cope. This is bound to fail in the long run.

8. Technology might not be the best tool for the job.

There are times when learning succeeds best without technology. Shut it off.

Yup. My farm reminds of that every single day.

9. Teaching and learning aren’t the same.

The technologies for each are often very different. Keep this in mind when setting priorities.

Just because you have taught it doesn’t mean they have learned it.

10. Aim high.

Technology can and should let students do things they cannot otherwise do, or do as well. Kick up the expectations.

Randy Rodgers is the director of digital learning services at the Seguin Independent School District in Texas. He writes about ed tech on his blog, The Moss-Free Stone.

This article is commissioned by Amplify Education Inc. The views expressed are the author’s own, and do not represent those of Amplify Education Inc.

Push the envelope. Don’t be afraid to try things and let your students see you struggle while finding a solution.

Really.

 

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Places I’ve Been (to July 27)

Approximate Reading Time: 2 minutes
  • “Now immersed in our science lesson, we learned about the results of the Human Genome Project, completed in 2002. Its goal was to sequence the whole genome of a person. Before this research, the science of molecular biology was based on the theory that the human body functions with about 100,000 proteins. DNA codes for proteins, and it was believed that each protein is coded for by one gene. Thus, if there are 100,000 proteins in our body, then there should be 100,000 genes.

    However, the Human Genome Project concluded we have only just over 20,000 genes in our body. Suddenly, the one gene, one protein hypothesis no longer applied. It was an old paradigm. Since science is based on observation, here was a perfect example of yesterday’s scientific “fact” being obsolete.

    As for the engineering process itself, Dr. Vrain told us that the scientist has absolutely NO control over where the gene will show up in the genome. Since this inserted gene doesn’t really belong there, it is impossible to predict what the gene is going to express! The conclusion is starkly clear: genetic engineering is an imprecise technology.

    More troubling information emerged in our conversation. Genetic scientists needed to test for the safety of the inserted protein, to make sure it produces no adverse effects. Dr. Vrain explained that scientists started with the pure protein, meaning they tested it in a laboratory. They did not look for the protein IN the plant to see its effects on the plant or its environment. Using the old one gene one protein paradigm, scientists simply “assumed” that if the desired protein was inserted, it would get the effect they wanted, spawning the principle of “substantial equivalence”. We may imagine scientific research to be all about facts and evidence, but hearing about such an assumption shatters that illusion. ”

    tags: whistleblower gmo canadian federal

Posted from Diigo. The rest of my favorite links are here.

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If we can’t teach programming, create software engineering for poor programmers | Computing Education Blog

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If we can’t teach programming, create software engineering for poor programmers | Computing Education Blog.

Oh wow. Talk about taking the words right out of my mouth! Who knew you could get a book published that said this? I totally agree with Nathan Ensmenger’s take on software engineering.

What do you think?

Thanks! Mark Guzdial for  reviewing the book!

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Interaction between stereotypes, expectations of success, and learning from failure | Computing Education Blog

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Interaction between stereotypes, expectations of success, and learning from failure | Computing Education Blog.

This is encouraging!

The students who learned about scientists’ struggles developed less-stereotyped images of scientists, became more interested in science, remembered the material better, and did better at complex open-ended problem-solving tasks related to the lesson—while the students who read the achievement-based text actually developed more stereotypical images of scientists.

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Can Gamification Boost Independent Learning? | MindShift

Approximate Reading Time: 2 minutes

Don’t get me wrong, I think there is much potential in gamification, but I don’t think the reward structure is the most important part. It’s really not about points and badges.

There are some kinds of people who love these sorts of rewards, and others who don’t – points and badges are not going to motivate for long unless you are already predisposed to be externally rewarded – which, we already know does not promote deep learning.

 

Even without the new rewards system for helping, plenty of users on OpenStudy already offer each other help. Some of the most loyal users of the site happen to also be some of the most active with offering their assistance. The gamification elements will recognize these helpful users, and encourage the behavior to spread.

The new features include the following:

Medals: Students can give medals to helpful peers. Medals are tracked at the study group level, so users will be able to see how helpful they are across different subjects.

Achievements: These will reward students for asking questions, socializing, engaging in particularly elaborate dialogue, and more. These will be rewarded both within study groups (for interacting with a particular subject) and across the site as a whole.

Fans: This will be OpenStudy’s version of testimonials, so users can become “fans” of people who’ve helped them. As you amass fans, you can unlock new titles and move from being a “pupil” to a “hero.”

After just one day in action, the site already has users who are “Super Heroes” with over 300 fans. OpenStudy is already a fairly active community — but the badges and titles may help it become even more robust.

Educators, have you used gamification tactics in class? Do points and badges make learning more engaging for students?

via Can Gamification Boost Independent Learning? | MindShift.

 

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Gaming is good for you | Nick Jr. Parents

Approximate Reading Time: 2 minutes

From the article:

Videogames have got a bad rap over the years.

Linked with violence, isolation, sedentary and antisocial behavior – if you believe some of the more hysterical media sources, videogames are symbolic of everything that’s wrong with young people today.

However, a new Australian study turns this perception on its head and even suggests that videogames be used as a tool to enhance and promote young people’s wellbeing and mental health.

The comprehensive study, titled, Videogames and Wellbeing, reviewed over 200 research papers from around the world, Australia’s Young and Well Cooperative Research Centre, found that there are strong links between gaming and good mental health in young people.

The study’s led researcher, Dr Daniel Johnson, from the Queensland University of Technology, says, “For years we’ve been told that videogames make us socially isolated, aggressive and lazy, but our research suggests the opposite is true. Playing videogames actually has a number of positive impacts on the player, with both social and psychological wellbeing benefits.”

So what are the benefits?

According to the review, and based on ‘moderate gameplay’, benefits include – positive emotions and emotional stability, relaxation and stress reduction – and most impressively, that depressed moods are significantly lower, and self-esteem higher, in those that play games.

This latest research was unveiled as part of the international gaming event, PAX (Penny Arcade Gaming) Australia, which was held in Melbourne over the weekend. Alongside the research, academics from the study led a panel and also unveiled a competition to design a game to promote young men’s wellbeing. Aimed at 12 – 25 year olds, the competition asks young people to come up with a game for PC, iPhone or Android that promotes positive action to enhance young men’s wellbeing.

You can find out more about the competition here.

Find a link to the Videogames and Wellbeing study here.

Has this study changed your views on gaming? Are you more inclined to encourage gaming in your kids after reading this?

via Gaming is good for you | Nick Jr. Parents.

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Classes should do hands-on exercises before reading and video, Stanford researchers say

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Classes should do hands-on exercises before reading and video, Stanford researchers say.

 

Well, of course!
Does this mean we are now going to see a big wave of people jumping on the “new” flipped flipped classroom? (Doesn’t anyone see that this is why apprenticeships have bee successful, for OH, AS LONG AS WE’VE BEEN TEACHING?

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