Page Five of Internet Safety Comic
This the 101st post and page five of the ongoing Internet safety comic. Yeah for us! Not a bad start.
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This presentation is essentially a pitch for the idea that we ought to be looking at the world with open eyes and paying attention to the content that is exciting to ourselves and others- the things we read/watch/listen to without being coerced. The introduction it is a rehash of the RSS aggregator pitch that I’ve given off and on since 2002. I know Twitter is much cooler and RSS is pronounced dead on a regular basis but Twitter fills a very different niche for me and I think the RSS aggregator still has a lot of value. I also stressed the idea that you have to aggregate feeds you actually want to read. That’s very different than feeds you feel you ought to want to read. Make this unpleasant for yourself and you will never, ever, read them. Build feeds that rejuvenate and interest you and then bring that into your instruction.I will note that if you aren’t interested in your subject or the world in general as it applies to your subject you might consider alternate employment. My goal was to point out the huge swathe of low hanging fruit waiting for the right teacher to look at it in the right way- essentially the antipode of most of the content we use in education. This is really more […]
Dan’s got another What Can You Do With ThisI love this concept and find it one of the best ideas for staffdev I’ve ever seen. I’m going to attempt to steal it and use it as part of a class I’m teaching this summer on instructional technology. challenge up. This time it’s dealing with a numeric keypad. Basically, it’s what can you do (in a more lesson plan focused format this time) with an image he’s posted of a numeric door key padIt’s far more engaging than it sounds. Go check it out.. I’m not helping much with Dan’s lesson plan but I’d actually have the challenge be to break the combination. I’d take bets on how long it’d take to break into this door if it had a one digit code, a two digit code, a three digit code and a four digit code (maybe go higher?). I’d write down the bet times- maybe graph them. Then I’d give them a chance to try it and I’d record the times when they did break in. If people had computers this would be an easy thing to do. Here’s the Excel spreadsheet I’d use (not very pretty – just a proof of concept). I’d lock the one I gave the kids with a password of course. It’s pretty simple stuff. […]
flickr photo shared by San Diego Air & Space Museum Archives with no copyright restriction (Flickr Commons) Minor Thoughts on Computational Thinking Probably obvious stuff but I’m trying to jot things down for my own reference. The first thing one ought to know about computational thinking/programming is that there are many correct paths (although some are betterBetter can be very relative . . . than others). This is true for just about anything but I think people think technology will be much more . . . binary. Searching for cleaner paths can be kind of fun. Computational thinking is powered by vocabulary. Vocabulary, like in language, is closely tied to concepts (maybe analogies). Having never heard of the range function, it didn’t occur to me that it existed . . . let alone that I should use it. To make it work properly I need grammar but just knowing the word exists and means something starts to change things for me. It brings to mind setting up programming challenges much more like Dan Meyer’s 3 Act math lessons . . . with the scenario really begging for the addition of a particular concept but letting students struggle with it rather than providing it ahead of time. A Path This is a little bit of real-life progression which demonstrates how one […]