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on Oct 29, 2017
by Destiny Norman
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on Oct 29, 2017
by Destiny Norman
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on Oct 22, 2017
by Kailani Bernard
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on Oct 10, 2017
by Cara Tran
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on Oct 10, 2017
by Cara Tran
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on Oct 10, 2017
by Kailani Bernard
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on Oct 10, 2017
by Kailani Bernard
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on Oct 10, 2017
by Kailani Bernard
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on Oct 7, 2017
by Destiny Norman
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on Oct 7, 2017
by Destiny Norman
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on Oct 4, 2017
by Cara Tran
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on Oct 2, 2017
by Haven Mathews
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on Oct 2, 2017
by Haven Mathews
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on Sep 29, 2017
by Cara Tran
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on Sep 22, 2017
by Haven Mathews

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on Oct 29, 2017
by Destiny Norman
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on Oct 29, 2017
by Destiny Norman
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on Oct 22, 2017
by Kailani Bernard
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on Oct 10, 2017
by Cara Tran
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on Oct 10, 2017
by Cara Tran
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on Oct 10, 2017
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on Oct 7, 2017
by Destiny Norman
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on Oct 7, 2017
by Destiny Norman
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on Oct 4, 2017
by Cara Tran
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on Oct 2, 2017
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on Oct 2, 2017
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on Sep 29, 2017
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on Sep 22, 2017
by Haven Mathews

Pages

resource

Our kindergarteners are some of our biggest makers at Lighthouse. They make year-round, usually with sewing and woodworking (using handsaws, clamps, drills, and hammers). Now, they are in their second week of testing out a programming unit, and so far it looks like it’s going pretty well.

The tool (toy?) they’re using is called a Pro-Bot, and our students are experimenting programming their Pro-Bots to move in specific patterns. You can actually stick a marker into the Pro-Bot, making it draw as it moves—and maybe our kinder classes will build up to that—but here’s what I’ve seen them trying so far:

1. Working in groups of two, students designed “roads,” keeping their turns at right-angles.

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on Jun 2, 2015
by David Perlis
Why should kids learn to be digital creators, and computer programmers?
resource

Codecraft Lab, a 501(c)3 public charity in Brevard County, FL, began working this school year with local public schools to create after-school clubs that teach students how to create with computer coding while focusing on student expression and creativity. Codecraft Lab currently works with three schools to offer 118 students in grades three through six the opportunity to learn to code using Scratch, an object-oriented, drag-and-drop, cloud-based programming tool designed by the Massachusetts Institute of Technology Media Lab’s Lifelong Kindergarten Group (http://scratch.mit.edu/about/). Scratch is designed specifically for children ages 8-16 and is used worldwide. Children create and program their own interactive stories, games and animations and also work collaboratively on team projects. 

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on May 28, 2015
by Shannon Landin
resource

This project guide offers a method for teaching basic circuitry and developing powers of observation and persistence by building simple robots that color as they move.

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on May 27, 2015
by David Perlis
resource

Frankly, I don’t know what our official title for this project is. Around the Creativity Lab, we generally just refer to it as “the hand project,” or “hands,” as in: “Students are working on their hands,” or, “Do we have any hands we can show off to a tour group?” So, here it is:

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on May 27, 2015
by David Perlis
resource

In the weeks to come, we are focusing on Maker Faire prep, but I’m also working on an updated project guide for scribble machines.

It would be nice if I could fit this project guide to the template I just created for Turtle Art, but we’re talking about two very different kinds of projects. The Turtle Art project guide is designed to teach a specific curriculum over a series of lessons, while scribble machines are more of an exercise in creative design and observation. So I’ve been playing with different ways to structure this guide, which has led me to experiment with expanding the project, itself.

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on May 19, 2015
by David Perlis
resource

There are essentially three camps among educators who support the idea of integrating video games and learning:

  • those who are playing video games as a means to support student learning (e.g. Minecraft, SimCity Edu, Civilization, augmented reality simulations)
  • those who are creating video games as a means to support student learning (e.g. Scratch, Globaloria, Gamestar Mechanic)
  • those who are applying gameplay structures from video games to real world learning environments (i.e. gamification)

In this post I focus on the third approach, specifically on ways that intentional use of gamification can either empower or disenfranchise its participants.

Games are powerful

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on May 19, 2015
by Colin Angevine
resource

One of the difficulties of translating the school makerspace experience for people who are not currently engaged in maker projects with us, is that most of the work we do with students in the makerspace takes place over many days, weeks, or months. However, as is often the case when you are working in an area that generates great interest, it is necessary to find a way to boil down the experience to fit into a more limited timeframe. When my colleagues and I were asked to create a STEAM/maker experience that can be completed in two hours we were skeptical that we could design an experience that honored our principles of creating Agency, Audience, and Authenticity, while fitting within the time constraint. Ultimately we focused on crafting an experience that encouraged significant participant agency, constrained audience to the fellow participants, and hoped that this would be enough to create an experience that felt authentic.

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on May 19, 2015
by Josh Weisgrau
resource

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on May 3, 2015
by Joe Dillon
resource

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on May 3, 2015
by Joe Dillon
resource
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on May 3, 2015
by Joe Dillon
resource

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on May 3, 2015
by Joe Dillon
resource

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on May 3, 2015
by Joe Dillon
resource

The Making Learning Connected Massive Open Online Collaboration (CLMOOC) summer professional learning is comprised not of units or weekly topics. Instead, the collaborative professional learning is organized into "make cycles" which invite participants to make artifacts or content in an effort to explore Connected Learning principles by embodying them. Make cycles are lead by intrepid teams from National Writing Project sites or Educator Innovator partners. 

This resource supports make cycle leaders in preparing to lead these cycles, detailing the explicit tasks they'll need to complete, and describing the help they'll receive. The graphic below lists the tasks which correspond with the content of this resource. 

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on May 3, 2015
by Joe Dillon
resource

Brianna Crowley is a Pennsylvania high school teacher who encourages her students to use social media tools to express themselves and expand agency in the classroom. She also asks her students to use these platforms to teach each other about a range of topics and to build a sense of connectedness and community. Before approaching her teaching, she asks students what they have to teach her.

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on May 1, 2015
by Connected Learning Alliance
resource

post by Colin Angevine and Josh Weisgrau

We started a STEAM program, and three years later, we’ve outgrown the acronym.

It began when a group of upper school students approached a physics teacher about creating an advanced physics group tutorial. The physics teacher recruited a computer science teacher and the tutorial became robotics. The computer science teacher enlisted the support of a media and design teacher and the program became STEAM. By the time September arrived, our students, teachers, and school began a three year trajectory we did not anticipate.

Start with design: The hated classroom chair. We asked students to redesign them. They did. They couldn’t stop. They redesigned the classroom. Then they redesigned the school.

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on Apr 21, 2015
by Josh Weisgrau

Pages

Uploaded by katherinepfrank on 2010-12-29 08:20
collection

This collection considers the tension associated with helping students find their voices as communicators and make their messages public.

collaboration, communication, confidence, critical thinking, problem solving, voice
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on Feb 13, 2011
by Katherine Frank
Uploaded by devossda on 2010-10-01 05:49
collection

In November 2009, I had the honor and privilege of speaking to a group of NWP leaders, teachers, consultants, and friends at a convening for the NWP's DIGITAL IS initiative. This collection features the presentation itself along with a selection of related resources.

collaboration, digital is..., history, internet, kinetic type, lolcat, moving type, multimedia, web
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on Jan 6, 2011
by Danielle Nicole DeVoss
Uploaded by Elyse Eidman-Aadahl Admin on 2010-11-12 15:03
collection

The Digital Is website hosts a growing collection of stories, reflections, and resources about teaching and learning writing in a digital age. As the collection grows, we hope to maintain a certain point of view about teaching and the practice of writing: heavy on reflection, open to inquiry, focused on authentic student accomplishment.

what is digital is?
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on Nov 12, 2010
by Elyse Eidman-Aadahl
by Daniel*1977, http://www.flickr.com/photos/didmyself/4694239044/
collection

What does it mean to teach digital writing? Not in general, but in specific: specific teachers, specific students, specific opportunities. In this collection we invite you to look at a sampler of what 'digital' is in five classrooms.

digital is..., examples, resources
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on Oct 29, 2010
by Christina Cantrill
Alliance for Young Artists and Writers
collection

How is the introduction of new technologies pushing NWP teachers & their students to rethink their fields and ways of composing?

composition, multimodal, multimodal composing
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on Oct 29, 2010
by Christina Cantrill
Uploaded by Peggy Marconi on 2010-10-22 14:57
collection

This collection highlights three of the many excellent resources tagged voice and audience on the Digital Is website. Important elements of the digital classroom—inquiry, emerging experts, and a pedagogy of collegiality—are clearly themes in the work of these classrooms.

audience, student voices, voice
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on Oct 29, 2010
by Peggy Marconi
Is Connective Writing New?
collection

At its core, connective writing is the idea that digital writers using digital writing tools create an inherently different kind of writing. What is connective writing, and what might it look like in practice?  Is it new and different?...or simply an extension of what's come before?

blogging, connective writing, social media
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on Oct 29, 2010
by Bud Hunt
Uploaded by christina_admin on 2010-10-05 19:13
collection

The Internet is our writing space par excellence, whether we access it via our smartphones, through a Web browser, or using an email application. Here, we delve into a complex narrative of how this space was imagined, designed, and crafted, surfacing important developments worth thinking about.

gopher, history, internet, telnet, web
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on Oct 25, 2010
by Danielle Nicole DeVoss
Alliance for Young Artists and Writers (http://www.artandwriting.org/), used wit
collection

The typical kindergarten classroom is a cacophony of voices matched by the constant motion of little bodies. Every square inch of space offers opportunities for kids to construct, create, talk, share, and use their hands. Where in this picture is the time and space for technology?

elementary, kindergarten, technology
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on Oct 25, 2010
by Felicia George
Crowd
collection

Jenkins, et al. (2007) characterize today's society as one based on participation, using the term "participatory culture" to describe how we are no longer pure consumers of media, but producers, sharers, and collaborators.

multimedia, participatory culture, student engagement
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on Oct 25, 2010
by Dave Boardman
Modded screenshot of Quartz Composer project
collection

The prevalence of new multimedia authoring tools has redefined the kinds of writing students can compose in our classrooms. This collection supports students in composing with and using new digital writing tools in purposeful manners.

digital composing, multimedia, multimodal
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on Oct 25, 2010
by Peter Kittle
Uploaded by Cliffordhlee on 2010-10-06 16:19
collection

Youth are communicating with each other and the larger society today using a variety of digital and social media tools, but what are they saying? What possibilities do these digital tools hold for social, political, and economic change?

digital writing, culturally relevant pedagogy, culturally responsive, digital storytelling, change, critical literacy, critical pedagogy, critical race theory, critical theory, marginalized communities, oppression, secondary, students of color, transformation, urban
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on Oct 25, 2010
by Cliff Lee
From yourdon's flickr stream
collection

Even the unstoppable momentum of 21st century literacy has not managed to completely debunk the myth of solitary genius, and the tension between solitary authorship and collaboration remains. In this collection, new voices dialogue in asking how individual perspective should be treated when it exists due to its role in a much larger, ongoing, public conversation.

digital writing, 21st century literacies, collaboration, conversation
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on Oct 20, 2010
by Katherine Frank
Live-wired brain, B0003256 Credit Heidi Cartwright, Wellcome Images
collection

The magnitude of the change in our core communications and media culture prompts speculation about the impact of that change on us as human beings. This collection gathers some of this speculation as various voices ask: Is it the end of the world as we know it? (By the way, I feel fine.)

21st century literacies, digital culture, reading online
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on Jul 13, 2010
by Elyse Eidman-Aadahl

Pages