Monthly Archives: November 2013

I have not failed…

 “I have not failed. I’ve just found 10,000 ways that won’t work.”

Thomas A. Edison

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33 Digital Skills Every 21st Century Teacher should Have

Every single teacher is concerned about his/ her teaching practices and the skills involved in this process. How many times have you wondered about a better way to teach the same lesson you have delivered to an earlier class? How often have you used technology to engage your students and improve their learning ? These are some recurring questions we keep regurgitating each time our teaching skills are put to the test.

It is amazing how technology has changed the whole world giving rise to new forms of education we never thought of. Our students are more digitally focused than any time before. They spend more time interacting with their mobile devices than they do with their parents or close relatives. Admittedly, this digital boom has both  positive and negative impact on our students. Lack of concentration, short attention span, distraction, visual  stimulus overload, identity theft, lack of real world socializing, privacy issues, depression, and many more are but a direct result of the growing exposure to this technology. Studies have even proved that multitasking, which some educational technology experts brag about in relation to the use of today’s technology, reduces the power of our concentration to the half.  We should not, However, only look at the empty side of the cup, the other side is way bigger.

There are  actually several pluses for the use of technology in education and to try and list them  all here is way beyond the scope of this short post. Generally speaking,  no two argue over the fact that technology advantages in education ( and in our life at large ) way  outnumber  its downsides. It is thanks to technology that you are now reading this post and will probably share it with your colleagues.

digital skills for 21st century teachers

There is no blinking the fact  that the type of students we teach today are completely different from last century’s. We , definitely, need to look at some of the skills we, as teachers, need to equip ourselves with to better live up to the challenge. Among all the challenges we would have in education, there is not as daunting a challenge as catching students focus and getting them engaged in the learning process. For this particular reason, and in addition to the skills I initially mentioned in 21st Century Teaching Skills article, I would like to provide you  with another list of  some equally important digital skills that you, as a teacher, need to seriously consider if you want to pave the way for the 21st century teaching. I have added a list of web tools under each skill for teachers to better exploit it.

Please, remember that I have spent many laborious hours working on  this post and all I ask is a credit back to Educational Technology and Mobile Learning when re-using this content somewhere else.

digital skills for 21st century teachers

BASIC LIBRARY SKILLS

You need to Know these things

So you can do these things

  • Resource materials and services available to you.
  • How to distinguish citations to books from citations to periodicals.
  • How to use a library catalog and how to interpret the information you find there.
  • How to use electronic databases and how to interpret the information you find there.
  • How to think in categories and use such aids as Library of Congress subject headings.
  • How to distinguish and correctly understand call numbers and shelving order.
  • How to use Boolean Operators “AND,” “OR,” and “NOT.”
  • How to keyboard and mouse.
  • The basic types of information sources.
  • The purpose of reference librarians.
  • How to cite print and non-print sources.
  • Glossary of library terms and Internet terms.
  • Take advantage of available resources and develop a reasonable level of self-reliance.
  • Determine whether to use the library catalog for books or a periodical database for periodical articles.
  • Locate books by author, title, subject, keyword, or call number in a library catalog.
  • Navigate through electronic databases.
  • Choose valid subject headings, which are appropriate to your desired topic.
  • Retrieve circulating books and reference materials from library shelves.
  • Search electronic databases, including library catalogs and the Internet, for information in a systematic manner.
  • Use the computer to access the library catalog, electronic databases, and the Internet.
  • Do research on a systematic way.
  • Ask for help when you need it, rather than trying to figure everything out by yourself.
  • Do a works cited page.
  • Understand the language used in doing research.

Take up one idea…

“Take up one idea. Make that one idea your life – think of it, dream of it, live on that idea. Let the brain, muscles, nerves, every part of your body, be full of that idea, and just leave every other idea alone. This is the way to success.”

Swami Vivekananda

Dewey Decimal Classification

The Dewey Decimal Classification (DDC) system uses simple decimal notation to divide recorded knowledge into 10 main classes, 100 divisions and 1,000 sections. DDC 22 Summaries provides a complete list of these groupings. Browsing the summaries is fast and easy way to become familiar with the DDC’s structure.

First Summary

The Ten Main Classes

000 Computer science, information & general works

100 Philosophy & psychology

200 Religion

300 Social sciences

400 Language

500 Science

600 Technology

700 Arts & recreation

800 Literature

900 History & geography

Second Summary

The Hundred Divisions

000 Computer science, knowledge & systems

010 Bibliographies

020 Library & information sciences

030 Encyclopedias & books of facts

040 [Unassigned]

050 Magazines, journals & serials

060 Associations, organizations & museums

070 News media, journalism & publishing

080 Quotations

090 Manuscripts & rare books

100 Philosophy

110 Metaphysics

120 Epistemology

130 Parapsychology & occultism

140 Philosophical schools of thought

150 Psychology

160 Logic

170 Ethics

180 Ancient, medieval & eastern philosophy

190 Modern western philosophy

200 Religion

210 Philosophy & theory of religion

220 The Bible

230 Christianity & Christian theology

240 Christian practice & observance

250 Christian pastoral practice & religious orders

260 Christian organization, social work & worship

270 History of Christianity

280 Christian denominations

290 Other religions

300 Social sciences, sociology & anthropology

310 Statistics

320 Political science

330 Economics

340 Law

350 Public administration & military science

360 Social problems & social services

370 Education

380 Commerce, communications & transportation

390 Customs, etiquette & folklore

400 Language

410 Linguistics

420 English & Old English languages

430 German & related languages

440 French & related languages

450 Italian, Romanian & related languages

460 Spanish & Portuguese languages

470 Latin & Italic languages

480 Classical & modern Greek languages

490 Other languages

500 Science

510 Mathematics

520 Astronomy

530 Physics

540 Chemistry

550 Earth sciences & geology

560 Fossils & prehistoric life

570 Life sciences; biology

580 Plants (Botany)

590 Animals (Zoology)

600 Technology

610 Medicine & health

620 Engineering

630 Agriculture

640 Home & family management

650 Management & public relations

660 Chemical engineering

670 Manufacturing

680 Manufacture for specific uses

690 Building & construction

700 Arts

710 Landscaping & area planning

720 Architecture

730 Sculpture, ceramics & metalwork

740 Drawing & decorative arts

750 Painting

760 Graphic arts

770 Photography & computer art

780 Music

790 Sports, games & entertainment

800 Literature, rhetoric & criticism

810 American literature in English

820 English & Old English literatures

830 German & related literatures

840 French & related literatures

850 Italian, Romanian & related literatures

860 Spanish & Portuguese literatures

870 Latin & Italic literatures

880 Classical & modern Greek literatures

890 Other literatures

900 History

910 Geography & travel

920 Biography & genealogy

930 History of ancient world (to ca. 499)

940 History of Europe

950 History of Asia

960 History of Africa

970 History of North America

980 History of South America

990 History of other areas

Grey literature

Grey literature is informally published written material (such as reports) that may be difficult to trace via conventional channels such as published journals and monographs because it is not published commercially or is not widely accessible. It may nonetheless be an important source of information for researchers, because it tends to be original and recent. Examples of grey literature include patents, technical reports from government agencies or scientific research groups, working papers from research groups or committees,white papers, and preprints. The term “grey literature” is used in library and information science.

The identification and acquisition of grey literature poses difficulties for librarians and other information professionals for several reasons. Generally, grey literature lacks strict bibliographic control, meaning that basic information such as author, publication date or publishing body may not be easily discerned. Similarly, the nonprofessional layouts and formats, low print runs, and non-conventional channels of distribution of grey literature make the organized collection of such publications challenging compared to journals and books. In 1995, D.B. Simpson observed that “peripheral materials, including grey literature, expand unabated. Libraries having difficulty collecting traditional materials have little hope of acquiring the periphery”.

Information and research professionals generally draw a distinction between ephemera and grey literature. However, there are certain overlaps between the two media and they undoubtedly share common frustrations such as bibliographic control issues. Unique written documents such as manuscripts and archives, and personal communications, are not usually considered as falling under the heading of grey literature, although they again share some of the same problems of control and access. Although grey literature is often discussed with reference to scientific research, it is by no means restricted to a single field: outside the hard sciences, it presents significant problems in, for example, archaeology, in which site surveys and excavation reports, containing unique data, have frequently been produced and circulated in informal “grey” formats.

 

List of Websites useful for Schools and Educational Institutions

List of Websites useful for Schools and Educational Institutions

All India Council for Technical Education – www.aicte-india.org
Association of Indian Universities – www.aiuweb.org
British Council site with loads of resources andactivities – www.learnenglish.org.uk
Central Board of Secondary Education –www.cbse.nic.in
Council for the Indian School CertificateExamination – www.cisce.org
Developing
Library Network – www.delnet.nic.in
Kendriya Vidyalaya Sangathan – www.kvsangathan.nic.in
National Council for Teachers Education – www.ncte-india.org
National Council of Educational Research and Training – www.ncert.nic.in
National University of Educational Planning and Administration – www.nuepa.org
National Institute of Open Schooling – www.nios.ac.in
Navodaya Vidyalaya Samiti – www.navodaya.nic.in
United Nations Educational Scientific & Cultural Organisation – www.unesco.org
United States Educational Foundation of India – www.usief.org.in
University Grants Commission – www.ugc.ac.in

Wikipedia – www.wikipedia.org

Flickr – http://www.flickr.com

Jagran josh – http://www.jagranjosh.com/