Digital Literacy for St. Cloud State University
https://spark.adobe.com/page/3uPZS/
https://www.pcmag.com/review/336821/microsoft-sway-for-windows-10
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more on Adobe Spark in this IMS blog
https://blog.stcloudstate.edu/ims?s=adobe+spark
“It’s no secret that students today face the ultimate paradox—the same tools they need to use to complete their work can also provide their biggest distractions from completing work.” How can we help them manage this struggle? https://t.co/xmaOzXpvfU
— PBS Teachers (@pbsteachers) November 13, 2019
According to the Pew Research Center, 72 percent of teenagers check their phones as soon as they get up (and so do 58 percent of their parents), and 45 percent of teenagers feel as though they are online on a nearly constant basis. Interestingly, and importantly, over half of U.S. teenagers feel as though they spend too much time on their cell phones.
Research on intrinsic motivation focuses on the importance of autonomy, competency and relatedness in classroom and school culture.
According to one Common Sense Media report, called Social Media, Social Life, 57 percent of students believe social media use often distracts them when they should be doing homework. In some ways, the first wave of digital citizenship education faltered by blocking distractions from school networks and telling students what to do, rather than effectively encouraging them to develop their own intrinsic motivation around making better choices online and in real life.
Research also suggests that setting high expectations and standards for students can act as a catalyst for improving student motivation, and that a sense of belonging and connectedness in school leads to improved academic self-efficacy and more positive learning experiences.
Educators and teachers who step back and come from a place of curiosity, compassion and empathy (rather than fear, anger and frustration) are better poised to deal with issues related to technology and wellness.
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more on intrinsic motivation in this IMS blog
https://blog.stcloudstate.edu/ims?s=intrinsic
https://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/
The back of this cereal box had cutout “actual reality goggles” from r/mildlyinteresting
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more on extended reality in this IMS blog
https://blog.stcloudstate.edu/ims?s=xr+extended+reality
https://docs.google.com/document/d/1xfRltGDkUvF6q57dEHDjiJce8yU3OfVNUNvt_rLAVrs/mobilebasic
44th Annual POD Network Conference/ Pittsburgh, Pennsylvania, November 13-17, 2019
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more on POD network in this IMS blog
https://blog.stcloudstate.edu/ims?s=pod+network
In The Age Of A.I. (2019) — This just aired last night and it’s absolutely fantastic. It presents a great look at AI, and it also talks about automation, wealth inequality, data-mining and surveillance. from Documentaries
13 min 40 sec = Wechat
14 min 60 sec = data is the new oil and China is the new Saudi Arabia
18 min 30 sec = social credit and facial recognition
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more on deep learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=deep+learning
Educational film from 1967 predicts the tech we use today. from r/Damnthatsinteresting
Greetings all,
From your embedded librarian.
My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/) and I am InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/)
Dr. Sivaprakasam and I are developing a microcredentialing system for your class.
The “library” part has several components:
Collecting two of the required and one of the optional badges let you earn the superbadge “Mastery of Library Instruction.”
The superbadge brings points toward your final grade.
paper handouts workshops Fall 2019 IMS instructional sessions
instruction
For the remaining of the class, please collect the superbadge 
by:
| – Provide at least 5 peer-reviewed articles regarding your research to earn the “database” badge |
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| – Provide proof of participation at least in one LinkedIn professional group from your field
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| – Either contact the embedded librarian with questions regarding your research or- Provide proof of helping a class peer with their research |
 or |
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The phrase “school-to-prison pipeline” has long been used to describe how schools respond to disciplinary problems with excessively stringent policies that create prison-like environments and funnel children who don’t fall in line into the criminal justice system. Now, schools are investing in surveillance systems that will likely exacerbate existing disparities.
A number of tech companies are capitalizing on the growing market for student surveillance measures as various districts and school leaders commit themselves to preventing acts of violence. Rekor Systems, for instance, recently announced the launch of OnGuard, a program that claims to “advance student safety” by implementing countless surveillance and “threat assessment” mechanisms in and around schools.
While none of these methods have been proven to be effective in deterring violence, similar systems have resulted in diverting resources away from enrichment opportunities, policing school communities to a point where students feel afraid to express themselves, and placing especially dangerous targets on students of color who are already disproportionately mislabeled and punished.ProPublica
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more on surveillance in this IMS blog
https://blog.stcloudstate.edu/ims?s=surveillance
Pivoting one’s pedagogical focus to relationship-building thus demands a learning process about the self and the students, and there are practical steps an instructor can consider when embarking on this paradigm shift.
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more on ed technology in this IMS blog
https://blog.stcloudstate.edu/ims?s=educational+technology