This wiki page describes ISKME's Teachers as Makers Professional Development Academy.A two day professional development teacher training for the Maker inside each of us. We will explore how Maker-Teacher collaboration can facilitate innovation in the classroom. The Makers’ Projects are points of inspiration for Teachers as they experience DIY inquiry and design. Teachers will have time to brainstorm, create, reflect, and share how their experiences at Maker Faire and with Make Teacher Academy can translate into their teaching using online resources and collaborative tools. This page includes links, activities, photos, video, and group presentations from the Academy.
Search Results (6)
ISKME's OER Commons Teacher Training Initiative offers teachers a collaborative professional development model centered on engagement with Open Educational Resources (OER). The OER Commons Teacher Training Initiative is rooted in the idea that equitable access to high-quality education is a global imperative. Open Educational Resources, or OER, offer opportunities for systemic change in teaching and learning through accessible content, and importantly, through embedding participatory processes and effective technologies to engage with learning for all.
This is the full Egyptian ICT CFT Course including 14 units of study. The units are drawn predominately from the Knowledge deepening level. Note the course is in the Arabic language.
Fest 2011 in Half Moon Bay. This conference was help in December 2011 and hosted by the Institute of Knowledge Management in Education. There were participants form K-12, Higher Ed, educational non-profits, foundations and start-up companies. The keynote speaker was Dr. Sugata Mitra.
Welcome to the School Librarians Advancing STEM Learning project, a 3-year project that brings together teachers and school librarians to curate and create sets of STEM resources. The goal is to support professional learning cohorts to elevate and expand the role of school librarians, and transform their capacities as instructional leaders toward advancements in STEM learning.This project is led by ISKME, in partnership with the New Hampshire Department of Education, Granite State College, and New Hampshire's Institutions of Higher Education (IHE) Network. The project is supported by the Institute of Museum and Library Services.
While school librarians typically are well exposed to issues surrounding censorship and selection, less attention is paid to the ethics of librarianship and how those play out in the specialized context of school libraries. Attention to the ALA Code of Ethics and the ALA Bill of Rights set the foundation for careful reflection on the role of the school librarian, particularly in relation to the role of libraries in a democratic society.Issues of equity are [inherent] in library service and attention to the dimensions of meaning and implications of the word “equity” is warranted. This module situates equity in the context of educational equity, and the alignment of libraries as gateways to opportunity and education as the pathway to opportunity. School librarians may or may not have opportunities to explore the contexts of “intellectual freedom” in relation to equity.The codification of information literacy in the American Library Association Presidential Committee on Information Literacy Final Report in 1989 paved the way for information literacy to “become the predominant way to frame the educational role of libraries and librarians.” (Seale, 2013, “The Neoliberal Library” in Gregory and Higgins) As such, inquiring into the complexities and nuances of intellectual freedom and equal access to information is essential to understanding the school librarian’s role and responsibilities.Library and school library publications are increasingly recognizing the relevance of social justice to librarianship, as evidenced by a survey of library journals this past year. (example: “Equality vs. Equity” theme, Knowledge Quest, Volume 45, No. 3, January/February, 2017; “Social Justice Symposium” by Erin Hooper in VOYA, June 2017) Recognizing the power of the librarians to not only hold space for critical discourse but to also impact the shape and tenor of that discourse is the first step to fully owning the responsibility that comes with that power.A particularly relevant and useful resource is Information Literacy and Social Justice: Radical Professional Praxis, edited by Lua Gregory and Shana Higgins, Library Juice Press, 2013Learning Objectives:Participants will model, coach, and support "efficient and ethical information-seeking behavior" (Standard 3: Information & Knowledge 3.1)Participants will support flexible, open access for library services and model and communicate the legal and ethical codes of the profession. (Standard 3: Information & Knowledge 3.2)Participants practice the ethical principles of their profession, advocate for intellectual freedom and privacy, and promote and model digital citizenship and responsibility. (Standard 5: Program Management and Administration 5.2)Participants will understand, model, and share how open education practice brings a transformative shift from a proprietary and industrial education model to a participatory education model. (ISKME: Leadership and Advocacy - Advancing Open Practice)