Creative Commons licenses provide a flexible range of protections and freedoms for authors, artists, and educators. Since last fall, we've been talking at length to various creators about their CC stories---the impact Creative Commons has had on their lives and in their respective fields, whether that's in art, education, science, or industry. We are thrilled to announce that we have cultivated the most compelling of these stories and woven them together...
Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce. In this document, we argue that such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.
Many of the problems raised by these new technologies – from bullying to engaging in risky behavior – are not new to the public discourse, but are merely being delivered in different media. The challenge to responsible educators remains the same: to provide stimulating and safe learning environments that support the acquisition of practical skills necessary for full participation as a 21st-century citizen. Achieving this without mentored use of new technologies seems both impractical and counterproductive. One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school.
H. Freudenthal. Educational Studies in Mathematics, 1 (1/2):
3-8(May 1968)Systematization is a great virtue of mathematics, and if possible, the student has to learn this virtue, too. But then I mean the activity of systematizing, not its result. Its result is a system, a beautiful closed system, closed, with no entrance and no exit. In its highest perfection it can even be handled by a machine. But for what can be performed by machines, we need no humans. What humans have to learn is not mathematics as a closed system, but rather as an activity, the process of mathematizing reality and if possible even that of mathematizing mathematics..