Facebook has launched its response to Snapchat, with Facebook Poke, the self destructing message deliverer? Why would you want a message to self destruct or delete itself if a person tried to do a screengrab on their phone? Well, so you can send goofy pics to your friends with no trace left behind! Never fear, however, teenagers are here. They’ve been talking to me about how they get around this – if you’re snap chatting a friend and you have a friend with you – get the friend up close to be ready to take a picture with their camera phone and then post the pic on Facebook that was delivered with Snapchat. They think it is hilarious but admit that this app is also being used as a new way to “flash” others. How long will it take for everyone to learn that you can’t ever really destroy anything any more? If it is done it is permanent – the easiest way to keep private things private is to never do them in the first place. This article goes into more about Facebook poke if you really get into that sort of thing or want to keep up with what the kids are doing.
As you read up on research, start on Larry Ferlazzo’s list of best posts on new research studies in 2012. Great post.
Larry Ferlazzo writes what may be one of the most important POSTS I’ve read all year. I like Larry’s balanced approach to education, and this post is one more reason why. Memorizing may give you a temporary bump in test scores but it is a long term recipe for disaster – aren’t we seeing that now? If you want to understand more, read Larry’s post and if you’re really interested, pay for the research study behind it which studied 3500 German students over 5 years about their work in math. Larry says “A quick summary is that, though extrinsic motivation and “surface learning” (such as memorization) might result in short-term gains in assessments, they actually hurt long-term (five-year) academic growth. The development of student intrinsic motivation, “deep learning strategies” (requiring “elaboration” and connections to other knowledge — I think that might correspond to the idea of “transfer”), and students feeling that they had more of a sense of control (though this last quality had a less consistent effect — it seemed to depend on grade level) of their learning were the main ingredients necessary for increased academic growth…”
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