At Robbinsdale Cooper High School, which serves more than 2,000 students in grades 9-12 in a northwest suburb of Minneapolis, ninth-graders are just beginning to use WriteToLearn. Teachers and administrators say they'll use it to prepare for the state writing and reading assessments and have high hopes for success.

"We're excited about the possibilities," said social-studies teacher Jill Kind. "The immediate feedback for the students will be great, as well as the knowledge we'll gain. We'll be able to see areas where students need help, so we'll be better able to individualize instruction."

Earlier this school year, language-arts teacher Michael Jenkins started using WriteToLearn with his students at Estancia Middle School in New Mexico, and he's already seeing changes.

"Lights are going on, and they're excited about learning," he said. "When I say it's time to go to the computer lab, they jump up and go, and I have no problem keeping them on task." He added that during a recent visit, Estancia's superintendent was surprised to see that the students were so immersed in WriteToLearn, they didn't even notice when the dismissal bell was about to ring.

Two high schools in Minnesota are using Pearson Education's WriteToLearn to help students build literacy skills and prepare for the new Minnesota writing assessment.

The schools are Dunwoody Academy High School, a new technical charter school in north Minneapolis administered by Dunwoody College, and Robbinsdale Cooper High School, part of the Robbinsdale Area Schools in New Hope, Minn.

With WriteToLearn, students practice essay writing and summarization skills, and their efforts are measured by a "Knowledge Analysis Technologies" (KAT) engine. The KAT engine is an automated assessment technology that evaluates the meaning of text by examining whole passages, not just grammatical correctness or spelling.

"WriteToLearn is an awesome program that gives each student feedback right away, which is something a teacher cannot possibly have time to do," said Duane Dutrieuille, dean of academic and student affairs at Dunwoody Academy High School.

Back to the book analogy, its as if the book will not open and let itself be read unless you can prove to the publisher that you are keeping the book in a locked room so no one else will ever read it.  And it is Microsoft who has enabled this, by providing the the tools to do so in their operating system.  Remember the fallout from Sony putting spyware, err copy protection, in their CD's -- turns out that that event was just a dress rehearsal for Windows Vista.

As Rosoff's statement implies, many of Vista's DRM technologies exist not
because Microsoft wanted them there; rather, they were developed at the behest
of movie studios, record labels and other high-powered intellectual property
owners.

"Microsoft was dealing here with a group of companies that simply don't trust
the hardware [industry]," Rosoff said. "They wanted more control and more
security than they had in the past" -- and if Microsoft failed to accommodate
them, "they were prepared to walk away from Vista" by withholding support for
next-generation DVD formats and other high-value content.

Microsoft's official position is that Vista's DRM capabilities serve users by
providing access to high-quality content that rights holders would otherwise
serve only at degraded quality levels, if they chose to serve them at all. "In
order to achieve that content flow, appropriate content-protection measures must
be in place that create incentives for content owners while providing consumers
the experiences they want and have grown to expect,"

Nope, no arrogance here.

Matt Rosoff, lead analyst at research firm Directions On Microsoft, asserts that
this process does not bode well for new content formats such as Blu-ray and
HD-DVD, neither of which are likely to survive their association with DRM
technology. "I could not be more skeptical about the viability of the DRM
included with Vista, from either a technical or a business standpoint," Rosoff
stated. "It's so consumer-unfriendly that I think it's bound to fail -- and when
it fails, it will sink whatever new formats content owners are trying to
impose."

Provide rich multimedia resources

As any educator quickly discovers, the surest way to learn something yourself is to teach it to others. Students, who produce multimedia projects designed to teach something to others, have worked through the content at a much higher level and will retain much more than those who have been simply taught the content. The higher level of understanding and retention is a result of having interacted with the same content from four different perspectives:

• as researchers, students must locate and select the information and resources necessary to understand the concept
  
• as authors, students must consider the intended audience and decide what type and amount of information is necessary to teach the concept to their intended audience
  
• as designers, students must select the most appropriate media to share their content and decide how to structure their material to communicate it effectively
  
• as producers, students must think carefully about how they can use the media's capabilities and features to represent their content and then they must interact extensively with the material as they build the final product
  
• extend their world and life experiences
  
• engage their senses
  
• incorporate into their own multimedia projects
  
• provide building blocks of instruction

free office suite

OpenOffice.org is a multiplatform and multilingual office suite and an open-source project. Compatible with all other major office suites, the product is free to download, use, and distribute.