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Tina Bianchi

Words & Place - 3 views

parentseyes.arizona.edu/wordsandplace

education learning teaching online technology module 4 assignment oral tradition native american storytelling

shared by Tina Bianchi on 17 Jul 12 - No Cached
    • Tina Bianchi
      Tina Bianchi on 17 Jul 12
       
      Provides a glimpse into Southwestern Native American culture
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      How will you use this resource in your course, tina?
    • Tina Bianchi
      Tina Bianchi on 22 Jul 12
       
      Right now I see it as a supplemental resource for getting a glimpse into the very important aspect of Native culture which is oral storytelling. Somewhere along the way we'll look at oral tradition and I imagine there may be at least one student who will pursue the topic in their research.
  • The speakers also talk about the relation of their oral tradition to their native communities. Five programs are recorded in native Indian languages with English subtitles so that students have an opportunity to experience the beauty and complexity of these languages.
    • Tina Bianchi
      Tina Bianchi on 17 Jul 12
       
      Students who choose some aspect of Native American culture (oral traditions of storytelling, for example) could benefit from seeing/hearing songs and stories relayed in native language
  • ...1 more annotation...
  • Andrew Natonabah Through a unique blend of imagery and sound, this website captures the complex oral traditions of Native American communities in the American Southwest. Songs are sung and stories told within the landscapes which inspired them.
Sue Rappazzo

55% of adult internet users have broadband at home or work; Home broadband adoption has... - 0 views

www.pewinternet.org/...enetration-on-the-Upswing.aspx

Tools Technology

shared by Sue Rappazzo on 07 Jun 10 - Cached
  • Only 10% of rural Americans go online from home with high-speed connections, about one-third the rate for non-rural Americans.
  • Overall, 48 million American adults had high-speed connections in the home in February 2004. This represents a growth of 60% since March 2003 when 30 million Americans had broadband connections at home. Fully half of this growth has taken place since November 2003, suggesting that it was a broadband holiday season for many Internet users in the winter of 2003/2004.
  • As for the pool of dial-up users who may one day move to broadband, 40% say they would like to get it and 58% say they don’t plan to get it. Of the 40% who would like to get broadband at home, many are not interested in paying more for it: 22% say they would not pay an extra dime for broadband at home and on average this group said they would pay about $9.40 per month extra for broadband. Of the 58% of dial-up users who say that they are not interested in broadband at home, half say they would not pay anything extra for it. On average these users say they would pay only about $4.25 a month more for broadband.
  • Sue Rappazzo on 07 Jun 10
     
    High speed internet users early 2000's
sherrilattimer

DailyTech - Obama Reveals National Wi-Fi Plans, Claims it Will Cut Deficit by $10B USD - 0 views

www.dailytech.com/...article20887.htm

obama broadband internet access

shared by sherrilattimer on 02 Jun 14 - No Cached
  • According to President Obama, $5B USD of the funding will be used to expand wireless coverage from 95 percent of Americans to 98 percent of Americans.  Most of these 3 percent live in impoverished or remote areas that don't make sense for the profit-driven telecoms to come to.  That said, these regions often perform vital functions to our nation's economy like food-growing.
  • According to President Obama, $5B USD of the funding will be used to expand wireless coverage from 95 percent of Americans to 98 percent of Americans.  Most of these 3 percent live in impoverished or remote areas that don't make sense for the profit-driven telecoms to come to.  That said, these regions often perform vital functions to our nation's economy like food-growing.
  • The benefits of the public safety network are obvious.  The government will be able to prevent some of the loss of life and property that occurred in events like Hurricane Katrina.  And the public will be less likely to endure the fear and uncertainty that it did on the infamous 9/11 attacks in 2001.
  • ...7 more annotations...
  • the National broadband plan will be executed over the next 10 years, with much of its success criteria targeting improvements at the five year mark.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Also, it's hard to argue that the government should take no action to try to expand wireless and broadband availability.  Much like high-speed rail, the U.S.'s competitors are spending to expand this infrastructure, and if the U.S. doesn't keep up, it risks becoming a second-class power.  And the private sector, due its focus on profits, has expressed little interest in preventing this from happening.  So at the end of the day the government has to step in, but the questions are "in what way?" and "how much?"
Tina Bianchi

Primary Sources - History: Native American - Subject and Class Guides at University of ... - 1 views

guides.lib.washington.edu/content.php

history nativeamericans primary source documents secondary source documents module 4 assignment online teaching learning

shared by Tina Bianchi on 17 Jul 12 - No Cached
    • Tina Bianchi
      Tina Bianchi on 17 Jul 12
       
      Links to primary and secondary sources; organized by geography
    • Tina Bianchi
      Tina Bianchi on 17 Jul 12
       
      Primary source documents will be useful as students conduct research for their final papers
    • Tina Bianchi
      Tina Bianchi on 17 Jul 12
       
      Students can take a virtual field trip to view artifacts in the Native American Collection. The images have descriptions, providing some context for students.
  • ...1 more annotation...
    • Tina Bianchi
      Tina Bianchi on 17 Jul 12
       
      Students can comment on images, allowing me to pre-assess what they know and what their misconceptions are (Technological KWL chart of sorts)
  • Tina Bianchi on 17 Jul 12
     
    A research guide to primary and secondary sources for Native American history.
Lauren D

John Dewey's Theories of Education - 0 views

www.marxists.org/...x03.htm

education learning Andragogy pedagogy dewey philosophers theories of education

shared by Lauren D on 11 Jun 12 - Cached
  • Dewey sought to supply that unifying pattern by applying the principles and practices of democracy, as he interpreted them, consistently throughout the educational system. First, the schools would be freely available to all from kindergarten to college. Second, the children would themselves carry on the educational process, aided and guided by the teacher. Third, they would be trained to behave cooperatively, sharing with and caring for one another. Then these creative, well-adjusted equalitarians would make over American society in their own image.
  • “The actual interests of the child must be discovered if the significance and worth of his life is to be taken into account and full development achieved. Each subject must fulfill present needs of growing children . . . The business of education is not, for the presumable usefulness of his future, to rob the child of the intrinsic joy of childhood involved in living each single day,”
  • The child learns best through direct personal experience. In the primary stage of education these experiences should revolve around games and occupations analogous to the activities through which mankind satisfies its basic material needs for food, clothing, shelter and protection. The city child is far removed from the processes of production: food comes from the store in cans and packages, clothing is made in distant factories, water comes from the faucet.
  • Lauren D on 11 Jun 12
     
    Dewey sought to supply that unifying pattern by applying the principles and practices of democracy, as he interpreted them, consistently throughout the educational system. First, the schools would be freely available to all from kindergarten to college. Second, the children would themselves carry on the educational process, aided and guided by the teacher. Third, they would be trained to behave cooperatively, sharing with and caring for one another. Then these creative, well-adjusted equalitarians would make over American society in their own image.
Kelly Hermann

ADA Home Page - ada.gov - Information and Technical Assistance on the Americans with Di... - 0 views

www.ada.gov

shared by Kelly Hermann on 04 Jun 10 - Cached
  • Kelly Hermann on 04 Jun 10
     
    This is the Department of Justice's webpage about the Americans with Disabilities Act. The ADA applies to more than just education so there is a lot of information there. It may be interesting to explore some of the ADA publications to learn more about how the law applies in different environments.
Aubrey Warneck

NACOL - North American Council for Online Learning - 0 views

www.NACOL.org

shared by Aubrey Warneck on 10 Jul 08 - Cached
  • Aubrey Warneck on 10 Jul 08
     
    NACOL is the North American Council for Online Learning
sherrilattimer

Is Broadband Internet Access a Public Utility? | TIME.com - 0 views

business.time.com/...ternet-access-a-public-utility

broadband internet access

shared by sherrilattimer on 02 Jun 14 - No Cached
  • State and local laws that make it difficult — if not impossible — for new competition to emerge in broadband markets should be reformed, according to Crawford. For example, many states make it very difficult for municipalities to create public wireless networks, thanks to decades of state-level lobbying by the industry giants. In order to help local governments upgrade their communications grids, Crawford is calling for an infrastructure bank to help cities obtain affordable financing to help build high-speed fiber networks for their citizens. Finally, U.S. regulators should apply real oversight to the broadband industry to ensure that these market behemoths abide by open Internet principles and don’t price gouge consumers. Should broadband Internet service be considered a public utility like water and electricity? “We treated the telephone industry like a utility and people don’t seem to be surprised by that,” says Crawford. “High-speed Internet access plays the same role in American life. It’s just that these guys have succeeded in making us think that it’s a luxury.”
  • According to Crawford, the interests of cable and telecom giants like Comcast, Time Warner Cable, Verizon, and AT&T, are not aligned with the interests of the public. Those corporate giants are concerned first and foremost with maximizing the profits of their shareholders. And all too often, profit maximization — especially in a market that lacks robust competition — is not consistent with providing the best possible service at reasonable prices.
  • “You let a little bit of competition exist so you can point to it and say ‘Ha, we’re competing!’ But otherwise it’s mostly controlled by one company.”
  • ...4 more annotations...
  • One of the main themes in the book is the “digital divide,” which refers to the fact that millions of people in the U.S., mostly in the poorest and most rural communities, don’t have access to affordable broadband service, including 2.2 million people in New York City, according to Crawford. “We’re depriving people of basic communications access,” she says. Still, broadband and wireless services have become so important to our business and personal lives that most people are willing to pay up, even in the face of high prices driven in part by a lack of competition in the broadband and wireless markets.
  • Crawford, who has been a visiting professor at Harvard, Yale and Michigan, spent a year on the National Economic Council as a top telecommunications advisor to President Obama. In her book, she directs much of the blame for the sorry state of the U.S. broadband market at the federal government. “Instead of ensuring that everyone in America can compete in a global economy,” she writes, “instead of narrowing the divide between rich and poor, instead of supporting competitive free markets for American inventions that use information — instead, that is, of ensuring that America will lead the world in the information age — U.S. politicians have chosen to keep Comcast and its fellow giants happy.”
  • “Truly high-speed wired Internet access is as basic to innovation, economic growth, social communication, and the country’s competitiveness as electricity was a century ago,” Crawford writes, “but a limited number of Americans have access to it, many can’t afford it, and the country has handed control of it over to Comcast and a few other companies.”
  • Crawford argues that the Internet has replaced traditional phone service as the most essential communications utility in the country, and is now as important as electricity was 100 years ago.
Hedy Lowenheim

Libraries Struggle to Close the 'Digital Divide' - Room for Debate - NYTimes.com - 0 views

www.nytimes.com/...le-to-close-the-digital-divide

libraries education Learning technology

shared by Hedy Lowenheim on 13 Jun 13 - No Cached
  • In the 21st century, high-speed Internet access is almost as essential as electricity. That libraries serve as the provider for millions of Americans isn't something to celebrate. It's a sign that we're in trouble. We're depriving people of basic information access that is central to every policy we care about – including health, education and national security – even though every American should be able to communicate reliably and access information at any time.
Lauren D

Outline of American Geography - America.gov - 0 views

www.america.gov/...ine-of-american-geography.html

Module 4 Assignment

shared by Lauren D on 22 Jul 12 - No Cached
  • Themes and Regions The Physical Environment Foundations of Human Activity Megalopolis The Manufacturing Core The Bypassed East Appalachia and the Ozarks The Deep South The Southern Coastlands The Agricultural Core: The Deep North The Great Plains and Prairies The Empty Interior Southwest Border Area California The North Pacific Coast The Northlands Hawaii
  • Lauren D on 22 Jul 12
     
    This site is great! A lot of good information I can use when teaching about US geography and regional misconceptions.
Amy M

Mobile Access 2010 | Pew Research Center's Internet & American Life Project - 0 views

www.pewinternet.org/...Mobile-Access-2010.aspx

shared by Amy M on 06 Jun 12 - Cached
  • Cell phone and wireless laptop internet use have each grown more prevalent over the last year. Nearly half of all adults (47%) go online with a laptop using a Wi-Fi connection or mobile broadband card (up from the 39% who did so as of April 2009) while 40% of adults use the internet, email or instant messaging on a mobile phone (up from the 32% of Americans who did this in 2009). This means that 59% of adults now access the internet wirelessly using a laptop or cell phone—that is, they answered “yes” to at least one of these wireless access pathways. That adds up to an increase from the 51% who used a laptop or cell phone wirelessly in April 2009.
  • April 29 and May 30, 2010, among a sample of 2,252
  • Amy M on 06 Jun 12
     
    Mobile Access Usage Data from 2012
Alicia Fernandez

The Instructional Conversation: Teaching and Learning in Social Activity [eScholarship] - 0 views

escholarship.org/...5th0939d

teaching curriculum educational programs teaching methods learning student evaluations student teacher relationship

shared by Alicia Fernandez on 19 Jun 14 - No Cached
  • Alicia Fernandez on 19 Jun 14
     
    For more than a century, American schooling has ben conducted in much the same way: The teacher assigns a text for the students to master and then assesses their learning. Known as the "recitation script," this repeated cycle of assign-assess is far from the natural kind of teaching by which societies have been instructing their young since the dawn of time. Contemporary educational reform is now emphasizing the fundamental, natural method of teaching, which is the assisting of learners through the instructional conversation. Newly understood through the principles of socio-historical theory, real teaching is understood as assisting the learner to perform just beyond his or her current capacity. This assistance in the "zone of proximal development" awakens and rouses into life the mental capacities of learners of all ages. This assistance is best provided through the instructional conversation, a dialogue between teacher and learners in which the teacher listens carefully to grasp the students' communicative intent, and tailors the dialogue to meet the emerging understanding of the learners. This pattern of relationship should be characteristic of the communication of the entire school, in which the teachers assist and converse with one another, administrators assist and converse with teachers, and administration provides activity settings in which these instructional conversations can occur. Such a school becomes a true community of learners, in which school reliably assists the performance of all.
lkryder

Minding the Knowledge Gap - 0 views

www.aft.org/...christodoulou.cfm

facts knowlege short term memory long term memory schema thinking learning

shared by lkryder on 16 Jun 14 - No Cached
  • In the meantime, I've written a book, from which this article is drawn, about all that I've learned from my research. In my book, I focus on what I identify as seven myths, or widely held beliefs, that dominate our educational practice. I start with the myth that teaching facts prevents understanding, because this (along with my second myth, that teacher-led instruction is passive) is the foundation of all the other myths I discuss. These myths have a long pedigree and provide the theoretical justification for so much of what goes on in schools. Taken together, all seven myths actually damage the education of our pupils. But here, let's focus on facts and the role knowledge has in our understanding.
  • Why Is It a Myth? My aim here is not to criticize true conceptual understanding, genuine appreciation of significance, or higher-order skill development. All of these things are indeed the true aim of education. My argument is that facts and subject content are not opposed to such aims; instead, they are part of it. Rousseau, Dewey, and Freire were wrong to see facts as the enemy of understanding. All the scientific research of the last half-century proves them wrong. The modern bureaucrats and education experts who base policy and practice on their thinking are wrong too, and with less excuse, as they have been alive when evidence that refutes these ideas has been discovered. Rousseau was writing in the 18th century; Dewey at the turn of the 20th; Freire in the 1970s. Research from the second half of the 20th century tells us that their analyses of factual learning are based on fundamentally faulty premises.
  • If we want pupils to develop the skills of analysis and evaluation, they need to know things. Willingham puts it this way:23 Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not just because you need something to think about. The very processes that teachers care about most—critical thinking processes such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).
  • ...3 more annotations...
  • The main reason they do not work is because of a misguided, outdated, and pseudoscientific stigma against the teaching of knowledge. The evidence for the importance of knowledge is clear. We have a strong theoretical model that explains why knowledge is at the heart of cognition. We have strong empirical evidence about the success of curricula that teach knowledge. And we have strong empirical evidence about the success of pedagogy that promotes the effective transmission of knowledge. If we fail to teach knowledge, pupils fail to learn.
  • By neglecting to focus on knowledge accumulation, therefore, and assuming that you can just focus on developing conceptual understanding, today's common yet misguided educational practice ensures not only that pupils' knowledge will remain limited, but also that their conceptual understanding, notwithstanding all the apparent focus on it, will not develop either. By assuming that pupils can develop chronological awareness, write creatively, or think like a scientist without learning any facts, we are guaranteeing that they will not develop any of those skills. As Willingham and others have pointed out, knowledge builds to allow sophisticated higher-order responses. When the knowledge base is not in place, pupils struggle to develop understanding of a topic.
  • In a lot of the training material I read, these knowledge gaps were given very little attention. Generally, the word "knowledge" was used in a very pejorative way. The idea was that you were supposed to focus on skills like analysis, evaluation, synthesis, and so forth. Knowledge was the poor relation of these skills. Of course, I wanted my pupils to be able to analyze and evaluate, but it seemed to me that a pupil needed to know something to be able to analyze it. If a pupil doesn't know that the House of Lords isn't elected, how can you get him to have a debate or write an essay analyzing proposals for its reform? Likewise, if a pupil doesn't know what the three branches of government are in the United States, how can she understand debates in the papers about the Supreme Court striking down one of Congress's laws?
  • lkryder on 16 Jun 14
     
    From American Educator, AFT - A Union of Professionals Teaching facts is critical to developing higher order thinking skills. An excellent case is made and the origins of our disdain for teaching facts in the works of Rousseau, Dewey, Freire and others is examined.
  • lkryder on 16 Jun 14
     
    I think this article compliments some earlier discussions I saw on Bloom's Taxonomy in our class and also some of the discussions I saw on Common Core. I would be interested in what the K-12 folks think about this article.
Melissa Pietricola

African-American Experience and Issues of Race and Racism in Schools - WISE - 1 views

www.ithaca.edu/...race_african_american.htm

american african education

shared by Melissa Pietricola on 14 Jun 10 - Cached
  • Melissa Pietricola on 14 Jun 10
     
    Racism and schools issues
Anne de la Chapelle

Joel Shapiro Online - 0 views

www.artcyclopedia.com/...shapiro_joel.html

shapiro

shared by Anne de la Chapelle on 28 May 09 - Cached
  • Anne de la Chapelle on 28 May 09
     
    Joel Shapiro [American Sculptor, born in 1941] Guide to pictures of works by Joel Shapiro in art museum sites and image archives worldwide.
Jessica Backus-Foster

ACF_CM5 | Home - 0 views

www.acfchefs.org/...Template.cfm

shared by Jessica Backus-Foster on 28 May 09 - Cached
  • Jessica Backus-Foster on 28 May 09
     
    American Culinary Federation Website
  • alexandra m. pickett on 01 Jun 09
     
    hey jess! i see you have figured this diigo out pretty well. You just need to be sure to tag any sites you bookmark. Tags help to organize the bookmarks into categories to make all the bookmarks easier to sort through and find stuff in once they have been posted. nice work so far. : ) me
Francia Reed

American psychological Association (APA) (1997). Learner-centered psychological prinici... - 0 views

www.apa.org/...learner-centered.pdf

shared by Francia Reed on 26 May 11 - No Cached
  • Francia Reed on 26 May 11
     
    American psychological Association (APA) (1997). Learner-centered psychological priniciples: A framework for school reform and redesign. Retrieved from online at: http://www.apa.org/ed/governance/bea/learner-centered.pdf
  • alexandra m. pickett on 26 May 11
     
    nicely done! francia!
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