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Clay Burell

List of the Most Useful Wordpress Plugins For Your Wordpress blog ! | - 0 views

    Don't know how many of the fantastic plug-ins listed are compatible with WordPress MU, but I'll try to figure it out.
Clay Burell

Download YouTube Videos: 23 Tools - 0 views

    From Mashable: 


    Google has a solid amount of cash in its pockets, but with all the
    recent lawsuits against YouTube one has to wonder if it's time to
    salvage whatever videos you like from the service and save them
    somewhere where evil attorneys won't look - your hard drive.

    "Luckily, there are literally dozens of tools for downloading videos
    from YouTube and/or converting those YouTube videos to some format
    other than .flv. It's hard to pick the best one, as they all have
    pluses and minuses. Thus, we've chosen 23 YouTube downloader tools
    we've found to be actually working. Here they are, categorized
    according to the platform they work on:..."

Clay Burell

10 Interesting Things You Can Do with YouTube or Google Videos at Digital Inspiration T... - 0 views

    Very nice article with free tools for most video-mashing needs.
Clay Burell

Jumpcut - Make Amazing Movies Online - 0 views

    More in this video- and multimedia-2.0 Diigo extravaganza.
Clay Burell

Mojiti - 0 views

    I know it's old news, but from the site:

    "We make it easy for you to personalize any video. Use Mojiti Spots to
    narrate your personal videos, add captions or subtitles in any
    language, or just comment on any scene to share your thoughts and
    opinions. Dive into the experience and tell the story your way!"
Clay Burell

Edit YouTube Videos with Windows Movie Maker - 0 views

    --A handy "how-to" for downloading YouTube videos and and converting them for use in Windows MovieMaker.  Wonderful for encouraging students to select only that right few seconds of video for a mashup.

    From the site:  "To edit YouTube videos in
    Windows Movie Maker you need to do a couple of things. First you need
    to download the video from YouTube. Next you need to convert the video
    from the FLV file from YouTube to a video format supported by Windows
    Movie Maker (like WMV)."
Clay Burell

MUVEEZ PAGE - 0 views

    Collection of student-created videos using Macs.
Clay Burell

Apple Learning Interchange 2007 - 1-1 Learning - 0 views

  • 1-1 Learning

    Resources by and about schools involved in Apple 1-1 Learning Programs.

Clay Burell

Draft budget forecasts laptops in lieu of books - Nashville, Tennessee - Tuesday, 03/06... - 0 views

  • Over time, the expense in buying laptops would be a wash because it would spare the cost of having to keep replacing textbooks, school officials said.
    More schools getting "beyond textbooks."
Clay Burell

Bionic Teaching » 1:1 Programs and Expectations - 0 views

      • The whole point of a 1:1 is to get students producing with laptops and to have no comment on that worries me.
        Don’t get me wrong- I’m for 1:1 initiatives and that’s why I’m concerned. I work in a district going on the 6th year of a 1:1 initiative and I worry that some teachers might give similar “proof” that our program is working.

        So here’s how our 1:1 has helped students in our school-

        • everyone now has a computer no matter their economic circumstances
        • students have the ability to create all kinds of digital media to express themselves and their ideas
          • music
          • webpages
          • graphics
        • students have the chance to work on this media outside of school hours (that’s key for me- the school day just isn’t enough time)
        • students are learning (sometimes the hard way) how to be responsible for both their digital actions and their computers
        • students are taking part in as well as learning from the participatory web
    This teacher understands how 1:1 projects can be abused without pedagogically trained teachers.
Clay Burell

1 Laptop : 1 Student: Macbook Yeas and Woes - 0 views

  • For all the beauty that is the Macbook, I have some thoughts from the front lines of probably the most brutal users. The brutal users you ask? Sixth graders.

    1. Speed - The Macbook is fast. Way fast. Compared to a G3 or G4 there is no comparison
    2. Keyboard - The keyboard has held up very well. I have only had to service one Macbook with a keyboard problem (the space bar popped off).
    3. Rubber feet - The rubber feet have held up very well. No issues with feet missing.
    A teacher evaluates MacBooks in his grade 6 1:1 classroom.
Clay Burell

One-to-One Information Resource - 0 views

  • Welcome to your One-to-One Information Resource!

    This site will be useful for educators interested in knowing where other school districts/states are undertaking one-to-one initiatives, as well as background information, news, announcements and research about one-to-one teaching and learning programs for K-12 schools and organizations across the United States.

    This site is brought to you by the One-to-One Institute and the Consortium for School Networking (CoSN) . The original site ("The Ubiquitous Computing Evaluation Consortium") was developed by SRI International under a project funded by the National Science Foundation. In March 2006, SRI International generously transferred the site to CoSN and the One-to-One Institute.

    It is estimated that thousands of students will participate in some type of one-to-one initiative this year. Clearly, one-to-one computing is spreading in our nation's schools. Education, policy and technology decision-makers need unbiased information in order to assist them in deciding about which, if any, one-to-one approach they should pursue. This website is provided as a free site of vendor neutral information on K-12 one-to-one computing. We do not endorse or promote any particular product, service or approach around one-to-one. It is our hope that the information provided here will facilitate more wise decisions about if and when to deploy one-to-one strategies that meet the needs of their local communities.

    Good clearning house for info on 1:1 initiatives in the US. 
Clay Burell

Welcome (Australia 1:1 school) - 0 views

  • If you know how to learn you have an edge
    This is a powerful statement.
    It’s not necessarily what you learn. If you want to be flexible and adaptive, then knowing how to learn the stuff you need to is paramount.
    Self confidence is a natural by-product. “I can” is an equally powerful statement.
    Australia school's community outreach website for its 1:1 initiative.  Excellent site.
Clay Burell

Costs (FL appendix, 1:1 roll-out) - 0 views

  • Costs
  • Technical Support

    The most cost-effective method of technical support is a three-tiered approach in which problems are taken care of at the lowest level possible. In this way, support costs are kept down and laptops are returned to service more quickly than if every problem is sent off to a specialist for repair.

    The first tier is the end-user. Both students and teachers should receive a short training in trouble-shooting and problem-solving frequently encountered glitches. Students, teachers, and parents must be provided with training that includes basic operation, troubleshooting, and proper care of the laptop.

    Some schools have also implemented effective student help programs. Students who have an interest and aptitude for problem-solving are given the opportunity for extra training and responsibilities in a laptop program. Noted one middle school tech assistant, "I've learned something new every day that can help me have a good career. I've gained confidence from having the responsibility for all the equipment, and having students and teachers count on me. It's a good feeling to help teachers with computers, and to get noticed in a large school." With effective teacher and student training, many technical difficulties can be averted or solved, thereby freeing the second tier to concentrate on more difficult issues.

    • Clay Burell
      Technical support:  Three tiers.

      Tier one: train teachers, students, parents to troubleshoot basic operations and care.  Form a Student Technical Support team!

  • The second tier of support should be a skilled individual at the school site. This person should be able to deal with software and most network issues. Routine hardware tasks such as the replacement or upgrading of memory chips should be done at the school level. The fall 2003 STaR Survey reports that 93% of Florida schools already have on-site technical support. Of these schools, 91% have a technical support person, who is able to maintain and troubleshoot hardware and software and perform network administration.
    • Clay Burell
      Tech Support, Tier 2:  On-site tech support.

      --mostly hardware, software, and simple network issues.  Assign a teacher, or team of teachers, to perform these tasks.

  • ...4 more annotations...
  • The third tier of support is the district. Non-routine hardware problems and difficult network issues should be handled at this level. In this way, technical support is always handled at the lowest level so that no one becomes overwhelmed with a large quantity of technical issues that could have been best solved at a lower level. The several schools that had overwhelming technical difficulties in our review of laptop initiatives were cases in which the end users either mistreated the machines or received no basic troubleshooting skills to handle day-to-day issues with the laptop. The resulting backlog of machines awaiting "repairs" stacked up in a tech support office and were unavailable for student use.
    • Clay Burell
      Tech Support, Tier Three: Network Specialist / IT manager.

      Only the most difficult problems will come to this staff.  Lower-level troubleshooting will be done by Tier 1 and 2.

  • School Networks

  • It goes without saying that a 1:1 laptop initiative will increase the demand on network capacity as students connect to school servers and out to the Internet. Several schools have encountered network capacity problems, often as a result of two factors: 1) a reliance on integrated learning systems or 2) an inordinate amount of unstructured Internet surfing by students.

    Throughout this report, the Task Force has recommended the use of tool-based software in support of project-based learning rather than a reliance on a commercial integrated learning system (ILS). That recommendation is based on pedagogical considerations, but there are also technical advantages. With an ILS, students are often all trying to hit the same server at the same time. All requests have to be routed to a central school, district, or Web server causing steady traffic across the entire network. If students are engaged in project-based learning, there can be much collaboration and filesharing as projects are created and turned in to the teacher, but if the network is properly configured, all of the traffic among students and with the teacher is handled locally without impacting the entire network. The other common cause of network capacity problems appears to be the indiscriminate use of the Internet. Using the Internet is an important 21st century skill that is essential in many teaching situations. However, it is not uncommon for a school to implement a laptop program and not give their faculty sufficient training in using cognitive software tools with students. In some of these cases, the majority of student laptop use consists of surfing the Internet without much direction. This can result in a severe strain on the school network. Rather, the Task Force recommends that teachers embrace project-based learning with technology, which requires only a short amount of time doing targeted research on an assigned problem. The majority of the time is then spent in writing, designing, and producing a product--activities that do not require network access.

    If a laptop initiative is careful not to create excess network traffic by these means, many schools will find that they will need only modest additions to network capacity that can be accomplished without exorbitant expenditures. Although the cost to upgrade a school network will vary from school to school based on existing capacity, building construction, and floorplan, the following can serve as examples of the cost involved.

    School "A" has 1000 students in 40 classrooms where each classroom already has at least two network drops per room, however, most of the existing network is running at the older speed of 10 MB/sec. This school would be able to upgrade their network with a new router, five new switches, and 60 wireless access points for under $10,000. This expenditure of less than $10/student would provide a wireless environment in every classroom and instructional area, as well as the surrounding grounds.

    School "B" has the same number of students and classrooms, but has already upgraded their network to 100 MB/sec, a speed which is available in many Florida schools. This school would only need to purchase the 60 wireless access points at a cost of approximately $5,000 or about $5/student to provide wireless access throughout the school and surrounding grounds.

    These examples show how adding wireless capability to an existing school network can dramatically expand its usefulness without, in many cases, incurring the high costs of running additional cable throughout the school.
  • Digital Content

    The Exploring Florida website contains many types of multimedia resources and now receives over half a million hits per week.��The Task Force has recommended that teaching and learning in schools move away from teacher-centered, textbook-driven methods to student-centered, project-based learning. This shift would substantially reduce the need for textbooks whether in print or electronic format. (A textbook merely ported to an electronic format is not a shift to project-based learning. Electronic texts are a digital means of doing the same thing we have done before and will not lead to educational reform.) Unlike textbooks, online collections of digital content can easily be updated and can be expanded by contributions from many sources.

    For example, all Florida students currently study Florida history, typically in fourth grade. There are 179,000 fourth grade students in Florida's schools. The current adopted textbook is priced at nearly $40 so it costs Florida schools over $7 million to supply a textbook for every fourth grade student in the state. However, a free online resource for Florida history has already been created with a Technology Literacy Challenge Fund grant. "Exploring Florida" is on the web at It has over 70 reading passages that include "FCAT-like" question sets, plus a collection of copyright-free multimedia resources students can freely explore and incorporate into their own projects. Thousands of historic and contemporary Florida photographs, 2,800 Florida maps, virtual reality movies, 3-D stereoview photographs, as well as movie and music clips, are all available for instant downloading and use.

    Reducing the reliance on printed textbooks will provide funds to create free online content in many areas and result in substantial savings that can be applied to the support of a laptop initiative.

    • Clay Burell
      This is essential for admin to consider.  Laptops can actually save money by shifting to online content instead of purchasing textbooks.

      The Korean education system has recently announced that it is moving to online textbooks, so this should not be "foreign" to Korean parents. 

      Think of the money saved and re-directed toward professional development and other school priorities.

      (This page also discusses abandoning physical classroom maps, paper handouts, and other savings that computer-based instruction affords.)
    Includes "Total Cost of Ownership" factors: savings by less paper and printing costs, using free online content instead of textbooks, etc.
Clay Burell

Provide rich multimedia resources (FL sec.6) - 0 views

  • Provide rich multimedia resources

    • Clay Burell
      This is key--and where MacBooks and iLife are the best solution for student multimedia authoring.
  • Multimedia is typically defined as an electronic document that can include text, sound, graphics, animation, video, and interaction. National standards require students to exhibit substantial multimedia literacy skills by grade eight. Even elementary students are expected to author in multimedia. For example the ISTE National Technology Standards expect students completing second grade to "create developmentally appropriate multimedia products with support from teachers, family members, or student partners." Students completing fifth grade are expected to "use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom." These national standards may seem high, but they reflect the important educational outcomes that multimedia authoring produces.
    • Clay Burell
      Note that multimedia authoring is already recognized by the ISTE (as well as the National Council of Teachers of English) as a central, not peripheral, 21st century literacy skill.

      This is one of the hardest things to teach parents and administrators: this is a new language art, and it is eclipsing traditional word-processed "essay writing" as a key 21st century form of communication.  To deny students the training and practice to communicate in this new medium is to handicap them in their adult future.

      Short version: multimedia is not "bells and whistles;"  it's not "flashy fluff."  It is, instead, an incredibly forceful new mode of literacy with far more impact on real audiences than the printed word.

      This is not to say that pure text is not important.  It is to say that now, there are new possibilities in writing that trascend printed text.  Those new possibilites will grow in primacy in the future.

      • 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

        Additional benefits flow from such project based learning. Not only have students mastered the content, they have also practiced 21st century skills such as communication, self-direction, and problem-solving. Many students are also highly motivated because they are creating something for a wider audience than the audience-of-one-teacher a traditional term paper is written for.

        To create effective multimedia projects, students and teachers will need access to a rich storehouse of information and multimedia elements. The Internet can provide much of what is needed. State agencies and other institutions can also contribute by building repositories of copyright-free artifacts and other learning objects that can be freely used by students and teachers alike.

        Guiding principle: Students and teachers must have access to rich multimedia resources to:

        • extend their world and life experiences
        • engage their senses
        • incorporate into their own multimedia projects
        • provide building blocks of instruction
    • Clay Burell
      Grade 9 history is trying this for the first time with "digital essays" for historical research projects. 

      The project is so far limited because of the lack of convenient software on school computers to produce these projects quickly, easily, and efficiently.

Clay Burell

Learning is Different (Australia 1:1 website for parents) - 0 views

  • What’s different?
    Excellent video of Australian 1:1 school's students reflecting on 1:1 learning (with MacBooks).
Clay Burell

FAQ (Australia 1:1 website for parents--excellent) - 0 views

  • Frequently Asked Questions (FAQ)
    Warranty, cost, lease, parent complaints, justification for Mac choice, more in this outstanding FAQ page.
Clay Burell

Assess 21st century skills (FL sec.9) - 0 views

  • 9) Assess 21st century skills
  • "The infusion of technology in schools has opened the door for provide student assessment that will measure their abilities for connecting knowledge learned with real-world applications." (Moore, 2003, p. 22)
    • Clay Burell
      Real-world assessment through real-world skills (who takes multiple choice or essay tests in the real world workplace?).
  • Incorporation of multimedia elements and simulations in innovative items can elevate traditional tests to measure higher-level thinking. Technology also makes it much easier to create and administer alternative assessments (i.e., authentic tasks such as performance or portfolio assessment).
  • ...3 more annotations...
  • The portable laptop computer allows us to turn the corner in assessment practices. Instead of having students stop their school work to go to the computer lab to complete drill and practice exercises, the computer now comes to them to be used as an essential tool in completing their tasks. Authentic assessments can be made of student productions using real world tools to solve real world problems. Electronic portfolios can be created incorporating many types of electronic media. Technology-infused performance assessments often results in positive externalities. For example, a performance task might require a student to create a multimedia module to teach a science concept. One of the outcomes of this assessment might be a class presentation. Thus, not only has the student producing the product learned the concept through creating the module, but also other students in the class have learned through the presentation of their assessment outcomes.
    • Clay Burell
      Multimedia as an alternative to traditional "quiz and test" assessment.  Student projects reflect their end-of-unit learning, and their technical and presentation skills--and become part of their "digital portfolio" for college applications.

      Teacher formative assessment--monitoring student understanding throughout the unit, before the end-of-unit assessment--also changes in a project-based classroom "workshop."  Teacher views the progress of student projects throughout the unit, and corrects and gives feedback regularly in the classroom.

  • ortable laptop computers can greatly enhance a teacher's ability to make authentic assessments part of day-to-day instruction. As students are engaged in authentic, creative tasks, the teacher can provide continuous, individual feedback. Thus the assessment can become more meaningful, as students can be involved in evaluating their performance and setting learning goals (Brookhart, 2003).
    • Clay Burell
      More on formative assessment in the 1:1, project-based, active learning classroom.
  • Guiding principle: In addition to the testing of basic skills, students should be given the opportunity to demonstrate 21st century skills through the use of technology-infused, authentic assessments. As- sessment should become more integrated with instruction.
    • Clay Burell
    The assessment slice of 1:1 transition.
Clay Burell

Provide adequate technical support (FL sec.8) - 0 views

  • 8) Provide adequate technical support
  • "Each student using a laptop for real time classroom instruction and taking it home to continue school work requires a substantial increase in the amount of technical support required and also the times when it must be provided. Technical support is one of the more expensive elements of providing technology in K-12 education." (Florida Senate Interim Project Report)
    • Clay Burell
      We can try to negotiate on-site support from the laptop seller we select.  Hong Kong got that deal.  It's not impossible.
    • Clay Burell
      This would cut costs, and reduce pressure on our IT Manager.
  • In the worst of cases, an inadequate response to equipment failure or virus attacks can begin a downward spiral in which the laptops are used less frequently. This leads to less interest in and respect for the equipment resulting in the need for additional repairs.
    • Clay Burell
      Apples don't have the virus problems that PCs have.  This is a fact.  And this is crucial for stable instruction in the classroom.
  • ...4 more annotations...
  • Technical support personnel can then develop a siege mentality, locking down the machines in ways that make them less useful as an educational tool and restricting student access to the laptops by not allowing students to take them home.
    • Clay Burell
      Tech personnel have a learning curve too, just like teachers, students, and administrators.  The goal is to distinguish the school by offering the best learning environment for students.  All choices should center on that goal.
  • In the best of cases, technical support is considered an integral part of the overall program beginning with the initial planning. Students and teachers are taught how to care for and respect the machines. A sense of ownership is encouraged and students and teachers alike are expected to problem-solve minor difficulties they encounter to the best of their ability. Many schools have found success in programs that identify certain students as tech assistants. The tech assistants receive additional training and are able to free up school personnel to concentrate on more serious technical problems. Such programs can provide opportunities for success to students, who may not have fared well in a traditional classroom environment. They also help to create a culture of respect for technology tools, thereby reducing mistreatment of equipment and the need for repairs.
    • Clay Burell
      This is a great idea: train selected students to be the classroom "tech support" troubleshooters for small problems.  That's real-world.
  • Each school should also have a site-based tech support person to handle more difficult problems and there should be a plan in place for laptops that need extensive repairs to be sent to a central district location or otherwise outsourced for repair. A loaner laptop should immediately be made available to the student or teacher. The policy at some schools is that no student or teacher should be without a laptop for longer than one hour.
    • Clay Burell
      See first note for this site. 
  • Guiding principle: Tech support procedures and planning must be adequate to prevent disruptions in laptop availability. Support should be handled at the lowest level practical.

    • The end-user (teacher or student) should be taught to exercise problem-solving skills in handling routine maintenance.
    • A school-based support staff should be able to handle the majority of technical issues.
    • District support or other outsourcing should be available to handle major repairs.
    • Clay Burell
Clay Burell

Provide the appropriate tools to all students and teachers - 0 views

  • 7) Provide the appropriate tools to all students and teachers
    • Clay Burell
      High priority: choosing the right tool.  We don't want to buy hammers when what we need is to drill.  We have to educate ourselves on this, if 1:1 is going to succeed.  We have to "know what we don't know," and put our preconceptions aside.
  • Our guiding principle for teaching methods requires that teachers "create instructional environments where students use higher order cognitive skills to construct meaning or knowledge, engage in disciplined inquiry, and work on products that have value beyond school." The choice of hardware and software must support this goal of reforming teaching and learning practice.
    • Clay Burell
      The choice of hardware and software must support this goal of reforming teaching and learning practice.
  • Secondly, the installed software should be adequate to the task of content creation. A full range of software should be available that enables the student to do word processing, concept mapping, spreadsheets, audio, photo, and video editing, multimedia authoring, Web browsing, and communication. As much as possible, software should be chosen to allow maximum integration among the separate programs.
    • Clay Burell
      Software requirements--essential:
      • word processing, spreadsheets (OpenOffice is a free alternative to MS Office)
      • concept mapping (there are now free web-based alternatives to allow this)
      • audio, video, photo, multimedia--maximum integration among the separate programs (and I would add, ease of use)--iLife's GarageBand (audio), iMovie (video), iPhoto (photos) are seamlessly integrated, and cheaper (or bundled free) than PC software (Adobe, etc)

  • ...2 more annotations...
  • First, the laptop computer itself must be capable of the production demands of real world projects. It should be sufficiently powered to allow for video and audio editing as well as multimedia production. It must also have necessary ports (USB, FireWire, etc.) to connect to other digital devices such as video cameras or scanners. The screen resolution should be sufficient for productive tasks. The laptop should also be lightweight so that it can easily be transported around the school or to the students' homes and it should have adequate battery life.
    • Clay Burell
      Hardware requirements: the laptop itself.  Essential for the classroom, the teachers, the students:
      • FireWire port
      • lightweight
      • small and portable
      • adequate battery life
      • processor power for audio-video editing
  • Third, the student should have access to the laptop whenever it is needed. Students who have access to computers at home and at school have shown an increase in writing skills, a better understanding of math, greater problem solving and critical thinking skills, ability to teach others, greater self confidence and self esteem, and more confidence with computer skills (Coley, 1997; Rockman & Sloan, 1995). To reserve the use of the laptop to the school setting is to waste more than half of its potential use by students.
    • Clay Burell
      Show to parents.
    This is key.  Notice the MacBooks in these pictures from Florida, as well as the Australian website.

    I'm not "on Apple's side."  I've compared the tools on PCs and Apples, have used both and learned them, and thus simply know from experience which tool is the better solution for student learning.

    When this situation changes, when there are non-Apple products that offer seamless multimedia production software, I will "switch sides" to the new best tools.  But right now, those tools aren't there.

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