If you need graph paper, you can print it out from this site. Also lined papers, registers, and score sheets for board games.

The Roy Rosenzweig Centre for History and New Media offers a treasure torve of resources for history projects, including primary sources and also platforms for publication and collection.

Social book-marking technology that may be preferable to Diigo for research purposes as citations are afforded

Graphics of the SAMR (substitution, augmentation, modification, redefinition) and TPCK (technological, pedagogical, content, knowledge) models

TPCK means technological pedagogical content knowledge. SAMR means substitute augment modification redefinition. TPCK is an instructional model envisioned using a Venn diagram. SAMR refers to the effects of selected technology on student productivity and is envisioned in a hierarchical plan with redefinition representing the power of technology to transform learning output. Puentendura consulted with the state of Maine in its one-to-one computer implementation project.

Americans seem to be planning major change in technology integration in the classroom. By 2020, major changes need to happen at the intersection of knowledge of technology, pedagogy, and content to leverage classroom practises with the affordances of the 21st century.

Next to technology use in education, assessment generates buzz. Americans scramble to put together formative assessment into their system and here are links to research articles to show evidence of the race.

"Your Gravatar is an image that follows you from site to site appearing beside your name when you do things like comment or post on a blog. Avatars help identify your posts on blogs and web forums." Gravatar will identify you on postings and can be integrated with Twitter, Wordpress, and FB.

Audio software which is like Twitter except messages are spoken. Writing teachers find it a useful tool to catch thoughts on the run, Users can 'follow' people as in Twitter and Facebook. Messages are called boos. Mobile, laptop, or desktop usability.

The best measure of academic achievment is successin the real world, not tests. Schools can measure their success by following up on alumni. aUse real-world, real-life experiences to connent students to potential new jobs, showcase their talents, develop partnerships, and measure academic achievement.

Think of the mathemagician's role as "Encourage and Engage" supplanting the old "Command and Control." The affordances of multiple inexpensive or free social, communications, and information technologies, most of which are available through cyber-space networks, creates a changed world for workplace training, for community building, and for personal learner.

Learning trajectories have a number of specific characteristics when it comes to building, user context and target group. These attributes are directly related to the function of a learning trajectory. The following sections focus on the definition of learning trajectoriesvand also the characteristics.

Jim Minstrell is a leading researcher in formative, diagnostic assessment approaches.  He represents the 'facet,'  as opposed to the 'learning progression theory of knowledge construction.  Through his study of student 'misconceptions,' he formulated a 'facet' apprach to assessment which takes into account student prior knowledge and is culturally sensitive.

With the interest of helping teachers improve their instructional practices and enhancing student learning, FADS (Formative Assessment Delivery System) is a computerized system that will allow classroom teachers to design, develop, and deliver formative assessments and to monitor and report student progress within an interpretive context. This online accessible system will allow teachers to accurately diagnose students' comprehension and learning needs by providing real-time assessment, logging, analysis, feedback, and reporting. The current five-year FADS project, funded by the National Science Foundation, is focused on designing activities deriving from middle school mathematics and science curricula aligned with state and national standards.

DIAGNOSER: In this web-based assessment program, we have designed sets of questions as formative assessments (e.g., assessments to inform learning and instruction rather than assign scores.) Students receive feedback on their thinking as they work through their assignment. Teachers can access reports on students' thinking related to the assigned content.

This web site embeds insights from a number of sources, some of which are from the UK. I don't know if the Literacy with ICT communitywould agree on the Outstanding Lesson described here, as it is very teacher-centered, but some of the other points are well made regarding the context for teaching and the importance of leadership.

Teresa Penedo posted this item in the #change11 Facebook group. The one-hour video tells us "most of what we think we know about technology in general is false." According to Andrew Feenberg, "Our error stems from the everyday conception of things as separate from each other and from us. In reality they belong to an interconnected network the nodes of which cannot exist independently qua technologies." This leads to ten 'paradoxes of technology': "1. The paradox of the parts and the whole: The apparent origin of complex wholes lies in their parts but in reality the parts find their origin in the whole to which they belong. 2. The paradox of the obvious: What is most obvious is most hidden. 3. The paradox of the origin: behind everything rational there lies a forgotten history. 4. The paradox of the frame: Efficiency does not explain success, success explains efficiency. 5. The paradox of action: In acting we become the object of action. 6. The paradox of the means: The means are the end. 7. The paradox of complexity: Simplification complicates. 8. The paradox of value and fact: Values are the facts of the future. 9. The democratic paradox: The public is constituted by the technologies that bind it together but in turn it transforms the technologies that constitute it. 10. The paradox of conquest: The victor belongs to the spoils." from Stephen Downes OL Daily