academic technology

Through a YouTube request, professor John Boyer lands skype interview with Aung Sun Suu Kyi

Illustrations to Dickens http://digital.libraries.ou.edu/cdm4/browse.php?CISOROOT=%2Fdickens2 During his life, Joseph Clayton Clarke was known for illustrating the novels of Charles Dickens. Born in 1856, Clarke also designed postcards and cigarette cards. His first illustrations of Dickens' work appeared in 1887 in Fleet Street magazine, and he continued by publishing complete illustration collections in books like "The Characters of Charles Dickens". This digital collection from the University of Oklahoma Libraries brings together 185 of his illustrations from this fine tome. Visitors can read the description of each illustration on the site, and view each item listed by character name. Here visitors will find such Dickens favorites as Clarence Barnacle from Little Dorrit and Martin Chuzzlewit from the novel of the same name

In an effort to expand access to large data sets and information about their work, the United Nations Development Programme (UNDP) has created this website to provide access to such materials. 

Costs $$. Whether you are a researcher, historian or you simply want to know more about Britain's history, take this fantastic opportunity to search this vast treasure trove of historical newspapers

Welcome to the Sor Juana Inés de la Cruz Project.The Sor Juana Project is sponsored byThe Department of Spanish and PortugueseDartmouth CollegeHanover, New Hampshire

The 5th annual Jossey-Bass Online Teaching & Learning (OTL) Conference ONLINE will equip educators and administrators just learning the intricacies of online course design, development, instruction, and assessment with a comprehensive understanding of 'the WHAT' and 'the HOW' of online teaching & learning. You'll learn both the concepts and the real-life applications and tools, directly from the experts in the field - everything you need to build a foundation for success.

Standard tell-and-practice instruction is important because it delivers the explanations and solutions invented by experts, and students need opportunities to hear and practice these ideas.  To gain this benefit without undermining transfer, the current studies suggest expositions  should happen after students have explored novel-to-them deep structures. 

Google Street View stop motion animation short made as a personal project by director Tom Jenkins. 

crowd sourced list of apps,many in music

A great example of "Why I don't use technology"  Its black and white pronouncements are infuriating. How can we talk to this argument? "No technology today or in the foreseeable future can provide the tailored attention, encouragement, inspiration, or even the occasional scolding for students that dedicated adults can, and thus, attempts to use technology as a stand-in for capable instruction are bound to fail."

This website is the result of a research project for History 327: Women's History to 1870 at the University of Mary Washington. The subject is Kate Dunlap, a woman who made the westward overland journey in 1864. 

One of the best, most concise explanations of why the antipathy to technology in education.~JB The conflict between computers and schools is really a conflict between educational paradigms. The traditional and dominant paradigm is rooted in the book and the pedagogy is one of transmission. Teachers, who have presumably read more books than their students and listened to more scholarly lectures, transmit what they've learned to their students in a similar fashion. The students who do best within this system are those who can capture the transmission - as unfiltered as possible - and mirror back to the teacher what they have delineated. Within this model, digital technology can provide improvements, but they are cosmetic. Teachers can enhance their lectures with presentation software, videos and other forms of multimedia, but the methods stay the same. For teachers who don't understand how these new tools can enhance what they are teaching, then technology can be a distraction. Within this system of learning, (Inquiry based and student centered) there is real value in having the widest range of technological tools for not only consuming information in all its multimodal forms, but for creatively demonstrating what one has learned.

 technocentrism and pedagogical dogmatism. If the goals of technology integration are separated from the goals of educational reform, teacher educators are faced with an important choice. Should we, as educational technology leaders, concentrate our efforts upon developing, testing, and disseminating a wide range of educational technology uses that support a broad spectrum of pedagogical approaches? Or should we recommit-and state publicly-our intention to help schools change the nature of teaching and learning through particular applications of digital technologies?

For many years the rhetoric and substance of national reports written by bands of technologists eager to see electronic devices work their wonder on children and adults in schools have puzzled me. I am especially puzzled now as I try to make sense of the mountain of data I have collected at Las Montanas, a 1:1 laptop school in northern California (see posts of August 7, 13, and 20).  In these national reports issued periodically by U.S. government sponsored agencies (e.g., Office of Technology Assessment, the National Education Technology Plan) or privately-funded groups (e.g., CEO Forum on Education and Technology), I noted two things.

Although Google has been playing with some fun image search toys in its lab and the official Google Image Search has recently significantly upped its game, some of its most hyped features - color search, instant scrolling, hover preview - are but mere shadows of sleeker, better versions that geekier, more sophisticated image search tools offer. Here are seven of our favorites.

Viewshare.org is a free web application for generating and customizing unique, dynamic views through which users can experience cultural heritage digital collections. The intended users of Viewshare are individuals managing and creating access to digital collections of cultural heritage materials.

SVUSD lead teachers created a series of lessons to use in your first few days of mobile devices teaching. These lessons are designed to assist students with learning the device and build proper classroom management of the devices.