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While I was reading this article I was very critical and was wondering whether this course was going to be just lecturing by simply recording and showing the lesson and how these two professors could assess so many students in terms of time and in terms to have an assessment which would not make them cheat as this is an online environment. Well, in the last part of the article the answer is clearly expressed they do show a recording but on the online lesson they actually use the lesson to discuss project in smaller groups. Do not personally know how many smaller groups they would create and of how many members however the idea is excellent to me.

The rapid increase in the availability of high-bandwidth Internet service, coupled with a wide array of interactive software, has touched off a new wave of experimentation in education.

Dr. Widom said she had recorded her video lectures during the summer and would use classroom sessions to work with smaller groups of students on projects that might be competitive and to bring in people from the industry to give special lectures. Unlike the A.I. course, this one will compare online students with one another and not with the Stanford students.

In place of office hours, they will use the Google moderator service, software that will allow students to vote on the best questions for the professors to respond to in an online chat and possibly video format. They are considering ways to personalize the exams to minimize cheating.

These students, as a group, are classified as lower income students.  None of their devices had the capability to download apps.  What this says to me as the educator is that when I am designing activities that use the students own devices in my BYOD classroom, that they cannot include the use of apps.  They have camera, email, texting, internet capabilities, but no way to use apps. 

As you can see the uploaded images created a personalized feelings poster.  Students were provided with scenarios and asked to locate on the Interactive White Board which of these displayed images that they created best represented how they would feel in that situation.

The idea that students are digital natives is a myth

they need to be taught to see the web as a learning tool

helping student and teachers make sense out of an ever-growing, ever-diversifying web.

I would love to have my students in China join in the discussion about Christopher Columbus.  They would like to share with your students the story of the great Chinese admiral, Zheng He (http://en.wikipedia.org/wiki/Zheng_He), and his exploration of the world 50 years before Columbus set sail. My students are studying US history this semester, and we are exploring the topic of the “Columbian exchange;” how the the early explorations brought plants, animals, and diseases around the world for the first time.

Although Christopher Columbus day as come and gone and the 5th graders unit on the historical figure has (officially) ended, we will continue to make connections to expand our horizons and learn from different perspectives.

As a class we analyzed the responses of the survey in the spreadsheet, although I received nightly updates via email from excited students as the numbers of participants climbed steadily.

"We want them to start modeling what they're going to see when they get out of here," said Lee, who envisions someday replacing students' print planners with online calendars. Most of all, he wants to cultivate what he calls good digital citizenship.

Drawing inspiration from fake Twitter accounts that parody celebrities or historical figures, Haines has had his students tweet as characters from George Orwell's "Animal Farm."

There is little data on how many school districts across the country have policies allowing the use of cellphones and other digital devices in class. A 2009 U.S. Department of Education survey shows only 4 percent of public-school teachers say a handheld device is available in the classroom every day.

recent finding by PISA, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads.

Askell-Williams and her colleagues found that those students who used fewer of these strategies reported more difficulty coping with their schoolwork. For the second part of their study, they designed a series of proactive questions for teachers to drop into the lesson on a “just-in-time” basis—at the moments when students could use the prompting most. These questions, too, can be adopted by any parent or educator to make sure that children know not just what is to be learned, but how. What is the topic for today’s lesson? What will be important ideas in today’s lesson? What do you already know about this topic? What can you relate this to? What will you do to remember the key ideas? Is there anything about this topic you don’t understand, or are not clear about?

Some adventurous professors have used Twitter as a teaching tool for at least a few years. At a presentation at Educause in 2009, W. Gardner Campbell, director of the academy of teaching and learning at Baylor University, extolled the virtues of allowing students to pose questions to the professor and each other — an important part of the thinking and learning process — without having to raise their hands to do so immediately and aloud. And in November, a group of professors published a scientific paper suggesting that bringing Twitter into the learning process might boost student engagement and performance.

But while Lomicka and her tech-forward peers are not advocating that every college go the way of Chapel Hill, they are finding out that some relatively novel teaching technologies that are used by academics of all stripes, such as Twitter and iTunes U, are particularly useful for teaching languages.

At Emory University, language instructional content is far and away the biggest export of its public repository on iTunes U, where visitors from around the world have downloaded more than 10 million files since Emory opened the site in 2007.

Technology has empowered all sides in this skirmish: the rioters, the vigilantes, the government and even the ordinary citizens eager to help. But it has empowered all of them to different degrees.

After the recent massacre in Norway, many European politicians voiced their concern that anonymous anti-immigrant comments on the Web were inciting extremism. They are now debating ways to limit online anonymity.

latest facial-recognition technology, go through the footage captured by their numerous closed-circuit TV cameras and study chat transcripts and geolocation data, they are likely to identify many of the culprits.