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A ground breaking free video vocabulary builder. A study room provides a distraction free environment with fast and easy access to vocab videos and Flash Cards. It is a time-saving tool especially for the last minute preparation before the test.

Algodoo is a 2D-simulation environment for creating interactive scenes in a playful, cartoony manner, making use of the physics that we use to explain our real world. Algodoo is designed to encourage young people's own creativity, ability and motivation to construct knowledge. The synergy of science and art makes Algodoo as educational as it is entertaining. Algodoo applies a constructionistic learning paradigm - learning by designing, constructing and exploring physical systems. Design, interact and explore - It's Physics like never before!

A Radically Different World If you think our future will require better schools, you're wrong. The future of education calls for entirely new kinds of learning environments. If you think we will need better teachers, you're wrong. Tomorrow's learners will need guides who take on fundamentally different roles. As every dimension of our world evolves so rapidly, the education challenges of tomorrow will require solutions that go far beyond today's answers.

created by NCTM - Calculation Nation™ uses the power of the Web to let students challenge opponents from anywhere in the world. At the same time, students are able to challenge themselves by investigating significant mathematical content and practicing fundamental skills. The element of competition adds an extra layer of excitement. "The games on Calculation Nation™ provide an entertaining environment where students can explore rich mathematics," said Jim Rubillo, Executive Director of the National Council of Teachers of Mathematics (NCTM). "Through these games, students are exposed to the same mathematical topics that they see in class as well as those that are recommended in Curriculum Focal Points."

A genre comprised of books that are mainly written by women for women. The books range from having main characters in their early 20's to their late 60's. There is usually a personal, light, and humorous tone to the books. Sometimes they are written in first-person narrative; other time they are written from multiple viewpoints. The plots usually consist of women experiencing usual life issues, such as love, marriage, dating, relationships, friendships, roommates, corporate environments, weight issues, addiction, and much more.

Designed to serve Pennsylvania teachers & students on the topic of watershed education. Addresses the proposed Environment & Ecology standards from the PA Dept of Education.

iCue is a fun, innovative learning environment built around video from the NBC News Archives. Videos, games, and activities correlated to courses in U.S. History, U.S. Government and Politics, and English Language and Composition, and more. A community of

Teaching with primary documents encourages a varied learning environment for teachers and students alike. Lectures, demonstrations, analysis of documents, independent research, and group work become a gateway for research with historical records in ways that sharpen students' skills and enthusiasm for history, social studies, and the humanities.

ARTstor is a non-profit initiative, founded by The Andrew W. Mellon Foundation, with a mission to use digital technology to enhance scholarship, teaching, and learning in the arts and associated fields. ARTstor consists of: A repository of hundreds of thousands of digital images and related data; The tools to actively use those images; and A restricted-usage environment that seeks to balance the rights of content providers with the needs and interests of content users.

The Wisconsin Online Resource Center is a digital library of Web-based learning resources called "learning objects." The digital library of objects has been developed primarily by faculty from the Wisconsin Technical College System (WTCS) and produced by multimedia technicians who create the learning objects for the online environment. At present, 409 WTCS faculty members have authored learning objects. The Wisc-Online digital library contains 2542 objects that are accessible to all WTCS faculty at no cost and with copyright clearance for use in any WTCS classroom or online application. Other colleges, universities, and consortia from throughout the United States and around the world use the library with permission. Current use of the learning object repository exceeds 20,000 hits per day. Learning objects are designed and developed by a team of instructional designers, editors, technicians, and student interns.

Welcome! ClassChatter offers free blogging and web tools for teachers at all levels of education. Our first goal is to provide a safe haven for teachers and students on the web. You will find a secure and private environment, free of any advertising directed at your students. We hope that you will discover useful tools that will help move your students more rapidly into 21st century communications and collaboration!

Resources, materials, and processes for creating an environment that will develop critical, creative, and independent thinkers in a culturally diverse, technologically advanced society.

Scroll to bottom of page - "Principal Reading Walk Through Checklists The Principal Walkthrough checklists provide principals of Kindergarten through Fifth Grade with a tool to effectively structure classroom visits in order to observe effective reading instruction. This tool provides a snapshot of classroom organization, instruction, and learning opportunities in the reading classroom. Indicators focus on the learning environment and include instructional strategies essential for reading including phonemic awareness, phonics, fluency, vocabulary and comprehension."

The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was

Lovely provides a hot-linked list organized into live journeys, "interactive environments," travelogues, e-museums, building and place tours, map-based visits, and read-along visits.

Here is a collection of virtual field trip sites.

Math is one of the easiest subjects to use well on an interactive whiteboard. The Internet is awash with SMART Board Math games, but not all are worth your time. The ones in this article have been tried and tested in my classroom, and are long standing favorites with my students. Some are Internet based, and some are SMART Notebook files for you to download, but all are great fun and will help bring added engagement to your Math lessons. The majority of these SMART Board Math games can be used in a K-6 environment, but many can be used beyond that.

T hey're free, they're customizable, and they meet state standards. Those are the three biggest selling points of CK12 Flexbooks, digital educational content for K-12 schools. FlexBooks are developed through a combination of author donations, licensing partnerships, university collaborations, and incentives for community-based authorship, and teachers can customize them to their hearts' content.

Customizable, standards-aligned, free digital textbooks for K-12. CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based collaborative model termed the "FlexBook," CK-12 intends to pioneer the generation and distribution of high quality educational content that will serve both as core text as well as provide an adaptive environment for learning through the FlexBook Platform™.

Another great article about the impact on the environment of something we take for granted - cell phones. (Thanks to Justine Kobeski for sharing this with me)

"Grand Island Public Schools recognizes the critical role that technology plays in educating children for the future. In order to be productive citizens in society, students must possess the skills to be contributing members in an information-rich technology environment. In accordance with state and national instructional technology standards, Grand Island Public Schools learners will be provided the skills and implementation opportunities which will enable them to: 1. use a variety of information technologies and applications. 2. develop positive attitudes toward the social impact of technology and apply ethical and legal principles to the use of information technologies. 3. develop strategies to utilize information technologies to search for, locate, and access information. 4. use a variety of media to communicate, collaborate, publish, and interact with experts, peers, and other audiences. 5. organize, prepare and present ideas and information utilizing information technologies. 6. solve problems utilizing a variety of information technologies "