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Kathy Fiedler

Preparing Your School for an iPad Implementation - iPads in Education - 0 views

ipadeducators.ning.com/...preparing-your-school-for-an

iPad programming implementation iPads deployment education schools infrastructure management devicemanagement administration planning professionaldevelopment

shared by Kathy Fiedler on 24 Apr 12 - No Cached
  • Kathy Fiedler on 24 Apr 12
     
    "Planning is imperative for any technology initiative - iPad or otherwise. You need to ensure that you clearly understand and communicate how the technology integrates with your overall pedagogical objectives. Too many institutions purchase technology and then search for ways to utilize it ... or leave it collecting dust on the shelf. Planning needs to consider both infrastructure needs and the educational applications of the new technology. Without the proper preparation, technology initiatives are liable to become expensive failures."
Virginia Glatzer

Clutter | Home | Create - Connect - Share - 6 views

clutter.scratch.mit.edu

scratch programming stem

shared by Virginia Glatzer on 07 May 12 - No Cached
  • Darcy Goshorn on 07 May 12
     
    The goal of Clutter is to allow users to collaborate by linking Scratch projects. On the Scratch site it is possible to add projects to galleries, however, this is only one way to bring Scratch projects together. In Clutter there are three ways to bring projects together: Story Clutters allow you order projects sequentially. Secret Word Clutters requires users to type in a secret word to move to the next project in a sequence. Link Clutters allow you to go to any project inside a Clutter if you know the link word that is associated with the project.
  • Virginia Glatzer on 15 May 12
     
    "A Clutter is a collection of Scratch projects that are linked together."
waqas majeed

Nurse Anesthetist - 0 views

www.alivenotdead.com/...-Programs-profile-2160129.html

Nurse Anesthetist

shared by waqas majeed on 30 Jun 12 - No Cached
  • waqas majeed on 30 Jun 12
     
    For those who want to be Nurse Anesthetist in the US, need to have a CRNA qualifications. The complete type being CRNA, such a certification has several pre current conditions which need to be fulfilled for one to register for such a qualifications system. The AANA or United states Organization of NA concerns this document and currently has more than 40,000 qualified NA authorized in the US.
Darcy Goshorn

A Gentle Introduction to SQL - 4 views

sqlzoo.net

sql tutorial database reference programming mysql howto tutorials ict computers

shared by Darcy Goshorn on 03 Jan 12 - Cached
  • Darcy Goshorn on 03 Jan 12
     
    Interactive SQL tutorials
Mark Pearsall

Microsoft Research FUSE Labs - Kodu Game Lab - 0 views

fuse.microsoft.com/kodu

education programming game kodu Microsoft gamemaker fuse kids gaming

shared by Mark Pearsall on 05 Jun 12 - No Cached
  • Mark Pearsall on 05 Jun 12
     
    Coding games
  • Mark Pearsall on 05 Jun 12
     
    This would make a nice summer camp by itself.
Darcy Goshorn

Discover Everything through Code - 5 views

runnable.com

code programming snippets browser webdev web coding ide

shared by Darcy Goshorn on 04 Nov 13 - No Cached
  • Darcy Goshorn on 04 Nov 13
     
    "Full-stack code anyone can run from their browser"
Darcy Goshorn

THE SEPTEMBER 11TH EDUCATION PROGRAM - Social Studies School Service - 0 views

www.socialstudies.com/...product.html

9-11 September 11 9_11 11 sept terrorism history for:cffcoach 9 september education curriculum lessonplan lesson

shared by Darcy Goshorn on 08 Sep 10 - No Cached
  • Darcy Goshorn on 08 Sep 10
     
    Teachers can get some free sample lesson plans from a new and highly regarded 9/11 curriculum. Modifications would have to be made for ELL's.
Michelle Krill

Flash Classroom - 7 views

www.flashclassroom.com/...index.php

Flash programming animation

shared by Michelle Krill on 21 Sep 10 - Cached
  • Michelle Krill on 21 Sep 10
     
    "On this site you'll find a large collection of learning materials covering how to create animations, games and learning objects using Adobe Flash. You'll also find examples of how Flash has been used across a range of P-12 learning contexts. "
Michelle Krill

Top News - AASA hears what's about to disrupt schools - 0 views

www.eschoolnews.com/...index.cfm

disruptive

shared by Michelle Krill on 25 Feb 09 - Cached
  • Until now, the providers of online instruction have catered primarily to areas of "non-consumption" in education, Christensen said, such as credit recovery, AP courses, and home-schooled or homebound students.
  • But that will change once online instruction reaches its tipping point--and if schools want to compete for these "customers" (their students), they should consider partnering with an online-learning provider or starting an online program of their own.
  • Michelle Krill on 25 Feb 09
     
    2/3
Michelle Krill

Top News - Social-networking apps can pose security risks - 0 views

www.eschoolnews.com/...top-news

article eschool socialnetworking

shared by Michelle Krill on 02 May 08 - Cached
  • Turns out, even the privacy-conscious Sarah Browns of the world freely hand over personal information to perfect strangers. They do so every time they download and install what's known as an "application," one of thousands of mini-programs on a growing number of social-networking web sites that are designed by third-party developers for anything from games and sports teams to trivia quizzes and virtual gifts.
  • People often think Facebook profiles and sometimes MySpace pages, if they're set as private, are only available to friends or specific groups, such as a university, workplace, or even a city.
  • But that's not true if they use applications.
  • ...4 more annotations...
  • News Corp.'s MySpace, which has about 117 million unique visitors each month,
  • giving developers access to the profiles of anyone who downloads them
  • MySpace users don't have to include their names on their profiles.
  • They also point out that some information, such as eMail addresses and phone numbers, aren't made available.  
  • Michelle Krill on 02 May 08
     
    Using those cool little applications designed to enhance social networking sites like MySpace and Facebook can make personal information as...
Michelle Krill

HP Technology for Teaching Grant Initiative - 0 views

www.hp.com/...tech_teaching

funding grants hp necc2008

shared by Michelle Krill on 30 Jun 08 - Cached
  • Michelle Krill on 30 Jun 08
     
    This year we are celebrating 5 years of commitment to innovative educators who are transforming teaching and learning through the effective use of technology. HP believes that teaching excellence, combined with the right technologies, has a positive impact on student achievement.
Darcy Goshorn

Kongregate Labs: How to Create simple Flash Games - 0 views

www.kongregate.com/labs

development flash games howto actionscript adobe gaming edugames

shared by Darcy Goshorn on 21 Oct 08 - Cached
  • Darcy Goshorn on 21 Oct 08
     
    Finally, an idiot's guide to programming games with Flash and actionscript!
  • Darcy Goshorn on 21 Oct 08
     
    A teenager's guide to creating simple, controllable shooter games with Adobe Flash CS3, using ActionScript.
Michelle Krill

DIGITAL LEARNING ENVIRONMENTS: Tools and Technologies for Effective Classrooms - 0 views

www.guide2digitallearning.com/...en_tips_better_laptop_learning

laptop elearning 1:1

shared by Michelle Krill on 02 Mar 09 - Cached
  • The goal of installing laptop programs is to increase student learning in the classroom.
  • Michelle Krill on 02 Mar 09
     
    Tools and Technologies for Effective Classrooms, Eleven Tips for Better Laptop Learning
Kathe Santillo

Babelgum - 0 views

www.babelgum.com

CFFButler Electronic_Presentations Streaming_Video Web_2.0_Tools

shared by Kathe Santillo on 08 Jan 09 - Cached
  • Michelle Krill on 08 Jan 09
     
    A free internet TV platform supported by advertising, Babelgum Beta, combines the full-screen video quality of traditional television with the interactive capabilities of the internet, offering professionally produced programming on-demand to a global audience with broadband access (a minimum of 450kbit/sec). As the name suggests, Babelgum's goal is to act as an international 'glue', bringing a huge range of content to a global audience - like a modern-day Tower of Babel. The bubble logo is a fun visual pun on the company name, but also reflects Babelgum's commitment to a green, global future. Babelgum's editorial focus is on three Passions, that is, specific subject areas that we present with depth and a point of view: independent film, independent music and underwater. Each Passion has a dedicated publisher who will select the best content and stimulate the debate. In addition, to the 3 Passions, videos are arranged into 9 theme-related Channels such as Film, Nature, Comedy, Travel, Sport, just to name a few.
  • Kathe Santillo on 01 May 09
     
    Excellent video resource. They have an entire AP news archive, excellent for history teachers. There are also many fine science videos both long and short.
anonymous

Education Week: Filtering Fixes - 0 views

www.edweek.org/...02filter_ep.h29.html

filtering

shared by anonymous on 15 Sep 09 - Cached
  • Instead of blocking the many exit ramps and side routes on the information superhighway, they have decided that educating students and teachers on how to navigate the Internet’s vast resources responsibly, safely, and productively—and setting clear rules and expectations for doing so—is the best way to head off online collisions.
  • “We are known in our district for technology, so I don’t see how you can teach kids 21st-century values if you’re not teaching them digital citizenship and appropriate ways of sharing and using everything that’s available on the Web,” said Shawn Nutting, the technology director for the Trussville district. “How can you, in 2009, not use the Internet for everything? It blows me away that all these schools block things out” that are valuable.
  • While schools are required by federal and state laws to block pornography and other content that poses a danger to minors, Internet-filtering software often prevents students from accessing information on legitimate topics that tend to get caught in the censoring process: think breast cancer, sexuality, or even innocuous keywords that sound like blocked terms. One teacher who commented on one of Mr. Fryer’s blog posts, for example, complained that a search for biographical information on a person named Thacker was caught by his school’s Internet filter because the prohibited term “hacker” is included within the spelling of the word.
  • ...9 more annotations...
  • The K-2 school provides e-mail addresses to each of its 880 students and maintains accounts on the Facebook and Twitter networking sites. Children can also interact with peers in other schools and across the country through protected wiki spaces and blogs the school has set up.
  • “Rather than saying this is a scary tool and something bad could happen, instead we believe it’s an incredible tool that connects you with the entire world out there. ... [L]et’s show you the best way to use it.”
  • As Trussville students move through the grades and encounter more-complex educational content and expectations, their Internet access is incrementally expanded.
  • In 2001, the Children’s Internet Protection Act instituted new requirements for schools to establish policies and safeguards for Internet use as a condition of receiving federal E-rate funding. Many districts have responded by restricting any potentially troublesome sites. But many educators and media specialists complain that the filters are set too broadly and cannot discriminate between good and bad content. Drawing the line between what material is acceptable and what’s not is a local decision that has to take into account each district’s comfort level with using Internet content
  • The American Civil Liberties Union sued Tennesee’s Knox County and Nashville school districts on behalf of several students and a school librarian for blocking Internet sites related to gay and lesbian issues. While the districts’ filtering software prohibited students from accessing sites that provided information and resources on the subject, it did not block sites run by organizations that promoted the controversial view that homosexuals can be “rehabilitated” and become heterosexuals. Last month, a federal court dismissed the lawsuit after school officials agreed to unblock the sites.
  • Students are using personal technology tools more readily to study subject matter, collaborate with classmates, and complete assignments than they were several years ago, but they are generally asked to “power down” at school and abandon the electronic resources they rely on for learning outside of class, the survey found. Administrators generally cite safety issues and concerns that students will misuse such tools to dawdle, cheat, or view inappropriate content in school as reasons for not offering more open online access to students. ("Students See Schools Inhibiting Their Use of New Technologies,", April 1, 2009.)
  • A report commissioned by the NSBA found that social networking can be beneficial to students, and urged school board members to “find ways to harness the educational value” of so-called Web 2.0 tools, such as setting up chat rooms or online journals that allow students to collaborate on their classwork. The 2007 report also told school boards to re-evaluate policies that ban or tightly restrict the use of the Internet or social-networking sites.
  • Federal Requirements for Schools on Internet Safety The Children’s Internet Protection Act, or CIPA, is a federal law intended to block access to offensive Web content on school and library computers. Under CIPA, schools and libraries that receive funding through the federal E-rate program for Internet access must: • Have an Internet-safety policy and technology-protection measures in place. The policy must include measures to block or filter Internet access to obscene photos, child pornography, and other images that can be harmful to minors; • Educate minors about appropriate and inappropriate online behavior, including activities like cyberbullying and social networking; • Adopt and enforce a policy to monitor online activities of minors; and • Adopt and implement policies related to Internet use by minors that address access to inappropriate online materials, student safety and privacy issues, and the hacking of unauthorized sites. Source: Federal Communications Commission
  • “We believe that you can’t have goals about kids’ collaborating globally and then block their ability to do that,” said Becky Fisher, the Virginia district’s technology coordinator.
  • anonymous on 15 Sep 09
     
    This is an excellent article. I think every school should take this to a meeting with Administrators to discuss bringing sanity to this issue once and for all.
Mardy McGaw

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 1 views

www.ascd.org/...lls@_The_Challenges_Ahead.aspx

shared by Mardy McGaw on 07 Sep 09 - Cached
  • But in fact, the skills students need in the 21st century are not new.
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills.
  • This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.
  • ...10 more annotations...
  • To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
  • Why would misunderstanding the relationship of skills and knowledge lead to trouble? If you believe that skills and knowledge are separate, you are likely to draw two incorrect conclusions. First, because content is readily available in many locations but thinking skills reside in the learner's brain, it would seem clear that if we must choose between them, skills are essential, whereas content is merely desirable. Second, if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
  • Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods (Shapson, Wright, Eason, & Fitzgerald, 1980). Again, these are not new issues. John Goodlad (1984) reported the same finding in his landmark study published more than 20 years ago.
  • Why don't teachers use the methods that they believe are most effective? Even advocates of student-centered methods acknowledge that these methods pose classroom management problems for teachers. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
  • Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
  • Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
  • The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      "ensuring that students learn how to think" You would think that this is the essence of education but this is not always asked of students. Memorize, Report and Present but how often do students think and comment on their learning?
  • practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      Students need to be taught how to work as part of a group. The need to see mistakes and be given a chance to improve on them. Someone who already knows how to work as a team player is the best coach/teacher.
  • anonymous on 07 Sep 09
     
    A very interesting article. Lots of good discussion points.
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