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Amanda Nichols

10 Easy Steps for Twitter Beginners - 1 views

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    These Twitter tips could serve as suggestions for using Twitter in the classroom or as part of a PLN
anonymous

Twitter in the Classroom: Watch This Teacher Engage Shy Students in Learning History - ... - 0 views

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    Short CNN story on a high school teacher's use of twitter in the classroom to help all students become engaged.
Amanda Nichols

Education Week Teacher: Why Twitter and Facebook Are Not Good Instructional Tools - 0 views

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    A different perspective - why this teacher finds tools like Facebook and Twitter to be ineffective instructional tools.
Amanda Nichols

For School Counselors, Technology Enhances the Human Touch -- THE Journal - 0 views

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    "Twitter isn't a place I go to say, 'I walked my dog today.' Twitter is the place I go to for professional learning," Taylor says. "I follow educators. I follow administrators and school counselors. We have a chat once a month where we share resources, articles, iPad apps."
Amanda Nichols

Principal embraces power of Twitter - NorthJersey.com - 0 views

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    Article about how Eric Sheninger, principal of New Milford High School, uses Twitter and technology tools in education
Amanda Nichols

Tweet, Tweet, Go the Kindergartners - SchoolBook - 0 views

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    "Three days a week, as the school day draws to a close, the children in Ms. Aaron's class sit down to compose a message about what they have been doing all day. They then send it out to their parents and relatives through Twitter, the stamping grounds of celebrities and politicians, where few kindergartners have been known to venture."
Matt McCarty

Video Story Problems - REMC MI Streamnet: - 0 views

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    An excellent how-to video about an excelent idea.   Created by Ben Rimes from Mattawan.  Twitter @techsavvyed   blog: www.techsavvyed.net
Amanda Nichols

OMG: Engaging Students on Their Own Terms -- THE Journal - 0 views

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    Using the technology students are already using - like Twitter, Facebook, and cell phones - to extend educational opportunities.  A few good ideas for teachers who are just dipping their toes into the "technology" water, like "low-tech tweeting" and "physical Facebook walls."
Amanda Nichols

FACEBOOK: LIKE? | More Intelligent Life - 0 views

  • The internet allows three things, broadly speaking: access to content (video, music, things to read), self-expression (blogs, Twitter) and communication (e-mail, chat, Skype). Facebook competes with it on all these fronts
  • “If you’re a start-up today, you can leverage the world’s largest social network. For free. Why would you want to do the really hard thing, which is recreate a social network, when what you can do is focus on the technology you want to build, and use the one that already exists?”
  • “You didn’t come to Facebook because we’re so awesome. You came to Facebook because your friends are awesome. They’re doing interesting things and you want to know about it. Time that you’re spending conscious of Facebook as a thing probably means we made a mistake.”
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  • The culture of “why not this too?” keeps the giant growing and constantly changing. 
  • The plain lower-case logo looks almost sorry to bother you. Tiffani Jones Brown, who oversees the writing of much of the text on the site, says that its personality must be nothing more than “simple, human, clear and consistent”. The music app is called…Music. The photos app is called Photos. The message service is called Messages. Everything on the site is to be written so that an 11-year-old can read it—even though Facebook likes its users to be at least 13.
  • This highlights a key feature of Facebook: it is the anti-Apple. Apple’s products are designed down to their molecules so that you never forget who made them. The colours, fonts and distinctive shapes give Apple an ever-present personality. This reflects the top-down, “we know best” culture cultivated for decades by the brilliant authoritarian Steve Jobs. Facebook could not be more different. “‘Authority’ is just not a word here,” Bosworth says with a laugh. “It’s not a thing we use.”
  • “The things people complain about in real life, it’s like they rediscovered them on Facebook. It’s like gossip never existed before, as if your history never followed you around before. I’m not saying there’s not some differences—but these aren’t Facebook problems, they’re just fundamentally human problems.”
  • Even if Facebook should fall—as Friendster and MySpace rose and fell—its reverberations will be lasting. Google made the internet navigable. Apple made it portable, through intuitive, brilliant devices. Now Facebook has made it social, raising a generation that will never again expect things to be otherwise.
  • Facebook has not replaced social life. It has tightened the social fabric, in a way that fits many people, and which many just as clearly chafe against. The social ills ascribed to it are, by and large, not new. Once people suffered from hysteria and melancholy; in the modern age, they have anxiety and depression. Once they suffered gossiping and bullying; now it’s “Facebook official” drama and cyber-bullying. Once they could envy the greener grass on their neighbour’s side; now it’s “Facebook anxiety” about his (or, more likely, her) online photos. Once they wondered if their social lives were fulfilling enough; now they suffer FOMO—fear of missing out—and get to see all the pictures from the party they weren’t invited to. New labels for old problems. But these problems are larger-looming and becoming ever-present for the mill
  • ions who can’t get enough of their social networks
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    Interesting article on how Facebook permeates daily life and online interactions
Amanda Nichols

When the Internet Goes Down: Banning Technology - Finding Common Ground - Education Week - 0 views

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    Should technology and tech tools that students use be banned in schools? Peter DeWitt says it's counterproductive, and sends a negative message to our students.
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