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Les coffres-forts, aussi, ont une âme Plus de 14 milliards d'euros. C'est le montant cumulé des profits affichés au titre de l'année passée par les trois grandes banques cotées : BNP Paribas, Socié...

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Dommage que sa pâtisserie soit victime de cette affaire», dit-il.Au centre-ville, d'autres boulangeries ont déjà accroché une petite enseigne «roses du Prophète» à côté des gâteaux, en attendant de...

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Dommage que sa pâtisserie soit victime de cette affaire», dit-il.Au centre-ville, d'autres boulangeries ont déjà accroché une petite enseigne «roses du Prophète» à côté des gâteaux, en attendant de...

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Mais aux yeux du Hamas, il faudra au préalable trouver une formule selon laquelle si Israël reconnaît les droits des Palestiniens, après la dépossession de leur terre en 1948, et est prêt à conduir...

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Reste que ni la magie ni l'extrême violence des rebelles ne suffisent, pour les observateurs, à expliquer l'extraordinaire longévité de la LRA. «Le gouvernement utilise cette guerre pour justifier ...

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Nigel Coutts

Fuzzy Thinking for Long-Life Learning - 16 views

thelearnersway.net/...hinking-for-long-life-learning

education learning Finland

shared by Nigel Coutts on 14 Jun 15 - No Cached
  • Nigel Coutts on 14 Jun 15
     
    Recently I have found a number of ideas on the web that were particularly interesting and together paint a compelling picture of education's future. Each fits into a model where the focus is on developing skills, dispositions and habits that will last into the future - long life skills.
Steve Ransom

Stupid Teenage Tricks, for a Virtual Audience - Well Blog - NYTimes.com - 23 views

well.blogs.nytimes.com/...h-risks-for-a-virtual-audience

video audience stupid kids youtube injury

shared by Steve Ransom on 15 Jun 10 - Cached
  • Steve Ransom on 15 Jun 10
     
    Audience is not always a good thing...
jodi tompkins

14 Interesting Ways to Get to Know Your New Class - 0 views

docs.google.com/...view

shared by jodi tompkins on 16 Aug 10 - No Cached
  • jodi tompkins on 16 Aug 10
     
    Great beginning of the school year ideas for use in your classroom.
anonymous

FCC heralds a new era of 'super Wi-Fi' - CNN.com - 5 views

www.cnn.com/...index.html

wifi

shared by anonymous on 16 Sep 10 - No Cached
  • The souped-up system could result in wireless internet connections coming to rural areas, fewer "dead zones" in Wi-Fi networks and the ability to transfer large files easily between machines and computers in hospitals, the FCC says.
  • anonymous on 16 Sep 10
     
    This will be looked at in hindsight as a HUGE step in making the Internet available to more people in the US, I believe.
Vahid Masrour

Are You Collaboration Savvy? - Rawn Shah - Connected Business - Forbes - 19 views

blogs.forbes.com/...are-you-collaboration-savvy

collaboration competency ticseducacion

shared by Vahid Masrour on 15 Oct 10 - No Cached
  • Vahid Masrour on 15 Oct 10
     
    An interesting post for all those that try to facilitate the adoption of ICTs, Web2.0 and the social media.
Steve Hargadon

Creating Lifelong Learners » Video in the Classroom - 0 views

www.needleworkspictures.com/...blog

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shared by Steve Hargadon on 03 Apr 08 - Cached
  • Steve Hargadon on 03 Apr 08
     
    Rip Van Winkle video. :)
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Tom Daccord

The News-Gazette.com: Learning a click away in Danville High School class - 0 views

www.news-gazette.com/..._in_danville_high_school_class

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shared by Tom Daccord on 18 Feb 09 - Cached
  • Tom Daccord on 18 Feb 09
     
    'Learning a Click Away in Danville." it's called a classroom response system, or "clicker" system. And business teacher Daniel Hile said this educational tool is changing the way he teaches and his students learn.
Tero Toivanen

Digital Citizenship | the human network - 0 views

blog.futurestreetconsulting.com/?p=132

Britannica Facebook Internet Obama SMS Twitter Wikipedia blog co-presence education google earth hierarchy hyperconnectivity hyperempowerment hyperpeople mobile network peer production sharing social networks wiki

shared by Tero Toivanen on 07 Jun 09 - Cached
  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
  • ...13 more annotations...
  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
  • Tero Toivanen on 07 Jun 09
     
    Mark Pesce: Digital Citizenship and the future of Education.
Elizabeth Koh

Study Ties Student Achievement to Technology Integration : April 2009 : THE Journal - 0 views

www.thejournal.com/24218

technology achievement student study research outcomes

shared by Elizabeth Koh on 15 Apr 09 - No Cached
  • , the report showed that in high-need schools, there's been a 31 percent increase in the "innovative use of technology by teachers in core subject areas." What's more, in these schools, the report found significant increases in reading and math achievement (17 percent to 33 percent in reading and 18 percent to 36 percent in math).
  • 14-point increase in graduation rates, from 66 percent to 80 percent.
  • technology can help develop sustainable programs with short and long-term academic and economic benefits
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