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william roper

How to Master General Chemistry in 24 Hours - 0 views

www.articlesbase.com/...mistry-in-24-hours-631369.html

Rapid Learning General Chemistry Organic Biochemistry Biology Molecular Cell Anatomy and Physiology Genetics Microbiology Immunology Physics College Algebra AP Calculus Trigonometry High School Prec

shared by william roper on 15 Dec 08 - Cached
  • william roper on 15 Dec 08
     
    There is a better and easier way! Your chemistry help is on its way. Learn your general chemistry visually in 24 hours!entire general chemistry course into 24 chapter...
Dennis OConnor

ASCD Inservice: The Curse of the Digitally Illiterate - 0 views

ascd.typepad.com/...-the-digitally-illiterate.html

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shared by Dennis OConnor on 06 Feb 09 - Cached
  • In his article in the February Educational Leadership ("Learning with Blogs and Wikis"), Bill Ferriter argues that digital tools like RSS feeds and aggregators help educators advance their professional learning. But first, some teachers need to join the ranks of the literate
  • Sadly, digital illiteracy is more common that you might think in schools. There are hundreds of teachers that haven't yet mastered the kinds of tools that have become a part of the fabric of learning—and life—for our students. We ban cell phones, prohibit text messaging, and block every Web application that our students fall in love with. We see gaming as a corrupting influence in the lives of children and remain convinced that Google is making us stupid. 
  • Dennis OConnor on 06 Feb 09
     
    A solid and timely article about the professional responsibility all educators have to become digitally literate. The comments on this blog are particularly good. You get a real feel for what's happening in the trenches
Russell D. Jones

Credibility and Digital Media @ UCSB - Past Research - 0 views

www.credibility.ucsb.edu/past_research.php

Credibility Wikipedia

shared by Russell D. Jones on 21 Jun 09 - Cached
  • traditional notions of credibility as coming from a centralized authority (e.g., a teacher, expert, or author) and individualized appraisal processes are challenged by digital technologies.
    • Russell D. Jones
      Russell D. Jones on 21 Jun 09
       
      Here is the break down of traditional modernist classroom.
  • Credibility assessments as constructed through collective or community efforts (e.g., wikis, text messaging via cell phones, or social networking applications) emerge as a major theme in recent discussions, and phrases like "distributed" and "decentralized" credibility, the "democratization of information," and "collectively versus institutionally-derived credibility" are common.
  • At core is the belief that digital media allow for the uncoupling of credibility and authority in a way never before possible.
  • ...1 more annotation...
  • Digital media thus call into question our conceptions of authority as centralized, impenetrable, and singularly accurate and move information consumers from a model of single authority based on hierarchy to a model of multiple authorities based on networks of peers.
  • Russell D. Jones on 21 Jun 09
     
    much of the information on the Web at the time (and still today) was not subject to the same types of credibility standards as most traditional mainstream media.
EXECUTIVE DIRECTOR

KidsBeSafeOnline LLC and The Institute for Responsible Online and Cell-Phone Communicat... - 0 views

www.prweb.com/...prweb2539724.htm

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shared by EXECUTIVE DIRECTOR on 24 Jun 09 - Cached
  • EXECUTIVE DIRECTOR on 24 Jun 09
     
    PR: KidsBeSafeOnline LLC and IROC2.org are dedicated to online child safety have come together to increase education and awareness of the dangers posed by the current trends in technology. They have joined forces to proactively educate children and parents regarding the consequences of sexting, sextcast
J Black

More Than Half The World Has Cell Phones - The Channel Wire - IT Channel News And Views... - 0 views

www.crn.com/215600271

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shared by J Black on 14 Apr 09 - Cached
  • The report shows that mobile technology is becoming the most desirable means of communication -- especially in poor countries. The numbers show dramatic growth: By the end of 2008, there were an estimated 4.1 billion subscriptions globally, compared with roughly 1 billion in 2002, according to the International Telecommunication Union, one of the specialized agencies of the United Nations. The study also looked at the Internet, and found that worldwide, usage has more than doubled: Approximately 23 percent of the population uses the Internet, up from 11 percent in 2002. Still, poor countries are far less likely to surf the Net. For example, only 1 in 20 people in Africa went online in 2007.
  • J Black on 14 Apr 09
     
    The report shows that mobile technology is becoming the most desirable means of communication -- especially in poor countries. The numbers show dramatic growth: By the end of 2008, there were an estimated 4.1 billion subscriptions globally, compared with roughly 1 billion in 2002, according to the International Telecommunication Union, one of the specialized agencies of the United Nations. The study also looked at the Internet, and found that worldwide, usage has more than doubled: Approximately 23 percent of the population uses the Internet, up from 11 percent in 2002. Still, poor countries are far less likely to surf the Net. For example, only 1 in 20 people in Africa went online in 2007.
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
  • ...4 more annotations...
  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
Paul Beaufait

Cyberbullying Warning Signs - 47 views

www.cyberbullying.us/yberbullying_warning_signs.pdf

adolescents cell phones children computers cyberbullying Internet teens online online safety

shared by Paul Beaufait on 12 Sep 11 - No Cached
  • Paul Beaufait on 12 Sep 11
     
    This PDF lists indications that children are involved in cyberbullying, either as victims or instigators. © 2009 Cyberbullying Research Center
EXECUTIVE DIRECTOR

Smoking, Sexting and the Cyber General - 19 views

www.iroc2.org/...smoking-sexting-and-the-cyber

sexting cyber bullying general sext safety digital responsibility internet web cell-phone phone 2.1C computer technology smoking

shared by EXECUTIVE DIRECTOR on 15 Oct 09 - Cached
  • EXECUTIVE DIRECTOR on 15 Oct 09
     
    Are you one of the growing number of digital citizens that know "2.1C"?
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