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brillmindz123

ipad Game Development In Bangalore - 0 views

ipadgamedevelopmentinbangalore.blogspot.in/...-development-in-bangalore.html

ipad Game Development In Bangalore

shared by brillmindz123 on 13 Aug 16 - No Cached
  • brillmindz123 on 13 Aug 16
     
    Game is the word that amazes any being, no matter which type of Game is it. But something rich and unique can entertain more. We already have gaming platforms like PC, Gaming Zone, Portable Device and Video Games, but they are old now.
Roger Morris

The Easiest Way To Earn From Your Books - 1 views

Being a book author, I already know that I could not easily get rich with this career because it takes time to have my books sold. Good thing that I have learned about Kindle Book Publishing and I ...

started by Roger Morris on 15 Sep 12 no follow-up yet
Tero Toivanen

Study: Young Children Explore as Scientists Do - Inside School Research - Education Week - 20 views

blogs.edweek.org/..._young_children_explore_a.html

study children scientists research education

shared by Tero Toivanen on 28 Sep 12 - No Cached
Peggy George liked it
  • Alison Gopnik, a psychology professor at the University of California, Berkeley, reports that children from as young as 8 months old through preschool explore through techniques that would seem familiar to any scientist: they make hypotheses and test them against data; predict outcomes using statistics, and can infer the causes of failed actions.
  • All of these things, Gopnik and her colleagues argue, happen years before any formal training in the same scientific techniques. "What we need to do to encourage children to learn is not to put them in the equivalent of school, tell them things, give them reading drills or flash cards. We really need to put them in a safe, rich environment where the natural capacities for exploration, for testing, for science can get free rein," she said in a briefing with reporters.
swaroopraju

eduCanon: free tool embed rich questions into videos (YouTube, Vimeo, TeacherTube) - 0 views

www.eduCanon.com

education web2.0 technology tools teaching collaboration resources learning video

shared by swaroopraju on 22 Feb 14 - No Cached
  • swaroopraju on 22 Feb 14
     
    Flipped and Blended Interactive Video Learning Platform
intermixed intermixed

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t que d'épouser un tel mari.Harpagon Tu ne te tueras point, et tu l'épouseras. solde sacs longchamp Mais voyez quelle audace ! A.t.on jamais vu une fille parler de la sorte à son pèreElise Mais a.t...

sac longchamp pliage à épaule

started by intermixed intermixed on 07 Dec 13 no follow-up yet
majestic1 majestic1

jaune. sac longchamp pliage pas cher - 0 views

Ah oui, ah oui. longchamp pas chere Pas aussi riche peutêtre que sa voisine, la Compagnie d'Anzin.Mais des millions et des millions tout de même. On ne compte plus. sac pas cher longchampDixneuf fo...

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started by majestic1 majestic1 on 17 Dec 13 no follow-up yet
majestic1 majestic1

regards. Sac de voyage Longchamp xl pas cher - 0 views

sacs longchamp discountQuand la douleur du colonel parut dissipée, le conseiller retrouva sa fatigue ; et avec l'instinct ou plut.t avec le vouloir d'un homme harassé, son oeil sonda toutes les pro...

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started by majestic1 majestic1 on 13 Dec 13 no follow-up yet
majestic1 majestic1

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sacs cuir longchampsNon, non, pas d'avocats tous sont des canailles, ils profitent de leur science pour s'engraisser avec le peuple .a tournerait comme .a tournerait, les ouvriers devaient faire le...

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started by majestic1 majestic1 on 19 Dec 13 no follow-up yet
intermixed intermixed

robe lacoste pas cher Mais voilà - 0 views

Pas étonnant que les associations de parents d'élèves crient au «compromis boiteux» au moment où les hommes politiques affirment ériger l'éducation scolaire en priorité politique. La quarantaine de...

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started by intermixed intermixed on 20 Jun 14 no follow-up yet
intermixed intermixed

chemise lacoste pas cher homme paniqué - 0 views

Une camionnette chargée de quinze hommes armés bloque la voiture de Luis et, laissant sa famille au bord de la route, l'embarque «vers la montagne». Le groupe est un «prestataire de services» des F...

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started by intermixed intermixed on 25 Jun 14 no follow-up yet
anonymous

Qwiki - 68 views

www.qwiki.com

education technology wiki web2.0 qwiki search tools

shared by anonymous on 28 Nov 10 - No Cached
  • Dimitris Tzouris on 28 Nov 10
     
    wow!
  • Steve Ransom on 27 Jan 11
     
    An amazing technology that aggregates content from across the Internet and presents it in a unified, media-rich fashion.
Carlos Quintero

Is Google Making Us Stupid? - 0 views

www.theatlantic.com/...google

articulos google

shared by Carlos Quintero on 24 Jun 08 - Cached
  • pleads
  • weirdly poignant
  • lengthy
  • ...39 more annotations...
  • strolling
  • wayward
  • struggle.
  • godsend
  • Research
  • telltale
  • Unlike footnotes, to which they’re sometimes likened, hyperlinks don’t merely point to related works; they propel you toward them
  • Marshall McLuhan
  • altogether
  • It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
  • We are not only what we read
  • We are how we read.
  • above
  • When we read online, she says, we tend to become “mere decoders of information.” Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.
  • etched
  • We have to teach our minds how to translate the symbolic characters we see into the language we understand. And the media or other technologies we use in learning and practicing the craft of reading play an important part in shaping the neural circuits inside our brains
  • readers of ideograms, such as the Chinese, develop a mental circuitry for reading that is very different from the circuitry found in those of us whose written language employs an alphabet.
  • subtler
  • You are right,” Nietzsche replied, “our writing equipment takes part in the forming of our thoughts.” Under the sway of the machine, writes the German media scholar Friedrich A. Kittler, Nietzsche’s prose “changed from arguments to aphorisms, from thoughts to puns, from rhetoric to telegram style.”
  • James Olds, a professor of neuroscience who directs the Krasnow Institute for Advanced Study at George Mason University, says that even the adult mind “is very plastic.
  • “intellectual technologies”—the tools that extend our mental rather than our physical capacities—we inevitably begin to take on the qualities of those technologies
  • “disassociated time from human events and helped create the belief in an independent world of mathematically measurable sequences.”
  • The “abstract framework of divided time” became “the point of reference for both action and thought.”
  • , Computer Power and Human Reason: From Judgment to Calculation
  • widespread
  • The process of adapting to new intellectual technologies is reflected in the changing metaphors we use to explain ourselves to ourselves. When the mechanical clock arrived, people began thinking of their brains as operating “like clockwork.” Today, in the age of software, we have come to think of them as operating “like computers.” But the changes, neuroscience tells us, go much deeper than metaphor. Thanks to our brain’s plasticity, the adaptation occurs also at a biological level.
  • The Internet, an immeasurably powerful computing system, is subsuming most of our other intellectual technologies. It’s becoming our map and our clock, our printing press and our typewriter, our calculator and our telephone, and our radio and TV.
  • gewgaws,
  • thanks to the growing power that computer engineers and software coders wield over our intellectual lives,
  • “to organize the world’s information and make it universally accessible and useful.”
  • For us, working on search is a way to work on artificial intelligence.”
  • Certainly if you had all the world’s information directly attached to your brain, or an artificial brain that was smarter than your brain, you’d be better off.
  • to solve problems that have never been solved before
  • worrywart
  • shortsighted
  • eloquently
  • drained
  • “inner repertory of dense cultural inheritance,
  • as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.
  • Carlos Quintero on 24 Jun 08
     
    Is Google Making Us Stupid?
Martin Burrett

nrich.maths.org :: Mathematics Enrichment - 2 views

nrich.maths.org/public

maths trigonometry shape and measure addition subtraction division multiplication

shared by Martin Burrett on 07 Mar 09 - Cached
  • Judy Robison on 07 Mar 09
     
    The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice. More information on many of our other activities can be found here.
  • Martin Burrett on 19 Aug 11
     
    Nrich is a vast maths site with great interactive games and resources for young children right up to college mathematicians. http://ictmagic.wikispaces.com/Maths
Tero Toivanen

Master of Our Online Universe: Progression to Web 3.0 | cyberCulture - 0 views

blog.aaronpsmith.com/?p=13

cyberculture web3.0 web2.0 progression internet

shared by Tero Toivanen on 28 Feb 09 - Cached
  • In my opinion, Web 2.0 started with the introduction of the Social Networking Site (SNS) to the Web.
  • We can look back to 2002 and the launch of Friendster to see Web 2.0 in its infancy.
  • “Friendster was the first explicit social networking site in terms of the way we think about it today.”
  • ...5 more annotations...
  • With the introduction of Friendster the user can now create a digital persona without having any programming knowledge.
  • First was MySpace, which gave users access to their profiles HTML and CSS.
  • This feature to the SNS provided the user the ability to personalize their digital persona, and allowed them to express their individuality.
  • The next step in user control was given by Facebook, when the site allowed users develop and incorporate widgets into their profiles. The SNS Ning goes one step further by combining both the ideas of MySpace and Facebook, Ashlock says, “Giving users the power to construct an authentic identity while providing access to a rich array of Web 2.0 content.”
  • It is my conclusion that it is this focus on fluidly intertwining the Internet with the daily lives of its users that will progress Web 2.0 to Web 3.0. Just take a look at the latest advancements in mobile technology and you will see that the user’s ability to be connected has progressed away from the desktop computer.
    • Tero Toivanen
      Tero Toivanen on 28 Feb 09
       
      Progress from Web 2.0 to Web 3.0 is user's ability to be connected away from the desktop computer.
  • Tero Toivanen on 28 Feb 09
     
    Master of Our Online Universe: Progression to Web 3.0 It is my conclusion that it is this focus on fluidly intertwining the Internet with the daily lives of its users that will progress Web 2.0 to Web 3.0. Just take a look at the latest advancements in mobile technology and you will see that the user's ability to be connected has progressed away from the desktop computer.
Sheri Edwards

Education Week: Backers of '21st-Century Skills' Take Flak - 0 views

www.edweek.org/...23pushback_ep.h28.html

21stCentury debate

shared by Sheri Edwards on 05 Mar 09 - Cached
  • Unless states that sign on to the movement ensure that all students are also taught a body of explicit, well-sequenced content, a focus on skills will not help students develop higher-order critical-thinking abilities, they said at a panel discussion here in the nation’s capital last week.
  • Array of Skills In the Partnership for 21st Century Skills’ vision for K-12 education, the arches of the rainbow depict outcomes, while the pools represent the resources needed to support those outcomes. But critics contend that states implementing this vision might focus too heavily on discrete skills instruction, at the expense of core content. SOURCE: Partnership for 21st Century Skills
  • Ten states have agreed to work with P21 to incorporate a focus on technology, analytical and communication skills into their content standards, teacher training, and assessments.
  • ...16 more annotations...
  • “We’ve been having this curriculum war for years.”
  • Mr. Kay, in contrast, painted the P21 vision as one that transcends this debate. The partnership tries to encourage states to be more deliberative about how they help students learn the skills,
  • “[But] the liberal arts movement, which we embrace, has not been as purposeful and intentional about the skill outcomes as we need to be.”
  • Mr. Willingham argued not only that the teaching of skills is inseparable from that of core content, but also that it is the content itself that allows individuals to recognize problems and to determine which critical-thinking skills to apply to solve them.
  • Students become proficient critical thinkers only by gleaning a broad body of knowledge in multiple content domains, he said.
  • Those techniques include student-directed methods such as project-based learning, which requires students to work in groups to solve a specified problem, relying on teachers for guidance rather than for explicit instruction.
  • “Teachers will rise to the challenge given the kind of supports they need.”
  • “If [curriculum] is just picking up a manual, or a series of nonconnected or nonsequenced experiments in science or literary works with no connection and no background knowledge, it’s not going to help our kids think any better,” she said in an interview.
  • Academics like Ms. Darling-Hammond said that setting forth a clear understanding once and for all about what students should know, and which teaching methods best help students engage that content in depth, will be crucial to putting such debates to rest.
  • The highest-scoring countries on international exams, she said, undertook efforts to outline such goals specifically 20 to 30 years ago. “When you really think about delivering a rich curriculum, it takes a very skillful type of teaching,” Ms. Darling-Hammond said. “It can be done badly; we have to acknowledge that. But we don’t really have a choice, if we want to join other nations.”
  • Meanwhile the critics go about squawking while promoting their own panaceas
  • he majority of kids just go right on tuning out, dropping out, or just getting by
  • I challenge what I read by looking at source material. These are timeless skills. It's the technology that is 21st century.
  • As for the topics we are unfamiliar with, the poster just before me rightly points out that the Internet is out there for just that purpose. Real teachers are also learners, and should be constantly seeking to know more.
  • Many recent studies have concluded that the current system is broken beyond repair and that point solutions like those being advocates above cannot fix it. We know that people learn best when they teach others so small groups that encourage peer-to-peer mentoring should be encouraged. Those same small groups require the students to learn and use the high-performance skills advocated by P21. At the same time, there is a body of knowledge that has been determined to be important to a student's future - represented by the state academic content standards. Robust, in-depth discussions of academic content help achieve the mastery of academic content. To ensure the content has meaning, it is best learned in a multi-disciplinary environment. By embedding a selected set of content standards from a variety of disciplines into a realistic setting/project the students get the opportunity to use the knowledge and go beyond the standards as their interest leads them.
  • The fact is, while "experts" pore over the fabric of pedagogical delivery methods, online teaching and learning is quietly replacing classroom environments globally. Educators better make some quick adjustments or the very definition of what an "education" means nowadays will make many of these folks irrelevant.
  • Sheri Edwards on 05 Mar 09
     
    What do you think? How do we envision the future and teach for it?
william roper

How to Master General Chemistry in 24 Hours - 84 views

The Rapid Learning Series by Rapid Learning Center is a break-through learning system with scientific teaching method coupling with rich-media visualization and expert narration.In general chemistr...

rapidlearningcenter generalchemistry

started by william roper on 15 Dec 08 no follow-up yet
william roper

Education - 43 views

The Rapid Learning Series by Rapid Learning Center is a break-through learning system with scientific teaching method coupling with rich-media visualization and expert narration.In general chemistr...

Rapid Learning General Chemistry Organic

started by william roper on 15 Dec 08 no follow-up yet
Ruth Howard

GAME School Opens in New York:Quest to Learn | HASTAC - 0 views

www.hastac.org/1959

games learning teaching curriculum lHenry Jenkins MIT digital media new school ecology

shared by Ruth Howard on 16 Apr 09 - Cached
  • In an atmosphere of academic excellence, Quest aims to foster the type of learning that is possible today—learning based on access to online resources and tools from around the globe, learning that supports customized content for every student on demand, learning that is game-like in its ability to inspire and motivate. “In an age when low-income urban kids continue to drop out of school at alarming rates, yet research is consistently showing the high levels of engagement youth are exhibiting in various media platforms, it is incumbent upon educators to take notice and indeed redirect teaching methods to meet the needs and interests of students,” says Schwartz.
  • a robust industry mentorship program allow students opportunities to learn alongside experts, s
  • critical pedagogic tool in secondary education.”
  • ...7 more annotations...
  • 21st century learning materials and assessment
  • teacher training and digital arts
  • “learn by doing” through coursework focused on helping students make connections between ideas and skills in real world contexts. Enhanced literacy and math instruction occurs daily and all students have opportunities to gain expertise in reading, writing, and designing with digital media, including taking courses in computer programming, media arts, and game design. A fully integrated Wellness curriculum supports students in achieving healthy hearts, minds, and bodies.
  • based on research on how students today learn best
  • daily workshops in numeracy and literacy for struggling students,
  • cues from the media-rich learning kids are engaged in outside of school
  • expect a school that is all about beauty, science, thinking, learning, excitemen
  • Ruth Howard on 16 Apr 09
     
    A new New York school-curriculum by game designers fully integrating a new learning ecology.
Ruth Howard

Meta matters » New report on site blocking and Web 2.0 - 0 views

blogs.educationau.edu.au/...rt-on-site-blocking-and-web-20

web 2.0 site blocking school administration learning teachers

shared by Ruth Howard on 15 Apr 09 - Cached
  • focusing on Web 2.0 and site blocking in schools, has just been released. The report looks at identifying and overcoming barriers associated with site blocking with regards to Web 2.0 services.
  • Key findings include: Web 2.0 provides rich opportunities for teaching and learning Site blocking is a necessary and key component of every school’s overall cyber-safety strategy Cyber-safety concerns head the list of barriers to the adoption of Web 2.0 in Schools Current Site blocking methods are blunt instruments when applied to Web 2.0 sites Unblocking Web 2.0 sites must be done within a clear policy framework Teachers need professional learning support in order to effectively use Web 2.0 in teaching and learning.
  • Ruth Howard on 15 Apr 09
     
    Dear admin New Australian Reports on Collaboration and Site blocking by schools make recommendations for enabling web 2.0 for learning...
Fabian Aguilar

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 0 views

ascd.org/...trating_the_Media_Collage.aspx

literacy multimedia 21st Century Skills

shared by Fabian Aguilar on 11 Aug 09 - Cached
  • Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
  • Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
  • The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
  • ...8 more annotations...
  • As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
  • Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
  • The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
  • The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
  • Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
  • Focus on expression first and technology second—and everything will fall into place.
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