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Dennis OConnor

Shock threat to shut Skype - 0 views

  • eBay says it may have to shut down Skype due to a licensing dispute with the founders of the internet telephony service.
  • eBay has since been licensing the technology from the founders’ new company, Joltid, but the pair recently decided to revoke the licensing agreement.
  • In a quarterly report filed with the US Securities and Exchange Commission, eBay said in no uncertain terms that if it lost the right to use the software it would most likely have to shut Skype down.
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  • But, even though Skype has not been a major financial success, it has succeeded in becoming the dominant internet telephony service globally.
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    I use Skype and enjoy the free functionality. It's far from perfect, but has a place in my e-learning toolkit. (I've also used Jah-Jah to call my daughter in Thailand and was very pleased with this alternate take on internet telephony.) Like all things tech, Skype could go. As this article shows, the big hitting billionaires who run the show are in dispute. If i have to switch, so be it! Will Google Voice move into this space? Who knows? Wait and see as the future unrolls on a daily basis
Tero Toivanen

Digital Citizenship | the human network - 0 views

  • 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.
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  • 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.
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    Mark Pesce: Digital Citizenship and the future of Education.
J Black

Web 2.0 Tools - Web 2.0 That Works: Marzano & Web 2.0 - 4 views

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    Web 2.0 Tools From Web 2.0 That Works: Marzano & Web 2.0 Jump to: navigation, search Master List of Web 2.0 Tools "Y" Under each category indicates that this tool can be used with this strategy. "Free +" Indicates that the tool is free at the basic level, but that more advanced versions are available at a cost. Category Key: SD = Identifying Similarities and Differences CL = Cooperative Learning SNT = Summarizing and Note-Taking ER = Reinforcing Effort and Providing Recognition HP = Homework and Practice NR = Nonlinguistic Representation OF = Setting Objectives and Providing Feedback HYP = Generating and Testing Hypotheses QCO = Questions, Cues, and Advance Organizers Tool Link Desc Cost SD CL SNT ER HP NR OF HYP QCO Notes Ajax13 [[1]] Online Graphic Editor Free Y Y Y Y Y Y Y Requires Firefox 1.5 (or higher) Browser Backpack [[2]] Online Personal Organizer Free + Y Y Y Y Y Y Y Basecamp [[3]] Online Project Collaboration Free + Y Y Y Y Y Y Y Y Blogger [[4]] Blog Hosting Website Free Y Y Y Y Y Y bubbl.us [[5]] Online Brainstorming Free Y Y Y Y del.icio.us [[6]] Online Social Bookmarks Free Y Y Y Y Diigo [[7]] Online Social Annotation Free Y Y Y Y Y Y EditGrid [[8]] Online Spreadsheets Free + Y Y Y Y Y Integrates with Facebook and iPhone EduBlogs [[9]] Blog Hosting Website Free Y Y Y Y Y Y Exploratree [[10]] Online Graphic Organizer Free Y Y Y Y Y Y Interactive, pre-made graphic organizers that can be edited online Flickr [[11]] Photo Hosting Website Free + Y Y Y Y Part of Zoho Suite of Online Apps Gliffy [[12]] Online Diagramming Software Free + Y Y Y Google Documents [[13]] Online Word Processor Free Y Y Y Y Y Y Also contains Spreadsheets & Presentations Google Earth [[14]] Dynamic Global Geographic App Free Y Y Downloads to computer Google Maps [[15]] Online Ma
Tero Toivanen

TeachPaperless: What Makes a Great Teacher a Great Teacher in the 21st Century - 0 views

    • Tero Toivanen
       
      Next step is to move from paperless teaching to the classrooms with no walls.
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    When it comes to educational technology, the great teacher isn't the one who merely uses technology in education. The great teacher is the one who experiments and who teaches the spirits within students to experiment. The great teacher doesn't follow the rules. The great teacher doesn't go along with the program. Like a gleeful hacker, the great teacher turns Twitter into a reference library, chat rooms into exit tickets, Skype-casts into global awareness sessions, Wikimedia into a living breathing history of human events, and Pandora into the clothes of sound that wrap around culture and keep us warm on darkest nights.
studybooking

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