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cheryl capozzoli

spreeder.com - Free online speed reading application - 0 views

www.spreeder.com

shared by cheryl capozzoli on 24 Jan 09 - Cached
  • cheryl capozzoli on 24 Jan 09
     
    improve reading speed or fluency...
Clif Mims

EdTech Action Network - 0 views

www.edtechactionnetwork.org/index.html

aect education educational-technology iste k-12-education politics teacher-education technology-integration

shared by Clif Mims on 12 Jul 08 - Cached
  • Clif Mims on 12 Jul 08
     
    "ETAN provides a forum for educators and others to engage in the political process and project a unified voice in support of a common cause - improving teaching and learning through the systemic use of technology. ETAN's mission is to influence public policy-makers at the federal, state and local levels and to increase public investment in the competitiveness of America's classrooms and students."
Tom Daccord

k12online08presenters » Dennis Richards - 0 views

k12online08presenters.wikispaces.com/Dennis+Richards

dennisrichards k12online08presenters 21stcenturylearning t21 bio

shared by Tom Daccord on 03 Feb 09 - No Cached
  • Tom Daccord on 03 Feb 09
     
    Dennis is a former English teacher and administrator in urban and suburban schools for many years. Dennis has always gravitated toward K12 leadership, learning and technology topics. He has graduate degrees from Middlebury College's Bread Loaf School of English and Harvard University's School of Education. In addition to blogging about K12 learning, leading and web 2.0 tools/pedagogies at innovation3.edublogs.org, he is president of the Massachusetts affiliate of ASCD, a member of the Leadership Council for ASCD; a member of the Massachusetts Working Group for Educator Quality; Co-Facilitator of the Massachusetts High School Redesign Task Force; and a member of Massachusetts STEM Summit V Planning Committee. The web 2.0 conversation is not about technology tools; it is about student learning. Dennis subscribes to the definition of Professional Learning Communities that Rick and Becky DuFour and many other leaders of education have espoused. In simple terms, * learning (for us and for students) is our purpose, * we can improve student learning if we learn together collaboratively, and * monitoring student learning is the only way to know: 1. what students are learning, 2. how we are teaching and 3. how we get better at it. A former English teacher and administrator in urban and suburban schools for many years, he has always gravitated toward K12 leadership, learning and technology topics. He has graduate degrees from Middlebury College's Bread Loaf School of English and Harvard University's School of Education. He is married with three children and four grandchildren. Among other things, he loves running, cycling, kayaking, contemporary poetry, photography and the outdoors. In the summer of 2007 his professional life changed when he attended the Building Learning Communities Conference 2007 and in three days experienced, for the first time, the power of Web 2.0 tools and their potential for transforming schools and learning. That experience
Tom Daccord

Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html

shared by Tom Daccord on 12 Feb 09 - Cached
  • Tom Daccord on 12 Feb 09
     
    United States Is Substantially Behind Other Nations in Providing Teacher Professional Development That Improves Student Learning; Report Identifies Practices that Work Nation Making Progress in Ensuring More Teachers Have Deep Content Knowledge and Mentoring But U.S. Teacher Development Lacks Intensity, Follow-up, & Usefulness
Greg Brandenburg

edublogs: Ken Robinson's The Element: reincarnating creativity - 1 views

edu.blogs.com/...-reincarnating-creativity.html

shared by Greg Brandenburg on 07 Feb 09 - Cached
  • We also need to recognise that, largely, those teachers who use technology the most effectively and lead the way with its use are also, by and large, excellent teachers with or without the technology.This helps us see what many of us appreciate already: the one biggest element of improving education, making learning more creatively inclined and entrepreneurial, is the teacher. It's not curriculum, class sizes (though smaller class sizes make the teacher's life easier) or even assessment. This is something I've been reporting back from research for two years (and which I've been blown out on more times than I can count). It's not about letting students lead the way with technology and "show us teachers" how it's done. Students are generally quite narrow in their knowledge of how to harness technology or creative venture.No, it's how teachers and parents teach that is important. It is, to use a piece of edu-jargon, pedagogy, both at school and at home.
    • Sheri Edwards
      Sheri Edwards on 07 Feb 09
       
      Pedagogy Innovation Creativity Understanding Entrepreneurship PICUE
  • with students batched by age and subject to standardised tests for quality before shipping to the real world. Conformity has thus always had a higher value than diversity
    • Greg Brandenburg
      Greg Brandenburg on 16 Feb 09
       
      I've not objected to standardized tests as there needs to be some accountability. But, when you put it this way, it does sound like the education factory.
  • Sheri Edwards on 07 Feb 09
     
    We also need to recognise that, largely, those teachers who use technology the most effectively and lead the way with its use are also, by and large, excellent teachers with or without the technology. This helps us see what many of us appreciate already: the one biggest element of improving education, making learning more creatively inclined and entrepreneurial, is the teacher. It's not curriculum, class sizes (though smaller class sizes make the teacher's life easier) or even assessment. This is something I've been reporting back from research for two years (and which I've been blown out on more times than I can count). It's not about letting students lead the way with technology and "show us teachers" how it's done. Students are generally quite narrow in their knowledge of how to harness technology or creative venture. No, it's how teachers and parents teach that is important. It is, to use a piece of edu-jargon, pedagogy, both at school and at home.
Jeff Johnson

BLC Conference (November Learning) - 0 views

novemberlearning.com/blc

BLC November education technology novemberlearning.com

shared by Jeff Johnson on 16 Jan 09 - Cached
  • Jeff Johnson on 16 Jan 09
     
    Get ready to have your brain tickled with ideas from around the world. The 2009 Building Learning Communities Conference is designed to have an immediate and long range impact on improving teaching and learning. What first started as a 'jam session' of ideas between friends and education colleagues has grown into something truly special. Each year at BLC, we welcome representatives from around the world along with some of the most prestigious leaders in the field of education technology. Our conference program features hands-on pre-conference workshops, keynotes and over 90 main session workshops.
Julianne Hoefer

SchoolsMovingUp - 0 views

schoolsmovingup.net

high performing schools tips research

shared by Julianne Hoefer on 26 Oct 08 - Cached
  • Julianne Hoefer on 26 Oct 08
     
    Tips for ways to improve student achievement. Schools on the move identifies high performing schools and explains what actions they have taken to reach their levels of achievement.
Bill Graziadei, Ph.D. (aka Dr. G)

Media Education Lab: University-community partnership for media literacy under the dire... - 0 views

www.mediaeducationlab.com/index.php

copyright media universitycommunity fairuse teaching curriculum materials

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 25 Nov 08 - Cached
  • Bill Graziadei, Ph.D. (aka Dr. G) on 25 Nov 08
     
    The mission of the Media Education Lab at Temple University is to improve media literacy education through scholarship and community service. Resources for teaching about the copyright, fair use and education, based on the Code of Best Practices in Fair Use for Media Literacy Education.
Jeff Johnson

Education | Glogster - 0 views

www.glogster.com/edu

Glogster education technology edtech web2.0 web_2.0 classroom2.0

shared by Jeff Johnson on 23 Sep 08 - Cached
  • Glogster gives support and help with creating school accounts and keeping Glogs PRIVATE
  • adina sullivan on 23 Sep 08
     
    Education version of Glogster allows for school accounts and private glogs
  • Jeff Johnson on 27 Apr 09
     
    Glogster is proud to present Glogster.com/edu, a NEW addition to the site for all your educational needs! This is just the first step in making education and technology more engaging for educators and students! We will continue to add more and more features and improvements to make sure all your educational needs are fulfilled! Feel free to give us any feed back that you think would make this site better for educators and students.
Sheryl A. McCoy

Wordle - CR2.0 project comments: Nov. 13-18, 2008 - 0 views

www.wordle.net/...comments%3A_Nov._13-18%2C_2008

wordle cr2.0 Ed Tech Trends ed technology book write project

shared by Sheryl A. McCoy on 18 Nov 08 - Cached
  • Sheryl A. McCoy on 18 Nov 08
     
    wordle contains the most frequently used 200 words of comments on CR2.0 project to improve access to professional development.
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.
J Black

shortsighted.pdf (application/pdf Object) - 0 views

www.all4ed.org/...shortsighted.pdf

education 21centuryskills assessment change comparison

shared by J Black on 05 Apr 09 - No Cached
  • J Black on 05 Apr 09
     
    To future generations, Americans' current educational myopia is likely to appear, at best, a negligent failure to anticipate and meet the needs of the nation and its citizens. And for the sake of those future generations, the short-sighted practices and parochial policies that have delayed significant improve-ment in the nation's educational advancement must change. To provide students with a world-class education, the United States, beginning with strong leadership from the U.S. Department of Education (ED), must adopt a more global outlook. The tools and opportunities already exist; indeed, the United States has even subsidized their creation. Now the nation needs to participate in, learn from, and act on the results of internationally benchmarked assessments.
Maggie Verster

World Map of Social Networks - 0 views

www.vincos.it/world-map-of-social-networks

mapping sn visualization

shared by Maggie Verster on 08 Jun 09 - Cached
  • Maggie Verster on 08 Jun 09
     
    A map of the world, showing the most popular social networks by country, according to Alexa & Google Trends for Websites traffic data (June 2009). Please share and help me to improve it with your comments !
Maggie Verster

Free Webinar: Exploring Open Educational Resources by Nellie Deutsch - 0 views

www.wiziq.com/...ing-Open-Educational-Resources

webinar wshops school2.0

shared by Maggie Verster on 02 Jun 09 - Cached
  • Maggie Verster on 02 Jun 09
     
    The Internet provides unique opportunities for educators to access, use, modify, and share educational materials. Open Educational Resources (OER), as these free materials are called, can include "full courses, textbooks, streaming videos, exams, software, and any other materials or techniques supporting learning"http://www.hewlett.org/oer . The OER movement shows considerable potential to reduce cost, improve quality and widen access to educational opportunities. WikiEducator was launched in 2006 to turn tomorrow's promise for OER into today's reality for teachers, lecturers, and trainers around the world. WikiEducator is an international community of educators committed to the development of OER at all levels of the education system. WikiEducators are returning to the core value of education, namely to share knoweldge freely. In this session, experienced WikiEducators will share what the concept of "OER" and explore ideas on how to get the most from this rewarding project.
Judy Robison

History Animated - 0 views

historyanimated.com/newhistoryanimated

socialstudies

shared by Judy Robison on 23 Aug 09 - Cached
  • Judy Robison on 23 Aug 09
     
    History Animated is a fantastic resource for teachers of US History. The animations will make great supplements to classroom instruction. The animations are a significant improvement over drawing or pointing to places on a map.
Kathleen N

TooFAST VERSION 1.0 - 0 views

www.toofast.ca

assessment survey education webapp GPL

shared by Kathleen N on 13 May 09 - No Cached
  • Jeremy Davis on 13 May 09
     
    Student response
  • Kathleen N on 01 Jul 09
     
    TooFast is the second generation of the FAST software ( https://www.getfast.ca) that began in the spring of 1999. With the combined resources of our co-sponsors (Mount Royal College, Carleton University and eCampus Alberta) our service remains completely free of charge. We encourage you to become a user and see if the software meets your needs. You can also download our software for this site and contribute code to our project. If you have any feedback on how we can improve TooFAST, please add your comments to the forums section of the site or send us an e-mail - we always enjoy hearing from users.
Ruth Howard

Social Media Classroom - 0 views

socialmediaclassroom.com/...n-to-the-community-of-practice

Howard Rheingold Social Media Community pedagogy Professional development

shared by Ruth Howard on 23 Apr 09 - Cached
  • The Social Media Classroom is a set of free and open source social media
  • It was initially created by Howard Rheingold and Sam Rose
  • Colab was created specifically to teach social media theory by the use of social media, a
  • ...5 more annotations...
  • Although the Colab was created specifically to teach social media theory by the use of social media, and the Social Media Classroom includes resource lists, syllabi, and , lesson plans focused on that specific subject, it was intended from the beginning to serve as an all-purpose tool for educators who seek to use social media in pursuit of a more participative pedagogy. That’s where the community of practice comes in. We’re devoting an instance of the Colab to converations among educational practitioners that we hope to grow into a self-sustaining community around the use of social software in pedagogy in the broadest sense—any subject, any age level, any institution. We welcome participants who want to learn more, share best practices, meet others who share an interest in social media in education. The hope of those who created the initial Colab and accompanying curricular and support material is that this effort, and the tools we provide, will inspire others to vastly expand and deepen our resource repository, add their syllabi and lesson plans, discuss with and learn from others. We’ll start with Forums, where the early participants can meet and discuss what we’d like to do together, and the wiki, where we’ve seeded some fundamental resources and invite others to add new ones. If there is interest, we can add blogs, chat, RSS, social bookmarking, microblogging and video. The Colab is based on Drupal, a free and open source Content Management System, and we hope to grow ties with others in that community who are interested in working with educators to co-develop new tools and improve existing ones. To join the community click here
  • We’ll start with Forums, where the early participants can meet and discuss what we’d like to do together, and the wiki, where we’ve seeded some fundamental resources and invite others to add new ones. If there is interest, we can add blogs, chat, RSS, social bookmarking, microblogging and video.
  • a self-sustaining community around the use of social software in pedagogy in the broadest sense—any subject, any age level, any institution. We welcome participants who want to learn more, share best practices, meet others who share an interest in social media in education.
  • it was intended from the beginning to serve as an all-purpose tool for educators who seek to use social media in pursuit of a more participative pedagogy. That’s where the community of practice comes in.
  • we hope to grow ties with others in that community who are interested in working with educators to co-develop new tools and improve existing ones. To join the community click here
Tero Toivanen

Music and the Brain - 0 views

www.cerebromente.org.br/...musica.html

music brain learning memory

shared by Tero Toivanen on 16 May 09 - Cached
  • A little known fact about Einstein is that when he was young he did extremely poor in school. His grade school teachers told his parents to take him out of school because he was "too stupid to learn" and it would be a waste of resources for the school to invest time and energy in his education. The school suggested that his parents get Albert an easy, manual labor job as soon as they could.
  • Instead of following the school's advice, Albert's parents bought him a violin. Albert became good at the violin. Music was the key that helped Albert Einstein become one of the smartest men who has ever lived. Einstein himself says that the reason he was so smart is because he played the violin. He loved the music of Mozart and Bach the most. A friend of Einstein, G.J. Withrow, said that the way Einstein figured out his problems and equations was by improvising on the violin.
  • Another example of how rhythm orders movement is an autistic boy who could not tie his shoes. He learned how on the second try when the task of tying his shoes was put to a song. The rhythm helped organize his physical movements in time.
  • ...15 more annotations...
  • Classical music from the baroque period causes the heart beat and pulse rate to relax to the beat of the music. As the body becomes relaxed and alert, the mind is able to concentrate more easily. Furthermore, baroque music decreases blood pressure and enhances the ability to learn. Music affects the amplitude and frequency of brain waves, which can be measured by an electro-encephalogram. Music also affects breathing rate and electrical resistance of the skin. It has been observed to cause the pupils to dilate, increase blood pressure, and increase the heart rate.
  • Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
  • According to The Center for New Discoveries in Learning, learning potential can be increased a minimum of five times by using this 60 beats per minute music.
  • Dr. Lozanov's system involved using certain classical music pieces from the baroque period which have around a 60 beats per minute pattern. He has proven that foreign languages can be learned with 85-100% efficiency in only thirty days by using these baroque pieces. His students had a recall accuracy rate of almost 100% even after not reviewing the material for four years.
  • Group 1 was read the words with Handel's Water Music in the background. They were also asked to imagine the words. Group 2 was read the same words also with Handel's Water Music in the background. Group 2 was not asked to imagine the words. Group 3 was only read the words, was not given any background music, and was also not asked to imagine the words. The results from the first two tests showed that groups 1 and 2 had much better scores than group 3. The results from the third test, a week later, showed that group 1 performed much better than groups 2 or 3.
  • One simple way students can improve test scores is by listening to certain types of music such as Mozart's Sonata for Two Piano's in D Major before taking a test. This type of music releases neurons in the brain which help the body to relax.
  • William Balach, Kelly Bowman, and Lauri Mohler, all from Pennsylvania State University, studied the effects of music genre and tempo on memory retention. They had four groups learn vocabulary words using one of four instrumental pieces - slow classical, slow jazz, fast classical, and fast jazz.
  • Surprisingly, the results showed that changing the genre had no effect on recall but changing the tempo decreased recall.
  • One key ingredient to the order of music from the baroque and classical periods is math. This is realized by the body and the human mind performs better when listening to this ordered music.
  • George recognized that Saul overcame his problems by using special music. With this story in mind King George asked George Frederick Handel to write some special music for him that would help him in the same way that music helped Saul. Handel wrote his Water Music for this purpose.
  • Dr. Ballam goes on to say that, "The human mind shuts down after three or four repetitions of a rhythm, or a melody, or a harmonic progression."
  • Bob Larson, a Christian minister and former rock musician, remembers that in the 70's teens would bring raw eggs to a rock concert and put them on the front of the stage. The eggs would be hard boiled by the music before the end of the concert and could be eaten. Dr. Earl W. Flosdorf and Dr. Leslie A. Chambers showed that proteins in a liquid medium were coagulated when subjected to piercing high-pitched sounds
  • Rock music was played in one of the boxes while Bach's music was played in the other box. The rats could choose to switch boxes through a tunnel that connected both boxes. Almost all of the rats chose to go into the box with the Bach music even after the type of music was switched from one box to the other.
  • She found that the plants grew well for almost every type of music except rock and acid rock. Jazz, classical, and Ravi Shankar turned out to be the most helpful to the plants. However, the plants tested with the rock music withered and died. The acid rock music also had negative effects on the plant growth.
  • One cannot deny the power of music. High school students who study music have higher grade point averages that those who don't. These students also develop faster physically. Student listening skills are also improved through music education. The top three schools in America all place a great emphasis on music and the arts. Hungary, Japan, and the Netherlands, the top three academic countries in the world, all place a great emphasis on music education and participation in music. The top engineers from Silicon Valley are all musicians. Napoleon understood the enormous power of music. He summed it up by saying, "Give me control over he who shapes the music of a nation, and I care not who makes the laws" .
  • Tero Toivanen on 16 May 09
     
    Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
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