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Martin Burrett

NASA App - 0 views

www.nasa.gov/...index.html

science space planets nasa iphone ipad android

shared by Martin Burrett on 09 Apr 12 - Cached
  • Martin Burrett on 09 Apr 12
     
    Download the NASA app for Android, iPhone and iPad and view some of the best space resources out there. See an astro picture of the day and archive and browse a huge amount of information on a range of space topics. http://ictmagic.wikispaces.com/Science
Martin Burrett

BBC Solar System - 0 views

www.bbc.co.uk/...solarsystem

Science astronomy space solar system planets

shared by Martin Burrett on 04 Dec 11 - Cached
  • Martin Burrett on 04 Dec 11
     
    The BBC solar system page. See stunning videos and images. http://ictmagic.wikispaces.com/Science
Martin Burrett

Space Race - Space flash cards and other resources - 0 views

spacerace.speakaboos.com/flash-cards

space space shuttle ISS planets moon sun

shared by Martin Burrett on 06 Dec 11 - No Cached
  • Martin Burrett on 06 Dec 11
     
    A beautiful space science site. View a set of stunning flashcards about a variety of space topics. On other sections of the site to can view educational cartoon videos, worksheets and games. http://ictmagic.wikispaces.com/Science
Martin Burrett

BBC Stargazing LIVE - 0 views

www.bbc.co.uk/b00wnvpf

astronomy space BBC stars planets

shared by Martin Burrett on 05 Dec 11 - No Cached
  • Martin Burrett on 05 Dec 11
     
    Stargazing Live is a wonderful BBC programme on air in January. The site has lots of great resources to help you understand the night's sky. http://ictmagic.wikispaces.com/Science
Martin Burrett

Planet Sherston - 0 views

www.planetsherston.com

English ict maths science humanities flash games activities

shared by Martin Burrett on 18 Jan 12 - No Cached
  • Martin Burrett on 18 Jan 12
     
    A wonderful cross curricular site with 100s of well designed resources for your English, Maths, ICT, Science and humanities classes. http://ictmagic.wikispaces.com/Cross+Curricular
Martin Burrett

NASA's Space Place - 0 views

spaceplace.nasa.gov

space Science nasa planets astronomy stars

shared by Martin Burrett on 27 Dec 11 - Cached
  • Martin Burrett on 27 Dec 11
     
    A great NASA site where you can find over 100 resources to bring outer space into your classroom. Some of the resources are for your whiteboard, others can be downloaded and printed. http://ictmagic.wikispaces.com/Science
Martin Burrett

The Earth and Beyond - 0 views

www.childrensuniversity.manchester.ac.uk/...default.asp

Science planets sun solar system space

shared by Martin Burrett on 03 Jan 12 - Cached
  • Martin Burrett on 03 Jan 12
     
    A great set of interactive space resources. Learn about day and night, orbits, phases of the moon and more. Choose a topic from the menu and explore with your class. http://ictmagic.wikispaces.com/Science
Martin Burrett

Solar System Scope - 0 views

www.solarsystemscope.com/scope.swf

Science space planets solar system stars sun moon

shared by Martin Burrett on 28 Dec 11 - No Cached
  • Martin Burrett on 28 Dec 11
     
    Wow! A simply stunning, fast loading, space 3D simulation of the solar system. Fly between the plants and look at them close up. http://ictmagic.wikispaces.com/Science
Tero Toivanen

Minding the Planet: Web 3.0 -- The Best Official Definition Imaginable - 0 views

novaspivack.typepad.com/...web-30----the-a.html

web3.0 definition semanticWeb minding

shared by Tero Toivanen on 15 Mar 09 - Cached
  • Web 3.0, in my opinion is best defined as the third-decade of the Web (2009 - 2019), during which time several key technologies will become widely used. Chief among them will be RDF and the technologies of the emerging Semantic Web. While Web 3.0 is not synonymous with the Semantic Web (there will be several other important technology shifts in that period), it will be largely characterized by semantics in general.
  • Why is defining Web 3.0 as a decade of time better than just about any other possible definition of the term? Well for one thing, it's a definition that can't easily be co-opted by any company or individual around some technology or product. It's also a completely unambiguous definition -- it refers to a particular time period and everything that happens in Web technology and business during that period. This would end the debate about what the term means and move it to something more useful to discuss: What technologies and trends will actually become important in the coming decade of the Web?
  • Tero Toivanen on 15 Mar 09
     
    Web 3.0 -- The Best Official Definition Imaginable Web 3.0, in my opinion is best defined as the third-decade of the Web (2009 - 2019), during which time several key technologies will become widely used.
Martin Burrett

Free eBooks at Planet eBook - Classic Novels and Literature - 1 views

www.planetebook.com

ebooks literature

shared by Martin Burrett on 18 May 08 - Cached
  • Martin Burrett on 06 Aug 11
     
    A site with 82 classic novels at last count as downloadable ebooks. Easy to download and comes in many formats for e-readers and PCs. http://ictmagic.wikispaces.com/English
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.
Kathleen N

the.Planet | the.News | YOU.edit |You.Report - 0 views

www.pbs.org/...story.php

PBS medialiteracy education

shared by Kathleen N on 26 Apr 09 - Cached
  • Kathleen N on 26 Apr 09
     
    Site for MS-HS students ;lesson plans for teachers YOU.edit will go online in the spring of 2009. Students will be able to create their own interactive videos through the YOU.edit online editing tool that will be available in early 2009. This tool will allow students to create online reports drawn from the digital files that comprise a completed the.News segment. These component parts include video, music, graphics, interviews, and narration. YOU.edit will go online in the spring of 2009. Students will be able to create their own interactive videos through the YOU.edit online editing tool that will be available in early 2009. This tool will allow students to create online reports drawn from the digital files that comprise a completed the.News segment. These component parts include video, music, graphics, interviews, and narration.
Martin Burrett

Jigsaw Planet - 3 views

www.jigsawplanet.com

puzzles jigsaw photo image

shared by Martin Burrett on 18 Jun 09 - Cached
  • Louise Robinson-Lay on 18 Jun 09
     
    Great for Smartboard use.
  • Martin Burrett on 09 Jul 11
     
    Assemble or create virtual jigsaws with your own photos and images. A great resource to hide clues, a twist on a multiple choice quiz or answers to homework. http://ictmagic.wikispaces.com/Photos+&+Images
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