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What it is:  Education Diigo offers k-12 and higher ed educators premium Diigo accounts!  The premium accounts provide the ability to create student accounts for whole classes, students of the same class are automatically set up as a Diigo group so they can easily share bookmarks, annotations, and group forums, privacy settings so that only classmates and teachers can communicate with students, and any advertisments on Education Diigo are education related.  If you aren’t familiar with Diigo, it is a social bookmarking website where students can collaborate on the web.  Diigo works in to a project based learning environment nicely and allows for exploratory learning and collaboration.  

Education Diigo is an outstanding place for students to solve problems together.  Provide students with a problem and send them on a web scavenger hunt to find the answer, students can post their findings and notes about their findings on Diigo.  Students can collaborate online to solve the problem.  Education Diigo is also a great place for “teachers to highlight critical information within text and images and write comments directly on the web pages, to collect and organize series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves.”  This feature makes Education Diigo a great place to create webquest type lessons and virtual field trips around the web.    Diigo also allows teachers to collaborate and share resources among themselve. Education Diigo is a must for students who are learning to complete web-based research!

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.

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.

MrKent.Net is designed to help teachers effectively add technology into their classrooms. Lucas Kent is a grade 6 teacher and e-learning consultant who has incorporated technology into his teaching. His goal is to pass on these experiences to other teachers. Lucas authored 6 Steps to Success in Teaching with Technology, a teacher's guide to incorporating technology into a classroom. Look Inside!, read the latest reviews, recommendations and order your copy today.

New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and moving images in addition to text.

New media coalesce into a collage. Being literate also means being able to integrate emerging new media forms into a single narrative or "media collage," such as a Web page, blog, or digital story.

New media are largely participatory, social media. Digital literacy requires that students have command of the media collage within the context of a social Web, often referred to as Web 2.0. The social Web provides venues for individual and collaborative narrative construction and publication through blogs and such services as MySpace, Google Docs, and YouTube. As student participation goes public, the pressure to produce high-quality work increases.

It has taken years of acclimatizing our youth to stale artificial environments, piles of propaganda convincing them that what goes on inside these environments is of immense importance, and a steady hand of discipline should they ever start to question it.

Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. I have tried this with faculty and get similar results. Last year’s U.S. Professor of the Year, Chris Sorensen, began his acceptance speech by announcing, “I hate school.” The crowd, made up largely of other outstanding faculty, overwhelmingly agreed. And yet he went on to speak with passionate conviction about his love of learning and the desire to spread that love. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning.

They tell us, first of all, that despite appearances, our classrooms have been fundamentally changed.

Me aprovecho del brillante trabajo de Bruce Branit (verdaderamente impresionante el corto World Builder) [alt1040] para anunciar otro brillante trabajo, pero que además de sorprender la imaginación promete generar una reacción en cadena de sinapsis neuro-digitales. Me refiero al nuevo trabajo de Alejandro Piscitelli: “Nativos Digitales, Dieta cognitiva, Inteligencia Colectiva y Arquitecturas de la Participación”. (Santillana - 2009).

En nativos-digitales.com.ar el autor adelanta que el texto estará compuesto de 3 partes: - I. Los nativos digitales, una nueva clase cognitiva. - II. Educando a los nativos digitales en espacios de afinidad. - III. Gestionando los contextos de cambio caóticos en los que vivirán los nativos digitales.

Compendio de los capítulos que tiene este trabajo: o Cap.01 Nativos Digitales o Cap.02 Nuevos Formatos o Cap.03 Videojuegos o Cap.04 TV inteligente o Cap.05 Generación Einstein o Cap.06 Alfabetización Digital o Cap.07 Docentes 2.0 o Cap.08 Educ.ar o Cap.09 Software social o Cap.10 Par a Par o Cap.11 Cambios masivos o Cap.12 Mediacions Tecnológicas

California education leaders on Aug. 11 released a list of resources they have determined meet state-approved standards for high school math and science classes.

The "Free Digital Textbook Initiative Report," facilitated by the California Learning Resource Network (CLRN), outlines how open high school math and science textbooks submitted under the first phase of the initiative measure up against the state's academic standards. The state received 16 digital textbooks to review, with 10 meeting at least 90 percent of the standards and four fully meeting the standards. The reviewed resources are available for schools to use this fall.

Researchers used content standards adopted by the California Department of Education in 1997 for high school math courses and in 1998 for science courses. Submitted texts were reviewed to determine whether the materials fully or partially meet or do not meet state board-adopted content standards.